Enquiries as to powers and duties of School Boards in respect of blind and of deaf…
Enquiries as to powers and duties of School Boards in respect of blind and of deaf children. Representations from various official and non-official bodies urging compulsory education of blind and of deaf children. Reports by Her Majesty's Inspectors Messrs. Fitch, Oakeley and Sharpe (on behalf of Royal Commission on the Blind) on arrangements in the metropolis for (1) education of the blind and (2) training of teachers of the blind. Miscellaneous correspondence regarding the Elementary Education (Blind and Deaf) Bill 1893.
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Early, Mary Frances
Early received her post-secondary education at Clark College, earning a Bachelor of Arts degree in Music Education in 1957, again graduating as Valedictorian. She continued her post-graduate studies at the National Music Camp in Interlochen, Michigan and later transferred her studies to the University of Michigan to pursue a Masters Degree in Music Education during the summers, beginning in 1957. She decided that she would "join the struggle to help these two young people and do what I could to help end the segregation that was so prevalent in the South," subsequently pursuing her transfer to the University of Georgia. After an FBI-styled background check and interrogation by University of Georgia officials, the university admitted her to its graduate school for the summer quarter of 1961. Early completed her graduate degree in Music Education in 1962. She was the first black student to graduate from the University of Georgia.
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Getty Trust, in full The J. Paul Getty Trust, Bobak Ha’Eriprivate operating foundation that was founded by the American oil billionaire J. Paul Getty in 1953 for the purpose of establishing the J. Paul Getty Museum, which opened to the public in 1954. The Getty Trust has become a multibillion-dollar philanthropic foundation dedicated to enlarging and exhibiting its deceased founder’s art collection in the Getty Museum. The trust also funds and operates ongoing programs of conservation, research, documentation, and education in the visual arts. It is headquartered in Los Angeles, Calif.
J. Paul Getty began collecting artworks in the 1930s and displayed them in his ranch house in Malibu, Calif. His museum occupied a wing added to the ranch house, but the collection eventually outgrew that space, so Getty built a new museum in Malibu that opened in 1974. This second J. Paul Getty Museum was a lavish re-creation of the Villa dei Papiri, a Roman villa uncovered in the town of Herculaneum, which had been buried by an eruption of Mount Vesuvius in ad 79. Getty died in 1976 and bequeathed the bulk of his fortune—about $700 million worth of stock in the Getty Oil Company—to the museum. Legal wrangles followed, but when the Getty Trust actually received the bequest in 1982, it had grown to $1.2 billion, making the Getty Museum perhaps the most richly endowed cultural institution in the world. The trust also received part of the proceeds from the sale of the Getty Oil Company to Texaco Inc. for $10 billion in 1984. The trust’s endowment totaled more than $4 billion by the late 1990s.
In 1983 the trust diversified its activities, establishing institutes specializing in art restoration, art historical research and documentation, and art education. The trust then decided to construct a complex of buildings to house a new, enlarged J. Paul Getty Museum as well as the other operating programs. After 14 years of planning and construction, the Getty Center, a six-building campus set on a hilltop in the Brentwood section of Los Angeles, opened to the public in 1997. The buildings were designed by the American architect Richard Meier in a restrained modernist style.
The J. Paul Getty Museum occupies the largest building in the complex. The museum contains European paintings, sculpture, drawings, and decorative arts from before 1900, as well as illuminated manuscripts and photographs. The museum’s collections reflect Getty’s preference for Renaissance and Baroque paintings and French furniture. (Getty’s collection of Greek and Roman antiquities remains in the Roman villa in Malibu.)
The other buildings of the Getty Center house five institutes and a grant program. The Getty Research Institute for the History of Art and the Humanities contains a large library and archives and supports interdisciplinary research in art history and the related humanities. The Getty Conservation Institute conducts and supports scientific research and training in the conservation of art, architecture, and archaeological sites. The Getty Information Institute develops computerized databases of art historical information. The Getty Education Institute for the Arts promotes art education in schools. The Getty Leadership Institute for Museum Management offers management training for professionals from all types of museums.
The Getty Grant Program supports projects around the world involving research in the history and understanding of art and its conservation.


These are exciting times in the world of education.
Touch-screen technology is enabling teachers and parents to empower children to be at the helm of their own learning. Investigations with these devices can inspire young students to think creatively and to take risks in learning as they solve problems using a process of trial and error in a setting that holds little to no social risk.
Touch-screen education can help teachers and parents meet a wide range of learning styles and content areas integral to early childhood, primary education, elementary education and beyond. But as we embrace the advantages of our new iPads, I also hear parents and teachers voicing frustration about some new challenges and situations arising in their wake.
Variations on old themes such as budgeting, curricular planning, student distractibility, and teacher apathy are described in this recent article being passed around in both education and tech communities who share on Facebook. The article articulates five areas that are being experienced by many in schools where thoughtful teacher planning did not include the new tech that arrived in their classrooms.
As I meet with parent groups and school staff to discuss such issues, I feel what is most important in any educational community is to be honest and forthright regarding the fact that those immense opportunities that come with touch-screen tablets also bring the responsibility to make new plans, set new limits and take time to play with these new tech-tools ourselves. As both an educator and app developer, I can see how challenging it is to find apps that are out there, somewhere, that dovetail with school curriculum.
For educators who are investigating which elements of technology and learning apps to use in their classrooms we encourage asking some key questions. These include:
1. What will the child learn from the app?
2. Does the app offer the child an opportunity to practice a skill needed in school?
3. Does the app motivate a child to transfer that learning into the real world?
4. What conversation and collaboration will the app inspire?
There are plenty of educational resources out there to help you determine developmentally appropriate practices, but few are coming from the developers themselves at this time. At Mrs. Judd’s Games, we have introduced helpful tools such as the U.S. Common Core State Standards guide and our Teachers’ Guides on our website for each app to supplement the learning, although these are unfortunately still rare commodities in the app development world.
There are some exceptions, of course—there are several developers we have noticed who provide exceptional educational background for parents and teachers, most notably Toca Boca, who provide a letter to parents in each of their colorful learning apps and have helped set a precedent for developers in this regard. We feel this information is critical to those teachers and parents who want to plan for touch-screen experiences being offered. We encourage educators to look for apps where developers either have an educator on their game design team or supply pedagogical context.
With upcoming titles offered by Mrs. Judd’s Games that deliver learning experiences in phonics, addition, subtraction and repeating patterns, we challenge our fellow app developers to offer similar informational devices so that teachers can plan their school day and curriculum in a manner that best suits the educational purposes at hand.
Frances Judd is an educator and chief game designer for Mrs. Judd’s Games. Her touch-screen apps include fun, engaging titles like Snowflake Station, Chalk Walk, Left Right Pup, Rhinomite and Crabby Writer: Phonics, Read & Write. Each app integrates childhood play themes, Common Core State Standards and relationships to other forms of hands-on learning. She can also be found on Facebook, Twitter and Pinterest; Image attribution flickr user flickeringbrad


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New USDA Web Site Offers Kids a Sneak Peek into the Science Behind AgricultureBy Jan Suszkiw
September 16, 1998
WASHINGTON, Sept. 16--Helping kids use science to bridge the gap between agriculture and daily life is the aim of "Science For Kids," a new World Wide Web site from the U. S. Department of Agriculture's Agricultural Research Service.
Geared to children ages 8 to 13, "Sci4Kids" is a series of interactive stories based on research projects featured in Agricultural Research, ARS' monthly publication, and other news items. Sci4Kids debuts today on the web at:
"We're hoping children will use the site to gain a greater understanding of agriculture's importance to their daily life--the food they eat, the clothes they wear, the water they drink," said Under Secretary of Agriculture for Research, Education and Economics I. Miley Gonzalez. "Today's children are tomorrow's farmers, scientists, policy makers and consumers. So it's important that children have access to information about agricultural research that is significant and timely as well as enjoyable."
New stories will be added regularly, accompanied by photos, graphics, trivia, classroom connections and links to other scientific resources.
Sci4Kids stories also offer a window through which kids can peek into the sometimes wacky world of science. Among the 19 stories now featured:
Another Sci4Kids feature, "Dr. Watts," allows kids to e-mail questions or comments about the stories they read. Kids, as well as parents and teachers, can also e-mail Dr. Watts their suggestions for improving the site.


Lesson Plan: Collaborative Murals
Grade Level: 3-5 Art Education Lesson Plan
Art Elements: Space, Color
Art Skills: Ideation, Collaboration, Drawing, Painting
Making Connections: Art History, Cross-Curricular
* Get more free lessons like this, on our Lessons Page
I keep coming back to this project year after year. I love that students have to work together toward a common, artistic goal. It really pushes some students to let go of their perfectionism, as we talk a lot about how all students’ art styles will be included on the murals. In addition, the results become beautiful additions to the school hallways! You can even try this lesson with younger students. My first graders had a great time with it this year.


What Can You Do with a Degree in Art History?
Art History combines knowledge of many fields, including history, economics, political science, architecture and gender studies. An undergraduate degree in Art History is excellent preparation for advanced study in other areas, providing a broad and integrated understanding of human culture.
A degree in Art History provides an excellent foundation for acquiring specialty graduate training in Art Education or History. At the college level, Art History is a fascinating collection of specializations and the career of a professor means research into your favorite historical periods and ideas as well as teaching at an advanced level.
A degree in Art History is crucial to a career in museums. There are many roles in museum and art foundation institutions, including education, curatorial, exhibition design, development and administration, publicity and marketing, and docent lecturing.
To work in the competitive field of commercial art galleries, it is key to have qualifications in Art History. Understanding the interpretation and historical context of artworks is central to a career in the fast-paced world of art marketing in galleries and international art fairs.
Businesses like Sotheby’s and Christie’s rely on trained Art Historians to provide the research and evaluation of the artworks they sell. Specialists in various periods and cultures help identify and assess the value of historical objects from jewelry to furniture to fine art. A degree in Art History is a requirement for this career.
Corporate Collection Consultant
Today, many large corporations own impressive collections of artwork, both for display and as a significant financial asset. The corporate art consultant is an expanding career field. Advising corporations on buying artworks for exhibition and investment is a specialized curatorial practice that demands advanced knowledge of Art History and a degree in the field.
Preservation and Conservation
A background in Art History is very important if you’re interested in pursuing art restoration. Museums, collectors and others require the services of art restorers to repair and preserve valuable historical objects. A degree in Art History provides the knowledge of artistic materials and techniques from the past that is critical to maintaining artworks for the future.
Art Libraries or Visual Resource Archives
The study of Art History is key to a career specialization in art archives and libraries. Today, these professions are based on skills such as working with electronic databases and digital reproductions in archive and imaging programs. Behind these technical systems, you must have a background in the history and culture of the artwork images and documents you organize.
An academic background in Art History is critical to this specialized field, which involves all issues of property law related to works of art, including image reproduction rights, exhibition rights, estate and inheritance, sales, authentication and repatriation.
Writing about art as a career for newspapers, magazines and art-world internet sites requires an academic background in Art History as a professional qualification.
Historical Design Consultant: Your knowledge of the artworks and material culture of historical periods can be used for a specialization in costume and scenery design for theater, film, television and advertising.
With visual communication becoming an increasingly important part of everyday life, federal and state governments are hiring art and design specialists for a wide variety of positions. Academic training in Art History is a very important qualification for these careers. These institutions include the National Endowment for the Arts, Historic Landmark sites and trusts, State Arts Councils and Offices of Cultural Affairs, among many others.
Non-Governmental Arts Organizations
A degree in Art History is necessary background for a career in the many NGO groups that support the visual arts, including Alliance for the Arts, Andy Warhol Foundation, Artist Trust, Creative Capital Foundation, and the New York Foundation for the Arts.
Even more career options that an Art History degree supports include work as an artist’s representative or agent, negotiating with galleries and collectors; as a collection consultant for private art patrons, from celebrities to independent investors; or as a promoter/events planner for the art-world social scene!
From the glamorous to the scholarly, Art History is a field of study that opens many doors. Art History offers the convergence of culture, beauty, and commerce that is both fascinating and practical.


Year 1 create magical Toy Museum for the Junior School
Year 1 magically transformed their classroom into a Toy Museum on Tuesday 9th February to demonstrate all they had learned in History this term.
Everyone took part in hosting the event. Isabella and Jorven practised their numeracy skills by selling the tickets, and the rest of the class were on hand as tour guides and to organise refreshments.
Reception, Year 2 and Year 3 were all invited to visit the Museum and found out lots about the toys. The artefact tables had been sorted chronologically, and each toy had a label giving information about its age and origin.
Amy labelled her toy: 'This is my Dad's rabbit. I know that it is old because it is all tatty and its head is falling off. But it is nice and blue.'
Although it was hard work doing a grown up job, Year 1 really enjoyed the chance to put all they had learnt into practice.


I am grateful to Annemarie Palincsar, Jason Moore, and other members of the Language and Meaning project for their contributions to this work. I also thank the teachers and children in our project. The editors and reviewers for Language Learning made valuable suggestions for improvement for which I am appreciative. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100482 to the University of Michigan. The opinions expressed are my own and do not represent views of the Institute or the U.S. Department of Education.
The Role of Metalanguage in Supporting Academic Language Development
Article first published online: 13 FEB 2013
© 2013 Language Learning Research Club, University of Michigan
Volume 63, Issue Supplement s1, pages 153–170, March 2013
How to Cite
Schleppegrell, M. J. (2013), The Role of Metalanguage in Supporting Academic Language Development. Language Learning, 63: 153–170. doi: 10.1111/j.1467-9922.2012.00742.x
- Issue published online: 13 FEB 2013
- Article first published online: 13 FEB 2013
- Revised version accepted 15 September 2012
- English language learners;
- elementary school;
- systemic functional linguistics;
- English language arts
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children learning L2s as they learn school subjects. This article reports on design-based research in U.S. schools with a majority of English language learners, where teachers were supported in using Systemic Functional Linguistics metalanguage in the context of curricular activities. This work illustrates how a meaningful metalanguage can support L2 learners in accomplishing challenging tasks in the primary school curriculum at the same time that it promotes the kind of focused consciousness-raising and explicit talk about language that has been shown to facilitate L2 development. Examples from classroom research exemplify how metalanguage supports the situated and contextual language learning that current research in education and L2 acquisition calls for, while also supporting disciplinary goals and activities in English language arts.


Education is a key component of the Government of Tanzania’s development agenda. The country has made significant gains in access and equity in primary education, and today Tanzania has one of the highest net enrollment ratios in Africa, with girls’ enrollment very close to parity with boys’ at all primary education levels.
Despite these successes, many challenges persist related to retention, completion and transition to secondary education, as well as quality of education, actual learning outcomes and the relevance of skills that graduates bring to the economy. Many children enrolled in school drop out before completing primary education, especially girls. At higher levels of the education system, the situation is even worse: the net enrollment rate for lower secondary education is 30.8 percent, and for upper secondary education only 1.9 percent. The results of a study on the quality of education showed that when Tanzanian children finish primary level their performance is extremely poor with seven out of every ten children unable to read basic Swahili and nine out of every ten children unable to read basic English.
Launched in 2011, Tanzania 21st Century (TZ21) provides assistance to the Tanzanian Ministry of Education and Vocational Training to improve child learning outcomes in lower primary school in Tanzania and Zanzibar. In Mtwara and Zanzibar, the TZ21 program initially focused on designing localized e-curricula in reading, math and science. There is a new focus on reading brought about by the USAID Global Education Strategy, with a concentration on instructional methods and materials on reading, for grades 1 and 2, including direct, synthetic phonics instruction, while promoting reading across the curriculum for Grades 3 and 4. The TZ21 is equipping primary schools and teacher resource centers across Mtwara and Zanzibar with information technologies, and schools are equipped with an Education Management Information System, as well as training on how to use them.
USAID has received in-kind contributions from two U.S. companies—Intel and Microsoft—and two Tanzanian companies—UhuruOne and Zantel—to integrate technology in all primary schools in Zanzibar and the traditionally underdeveloped Mtwara region. The program is designed to enhance the quality of education for primary school students in reading as well as enable Tanzanian children to cross the digital divide.
During 2012, U.S. assistance to Tanzania increased access to basic education for almost 285,000 students, more than half of whom were girls and also provided secondary school scholarships for 700 girls from disadvantaged communities. Additionally, USAID supported an adult literacy program, which empowered 3,600 Maasai women to start their own businesses and secure land rights.
Last updated: October 29, 2013


Letterland was created in the Special Needs setting and grew from teaching, observing and talking with children aged 3 to 10 who were persistently baffled by print. Through their imagination a child-friendly language about how the English language works was born.
Letterland is used in special needs environments worldwide to aid early literacy development in children with a range of complex conditions including.
- Cerebral Palsy
- Down's Syndrome
- Speech and Language Deficits
All of the Letterland resources are used in the Special Needs area though certain items are more suited to different learning difficulties. If you would like advice on any aspect of using Letterland in the Special Needs area you can contact Lara Stiller via the following link email@example.com.


1st Grade – 7(A) connect the meaning of a well-known story or fable to personal ... The Theme refers to the central idea or underlying ... The Topic, on the other hand, is the main idea or gist of the story.
Grade. The ABC's of 2nd. Grade. Teachers: Ruth Davies, Jamie Troyer, Stacie ... Main Idea and Details ... PowerPoint ...
PRIMARY GRADES ... about what important information you took away that helps you to ... Miss Anaya, Second grade teacher. 12 ... Students don't know what causes confusion; an idea the reader has ...
Topic/Main Idea/Details. Gathering ... be doing in second grade. ... Second grade four Big Ideas that are tied to other.
Myth 4: Early elementary students cannot use PowerPoint independently. The magic of PowerPoint is .... As shown in. Fig. 3, each slide has its main idea in the title and details in the text box. Figure .
Gives a more detailed view of a complex topic. Features that point out important or additional information: FEATURE.
1 Nov 2012 ... Second Grade ... and end of a story, and to find the main idea of non-fiction .... PowerPoint projects.
of one action compared with another. ... The implied main idea about worksheets is that they may .... (10th Grade.
Massachusetts Department of Elementary and Secondary Education. 2 ... conclusion, and no main idea. Word Choice.
point, or contact your Florida Inclusion Network facilitator at: www. ... Understand basic principles of differentiating content, process ... below grade level, and for those students .... Response cards are another form of quick assessment. Each.
Teachers can also include activities ... 2nd grade level with reading levels from ... not limited to main idea, supporting.
Theme. Essay. Thesis. Paragraph. Topic sentence. Text. Main Idea ... A Canadian woman is another example.
Grade 2. Practice. Book. O ... Comprehension: Main Idea and Details Web . . . . . . . . . . . . . 19. Comprehension: Main Idea ...
-Consuela, 10th grade, in U.S schools since 2nd grade. ▫ A perceived ..... Performance on assignments and during activities in the class. • Gender ..... Q & A for Main Idea and Supporting Details. Q: What ...
applies grade level phonics skills to read text. ..... main idea, supporting details, and connections between texts. ... activities. English Language Proficiency Standards. Beginning: The student will.
respond to Native American literature through many activities such as letters ... 2.2.5 Restate facts and details or summarize the main idea in the text to ... At Grade 2, students are introduced to letter ...
Grades K-5. Draft .... Second Grade. Key Ideas and ..... story/passage, have students come up with the main idea. Write that on ..... Discussions, charts, or activities can surround the differences between ...
Elementary – Grades K-5 ... It is important that teachers and staff from all elementary levels collaboratively develop the writing ...... These simple activities are .... practice, students become better able to develop a controlling idea and a coherent.
In fourth grade we will learn how to write two kinds of essays: ... Support: Did you support a main idea with juicy details your reader can picture .... empathy – the ability to share another person's feelings.
Discussion/Language/Vocabulary Tasks – activities that encourage discussion ... Main Idea. Foundational Skills. Focus Standard: Vocabulary/Sent. Syn. ..... SECOND GRADE EXEMPLAR. LESSON.


Can Music Lessons Close the 'Achievement Gap'?
Atlantic magazine describes work of Nina Kraus, Auditory Neuroscience LaboratoryOctober 10, 2013 | by Wendy Leopold
EVANSTON, Ill. --- An article in the October issue of Atlantic magazine outlines some of the groundbreaking research of Northwestern University neuroscientist Nina Kraus and a handful of other researchers around the country documenting the power of music instruction on the brain.
In particular, it features work that Kraus and researchers from her Auditory Neuroscience Laboratory do as part of the Harmony Project, winner of the nation’s top honor for providing music instruction to at-risk youngsters in underserved Los Angeles communities.
Traveling to LA a few weeks each year, the scientists examine the impact of music lessons on the brain and on the children’s language and cognitive skills. Previous research has documented the positive impact of musical experience acquired primarily through private instruction. Kraus says that school-based group music education may be a way to close the well-documented “achievement gap” between affluent and poor children.
“There are few controlled, longitudinal studies like Kraus’s that follow kids year after year and examine music’s impact on brain structure and function as it’s happening,” the Atlantic writes. Go online for the complete article.


Musical Elements: A Classroom Method for Handchimes
by Kenneth L. Liske
This flexible resource for teaching basic music skills to upper elementary, intermediate, or secondary students using handchimes is intended to supplement classroom instruction in rhythm, melody, harmony, texture, form, composition, and performance. It encourages the use of handchimes both as performance instruments and as classroom instructional tools. The method includes reproducible student pages and a teacher's supplement with instructional objectives, an outline of scope and sequence, suggestions for teaching and extension, and melodies and chord progressions for musical exercises. 64 pages, loose-leaf. 1998.
Published by: The American Guild of English Handbell Ringers, Inc., 1998
About the Author
Kenneth L. Liske currently serves as Assistant Professor and Coordinator of Choral and General Music Education at the University of Wisconsin Oshkosh. He received his Ph.D. in Music Education and Educational Technology from Louisiana State University in December, 1999. He holds a B.M. and M.M. in Music Education from Heidelberg College and Bowling Green State University, respectively. Dr. Liske's professional interests include classroom music methods, teacher training, multimedia development, and web-supported instruction in music. His work has been published and presented nationally. Dr. Liske has previously taught for thirteen years in the public schools of Ohio and Louisiana, and at the university level, specializing in middle-level choral and classroom music. He has been active as a clinician, adjudicator, and event chair. In the middle-level music classroom, he has integrated handchime instruments as part of a comprehensive music curriculum. His professional affiliations include MENC: The National Association for Music Education, the American Choral Directors Association, the American Guild of English Handbell Ringers, College Music Society, Kappa Delta Pi, and Pi Kappa Lambda.
#R-216. $20.00, plus $5 shipping and handling:
The American Guild Of English Handbell Ringers, Inc. 1055 E. Centerville Station Road Dayton, OH 45459-5503. Phone orders: 1-800-878-5459; fax orders: 1-937-438-0434; direct link to resource book listing: www.agehr.org/newstore/product.php?productid=16168&cat=3&bestseller=Y
The book is also currently available from the University of Wisconsin Oshkosh Bookstore


Here's some information I often give to young oboists and music education students learning how to teach oboe for the first time. If you want to use this as a handout for your students, please go to the www.oboeforeveryone.com site, click on the scroll to the bottom of the page and download as a PDF document.
Reed Care 101
1. Always brush your teeth before playing. Food and plaque can clog up reeds and make your key pads sticky.
2. Always store reeds in a case that holds reeds securely in place.
- Go to this post to learn how to make an inexpensive reed case
- The plastic 3-reed cases sold by Fox are also an affordable option
- Clear plastic tubes and "coffin" cases that commercial reeds are purchased are not study enough for long-term use
4. Soak reeds in water for 2-3 minutes in FRESH water, not saliva. Our saliva has enzymes in it that will over time break down reed fibers. If you want your reeds to last as long as possible, soak them in water!
- Only soak the cane part of the reed in water, not the thread or cork
- Try dipping your reeds in water and setting them on your music stand or in your case to hydrate. This way they won't over-soak
- Reeds soaked longer than 5 minutes will become over-soaked and be more difficult to play
- If possible, quickly rinse out reeds in water and let dry for a few minutes before storing in a reed case. This will remove some of the lip skin cells, etc, that can collect on reeds and help your reeds last longer.
3 Signs That It's Time to Buy a New Reed
A reed can last anywhere from 2-3 or much longer, depending on how much it is played on and how well it is cared for.
1. If your reed is cracked:
Very small cracks in the tip of the reed will usually be OK to play on. If the crack extends beyond 1 millimeter and it is difficult to articulate notes and/or have sudden flatness or unstable pitch, then it's time to buy a new reed.
2. If the tip of your reed resembles Bart Simpson's haircut, has poor response (especially in the low range), and articulation is difficult, then it is time for a new reed.
3. If the reed looks OK, but doesn't make any (or only very little) sound when you blow through it, try these tests:
- Soak it an extra 3 minutes in WARM WATER
- Run water through the reed to clean it out (hold the reed upside-down with the water from the faucet running into the cork section first)
- Pull a small pipe cleaner (Dill's brand is best) from the bottom of the tube through the top of a well soaked reed to clean out an accumulated gunk
Try your reed after each stage. If all three suggestions don't help, consider the reed "dead" and purchase a new one.
|"Don't have a cow, man! Just take care of your reeds!"|
Ok, that's all I've got for now. I bet you never believed I could work in Bart Simpson to a blog post about reeds, did you? :)
Oboe and out,


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Intensive training benefits poor readers
Children with reading and writing difficulties are likely to benefit more from intensive training held for just a limited period as opposed to more traditional tutor-based approaches. This is the finding of new research from the University of Gothenburg, which showed fluency and reading speed can be significantly boosted through structured exercises.
According to the study, young people who took part in focused training programmes coped better than their peers given the usual remedial tuition in a number of areas, such as spelling, word decoding and reading comprehension.
Ulrika Wolff, Senior Lecturer in Education at the Department of Education and Special Education at the institution - home to around 39,000 students - said academic difficulties can often lead to low self-esteem and poor self-confidence in children.
Ms Wolff observed it is important to take action regarding such problems sooner rather than later, adding: "Structured and individual teaching meant that these children made significant progress."
Professor Maggie Snowling from the University of York, Chartered Psychologist and Fellow of the British Psychological Society, commented: "In this paper, Wolff reports the findings of a robust randomized controlled trial (RCT) showing that a 12-week, daily intervention delivered one-to-one, can improve the reading and spelling skills of 3rd grade students with reading difficulties.
"The intervention contained the key ingredients of all effective early reading intervention programmes – training in phoneme awareness linked with phonic decoding strategies and reading from texts to promote fluency and to develop reading comprehension strategies.
"Importantly, gains in phoneme awareness at the end of the intervention partly accounted for subsequent progress in reading and spelling a year later, suggestive of a causal link between the ability to manipulate phonemes and progress in literacy.
"While the present study was conducted in Swedish (a more regular language than English), the findings and their implications concur with those of the Rose Review (2009) on teaching of children with dyslexia.
"A final note of caution - although phoneme awareness contributed to gains in reading comprehension and spelling, this was not the whole story.
"It is likely that other language abilities, such as vocabulary, grammar and morphological awareness played a role in boosting these skills – underlining the importance of training phonics in the context of a rich linguistic environment."
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Students who are taught reading comprehension strategies are more successful readers. While some students may eventually learn some of these strategies on their own, they can be taught quite effectively in the early elementary grades. Here are ten reading comprehension strategies from Ellin Keene’s book Assessing Comprehension Thinking Strategies to consider.
1. Think out loud. Good readers monitor their thinking while reading.
2. Use schema. Consciously connect the text to preexisting knowledge and experiences and consider how it helps their understanding of the text.
3. Inferring. Use experience and information from the text to draw conclusions, make connections, predictions, and form opinions.
4. Ask questions about the text before, during, and after reading.
5. Make decisions about what is important in the text (elements and themes). Be able to summarize the main points.
6. Set a purpose for reading to make it meaningful.
7. Monitor comprehension. Make sure students have strategies in place if they find the text too difficult.
8. Visualize what is being read. Make brain movies! Tune into the sensory and emotional images of the text to enhance the visualization. Use this information to help make inferences and draw conclusions.
9. Synthesizing and retelling. Keeping track of their impressions while reading and identifying the underlying meaning of the text. Connect the text to information from other sources. Extending that information beyond the text to form opinions and read critically.
10. Text structure. Understanding the elements of a story and how stories are put together helps students analyze and think critically about meaning.
Even learning just one or two of these metacognitive strategies has been shown to make a difference in reading performance. Which strategies do your students already use? Which ones will they learn next?


Your French Major at Work
- In a ranking of the 13 most useful college majors: “common foreign languages” like French and Spanish placed #10, ahead of general business, elementary education, and economics.
- French ranks second only to Mandarin Chinese as “the most useful business language after English” according to Bloomberg Rankings, while Spanish placed fourth.
- “According to a 2011 Career Builder survey, 29 percent of companies said that if they had to decide between two equally qualified candidates, they would choose the candidate who is bilingual.”
- French is the most practical language to learn: “When employers and universities look at applicants, they do not start looking at the bottom of the list to see who has done only the minimum necessary or taken the easiest route available, they start at the top of the list and look for those students who have risen above the rest. ( . . . ) With French they have access to the most widely spoken foreign language in the world after English and they become familiar with a culture that significantly influences our own. The French economy is one of the strongest in the world and is increasingly a leader in technological innovation. In sum, French is the language of the future,” writes Richard Shryock, Professor of French at Virginia Tech, in Language Magazine.
- Thinking in a Foreign Language Helps Economic Decision-Making: people make more rational decisions when they think through a problem in a non-native tongue, according to ScienceDaily.
- “Being bilingual makes you smarter: Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age,” according to research highlighted in the New York Times.
- “The Economist and Wired highlighted a recent study from the journal Psychological Science, which found that thinking in a foreign language helps people to avoid common cognitive traps. In a series of studies, a group of psychologists found that thinking in another language reduced the misleading biases people hold that influence how we weigh the risks and benefits in a decision. Given how critical decision-making is in every leadership job, and how easy it is for anyone to fall into the trap of letting biases lead their thinking, perhaps a second language should be more of a resume booster than just the potential for an executive to win business overseas,” as reported in the Washington Post.
- "Sometimes liberal-arts majors struggle a bit more than other majors when launching their careers, but the evidence shows that they tend to advance farther and be more sought out by CEOs for high-level jobs," says Katharine Hansen, writer for the job-hunting website Quintessential Careers and author of A Foot in the door: Networking Your Way Into the Hidden Job Market.
- Michelle Marion graduated in 2009 from Georgetown Washington with a degree in French. Not the most secure degree when the economy is tanking. But Marion waited tables for a few months to pay the bills and look for an appropriate job. It turned out to be at an aerospace company. "My responsibilities, which actually had little to do with the fact that I spoke French, were vast and varied," she says. "They had more to do with skills such as researching, organization and self-motivation that I learned through the multi-disciplinary four years I spent in college."
Marion was willing to start in a junior assistant position and wound up in a senior position -- with a big pay increase in six months. She says that she knows other French majors who got good jobs at consulting firms, financial companies and government agencies.
- Students who enjoyed foreign languages in high school are natural candidates for this major. The knowledge of multiple foreign languages is helpful when students seek careers in the Foreign Service, in international companies, and in teaching. To understand a foreign language, the student must have excellent knowledge of English, as well. The study of other languages and cultures offers students communicative skills and understanding that are increasingly valuable in many fields: business, education, government, law enforcement, media, social services and the service industry, among others. Many students choose a double or secondary major and combine a foreign language with a complementary field like English, history, international studies, journalism, political science, business, international marketing or education.
- As you create your resume, here are some skills and attributes that can help you translate a liberal arts degree to a job in the business world: Defining problems and tasks. Mastery of information retrieval systems (libraries, books, periodicals, Internet, personal interviews). Planning and executing research. Organizing ideas and solutions. Writing and communicating. And perhaps most important, a well-honed ability to learn what you need to in order to accomplish a task. An open mind to new ideas and approaches. Disciplined work habits. A critical eye and ear.


Helping Homeless Children Develop Skills
by: Laurie Johnson, October 3, 2006 12:10:00 am
The House of Tiny Treasures is an early childhood development center for homeless children. UH-Downtown Assistant Professor Dr. Kathryn Jenkins has been observing the children at this facility for the past six months.
"They need more time to actually practice playing with other children. They need more opportunity sharing materials, taking turns, listening to other ideas and collaborating for play rather than just simply focusing on this is what I want to do and this is the material I have. Really learning to collaborate and play with other kids."
Many homeless children live in shelters. There's not space to play or interact with other children. Communal living changes how they interact with their peers. So UH-Downtown sought a grant to bring in developmental tools and curriculum for these kids. SEARCH President Laurence Payne says they've invited the university to start a long-term research program at the House of Tiny Treasures.
"I think it will be an endeavor to look at how -- when we talk about enrichment programs for early childhood learning, what does that really entail -- to look at the socio-economic issues related to that, look at each child's individual issues, look at the pedagogia that goes into the teaching and reaching of those young children and to do it in a very thoughtful, systematic way by having university as our base to help us do the research."
The researchers will look at how the children develop during playtime. Jenkins watched the kids over the past six months. New toys and resources are being installed on the playground and Jenkins will compare how the kids respond to the new elements versus how they behaved in the old setting.
"When we look at social play, we're looking at how they interact with other children. And there are developmental markers that will help us to evaluate that just to see that they can share materials and interact with other students during their playtime. And then the cognitive play is specifically how they use materials developmentally -- what are they doing with the materials that they have access to."
About $2,000 worth of play equipment is being installed, including art easels and paints, writing materials and a sand and water table. Jenkins and eventually some graduate students will observe the children in the new playground environment. Laurie Johnson, Houston Public Radio News.


The Wee Ones Club, an early childhood learning center in Murray Hill, now offers an introduction to preschool class for young children in Manhattan.
A specialized play environment helps 3-year-olds develop their disposition toward learning, which can be a helpful foundation for when they enter preschool.
Many parents of children who turn 3 after the Independent Schools Admissions Association of Greater New York cutoff date for entering preschool often face a dilemma. How do they expose their children to important early learning development and socialization that gives students the foundation for succeeding in a classroom environment?
Beginning Jan. 6, Manhattan-based The Wee Ones Club will introduce its "Preschool Practice 103" program, which specifically exposes 3-year-olds to a play-based progressive environment. The curriculum adapts to an individual child’s ability to learn so that his or her language skills, attention span, and motor skills are effectively advanced.
"The curriculum was designed by an accredited educator specifically for children who miss the cutoff," said Kara Turrisi-Greenwood, M. Ed, and founding director of The Wee Ones Club. "Recognizing that each child is different and has a different learning style and temperament, the teacher utilizes high quality materials and carefully planned lessons to help children make sense of their world."
The two and a half hour class will be offered Wednesday and Friday afternoons. Parents and caregivers will stay on-site. They will, however, practice the ever-traumatic (for parents and children) "drop-off" at the classroom door. Children spend the class-time with teachers and peers only.
"For many children about to turn 3, an environment that balances structure and exploration may foster a child's disposition toward learning," said Alanna Navitski, M.S. Ed. and interim director of the Infant and Family Development Program at Bankstreet College of Education. "Teachers utilize play to teach self-regulation, waiting one’s turn, and solving problems. All of these things contribute to a child’s success in school in later years."
The Wee Ones Club “Preschool Practice 103" class curriculum will include exposure to free and dramatic play, literacy, numeracy, and social-emotional behaviors. It takes into account the importance of fine and gross motor skills, plus hands-on learning through cooking, music theory, drama, science, and more.
Parents receive weekly newsletters updating them on overall class progress and activities while individual parent-teacher meetings are scheduled for targeted feedback on children’s progress. The Wee Ones Club regularly offers parents support in finding resources to help with their developing child.
The Preschool Practice 103 is open to children who are 3 by June 1. The semester runs Jan. 6-April 4.


This course is a continuation of Sociology 101. The focus is on an analysis of the structure and functions of social institutions and an examination of our changing society, with emphasis on current issues of importance to society (e.g. war and peace, population control, the environment, and social change).
Date First Offered:
Total Hours: 45
Lecture Hours: 3
This course is offered online:
SOCI 101 Introduction to Sociology I or consent of the instructor
1. Sex and Gender
2. Aging and the Elderly
3. The Economy and Work
4. Power, Politics and Government
5. Families and Intimate Relationships
8. Health, Health Care, and Disability
9. Population and Urbanization
10. Collective Behaviour, Social Movements, and Social Change
By the end of this course, the student should be able to:
1. Define sociology and summarize its contributions to social understanding.
2. Identify and analyze the impact of social forces on individuals' behaviour
3. Apply the sociological perspective and concepts to discuss social issues and problems
4. Demonstrate critical thinking and sociological analysis.
5. Prepare an assignment using basic research skills.
Final Exam: 20 %
Midterm Exam: 20 %
Quizzes and Tests: 10 %
Assignments: 50 %
Number of Assignments:
Minute papers (10 @ 1%)- Research Paper - 40%
Percentage of Individual Work:
Course Offered in Other Programs:
Associate of Arts Diploma - Fine Arts, Associate of Arts Degree, Associate of Arts Degree - Criminology Specialization, Academic Criminology, Academic Elementary Education, Academic Social Sciences


In the early 1900s, public schooling for black children in Alabama ended with the eighth grade. After 2 years of private education at the State Normal School for Negroes in Montgomery, Julian was admitted to DePauw University, Greencastle, Indiana, as a subfreshman in 1916. Family members who saw him off on the northbound train included a grandfather who waved a hand that was missing 2 fingers, the punishment for learning to read, and a 99-year-old grandmother who had established a record by picking 350 pounds of cotton in 1 day. Julian lived in the attic of a fraternity house at DePauw and was able to earn enough as a waiter to cover his tuition. Later, the entire family followed him to Indiana. Percy was the eldest of 6 children, each of whom graduated from DePauw; his 2 younger brothers became physicians. Despite weaknesses in his elementary education, Julian was an excellent student. He was elected to Phi Beta Kappa, obtained his bachelor's degree in 1920, and was valedictorian of his class. During the next 2 years, he was an instructor in chemistry at Fisk University, Nashville, Tennessee. Then he was awarded a fellowship in biophysics and organic chemistry at Harvard University, Cambridge, Massachusetts, where he obtained a master's degree in 1923. No faculty position was available for a black man at that institution at the time, nor could he obtain a doctoral degree in his field of interest. Instead, he joined the faculty of West Virginia State College in Institute, an all-black institution at the time, as a professor of chemistry. In 1929, he was awarded a Rockefeller Foundation fellowship, which he used to earn a doctoral degree from the University of Vienna, Vienna, Austria. Professor Ernst Späth, his teacher there, said Julian was “an extraordinary student, his like I have not seen before in my career as a teacher.”5(p13) His doctoral thesis concerned a botanical alkaloid, and this work proved very useful for his later focus on physostigmine.


William E. Harmon Foundation
The Harmon Foundation was established in 1922 by William E. Harmon. It served as a large-scale patron of African-American art and helped gain recognition for African-American artists who otherwise would have remained largely unknown. Mary B. Brady was the director of the foundation from 1922 until its cessation in 1967.
The William E. Harmon Foundation award for distinguished achievement among Negroes was created in 1926. It was famously awarded for excellence in the visual arts, but actually was offered for achievement from many different fields for distinguished achievements among Negroes or in the cause of race relations. This helped art education programs grow in many areas. Among the many recipients of the awards were Hale Woodruff, Palmer Hayden, Archibald Motley (his winning piece was The Octoroon Girl), Countee Cullen and Langston Hughes.
In addition to the awards, the Foundation is also well known for the traveling exhibitions it sponsored. An annual Exhibition of the Work of Negro Artists, conceived by Mary Brady, was held in 1927 through 1931, 1933, and 1935, and featured "substantial prizes" together with gold, silver and bronze medals. According to Gates and Higginbotham, "...submissions in the fine arts category was the chief venue open to African American artists"
The Foundation lasted until 1967.
- Gates & Higginbotham, p. 3.
- Driskell p. 87
- Driskell, David C. (2001) The Other Side of Color: African American Art in the Collection of Camille O. and William H. Cosby, Jr. Pomegranate. ISBN 978-0-7649-1455-3
- Gates, Henry Louis & Evelyn Brooks Higginbotham (eds) (2009). Harlem Renaissance lives from the African American national biography. Oxford University Press, USA. ISBN 978-0-19-538795-7
|Wikimedia Commons has media related to Harmon Foundation.|


Strength and Conditioning for Young Athletes
Science and application
Edited by Rhodri S. Lloyd, Jon L. Oliver
Routledge – 2014 – 234 pages
Strength and Conditioning for Young Athletes offers an evidence-based introduction to the theory and practice of strength and conditioning for children and young athletes. Drawing upon leading up-to-date research in all aspects of fitness and movement skill development, the book adopts a holistic approach to training centred on the concept of long-term athletic development and the welfare of the young athlete.
While other textbooks focus on a single aspect of youth trainability, this book explores every key topic in strength and conditioning as applied to young people, including:
Written by a team of leading international strength and conditioning experts and paediatric sport scientists, every chapter includes programming guidelines for youths throughout childhood and adolescence to show how the latest scientific research can be applied by coaches to optimize young athletic potential. This is an essential resource for all students of strength and conditioning or paediatric exercise science, as well as any coach or athletic trainer working with children and young people.
Section 1. Fundamental Concepts of Youth Development Chapter 1: The Impact of Growth and Maturation on Physical Performance - Gareth Stratton and Jon L. Oliver Chapter 2: Talent Identification - John B. Cronin and Cesar Meylan Chapter 3: Long-Term Athletic Development - Craig A. Williams, Jon L. Oliver, and Rhodri S. Lloyd Section 2. Development of Physical Fitness Qualities in Youths Chapter 4: Motor Skill Development in Young Athletes - Rhodri S. Lloyd, Jeremy A. Moody, Fernando Naclerio and Paul Green Chapter 5: Strength Development in Young Athletes - Duncan N. French, Thomas Jones and William J. Kraemer Chapter 6: Speed Development in Young Athletes - Jon L. Oliver and Michael C. Rumpf Chapter 7: Plyometric Development in Young Athletes - Rhodri S. Lloyd and John B. Cronin Chapter 8: Agility Development in Young Athletes - Ian Jeffreys Chapter 9: Metabolic Conditioning Development in Young Athletes - Paul Gamble Chapter 10: Mobility and Flexibility Development in Young Athletes - William Sands and Jeni Mcneal Section 3. Contemporary Issues in Youth Strength and Conditioning Chapter 11: Periodization Strategies for Young Athletes - G. Greg Haff Chapter 12: Dispelling the Myths of Resistance Training For Young Athletes - Michael H. Stone, Kyle C. Pierce, Michael W. Ramsey, Margaret E. Stone and Satoshi Miziguchi Chapter 13: Nutritional Strategies for Young Athletes - David H. Fukuda, Kristina L. Kendall, Robert P. Hetrick and Jeffrey R. Stout Chapter 14: Overtraining and Injury Prevention in Young Athletes - Patria Hume and Keith Russell Chapter 15: Youth Athlete Welfare and Wellbeing - Jon L. Oliver, Abbe Brady and Rhodri S. Lloyd
Rhodri S. Lloyd is Lecturer in Sport and Exercise Physiology at Cardiff Metropolitan University, UK. He serves on the Board of Directors for the UKSCA and is the inaugural convener of the UKSCA Youth Training Special Interest Group. He is also an Executive Council Board Member for the NSCA Youth Training Special Interest Group. He has previously consulted with elite level youth sports such as tennis, football and rugby. His main research interests surround strength and power development in young athletes and long-term athletic development modelling.
Jon L. Oliver is Senior Lecturer in Exercise Physiology at Cardiff Metropolitan University, UK. He previously served as convenor of the British Association of Sport and Exercise Science Paediatric Exercise Science Interest Group. He has conducted extensive research on childhood and long-term athlete development and translated much of this knowledge to aid practitioners. His work in youth sport has included collaborations in elite youth soccer, rugby union and athletics. He is primarily interested in the development of speed and explosive activities during childhood, together with the long-term monitoring of development, training and performance.


Musicians who learn a new melody demonstrate enhanced skills after a night's sleep, according to a new study.
Researchers from the Southern Methodist University, Dallas found that performance of a musical task improved among pianists whose practice of a new melody was followed by a night of sleep.
However, that when two similar melodies were practiced one after the other, followed by sleep, any gains in speed and accuracy achieved during practice diminished overnight, said Sarah E Allen, an assistant professor of music education in SMU's Meadows School of the Arts.
"The goal is to understand how the brain decides what to keep, what to discard, what to enhance, because our brains are receiving such a rich data stream and we don't have room for everything," Allen said.
Surprisingly, in a third result the study found that when two similar musical pieces were practiced one after the other, followed by practice of the first melody again, a night's sleep enhanced pianists' skills on the first melody.
"The really unexpected result that I found was that for those subjects who learned the two melodies, if before they left practice they played the first melody again, it seemed to reactivate that memory so that they did improve overnight. Replaying it seemed to counteract the interference of learning a second melody," she said.
The study adds to a body of research in recent decades that has found the brain keeps processing the learning of a new motor skill even after active training has stopped.
Sixty undergraduate and graduate music majors participated in the research. Divided into four groups, each musician practiced either one or both melodies during evening sessions, then returned the next day after sleep to be tested on their performance of the target melody.
Musicians who learned a single melody showed performance gains on the test the next day. Those who learned a second melody immediately after learning the target melody didn't get any overnight enhancement in the first melody.
Those who learned two melodies, but practiced the first one again before going home to sleep, showed overnight enhancement when tested on the first melody.
The study will be published in the journal Psychology of Music.


The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
The Standards for Mathematical Practice are a significant focus of Common Core State Standards. These eight practices describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics.
One way to build a deep understanding of the Standards for Mathematical Practice is to read one practice at a time and reflect on the following questions:
- Why is this practice important?
- What does this practice look like when students are doing it?
- How can a teacher model this practice?
- What could a teacher do within a lesson to encourage students in this practice?
- How can you assess proficiency in this practice?
After some discussion, students created posters to represent their thinking about the Mathematical Practices. In this task students explored prime or composite by building possible rectangular arrays for numbers 1-25.
These are some of the posters students created after the task and much discussion.
Which products are composite and which are prime? I’ll think of products that have one factor pair and which have more than one factor pair.
This number is prime so it only has 1 array for the number.
This number has 2 arrays so it must be composite.
Using correct math language to explain your thinking is important
Make sense of problems and
persevere in solving them.
Model with Mathematics.
If I’m going to tile the perimeter, how many pieces of tile will I need?
Do these side lengths make sense?
Model with Mathematics.
These color tiles help me to find the missing sides so I can write an equation to find the perimeter.
What do I need to know to solve?
This will be easy!
Kitty Rutherford serves as the North Carolina Elementary Mathematics Consultant for the Department of Public Instruction in Raleigh. She is an experienced leader, collaborator and licensed educator with a Master’s Degree in Elementary Education. She has received many honors such as the Presidential Award for Excellence in Mathematics and Science Teaching and the NCCTM Outstanding Elementary Mathematics Teacher. She is a member of the NCAEE Board and will be presenting two sessions at that Elementary School Conference. For more resources for implementing Common Core Standards, visit the Mathematics Wiki hosted by the NC DPI.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
Art is, IMHO an outstanding vehicle for building bridges of understanding
and awareness of the diversity of our world. It is a "universal language".
Take advantage of the opportunites!!! :)
>I believe a good, solid art education (design principles and elements,etc) is
>being sacrificed by an emphasis on art education within
>multiculturalism......at least we had to go this route in our school district
>in order to keep art iinstruction in K-6 education. It was go via
>multicultural art or little support for the visual arts at all.
One can start with what we know best, then choose one new culture and it's
art in context, build lessons on both the Elements and Principals of
Design, and compare and contrast the way people express their world. For
example, my third graders just watched a video about the Daimyo warrior
society of Japan and discussed the similarities and differences between
themselves and the people and their artforms they saw in the video. (I
teach in a school that is 98% Navajo). The Japanese have clan symbols on
their Kimonos, and all Navajos have a clan. So, the students homework was
to know thier own heritage or clan. The next week we made origami hats
similar to Samurai warriors. These were decorated with a circular symbol
for the child's clan.... one of my favorites this year was one for the
"bitterwater clan" a child drew and colored a chile in a glass of water.
Back at their classrooms they made clan tshirts with fabric paint, which
they wore as part of the traditional Native American Awareness week we
Diane Gregory wrote:
>I know this is a sensitive topic and I would appreciate a thoughful,
>>non-threatening,sensitive discussion by everyone who responds.
This post was well presented and I hope to hear more from others!
Christine Merriam, Art Specialist
Kayenta Intermediate School


Early and elementary education
Benito Juárez García was born on March 21, 1806 entry of Spring in the town of San Pablo Guelatao, Oaxaca, a town located in the mountain now known as "La Sierra Juarez" and then under the jurisdiction of Santo Tomas Ixtlan. Baptized the day after his birth in the parish of Santo Tomas Ixtlan (Copy of Baptismal Faith of Benito Pablo Juarez Garcia, 22 March 1806, taken from the relevant book of the Parish of Santo Tomas Ixtlan.). Benito Juarez's parents, Marcelino Juárez and Brigida Garcia, was in his own words "Indians of the primitive race of the country" who were farmers. Both died when he was 3, her mother during the birth of her sister Mary Longinus. Benito with his sisters Maria Josefa and Rosa were under the protection of his paternal grandparents Pedro Juárez and Justa Lopez also Indians "Zapotec nation" and his much younger sister Mary Longinus with his maternal aunt Cecilia. A few years also killed his grandparents and two older sisters were married Benito finally leaving him in the custody of his uncle Bernardino Juarez. Thereafter he worked as a laborer in the field and as a shepherd until the age of 12 years. His uncle knew the Castilian Bernardino and showed it to Bob that showed enthusiasm in learning but the field work and the fact that the people do not speak the Castilian Benito did not allow to advance far in their learning. In his village, as in small towns, there was even the most elementary school. Benito realized that learning to read who did travel to the city is paying for a pension or working as servants in rich houses which fueled his desire to go to the city, which often asked his uncle that only was long. On December 17, 1818 Benito escapes from his people after much weighing between feelings and their desire to educate themselves bound for the city of Oaxaca. This leak could motivate after losing a couple of sheep [citation needed ]. Until now the only language of the Zapotec Juarez was being basic knowledge of Castilian.
Upon reaching the city at night the same day lodge Benito asked his sister Josefa who worked as a cook for a wealthy family of a foreign merchant named Antonio Maza. With the approval of Mr. Maza, Benito began caring for the farm taking assigned a salary of two dimes. The adopted daughter of Mr. Maza, Margarita Maza, many years later became the wife of Benito.
Within days the priest Benito met the Third Order Franciscan Antonio Salanueva who admitted as an apprentice bookbinder. In the words of Benedict: "Although very dedicated to the devotion and religious practices was quite carefree and friend of the education of youth." On January 7, 1819, having only 21 days of arriving in the City Benito Salanueva receives at home and workshop also offered to send to school. Changed once after school because they felt no progress in their learning begins in "Real School" under the preceptor of José Domingo González, who gave him a strong rebuke to consider his poor handwriting, a question which deeply offended the young Benito. Benito also suffered along with other children on their indigenous status and poor discrimination, and that while the teacher taught the children called "decent" to their condition were instructed the aide. Therefore Benito leave the school they felt was a bad method of teaching and decides to learn on their own.
respect the rights of others is peace


1796 - 1875
"Drawing is the first thing to work on, then the tonal values. Look for the relationship between shape and value. These are the essential starting points." Camille Corot c. 1825
One of the most admired and copied French landscape artists of the 19th century, who understood the importance of painting out of doors, well before the Impressionists. He was also well traveled, incessantly looking for new sites and subjects for his paintings.
Camille Corot did not have a classical art education at the École des Beaux-arts, but instead he studied with two painters, Achille-Etna Michallon and Jean-Victor Bertin, both students of Pierre-Henri Valenciennes. Corot traveled to Italy in 1825 until 1828 to further refine his skills and knowledge. It was during this time he painted The Bridge at Narni and exhibited in the Salon of 1827. Corot produced history paintings, mythological and biblical subject that were submitted to the annual Salons in addition to producing a range of allegorical subjects, portraits and genre paintings, but he was known and beloved as a landscape artist.
Corot was admired for his talent of capturing subtle light effects and gradations of tone. He developed a system of recording light effects in his drawings. The National Gallery has paintings, drawings and prints as well as works produced with an experimental medium that combined printmaking and photography called cliché-verre. His techniques were of great interest to the Impressionists in particular Pissaro, Morisot and Monet. Corot died just after the first Impressionist exhibition. He exhibited extensively in the Salon and was named Chevalier of the Legion of Honour in 1846.
Nadar, Félix (1820-1910)
Photo: Hervé Lewandowski
Musée d'Orsay, Paris, France
Photo Credit : Réunion des Musées
Nationaux / Art Resource, NY
Born in Paris, France, 16 July 1796
Died in Ville-d'Avray, France, 22 February 1875
Library and Archives


Nothing is more important than ensuring all of our young people have the skills they need to read, write and communicate. It is unacceptable that pupils are leaving primary school with levels of literacy below the levels they should have. We have to get this right.
There are many schools across Wales which are already getting it right. I’ve seen plenty of excellent examples of teaching and learning in literacy. What we must do is ensure that all learners benefit from excellent teaching of literacy and develop the skills that are so vital to their future success.
I have previously spoken about the steps needed to raise literacy levels and our National Literacy Programme (NLP), which we’ll be publishing next week, brings these plans together and explains how we’ll translate them into actions.
The NLP sets out the actions that we and our partners need to take to achieve a step change in literacy standards in the next 5 years.
Firstly, we want to support teachers of every subject across every phase of education to become teachers of literacy. This means taking a national approach to professional development in literacy – including giving teachers the opportunity to undertake additional study. Our new Masters in Educational Practice will include a specific literacy module.
A key component of our plans to support teachers will be to identify outstanding teachers of literacy who can transfer their knowledge to their peers. They will support our Professional Learning Communities, allowing them to draw on this knowledge and experience to model good practice in the classroom.
If we’re to truly support teachers then we must give them the right tools for the job. Central to the NLP is the development of a National Literacy and Numeracy Framework, which we’ll be putting out to consultation from 11 June to 19 October.
The Literacy and Numeracy Framework (LNF) sets out clear annual expectations for literacy and numeracy for all learners aged 5 to 14. Both primary and secondary schools will use the LNF to make sure that the teaching of literacy and numeracy skills is embedded in all subjects across the curriculum rather than focused on English, Welsh and Maths lessons alone. The LNF will allow all teachers to monitor pupils’ progress against end of year expectations for literacy and help schools identify how best to challenge and support all of their learners.
The expectations set out in the LNF are more stretching than many of those currently in the curriculum to provide a more rigorous approach to raising standards. In light of this, I am considering current assessment arrangements and a broader look at the curriculum.
Alongside the Literacy and Numeracy Framework, we are also developing Welsh and English national reading tests for learners in years 2 through to 9. The tests will give teachers and parents a more accurate picture of the level of a pupil’s reading ability by helping to identify their individual strengths and weaknesses. This means that where pupils fall behind schools can step in and intervene. It also means that schools can challenge their more able and talented pupils.
Learners who fall behind with their literacy skills will struggle to keep up with the rest of the curriculum and fulfil their potential. This is unacceptable. Through the steps I have outlined above, we will turn this situation around and deliver the improvements we need and the standards our learners deserve.


Sensory Activities with gelatin
Today we share something that is so icky gooey and sticky that it is supremely fun for your mess loving kids. These sensory activities for kids does so much for your child- a quick personal observation, language explosion during sensory play, curiosity piques and many interesting questions come about. TwoDaloo has a fantastic article on “Sensory Play- Is it necessary?” While you are there, check out her series on language development through sensory play.
On to today’s fun.
Sensory Activities: making”edible” fake snot!
We are making gooey stuff which looks like SNOT! Yes, it is apparently a very popular science experiment for school age kids. I have seen this idea on many science for kids websites. Here is one.
I added few fall scents ( pumpkin, apple, vanilla and cinnamon) to small bowls. I added hot water to the scents along with food colors and set them on the table.
Th kids added unflavored gelatin to the colored water. We let them set for about 5 minutes until they start to thicken. Don’t let the gelatin get too thick. Once soft, we added corn syrup. You should be able to see strands resembling snot! [quick science : protein from the gelatin + sugars from the corn syrup = gooey snot strands]. The original recipe calls for much lesser gelatin. While the snot was great it was not thick enough to manipulate and play. It was indeed a perfect mock snot. Since we increased the gelatin we achieved a thicker consistency that worked for us.
Now the original experiment true to the name makes only green colored gooey stuff. Did we stop with just the food colors? We certainly DID NOT? What other crazy thing did we do? Add glitter, yes glitter.
The kids went to down mixing and playing with the resulting gooey substance. The best of all, my older kid came up with this ingenious name – Princess Snot because we like to think that when princesses have the sniffles, their snot is pink and has lots of glitter.
The substance is stretchable and can be pulled and pinched in many ways. As the gelatin gets thicker it loses the snot like consistency and gets more slime-like!
Since we had made multiple colors, te kids were so excited to dip their hands in all the bowls. Also the kids were attracted towards the vanilla scent and added lots of gold and green glitter and a ton of orange food color.
Of course mixing happened.
The kids loved and played only with the pink and vanilla snot. I wouldn’t bother with the rest. Bright colors and glitter were enough.
Here is our reality shot- unedited, uncut version..
Recipe for this sensory activity
- 1/2 cup boiling water
- Add 3 envelopes of unflavored gelatin
- 1/4 cup of corn syrup
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What is an Endorsement
An endorsement is the subject area in which a certified teacher is authorized to teach, along with designated grade levels for that area. There are 42 endorsements in Washington, not including a large number of career and technical education endorsements. Evergreen offers 25 of those endorsements. Each endorsement has “endorsement competencies,” which are the standards that list what teachers should know and be able to do for various teaching assignments. They are based on national content standards and related to Washington’s Essential Academic Learning Requirements (EALRs) for students. Here is a complete list of all endorsements in the state and the knowledge and skill competencies for each endorsement.
Prospective teachers must demonstrate that they meet the knowledge and skill competencies for each endorsement they earn through passing the state-required subject knowledge assessment (WEST-E), through prior content area coursework, and through projects and field experience within their certification program.
Applicants must select one or more endorsement areas upon entrance to the MiT program. Applicants should consider the age levels of the students they wish to teach and the subject areas they would enjoy teaching. In addition, it is essential to have sufficient content mastery to support the learning of children and youth. Please review the expected coursework for each endorsement area and fill out the corresponding endorsement worksheet/s with the coursework you have already completed toward your endorsement/s as well as planned coursework.
- All-level endorsements (P-12); good for preschool (birth) to grade 12
- Secondary endorsements (5-12); good for single subjects in grades 5-12. Generally one is a content specialist in a middle or high school
- Middle level endorsements (4-9); good for listed subjects generally taught in middle schools and junior high schools
- Elementary endorsement: (K-8); good for all subjects Kindergarten to grade 8
- Early childhood endorsements (P-3); good from birth to grade 3
Endorsements Offered at Evergreen:
- Biology2 (5-12)
- Chemistry1 (5-12)
- Earth and Space Science1 (5-12)
- Elementary Education (K-8)
- English Language Arts2 (5-12)
- English Language Learners1 (P-12)
- French1 (P-12)
- History2 (5-12)
- Japanese1 (P-12)
- Mathematics (5-12)
- Middle Level Humanities2 (4-9 English and Social Studies)
- Middle Level Math (4-9)
- Middle Level Science2 (4-9)
- Physics1 (5-12)
- Reading1 (P-12)
- Science1 (5-12)
- Social Studies2 (5-12)
- Spanish1 (P-12)
- Social Studies (5-12)
- Theatre Arts1 (P-12)
- Visual Arts2 (P-12)
1 In addition, you must also choose another endorsement area.
2 You are strongly encouraged to choose an additional endorsement area.


The Foundation of Literacy
The Child's Acquisition of the Alphabetic Principle
By Brian Byrne
Psychology Press – 1998
This monograph brings together important research that the author and his colleagues at the University of New England have been conducting into the early stages of reading development, and makes a valuable contribution to the debate about literacy education. It should appeal to a broad audience since it is written in an entertaining and accessible style, with chapter summaries, and where appropriate short tutorials in relevant topics, in particular Learnability Theory (Chapter 1), levels of language structure (Chapter 2) and writing systems (Chapter 2).
It will be of interest to experimental psychologists concerned with the reading process, developmental psychologists interested in cognitive growth, educational psychologists interested in the application of experimental methods in the classroom situation, and teachers and teacher educators.
'This is a very good book Byrne states in his preface that his aim in writing the book was to appeal to a wide audience: researchers in psychology, teacher educators and teachers themselves. Because he is such a beautiful writer he has succeeded admirably This book is essential reading for anyone interested in literacy development.' - Rhona Stainthorp, London University Institute of Education in First Language vol. 20 2000
'Beautifully written … In a wide ranging yet highly readable account, the author provides an up-to-date summary of his findings in pre-schoolers and children up to Grade 3 … Over a series of meticulously crafted experiments, Professor Byrne concludes that of all phonemic skills, the ability to identify phoneme constancy - that is the ability to determine that two words share a common phoneme - is the critical factor … The monograph is a model of clarity, with clear summaries and recapitulations throughout and useful tutorials for the varied audience at which this book is aimed. It offers a fascinating insight into the mind of the novice reader.' - Uta Frith (MRC Cognitive Development Unit, London)
'I liked it a lot. It is a clear and exciting account of a valuable sequence of studies on how children come to grips with the alphabet and how they learn to use it effectively and to understand its uses. The writing is simple and direct, and always entertaining. It should interest a lot of people' - Peter Bryant (Oxford Univesity)
'This book will be a very worthy addition to a series which has established a high reputation. It has all the best attributes of a research monograph, that is, it is a highly focused piece of advocacy in which Byrne has a point to make and marshals his evidence in an entirely convincing way.' - Alan Kennedy (University of Dundee)
Definitions, Phenomena, Questions and Frameworks. Children's Initial Hypotheses about Alphabetic Script. Induction of the Alphabetic Principle? Instruction in the Alphabetic Principle. Individual Differences. Conclusion and Implications.


"Science is not just about laboratories and test tubes, it is very often your ability to communicate your ideas effectively to others that will make you successful"
Ever wondered what you could do with a degree in Science? Do you sometimes feel that your options are limited to working in a lab or going to medical school? A background in Science provides a solid foundation for a variety of careers. While the medical field and laboratory research might be very rewarding career paths for some, many of Western's graduates from the Faculty of Science have successfully made the transition into industry, business, government, information technology, investment banking, teaching, management consulting and marketing. A Science degree can provide you with many exciting career opportunities, since Science students have the requisite skills that employers in countless sectors are seeking such as: critical thinking, technical problem-solving, and numeracy skills.
If you would like to talk about some of these options, then visit Science Career Services.
The Student Success Centre is also an excellent resource to learn about what students can do with degrees in particular areas.


Building Vocabulary Knowledge with Pictures (Virtual Tour)
Stage of Literacy Development:
Stage 0: Foundation for Literacy
Stage 1: Beginning Literacy
Primary: Vocabulary, Oral Language & ELL Secondary: Knowledge Building
As many of our children are English Language Learners it's really important for them to have a very clear visual of the vocabulary that they're going to be learning. So when the firefighter was coming into the classroom, in anticipation of his visit, I went to Clip Art and I found images of all the equipment that the firefighter would use, and so we practiced it and the children knew it very well, so they could ask questions when he came in. This is an example of a shared reading chart that I made for the children, and once again, we're using very clear visuals so that the children can read many of the high frequency words on the chart but they might not get fire engine, garbage truck and so on, those difficult words. So they see the visual and they're using picture cues to solve the word. Another way the children can develop their vocabulary is through dramatic play and there's nothing they like more than dressing up as the police officer or the firefighter.
The goal of Images and Words: Building Vocabulary Knowledge with Pictures (Virtual Tour) is to provide students with opportunities for exposure to and use of a variety of words by using pictures that match the given words.
- Visual pictures and cues provide all students with a greater understanding of the concept or activity and are especially important for English Language Learners.
- A variety of pictures and images can be found on clipart or Google Images.
- Preview new vocabulary words that will discussed in a story or school event.
- Pictures can also be used during a shared reading activity where the teacher and the students read the text together on a chart or poster.


Teachers and school district superintendents lined up before the Kansas Board of Education Tuesday to support Common Core education standards.
They argued the standards will help students transfer more easily between schools and create students who are better at critical thinking and problem solving.
Sarah Berblinger is a teacher in the Buhler School District. She said the standards also help build a strong foundation for education.
"We believe that this is going to really allow our students to be more globally competitive because of the very rich foundational skills that the Common Core will present," Berblinger said.
Opponents told the board that the Common Core standards are centralized control over education in Kansas schools. But the supporters said the standards do allow for flexibility at the local level. The Board of Education voted to adopt the Common Core standards in 2010.


UNESCO will highlight the critical role of climate change at the United Nations Climate Change Conference in Copenhagen from December 7 to 18 (COP15).
Climate change is one of the most urgent challenges of sustainable development and a key theme of the UNESCO-led UN Decade of Education for Sustainable Development 2005-2014 (UN DESD 2005-2014).
The DESD aims to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, a goal reaffirmed at the UNESCO World Conference on Education for Sustainable Development held in Bonn in April 2009.
Mr Richmond, speaking at UNESCO’s International Seminar on Climate Change Education held this July in Paris, said there was a clear need for interdisciplinary and intersectoral cooperation in the field of ESD and SD and that the economic dimensions must not be forgotten.
Interviewed by UNESCO on the occasion of COP15 and also a speaker at the July conference, climate change education specialist Mr Philippe Saugier echoed Mr Richmond’s views.
‘Education in the twenty-first century must forge the global consciousness and identity. Education for sustainable development (ESD) is the shaping of the global citizen; conscious of the challenges that loom over our shared future and capable of addressing them,’ said Mr Saugier who is the Education Coordinator of the CarboSchools Project.
The project brings together carbon science researchers, secondary school teachers and young people to learn about local and global impacts of climate change and research on the topic and act locally to reduce emissions of greenhouse gases.
He said: ‘At present, in practically all the world’s education systems, sustainable development is still on the sidelines. We must place it in the centre and, then, the very term education for sustainable development will vanish, as it will be obvious that the purpose of education, taken as a whole, in the same way as reading, writing and numeracy skills, will be to restore and preserve the balance in people’s relations among themselves and with their environment.’
UNESCO has produced a special DESD Quarterly link on climate change and ESD. UNESCO ESD specialists will take part in two side events at the Copenhagen conference. On December 10 as part of the Young and Future Generations Day they will participate in an Education and Climate Change event organized by Service Civil International with support from Energy Crossroad and Yale University..
On December 15 UNESCO will co-sponsor and organize A Working Forum on Climate Change: Engaging Stakeholders in Civil Society with the United Nations Commission on Sustainable Development Education Caucus, the Stakeholder Forum for a Sustainable Future and the World Aquarium and Conservation for the Oceans Foundation.
Alongside the DESD UNESCO promotes education and raises public awareness on climate change through its Institutes and networks such as the Associated Schools Project Network (ASPnet), a global network of more than 8.500 educational institutions in 178 countries and the UNESCO University Twinning and networking scheme (UNITWIN) which has 640 UNESCO Chairs and 60 UNITWIN Networks involving over 770 institutions in 126 countries.
UNITWIN promotes the sustainable management of ecosystems through inter-university training and research activities at national and international levels.
ASPnet supports initiatives such as the flagship Sandwatch Project which brings together school students and community members to develop sustainable approaches to preserving the marine and coastal environment.
During the second half of the DESD UNESCO will continue to promote the integration of ESD into national education strategies and policies, school curricula, teacher training, educational programmes and policies. Teacher training will be enhanced to take into account current global challenges and develop ways to support educators’ communities of practice. It will also work to share best practices such as the CarboSchools Project and materials in teaching and learning on climate change. This year UNESCO also published its Enhanced Strategy for Action on Climate Change.
• Special DESD Quarterly on climate change and ESD
• UNESCO ESD website
• The UNESCO strategy for action on climate change (en Inglés)
• Associated Schools network ESD projects
• United Nations Climate Change Conference website)
• Interview with Philippe Saugier
Publication Date: 04-12-2009


US representative and social activist. Born Shirley St. Hill on November 30, 1924 in New York City. Chisholm spent part of her childhood in Barbados with her grandmother and graduated from Brooklyn College in 1946. She began her career as a teacher and earned a Master's degree in elementary education from Columbia University. She served as director of the Hamilton-Madison Child Care Center from 1953 to 1959 as an educational consultant to New York City's Bureau of Child Welfare from 1959 to 1964.
In 1969, Chisholm became the first black congresswoman and began the first of seven terms. After initially being assigned to the House Forestry Committee, she shocked many by demanding reassignment. She was placed on the Veterans' Affairs Committee, eventually graduating to the Education and Labor Committee. She became one of the founding members of the Congressional Black Caucus in 1969.
Chisholm became the first African American woman to make a bid to be President of the United States when she ran for the Democratic nomination in 1972. A champion of minority education and employment opportunities throughout her tenure in Congress, Chisholm was also a vocal opponent of the draft. After leaving Congress in 1983, she taught at Mount Holyoke College and was popular on the lecture circuit.
Chisholm was married to Conrad Chisholm from 1949 to 1977. She wed Arthur Hardwick, Jr. in 1986. She is the author of two books, Unbought and Unbossed (1970) and The Good Fight (1973).
Biography courtesy of BIO.com
How to Cite this Page:
Shirley Chisholm. (2013). The History Channel website. Retrieved 11:11, December 12, 2013, from http://www.history.com/topics/shirley-chisholm.
Shirley Chisholm. [Internet]. 2013. The History Channel website. Available from: http://www.history.com/topics/shirley-chisholm [Accessed 12 Dec 2013].
“Shirley Chisholm.” 2013. The History Channel website. Dec 12 2013, 11:11 http://www.history.com/topics/shirley-chisholm.
“Shirley Chisholm,” The History Channel website, 2013, http://www.history.com/topics/shirley-chisholm [accessed Dec 12, 2013].
“Shirley Chisholm,” The History Channel website, http://www.history.com/topics/shirley-chisholm (accessed Dec 12, 2013).
Shirley Chisholm [Internet]. The History Channel website; 2013 [cited 2013 Dec 12] Available from: http://www.history.com/topics/shirley-chisholm.
Shirley Chisholm, http://www.history.com/topics/shirley-chisholm (last visited Dec 12, 2013).
Shirley Chisholm. The History Channel website. 2013. Available at: http://www.history.com/topics/shirley-chisholm. Accessed Dec 12, 2013.


Elsa Beskow (née Maartman) (11 February 1874, Stockholm – 30 June 1953) was a Swedish author and illustrator of children's books. Among her better known books are Tale of the Little Little Old Woman and Aunt Green, Aunt Brown and Aunt Lavender.
Her parents were businessman Bernt Maartman (1841–1889), whose family came from Bergen, Norway, and Augusta Fahlstedt (1850–1915). Beskow studied Art Education at Konstfack, University College of Arts, Crafts and Design (then called Tekniska skolan, or the Technical school) in Stockholm.
She married former minister and social worker, doctor of theology Natanael Beskow in 1897. Elsa Beskow met her future husband at Djursholms samskola while serving as a teacher where he served as head master. From 1900 they lived in Villa Ekeliden in Djursholm which had initially been built for the author Viktor Rydberg. They had six sons, including the artist Bo Beskow (1906–1989) and geologist Gunnar Beskow (1901–1991).
In 1894 Beskow started to contribute to the children's magazine Jultomten. Overall, she would publish some forty books with her own text and images. Beskow frequently combined reality with elements from the fairy tale world. Children meet elves or goblins, and farm animals talk with people. Central themes were the relationships between children and adults and children's independent initiative.
Beskow became one of the most well known of all Swedish children's book artists. Many of her books became classics and are continually reprinted. Beskow also illustrated ABC books and songbooks for Swedish schools. Book pages are often framed by decorative framework of the Art Nouveau style.
- Tale of the Little Little Old Woman, 1897
- Children from Solbacka, 1898
- Peter in Blueberry Land, 1901
- Olle's ski trip, 1907
- Children of the Forest, 1910
- Pelle’s New Suit, 1912
- Flower Festival in the Hill, 1914
- George's book, 1916
- Aunt Green, Aunt Brown and Aunt Lavender, 1918
- Little Lasse in the garden, 1920
- Baby Brother's sailing journey, 1921
- Bubble Muck, 1921
- Grandma's quilt, 1922
- Christopher's harvest time, 1923
- Aunt Brown’s Birthday, 1925
- Jan and all his friends, 1928
- Hat Cottage, 1930
- Grandma and-down Light, 1930
- Around the year, 1931
- The Sun Egg, 1932
- Woody, Hazel & Little Pip, 1939
- Talented Annika, 1941
- Uncle Blue's New Boat, 1942
- Peter and Lotta's Adventure, 1947
- Red bus, green car, 1952
- Hammar, Stina Solägget: fantasi och verklighet i Elsa Beskows konst (Bonnier, Stockholm 2002) ISBN 91-0-057914-9
- Björkman, Ivar; Djursholm - staden på landet ( Djursholms Forntid och Framtid, 1982) ISBN /91-85549-00-2
- Elsa Beskow (1874-1953) - née Maartman (Kuusankosken kaupunginkirjasto. 2008)
- Hammar, Stina Elsa Beskow (1958)
- Håkansson, Gunvor Elsa Beskow och Astrid Lindgren (1967)'
- Sjögren, Margareta Elsa Beskow och hennes värld (1983)
- Elsa Beskow Biography at Floris Books, her English language publisher. English
- Site dedicated to Elsa Beskow. Swedish
- Elsa Beskow (JulimJournals)German


Here is a collection of 12 fun and playful ways to bring stories to life with creative storytelling activities! From play dough and story sensory bins to small world play and dramatic retelling, there are lots of ideas here to choose from and keep little ones busy in playful learning.
12 Creative Storytelling Activities
Make a phonics I-Spy discovery bottle for hours of playful literacy fun at home, in the classroom or even when travelling! A great activity for learning beginning letter sounds and matching phonemes to graphemes, for preschoolers to school age kids.
There’s been a lot of emphasis in our
Continue reading Phonics I-Spy Discovery Bottle
Set up a little library role play area in your home or classroom for encouraging emergent, meaningful literacy experiences for young children.
Welcome to the continuing series about Exploring Reggio, being written alongside co-hosts An Everyday Story, Learn with Play at
Continue reading Library Role Play Area
Make a fun and engaging early literacy game for kids using alphabet ping pong balls and letter tubes. Exciting, fun and adaptable for younger and older kids, this is a great DIY resource to add to the collection for rainy day learning through play!Continue reading Alphabet Ping-Pong Drop Literacy Game
Explore the ABC in a fun, multi-sensory way using alphabet cups on the light box. A perfect for all age groups which can be adapted to suit their various stages in literacy development and just used for simple, playful stacking fun!
Continue reading Alphabet Cups on the Light Box