Many students worldwide struggle to translate letters in text into oral language. They find it hard to figure out the meaning of words, and this affects their overall academic performance. According to one study, the number of students who failed basic reading skills rose by over 20% in 2020 because of prolonged school closure caused by Covid-19.
Teachers may find it hard to help such students, given their unique circumstances and needs. But different approaches work for different students. Here are four strategies teachers can use to teach reading to students and help boost their confidence.
1. Incorporate Technology
Technology fascinates students. The curiosity to learn how to use digital devices keeps them engaged and trains them to focus better at a tender age. Teachers can easily integrate technology into the classroom. There are loads of interactive games students can play to enhance their phonetic, spelling, and reading skills.
According to one study, exposure to technology at a young age can boost a student’s cognitive flexibility and help them learn new skills faster and more efficiently. Apart from games, teachers can also include educational apps and websites in their reading comprehension strategies to bolster students’ literacy skills.
2. Teach Vocabulary
Students with poor vocabulary skills also have poor comprehension. This makes it difficult for them to understand written text. Teachers should introduce their students to new words in every lesson and ensure they understand their meanings before moving to the next lesson.
Multisensory tools such as graphic organizers and mnemonics can greatly help struggling learners. You may not be able to teach your students all the unfamiliar words they encounter as they read, but you can introduce a variety of context clues. They can use clues to deduce the meanings of unfamiliar words.
3. Teach Thinking Strategies
Students may master vocabulary well but still struggle to comprehend why the text is written in a particular way. Annotation is an effective strategy you can use to help your students understand what’s being implied in a specific text. Here are some tips you can use to make your students think critically.
- Encourage them to discuss what they’ve previously learned
- Ask them to pause as they read and try to predict what will happen next
- Encourage them to visualize what they are reading
- Tell them to write questions as they read
- Encourage them to connect what they are reading to something they’ve experienced or seen in real-life
- Encourage them to think out loud
When implemented right, thinking strategies help learners to improve both their reading and writing skills.
4. Encourage Independent Reading
Independent reading helps students improve comprehension and build confidence in decision-making. Apart from reading in the classroom, create reading sessions where students can read any material they enjoy. It could be a comic book or even a storybook.
Ask them about their hobbies and interests and assign them suitable reading material. Direct them to specific websites that you think may arouse their interest further. There are also websites with independent reading programs you can use to help your students improve their vocabulary and fluency.


Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
The supply and demand of teachers is constantly changing in the United States because they are steadily flowing in, through, and out of the educational profession (Ingersoll, 2002). Many educators and administrators are concerned about the shortage and underrepresentation of minority teachers in the profession such as African- Americans, Hispanics, Asians, Native Americans, and even males (Pytel, 2006). There is also an underrepresentation of African-American male elementary teachers. African- American male elementary teachers, a unique minority, are needed in the education profession to serve as role models earlier in the schooling process of young children, as well as to increase teacher diversity, which will represent the more diverse student population. A qualitative research design was used to explore the lived experiences of selected African-American male elementary teachers in Georgia. Qualitative interviews were conducted with six African-American male elementary teachers who had taught at least five consecutive years at the elementary level in Georgia. Prior to the interviews, a pilot study was conducted to field test the interview protocol. In addition to the interviews, the six participants submitted a demographic profile instrument that was used - 2 - to gather other data. The interview responses were coded to find common themes and patterns. The researcher's findings in the study noted common themes and patterns within the African-American males' lived experiences. Features that attracted African-American male elementary teachers to elementary education included: (1) service as role models, (2) opportunity to change careers, (3) the influence of family/friends/programs, and (4) the ability to make an early impact in students' lives. Barriers to becoming an African- American male elementary teacher included: (1) salary; (2) standardized testing; (3) students (academics/behavior); (4) acceptance/expectations; and (5) travel time/distance. Finally, contributions that African-American male elementary teachers perceived they were providing within the schools and their communities were comprised of: (1) role modeling; (2) mentoring; (3) relating/male talk; and (4) supporting.
Brady, Chequita Franchon, "Lived Experiences of Selected African-American Male Elementary Teachers in Georgia" (2008). Electronic Theses and Dissertations. 221.
Research Data and Supplementary Material


Our aim is to provide students with a high quality music education in an energetic and creative environment. Our young musicians are encouraged to experience and appreciate a wide range of musical traditions and styles. Their talent is fostered through lessons in;
- Music Instruments (Keyboard, Marimba, drums, descant recorder, kayamba, shakers, tambourine, among other modern and traditional instruments.
- Music theory and practicals – we train them on basic music knowledge including (staff, clefs, note duration, rests, bar lines, tempo, among other basics) which is applied when playing instruments and singing.
- Singing and dancing – talented leaners are trained on how they can improve their voices for singing through word-painting methods, Vocal training and ear training while dancers receive training on the right moves for modern and traditional dances.
- Choir conducting and conducting patterns – we train our learners on how to handle choir performances.
- Kenya Music Festivals (KMF) –Nahal school participates in various classes of the Music Festival competitions such as; set pieces, folk songs, singing games, choral verses, solo verses, dances and dramatized dances among other classes in the KMF syllabus.
- Noteworthy Composer Program (NWC) – we introduce our learners to computerized music writing using NWC. This is a computer application specifically used for writing music scores.


Near Hamilton in Hancock County, Illinois — The American Midwest (Great Lakes)
Thy Wondrous Story, Illinois
During the American Revolution, George Rogers Clark scored a bloodless victory when he captured Kaskaskia for the Commonwealth of Virginia and Illinois became a county of Virginia. This area was ceded to the United States in 1784, and became in turn a part of the Northwest Territory and the Indiana and Illinois Territories. On December 3, 1818, Illinois entered the Union as the 21st state.
A short distance above Hamilton the lower rapids of the Mississippi River obstructed steamboat navigation. In 1820 the steamboat Western Engineer ascended to the foot of the rapids and three years later, the Virginia churned through the swift, shallow water.
In the late 1830's, Lieutenant Robert E. Lee supervised drilling and blasting to widen and deepen the river channel. When this project proved too costly and ineffective, an independent
Between the Mississippi and the Illinois Rivers, Highway 136 cuts through the military tract, an area used as “Bounty Land” for veterans of the War of 1812; north of Warsaw, site of Fort Edwards (1814), south of Nauvoo, Mormon City of the 1840's and south of Dickson Mounds, ancient Indian burial site near the Illinois River.
Topics. This historical marker is listed in these topic lists: Exploration • Settlements & Settlers. A significant historical month for this entry is December 1857.
Location. 40° 26.978′ N, 91° 22.203′ W. Marker is near Hamilton, Illinois, in Hancock County. Marker is on Illinois Route 96 at milepost 20,, 0.1 miles south of County Road 1720, on the left when traveling north. Marker is located at roadside pull out along the Mississippi River. Touch for map. Marker is in this post office area: Hamilton IL 62341, United States of America. Touch for directions.
Other nearby markers. At least 8 other markers are within 4 miles of this marker, measured as the crow flies. To The Memory of Pioneers (approx. 2.7 miles away in Iowa); Keokuk Memorial (approx. 2.7 miles away in Iowa); Keokuk's Speech In 1812 (approx. 2.7 miles away in Iowa); Latter-day Saint Immigrants' Camp, 1853 (approx. 3.4 miles away in Iowa); First School House in Iowa (approx. 3.4 miles away in Iowa); Samuel Freeman Miller (approx. 3.6 miles away in Iowa); National Association for Music Education (approx. 3.6 miles away in Iowa); First Permanent Jewish House of Worship in Iowa (approx. 3.6 miles away in Iowa).
Credits. This page was last revised on June 16, 2016. It was originally submitted on May 16, 2012, by Bill Kirchner of Tucson, Arizona. This page has been viewed 506 times since then and 3 times this year. Photos: 1, 2. submitted on May 16, 2012, by Bill Kirchner of Tucson, Arizona. • Bernard Fisher was the editor who published this page.


Learn the basics of Hindustani Music
Music | English | Hindi | 1 hr Mon 26 Sept 2022 05:00 PM Watch on zoom Rs 6000 (inclusive of GST)
Indian music went through a diverse and multi-faceted historical journey, becoming a microcosm of the psychedelic cultures that we see today. It was the 13th century that saw the divide of Indian music into two, north Indian music, popularly called Hindustani music, and south Indian music popularly known as Carnatic music.
This series of workshops is to educate the interested participants about ‘Hindustani Music’, and a specialisation in the vocal aspect of it. It is an academic journey unravelling the mystics of Music, Hindustani singing, practice, yoga and music, and Music therapy. Topics covered:
- What is Music
- Music as an Art
- Music and its components
- Different forms and genres of Music
- Hindustani Music
- Basics of Indian Classical music
- How to perceive Indian Music
- How to listen and understand
- How to appreciate and analyze
- Introduction to gharana parampara and various artists
- Aesthetics in Indian Music
- How to Sing a Raag and a Raag Based Song
- Raag as a concept
- Basic of a Raag i.e. Swar laya and Taal
- Exercises to Perfect Swar Laya and Taal
- Elementary knowledge of a Raag
- Compositions in a Raag
- Perfecting a composition
- How to do Music Practice and introduction to Music Therapy
- Music and Yoga
- Various Breathing Exercises
- Expressing through music
- Healing through music
Abhinav is a Hindustani classical vocalist and a PhD scholar in the Faculty of Music and Fine Arts, University of Delhi. He has been working in the field of Music Education with people from all age groups, especially children, including the underprivileged and kids with special needs. He has learned from various artists from different ‘Gharanas’ and currently exploring Patiala Gharana. His motive is to promote Indigenous Hindustani genres, traditional compositions and Indian musicology among the young generation.
- The class for age group 8 to 14 years is scheduled on every consecutive Monday & Wednesday for three weeks and the dates are 26th, 28th Sept, 3rd, 5th, 10th, 12th Oct’22.
- The class for age group 16 years & above is scheduled on every consecutive Tuesday & Thursday for three weeks and the dates are 27th, 29th Sept, 04th, 06th, 11th & 13th Oct’22.
- Each session will be for 1 hour.
6 session of 1 hour each
Batch Start Date: 26th September 2022
Time: 05:00 pm to 06:00 pm
Fee: Rs 6000 (inclusive of GST)


Literacy and Numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. Literacy and Numeracy skills are crucial to a person’s ability to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society. -Literacy and Numeracy for Learning and Life
At Columba College we highlight the importance of Literacy and Numeracy in our school. We implement whole school strategies, track our students reading ages and maths proficiency levels and implement interventions e.g. Vocabulary Enrichment Programme where necessary to ensure high quality learning outcomes for all.


Happy Hippo Kindergarten and Childcare offer 3 & 4 year old integrated Kindergarten Programs in all services.
Why is Kindergarten Important?
Skills for School
Starting school is an exciting time in a child’s learning journey. In the year before school, your child will experience some exciting challenges and have lots of fun learning. To prepare your child for a smooth transition to school and to develop positive dispositions to learning, teachers and educators will create a unique programs to nurture, challenge and inspire your child.
Our School Readiness Program stimulates young minds, builds confidence, resilience and promotes high levels of self-esteem, self-image and supports children’s transition to school, preparing them for a positive start to life. It acknowledges that all children can achieve success and will help your child reach their potential.
The school readiness program has been created in consultation with local school teachers, education experts, the management team and embedded of the Victorian Early Years Learning and Development Framework. We have a strong focus on emotional confidence, social connectivity, fundamentals of learning and physical development and emotional wellbeing while considering your child’s emerging interests, strengths and needs.
What will your child learn?
The opportunities are endless and are influenced by individual and group goals as well as input from the most important influence on the child’s learning – their families!
- Emotional Confidence – your child will explore their identity, learn to express and understand emotions in themselves and in others, develop confidence in their own abilities, and build resilience. These support a confident start to their new learning environment and routines at school.
- Social Connectivity – Establish new relationships and connections with others in the classroom and playground.
- Fundamental Learning – Your child will learn early literacy and numeracy skills, use of writing implements and research, discovery and creative thinking. These are important beginning to writing, reading, numeracy and problem-solving required for the academic side of school.
- Physical Health and Emotional Wellbeing – Your child will learn about healthy living, increase independence in self-care practices and enhance physical skills. These ensure your child is equipped to physically care for themselves and engage in schoolyard play in the school environment.
278 Victoria Street
Brunswick VIC 3056
178 Cox Road
Lovely Banks VIC 3213
Our Centres are open 6:30AM – 6:30PM Monday – Friday excluding public holidays


In this video learn How to Draw a Library in One-Point Perspective for Beginners: Narrated Drawing. Enjoy this video and master the fundamentals of Perspective Drawing with regular practice. Use the Drawing and Sketching supplies given below.
Perspective Drawing and Sketching Supplies you may need:
- Mixed Media Sketchbook And Drawing Pads
- Sketching And Drawing Art Pencil Kit
- Mix Media Paper Pad For Drawing And Painting
- Graphite Charcoal Pencils With Sketch Pad
- Graphite Charcoal Pencils Set For Artists
- Faber Castell Graphite Set For Sketching
Details of How to Draw a Library in One-Point Perspective for Beginners: Narrated Drawing
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See how to draw a library using simple one-point perspective in this drawing tutorial for beginners. If you would like to learn more please click here:
Circle Line Art School Episode 536: How to Draw a Library in Perspective for Beginners: Drawing Tutorial.
Join Circle Line Art School and learn to draw with more confidence from scratch:
Hi, my name is Tom McPherson and I founded Circle Line Art School as an online art education resource for all. My aim is to inspire people to learn to draw and be more creative.
Thank you for your support and have a great day!


For many families when their children break up for the school holidays this is the end of much of their weekly structured sporting activity. However, there has been a growing trend of kids attending school holiday sports camps and with good reason too.
Attending a summer camp can have a profound effect on a child’s life and development, not only through the benefits of physical activity on health, but also positive effects that can lead into teenage years and adulthood.
Emily Wyman, Phycologist at Nottingham University recently visited Kings Camps, citing ‘The most striking feature of the camp from a developmental perspective was the combination of rule-games, teamwork, collective ritual, mixed age groups, and the spirit of play that obviously and energetically pervaded the camp as a whole.’
As the leading provider in kid’s camps, these features are something Kings Camps focus on as well as teaching children to have an active outlook on life.
Here are the top 5 benefits of sports camps for children:
Not only do sport camps directly improve health through exercise, but it also teaches kids to exercise and stay active. With childhood obesity at an all-time high, it’s essential to give kids an alternative to staying inside spending long hours online or in front of the TV. It is important for a child’s overall growth and health to stay active.
Independence / Social skills
Summer camps foster independence, through teaching children to do things on their own and help them gain self-confidence and autonomy. Not only this, but they also learn about equal relations as they bargain over game rules and resolve instances where the rules may be ambiguous.
Recent research has shown that participation in sport can improve a child’s numeracy score by 8% on average and underachieving kids who regularly take part in sports activity see a 29% increase in numeracy skills.*
As children grow older they will face challenges which seem too big to overcome. Through sports, children learn about problem solving and perseverance to help them deal with the various challenges in life.
Parents are always looking for ways to give their children the best chance in life, but for the child it’s all about enjoyment and leaving camp with a positive feeling, something which is ever present for any child attending holiday camp with Kings Camps.
*Department for Culture Media and Sport 2015


About Habitats: Rivers and Streams
Using simple, easy-to-understand language, the author teaches children what rivers and streams are and explains how various species of animals and plants have adapted to life in or along these waterways. Detailed, full-color art shows the characteristics of the world's different rivers and streams?from the mountain brooks of the Alps to the mighty Amazon River in South America. A glossary and afterword provide further details.
Great for casual exploration and for early childhood and elementary education units on nature, environment, earth sciences, and ecosystems.
Introduce your young students to habitats around the world with these beautifully illustrated, 48-page books by Cathryn and John Sill. Every two-page spread includes a full-page illustration of a habitat and some of the creatures who live there as well as a very short (4 lines or less) description of the habitat. The length of text is very appropriate for young ones with a shorter attention span, and the print is larger for younger readers. At the back of the book are resource pages. For every illustrated page in the book there is additional information for the parent/teacher to share or explain to the child. A glossary of new words, resources for further study, websites, and a book list are also found at the back of the book. ~ Donna


In a school year when many districts are struggling to cover the basics, Bering Strait School District has been busy building young scientists. For more than 20 years, BSSD has held a districtwide science fair, come snow or sleet or global pandemic. This year, amid closures all over the state, BSSD decided the show must go on – on line – with a virtual district fair that allowed student-scientists to present to judges remotely from their own schools.
According to Carolyn Heflin, BSSD Director of Curriculum and Instruction, the decision to go virtual was logical, since the district winners would be going on to compete in the Alaska State Science and Engineering Fair, which had already chosen a virtual platform for 2021. By practicing presenting their projects online, students would be well prepared to compete at the state level. Heflin notes that the practice paid off, when one of the middle school entrants from Shaktoolik won first place in the chemistry category at the state competition with her investigation of the effects of baking soda on cookie taste and texture.
Originally, the district science fair was exclusively for high schoolers, but in recent years, with the help of generous funding from the Rural Alaska GEAR UP Partnership grant, middle schoolers have been welcomed into the competition. “We wanted to get science and engineering exposure in younger levels, as opposed to the tail end of high school,” says Heflin, noting that early exposure allows youngers students to “engage in community citizenship, enhance critical thinking skills, and build confidence in speaking to subject matter.”
With the additional funding to help purchase scientific supplies, many more students have been able to participate at the school and district levels. Most years, multiple students compete from as many as 12 of the district’s 15 schools, but this year, with closures and other limitations, 5 schools competed virtually. Because of the need to order hard-to-get materials far in advance, students began shaping their projects in August or September and worked on them steadily, in and out of class, for the whole year. Under the guidance of teacher volunteers at each site, students investigated a wide variety of topics, from the formation of bubbles to the energy content in tree nuts.
“This year was especially challenging for teachers and students,” says BSSD Science and Social Studies Facilitator Karen Beranek, with Covid 19 forcing sudden school closures that kept some young scientists from watering plants or accessing materials within the school buildings. Even with schools open, parents weren’t allowed in the buildings for the presentations, so BSSD made competitions available to watch online. Presenting virtually during the competition may have been daunting for some, but Beranek says the judges “always try to convey that we are engaging the students as fellow scientists, and that encourages students to relax a bit….”
Although it has been a hard year in many aspects, Bering Strait students have adapted to the changing conditions and pursued their passions for science and inquiry. Heflin says the district is very proud of all the kids who persevered and competed this year, and she feels they are building foundational skills that will serve them their whole lives. “Students are using a scientific lens to look around them and hypothesize about problems in their communities,” she says, pointing out that those same critical thinking skills are “applicable to anything you do in life.”
*The Rural Alaska GEAR UP Partnership grant provides funding for BSSD science fairs and other STEM-focused and college readiness efforts in 37 villages in western Alaska. This 7-year grant is funded by the United States Department of Education, Gear Up program. Kelly Tonsmeire, ASDN Founder, serves as Project Director.


Codingville.caThe complete roadmap for young innovators
Codingville.ca is a game-based learning platform for introducing the foundational skills and logic around coding.
Featuring four unique journeys appropriate for grades K-3, 4-6, and 7+ that give youth the opportunity to learn and apply coding concepts in both block and text based languages. Each journey has a final project in which youth can build a game or app using their new understanding of coding.
Codingville provides a space for youth to practice and build on their coding skills. This game based platform gives them the opportunity to problem solve, troubleshoot, and develop a coding mindset.
The coding journeys are presented in a game environment for students to learn various coding concepts.
3D assets, characters, animations and a storyline are utilized throughout the adventures and missions to offer an engaging experience for the learner.
Codingville gives teachers an empowering tool that allows them to manage all aspects of their students’ learning without needing any previous programming experience.
Get your students started today!


As a Korean American, I frequently notice the lack of non-stereotyped representations that are available in American visual culture. So when Korean pop music started to become popular in the States, I started to question what made Korean pop music accessible to the masses. To answer this question, I explored the history of Korean popular music and the complications associated with it. This paper is a critical reflection on how an exploration into Korean popular music highlighted the need for critical multicultural education in the arts classroom.
Keywords: Multicultural, visual culture, K-pop, Critical Multicultural Art Education
How to Cite:
Sions, H. K., (2018) “K-Pop and Critical Multicultural Art Education”, Journal of Cultural Research in Art Education 35(1), 44-54. doi: https://doi.org/10.2458/jcrae.4862


[dropcap style=”font-size:100px; color:#992211;”]S[/dropcap]orry mate, it’s not that I don’t want to listen to your ‘banging, but, like, really groundbreaking’, beats mixtape.
It’s jut that I have a genetic condition that means I can’t appreciate it anyway.
Multiple regions in the human genome are reported to be linked to musical aptitude, according to a study published this week in Molecular Psychiatry. The function of the candidate genes implicated in the study ranges from inner-ear development to auditory neurocognitive processes, suggesting that musical aptitude is affected by a combination of genes involved in the auditory pathway. The research was funded by the Academy of Finland.
Specialised hair cells
The perception of music starts with specialised hair cells in the inner ear, which transmit sounds as electronic signals through the auditory pathway to the auditory cortex, where sounds are primarily recognised. In addition to simple sensory perception, the processing of music has been shown to affect multiple other regions of the brain that play a role in emotion, learning and memory.
The genomes of 767 people, belonging to 76 families characterised by the ability to discriminate pitch, duration and sound patterns, were analysed for single nucleotide polymorphisms (SNP). The best association was found at chromosome 3 close to the GATA2 gene that regulates the development of cochlear hair cells and the inferior colliculus (IC) in the auditory pathway.
Pitch perception accuracy
The best linkage results were obtained on chromosome 4, which contains five genes, PCHD7, PDGFRA, KCTD8, CHRNA9 and PHOX2B, that all affect inner-ear development and are expressed in amydala or hippocampus. The highest probability of linkage was obtained for pitch perception accuracy next to the protocadherin 7 gene, PCDH7, known to be expressed in cochlear and amygdaloid complexes. Amygdala is the emotional center of the human brain and is reported to be affected by music.
The researchers note that musical aptitude is a complex behavioural trait not fully captured by the sound perception tests used in this study, and that environmental factors, such as culture and music education, likely play an important role here. The findings provide a valuable background for molecular studies and research on the interplay of genes and the environment with respect to musical ability.
Source: Academy of FinlandImage: Vicktor Hanacek
Some of the news that we find inspiring, diverting, wrong or so very right.


Synonym: basic, beginning, essential, fundamental, initial, introductory, primary, simple, underlying. Antonym: advanced. Similar words: element, documentary, finite element, implementation, implement, settlement, voluntary, commencement. Meaning: [‚elɪ'mentərɪ] adj. 1. easy and not involved or complicated 2. of or being the essential or basic part.
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1. Most children go to public elementary and secondary schools.
2. His classmates were labouring with elementary algebra.
3. You've made a very elementary mistake.
4. I have one daughter in elementary school.
5. I have an elementary knowledge of physics.
6. She was very shy while she was in elementary school.
7. I know a little elementary science.
8. A proton is an elementary particle of matter.
9. They made some elementary mistakes.
10. He expressed the hope that on Monday elementary schools would be reopened.
11. Their course of study includes elementary hygiene and medical theory.
12. The questions were so elementary that he easily passed the test.
13. I'm only familiar with the subject at an elementary level.
14. This book contains a series of elementary exercises for learners.
15. And we are also drawing upon elementary common sense.
16. Should students be taught about sex in elementary school?
17. Then, at last, elementary education will dies.Sentencedict.com
18. They studied third-and fourth-grade children at two elementary schools.
19. His partner is an elementary school principal in town.
20. She had difficulty with even the most elementary tasks.
21. Billy is taking elementary algebra this year.
22. Elementary textbooks seem to contain no reference to it.
23. Six elementary schools have chosen to have year-round schedules.
24. He earned his bachelor's degree in elementary education.
25. Periodic law and order - it's elementary!
26. According to quantum theory, elementary particles do not really exist until an intelligent observer measures them.
27. Millions of travellers fail to take even the most elementary of precautions.
28. Seventy-four percent of work-inhibited students were boys, a pattern that held true across the grades from elementary school through high school.
29. A semantic constituent which can not be segmented into more elementary semantic constituents will be termed a minimal semantic constituent.
30. Hence there was an extension of the powers of local government and the state intervened after 1870 to provide universal elementary education.
More similar words: element, documentary, finite element, implementation, implement, settlement, voluntary, commencement, mentally, basement, movement, statement, placement, experimental, fundamental, management, engagement, retirement, enforcement, excitement, replacement, measurement, requirement, arrangement, involvement, chastisement, environmental, developmental, announcement, advertisement.


Date of Award
Action Research Project
Master of Arts in Education
Montessori Elementary Education, Montessori Early Childhood
Executive function refers to the intellectual processes necessary for goal-directed cognition and behavior, which develop across childhood and adolescence. This study focused on the effects of physical activity on concentration and focus, prior to academic lessons, in urban Montessori classrooms ages 3-12. This study was administered for six weeks utilizing a thematic calendar of physical activities. The tools used for data collection were: a pre-dialogue with teachers, pre and post-assessments, control tallies, on and off-task observation counts and a post-satisfaction survey. Movement interventions improved focus and concentration by an average of 27%. The data collected supported our hypothesis that purposeful movement activities increase executive functioning skill development. Action plan implications include providing professional development training on movement activities and transitions for teachers and further research on the ability to improve children’s initiative to choose lessons independently. Physical activity opportunities should be incorporated into classroom schedules, as positive associations have been found between classroom-based physical activity and indicators of cognitive skills and attitudes, academic behavior, and academic achievement (Centers for Disease Control and Prevention, 2016).
Patten, Melissa and Bodden, Amanda. (2019). Physical Activity Improving Executive Functioning Behaviors in Montessori Children Ages 3-12. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/292
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Health and Physical Education Commons


As presented, the new standards would take Martin Luther King, Jr. out of elementary education, refer to Native Americans as “immigrants,” and more.
In a few decades, kids might open their history books and learn about the time Gov. Glenn Youngkin and the Virginia Department of Education (VDOE) proposed changes to the Standards of Learning (SOL) for history and social science courses.
If this chapter gets included, it might contain information like this:
- The proposed changes include teaching kindergarteners about patriotism
- Having first graders sing “You’re a Grand Old Flag,” a song originally referencing the American Flag as a “rag” and containing lyrics from a Confederate ballad, “Dixie”
- Conflicting information like waiting to introduce slavery concepts until fourth grade in the new version—when the topic was bridged a grade level earlier in 2008—while noting the addition of “more specific and thorough treatment of the issue of slavery, particularly by requiring more content in earlier grades”
While nothing’s set in stone yet and there will be a period set aside for public comment before finalization of the standards, multiple adjustments raised many concerns in Virginia.
People across the commonwealth took issue with some of the components presented in the Final Redraft of Virginia’s History and Social Science Standards for K-12.
The previous version of proposed standard changes while Gov. Ralph Northam was in office received a comprehensive review by experts including educators, historians, professors, museums, organizations, parents, teachers, and VDOE staff. The current version proposed under Youngkin’s governorship did not undergo the same checks and balances.
In a document sent to Virginia legislators and obtained and uploaded online by Sinclair-owned ABC7 News, the Youngkin administration noted: “The August 2022 draft standards were unnecessarily difficult for educators to understand and implement; they were also inaccessible for parents and families. The November 2022 revised standards are easily understood and implemented through a logical progression with a recommended grade level sequence.”
Concerned Educators of the Commonwealth put together a document listing a number of issues with the revision. Some of the concerns they raised include:
- Removing Martin Luther King, Jr. from elementary curriculum
- Referring to Native Americans as “America’s first immigrants,” despite being indigenous
- Reducing content on contributions from the Sikh and the Asian American Pacific Islander (AAPI) community
The final redraft also does not contain a mention of the LGBTQ+ community in Virginia, nor does it have any mention of Juneteenth.
Virginians reacted swiftly to the proposed changes to the commonwealth’s history and social science standards.
Del. Sally Hudson tweeted: “Governor Youngkin’s new history standards require Marc Antony in elementary school but not [Martin Luther King] Jr. Never forget he kicked Virginia’s Teacher of the Year—Anthony Swann, a Black man—off the Board of Education so he could ram this through.”
ACLU of Virginia replied to a tweet alleging that the standards tell children what to think about history with: “Exactly. Virginia’s new proposed social studies standards ignore the voices of qualified experts [and thousands of Virginians]. Virginia’s students deserve to learn diverse perspectives from a wide range of communities in their history curricula. They deserve to learn the truth.”
The Virginia Education Association also tweeted their thoughts on the standards, linking to a Washington Post article quoting VEA President James Fedderman and writing: “How do we feel about the new history standards? ‘…political bias, outdated language to describe enslaved people and American Indians, highly subjective framing of American moralism, coded racist overtures…’ and that’s just the start.”
What Happens Next?
In Virginia, the process of revising the standards takes place at least once every seven years. This year, the process stalled in August and the standards underwent further development.
The Board of Education plans to vote on the revised standards in February 2023. If approved, professional development would begin in summer 2023 and the revised standards would enter the classroom in the 2024-25 school year.


This farm animal sounds for toddlers learning video teaches kids the sounds of animals on the farm and encourages speech and language development. We purposefully leave space for children to fill in the animal names and sounds. This is a great technique you can use at home with your toddler. Sing their favorite songs and leave out words. Have them fill in English phrases. If you enjoy our educational toddler videos, please subscribe! Thanks for watching our music class!
Rachel teaches preschool music to young kids, toddlers, and babies and has a master’s in music education from NYU. She has also been a toddler teacher and has a sweet 2-year-old boy who inspired her online baby music classes and learning videos!
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Hey look It’s a That’s right it’s a cow Cow This cow is eating Um What does a cow say Yeah Moo Moo Moo [Music] Moo moo all day long C is for cow Cow This cow is with his mama Mama [Music] This cow is sleeping Good night cow [Music] Wow look It’s a Horse you said horse great job Horse This is a brown horse what does a horse Say Yeah Nay Nay Nay Oh wow I see two horses One
Two I see a white horse And a brown and white horse The horse on the farm says The horse on the farm says nay-nay nay All day long H Is for horse These horses are running can you run Like a horse They’re galloping Gallop like a horse This horse is with her mama Mama Bye bye horse wave bye bye to the horse Bye bye [Music] Oh look It’s a [Music] Yes pig Pig Hello pig can you wave to the pig hi pig These pigs are eating Pretend to eat like a piggy Yummy Mmm this is so yummy What does a pig say Yeah Oink oink oink oink oink Oink oink oink The pig on the farm says oink oink P Is for pig
Pig This pig is in the green grass [Music] Night pig Oh Miss pig is sleeping on his mama Good night pigs I see uh Duck yes great job you said duck Duck This duck is swimming Swim swim Swim Swim Can you swim like a duck Swim What does a duck say Quack quack quack quack quack quack Quack quack quack Quack quack The duck on the farm says quack quack Quack quack quack quack quack quack the Duck on the farm says quack quack quack All day long D Is for duck D duck I see three ducks Count with me One Two Three three Ducks These ducks are flying
Fly Fly Hey Let’s fly like ducks Fly flying through the air This is fun These ducks are silly They’re upside down Can you go upside down like a duck [Applause] [Music] [Applause] That’s right It’s a sheep Sheep This sheep is eating What does a sheep say [Laughter] Say ba with me The sheep on the farm says The sheep on the farm says baa baa baa All day long Shh This little lamb is sleeping This lamb is sleeping next to a tree This limb is sleeping with his mama [Music] How silly This little lamb is on top of his mama Later he’s going to play with his dada Say da da Da da da da da Da [Music]


Round the Rug Math
About the Program
Developed as part of a National Science Foundation grant, 'Round the Rug Math: Adventures in Problem Solving:
- Connects mathematics to literacy development
- Enriches your standard basal mathematics curricula
- Integrates mathematics learning across the curriculum
Based on the most current research, each 'Round the Rug Math book focuses on different mathematical concepts, and can stand alone or supplement your core curriculum. Everything you need to tell the story and do the math with your class is contained in the complete kits.
'Round the Rug Math: Adventures in Problem Solving encourages children to share mathematical thinking and strategies through pictures, constructions, manipulatives, words, and numbers
Each story is accompanied by:
- A family letter that explains the math concepts being developed
- Optional math activities that reinforce and extend the learning
- Assessment record sheets used to evaluate children's understanding
- Blackline masters that explain how the teacher can use the manipulatives for each lesson
- Student activity sheets and work mats
To learn about the specific purchase options for this program, please contact our Customer Service team at 800-338-3987
- We have stopped printing many old products, but we might have some stock in our warehouse.
- Select legacy products are available on Create® EasyOrder.


What makes an engaging art lesson? As you view the power point see if you can keep the focus on student learning. Lesson PlanningSpring 2011 power point. Here are some questions to consider…
- How have you connected the artistic learning to the curriculum
- What is your inspiration for the children in your motivation?
- What are they LOOKING at to stimulate their imagination?
- How clear is your demonstration?
- What choices are they given?
- How do you continually mediate learning, spark creative ideas, and move artistic thinking forward throughout the lesson?
RESOURCES: Here are some resources to help in your planning process.
- 311 Art Lesson Plan Rubric This is the tool I use to assess your lesson plans.
- ArtLesson Plan Description This is an overview of the lesson plan parts
- National V Art Standards The standards you use for Visual Arts planning
- NEW Enabling Words — all Learning Goals MUST start with one of these words. Examine the level of thinking you are using. New BLOOM poster
- ART Assessment Strategies You need to think about both the METHOD and TOOL you use for assessment. Can you identify the criteria for success and differentiate the learning experience in your assessment tool? Did you document their working process, student’s thinking, comments, questions, and final products?
- Drawing Lesson1sample. This is a sample of the first lesson on my planning map that I did with my first graders on drawing.
I found your pieces on student engagement in the art room rather well…engaging. Student engagement is something I think most great art teachers have been doing for years now. What we need help with is writing these methods in statments that validate all the hard work we do and just how important to the “whole” child art education is and frankly will always be. I appreciate your efforts with this concept.


Fall is an exciting time of year as we begin a brand-new season, start of the school year, and prepare for all the upcoming holidays. When the weather starts getting cooler and the days are getting shorter, I’m all about settling down with my kiddos in our home to create fun crafts, plan activities, and make memories.
My son, Levi, is 3.5 years old, and he is starting to learn the alphabet. Fall is a great time to begin learning the letter A because it’s apple season! This craft is an easy one for mamas to put together, as there’s few materials needed and barely any prep work.
There’s a lot to talk about with your little one while they’re doing this apple activity. Levi and I talked about the different parts of an apple (stem, leaf, skin, flesh, core, and seeds), shape, colors, the letter A, and practiced scissor skills all while mama got dinner ready! You’ll love this activity as your kiddo strengthens their scissor skills, learns about apples, and begins letter recognition all while having fun!
- Lay out all materials on a surface.
- Cut the red and green construction paper into long strips.
How easy is that?! Now your kiddo can cut across the red and green strips of construction paper, and then glue the pieces to the apple print out.
* TIP – To make sure kids are using scissors properly draw a smiley face on your kiddos thumb and tell them to always make sure the smiley face is facing up.
This kid’s activity can be done for all different holidays and themes. You could do a pumpkin for Halloween, Christmas Tree for Christmas, and a heart for Valentine’s Day. You can also base it on your kid’s interests. Dinosaurs, bugs, flowers, and a rainbow would be a lot of fun just to name a few!
Benefits of Scissor Skills:
- Fine Motor Skill Development
- Hand/Eye Coordination
- Strengthens Hand Muscles
- Increases Bilateral Coordination (Using both sides of the body together in an activity. One hand is cutting, and the other hand is holding and guiding the paper.)


Across the globe, educators, scientists, musicians and artists have been collaborating in the development of innovative ways to engage young people with the natural world. The use of music, art, creative writing and poetry has been employed to encourage full sensory engagement with environmental education. A fundamental premise of this approach is that greater sensitivity to the environment and a more integrated grasp of scientific knowledge can be developed in young people through artistic activities.
Psychologist Gregory Bateson refers to this approach as ‘the pattern that connects’. It is a way of seeing the world that emphasises connections in human experience, between humans and their environment, between mind and body and between academic disciplines. The arts have a huge part to play in encouraging this type of ‘joined up’ thinking. A number of projects exist in Ireland and further afield which follow this thread in lying at the intersection between the arts and the natural sciences. A common goal of these projects is to create a shift in school culture away from a focus on rote learning and fragmentation towards creativity and integration.
In the arts world in Finland, the tool of choice has been predominantly through art education. The concept of Arts based environmental educational (AEE) was first coined by Finnish art educator Meri-Helga Mantere in the 1990s and has been employed by many educators working in schools in Finland. Mantere describes AEE as a form of learning that aims to develop environmental understanding and responsibility through “becoming more receptive to sense perceptions and observations” . A work in action, one such project is ‘Silva – in Art Education’ focusing on “creativity and aesthetic vision in the cognition of the Finnish forest.” The students visit forests in different seasons accompanied by professional visual and performance artists and produce works of art that stem from their perceptions, sense impressions and experiences.
A number of projects have developed which arise from a similar premise but employ music and music composition as a point of departure. One of these is the Biophila Education project which has been developed by the Icelandic singer Bjork and is set to be integrated into the school curriculum across the Nordic countries. It is “designed to inspire children to explore their own creativity, and to learn about music and science through new technologies,” according to the official website of the project.
Developed in Ireland in association with the Arts Council, The Ark, the California Academy of Sciences and the Irish Museum of Modern Art (IMMA), Little Woodland Heights is an interactive work for children investigating the world of forest canopy ecology through musical composition. The project is described as “an immersive educational environment that explores ecology, botany and anthropology and transforms scientific data into musical vocabulary intuitively accessible for primary-age students.” The nine-week programme culminates in the live performance of the children’s music and the planting of a tree.
These three projects are representative of a broader global movement towards a re-imagining of our educational environments. Uniting disciplines, cultures, communities and species, these works are geared towards a radically new approach to our scientific and artistic understanding.
Bateson, Gregory. Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution, and Epistemology. University of Chicago Press, 1972
Mantere, Meri-Helga. Image of the Earth: Writings on art-based environmental education. Helsinki: University of Art of Design, 1995.
Olsson, Pirjo. Finnish Forest – Silva – in Art Education. Art School of Vantaa for Children and Young People, 1998.
Guðmundsdóttir, Björk. Biophilia Education Project. Developed by Björk Guðmundsdóttir, the City of Reykjavík and the University of Iceland in connection with the release of Björk’s album Biophilia, 2011.
James, Carmen. Biophilia Education Project. New Learning Times, 2015.
Roth, Nick. Little Woodland Heights. Developed in association with the Arts Council of Ireland, The Ark, California Academy of Sciences and the Irish Museum of Modern Art (IMMA), 2015.


Art is Not an Elective
Dexterity is one of the most important physical skills children will ever learn. According to L. E. Berk, "When motor skills work as a system, separate abilities blend, each cooperating with others to produce more effective ways of exploring and controlling the environment." (Berk, 2013, p. 148). Why does our culture stop valuing this skill of creative movement or investing in all cognitive learning types once children are midway through elementary school? Why is art considered an elective when it is so vital, so elemental, to our job sector? Why do we say as a nation that we value and appreciate the aesthetics of American made homegrown products? Yet, art is treated as an elective instead of a right of every child's educational experience. How are we to create the next generation of innovators if they're not given the tools, they need to lead our country into the four-front of the newest industrial revolution?
Art is such a powerful tool. And If I am going to get on my soapbox and preach, It's best that I put my money where my mouth is opening. At my Cavalli Corner exhibit, I will be starting an art fund for my neighbours and all residents in Cassio Metro. The show will be up from the 2nd of July (opening night begins at 6 pm if you wish to see me.) and will continue for the rest of the month of July.
We must change our minds as a nation. Educate the general public about the art industry and its lucrative jobs. Finally, we have a duty place a larger emphasis on creative works in order to advance our nation into a DaVinci educational state in which subjects are treated as integral parts of the educational body instead of placing a higher value on parts (Example of general stigmatism- Math and reading are more valuable than drawing or performance arts).
In PreK and kindergarten, elementary school children focus on handwriting, sharing, and learning their ABCs and 123s. "Many preschool programmes emphasize the use of scissors because it develops the dexterity children will need for writing." (Khan) As children progress into the early grade school years, schools focus more on reading and math. However, in late elementary to middle school, their knowledge of the arts starts to dwindle, or may even become nonexistent by the second grade.
"Schools are cutting back on teaching science, social studies, and art to become proficient in math and reading tests." (Kumeh).
"Findings indicated that elementary art teachers are provided very modest budgets for achieving goals; have little planning time; perceive themselves to be undervalued in the school curriculum, and are losing contact hours with students." (Mims, Lankford).
These attitudes and problems provide little incentive for those in the art industry to become teachers; sometimes, individuals burn out due to a lack of support from their communities. Many in the field become disenchanted because their professional subject is designated as a frivolous afterthought elective, unworthy of funding. How, I ask, is our system to improve if our educators are not incentivized to educate their pupils and the general public about the art sector, with its available lucrative jobs or valuable innovations on which our economy depends?
Art education started to be implemented in the American education system in 1884 with the Instruction in Drawing Applied to Industrial and Fine Arts Ac


I can blend and segment onsets and rimes of single-syllable words.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This lesson cover distinguishing between onsets and rimes in single-syllable words.
Students will be able to blend and segment onsets and rimes of single-syllable words.
Students will match uppercase letters to lowercase letters. They will also be introduced to onsets and rimes.
Students will listen, read, and match words to their corresponding pictures. After that, they will separate words into onsets and rimes. They will identify onsets and rimes for words. They will also build words by matching onsets and rimes.
Review onsets and rimes with 10 questions in which students must determine the onset and rime of given words.
Students will recall what they learned about onsets and rimes, and participate in a Spin the Wheel activity.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


I can describe the journey and motivations of various European explorers.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students learn about the importance and impact of Columbus’ journey to the New World. They will discuss the motivations that led European explorers to sail west. Students learn about Christopher Columbus, Ponce de Leon, John Cabot, and Ferdinand Magellan. The lesson explores the impact of the Age of Exploration on indigenous people and on our knowledge of the world.
Students will be able to detail the journeys of various European explorers and explain how European countries tried to extend their power into the New World.
Begin by asking students why they think people might leave their comfort zones to go somewhere completely unknown. Ask them to think of some people today who explore unknown territory. What impact do those explorations have? Why are they important? Introduce the European explorers and Columbus Day, and have students share their prior knowledge of Christopher Columbus. Display the world map and see if students can identify the continents and oceans. Erase to reveal the names underneath the gray boxes.
Go over key terms like “New World,” “colony,” and “indigenous” then introduce what became known as the Age of Exploration. Explain the motivations for exploration during this time: glory, gold, and God. Discuss the role of competition among European rulers and ask students to share their thoughts on these different motivations.
First, students learn about Christopher Columbus and his journey to find a route to Asia. Explain that Columbus’ expedition led to the funding of many more trips that would shape the world as we know it today. Next, students learn about Ponce de Leon, followed by John Cabot, and Ferdinand Magellan. Discuss the impact these explorations had on indigenous groups. Students will then fill out a chart to compare what they’ve learned about each explorer. There is a printable worksheet included for this activity.
After this, have students write a persuasive argument to a king and queen explaining why they should support and fund an expedition. Discuss the effects these European voyages had on indigenous people like bringing disease and enslaving Native Americans. Students will then make observations about the image depicting the arrival of European explorers.
Students respond to ten multiple-choice and true or false questions.
Review the main reasons for European exploration and discuss the possible pros and cons. Finally, have students compare the points of view of European explorers and Native Americans.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Enjoy this Easy Science for Kids Arachnids Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Arachnids. You need to answer all the questions to be able to get your score. You can do this fun quiz about Arachnids again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Arachnids.
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About the Arachnids Quiz & our FREE Online Quizzes
Our fun easy science quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Arachnids quiz helps your kids learn fun facts about Arachnids while enjoying this FREE easy quiz questions for kids.
If your kid is home-schooled by you, or is in an after-school enrichment program, then this is a fun science activity, with reading comprehension benefits for first graders all the way to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun science quiz for kids on Arachnids.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training faster and better, or set a limit on the number of times your kids can read about the quiz topic, before they do the actual online interactive quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quiz games, as a listening comprehension activity; you read out to them about the topic and then read the Arachnids quiz question and answers. You will select the quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Arachnids quiz, till he or she gets the perfect score faster, as he or she learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Arachnids? Check out all our other fun Easy Science Quizzes for Kids at science made easy for kids. Get lengthy info on Arachnids here.


By: Brianna Knisley
Do you ever wonder how much your young toddler is truly absorbing from the story you read? Do you ever think that reading a short story to them doesn’t make an impact on their learning? The truth is it actually does. The younger you begin reading to a child, the more beneficial it is for their early language and literacy development. A child starts to learn language before their first year of life, and learning continues to build from there through the support of their family or caretakers (ASHA, 2022). One of the easiest things that a parent can do to promote early literacy and language development is to engage in storytime with their child. Language and literacy go hand-in-hand; with a strong language foundation, literacy skills can develop earlier and enhance school readiness.
Early literacy skills begin to develop between the ages of 3 to 5 years, which is known as the preschool period. Children develop three important literacy skills during this time: phonological awareness, print awareness, and alphabet knowledge (Pence & Justice, 2017). These three skills are heavily dependent on the child’s early language that they have developed during their first three years of life. Early literacy skills are a predictor of later school performance for the child; the stronger their skills are when they begin school, the better for their overall development (Shahaeian et al., 2018). Reading to children at an early age can give them a head start in literacy and have a positive effect on their future academic achievements as well.
Storytime has many benefits for children other than promoting early literacy and language development. It can help develop their concentration, social skills, communication skills, and encourages their imagination and creativity (Kids Kingdom Early Learning Center, 2022). Also, taking the time to read together can promote bonding between you and your child. It is never too early to start reading to your child, nor is it ever too late to begin!
Storytime is offered at St. Joseph County Public Library locations. Designed for families with preschool children ages 3 to 5, Storytimes promote early literacy skills through books, rhymes and songs.
Mondays – 10:30 a.m.
Tuesdays – 10:30 a.m.
Wednesdays – 10:30 a.m.
Thursdays – 10:30 a.m.
River Park Branch
Lakeville Branch (alternating)
North Liberty Branch (alternating)
American Speech-Language-Hearing Association. (2022). Reading and Writing (Literacy). American Speech-Language-Hearing Association. https://www.asha.org/public/speech/development/literacy/
Kids Kingdom Early Learning Center. (2022). Benefits of storytime for a child’s development. https://kidskingdom1.com/2022/03/benefits-of-storytime-for-a-childs-development/
Pence, K. & Justice, L. (2017). Language development from theory to practice. Pearson.
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A., & Harrison, L. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: six years of longitudinal evidence. Sci Stud Read, 22(6), 485–502. doi:10.1080/10888438.2018.1482901.
Written by Brianna Knisley
Graduate Student in IUSB’s Speech-Language Pathology program
Expected graduation: May 2023


- This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.
- Graphic Arts, Communication, Marketing, Electronic Technology, Composition and Rhetoric, Reading Informational Text
- Middle School, High School
- Material Type:
- Assessment, Homework/Assignment, Lesson Plan, Reading, Unit of Study
- Shana Ferguson
- Date Added:
- Creative Commons Attribution Non-Commercial
- Media Format:
- Downloadable Docs
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The development of a child’s reading skills heavily relies on your approach as a parent and educator. Learning how to read doesn’t happen overnight, it requires years of priming and preparation, starting from infancy. Nevertheless, active intervention starts occurring at the pre-k stage, that’s when parents introduce pre-reading skills to their children. One of the key pre-reading skills for early literacy development, and our main topic for this article, is phonological awareness. Phonological awareness is the ability to hear, identify and manipulate individual sounds. For your child to master this skill, they need to practice its sub-skills first. In this section, we will cover 4 sub-skills to phonological awareness:
Rhyme awareness is an important sub-skill of phonological awareness. It consists of both the ability to hear rhyme, and to produce it. When parents sing nursery rhymes to their babies, they are developing their phonological skills through introducing rhyming words. Thus, this skill starts very early on. To get your child to practice their rhyming words, offer them some activities and worksheets like our “Time to Rhyme!” rhyming worksheet below. You can find more activities like this in our great collection of material on the Kids Academy website here.
The second sub-skill children need to develop to achieve phonological awareness is the ability to identify letter-sounds. This skill requires the child to be able to listen to words and identify and recognize individual sounds. Letter-sounds are divided into two categories: consonants and vowels. In this chapter, you will teach your child the sound of each letter individually and help them practice how to hear and identify each, and differentiate between them, through engaging them in useful activities. To find more fun and educational materials like the worksheets below, visit Kids Academy website, or click here.
Being able to identify and isolate the initial sound of a word is an integral part of acquiring phonological awareness skills. It is the first step to teach your child before moving on to the middle and end sounds because it is easier for children to grasp. Teaching this skill can happen on an everyday basis, for example through stressing the first sound to point out similarities between words. Another handy tool for teaching initial sounds is using these interactive worksheets from our Kids Academy website. This “Match-Up Game: Beginning Sounds” worksheet is an example of the material provided:
Each sound has a corresponding shape, or grapheme called a letter. For a child to learn how to read and write, they should first learn which of the letters correspond to what sound. This skill is called “letter-sound correspondence”, it is the fourth sub-skill we tackle in our phonological awareness unit. To establish this knowledge of correspondence between letter and sound, it is important to use play and activities. In the selection here, you can find several Kids Academy worksheets that will help your child revise their knowledge. For example, this colorful “Pick a Picture” worksheet is a great way to help your child practice their word recognition and letter-sound correspondence.
Working on these four sub-skills is vital for achieving phonological awareness. The more they practice these skills and achieve the appropriate phonological awareness skills, the better their reading and writing skills will be in the future. Most of these skills come naturally to children as they grow and develop cognitively, thus there is no need to rush the process. You can ensure the success of the process by regularly playing around with language, words and sounds. Use our interactive catalogue to find more specific articles on different aspects of phonological awareness.


Elementary Education with "Miz Xavi"(Ms. Sara Xavier, formerly known as Ms. Baskett)
All FC elementary students have Art once a week for a 50-minute class period all year long.
In Art, we will be working to fulfill the Minnesota academic standards in the Visual Arts, focusing on three main components in the classroom:
1) Art Creation & Process:
Composition - What is it I am making? . . . What is the "stuff" in the picture or sculpture?
Craftsmanship - What is my quality of work?
Creativity - Am I using my own ideas? Is it unique and different from others?
2) Reflection - What do I think about my work? What would I change? What do I think about someone else's work? Why? . . . What do I think about art in our culture?
3) Identification of the Elements and Principles of art -
Elements - the "stuff" in the picture (or 3D art) - color, line, texture, space, value, shape/form
Principles - how we USE the Elements - rhythm/movement/pattern, balance, emphasis, contrast, repetition
Qualifying students in 4th, 5th, and 6th grades will be selected to receive GATE services (and in some cases, students in younger grades). Selection is based on a combination of AimsWeb and MCA test scores, classroom performance, and teacher recommendation. Selected students receive individual and/or small group instruction with the goal of increased educational challenge outside the regular classroom. GATE services focus on developing strategy-building and problem-solving skills, creativity, depth of learning, math/science connections, economics skills, and communications skills.
Nationwide, GATE is an acronym for "Gifted and Talented Education". Student services vary across districts and states. Here is one helpful resource with many pages and links about gifted education:
Hoagies' Gifted Education Page
Kindergarten Social Skills
Using the Second Step program, I am meeting with each kindergarten class once a week for a 25-minute period. Second Step is a research-based, teacher-informed, and classroom-tested program that promotes the social-emotional development, safety, and well-being of children. Students learn to identify their own feelings and the feelings of others, and to make decisions based on those feelings.
Meet your teacher:
Growing up in Minneapolis, MN and Mason City, IA, I was always interested in exploring creative things (visual arts, music, theater), and I earned my B.A. in Art Theory & Practice and Art History at Northwestern University (Evanston, IL). I have been working in the arts for 20+ years, with my first career in nonprofit arts administration in Santa Fe, NM, Rochester, MN, and Lanesboro, MN. In 2016 I made a career change and earned my Master of Arts in Instruction from Saint Mary's University. I am thrilled to be in the classroom now, teaching K-6 students at Fillmore Central Elementary. I also teach GATE and kindergarten Social Skills.
More about me: I love being outside in all kinds of weather and doing outdoorsy things like bicycle riding, hiking, tent camping, kayking, and rock collecting. I also like traveling and exploring new cities, countries, small towns, and state/national parks and forests. I especially like finding public sculpture wherever I go, and I make my own art of various kinds at home. I love doing things with my family as well as supporting them in whatever they're passionate about (sports, music, theater, etc.) - I have three (grown/teenage) children, a dog (puggle), and a cat.
|Contact: Sara Xavier|


“Wisdom begins in wonder.” – Socrates, Philosopher
What to Expect in the EtonHouse Primary School Curriculum (7 - 12 years)
We offer rich and vibrant opportunities which draw upon meaningful real-life experiences. The curriculum is designed so that it is ambitious for all learners. Knowledge, skills and concepts are clearly outlined in an age-appropriate and progressive way from Reception to Year 6 so that the children’s understanding is extended, year upon year.
The Primary school is divided into two Key Stages. Key Stage 1 and Key Stage 2.
Key Stage One: Students’ characteristics of effective learning are fostered throughout the learning opportunities as they are encouraged to play and explore, engage in active learning and to create and think critically. Through the three prime areas of learning: personal, social and emotional development; communication and language; and physical development. Along with four specific areas of learning: literacy; mathematics; expressive arts and design; and understanding the world.
Key Stage Two: is from Year 3 to Year 6 (ages 7-11) and children are grouped according to age. This is a significant stage of development in childhood with children becoming more independent and responsible. Key Stage 2 builds on from Key Stage 1 and subjects are taught in greater depth, revisiting and revising but also developing the skills and subject knowledge ready for the next phase of learning.
The Primary students follow the integrated Oxford International Curriculum which builds upon already acquired skills. The model of teaching is closely aligned to the principles of inquiry-led learning, the Reggio Emilia philosophy and is play based. Children are given substantial time outside to play where they develop skills such as empathy, friendship, taking turns and much more.
Technology is integrated into teaching with the use of online platforms such as My Maths, Active Science and Reading Eggs. Classrooms are fitted with interactive whiteboards to ensure that teaching and learning are of the highest quality.
Read Our Parenting Blog
Curriculum, IB, IGCSE, Reggio Emilia
Choosing an International School in Singapore: 6 Factors to Consider
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Community, IB, IGCSE, Middleton
Meet and Greet: Claire Scott, Visual Arts Teacher and Inquiry Lead at Middleton International School Tampines


– Cross-curricular Connections: Exposes students to topics and vocabulary in the content areas such as science, social studies, health and math.
– Skills Continuum: A systematic approach to building skills from one level to the next. All lessons are written using accessible language to support students at a wide range of reading and writing levels.
– Real-world Writing: Exercises encourage students to use real-world texts, their peers and their own portfolios to deepen their learning.
– Research Skills: Students will learn effective research methods, such as developing inquiry questions, searching for and evaluating sources, taking notes and citing to avoid plagiarism, and protecting their privacy online.
– In-Context Applications: Every lesson ends with a task that requires students to use the skill in their own writing.
Each Workbook contains dozens of lessons organized into 6 sections to cover the foundational skills for writing, including:
Work with Vocabulary.
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Vocal music is that which focuses on the human voice as opposed to instrumental music that focuses on the music created by instruments. The human voice has been used to create music across ages and cultures. Western vocal music is that which developed in the west. Some of this music has a single line of melody and is monophonic. Others have several melodies that are sung together and are polyphonic. While still others are meant to be sung by groups of people and are called choral works. Not to complicate things, we can simply refer to Western vocals as English songs here.
If you are looking to learn Western vocals and are wondering which is the best place to learn from? Look no further! Just Google Search Music Pandit and you have arrived at your destination. Music Pandit is undoubtedly the best place to learn Western vocals online given the expert training it offers at very reasonable rates. You can access this course at just Rs.999 a month and for lifetime access to the course, all you need to pay is Rs. 2,499. It trains students using pre-recorded music videos alongside real-time guidance and feedback offered by real teachers.
The Western Vocals course at Music Pandit is taught at three levels. The first is the beginner level. It has been created for contemporary singers and emphasises on building a solid foundation for their musical development. It thoroughly mixes theory with practical application to achieve this. The focus of the course is on fundamentals of music, technical exercises, aural practices, reading and writing music and improvisation methods. It also helps students understand their voice, understand music theory, appreciate music and comprehend general musicianship. This course helps individuals scale the distance between beginner level to professional level very speedily.
For the intermediate-level course, you will be taught many more complicated vocal techniques. These will include Vocal Projection, Embouchure, correction of the Nasal voice, Vocal Improvisation, Vocal Vibrato and bringing greater emotions and Dynamics into your singing, besides other things. Additionally, students are also introduced to varied singing styles in music genres that are popular and are taught to focus on developing their own novel and unique style of singing. What’s more, this course teaches students all techniques along with song application and covers global favourites with excellent practice routines.
The advanced level course has been developed to enable students to fine-tune their voice and command it completely. Students will be taught to understand the varied tones and understand when and how to use them. These include the pentatonic major and minor scales and students will be trained in how to improvise on them. They will also learn about harmony and how to vocalise harmony parts and to express themselves as singers. In addition, they will be taught to take care of their vocal health and be given practice in preparing for a performance whether it is for a studio, stage or an online one.
The Western Vocals Course is taught by Serah John who is a contemporary singer and musician. Based on her experience in the sphere she has put together this novel course to helps students become better singers. She has trained under some of the leading vocal instructors in the world and her course is a composite one covering the basics and the advanced techniques.
What makes Music Pandit perfect as an online music education platform for training students in Western Vocals is that it gives you the opportunity to learn from the comfort of your own home. It has high-quality HD on-demand videos that you can access at your convenience. Interestingly, you can start where you left off with the Music Pandit auto-track feature. This platform provides you not only with a specialised practice routine but an interactive social platform too where you can interact with peers and sign up for music challenges.
Other courses offered by Music Pandit includes Hindustani Vocals, Piano courses, keyboard courses and guitar courses. Reviews of courses at Music Pandit from over 10,000 students in over 600 cities across the globe are nothing but glowing and satisfying accounts of their experiences. Geetha G shares that the curriculum is great, education holistic and online experience personalised. Reena S states that the courses are easy to follow. Harish B feels that it is one of the few websites he has come across that motivates and excites the student aspiring to become a musician or singer. Kriti B shares that it has helped clear her mind and helped her finally find organised learning material in music. While Abhishek S vouches that the site is simple and easy to follow. Anitha P concludes that the instructors are fantastic and the content is excellent. She shares that Music Pandit gave her a complete experience and is easily the best starting point for learning music.


For Ages 5 and Up
Introduce your child to the power and influence of music through our immersive Music Education programs. In addition to discovering rhythm and unique, new sounds, kids are encouraged to get moving to the music with our movement classes.
When children learn a musical instrument, they also learn new ways of thinking. Musical ability improves hand-eye coordination and offers avenues toward creative expression. When kids work together to play music, they learn to collaborate and build confidence.
Beyond the Grade develops confidence and community amongst Central Texas youth through after school music education. Taught by local musicians, the curriculum is inspired by students’ interests, providing opportunities for expression and empowerment.
For more information about our virtual music classes in collaboration with Beyond the Grade, please email us.
*Flexible class schedules available, inquire here.*
“No one in my family is musically inclined, but my daughter wanted to learn how to play guitar. Music lessons at the Y gave her a strong foundation and now she plays chords and melodies.”
– Robert C.


I can solve subtraction facts to 10 and 20.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students will practice automaticity with subtraction facts to 20. The lesson incorporates the use of the inverse operation of addition, using halves, and subtraction with 9’s.
Students will be able to solve subtraction facts to 10 and 20.
Students will review the idea of thinking mentally. They listen to a shopping list of 5 items and then they try to pick out the objects from a larger group of twelve things. This activity helps them to recognize the importance of thinking mentally and how that applies to memorizing math facts.
Using the Gynzy problem generator, students will review the facts with a minuend of10 or less. This is followed by a discussion of using the inverse property of addition to recalling facts they already are familiar with. The students practice solving facts, then saying the inverse operation aloud. They check by listening to the answers. Next, the doubles addition facts are related to halving an even number when you subtract. Techniques of working with 9’s are covered with opportunities to practice. The lesson continues with a timed fact drill and timed flashcards.
Students respond to ten multiple-choice and true/false questions.
Students will complete a Gynzy matching game that uses pairs of facts that demonstrate the inverse operation.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


This is the core index in the field of Education. Includes citations with abstracts for over 2,000 journals and more than 450,000 reports in education and related fields.Covers 1966-present. This database is also available from the US government.
Indexes scholarly literature in the natural and social sciences. Use this to get extensive inter-disciplinary access to journal articles and also to find out which articles are being cited by other scholars . Cited references from 1970-present, records from 1788-present.
NOTE: WMU users do not have access to SciVal through Scopus
A full-text research database designed for education students, professionals and policymakers. It provides full text, indexing and abstracts for thousands of education journals, books and education-related conference papers. Coverage spans all levels of education and includes educational specialties such as multilingual education, health education and testing.
This service from Google searches scholarly literature, including articles, theses, books and technical reports, and "gray literature" from many areas of research. Some materials are free, some will be available to WMU users by clicking on "Article Linker" while others may require a fee. Use this source in addition to library databases for a more complete search of scholarly literature.
To enable links from the "Find it@WMU" from off-campus computers, follow these instructions or watch a video tutorial :
1. Go to Google Scholar.
2. Click on the "options" wheel in the top right corner.
3. Select "Library Links" from menu on the left side.
4. In the "Library Links" search box, type "Western Michigan University Libraries".
5. Click the checkbox next to "Western Michigan University Libraries (ArticleLinker)".
6. Click the "Save".
8. A link to "ArticleLinker" should now appear next to those citations that are available electronically from the Libraries.
Teacher Reference Center provides indexing and abstracts for 280 of the most popular teacher and administrator journals and magazines to assist professional educators. Ninety six percent of journals indexed in the database are peer-reviewed. Topics include: Assessment, Best Practices, Continuing Education, Current Pedagogical Research, Curriculum Development, Elementary Education, Higher Education, Instructional Media, Language Arts, Literacy Standards, School Administration, Science & Mathematics, and Teacher Education.
The most comprehensive ABI/INFORM™ database, comprised of ABI/INFORM Global, ABI/INFORM Trade and Industry, ABI/INFORM Dateline and ABI/INFORM Archive, featuring over 3,000 full-text journals, 25,000 Dissertations, 14,000 SSRN working papers, key newspapers such as The Wall Street Journal and The Financial Times, as well as country-and industry-focused reports and data. Its international coverage gives researchers a complete picture of companies and business trends around the world.
Indexes popular magazines, scholarly journals, newspapers and trade publications in a wide range of subject areas, including business, education, humanities, social sciences, and sciences. Full-text available for over 2,500 journals. Coverage from 1857.
Education Week provides daily news, analysis, and commentary on all topics in the areas of K-12 and higher education. Tools and resources are also available to help practitioners in the classroom. Searchable archive back to 1981.


Shaw, J.T. (2016). “The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64(1).
- Students were better able to connect with musical literature when it represented their own cultural identity.
- Through music repertoire, students were able to learn about and better connect with their own cultural heritage.
- Understanding the differences in musical styles and performance practices and communicating the cultural importance of those, the teacher was able to communicate the validity of each without providing a definition of “correct”.
- While students valued the connections of the teaching to their own cultural identities, they raised concerns about the potential for biases when teachers only pay attention to the cultural heritage of their students. The authors suggest a continuum of “cultural validation” and “thoughtful valuation” whereby students are exposed to both music they are familiar with and music they may not be.
- The students recognized the complexity of developing culturally-responsive education for every single student particularly considering how complex cultural identity can be for students. What is culturally-reaffirming for one student may be isolating for another. By putting students, rather than repertoire, at the center of education, the authors suggest that teachers can better engage students from diverse cultures.
Significance of the Findings:
Classrooms across the country continue to become increasingly diverse with students representing a complex tapestry of cultural heritage. The results of this study reinforce the known need that, for educators to be effective at engaging their students and validating the students’ experiences, they must become more aware of the cultural identities of their students. The teacher engaged in this study was uniquely positioned to support this type of multicultural approach to students but professional learning for educators, both pre- and in-service, would strengthen the educators’ abilities to support this type of culturally-responsive education.
The author of this study utilized the programming of an urban nonprofit choral organization serving 3,600 students through 60 public school choir programs. This study (a part of a larger dissertation analysis) focuses on the case study of a single choir with a multi-ethnic director. The director used music repertoire and performance practices that were responsive to the cultural heritage and identities of the students participating in the ensemble.
Students participating in the choir were required to submit responses to a written questionnaire that was used to identify those students who were able to be appropriately reflective on their experiences. The experiences of three students are highlighted as individual embedded case studies in the article. Data was gathered over 14 weeks by the author/researcher through observational notes and interviews with both students and the director. Student interviews were conducted with similar structure that began with a reiteration of the most recent conversation highlights and then structured questions. The author then coded the work based on Gay’s (2002) essential elements of culturally-responsive pedagogy [which are not articulated in the article].
Limitations of the Research:
The generalizability of this study is limited by the small sampling of students and teachers engaged, the fact that some students were excluded from the study based on their ability to provide adequate reflections, and the selection bias occurring from the self-selection of students into the program.
Questions to Guide New Research:
This study provides a case for the importance of culturally-responsive pedagogy to ensure that the cultural identities of all students are validated. Potential questions for future research include:
- Will these results hold with a larger sample of music education students?
- What is the impact of broadening the student population to all students interested?
- What is the impact of broadening the teacher population to multiple teachers/classrooms/ensembles?
- What are the longitudinal effects of culturally-responsive pedagogy?
- How would these results differ across other artistic disciplines?


Welcome to another edition of MFLIBRA Antique Books' blog, where we explore the timeless world of literature and the creative minds behind it. Today, we delve into the enchanting realm of Mary Cicely Barker, the beloved illustrator and author whose magical creations have captured the hearts and imaginations of generations.
Born on June 28, 1895, in Croydon, Surrey, Mary Cicely Barker displayed an innate talent for art from a young age. Despite suffering from epilepsy and being confined to her home for extended periods, she never let her condition deter her passion for drawing and painting. Barker's talent was evident even as a child, and her father, a partner in a seed merchant company, encouraged her artistic pursuits.
Education and Inspiration
Barker received her formal art education at the Croydon School of Art. As a student, she was heavily influenced by the Pre-Raphaelite Brotherhood, particularly artists such as Edward Burne-Jones and John Everett Millais. These influences are evident in the intricate detail and romanticism that would later become the hallmark of her work.
The Flower Fairies Series
Barker's most famous creations are undoubtedly the enchanting Flower Fairies, first introduced in 1923 with the publication of "Flower Fairies of the Spring." The idea for the series was inspired by the beautiful gardens and wildflowers surrounding her childhood home. Each fairy in the series was meticulously crafted, with its costume designed to resemble the petals and foliage of the flower it represented.
Over the years, Barker produced a total of eight books in the Flower Fairies series, each focusing on a different season or habitat. The books combined her delicate illustrations with charming poems that brought the magical world of the fairies to life. The appeal of her creations lies in their ability to evoke a sense of wonder and whimsy, transporting readers to a world where the beauty of nature and the magic of fairies coexist.
Mary Cicely Barker passed away in 1973, but her enchanting illustrations continue to captivate and inspire readers of all ages. The Flower Fairies series has been reprinted countless times and translated into multiple languages, ensuring that the charm of her work endures. Her illustrations have also been adapted into various formats, such as calendars, puzzles, and collectible figurines.
As we look back on the life and work of Mary Cicely Barker, we are reminded of the power of art to transport us to another world, where the mundane gives way to the magical. The legacy of her enchanting Flower Fairies is a testament to her immense talent and the timeless appeal of her illustrations. At MFLIBRA Antique Books, we are proud to showcase the work of such a talented artist, and we hope that her creations continue to spark the imagination of generations to come.


Fairlawne class is made up of children from year 4 to year 6, learning together in a caring, enthusiastic and supportive environment. When a child enters Fairlawne class, they will be a reasonably fluent reader, ready to develop independent learning skills. In order to meet the requirements of the National Curriculum 2014 and ensure good progress, all learning is differentiated to the age, individual needs and ability of the child, with a range of teaching and learning approaches being employed.
In English, writing tasks are predominantly linked to a class book or topic, providing a meaningful and on-going context for the writing; this also helps to develop each child’s reading comprehension and skills of inference and deduction. The text selected is often linked to our current Geography or History topic. This cross curricular approach helps to develop the child’s understanding of more than one area of the curriculum, whilst providing good breadth and depth. Children are also taught spelling and handwriting skills within each English lesson, with phonics support given to those children who need it. Daily guided reading is also an important part of the timetable, as is daily home reading which all children are encouraged to complete.
In Maths we endeavour to develop Numeracy skills within a real-life problem-solving context. By year 6, all children should have sound mental maths skills and be proficient in using standard written methods for calculations. Home learning and support with homework tasks will help every child become more confident in this. As for English, children are set meaningful targets in every lesson, enabling them to move forward in their learning and to take responsibility for their progress.
During the afternoon, a varied timetable covers Science, Geography, History, Art, DT, RE, PE, Computing, PHSE, Music and French. A variety of topics are covered each year, enabling a broad and balanced coverage of the National Curriculum during the three years a child is in the class. As a child progresses into the later years, they are encouraged to seek answers to their own questions, utilising independent research skills and developing a thirst for knowledge.
All children work towards assessment at the end of Key Stage 1 and 2. By the time children have progressed through their seven years of Primary Education, they should feel confident in themselves and their abilities to move on to their Secondary Schools.