About our S.T.E.M. Program:
STEM education at Whispering Wind Academy consists of students in grades K through 6 experiencing STEM not only in their classrooms but they additionally attend a specialized STEM Lab environment. The STEM Lab, utilizing NGSS framework, is a project/problem-based program that is a hands-on integration of teaching science, technology, engineering, and math. Examples of some of the experiences:
- K- Concepts of Magnetism, Classroom connections to Letter learning (Can you think of a better way to write letter learning?), Engineering in relation to Fairy Tale stories
- 1st- Engineering straw bridges to withstand weight, engineering wood houses to withstand the wind and experimentation with Light and Color
- 2nd- Engineering straw bridges to withstand weight, engineering wood houses to withstand the wind, Concepts of Sink and Float and engineering of the circulatory system
- 3rd- Development and Construction of an electrical cardboard guitar and implementing our own variable tested plant experiment
- 4th- Engineering of Hydraulically Powered Drawbridges and Electricity and Engineering of Lighthouses, Cardboard dollhouses or circuit board games.
- 5th- Engineering of wooden lamp clocks, discussion of solar energy, Concepts of Simple Machines
- 6th- Mummification of tomatoes, developing and constructing wooden gumball machines, paper roller coasters and Genotype and Phenotype of Wisconsin Fast growing plants.
Our STEM sponsor:
Meet Ms. Suri
My name is Jessica Suri and I’m the new STEM teacher at Whispering Wind Academy. I have a Masters degree in Elementary Education and a certification in High Ability Education. This is my sixth year teaching in a public school setting. Before taking this position I mainly taught intermediate students (4th through 6th grade). I am a life long learner with a passion for science and social studies. I have attended many institutes and workshops in order to further my knowledge and educational background. Some of the workshops I attended were an archeological dig in Ohio, a behind the scenes zoo workshop at the Indianapolis Zoo, an energy program at PURDUE University and a workshop at the Smithsonian Art Museum.
This year in STEM we are going to be taking two directions. First of all, I want to thoroughly teach students what STEM means and the different topics within each letter (S-T-E-M). In first and second grade we’re focusing on lab tools; their scientific names, what they’re used for and how to use them appropriately. I think these are valuable skills that any scientist needs to know. Also, it gives the students ownership in the classroom. They don’t just come to build but they come to learn, observe and experiment. My upper grades will be actively using these tools on a daily basis. Right now all intermediate grades, 4th through 6th are focusing on completing higher-level tasks involving measurement, circuitry, force, simple machine mechanics and appropriate usage of lab tools.
The second direction we’ll be taking this year focuses on being curious and open to exploring new, and difficult, tasks. My primary students have already problem solved in order to create bridges and houses to withstand weight and wind. In the upcoming months, 2nd grade will learn and explore the concepts of density and buoyancy. My intermediate students will look at concepts such as friction, force, electricity, energy efficiency, etc.
Even though technology plays an integral role in our program, I teach students to think about the true definition of technology “an invention that is designed to make something easier or better.” This is the definition I discuss, all year long, as we engineer, experiment, code, design and manipulate materials.


Parent Guide: Supporting Literacy Development at Home While Sheltering in Place
Hero’s Journey A classic story structure in which an unlikely hero or heroine receives a sudden and unexpected journey. The hero is usually reluctant and has no choice but to go on the adventure. Along the way, the hero’s mental or physical strength and stamina are tested but receives help from mentors. After an ultimate battle in which the hero is triumphant, the hero or heroine returns home with a gift or treasure that benefits himself/herself and humanity.
Stage 1 – The Separation
Call to Adventure – The Hero encounters a situation where they must face the beginnings of change.
Stage 2 – The Departure Mentor(s) – Friends (could also be supernatural) who come along side the Hero and gives him training, equipment, or advice that will help on the journey.
Obstacle(s) – Difficulties and problems that come along the way.
Stage 3 – The Transformation Turning Point – A change in the Hero that could be physical, mental, emotional, etc.
Stage 4 – The Return Reward or gift – The Hero gains a treasure (object or knowledge) that has the power to benefit himself or others.


Tom Roza on “American Revolution vs. the Civil War: Similarities and Differences”
The two most momentous events in the history of the United States of America occurred less than a century apart; the Revolutionary War occurred in 1775-1783 and the Civil War in 1861-1865. The objective of the Revolutionary War was to create United States of America; the objective of the Civil War was to preserve it. Being a student of history for over 60 years and having conducted extensive research into the root causes for each of these two conflicts, there are numerous social, economic, and political similarities – as well as some differences.
From a high level, people living in the Thirteen Colonies, because of the vast geographical distance from England and Europe in general, and the mixing of different ethnic cultures, with each passing day, were drifting further apart from their European ancestors. In the United States, the North had become more urban, industrialized, and its citizens were more migrant that produced a philosophy that America was a “Union of States”. Conversely, the South was more rural, agrarian, and its population was more sedentary; generation after generation grew up and lived in the same towns and counties; that produced a philosophy that America was a “Collection of Independent States”.
From a social perspective for the period leading up to the Revolutionary War, while most of the people living in the thirteen colonies were of English ancestry, cohabitating with other European ethnic groups as well as being in close proximity to Native American Indians produced a vastly different set of values from those living in England and other European countries. The American colonists saw themselves as more independent and were creating a more homogenous society. For the period leading up to the Civil War, American citizens living in the North had retained that homogenous society perspective that resulted in a more inclusive citizenry. American citizens living in the South sociologically had evolved into a more exclusive society that supported slavery and viewed non-Caucasians and those from non-Protestant religions as foreigners.
From an economic perspective, the British Parliament used its power to impose numerous trade tariffs, barriers and regulations that retarded the economic growth of the colonies. Similarly, the United States Congress imposed numerous trade tariffs, barriers, and regulations that retarded the economic growth of the Southern States.
From a political perspective, the thirteen colonies had no representation in Parliament and were denied the same individual rights that were granted to citizens living in England. With the abolitionist movement in the North attempting to prevent slavery from being allowed in the new states being formed in the western territories, Southerners feared they would lose political power in Congress that would both perpetuate the imposition of unfair economic laws but also eventually result in the abolition of slavery throughout the United States.
The presentation “American Revolution vs. the Civil War: Similarities and Differences” takes in-depth look at these two momentous events.
Tom Roza has been a student of history for over 60 years. His interest in both the Revolutionary War and the Civil War began with his elementary education in Milwaukee, Wisconsin and has evolved ever since. As an officer and the Secretary of the South Bay Civil War Roundtable, Tom has made numerous presentations on the topic of the Civil War to both his roundtable organization and other historical organizations in the Bay Area. Tom is also a published author of the book entitled Windows to the Past: A Virginian’s Experience in the Civil War, which has been accepted by the Library of Congress into its catalog. Tom is currently working on a sequel.


10 Interesting Peter Tchaikovsky Facts
Let’s find out the famous Russian composer on Peter Tchaikovsky Facts. Tchaikovsky was born on 7th May 1840 and died on 25th October/6th November 1893. His music is very popular. It represents the late Romantic period. Tchaikovsky not only gained the national, but also the international recognition. It seems that he is the first Russian who creates a lasting impression in the international world. Check other interesting facts about Tchaikovsky below:
Peter Tchaikovsky Facts 1: a guest conductor
Tchaikovsky became a guest conductor in various appearances in United States and Europe. It made him earn the international recognition.
Peter Tchaikovsky Facts 2: the honor and award
Tchaikovsky received a lifetime pension as well as an honor from Emperor Alexander III in 1884.
Peter Tchaikovsky Facts 3: a civil servant
Actually he studied to become a civil servant despite the amazing musical talent that Tchaikovsky had. At that time, Russia did not have any system of public music education. The musicians in Russia also had few opportunities.
Peter Tchaikovsky Facts 4: the popularity
During his career as a musician and composer, Tchaikovsky was very popular. However, he had to face depression and personal crises. Get facts about Bedrich Smetana here.
Peter Tchaikovsky Facts 5: the factors
There are several factors contributed to the depression and crises that Tchaikovsky had. The early death of his mother as well the separation from his mother when he had to enroll in the boarding schools was considered as the major factor. The death of Nikolai Rubinstein, his close friend also affected him. Find facts about rock and roll here.
Peter Tchaikovsky Facts 6: the sudden death
Tchaikovsky died at the age of 53 years old. People were very surprised with his sudden death. It was believed that he died because of cholera. The debate about the death is still continued till today.
Peter Tchaikovsky Facts 7: the critical opinions
The opinions of the critics about the music of Tchaikovsky are mixed. But the audiences really love his music. The European people accept his music due to the western elements on it. The Russian people do not merely accept the music. It does not entirely present the native musical elements.
Peter Tchaikovsky Facts 8: the classical music public
One of the popular music compositions that he made was Romeo and Juliet. Others include The Nutcracker, Swan Lake, The Sleeping Beauty, Violin Concerto, First Piano Concerto 1812 Overture, and many more.
Peter Tchaikovsky Facts 9: the other popular works
The other popular works of Tchaikovsky are Serenade for Strings, Capriccio Italien, Francesca da Rimini and Manfred Symphony.
Peter Tchaikovsky Facts 10: the style of his music
Tchaikovsky creates rich music for he uses the grandeur, power and depth to create symphonies.
What do you think on facts about Peter Tchaikovsky?


The Memphis City Council recently moved to relocate a statue of Nathan Bedford Forrest in Health Sciences Park in Memphis, Tennessee.
Forrest was a Confederate general and the first Grand Wizard of the Ku Klux Klan. The Tennessee Historical Commission has rejected this movement.
The city was required to submit an application because of a Tennessee law which makes it difficult for states to relocate, remove or rename war memorials.
The application was rejected based on the criteria the commission has set forth, which had been previously adopted and remained unchanged when they recently had the opportunity to edit the criteria.
Some university students do not agree with this decision.
John Brown University sophomore biology major Tiffany Aguirre said she does not understand or agree with the decision to leave the statue in the park.
“I, for one, do not like racist figures erected into statues,” Aguirre said. “I’m not a dixie southerner, so I don’t understand the ‘confederate culture,’ so I’ll never understand why they think it’s okay to keep [the statue where it is]. It’s like someone keeping a statue of Hitler in Germany.”
Sophomore elementary education major Taylor Genser understands the historical value of the statue, but she does not think that should be the highest priority.
“I feel like we shouldn’t put revering a statue ahead of our respect for people. I get that the statue is history, but that can’t be more important than being considerate of people,” Genser said.
Taylor Smith, junior communication major at Southwest Baptist University, also understands the history of the statue, but does not think it should be in a park.
“It’s heinous that it still exists there and it’s just a product of the racism that still exists in the south to this day. It belongs in a history museum, not a park where people have to be reminded of those who used to lift them from the same trees they are trying to enjoy,” Smith said.
The statue was dedicated to Memphis in 1905.
Forrest has been a controversial figure even since the time of the war, when he allegedly lead a massacre of Union troops. Most of these troops were black and were attempting to surrender, USA Today reported.
The city of Memphis can submit another application to move the statue; however, the criteria it must meet to be approved has not changed.


The results of a research project by Northwestern University, published in July 2015, suggest that music training, begun as late as high school, may help improve the teenage brain’s responses to sound and sharpen hearing and language skills.
The research indicates that music instruction helps enhance skills that are critical for academic success. The gains were seen during group music classes included in the schools’ curriculum, suggesting in-school training accelerates neurodevelopment.
Professor Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory at the School of Communication, and her colleagues recruited 40 Chicago-area high school freshmen (14-15 years-old) in a study that began shortly before school started, and followed them until their last senior year (18-19 years old). Nearly half the students had enrolled in band classes, which involved two to three hours a week of instrumental group music instruction in school. The rest had enrolled in Junior Reserve Officers’ Training Corps (JROTC), which focused on fitness. Both groups attended the same schools in low-income neighbourhoods.
All participants improved in language skills, but the improvement was greater for those in music classes, compared with the JROTC group. According to the authors of the report, high school music training might hone brain development and improve language skills. The stable processing of sound details, important for language skills, is known to be diminished in children raised in poverty, raising the possibility that music education may offset this negative influence on sound processing.


Early childhood music education
Music play group
The music play groups are for children (ages 0-6 ). The children receive musical adventures, preparedness and skills, which give a good basic to their relation to music and later studies in music. We can admit children to the groups all year if there are available places. Tuition fee is 95-120 e per term depending the leght of the lesson.
In carousel classes children (ages 6-8) play different instruments in four week periods. They learn how to study music and practise with the instruments. Instruments vary between violin, violoncello, piano, kantele, accordion, flute, clarinet, double bass, brass instruments and guitar. Beside instrument lessons they have also play groups to learn the basics of music.
In rhythmic workshop children (ages 7-10) learn musical elements by song, play and body motion. The rhythmic lessons develope their sense of rhythm and their skills in integrated articulacy. They also study the preliminary of music theory.


Looking at the overall assessment of English Language for students, students can expect to be tested in a variety of forms. All questions will be formatted as multiple choice questions, but each section will have different question types. Within the verbal section, students can expect to see questions regarding synonyms and antonyms, verbal classifications, logic and analogies. These questions are designed to test reasoning and logic through categorization and word association. While the synonym and antonym questions will test vocabulary knowledge, word classification and association will largely help students reason through the questions.
Vocabulary questions can be expected within the subsequent reading section. The reading section’s primary focus is to assess a student’s reading comprehension skills through passage-based question forms. Students will likely see questions that focus on determining the main ideas, details, theme, tone, and author perspectives. However, vocabulary within context contributes towards understanding, and approximately one-third of the section will also include vocabulary within the context of the reading or at least, within the use of a sentence. The language section will focus on the mechanics of English language by assessing a student’s abilities within basic capitalization, punctuation, and spelling, grammar, sentence appropriateness and topic development. While the reading section is passage based, the language section will be the foundational skills towards a student’s abilities to write strong arguments, despite the test not having a required writing or prompt section.


That's all according to a new report from researchers at Georgetown University. They found that although the unemployment rate for recent college graduates stood at 7.5 percent in 2012, not all majors gave students an equal chance of finding work. Just 5.1 percent of elementary education majors, 4.8 percent of nursing majors and 4.5 percent of chemistry majors were unemployed after graduating, to take a few specific fields.
The good news for young college graduates is that regardless of their major, they have a much better chance of finding work than their peers who didn't go to college. Nearly 18 percent of young workers with only a high school diploma were unemployed.
Recent college graduates are even doing better than experienced workers who only have a diploma, 9.9 percent of whom were out of work.
That's a change from three decades ago, Carnevale said, when an experienced worker with a diploma was better off than a young worker with a college degree. That change reflects the increasing importance of technology in the economy and the shift from manufacturing to service.
A few years of unemployment might be a price worth paying after college if it meant you were likely to make more money later on in life. Architecture majors, for example, can take some consolation: Experienced workers with undergraduate degrees in architecture make $73,000 a year on average, far more than their counterparts in agriculture and education.
And those with undergraduate degrees in the social sciences who went on to earn graduate degrees are well compensated compared with highly educated, experienced workers in most other fields. They earned $93,000 a year on average. (Those who studied the hard sciences as undergraduates still made more, though.)
"There are lots of reasons to go to college," Carnevale said. "Getting a job isn't the only reason." The monetary benefits, though — as long as you complete your degree on time — are significant. Those with college degrees make about 75 percent more than those with a high school diploma. The recession did not reduce that relative advantage, though wages have been declining for just about everyone for years. Meanwhile, the report notes, the unemployment rate for experienced workers with graduate degrees never rose above 3.3 percent during the crisis, compared with a maximum of 10 percent for the population as a whole.


A History of Innovation
The Reading Plus story began in the 1930s with pioneering research and groundbreaking inventions that have helped millions of students become more fluent readers. The foundation of our company is based on identifying eye movement patterns and inefficiencies. In 1985, the Visagraph 1 device was the first system invented that automatically measured both reading efficiency and proficiency through computer analysis. In 1995, the company was founded as an online product, and the current web-based version was launched in 2013. Today, Reading Plus continues to rapidly improve students’ reading achievement with advanced efficacy research, professional development and support services for teachers and administrators, and new product enhancements for 2020 and beyond. We believe that better readers spark brighter futures, and we are so honored that you are here on this literacy development journey with us.
In 1933 Earl, James, and Carl Taylor developed the Metronoscope and the Opthalmograph at Educational Laboratories of Brownwood, TX. In 1935, the Taylors developed the VisaScope, a visual screening device that tested distance and nearpoint vision as well as accommodation, and the Audiometer, which tested hearing.
In 1956, the Reading Eye tabletop eye-movement camera was developed by Stanford Taylor and produced by Educational Development Laboratories (EDL) of Huntington, NY. During the same time period, the Controlled Reader and Tach-X Tachistoscope were developed by Stanford Taylor.
In the mid-1960s the Aud-X Sound/Sight device was developed by Stanford Taylor to provide synchronized aural/visual sound and sight lessons to develop word recognition, phonics capability, and listening proficiency. In 1966 the Prism Reader, an adaptation of the Guided Reader, was released. It was equipped with Risley rotary prisms and was used by vision specialists to develop competence in binocular vergence and accommodation.
In the 1970s, Stanford Taylor released the Guided Reader and Tach-Mate Tachistoscope. These 35 millimeter filmstrip devices provided scan and flash training to develop fluency in silent reading. In 1971, the Reading Eye II (previously known as the Eye-Trac) was released. This device recorded eye movements through infrared sensors and the data was then recorded onto heat-sensitive paper.
In early 1985, Stanford Taylor developed the Visagraph I system of recording eye movements through a viewer containing infrared emitters and sensors with data input to a Macintosh computer. This system was the first to automatically evaluate both reading efficiency and visual/functional proficiency through computer analysis.
In the mid-1990s, silent reading fluency development migrated to MS-DOS computer programs. Reading Plus was introduced during this time. This new system provided fluency in silent reading development, vocabulary improvement through contextual analysis, decoding practice, extensive reading, and comprehension enhancement.
In early 2003, Mark Taylor developed a web-based version of Reading Plus. The new version offered the potential for online delivery as well as LAN and WAN use options. During the same year, Visagraph III, designed by Taylor Associates, became an integral diagnostic component of the Reading Plus program.
In the summer of 2013, Reading Plus released version 4.0, a completely redesigned program developed under the direction of leading reading researchers. Reading Plus 4.0 met the lofty goal of creating an assessment and instruction that changed not only a student’s reading capacity and efficiency, but also a student’s motivation for reading. It is the first and only program to assess and address the affective domains that impact student success.
Reading Plus began an initiative in 2020 to double the number of texts in the program’s content library, with a particular focus on diversity of content for Black students and students of color. Reading Plus partnered with some of the most well-respected names in children's and young adult publishing to provide students with engaging texts that reflect their reading interests.


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Statistical learning processes–akin to those seen in spoken language acquisition (Saffran, Aslin, & Newport, 1996)–may be important for the development of literacy, particularly spelling development. One previous study provides direct evidence for this process: Samara and Caravolas (2014) demonstrated that 7-year-olds generalize over permissible letter contexts (graphotactics) in novel word-like stimuli under incidental learning conditions. However, unlike in actual orthography, conditioning contexts in Samara and Caravolas’ (2014) stimuli comprised perfectly correlated, redundant cues in both word-initial and word-final positions. The current study explores whether 7-year-olds can extract such constraints in the absence of redundant cues. Since theories of literacy development predict greater sensitivity to restrictions within word-final units, we also contrast learning in word-initial and word-final units. We demonstrate that–for 7-year-old learners in two linguistic contexts (English and Turkish)–there is substantial evidence for the learning of both types of restriction.


DfE Hungry Little Minds Campaign
Improving early communication, language and literacy development is a key priority for the government and a cornerstone of building a country that works for everyone. Some of the poorest children in the UK start school months behind their peers and the gap can grow through their school years. Children with poor vocabulary skills at age five may be up to twice as likely to be unemployed in their 30s. In July 2018, the Department for Education (DfE) announced the government’s ambition to halve in ten years the proportion of children who finish reception year without the communication, language and literacy skills they need to thrive. As part of this endeavour DfE has launched Hungry Little Minds – a new three-year campaign to encourage parents and carers to engage in activities that support their child’s early learning and help set them up for school and beyond.
On Friday 21st February an expert panel approved several early years apps to help families kick start learning at home. The 6 apps - published on the Hungry Little Minds website – are part of the government’s drive to help parents make informed decisions about the use of technology in creating positive learning environments at home.
The 6 apps include:
Lingumi (For children aged 2-5): Sets of learning games, speech recognition games and video-based games to help with a child’s grammar and getting them speaking their first words early on.
Kaligo (For children aged 3-5): The first digital handwriting exercise book using a stylus and tablet, built using AI and co-created with teachers, occupational therapists and neuroscientists.
Phonics Hero (For school-aged children): Over 850 fun, varied and motivating games take a child step-by-step through the 44 sounds, the reading and spelling of words, and how to conquer sentences.
Teach Your Monster to Read (For school-aged children): Covers the first two years of learning to read, from matching letters and sounds to enjoying little books, designed in collaboration with leading academics.
Navigo Game (For school-aged children): Focuses on developing skills that underpin reading, including phonics, letters and sounds, designed by UCL Institute of Education and Fish in a Bottle.
Fonetti (For school-aged children): The world’s first ‘Listening Bookshop’ interacting with children by giving visual cues in real-time as they read aloud and highlighting where the most support is needed.
For more information head to https://hungrylittleminds.campaign.gov.uk/#information


Most people think that artists have to go through strict formal education and training to know how to create art. In reality, however, humans are creative by nature and many spectacular works of art were created by people with little or no art education and by using simple, every day materials. By developing new art terms, phrases, and concepts and staying curious about and engaged with what artists are trying to communicate, we are better prepared to appreciate, understand, and participate in art. This assignment will expose you to nontraditional and applied forms of art and the importance of key concepts of art criticism.Choose a total of TWO (2) examples of nontraditional or applied art from the following links:
Paste small images of BOTH works into a Word document. Include the name of the artist or designer, the title of the art work, the materials used and the year it was created.
Write 2 or 3 paragraphs for EACH work that addresses the following:
For part 2 of the assignment, you will create a (1) painting, drawing, or mixed media piece with nontraditional art mediums or common materials found in your own home. Consider the work of Vik Muniz, who painted the Mona Lisa out of peanut butter and jelly or Christine Hiebert, who uses painter’s tape to ”draw” on the museum walls. Paste a photograph of your completed art piece into the Word document from Part 1. Write a reflection paragraph that shares the following information:
You can insert images into documents by placing the cursor where you want the image to be, going to “Insert,” then choosing “Picture,” and selecting the picture from your computer. Be sure to scan or photograph your art piece first and upload it to your computer. If using your phone camera, you may be able to e-mail the image to yourself and copy it from e-mail.
Submit 1 Word document for this assignment.
You are required to comply with APA style format for quotations, internal citations, and a reference list. For additional information and resources on APA style, visit the APA section of the Library, which is available under Library Features.
Freer and Sackler Galleries: The Smithsonian’s Museums of Asian Art. (n.d.). Retrieved from http://www.asia.si.edu/
Louvre. (n.d.). Retrieved from http://www.louvre.fr/en
The Metropolitan Museum of Art. (n.d.). Retrieved from http://www.metmuseum.org/
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What is Special Education?
When I began my undergraduate studies in Elementary and Special Education, I hoped to gain a deeper understanding of how to support students with Individualized Education Programs (IEPs) within the general education classroom. I viewed the work of special education as a fund of knowledge that I would utilize as a teacher within the general education classroom in order to best meet the learning needs of all my students. However, as I began my field experiences, I realized that to many, special education was not a series of supports or a teaching methodology, but rather a room where students could be placed and sent. Special education was often thought of as the room at the end of hall, designed so that general education teachers could avoid “challenges” and “additional work” in their classroom.
As a result of these experiences, I believe we need to rethink how we define special education and inclusion. The implementation of special education services does not fall on one teacher, in one classroom; rather it is the work of every teacher, in every classroom, every day, for every child. Special education is individualized services and supports. It is a collaborative effort by educators, parents and guardians, administration, and specialists to provide each student with necessary services, such as speech and language services, occupational therapy, and physical therapy. It is the implementation of supports, such as academic differentiation, assistive technology, and universal design, which allow all students access to academic and social opportunities in a variety of settings. When we consider special education as a set of supports, instead of a room or profession, we can begin to truly teach our students and create inclusive environments.
Resource Rooms, Self-Contained Classrooms, & Inclusion
As stated in IDEA, students with IEPs are to be taught in the least restrictive environment, the setting in which their academic and social needs are best met. Therefore, schools have created resource rooms and self-contained classrooms as a place for students with IEPs to receive instruction. However, I find these rooms are often overused or resorted to simply because they exist. This is not to say that these classrooms do not benefit some children, and for a very few students these rooms may provide the best and least restrictive learning environment. However, these settings are not what define special education. These settings cannot be the only place in which a student receives individualized accommodations.
I am a firm believer in meaningful inclusion. Conversely to how resource rooms provide students with additional supports in an alternative environment, inclusion works to provide students with support and accommodations within the general education classroom. Benefits to promoting inclusion are the social opportunities students have to collaborate with peers and access to general education curriculum.
However, right now, we are not doing our best work. In my field experiences, I have often seen “inclusion” as students with IEPs sitting on their own, not being accommodated to participate in whole group instruction or collaborative work, not being supported as a member of the classroom community. General education teachers either do not feel it is their responsibility to teach these children, or they simply do not know how to teach them. However, if we want to see students grow in academic and social skills, we need to shift our thinking to all teachers becoming special educators.
Teachers who have focused on and studied special education are essential to our school community. They maintain a deep knowledge of how to accommodate learners, but their work should not be done alone. General education teachers must embrace that we are here to teach all children. Just as we differentiate and enrich learning for students in the general education classroom, we, too, should be implementing accommodations and providing differentiation to students with different needs.
As we go forth in our movement for inclusion, it is imperative that we begin to redefine and deepen our understanding of what special education is. Special education is not the room at the end of the hall, where we can send children with IEPs when we do not know how to support them. Additionally, those with titles and degrees in special education are not the only ones who teach students with differing needs. The work of special education must occur in every classroom, every day. If we are truly working to build students up as lifelong learners and active community members, we all must be willing to collaborate to implement a continuum of services across our school community, so that all students have equitable access to both academic and social opportunities for personal growth.
Abby is a senior at Saint Louis University, studying Elementary Education with a minor in Special Education. She enjoys knitting, baking, and making school a better experience for all students.


ESLCO English as a Second Language – Level 3 (Open)
PREREQUISITE: ESL Level 2 or equivalent
AVAILABILITY: Blyth Academy Online
THE ONTARIO CURRICULUM: English as a Second Language and English Literacy Development
ESLCO online further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. ESLCO online also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.
UNIT ONEOur Canada
- In this unit, students will share stories, ideas and writing about Canada as a country. Students will build on their knowledge of what they have already studied in ESL-A and ESL-B to improve their reading comprehension, listening and speaking skills through critical texts that explore Canadian diversity.
- In this unit, students will continue to explore our shared history of Canada, by learning about the people, places and events that have shaped this country.
- In this unit, students will continue to explore more about Canada, learning specifically about government. Through reading and listening activities, students will work on improving their speaking skills and refine their personal narratives.
- In this unit, students will explore diversity amongst the Canadian population. Students will use their own voices and experiences to make connections to Canadian society.
- This project is one of the final evaluations of ESLCO online. This project will challenge students’ knowledge of concepts learned throughout this course and is worth 15% of the final grade.
FINAL EXAMProctored Exam
- This exam is the final evaluation of ESLCO online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.
- Please consult our Frequently Asked Questions Page or the Exam section within your course for details on exam proctoring options.


Chess remains one of the world’s most popular board games. A viable opportunity exists for anyone who can vertically integrate within the chess community. Chess is played at the following tournaments: the Chess Olympiad, Continental Championship, World Championship, National Tournaments, Regional Tournaments, Chess Club Tournaments, School Tournaments, and Other Tournaments.
Chess Federations serve the chess community by promoting chess and organizing chess tournaments worldwide. There are hundreds of chess tournaments each year globally: open, closed, men, women and youth events.
There are more than 100 chess federations globally. While there are millions of chess fans who understand and enjoy chess, based on Internet publications, there are up to 5 million chess players worldwide who are members of federations. Tournament participation statistics demonstrate that interest in chess in growing. In 1924 less than 20 countries participated, while in 2006, 147 countries participated in the Chess Olympiad.
Chess market is growing due to the education value of chess in schools. The American Chess Foundation (ACF) founded the Chess in Schools Program, which was focused on improving math skills for adolescents through improved critical thinking and problem solving skills. Remarkably "test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.56% for children participating in other forms of enriched activities."
Recognizing the value of chess as a fun way to help children develop these skills, educators around the world gradually began to introduce the game in their classrooms. Today, the chess market continues to grow due primarily to scholastic chess. The game is now part of the regular primary school curriculum of over 30 countries around the world.
develops decision-making, planning, and problem solving skills
develops critical, analytical, and logical thinking and perseverance
improves concentration, memory, intuition and self-control
improves independence, imagination and creativity
inspires self-motivation, self-esteem and confidence


In this episode we interview Allison Thompson, director of technology at St. Gerard Catholic School in Lansing, Michigan. She talks about balancing instruction with technical support, the Triple E Framework from Liz Kolb, building foundational tech skills, and embracing creative freedom in the classroom.
Our question of the episode is: What strategies do you use to insure technology is used to collaborate and not isolate?
Send us your feedback at firstname.lastname@example.org, or call our voicemail line at 346-FAQ-HELP!
00:52 Question of the Episode
05:24 Collaborative Whiteboarding Software
07:20 Allison Thompson Interview
07:56 Transition to Tech Director
10:05 Balancing Instruction with IT Support
11:57 Technology Planning Committee
13:34 Purposeful Integration of Technology
13:53 The Triple E Framework (Liz Kolb) https://www.tripleeframework.com
14:50 Engagement vs. Educational Growth
16:35 New Michigan Standards based on ISTE Standards
17:10 ‘Thompson Island’ Persuasive Research Project
19:50 Modeling and Building Foundational Skills
21:00 Learning to Troubleshoot
21:40 Embracing Creative Freedom in the Classroom
22:20 Community Engagement and Social Media Sharing
23:15 Evaluating Tech Integration
23:50 Crossfit & Burpees
24:25 Words of Wisdom
25:35 Contact Information @AllisonTEDU
26:10 A Critique of Engagement as a Primary Goal
31:54 Next Episode – Jim Thomas, IHS French Teacher


LITERACY FOR ALL
Literacy For All at Peace of the City is an opportunity for children reading below grade level to receive 1:1 and small-group literacy intervention services. Through SBRR methods, the program targets the “five pillars” of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, in addition to writing. SRA’s Corrective Reading, a Writing Workshop based on the 6-Traits, and Literature Circles are all incorporated into instruction each week for a balanced program of direct, explicit, systematic phonics instruction and authentic reading and writing experiences. There is regular progress-monitoring so the program can be tailored to the individual needs of each student.


Study the seasons with this product bundle!
Get all four products for one low price. Check out fall, summer, winter and spring color by number addition worksheets. Your child will solve simple addition problems and match the colors, revealing seasonally themed designs and pictures hidden in each worksheet. It’s fun, easy, and no-prep!
Celebrate summer sunshine, beach days and cool treats with these summer color by number addition worksheets. Reveal the cute shapes and designs and prevent summer learning loss at the same time! Find ice cream treats, sea shells and sail boats, while practicing problem solving too.
If your child loves the winter wonderland of snow and ice, then they’ll love these Winter Color by Addition worksheets. Find mittens, snowmen, scarves and hats hidden in the pictures, just waiting to be discovered. Your child will warm up to math by adding up to find the right colors and discover fun pictures.
Fall in love with learning with these Fall Color by Addition Worksheets. Use the bright colors of fall to inspire your child’s creativity and kickstart their numeracy skills. Find apples, corn cobs, acorns and leaves, while solving simple addition problems. The cute hidden designs are perfect for learning and skill building.
And complete the seasonal tour with these Spring Color by Addition Worksheets. Find raindrops and umbrellas, flowers and sunshine, and cute eggs, hidden behind single-digit addition problems. Your child can practice their math skills while having fun!
- addition facts practice from 4-20
- fine motor skill development
- color identification
- fun coloring puzzles
- seasonal themed worksheets
- And more!


Impacts of school entry age on academic growth through second grade
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
Read the brief
Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.
By: Elizabeth Barker
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
Eduwonk interviews Christine Pitts on new NWEA research on trends in academic skills of students entering kindergarten from 2010-2017.
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
By: James Soland
On this podcast, Megan Kuhfeld, a research scientist at NWEA, joins Thomas B. Fordham Institute’s Mike Petrilli to discuss her recent, sobering findings about the reading and math skills of children entering kindergarten.
The Education Gadfly Show


Jazz for Young People™ CurriculumWritten and narrated by Wynton Marsalis, produced by Jazz at Lincoln Center Item: 53-LCM0201KIT
This item is permanently out of print
This multimedia jazz appreciation kit is based on Jazz at Lincoln Center's popular Jazz for Young People™ concert series. Designed primarily for upper elementary and middle school students, it is also well-suited for high school and college music appreciation, introduction to jazz, and music education courses. The curriculum explores core concepts---including improvisation, form, style, and swing---and major figures in jazz through accessible, interactive lessons. Because it was written for both musicians and non-musicians, the Jazz for Young People Curriculum is perfect for any teacher who wants an entertaining and structured way to bring jazz into the classroom.
|Composed by:||Wynton Marsalis|
|Format:||10-CD Set, Video, Teaching Guide & 30 Student Guides|


Post-TESL Courses Begin at Bow Valley College
The following post was written by by Emily Albertsen, a faculty member at the School of Global Access
With funding support from the Alberta Government, Bow Valley College is piloting a series of Post-TESL courses. This series of 12-hour online courses provides professional development to ELL practitioners across the province, offering a chance to engage deeply with a topic and connect with a professional community.
The first of these courses was ESL Literacy Material Design. It was offered this fall to more than 40 ELL practitioners from across Alberta. The course content was delivered through a blend of webinars, slidecasts, videos, readings, and example materials, and participants completed quizzes and assignments. They also regularly posted to the discussion board to present and discuss their ideas. Reading were drawn from the recently published resource, A Practical Guide to Teaching ESL Literacy (Bow Valley College, 2018).
“I now have the knowledge and tools to effectively provide my students with literacy materials at their level.”
The focus of ESL Literacy Material Design was creating effective materials for ESL literacy learners. Participants learned that learners need to be able to read 95% of a text in order to comprehend it and discussed many principles of effective material design, including language and textual features, cognitive load, relevant and authentic materials, scaffolding and the gradual release of support, and how to create materials that target the development of specific literacy skills and strategies.
“This course was pivotal in reshaping how I feel about my teaching and how I need to adapt my practice to ESL Adult Literacy learners. This course helped me streamline my thinking and gave me many guided paths to help organize my thoughts and teach with intention guided by best practices. I know I have a lot to learn still, but this has greatly increased my skills and thus my confidence. I am so thankful.”
ESL Literacy Material Design looked at the creation of both hands-on and text-based materials. Participants explored a wide range of examples, from a 3D map built together with learners to a vowel chant, realia, board games, and sorting and categorization activities. They also looked at fictional, non-fictional, and functional texts at five different levels of literacy development. The course concluded with an opportunity for participants to create and share their own materials.
ESL Literacy Material Design was a very successful pilot course. What really stood out was the deep engagement of the participants, the community they built with each other in the online space, and the wonderful learning materials they created. In many cases they used these materials in their own classrooms, moving from professional development to implementation and feedback within the four weeks of the course.
Four more Post-TESL courses will be piloted in 2018 and early 2019
- Previous Story Exploring A Practical Guide to Teaching ESL Literacy
- Next Story IC Engagement- Looking Forward to 2019


M.A. Reading Education
Language, Literacy, and Sociocultural Education
College of Education
informational text, nonfiction
Language arts (Elementary)
Elementary Education and Teaching
In recent years there has been a push for informational text use in the areas of reading and writing. The Common Core State Standards was introduced in 2009 as an initiative to have all students, no matter where they live, be prepared for college and careers. Further the reading panel of the National Assessment of Educational Progress (NAEP) requires a high proportion of informational text on its assessments particularly as children advance through the grades. The NAEP (2007) developed a framework to look at the distribution of literary and informational passages. By fourth grade the literary and informational passages are evenly split for state testing. By eighth grade, state tests suggest a slight increase with informational texts at 55% and literary passages at 45%. However the passages really show a shift with testing in the twelfth grade as the passages are 70% informational and 30% literary. Thus, it is important that these types of texts are introduced and apparent in the classroom. This is based on what students will need to live a successful life. “Informational literacy is central to success, and even survival, in advanced schooling, the workplace, and the community” (Duke, 2013). As a result of this increase in demand of non-fiction, this thesis looks at how students are currently viewing and using nonfiction when they have a choice in their literature. It further examines what teaching practices can be used to shape students view of informational texts. The goal of this study is to understand if students choose nonfiction when their interests are considered in the nonfiction selection.
Astacio, Kimberly, "Nonfiction interests and reading habits of third grade students" (2016). Theses and Dissertations. 573.


Teachers, students, parents, we want to start a conversation about education!
If you search for Article 26(I) of the Universal Declaration of Human Rights (UDHR- adopted by the UN General Assembly in 1948), it will tell you the following:
“Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”
Seventy years later the world has changed significantly, and one would think that a fundamental (and expected) right for every member of a society would also have changed and developed.
What passes for “education” today still looks different from where it first started, when it was meant to produce (almost literally) docile workers and unquestioning recruits for imperial bureaucracies and military systems. In this series, we want to look at the “teacher” and what that role means today. We want to look at education as being beyond sitting in a classroom.
Too many people (including students and their parents) see education as a passive activity, in which the student is instructed by a teacher, rather than being an active participant. This is completely misguided. While education is a right, it is up to each individual to stretch themselves mentally and to reach for it- hence the title of this post. While the government and the educational bureaucracy may still set the framework and the standards, these tend to be set at the level of a “lowest common denominator”, with not enough opportunities for growth and true learning. This is where we want conversation and engagement.
So, what can you expect from the “Reaching for an Education” series?
- An education is a fundamental human right. The points that will be made, with few exceptions, apply generally. We shall in no way single out Bermuda as in some way unusually defective or lacking. It should never be the plaything of those with an “agenda”. The welfare of each student should be at the heart of it. We want to spark genuine conversation.
- We aim to explore a wide range of topics, that affect education in the wider community.
- We hope to generate questions and debate, including making our readers think about, or re-think beliefs or conclusions.
- We want to inform, because, as always, knowledge is power.
Interested in contributing to the conversation? Email [email protected] with your thoughts.


SKILL: Analyze and Infer Author’s Point of View and Purpose Labor Day Address 6th Grade SPEECH Barack Obama gave this speech on August 24th, 2008 in Billings, Montana. Directions: read the description, determine the author’s purpose, and then explain your answer. Students are given extended reading passages that … Point of View Early Gradesn (5th and 6th Grade) Worksheet. … This Labor Day weekend, we don’t just celebrate the end of summer.
We also honor the hardworking men and women who have made this country what it is.
CCSS.ELA-Literacy.RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe.. CCSS.ELA-Literacy.RI.6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.. CCSS.ELA-Literacy.RI.7.6 – Determine an author’s point of view or purpose in a text and analyze how the … Hello Everybody.
These worksheets contain reading assignments and sets of questions for your sixth grade students. There are multiple question sheets for each reading passage, so be sure to print them all. Question sheets may include such activities as short answer, multiple choice, research topics, art assignments, providing definitions for given terms, and more.
RL.3.6, RL.4.6, RL.5.6. Some of the worksheets displayed are Characters setting and oh my promoting oral, Teach essential writing skills, British literature curriculum, Standards based skills work for grade 12 english 2010, Teaching secondary students to write effectively, Developing clinical skills for substance abuse counseling, Authors purpose perspective, An overview of two evidence based group approaches to.
RL.4.6, RL.5.6, RL.6. Help your students to analyze and identify the author's perspective!
Write a sentence explaining your answer. Worksheets are Grade 5 authors point of view and purpose, Point of view work 3, Name point of view work 1, Vocabulary 5th grade sentences fifth grade 5, Grade 5 reading practice test, 4th and 5th grade writing folder, These work accompany one point perspective drawing, Practice book o.
1. Students will read a passage written from the first person perspective, and rewrite it to third person. Simile Worksheets. Displaying all worksheets related to - Authors Perspective. Displaying all worksheets related to - Perspective 5th Grade. Worksheets are Authors purpose perspective, Grade 5 authors point of view and purpose, Name authors purpose work 6, What is the authors perspective, Point of view work 2, Grade 4 authors point of view and purpose, Authors purpose point of view authors purpose author, Point of view 2. Authors Perspective. Change the Point of View: Third Person to First Person. :) Click here for tips for teaching POV and perspective AND for a fabulous FREEBIE! Ominiscient and Limited Point of View Worksheet. Reading Strategies Reading Activities Reading Skills Teaching Reading Comprehension Strategies Reading Groups 7th Grade Ela 5th Grade Reading Third Grade. There are two passages about the same topic but written from different perspectives, with guiding questions following each. Literary Terms Examples. Cherie Marie Teaching Reading with Intentionality. 4th and 5th Grade, 6th - 8th Grade, Grades K-12. I will read the story aloud, due to amount of struggling readers I have in my classroom. Search Search educational resources Search Menu Sign In Try It Free Discover Discover Resources Search reviewed educational resources by keyword, subject, grade, type, and more Curriculum … This worksheet is a great way to introduce the topic of author's perspective to students.
Teaching about Author's Perspective. It can be used as guided whole group practice, in small groups, or independently. This blog post includes an anchor chart idea and a free practice passage ideal for upper elementary students! This is a great piece to use to demonstrate the power of perspective, once it gets into the wrong hands. Author’s Purpose: (to inform, persuade, or entertain) _____ How do you know? A public service announcement telling kids to stay in school . Perspective 5th Grade.


By Theodorus Albertus Johannes Maria Janssen, Gisela Redeker
During this quantity, top cognitive linguists and members from comparable fields talk about and illustrate the primary theoretical and methodological tenets of cognitive linguistics.
Read Online or Download Cognitive Linguistics: Foundations, Scope, and Methodology PDF
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How can early youth academics, directors, and oldsters translate discoveries on early mind improvement into options that nurture cognitive progress? the secret is to utilizing the data accrued from neuroscience, cognitive psychology, and baby improvement. The constructing mind deals brain-compatible instructing practices for fogeys and lecturers which are associated with rules for operating with young ones from the nationwide organization for the schooling of young ones.
The new try and movement learn in cognitive psychology out of the laboratory makes autobiographical reminiscence beautiful, simply because naturalistic stories could be performed whereas conserving empirical rigor. Many sensible difficulties fall into the class of autobiographical reminiscence, reminiscent of eyewitness testimony, survey examine, and medical syndromes within which there are distortions of reminiscence.
"Systemic pondering" is the method of realizing how platforms impact each other inside a global of platforms and has been outlined as an method of challenge fixing by way of viewing "problems" as elements of an total procedure, instead of reacting to a particular half, consequence, or occasion. This publication offers an entire assessment of systemic considering, exploring a framework and graphical process for realizing and choosing new how you can extra successfully resolve difficulties and create strategies.
Whilst animals, together with people, speak, they impart details and show their perceptions of the area. simply because various organisms may be able to produce and understand diverse signs, the animal international includes a variety of verbal exchange platforms. in accordance with the procedure specified by the Fifties by way of Nobel laureate Nikolaas Tinbergen, this publication appears at animal communique from the 4 views of mechanisms, ontogeny, functionality, and phylogeny.
- Therapeutische Beziehung und die Behandlung chronischer Depressionen: Cognitive Behavioral Analysis System of Psychotherapy (CBASP)
- Cracking the Creativity Code: Zoom in/Zoom out/Zoom in Framework for Creativity, Fun, and Success
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Extra info for Cognitive Linguistics: Foundations, Scope, and Methodology
American Psychologist, 35, 151175. 19 HISTORY OF COGNITION IN PSYCHOTHERAPY 2 Cognitive Therapy AARON T. BECK AND MARJORIE WEISHAAR HISTORY PRECURSORS Cognitive therapy has been influenced by a variety of theories of psychopathology and the process of therapy. At the theoretical level, it has been primarily influenced by three sources: (l) the phenomenological approach to psychology, (2) structural theory and depth psychology, and (3) cognitive psychology. The "phenomenological" approach to psychology is rooted in Greek Stoic philosophy.
1983). Rational-emotive approaches to the problems of childhood. New York: Plenum Press. , & Bernard, M. E. ). (1985). Clinical applications of rational-emotive therapy. New York: Plenum Press. , & Dryden, W. (1987). The practice of rational-emotive therapy. New York: Springer. , & Grieger, R. ). (1977). Handbook of rational-emotive therapy (Vol. 1). New York: Springer. , & Grieger, R. (1986). Handbook of rational-emotive therapy (Vol. 2). New York: Springer. , & Harper, R. A. (196la). A guide to successful marriage.
The behavioral treatment of sexual problems (Vol. 2), Honolulu: Enabling Systems. Ansbacher, H. , & Ansbacher, R. (1956). The individual psychology of Alfred Adler. New York: Basic Books. Ard, B. , & Ard, C. ). (1969). Handbook of marriage counseling. Palo Alto, CA: Science and Behavior Books. , & Grinder, J. (1978). ). Palo Alto: Science and Behavior Books. Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Cognitive Linguistics: Foundations, Scope, and Methodology by Theodorus Albertus Johannes Maria Janssen, Gisela Redeker


One of the keys to delivering a high standard of education to all students is a well-rounded curriculum. At St Luke's Academy, we follow a comprehensive curriculum that incorporates an array of subjects. Within each subject, a variety of topics are covered, ensuring that each child gains an in-depth understanding of the subject.
Each lesson is conducted by one of our exceptional teachers, and a wide range of learning resources are used to create an exciting learning experience. We understand that children learn best when they are engaged, and we make every effort to design lessons that capture their imagination.
There is an emphasis on developing functional numeracy across KS4, and Numeracy Ninjas are used at the start of all lessons in year 9 and year 10 to improve numeracy skills. In year 11, this is replaced by exam-specific numeracy questions.
The Numeracy Ninjas website contains ninja skill focus worksheets for students to practise on any of the skills used, from using the times tables and doubling and halving to rounding to significant figures and calculating percentages.
The MyMaths website is another excellent learning resource that can be used at home. Students are given their own login and password. MyMaths contains the entire content of the national curriculum for maths and is an excellent resource for revision in year 11.


12 Dec Handmade Clay Decorations – By Claire Lock
…the basic law of children’s creativity is that its value lies not in its results,
not in the product of the creation, but in the process itself
~ VGOTSKY ~
Clay offers a wonderful sensory medium for open-ended childhood play. Some of our favourite ways to play with this tactile material are unstructured craft sessions or activities like making seasonal seed bombs, pinch pots, clay creatures, and handmade decorations. Playing with clay can be calming, with other benefits including supporting hand-eye coordination, fine motor skill development, creative and imaginative thinking, as well as inspiring a sense of pride and achievement in the creator.
Making clay decorations can also be a relaxing way to slow down as a family, and there’s no right or wrong way to create your pieces. Give children – and yourself – the time and freedom to explore, create, and just be.
WHAT YOU’LL NEED
- 500g non-toxic air-dry clay (a natural earth clay which air-dries solid)
- Placemat or cutting board to work upon
- Rolling pin
- Cookie cutters
- Assortment of natural loose parts
- Small stick or skewer
- Baking racks
- Twine or ribbons
TIP: Water can be used to keep air dry clay supple during the making process. Once your decorations are dry, be aware that water can also cause them to deteriorate – a hanging spot out of the rain and elements will help their longevity.
1. Gather your materials. With your children, find and collect a selection of loose parts from your garden or around the neighbourhood. Observe which loose parts your children are drawn to and consider collecting items such as twigs, seeds pods, flowers and leaves like paper daisies, lavender, rosemary and eucalyptus (be mindful of choking hazards and select larger loose parts if you have young children).
2. Set up your space. Making clay decorations requires some room and can get a little messy – a larger table indoors or outside works well.
3. Get creating! Start with a small ball of clay (around the size of a walnut or passionfruit) and let your children experiment with the tools and natural materials. To create decorations like the ones pictured, use cookie cutters and customise with natural loose parts.
4. Apply the finishing touches. Use a small stick or skewer to create a hole for the decoration to hang from once dry. Place decorations on a baking rack to air dry for 24 – 48 hours (drying time will vary with the clay you use, thickness of your decoration, and air temperature).
5. Get ready to hang. Thread twine or ribbon through the decoration hole then hang from a Christmas tree, make a stick mobile, fasten to the wall or feature in another special spot!
6. Manage the leftovers. Remaining clay makes for hours more fun but needs to be stored properly to avoid drying out – simply apply some water to keep it moist then either wrap securely in a recycled plastic bag or beeswax wrap and store in an air-tight container.


Equality of Educational Opportunity: A Video Interview With Jim McPartland
Just before the Fourth of July weekend in 1966, the U.S. Office of Education quietly released a report that would shake the beliefs upon which many educators and social reformers had staked their work. The landmark report "Equality of Educational Opportunity" dramatically changed the debate on how schools, families, and communities affect student learning.
In the decades since, what came to be known as the Coleman report has been one of the most influential and hotly debated education studies in American history, notably identifying families, not just schools, as key drivers of student achievement.
American schooling reached a milestone last year when white students, for the first time, made up fewer than half of all children enrolled in public schools. In a new Education Week Q&A video, Johns Hopkins University researcher and co-author of the study James McPartland talks about some key findings that ring true in today's schools as researchers continue to study how family background contributes to disparities in student achievement.
Educators today across the board stress the role of mindset and motivation in achievement, but the Coleman report looked at those same topics 50 years ago, when minority students at the time felt that their efforts in school were more futile, McPartland said.
"For black kids, having a good school was essential—you don't really have a fallback, you don't have a family to fill in the gaps," McPartland, executive director of the Center for Social Organization of Schools at Johns Hopkins, said. "You have support, but not the educational background, so investing in schools for disadvantaged and low-income and minority students really is likely to pay off more often than not."
The National Assessment of Educational Progress, launched a few years after the Coleman report, provides a window into both steady progress and persistent achievement gaps among young people nationwide. For example, while black 9-year-olds in 2012 performed significantly better in reading and math than their 1975 counterparts, they still have not caught up to the average performance of white 9-year-olds in 1975.
The study set up a longstanding debate about how much schools can do in the face of poverty and socioeconomic stratification. Although it did provide insight on teachers' backgrounds, education, and racial attitudes, one area of regret that McPartland emphasized is that the report lacked much insight into differences in teacher practices. Today, we know that teacher experience and academic aptitude seem to matter, while things like master's degrees have a less-consistent relationship to good teaching.
"There was very little on instruction ... how do you teach reading comprehension, how do you teach math problem-solving, all the nitty-gritty of how you engage kids' minds and energies in a classroom," said McPartland.


In my time as an elementary English Learners teacher in Massachusetts public schools I've been privileged to work with children and families from over a dozen countries speaking more than twenty languages. Even at the elementary level, these students bring a wealth of social, cultural and linguistic knowledge that is constantly impressive; they also bring a strong desire to question and know more. However, their English language skills range from non-existant through nearly fluent. As such, their ability to fully and accurately communicate in the American classroom is a true challenge.
My curriculum, CIRCLE-ELD, embraces the opportunity to develop native-like English language skills by focusing on the power of speaking and listening. The Massachusetts English Learners standards, WIDA, observes "For ELLs especially, oral language is foundational to literacy development." (bold mine) Others, including both linguists and academic specialists, emphasize that oral language development has a strong and important impact on the development of all 4 domains of language - listening and speaking, and writing and reading.
That suggests I need to focus on getting my students speaking and listening as much as possible. Every day, each of my student's main goal and focus is on using oral language for the entirety of our class. Even while students concentrate during daily literacy activities and invigorate their bodies and minds during our daily warm up they are encouraged to speak and to listen.
The results are strong. My students become confident, competent, and joyous users of English, with of course much variability among them. These young people, part of the next group of citizens to carry on our traditions of perseverance, ingenuity, and democracy, need the right tool to help them integrate into American life while also maintaining their cultural and linguistic background. CIRCLE-ELD is the tool I have created to meet that need.
The curriculum and all materials are free, ready-to-use, and always expanding for English Learners, their families, teachers, and schools, inside Massachusetts and beyond.


Super Why! ABC Adventures is best used by Individual kids for practice with letters. Teachers can have kids use the app for general letter exploration. However, since kids can't choose which letters to focus on, teachers won't want to align play with lessons on any particular letter.
Games are short and have clear, natural conclusions, so they provide easy breaks to signal the appropriate time to quit and do another activity, or pass the game on to another student. The progress tracker is a nice way to see how many times kids have identified each uppercase and lowercase letter by name and sound. However, if kids share devices this information is not particularly helpful as there isn't a way to have multiple accounts. Kids may want to share or display their treasure collections, or the sticker artwork they create as they complete the games.Continue reading Show less
Kids can join the Super Why characters on a letter-exploration adventure. Kids choose from five games, each led by a different character. Within each game, kids identify letters by their names or the sounds they make, and then see words that contain or start with those letters. They'll also connect dots by alphabetical order to reveal a treasure, identify multiple items that start with a particular letter, or follow a trail of dog bones to practice writing letters.
The games may cover upper case letters, lower case letters, or a combination of both. Kids can earn treasures as they complete games which they can use as stickers to decorate a variety of "international" scenes in a world map. Kids can also watch and sing along with a few alphabet song videos. Grown ups can see a progress report that details how many times kids identified upper and lower case letters by name or sound.
Super Why! ABC Adventures is a set of fun and creative games. The games shine in that they explore the relatively narrow topic of letters, but from different angles in a way that helps reinforce learning. Kids identify letters and practice alphabetical order by moving their hands in the correct way to write out each one. They also explore the words that letters form -- all of these aspects come together to help kids learn and understand the alphabet.
Throughout the games, kids collect stickers which helps them see how much progress they've made. It would be nice, though, to see a few more options to customize the experience. This would be especially helpful for teachers who use this app with multiple kids. For instance, nice additions might include: multiple accounts (so more than one kid can play), increasing levels of difficulty that grow as kids begin to master the letters, or a way to focus on particular -- more challenging -- letters.
Key Standards Supported
Reading Foundational Skills
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Recognize that spoken words are represented in written language by specific sequences of letters.
Recognize and name all upper- and lowercase letters of the alphabet.


Hughes (Year 5)
You can download a copy of the Hughes Class homework here - Wednesday 11th March 2020
Destination: Outer Space
For our long term homework and linking to our Destination: Outer Space Topic we were asked to investigate an astronaut and present our research using biographical features. Amber chose Neil Armstrong. We all think her presentation and artwork makes her work outstanding! See our display in the KS2 corridor and see if you agree.
Our work on display in our classroom
Kaspar: Prince of Cats
In Year 5 we were given a challenge: To add a new chapter to our whole class reading book Kaspar, Prince of Cats.
We all really enjoyed the task: getting Kaspar onto the Titanic – this enabled us to show how we can manipulate our writing: to a particular audience, genre or style.
As part of our Titanic Topic, we have written our own adventure stories.
Welcome to Hughes Class
One of our main responsibilities in Year 5 is to run the ‘Tasty Tuck’ shop which the school council established. We sell Tasty Tuck every Tuesday and Thursday break times for 50p. We are in charge of the money and keeping track of the stock. This gives us the opportunity to practise our numeracy skills as well as gaining experience of what it might be like to run a business. The rest of the school enjoy it too!
As Year 5 pupils, we also have the opportunity to spend time with our Year 1 buddies. We share stories with them, play games where we have to read the instructions and do art and craft activities encouraging them to develop their reading and speaking and listening skills. This also gives us the chance to improve our reading across a variety of texts and to share books with different audiences.
In Year 5 we are often called upon for extra roles and responsibilities in school, being in upper KS2, especially when Year 6 isn’t around!
Learning at home
In class 5, you can support your child’s learning by:
- Practising daily reading and comprehension skills; this could be discussing the text, looking at the layout and features relating to that particular genre or just sharing a good book. Asking children questions about the book is extremely important for developing a deeper knowledge of what they are reading.
- Keeping on top of the times tables, once the facts are mastered, can they be recalled in any order and at speed? Children can access different times table activities on Times Table Rockstars.
Homework will be given out weekly on a Wednesday and will be due in on the following Monday. It can be accessed using the link above.
PE will usually be held on a Friday. Please ensure your child has their PE bag in school at all times. Children will need: a white top; black shorts/black jogging bottoms (depending on weather); black trainers/black plimsolls; and a black jumper. PE bags can be taken home at the end of each half-term to be washed. Information regarding jewellery can be found by looking at the Uniform policy on the school website.
Thank you for your continued support.
Mrs Smith, Mrs Prior and Mr Lewis


Suzuki and traditional methods. Ages 5 to 17 in Los Altos, Saratoga, and online. _______________________________________________________________________
Why learn a musical instrument?
Enormous personal satisfaction and the opportunity to share musical experiences with others.
Development of personal discipline, self-esteem, and other skills applicable to many areas of life.
Better academic performance. Numerous scientific studies support the idea that children who learn to play an instrument perform better in academic areas from reading to math.
“Students with coursework and experience with musical performance scored an average of 51 points higher on the verbal portion of the SAT test and an average of 39 points higher on the math portion.”“Predicting Music Theory Grades: The Relative Efficiency of Academic Ability, Music Experience, and Musical Aptitude”, Carole S. Harrison, Journal of Research in Music Education.
Cheryl and I have been friends and colleagues in the San Jose Symphony for many years, and I highly recommend her as a violinist and teacher. As the Director of the San Jose Chamber Youth Orchestras, I hear dramatic improvement in her students' playing from year to year. I have been impressed again this year as I listened to their auditions. She is a violin "doctor" who diagnoses challenging technical issues with students and prescribes the right "medicine." Furthermore, she is compassionate and supportive and as a result, her students thrive under her tutelage. Susan Stein, Director, San Jose Chamber Youth Orchestra
__________________________________________________________________________________________________________________ Learning the Violin: My Philosophy Technical:
Each student has a learning style, which I strive to discover and then adapt my instruction accordingly. I use imitation as much as possible, which is normally faster than many verbal instructions. I encourage students to listen to all music they study.
I stress learning in very small increments (one measure at a time or less). “Chunking” is a word used for this approach. The brain learns one thing at a time, and I teach one thing at a time.
I am keenly aware of students’ feelings during lessons. I am constantly looking for new ways to retain their interest and motivate them to practice in a goal-oriented fashion. Studio classes, recitals, and youth orchestras are not just motivational for practice, but also provide opportunities to experience music with peers in a positive social setting.
Historically, in cultures around the world music was participatory rather than performance oriented. Everyone just got together and sang and played instruments. This is still the case in many societies. Music was a gift for everyone. People knew that music was a balm to their brains and bodies, a fact that scientists have only recently corroborated.
Today we live in a competitive world, and often music turns into a competition, meaning only the super talented should participate. My observation is that students make faster progress on the violin when they take a bit more relaxed social approach than a highly competitive one.
Many philosophers, scientists, composers, and musicians have grappled with the question: Why does music exist and what is its purpose? You will hear violin teachers say that music is a “calling.” What does that feel like? These are questions for music students and parents to discuss, as the answers will significantly influence the direction one takes and the amount of time one invests in practicing an instrument on a daily basis.
Bach declared: The aim and final end of all music should be none other than the glory of God and the refreshment of the soul. I am in total agreement with him, but even if you aren’t – playing music as “refreshment” will do a very good thing for your soul.
I love my students and I love teaching. My goal is to see my students become skillful violinists, as well as life-long lovers of music.
___________________________________________________________________________________________________________________ More Thoughts About Music
Study Bach. There you will find everything. Brahms
If only the whole world could feel the power of harmony. Mozart
I should be sorry if I only entertained them, I want to make them better. Handel
Music is a higher revelation than all wisdom and philosophy. Beethoven
If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music. Albert Einstein
If I should ever die, God forbid, let this be my epitaph: ‘The only proof he needed for the existence of God was music.’ Kurt Vonnegut


This is an excerpt from Creative Physical Education by John Quay & Jacqui Peters.
Many traditional physical education lessons focus intently on movement or motor skill development because these are seen as the building blocks of improved performance. However, teachers of these lessons usually assume that the students can see the connections between these skills and the games they are playing; they also often assume that this connection is so obvious that the students will put effort into developing their skills in drills and other small group activities before they have even played a game. However, in these typical situations, there is little or no team affiliation, and there is no season; thus many students see this form of skill development as something they just have to do for the teacher in order to stay out of trouble.
When team performance in the game is analyzed, a key area that is usually identified for improvement, apart from tactics, relates to skills. Students should be given the time to think about which skills are important to the game via the Game Skills Review. The skills that the teacher deemed must be included in the game when it was created should be amongst these. Other skills will, of course, also emerge as important in relation to the design of the class game.
Game Skill Analysis and Feedback
When students realize that they, as a team, need to develop a particular game skill in order to improve their team's performance in a season of games, then they are usually much more motivated to engage in the effort required for practice. But improving performance of a game skill usually involves more than just doing it repetitively. It requires developing a better understanding of how the skill works (the techniques of the skill) and receiving feedback on how the student is actually performing the techniques.
The basic techniques or parts of a game skill are usually fairly obvious to students, and yet they are often conveyed to students as if they are teacher-derived facts to be learnt. This situates these techniques outside the everyday experience of young people. However, these techniques are familiar to many of them although many would not have stopped to observe and think about them.
Thus the first task in helping students to develop a game skill is to have them observe each other executing it in a controlled setting, such as throwing a ball to a partner to catch and return (or passing and receiving for older students). In this early analysis, the situation they observe will be fairly static: standing still. As their understanding progresses, these observations may be more accurately contextualized in mini-games and eventually in the season games. You will probably find that when the skill is contextualized in the game it changes subtly (or even significantly). This is why we have called them game skills rather than fundamental or foundational skills.
When students are observing each other, they should be watching the main parts of their teammate's body for what is going on:
Eyes—where are they looking or what are they looking at?
Arms and hands—what are their arms and hands doing?
Legs and feet—what are their legs and feet doing?
Torso—what is the main part of their body doing?
These observation activities can involve experimentation; they shouldn't simply be aimed at somehow determining the right answers. Trying different ways to perform the skill by doing different things with eyes, arms and hands, legs and feet, and torso, involves much more thought. Students will recognise amongst their teammates and classmates a range of techniques from which to choose. And for older students especially, it should become apparent that different techniques, even though part of the same skill, may be better used in different parts of the game. For example one type of throw may be important when scoring, another type when passing.
Drawing stick figures to portray the movement can be helpful. This is a task that could be supported by teams using their whiteboard and then sharing these drawings in class, for instance by the teacher taking photographs of the whiteboards and displaying them on a large screen. Multiple versions of this sheet can be used for the same game skill as students refine their understanding of this skill as it is used in the game.
Once the skill has been analyzed in a basic way, students in their teams can be asked to develop ways of practising this game skill. These activities may be drills or mini-games. The important thing is for the activity to involve repeated use of the skill in ways that are similar or identical to those of the class game. During these activities, students can be watching each other perform the skill.
Curriculum Integration Activity
Students can use a technology tool such as a digital camera, flip camera, video camera or something similar to record each other performing the game skills. Create a checklist of all the steps required in the skill and rate each other on each performance against those steps.
Learn more about Creative Physical Education.


How will a multi-sensory reading program benefit my child?
Scientific evidence reveals that reading is the combination of five critical components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Teaching students to read requires instruction in all of these components. Multi-sensory reading programs are effective with students through their explicit and systematic instruction. This approach teaches students phonemic awareness, phonics, fluency, vocabulary and comprehension through multi-sensory instruction. This multi-sensory approach includes visual, auditory, and kinesthetic-tactile learning styles. Students benefit from Orton-Gilingham based programs because students internalize these critical components that increase their decoding skills, word attack, fluency, and comprehension skills to become fluent readers.
Research supports that a literacy program should include instruction in phonemic awareness. This multi-sensory approach to phonemic awareness instruction is based on research that maximizes growth in phonemic awareness skills. Research from the National Reading Panel Report has found that the use of letter/sound manipulation is beneficial for all students rather than receiving no instruction in letters. Furthermore, Shaywitz found that the use of letters with reference to sound help students in the skill of reading. Multi-sensory programs teach letters with sounds to help students learn how to manipulate and segment sounds.
Phonemic awareness is taught using blending, segmentation, and manipulation of individual sounds, and is integrated into phonics and spelling instruction. Students use a finger tapping procedure to aid in segmenting and blending words. As students progress through the programs, instruction shifts from emphasizing phoneme segmentation to emphasizing syllable segmentation/division, and applying that skill to the structure of the words being studied.
Phonics instruction in multi-sensory reading programs is explicit and systematic. Students are directly taught the letter–sound correspondence in the written form of the English language. This literacy approach aligns with recent research demonstrating that students in the primary grades make stronger gains when provided with direct phonics instruction. The students with reading deficits from these primary grades most definitely need phonics instruction. The research studies demonstrates that interventions that emphasize both phonics instruction and provided opportunities to apply phonics skills when reading connected text have the most impact on students with reading disabilities and struggling readers.
The research constantly mentions fluency being the greatest predictor of reading comprehension. Orton-Gillingham based programs have adopted fluency instruction strategies to increase the text reading fluency of students. Poor readers may have difficulty in silent reading because they may not be able to group phrases which then compromise meaning to support comprehension of the passage. Also, many students lack syntactic awareness which enables students to phrase appropriately. Prosody helps readers chunk text into syntactically appropriate units that assist them in constructing meaning. In multi-sensory reading programs, students have opportunities to work on this skill with a passage that is controlled to have words they should be able to decode. Students are directly taught a penciling technique to chunk text into meaningful phrases, and practice fluently reading connected texts with accuracy, automaticity, and prosody.
Additionally, the research states that struggling readers have difficulties in comprehension when needing to learn new vocabulary. Multi-sensory reading programs incorporate many opportunities for students to build vocabulary and comprehension. Vocabulary is taught directly and with distributed practice. First, students are taught the meaning of select words. The selection of these words is based on Beck, et al.’s research on vocabulary instruction. Next, students have ample opportunities to practice reading and use vocabulary words across different contexts, which helps foster a deeper understanding of words’ meanings and students’ memory of them.
The ultimate goal of reading is comprehension. Comprehension strategies are taught explicitly. Comprehension instruction within multi-sensory reading programs is based on research that describes the behaviors of good and poor readers. This instruction impacts one’s ability to comprehend. These strategies address both reading and listening comprehension instruction, and incorporate instruction in visualization strategies, guided close reading, and oral language instruction.
Language to Literacy specializes in multi-sensory reading programs. In addition to one-on-one and small group in person multi-sensory reading instruction, Language to Literacy also delivers multi-sensory reading instruction virtually. Language to Literacy utilizes a website called Whizzimo and the on-line video conferencing platform, Zoom. Contact Language to Literacy at firstname.lastname@example.org to voice your literacy concerns and schedule your first session. We are here to improve your child’s reading!


By American BookWorks Corporation
Designed with long island country highschool scholars in mind.CliffsTestPrep is the one hands-on workbook that permits you to examine, overview, and resolution perform Regents examination questions about the subjects you are studying as you go.Then, you should use it back as a refresher to organize for the Regents examination through taking a full-length practicetest. Concise solution reasons instantly keep on with each one question--so every little thing you wish is true there at your fingertips. you will get happy with the constitution of the particular examination whereas additionally pinpointing components the place you would like extra review.About the contents:Inside this workbook, you will find sequential, topic-specific try out questions with totally defined solutions for every of the subsequent sections:* statement and dimension* The Dynamic Crust* Minerals and Rocks* Geologic heritage* floor tactics and Landscapes* Meteorology* The Water Cycle and Climates* Astronomy* Measuring the EarthA full-length perform attempt on the finish of the ebook is made from questions culled from a number of previous Regents assessments. Use it to spot your weaknesses, after which return to these sections for extra research. it truly is that easy!The basically review-as-you-go workbook for the hot York country Regents examination
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Elevations are in feet. Points A and B are locations on the map. Gr n ee r ve Ri 300 A 400 300 0 1 2 B 3 4 5 N Miles 3. Toward which direction does the Green River flow? (1) (2) (3) (4) northeast northwest southeast southwest Correct Answer: (2) Rivers flow in the direction that is opposite of the bends in the contour lines. Rivers also flow from higher elevations to lower elevations. (Topographic Maps) 4. What is the gradient along the straight line between points A and B? (1) (2) (3) (4) 46 10 ft/mi 20 ft/mi 25 ft/mi 35 ft/mi Measuring the Earth Correct Answer: (3) According to the Earth Science Reference Tables, the formula for gradient is: gradient = change in field value/distance.
44 Measuring the Earth Multiple-Choice Questions For each statement or question, choose the number of the word or expression that, of those given, best completes the statement or answer the question. 1. What is the approximate location of the Canary Islands hot spot? (1) (2) (3) (4) 32° S 18° W 32° S 18° E 32° N 18° W 32° N 18° E Correct Answer: (3) According to the Earth Science Reference Tables Tectonic Plates, the Canary Island Hot Spot is located just off the Western coast of Africa. Using the latitude lines running horizontally on the page, the Canary Islands Hot Spot lies north of the equator, by about 32 degrees.
The map shows some tectonic plates and the boundaries between them. Letters A and B are locations on Earth’s surface. The data table shows the depth below Earth’s surface of five earthquakes measured from location A toward location B. Map Eurasian Plate A B Indian-Australian Plate Earthquake Distance from Location A toward Location B (km) Depth below Earth’s Surface (km) 1 100 600 2 200 400 3 250 300 4 300 250 5 400 60 40 Observation and Measurement 15. On the grid provided here, plot the depths of the five earthquakes from location A toward location B.