Professional Development Centre, Karachi
Traditionally, girls in most government schools remain inactive in the classroom and are shy to speak and express their views. They have been given very few chances to be recognized or to participate actively in the classroom. This tendency seems to be changing in one girlsâ primary school situated in an urban part of district. Most of the students belongs to the poor and lower middle class families. Few years ago, their school was in a poor physical and learning condition, but when the current head teacher was hired, she tackled the problems of the schoolâs including physical condition. As recently, however she is working as a mentor, she realized that trained teachers not only can make the physical situation better but also can focus on improving the teaching and learning environment. Now she sees her trained teachers promoting a positive learning environment in their own classes and also supporting other teachers as they learn new strategies. As out of fifteen, six female teachers including headteacher in the school have been trained under the professional development component of STEP. She depicted that âafter I participated in STEP programme, I realized that teachers can easily improve the way the classroom looks, but they must work hard to change the processes of teaching and learning.â The whole school now has a welcoming and pleasant feel. The head teacher conducts ongoing sessions for untrained teachers to continue the process of improvement. Lately she has talked about increasing the variety of learning materials in the classroom. As a result, each class now has a learning corner with materials like flash cards, pictures, models, and drawings made by teachers and children together. Activity-based teaching is used by all the teachers. These new approaches have increased childrenâs interest in school, reduced absenteeism, and decreased the perceived gap between teacher and student. Students are more confident and are willing to talk and share in the classroom. Teachers have modeled good social skills through their positive behavior, a change that is equally as important as the change in pedagogy in creating a positive learning environment.
This is a little effort of a thirty nine years rural Pakistani female head teacher Daryan at Daryan dino District (old name of Sukkur), who had showed change thrust upon her personal and professional growth and organizational development. Memon & Pardhan, (2001) supports her thrust that âthe quality of education highly depends on teachersâ capacity building in terms of intellectual and professional growth, development and empowerment. As according to Wasley (1991, p20) âEmpowerment of teachers is a desirable ingredient of School Improvement. Empowered teachers have âthe autonomy to make decisions about curriculum, pedagogy, and assessmentâ. They also take on new roles such as team leader, action researcher, curriculum developer, and a trainer (Boles & Troen, 1992). This paper argues that the headteacher Daryan Khatoon is well placed to exercise curriculum leadership within the collegially run primary school; her role lays emphasis on interpersonal relations. Over all in this paper the authorsâ will discuss the changing role of a teacher leadership, which extended beyond the classroom, through professional development programmes under the project titled the Strengthening Teachers Education in Pakistan (STEP). Programme is funded by the Canada International Development Agency (CIDA) in support of the Government of Pakistan's Education Sector Reform (ESR) efforts.
Publication ( Name of Journal)
In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012
Memon, Y. S.,
Mahmood, S. K.
(2012). Darya Dino k Daryan : Promoting a optimistic learning milieu in the primary school. In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012, 408-412.
Available at: https://ecommons.aku.edu/pakistan_ied_pdck/231
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons


In your readings and research, you will find a variety of terms used to describe an English language learner. For example, terms such as English language learner (ELL) and English learner (EL) are often used interchangeably. What additional terms have been used to describe these learners? What accounts for the evolving terminology? How does the use of particular terms affect schools, teachers, and learners? What is the term used in your area (school/district/state)? What do you think is the reason this term was selected?
Based on what you now know of ESL, bilingual, sheltered English instruction, and structured English immersion (SEI), which models do you prefer to see implemented at the elementary level and why? Which models do you prefer to see at the secondary level and why?
What accounts for the disproportionately high representation of ELLs in ESS/special education and disproportionately low representation in gifted and talented programs? Support your response with at least one scholarly resource.
What can a teacher do to help identify gifted and talented students within the ELL population? What are some ways you can help develop the gifts and talents of ELLs?
Which language acquisition/learning theory (behaviorist theory, nativist theory, social interactionist theory, cognitive theory, etc.) best reflects your teaching style, or the approach to teaching that you prefer? In what ways would this theory drive your teaching practice?
If content area standards are provided for every grade level, why are English language proficiency standards necessary? How do you plan to use ELP standards as a teacher? How would you explain what they are and why you use them to an ELL parent?
As a teacher, you may encounter many different cultures in your classroom at one time. How do you ensure that you are adequately supporting and celebrating the cultural diversity of all students in your class? If you were to come across situations in the future where your culturally and linguistically diverse students and families have needs that are being overlooked or underserved, what can you do as a teacher to demonstrate compassion, stand for justice, and promote human flourishing?
Mateo moved from Brazil four months ago and has been in your class for three weeks. You review his records and find out that he speaks fluent Portuguese and Spanish. Mateoâs favorite subject when he lived in Brazil was math and he was on the schoolâs soccer team. Mateo has become disruptive during math and is getting into fights during lunchtime. What can you do to help him assimilate and tap into his assets as a learner?
How can you ensure ELLs develop reading comprehension skills in the grade level or content area you teach? What reading comprehension strategies can be implemented at all levels of English language proficiency and literacy development?
Keeping in mind that all students (native speakers and those who speak English as an additional language) are at various stages of English language proficiency, how can you differentiate your instruction to meet each studentâs academic needs?
Review Arizonaâs approach to integrated and targeted English language instruction. How do ELLs benefit from both types of instruction? In assessing yourself, which type of instruction would require more professional experience or knowledge for you to provide effectively and why?
In your teaching career, you may have students in your class in all language proficiency levels. How would you differentiate activities to ensure you are engaging all students while continuing to meet their individual language goals? How will you support a student at a pre-emergent/emergent level and continue to challenge a student at a high intermediate language level?
When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways grade level or content area teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)?
While the assessment of students for program eligibility and language proficiency generally occurs through formal testing, what are some informal ways you can assess the learning of ELLs in the classroom? Provide 2-3 examples.
Do you need help with this assignment or any other? We got you! Place your order and leave the rest to our experts.


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Shown 1 - 10 of 14
Sunday, July 9, 2023 - 16:37
Family and Education
A double approach to the issue: a literary/narrative approach (carried out by Daniel CapÃ³) and a more philosophical/conceptual approach (carried out by Carlos Granados).
Thursday, June 29, 2023 - 11:13
Improving computer-assisted reading in elementary education
Monday, January 30, 2023 - 10:16
What is the school scale and what criteria are used?
The school scale are those criteria that determine the admission of a student in a center when there are not enough places. Consult them in our blog entry.
Thursday, January 20, 2022 - 06:45
What are career guidance days?
Career counselling days can be the key help to solve all those questions that students have to solve before making a choice that may determine their future.
Thursday, January 13, 2022 - 10:56
Howard Gardner's multiple intelligences
Multiple intelligences are the recognition of the diversity of skills and abilities. The theory of multiple intelligences was first proposed by Howard Gardner in his book 'Frames of Mind' in 1983.
Tuesday, May 18, 2021 - 11:27
Reading on paper or reading on screen?
An article published in El PaÃs presents different opinions on the results obtained in reading comprehension in the PISA 2018 report.
Friday, January 8, 2021 - 11:43
Opened the pre-registration for TVET
Opened the pre-registration for the Technical and Vocational Education and Training specialization courses
Friday, December 18, 2020 - 15:41
Education at home and in the classroom
Educating at home and in the classroom is an ever-present debate: Who is responsible for it? An interesting discussion to which from buscarcole.com we want to add.
participation of parents
Monday, November 30, 2020 - 16:52
Concepts in website buscarcole.com
In our website buscarcole.com we use various parameters to define the schools that we include in our search engine. We explain some of the concepts that you will find in it.
work by projects
child reception hours
Friday, November 20, 2020 - 13:05
Schools with open days in covid times
Given the current situation, setting up an online open day at your school is the ideal solution to reach the maximum number of people and minimize the risk of contagion.
Search Form Home


Child care, otherwise known as day care, is the care and supervision of a child or multiple children at a time, whose ages range from two weeks to eighteen years. Child care is a broad topic that covers a wide spectrum of professionals, institutions, contexts, activities, and social and cultural conventions. Early child care is an equally important and often overlooked component of child development.
Care facilitated by similar-aged children covers a variety of developmental and psychological effects in both caregivers and charge. This is due to their mental development being in a particular case of not being able to progress as it should be at their age. This care giving role may also be taken on by the child's extended family. Another form of childcare that is on the rise in contrast to familial caregiving is that of center-based child care. In lieu of familial care giving, these responsibilities may be given to paid caretakers, orphanages or foster homes to provide care, housing, and schooling.
Professional caregivers work within the context of a center-based care (including crÃ¨ches, daycare, preschools and schools) or a home-based care (nannies or family daycare). The majority of child care institutions available require child care providers to have extensive training in first aid and be CPR certified. In addition, background checks, drug testing at all centers, and reference verification are normally a requirement. Child care can consist of advanced learning environments that include early childhood education or elementary education. "The objective of the program of daily activities should be to foster incremental developmental progress in a healthy and safe environment and should be flexible to capture the interests of the children and the individual abilities of the children." In many cases the appropriate child care provider is a teacher or person with educational background in child development, which requires a more focused training aside from the common core skills typical of a child caregiver.
As well as these licensed options, parents may also choose to find their own caregiver or arrange childcare exchanges/swaps with another family.
Read more, here.


The purpose of this article is to introduce collective musical cognition as a mode for developing diagnostic critical thinking in music at all levels of the educa-tional continuumâkindergarten through graduate school. It defines and illustrates how collective musical cognition is influenced by relevance, dialogue, and reflection as social and educational practices in the classroom. Relevance, dialogue, and reflection - the three components of collective musi-cal cognitionâare critical social practices that transform music education pedagogy, whether practiced in the orchestral rehearsal room, the general music classroom, or the choral and band rehearsal rooms. The prevailing idea is student engagement: student engagement with the teacher; student engagement with fellow students; stu-dent engagement with and about music; and student engagement with pedagogical procedures that produce successful outcomes for students and teachers. Collective musical cognition yields an array of learning outcomes that are lasting because the pedagogy mirrors what musicians do. Collective musical cognition is a form of community learning because musical thinking and verbal thinking about music are publicly shared in class. Musical and verbal dialogues that result in collective musical cognition are democratic in nature, as we view dialogue as a catalyst to develop an atmosphere of social equality within the classroom.
Pogonowski, Leonore; Bell, Cindy; and Robinson, Nathalie
"Collective Musical Cognition: Relevance, Dialogue, and Reflection in Group Learning,"
Visions of Research in Music Education: Vol. 43, Article 10.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol43/iss1/10


The following post has been written by the pianist and pedagogue Anne Katherine Davis. You can find more information about her at the bottom of the post:
Hereâs some of my routine when introducing a new rote piece (I call it a âpattern pieceâ in lessons). Iâve tried to keep things simple and straightforward, so not too much detail given here.
For discussion purposes Iâve imagined a beginner, around seven years old, after two years of lessons.
â We listen to a recording while doing something else. Maybe coloring a picture, maybe practicing drawing treble clefs, maybe doing something as simple as hanging up the childâs jacket and unpacking the bookbag.
â We listen again while moving to it in a variety of ways. Usually free flowing first, using a lot of space for expressing ourselves, and then we listen again while moving only to the pulse.
â We identify the meter (duple or triple) and the tonality (major, minor, something else).
â Piece is included in the listening assignment that week (along with several other pieces they will eventually play).
â We repeat the previous lesson.
â This time we pay attention to the resting tone by doing various activities, we identify the resting tone (e.g. G in G Major), and we identify the starting tone (for some students it can be as simple as saying, âdoes it start on the resting tone or something else?â for others it can be âdoes this start on Do or something else? It starts on Mi!â).
â Repeat lessons one and two.
â I chant the rhythm patterns from the piece, and the student echos. We usually do this while moving in a variety of ways.
â We listen again and assign a movement to one rhythm pattern (e.g. arms above the head) and a movement to another (hands on hips), noticing when the rhythm is the same and when itâs different.
â Student improvises with rhythm patterns at the piano, either solo or with a supporting duet from me.
â Repeat previous lessons. Try not to be surprised if the student spontaneously goes to the piano and plays part (or all!) of the piece.
â I sing a scale and cadence to establish tonality, and then I chant a rhythm to establish meter, and then I play the piece this time.
â We sing specific tonal patterns from the piece (from both right and left hand parts).
â We identify the tonal patterns as tonic or dominant or something else (depending where the student is in their understanding).
â I establish tonality and meter, then play again and student calls out, or performs a movement, for each harmonic function.
â I establish tonality and meter (hopefully the student is joining in!), then play yet again ,and we identify how many phrases are in the piece, and then identify the form.
â Repeat previous lessons!
â Student shows me where each of my hands start on the piano.
â Student sings and then plays a scale and cadence to establish tonality. Student then chants the rhythm. And I play the first phrase.
â Student takes it from there. One phrase at a time, one hand at a time if needed (but that should be rare).I will rarely interrupt the student when the expression, tonal, or rhythmic content is off by jumping in and saying/ singing it the correction. Missed a rhythm? I suddenly chant the rhythm. Student bangs through a pianissimo section? I sing that section. But, truly, the first attempt at the piece is 99% there and I leave it at that until the next lesson.
What kinds of activities do you use in your lessons when learning a new rote piece? Did you have a favorite piece in mind when reading through this? How do you ensure that your students are listening to their assignments at home?
Anne Katherine Davis is a pianist and teacher living in Central Mexico. She has received the Steinway & Sonâs Top Teacher Award, which recognizes quality and excellence in teaching, for 2017 and 2018. for her passion for excellence in music education, her students placing in national competitions and even performing in Carnegie Hall. Anne teaches students of all ages and also conducts teacher training both in person and online.
For more information you can contact her by email: firstname.lastname@example.org


Many people have fond memories of their elementary school teachers. For some people, they were the first educators to inspire them to learn about the world. For others, they offered care when they were neglected or opened up a world that felt restrictive and inaccessible. It is undeniable that elementary school education is crucial in the development of a child. Elementary education is widely considered to be the most important phase of any personâs educational journey. It provides a bedrock of knowledge and curiosity that has a great impact on an individualâs future.
Working as an elementary teacher is remarkably rewarding. Youâll have a hand in the inspiration and guidance of a new generation. But how exactly do you become an elementary school teacher? This brief guide should point you in the right direction.
In order to begin your teaching journey, you need to complete a bachelorâs degree. For the most part, a degree in an education-related field is preferred. You are allowed to specialize within your educational study, although elementary teaching requires more general child behavioral and interpersonal skill development. Within your degree, you will be expected to develop a good knowledge of educational legislation as well as national and state elementary curriculums.
Alternatively, you can seek a postgraduate educational qualification if you already have a degree. Many top universities offer masterâs level postgraduate qualifications in elementary education that can help you switch careers. During the coronavirus pandemic, many postgraduate courses are based online. Some universities offer online courses as a specialty. Merrimack University is one such organization. Details of their courses can be found on their website: https://online.merrimack.edu/.
You wonât just get thrown straight into a teaching role as soon as you get a degree or postgraduate qualification. Instead, youâll need to seek out classroom experience as a teaching assistant shadowing a licensed elementary teacher. Many degree courses in education will include teaching assistant placements. Students will need to complete a portfolio detailing their time shadowing a teacher. Seeking your own classroom experience can be a great deal harder. Some schools actively encourage teaching assistant mentorees as part of their hiring process. Finding a school like this is a great way of both getting experience and networking with potential employers.
All elementary school teachers need to be licensed in order to teach a class. Licensing procedures are different for each state, but there are some defining features common to them all.
Prospective teachers might need to pass a background check to make sure that they are not a danger to any children. They will also need to complete a test that evaluates their decision-making and interpersonal skills. Some states require applicants to complete a general education test on top of this.
In order to start the process, youâll need to apply to your stateâs board of education. They will determine whether you are qualified to seek licensure and work with you to kick things off.


All courses are three semester hours.
A study of the historical and philosophical background of current educational thought, including a review of selected trends and problems.
The course is designed to involve the student, through independent research and seminar-type discussion, in an analysis of significant contemporary issues in education.
A study will be made of current techniques and methods designed to provide superior leadership in the area of group action. Problems of organization, coordination, motivation, evaluation, community relations and staff relations will receive major consideration.
A study of curriculum theory, the forces that influence curriculum, and the current curriculum patterns in the elementary and middle school. Areas of controversy in curriculum, programmed learning, team teaching, and the role of the faculty in curriculum evaluation and program development are studied.
A course designed to strengthen instructional/curricular skills and develop basic competencies in curriculum design, instructional sequencing, and student/program evaluation. Curriculum theory and program development are considered.
A comprehensive course in curriculum theory and design which addresses pertinent curricular matters.
A study of the principles of elementary, middle and secondary school organization, leadership and management. Course content includes the role of the principal in the following areas: curriculum development, professional development, instructional leadership, conflict resolution, collective bargaining, school budgeting, class scheduling, use of plant and facilities, and program evaluation. A field experience component is included in this course.
A course designed to develop competencies necessary for effective teacher supervision and evaluation by implementing the clinical supervision model and a variety of teacher appraisal techniques, as well as providing strategies to improve classroom instruction. A field experience component is included in this course.
An overview of the legal aspects of education. Consideration is given to legal terms, the use of books of law, and the general principles of laws which affect teachers, administrators, school boards and parents. Topics include political structures, religion and public education, rights and responsibilities of students and teachers, equal opportunity, and tort liability. A field experience component is included in this course.
A general analysis of typical problems in the areas of school finance and economics. Encouraging and developing local support, acquiring federal funds, other sources of school funding, budgeting, accounting, financial long-range planning, and the nurturing of financial resources are among the topics studied. A field experience component is included in this course.
An introduction to the world of school district management. The focus is on the superintendentâs role as a leader. The course is designed to explore the responsibilities and challenges of the position. The course includes a study of school board-superintendent relations, administrative theory and practice, conflict resolution, interpersonal relations, policy planning, goal setting and similar topics.
This course leads to the development of an understanding of the evolution and practice of business affairs and resource management and basic education. Students acquire knowledge of concepts and language of the field and use same to articulate, formulate and solve problems, identify major issues and recognize that efficient business affairs practices promote effective learning.
Environment for Student Achievement. A study of theoretical and practical problems in planning, designing, building and maintaining educational facilities. Experiences also include legal, demographic, and political factors involved in the management of educational facilities.
A study of the collective bargaining process and the management of human resources in public education. Focus is on development and implementation of contracts for non-professional, professional and administrative personnel. Bargaining issues, techniques, strategies and tactics are examined.
A study of topics such as special education, elementary education, secondary education, vocational education, community education, declining enrollments, financing schools, local control, and management-employee relations. The impact upon the school administrator is the focal point.
An opportunity will be provided to learn about school administration by actually working with a school administrator. Seminars and individual conferences will be arranged during this experience.
This clinical experience is designed to facilitate the development of central office administrative skills. Emphasis will be upon school board-administrative relations, community and public relations, curriculum and instruction, financial management, staff personnel, and facilities. Seminars and individual conferences will be arranged for study and analysis of the learning activities.
A course in advanced educational psychology designed to develop deeper understanding of human development and learning. The course examines the contributions of major developmental theorists. A life course perspective is employed.
A study in the basic understanding of the approaches and purposes of assessment including the legal, ethical and statistical considerations of measurement. The course will focus on district testing programs, analysis of teacher-made tests and alternative assessment procedures.
The psychological implications for teaching gifted and/or cognitively and disabled children. Problems of the blind, the deaf, those defective in speech, and those with behavior problems are considered.
The focus of the course is on the analysis of legislation, litigation, and administrative rulings related to special education. The course will emphasize the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.


Make your own spinning tops with an old CD and a marble. This easy craft for kids also serves as a wonderful hands-on science project. Children will have the opportunity to explore physics through play in this simple STEM or STEAM activity. Be sure to check out all the ways to extend this science activity at the end of the post!
This activity meets the Kindergarten Next Generation Science Standards (NGSS): Pushes and Pulls. (Disciplinary Core Ideas: PS2.A, PS2.B, PS3.C)
Follow our Science for Kids Pinterest board!
Not only is making a spinning top from an old CD a super fun craft for kids, but itâs also a wonderful STEM lesson that can be done both independently or collaboratively.
As children play with their homemade spinning CD tops, theyâll explore physics through play and practice fine motor skills as well. (Young children become so excited as their ability to spin the top improves through practice- a great lesson in perseverance!)
This post contains affiliate links.
CD Spinning Top Craft and Science Project
Materials for CD Spinning Top Craft
- CD (You can reuse an old CD or purchase a blank CD.)
- Marble (We used some from a marble set like this one.)
- Small plastic cap from water bottle
- Hot glue gun (This is my favorite because it has dual temp controls.)
- Optional: Chalk markers (We used a set similar to this one.)
Directions for Making CD Spinning Top Craft
2. Turn your decorated CD over and use your hot glue gun to glue a marble into the center hole of the CD. You can place the CD on a lid or bowl to hold it in place while gluing. (This step will need to be done by an adult if working with young children.)
3. Turn your CD right-side up and glue a plastic cap to the center of the top of the CD. (This step will need to be done by an adult if working with young children.)
4. Thatâs it! Once the glue is dry, use the plastic cap to spin your top and start exploring physics!
Whatâs Going On?
Although young children might not fully understand the various concepts and explanations listed below, they will be learning by making observations and describing the motion of the spinning tops, as well as noticing the effect of pushes and pulls on the tops themselves.
So what makes a top spin and eventually wobble and tip over? All kinds of forces are at play!
The science behind spinning tops is actually very complex. Hereâs a very simplified version as to whatâs going on: When you initially spin the top, youâre turning the topâs stored energy (potential energy) into energy of motion (kinetic energy). The top eventually stops spinning because of friction and gravity. The surface below the top provides friction, eventually causing the spinning to slow down, and the top begins to wobble. As it begins to wobble, the top tilts, allowing gravity to pull it over.
Be sure to check out this video on the science behind spinning tops. Itâs a great visual for the kids and provides a wonderful explanation for older children. They even give directions on how to make a spinning top that draws using cardboard and a marker!
More Ideas to Try
Itâs so fun to watch kids explore the spinning tops on their own and see what ideas they can come up with all on their own! For example, as Theo (age 6) was playing with his spinning top, he decided to flip it over and see how it spun when it was upside down. âIt still works! It just spins differently.â
- Try spinning your top on different surfaces. How do the various surfaces affect how long the top will spin?
- How does spinning the top affect the designs? Try out different designs on your CD and see how they look when spinning.
- Can you think of any other materials to use for the point (or tip) of the top? Try them out.
- What other materials could you make a top out of instead of a CD?
- What happens when more than one spinning tops are going at the same time? What happens when they touch or crash?
Be sure to check out STEAM Kids book and ebook for even more creative STEM and STEAM ideas!


Listen to the full episode to hear about morning meeting:
Routines and structure are important parts to a smooth and effective classroom, but when a routine involves students, engagement, and relationships, thatâs when it becomes an essential part of your day. This routine is known as morning meeting. While you may have heard of this before, my guest today, Shelly Small, shares how to build a classroom community through morning meeting. provides more insight. helps share her personal experience, benefits, and tips.
Shelly Small is in her 15th year in Elementary Education and 13th year in the Dual Language setting in the Dallas area. Currently, sheâs the 3rd-grade Dual Language teacher and Dual Language Lead at her campus. She loves being involved in her districtâs Dual Language cohort. SeÃ±orita Small has taught 1st-6th grade with her favorite grade level being 3rd.
She had the honor of winning Teacher of the Year during the unprecedented pandemic school year of 2020-2021. These past two years have been years of professional firsts including recording her first podcast episode â this one!
As effective teachers, we know that relationships and student engagement are the foundation to a successful year, which is the whole basis of morning meeting. Not only is building classroom community a benefit, but there are so many more that Shelly highlights. She also shares the structure, examples of activities, and tips for an effective morning meeting, and why her kids love it so much.
Even though weâre in the second half of the school year, Shelly ensures itâs never too late to make morning meeting part of your day. By implementing her tips and structure, youâll have a seamless transition and better classroom community and climate.
In this Episode on Morning Meeting, I Share:
- How to easily integrate morning meeting as part of your classroom, rather than thinking about it as something extra you have to fit in
- Ways to incorporate speaking into morning meeting that helps with ESL students
- A breakdown of her morning meeting schedule for each day
- Shelly highlights 3 picture books that are excellent for read alouds
- 6 tips to keep in mind for a smooth morning meeting
Connect with Shelly:
Connect with Megan:
About The Literacy Dive Podcast:
Do you find yourself seeking new ideas when it comes to literacy instruction in elementary classrooms? The Literacy Dive Podcast was created to offer actionable steps and to share information for teachers, like you, who are always looking to improve their craft! ELA is our jam and we are excited to dive into all things reading and writing with you!
Your host, Megan Polk, is the creator and owner behind The Literacy Dive and loves to support students and their teachers with curriculum, literacy instruction, best practices, and engaging literacy activities.
Dive in with us every Monday for a new episode from Megan! She, and her guests, will chat about various literacy topics and will bring you tips and tricks that can easily be implemented in your classrooms. You can tune in wherever you get your podcasts! Listen to The Literacy Dive Podcast on platforms like Apple, Spotify, Stitcher, Google, and more!


When children are young, they are like fresh sponges ready to absorb everything they are taught; both consciously and subconsciously. The early years of a childâs life are indeed the most important ones when it comes to cognitive and brain development. Every word, action, and behavior they are taught go on to live with them for the rest of their lives. In fact, this is the time when their personalities are molded, and each new experience matters.
Role of Early Childhood Education in a Personâs Life
Early childhood education is one of the most important experiences that shape a child. Not only does it impact their behavior in the early years, but has the power to determine the quality of their future and success later on in life. But can the first few years have that great of an impact on someone? Believe it or not, the answer is yes!
Research has shown over time that about 90% of a childâs brain is developed in the first 5 years, and while genetics play an important role, the quality of experiences a child has significantly impacted this development. So, itâs high time we focus on our childrenâs education right from the beginning. Letâs look at some of the ways your child can benefit from early childhood education, now and in the future.
Build Confidence and a Sense of Independence
Sending your child to a daycare is their first exposure to the outside world. It is the first significant amount of time they spend away from their parents. This can be a bit scary for both children and parents because letâs be honest, sending your little ones away from yourself is tough. However, this is their chance to explore a new environment on their own. It builds confidence and a sense of independence as children can grow and understand who they are, what they like, and how they can communicate with others.
Learn Foundational Literacy and Numeracy Skills
The skills that children learn in the early years of life tend to stick with them in the future. Early childhood education can familiarize children with foundational literacy and numeracy skills, like reading, writing, and counting that make a significant difference when they move ahead in their educational journeys. With the help of the most fun activities like storytelling, playing music, talking about pictures, and drawing shapes, your child can have a dramatic impact on their academic success later in life.
It comes as no surprise that children love making friends. A learning center is the best place to do that. Children get to meet others of the same age, socialize with them, learn with them, and form healthy relationships. Not only are friendships fun but they are important for your childâs emotional growth. The interactions children have with their peers help them develop interpersonal qualities like sharing, empathy, cooperation, and communication that undoubtedly affect their future selves.
Develop Respect and Tolerance
Interpersonal skills are underrated but so crucial. You only understand this when your child is all grown up and shows none. Early childhood education teaches children to respect and tolerate their peers even if they donât like what they are doing or saying. It teaches them to be mindful of their environment and take responsibility for their actions.
All in All;
The sooner you start nourishing young minds, the better they tend to do in the future. We hope that by now you understand that early childhood education is crucial and should be taken seriously. If you are looking for healthy and trusted childcare in Phoenix, Arizona, look no further than Early Beginners Preschool and Daycare Learning Center. We ensure that your children learn and grow with us in the best environment. Contact us today to find out more.


Nikolai KarloviÃ§ Medtner (1880-1951) is one of the most important composers who continued the romantic traditions into the twentieth century, and one of the most outstanding pianists of his generation, along with his contemporaries Skriabin and Rachmaninov. From the great Russian tradition, Medtner has had a significant influence on English piano music, both because of his contribution to education and because all gramophone recordings were made in London between 1930 and 1947. His recital and concerto performances received great attention and critical acclaim, and his music left a deep impression on many. Medtner is a composer who has written many works throughout his life, and has brought many works to piano literature. However, his music is rarely found in public concert programs, and his work is overshadowed by other contemporary composers because of his traditionalist worldview and rejection of the musical avant-garde of his time. Nevertheless, Madtner has not been completely forgotten, and even conservative artists and researchers have come to defend Medtner more and more in the last two decades. In this study, the composerâs life, his piano works, his musical language and style will be examined and the question "why is his music not better known?" will be answered. Since his works are not in the conservatory curricula and are not performed, it is thought that this study will contribute to music education in Turkey.
Keywords: Nikolai Madtner, piano works, romantic elements, music education, piano repertoire


Classroom and program assessments not only measure quality and document growth,
they can be powerful learning
tools to help guide early
childhood educators on their
path to excellence.
Read how we use the PQA to make a difference: Tackling Program Quality
Through the Early Years Count! Education Initiative of the Community Foundation of St. Joseph County
and at Head Start, we conduct a range of assessments to measure quality. All of our assessors are trained and, where applicable, certified. Individual feedback is always provided after an assessment is completed.
PROGRAM QUALITY ASSESSMENT (PQA)
by the HighScope Educational Research Foundation
Infant-Toddler PQA focuses on learning environment, schedules and routines, adult-child interaction, and curriculum planning and child observation in classrooms for the zero to age three group.
Preschool PQA for early childhood centers, ministries, and preschool programs takes a close look at four domains: learning environment, daily routine, adult-child interaction, and curriculum planning and assessment.
Agency PQA for Infant-Toddler and Preschool Programs looks at parent involvement and family services,
staff qualifications and staff development, and program management.
Family Child Care PQA can be used to measure quality in all family child care homes and is adaptable to multiple age settings from birth to pre-k.
CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS)
developed at University of Virginia Curry School of Education
The Infant CLASS measures 4 dimensions within the domain of responsive caregiving, including teacher sensitivity, positive emotional climate, and support for language and exploration.
The Toddler CLASS focuses on effective teacher-child interactions in two domains of emotional and behavior support and engaged support for learning.
The Pre-K CLASS measures ten dimensions under three domains: emotional support, classroom organization, and instructional support.
The K-3 CLASS measures ten dimensions under three domains: emotional support, classroom organization, and instructional support. The Upper Elementary CLASS measures twelve dimensions under the same three domains.
EARLY LANGUAGE AND LITERACY CLASSROOM OBSERVATION (ELLCO)
Evaluates classroom environments and teaching practices as they relate to childrenâs language and literacy development. The ELLCO Pre-K focuses on conversations, phonological awareness, books and book reading, print environment and writing.


Language and literacy practices in UK families
Language knowledge and use are key predictors of school readiness, literacy development and academic attainment (Duncan et al., 2007). One of the major contributors to early language development relates to the characteristics of the Home and Language Learning Environment (HLE), that is the kinds of interactions and activities that children engage in while at home with their families (Johnson et al.,2008). In the current study we will analyse the features of the home learning environment in two distinct cultural groups living in the Manchester area. By taking a holistic nested approach which incorporates factors pertaining to the child, the family, the home and the community, we aim to identify the protective features of the home learning environment in different cultural groups in order to further our understanding of the HLE and to contribute to well informed, authentic and effective language interventions.
Duration: 3 years, starting September 2021
Project Number: 2.4


First Year English Curriculum
FYE teaches academic argument over a year-long sequence that scaffolds the processes of college-level reading, writing, and researching. The assignments in ENL 101 and 102 mirror each other in places to build in deliberate practice of key skills, such as analysis, evaluation and synthesis.
In ENL 101 and 102, students practice skills in:
- Argument analysis and issue synthesis
- Discussion and research
- Revision and workshopping
Beginning with the UMassD Believes project, the FYE curriculum asks students to analyze what others say individually, synthesize diverse responses into shared perspectives, and respond to the conversation with their own grounded argument. Students also reflect on their own work and that of their peers. FYE courses approach writing as an iterative, collaborative activity.
ENL 101 courses are built around a literacy theme, in which students read selected texts that argue and question academic, professional and social literacy practices. In ENL 102, students select from a diverse array of themed courses designed by our instructors. Students build out from a focused set of class readings to develop research that allows them to frame an academic conversation and make an informed contribution.
After completing the FYE sequence, students are be able to:
- Produce college-level academic arguments
- Analyze and respond to arguments
- Incorporate and accurately document outside sources.
Argument-focused course that introduces students to scholarly reading and writing strategies. Students practice widely-applicable methods of reading, writing, and revising arguments. Students read college-level arguments from diverse popular, public, and academic genres in order to develop their academic skills of analyzing single arguments, synthesizing multiple perspectives, and composing informed responses to an ongoing conversation.
Synthesis-focused course that builds on ENL 101. Students sharpen analytical skills by reading complex texts across public and academic genres. Students also create individual research questions, build college-level research skills, compose sophisticated syntheses, and revise their own argumentative, academic contributions to a defined conversation. Students leave the course prepared for intermediate reading and writing tasks in a broad variety of disciplines, as well as with improved research skills and the reflective habits of successful, life-long learners.
Students who are part of the Honors Program may choose to complete Enl 101 and 102 at the honors level. Honors FYE courses take up all the University Studies outcomes for each course and provide further challenge and enrichment by meeting Honors Program outcomes. Honors sections are also smaller classes, providing more time for student participation and one-on-one interaction with the professor.
First-Year English collaborates with other University programs to support learning initiatives for our diverse student population. Some partner programs are congruent to the traditional FYE sequence while others offer students additional preparation to enter the ENL 101 classroom.
Every semester the FYE reserves some ENL 101 and ENL 102 sections for Connect cohorts. Only Connect students may enroll in these classes. They are typically smaller classes, providing more time for student participation and one-on-one interaction with the professor.
Students who enter the University through the College Now/START Program may take ENL 100 and/or BRF 107, depending on their placement exams results. These small courses are reserved for College Now students and help students develop foundational skills in college reading and writing. Following successful completion of ENL 100, students then enroll in their choice of Enl-101 sections. Students may take BRF 107 alongside either ENL 100 or ENL 101.
English 100 | Basic English Review
This course develops rhetorical awareness and effectiveness, as well as fluency in standard English, through focus on essential features common to any writing situation (purpose, audience needs, content, organization, style and correctness) at the level of the paragraph and basic essay. Requires one hour per week in the Writing/Reading center in addition to three class hours. Preparation for ENL 101.
BRF 107 | Introduction to Humanities and Social Sciences
BRF 107 prepares students for the college-level study of humanities and social sciences by improving studentsâ reading comprehension, vocabulary, critical thinking and particular reading skills necessary for understanding and interpreting college-level humanities and social science materials. The course introduces students to important questions raised by the study of the humanities and the social sciences and to ways of thinking about these questions.


The diversity of Finnish society requires a thorough analysis of music education in Finnish schools in terms of how democratic and equal the system manages to be when taking studentsâ diverse backgrounds and identities into account.
In her dissertation, teacher-researcher Minja Koskela observed her own teaching and reflected on how the democracy of music education could be increased and how Finnish society could be made more equal in the same process.
âFinnish music education and its strong focus on popular music has been generally valued because popular music has been considered especially democratic: playing it is possible without expensive instruments and students do not need to have gained instrumental skills outside of school or through private lessons. Popular music gives students the opportunity to do things together and have collective music experiencesâ, Koskela notes.
However, Koskela questions the claims that popular music is studentsâ âownâ music and, therefore, a particularly democratic medium through which to teach music.
âThe inequality of the surrounding society is not an isolated entity and something separate from the music classroom, which is why examining how music classes are organised can have an impact on the equality of society in general, as well.â
Teachers can promote democracy by examining their teaching practices critically
Koskela calls for recognising and acknowledging the diversity of studentsâ identities. Her research findings show that because popular music has become the hegemony in Finnish schools, it should be examined with a particularly critical eye so that democracy is not taken for granted. She points out that no music style in and of itself can increase the level of democracy in teaching, and instead, it depends on the teacherâs explicit ability to engage in reflexivity.
âWithout the teacherâs self-reflexivity, teaching practices may end up being based on the assumption that students are white and middle-class. This is the case especially when teachers themselves are white and middle-class," she concludes.
Method of Research
Subject of Research
Democracy through pop? : thinking with intersectionality in popular music education in Finnish schools
Article Publication Date


Music Therapy: A Powerful Tool for Enhancing Emotional, Physical and Cognitive Health
Music therapy is a type of therapy that involves the use of music to address emotional, physical, and cognitive needs of individuals. This form of therapy has been widely recognized for its numerous benefits, particularly for people with various mental health conditions, learning disabilities, and physical disabilities. This article will explore the benefits of music therapy and provide tips on how to incorporate it into the music classroom.
Benefits of Music Therapy
- Reduces Stress and Anxiety: Music is known to help individuals relieve stress and anxiety by providing a relaxed and calming environment. Listening to music can help activate the release of endorphins, which are natural pain-relievers and mood-enhancers.
- Improves Mood: Music has the ability to evoke strong emotions and has been shown to have a significant impact on mood regulation. Research has found that listening to music can increase feelings of happiness and reduce symptoms of depression.
- Enhances Cognitive Function: Music can also improve cognitive function, particularly in areas such as memory, attention, and language. This is because music engages multiple areas of the brain, providing a stimulating environment for neural development and strengthening of connections between brain regions.
- Promotes Physical Healing: Music has been shown to be effective in promoting physical healing, particularly for individuals with chronic pain, stroke, and traumatic brain injury. This is because music can help distract from pain, reduce muscle tension, and promote relaxation, leading to faster physical recovery.
Incorporating Music Therapy into the Music Classroom
- Create a Safe and Comfortable Environment: It is essential to create a safe and comfortable environment for students to participate in music therapy. This can include establishing clear boundaries, creating a non-judgmental atmosphere, and allowing for open communication between students and the teacher.
- Encourage Active Participation: Encourage students to actively participate in music therapy activities, such as singing, playing instruments, and composing. This will help them to engage more fully with the therapeutic process and reap the benefits.
- Integrate Different Forms of Music: Integrate different forms of music into the music therapy session, including classical, pop, and world music. This will provide a diverse range of musical experiences and help cater to the individual needs and preferences of each student.
- Use Music to Address Specific Goals: Use music to address specific therapeutic goals, such as reducing stress and anxiety, improving mood, or enhancing cognitive function. This will help students to see the connection between music therapy and their personal growth and development.
In conclusion, music therapy is a powerful tool for enhancing emotional, physical, and cognitive health. By incorporating music therapy into the music classroom, teachers can help students to develop a love for music and reap its numerous benefits. If you are interested in incorporating music therapy into your music class, remember to create a safe and comfortable environment, encourage active participation, integrate different forms of music, and use music to address specific therapeutic goals.
For more music education resources and training on how to achieve engaging and inspiring music lessons in your schools just click here for more information.


The Locally Developed/Essential pathway provides students who need additional support and flexibility to meet the requirements of the Ontario Secondary School Diploma (OSSD) or Ontario Secondary School Certificate (OSSC). Courses focus on cross-curricular, community-focused, experiential and project-based learning to meet the varied learning styles of students who:
- Are several grade levels behind in literacy and numeracy skills
- Benefit from structure and organization
- Complete tasks and homework with assistance and prompting
- Enjoy concrete, visual learning
- Benefit from authentic, hands-on learning experiences
Students in the Locally Developed/Essential pathway have the opportunity to:
- Work towards their Ontario Secondary School Diploma
- Develop literacy and numeracy skills through subject-based learning
- Focus on hands-on, authentic learning
- Engage in project-based learning
- Work on curriculum expectations that meet their educational needs
- Improve their confidence and engagement in school
- Achieve success and reach their full potential
Students will work toward locally developed credits in English, Math, Science, Geography, French and History in their grade 9 and 10 years in addition to open level compulsory and elective courses. Students will then transition to workplace level and other courses that fit their pathway plan in their grade 11 and 12 years.
The Locally Developed/Essential program is offered regionally at the following schools.
For more information, families are encouraged to contact their Elementary Student Success Teacher or the Special Education Resource Teacher (SERT) at the appropriate secondary school.
Students and families interested in exploring the locally developed pathway earlier than grade 9 may choose to apply to the LEAP program for their grade 8 year. More information about the HDSB LEAP program can be found
Locally Developed Parent Information Sheet (including LEAP)


Grade Two Literacy Instruction
Click here to be redirected to: Mass DESE Grade Two Literacy Standards
Link for more explanation
What It Looks Like In Our Classrooms
Tips & Resources for Families
Phonemic Awareness instruction occurs in small group lessons. Lessons include rhyming as well as isolating, segmenting, adding, deleting, substituting and blending sounds.
Phonics Instruction occurs in both whole group and small group lessons. Multisensory instruction incorporates letter tiles, cubes, decodable text, white boards, and visuals which help students construct and deconstruct text with increasing complexity.
Fluency instruction occurs in a variety of settings throughout the school day, including whole group and small group lessons. Instruction involves read alouds, music, poetry, decodable text, repeated readings, partner reading, and independent reading.
Vocabulary instruction is embedded throughout the school day, focusing on both oral and written language. Instruction involves the intentional use and teaching of increasingly complex language and content specific vocabulary.
Comprehension instruction occurs whenever students interact with text. Instruction involves repeated readings of high interest text grounded in a variety of genres, cultures and perspectives. In addition, instruction involves continuous teacher modeling, opportunities to partner read, participation in book clubs and independent reading. Teachers work with students to build background knowledge, predict, infer and begin to analyze literal and figurative language.
Writing instruction across all grade levels involves direct, systematic instruction in responding to text and writing across genres. In addition to continuously responding to text, second grade writers author a variety of products throughout the school year, including personal narratives, informational and persuasive pieces.


Deciding whether to hold your child back a grade can be a tough decision for any parent. We all want the best for our kids, and ensuring they have a successful academic journey is a top priority. But is holding them back the right choice? Here are some of the factors to consider before making a decision that can impact their educational path.
Each Child is Unique
Itâs important to remember that every child is unique, and their academic progress may vary. Holding a child back a grade is not a decision to be taken lightly. Itâs essential to assess their individual needs, strengths, and areas for improvement.
One aspect to consider is their social and emotional development. Will they benefit from another year in the same grade to build confidence, improve social skills, or overcome specific challenges? Sometimes, a little extra time can make a big difference in their overall growth.
Academic performance should also be taken into account. Is your child struggling to keep up with the curriculum? Are they consistently falling behind their peers? Holding them back may provide an opportunity to reinforce foundational skills and bridge any learning gaps, setting them up for future success.


I can describe the roles and needs of firefighters and police officers.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
During an emergency, itâs important for students to understand who helps to keep them safe! This lesson will teach students about the roles of both firefighters and police officers. They learn about the tools these emergency workers need to do their jobs and why they are important in the community.
Students will be able to explain the roles and importance of emergency workers like police officers and firefighters.
Students begin by reviewing emergencies and circling images that depict an emergency situation.
Students learn about police officers and their role in the community. They also learn about their uniforms and different items needed for the job. Next, students read a poem about police officers and learn about different jobs they have like solving crimes, directing traffic, and keeping everyone safe. After this, students learn about firefighters and their uniform/tools. They read another poem and rearrange a puzzle to create a fire truck.
Check student understanding with ten multiple-choice and true/false questions.
Students reflect on why police officers and firefighters are so important. As a final activity, they write a letter to a police officer or firefighter. They can ask them a question or use this as an opportunity to thank them!
Direct students to specific details in the images, like the ladder and sirens on the fire trucks, and explain the functions of these tools. Ask students to make their own observations. For example, they may notice that the truck is red and that firefighters wear boots and gloves.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


The inclusion of creative activities in general music education has become a common practice since the late 1960's in various developed countries such as the UK, USA and Australia. However, creative activities have not received a similar emphasis in Hong Kong, either with curriculum planners or with teachers in schools. In order to assess the current situation of applying creative music-making activities in Hong Kong secondary schools, a structured questionnaire was designed and distributed to all secondary schools. This paper discusses the results of this questionnaire plus some of the most important implications. Copyright Â© 1999 UNIPRINT.
|Title of host publication||Children and Music: Developmental Perspectives|
|Editors||Margaret S. BARRETT, Gary E. MCPHERSON, Rosalynd SMITH|
|Place of Publication||Launceston, Tasmania|
|Publication status||Published - 1999|


Hit Refresh with Activities & Games for National Coding Week!
Strengthen your childâsdigital literacy skills during National Coding Week, kicking off September 18th!
National Coding Week is a great opportunity for learners of all ages to explore coding and programming while developing theircomputational thinking skills â a problem solving process that uses math, patterns and logic to create solutions.
For young people growing up in a digital age, computer science is a big part of their lives, even if they donât become professional computer programmers or software engineers. It can help give them the fundamental skills to thrive on screen and off.Codingâthe process of using a programming language to give a computer instructions to perform specific tasksâteaches kids problem-solving, analytical thinking, and teamwork. It also provides valuable opportunities to explore theirimagination and flex their creativity.
Check out the byte-sized activities, games, and videos below to start incorporating coding, programming and computational thinking practices into your familyâs everyday life!
Learn About Computational Thinking & Coding
âBreak It Downâ and Other Ways Preschoolers Can Practice Computational Thinking
Grades PreK-K Computational thinking is a creative and organized way to solve problems using a toolbox of skills from computer science. Learn more about these foundational skills linked to success and kindergarten readiness using inspiration and examples from our favorite Work it Out Wombats! friends.
Grades K-8 Computational thinking practices set up learners for more than working on a computer. Building your childâs computational thinking skills will increase her confidence and better prepare her for the road ahead. Read about skills like decomposition, debugging, persistence, and pattern recognition, and scroll through a list of books for STEM-based learning.
Grades 3-12 Video games are fun to play, but have you ever wondered how to make one? Carmelo, a grad student in the MIT Media Lab, shows how anyone can start learning how to create video games by talking to machines through programming languages.
Grades 9-12 Programming plays a huge role in the world that surrounds us, and though its uses are often purely functional, there is a growing community of artists who use the language of code as their medium. Their work includes everything from computer generated art to elaborate interactive installations, all with the goal of expanding our sense of what is possible with digital tools. To simplify the coding process, several platforms and libraries have been assembled to allow coders to cut through the nitty-gritty of programming and focus on the creative aspects of the project.
Grades 9-12 Join host Carrie Anne Philbin for Crash Course Computer Science! In this series, trace the origins of our modern computers, take a closer look at the ideas that gave us our current hardware and software, discuss how and why our smart devices just keep getting smarter, and even look towards the future! Computers fill a crucial role in the function of our society. Over the course of this series, youâll gain a better understanding of how far computers have taken us and how far they may carry us into the future.
Grades K-2 With PBS KIDS ScratchJr, kids can create their own interactive stories and games featuring their favorite PBS KIDS characters. The storytelling possibilities are endless with this creative coding app for children ages 5-8. In this PBS LearningMedia collection, you can find resources and activities designed for educators to support the use of the app in both formal and informal learning settings. Download the app and get started coding today!
Grades 9-12 Explore how the details visible in an image are affected by how each pixel is defined. Students relate the quality of an image to the amount of information in the image and use mathematical representations to make predictions about photos.


Research into teachersâ conceptions of teaching can be justified as deep seated beliefs impact upon the way teachers teach and influence the learning of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two-level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories namely: moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub-categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting. Copyright Â© 2004 James Nicholas Publishers.
CitationLam, B.-H., & Kember, D. (2004).Conceptions of teaching art held by Hong Kong secondary school art teachers. Curriculum and Teaching, 19(2), 61-82. doi: 10.7459/ct/19.2.05
- Art education
- Secondary schools


Today we are taking a break from reading to talk about its equally important but often overlooked twin: writing. All kinds of energy and resources are focused on reading (much of it is misguided, but thatâs a topic for another post), while writing stands on the sidelines: itâs there and we know students arenât so great at it, but it doesnât often get our full attention. More places are becoming familiar with the 3rd Grade Reading Guarantee, but has anyone ever heard of a 3rd Grade Writing Guarantee?
Writing is a âNeed to Haveâ Skill
The writing skills of students with learning disabilities are especially neglected. Writing skills seem to fall into the category of ânice to haveâ, compared to âneed to haveâ skills like reading and math. However, writing skills are essential! Almost all jobs require writing of some sort, from writing cover letters and resumes, to writing maintenance requests and accident reports, to writing company policies and presentations. Not to mention personal tasks like writing emails and journal entries.
Writing is a âneed to haveâ skill. Teaching writing is challenging enough with on-level students. It was definitely the area I felt weakest in when teaching 1st grade. For those who arenât 100% confident teaching writing to begin with, teaching writing for students with LD can be intimidating.
I had the opportunity to attend an online symposium recently where there was a presentation specifically on writing and students with LD. One of the main points of his presentation was that students with LD often have a deficit in foundational writing skills we take for granted that students know.
Before I begin, Iâd like to thank Steve Graham for his eye-opening presentation. The information that follows is his.
Whatâs it like to write for students with LD?
Try out this quick simulation from the presentation to get the feel for yourself.
Keeping in mind these 4 rules, write for 2 minutes on a topic of your choice or answer the question, âShould teachersâ salaries be increased?â
- Put a period after the 5th
- Put quotes around each verb.
- Capitalize every 5 letter word.
- Spell every 4 letter word backwards.
WRITE WITH YOUR NON-DOMINANT HAND
Go ahead! Take a few minutes and try it. A few minutes is all it will take to get incredibly frustrated.
Share your experience in the comments below!
Now think about how students with LD may feel. They may have a lot to say. They may have a great point to make and know exactly what they want to sayâ¦but that may not be what comes across on paper.
Writing Skills that Need Explicit Teaching
Writing is a complicated task, but good writers make it seem innate and natural. We must remember that the skills and qualities we take for granted are not natural for all students; we must explicitly teach them! (Sounds a lot like teaching reading to me).
The presentation mentioned several aspects of writing that students with LD were found to be significantly deficient in compared to normal achieving peers. These are the foundational skills that can improve writing achievement if we take the time to focus on teaching them explicitly.
- Sentence Fluency (how to combine sentences into more complex structures)
- Knowledge of Genre and Common Genre Elements
In addition to these skills, we also need to help students with LD develop self-regulation, organizational skills and strategies for generating ideas.
Look for future posts on specific strategies for developing these skills.
Just like students must master basic phonics skills before they can attend to comprehension and become skilled readers, students also need to master these foundational skills before they can attend to the craft of putting ideas on paper and become skilled writers.
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|Artists/Bands||Catalogues||Department Links||General Music Info||Incursions|
|Lesson Plans||Music/Cds||Protocols||Resources in Class||Songs|
Indigenous Australian Music
Noongar Songbook by Gina Williams
Noongar songs written by Gina Williams arranged for voice, guitar and keyboard.
Noongar Childrenâs Songs by Dr Clint Bracknell
Mayakeniny means âsound dancingâ. This website showcases the Noongar music, song, dance, and language outputs, including teaching resources
Embedding Indigenous Cultures in Music Education
Jane regularly shares her ideas and lessons on her blog
Narragunnawali Reconciliation Resource Guide â Music
Create a login and then explore the curriculum resources
Teaching Indigenous Culture
Yes we can, Yes we should, Hereâs howâ¦â¦
Using Indigenous Australian music in our classrooms is something most Australian teachers want to do. However, it is not happening. What are the obstacles and how can we overcome them?
There is much fear about causing offence and about getting into trouble with misuse. These issues are preventing music educators from immersing and teaching our students about an important part of our society. We need to educate ourselves about how to move forward to make change. It is not hard but through respect and acknowledgement, we can do this.
This page was created with the intention of better resourcing WA music teachers to implement an Indigenous perspective in the classroom throughout all of their teaching, and not just a specific unit on Indigenous music. We have collated links to catalogues, suppliers/resources, musicians, general information, and incursion opportunities; as well as created some handy song lists and lessons plans to inspire and help us grow as professionals. Of course, making connections and creating a dialogue with the locals in your community should be your first point of call.
In most cases, we have tried to keep the music examples and artists Western Australian, but for some things such as choral repertoire, we have included any Indigenous song from Australia, as there are so few.
For more information on selecting appropriate resources to use, click here and scroll down to âTeaching with Aboriginal Resources.â
If you have anything to add or share please CONTACT US at firstname.lastname@example.org


This game, originating in 18th century Europe, is credited to Mozart. This musical game of 'chance' is played when dice are used to create music from pre-composed musical measures. You simply roll the dice and the musical measure with the coordinating number is used to compose a piece of music. This composition 'game' can be played individually or in teams of 2 or more.
Check out additional FREE info on this lesson by looking at my blog post!
Included in this NO-PREP, print and go, package is:
- 1 class hand out
- 2 dice templates (numbers 1-6 and 7-12)
- 2 unique student composition worksheets (that walks your students through the entire musical dice game and musical composition)
- 1 extra sheet of staff paper
This is an easy and really engaging lesson for upper elementary and beyond. Your options are limitless with this! Have students create their music using 1 or both dice, copy the compositions onto the staff paper, and bring it to an instrument to play. This could, potentially, be a multi-lesson project.
Find more quality music education products at: MUSIC WITH MRS HAGEMANN
1 Review Hide Reviews Show Reviews
Nicely laid out and easy to use. I had hoped that someone had had the idea to make a student-version of this item (WÃ¼rfelspiel by Mozart) and was happy to find it here!


Because parenting and teaching are two of the most important and most difficult jobs in the world, the library makes every effort to provide resources to support our parents and teachers. The Kids section at the Main Library includes a special Parent/Teacher collection with materials on a broad assortment of issues and interests. Topics include child development, activities to do with children, early literacy development ideas for parents and teachers, curriculum tie-ins, lesson plans by subject or theme, STEM activities, unit guides, parenting special needs children, behavior management for home and school, and games to play with children.
Interfiled with our Parent/Teacher titles are picture books covering similar topics such as emotions, starting school, new siblings, bullying, death, potty training, manners, and more. Titles for children have a light blue sticker over the spine label on the book.
For more information about the Parent/Teacher collection, visit the Main Library or call our Youth Services Department at 317.844.3363.


Academic Vocabulary â Vocabulary instruction is one of the essential elements of literacy development for all students. Abilene ISD has adopted a systematic approach to vocabulary instruction including the direct instruction of Academic Vocabulary kindergarten through grade 12.
In order to guarantee that all students are instructed on the terms that are critical to the understanding of academic content, a list of academic terms has been constructed for each grade level in English Language Arts, Math, Science, and Social Studies. These terms have been identified using the Texas Essential Knowledge and Skills (TEKS) and the district curriculum.
To further prepare students for academic success, AISD teachers receive training on Robert Marzanoâs Six Step Process for Teaching Academic Vocabulary.


The Government of Newfoundland and Labrador offers a wide range of services for the residents of the province. The government body provides extensive information and services ranging from health and wellness to justice and law.
For the health and wellness department, government resources cater to medical care programs, health care services and facilities, disease control, addictions, and Aboriginal health. The government ensures the well-being of its citizens with these comprehensive health services.
In the realm of education, training, and skills development, there are resources that span from early childhood learning to high school and post-secondary training. The government helps in providing student aid, managing trades, and issuing high school transcripts. It clearly aims to foster a learning environment for all ages and supports individuals in their educational journeys.
The Business and Economic Development segment is designed for individuals starting or operating a business. It includes services like BizPaL, registries, tax information, incentives, tender opportunities, and licensing and permits. It serves as a tool for entrepreneurs, guiding them through the process of starting or running a business.
Moreover, there's assistance for jobs, employment services, labour market standards, career planning, and public holidays in the Employment and Labour division. The government is evidently dedicated to maintaining labour standards and initiating career growth for the residents.
Grade assistance related to income support, seniors, persons with disabilities, youth, landlords/tenants, and housing are available under the category of Family Life, Community, and Social Supports. These are important aids to ensure a cohesive social environment.
For the transportation sector, the Government of Newfoundland and Labrador covers resources that include motor registration, driver's license acquisition, road conditions, highway cameras, accessible parking permits, ferry routes, and schedules. This comprehensive provision symbolizes a commitment to safe and efficient transport management for its citizens.
In the justice and law section, various judicial and legal amenities are made available. These include courts, legal aid, and human rights resources, fortifying the judicial system's robustness within the province.
One may conclude that the Government of Newfoundland and Labrador demonstrates a keen focus on providing diverse services involving health, education, business, employment, social support, transportation, and justice. It seems like a comprehensive resource for residents to navigate different aspects of their lives within the province.


Literacy encompasses the valuable skills of reading and writing, enabling children to engage meaningfully with the world around them.
Reading opens doors to a vast realm of knowledge and information, fostering discovery and continuous learning. It nurtures imagination and stimulates mental development. Writing, on the other hand, empowers children to express their thoughts, emotions, and knowledge, enabling effective communication and sharing of ideas. By nurturing literacy skills, we empower children to unlock their full potential and actively participate in the world.
Receptive language is the âinputâ of language, the ability to understand and comprehend spoken language that you listen to or read. If your child struggles with receptive language skills, they will struggle with reading comprehension, following directions, taking notes in class, etc.
Expressive language, in contrast, is the âoutputâ of language, the ability to express your wants and needs through speaking or writing. If your child struggles with expressive language skills, he/she will struggle with sharing his/her thoughts, ideas and feelings.
Language, encompassing both receptive and expressive abilities, lays the foundation for literacy development.
The Seeing StarsÂ® program focuses on building the component parts of a functional and fluent reader, including phonemic awareness, word attack skills, and symbol imagery which enhances word recognition and reading fluency. Instruction begins by building the processing skills needed to learn naturally and progresses applying these skills to the reading process. (Source: www.lindamoodbell.com)
Master the Code Â® is a reading and spelling program that develops phonemic awareness, visual awareness of words, and an understanding of the phonetic code of the language. MTC starts with blending, segmenting, and sound analysis. Practice is provided in segmenting words into isolated phonemes and also blending isolated sounds into words. Encoding (spelling), decoding (reading), and writing exercises are used so that the reversibility of the code is made clear. (Source: www.masterthecode.com)
Learning Ears Â® is a program that uses an Auditory-Language stimulation method with specific ear-voice training to develop listening, language, communication, memory and basic literacy and learning skills. It is a tool used to improve a personâs ability to receive, understand, and retain incoming information. (Source: www.learningears.com)
The TalkiesÂ® programâthe primer to the Visualizing and VerbalizingÂ® (V/VÂ®) programâis designed for students who need simpler, smaller instruction steps to establish the imagery-language connection. Talkies aims to develop the dual coding of imagery and language as a base for language comprehension and expression. Talkies is especially helpful for students with a limited oral vocabulary and/or limited ability to verbalize. (Source: www.lindamoodbell.com)
The Visualizing and VerbalizingÂ® (V/VÂ®) program develops concept imagery â the ability to create an imagined gestalt from language â as a basis for comprehension and higher-order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing. (Source: www.lindamoodbell.com)
Language plays a crucial role in childrenâs cognitive and educational development. In our Literacy program, we aim to equip children with the necessary language skills to effectively communicate with others and express themselves in various everyday situations. Moreover, we focus on developing their ability to comprehend and convey meaning through print, fostering their literacy skills. By achieving these learning goals, children gain the tools to engage in meaningful interactions, understand written information, and effectively express their thoughts and ideas.
We create environments that foster active participation and verbal interaction, ultimately nurturing your childâs interest in learning. Through a variety of activities such as storytelling cards, charades, language development games, picture sequencing, and Kahoot quizzes, we make literacy a fun and interactive experience. These activities not only enhance language skills but also promote creativity and critical thinking.
Our evidence-based programs are rooted in the cognitive science of learning, addressing the core issue that struggling readers often face â a lack of effortless sensory connection to reading and comprehension. Our approach begins by providing educators with a deep understanding of why their students struggle. Through comprehensive training, they learn to identify and address the underlying causes of reading difficulties.
Our instructional approach focuses on harnessing your childâs personal interests to facilitate the acquisition of knowledge and skills. By allowing them to explore subjects they are passionate about, we create a motivating learning environment that leads to deeper and more meaningful educational experiences. This approach not only promotes active engagement but also nurtures essential skills such as critical thinking and creativity.
Our comprehensive literacy program goes beyond traditional teaching methods by incorporating our expertise in cognitive development and training. We recognise that weak underlying cognitive abilities can contribute to language and literacy difficulties. Therefore, our program focuses on enhancing critical skills such as auditory and visual processing, as well as improving focus and attention abilities.


John Kratusâ 2019 Music Educators Journal article "A Return to Amateurism in Music Education" contained what many may interpret as radical ideas to focus music education curriculum and instruction on amateurism. But upon further research, leaders within the profession have consistently affirmed the goals of amateurism. The purpose of this study was to analyze and compare themes of Kratusâ concept of amateurism with declarative statements of the two most recent National Association for Music Education leadership summits, which charted the profession's future. Directed content analysis method and deductive content analysis of Kratusâ "Amateurism" article, compared to declarative reports of the 1999 Housewright Symposium and the 1967 Tanglewood Symposium, revealed the following themes of amateurism in common between the documents: 1) Lifelong music learning for all people of all ages should be a primary goal; 2) The curriculum should include all styles of music including popular music; 3) Teachers should utilize new technologies in the music classroom; 4) There is a need for more diversity in music teacher training. Kratusâ proposed way forward, a strong emphasis on amateurism, coalesces the common themes of Tanglewood, Housewright, and many NAfME publications into curricular focus, giving action items grounded in sound pragmatic philosophy.
"Amateurism in Music Education (1967-2019): Three Calls to Action,"
Visions of Research in Music Education: Vol. 38, Article 5.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol38/iss1/5


J.S. Bach, BWV 1001, Sonata 1 in G Minor, II - Fuga, Tutorial (Part 1)
Bachâs theoretical training differed from ours. Rather than identifying chords in terms of functional harmony (for example, I-IV-V), music education in Bachâs time focused on intervals above a bass line.
This particular method teaches students the skills to improvise and to compose with greater facility than does the training of later composers.
A very simple summary of this approach is encapsulated in the âRule of the Octave.â Basically, the premise of the Rule of the Octave is that there are chords in motion and chords at rest. Certain bass notes ask for motion, and other bass notes ask for repose.
This video will explain the concept, hands-on, using the best-known and much-loved Fuga from the Sonata, BWV 1001.


Enhance learning with interactive notebooks
Nov. 4, 2022
Educators: have you tried interactive notebooks to enhance learning in your classroom?
Interactive notebooks are a fun way for students to learn the art of note-taking. This innovative way of taking notes helps students organize information in a way that makes sense to them. It goes above just writing information from the board. The best part â they can go back to their notes whenever they are stuck on a class assignment.
How to begin?
- Have students find a notebook (or even folder with prongs) that can be used for their notes. You can use one notebook per subject to keep it more organized, or add tabs to one single notebook.
- Label your notebooks or subject tabs. You may even add covers to each subject. You can find these online or even create them yourself!
- Set expectations. When it is time to take interactive notes, will you have 1 person from each table get supplies? Will they all just use their pencil boxes? Interactive notes typically require: pencil, highlighters, scissors, glue, and sometimes crayons.
- Find or create the notes you need! There are many websites out there with interactive notes already created for you â you just need to print them out. If you want to get creative or canât find what you need, you can always create them yourself. I like to use Google Slides to create mine. Here are a few examples.
- Model, model, model! I have been doing interactive notes for a while, and I still have to model it each time, and be VERY descriptive verbally on how to cut out notes or fold them. I typically demonstrate each step under a document camera. Therefore, I have my own set of interactive notebooks that I complete with my class.
Any time my students see me pull out my interactive notebook, they get very excited! I also see them reference their notes all of the time. The best part is these notes can be altered to any age group!
About the author
Marissa Will is the mother of two, Olivia (5) and Logan (3). Writing was her first passion: sheâs a freelance writer and a Walter Cronkite School of Journalism and Mass Communication alumna. Will is currently educating the future leaders of tomorrow: She has spent the past eight years teaching third grade with a masterâs degree in elementary education from Northern Arizona University-Yuma.


Growth Trends for Related Jobs
Nursing Roles for a Colonoscopy
According to the Mayo Clinic, a colonoscopy is a medical procedure used to detect abnormalities in the large intestine, or colon, and rectum. A physician inserts a colonoscope with a small camera attached into the rectum in order to view the inside of the colon. Colonoscopies are performed to screen individuals for colon cancer or to determine the possible causes of gastrointestinal problems. These procedures are assisted by registered nurses known as endoscopy nurses, who perform several duties during the procedure.
Nurses assisting with colonscopies are often responsible for reprocessing the colonoscope used during the procedure. Reprocessing is an involved process. Great care must be taken to avoid spreading infection or disease from patient to patient. Proper reprocessing involves wiping the scope, placing it in detergent and suctioning liquid through it in the examination room before taking it to a sterile reprocessing room for thorough cleaning, leak testing and sterilizing.
Before a colonoscopy begins, a nurse performs an assessment of the patient. The nurse takes vital signs and records important information including the patient's current medications, prior procedures, allergies, medical history and drug history. Additionally, the nurse documents the patient's skin color, pain tolerance levels, airway assessment, concerns, admitting time and identification information.
Monitor and Document
According to the Society of Gastroenterology Nurses and Associates, every patient undergoing a diagnostic, therapeutic or invasive procedure requires a professional to monitor, assist with and document the procedure. During a colonoscopy, a nurse is expected to record a patient's vital signs, record analgesia information, monitor the patient's level of consciousness, record the patient's skin color, document fluids administered and procedures performed and record equipment used. Registered nurses may also assist physicians in the procedures, providing them with necessary equipment and supplies.
Once a colonoscopy is performed, the endoscopy nurse performs an after care routine. At this time, the nurse will assess and record a patient's vital signs, perform a pain assessment, record unusual events or outcomes, record the patient's disposition and explain discharge instructions to the patient or designated caregiver,
Kendall Olsen has been writing for more than 20 years She is a University of Missouri-St. Louis Gateway Writing Project Fellow and has published instructional materials with the McDonald Publishing Company. Olsen holds an Ed.S. in educational technology, an M.Ed. in secondary English curriculum and instruction, a B.S. in elementary education and a B.A. in art history.


Reading Environment and Brain Activation in Preschool Children Listening to Stories
Hutton, J.S., Horowitz-Kraus, T., Mendelsohn, A.L., DeWitt, T., Holland, S.K., C-MIND Authorship Consortium. (2015) Home Reading Environment and Brain Activation in Preschool Children Listening to Stories. Pediatrics, 136(3), 466-478.,
Access: FREE/Open Access
Exposures, Outcomes, Other
Brain/Neurocognitive , Child Development (general) , Home Language/Literacy/Learning Environment , Language and Literacy Development
Our study used blood oxygen levelâdependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning).
Home reading environment.
Brain activity during reading.
All participants in this analysis were enrolled in a longitudinal study of normal brain development at our institution (Cincinnati MR Imaging of Neurodevelopment; C-MIND)
Nineteen 3- to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen levelâdependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation.
Measure of Cognitive Stimulation: preschool version of the StimQ (StimQ-P), administered to a custodial parent via telephone, including three subscales:
- Reading: access to books, frequency of shared reading, and variety of books read.
- Parental Involvement in Developmental Advance (PIDA): the teaching of specific concepts such as letters.
- Parental Verbal Responsivity (PVR): verbal interaction.
Measure of Brain Activity: blood oxygen level dependent fMRI.
Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P < .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a âhubâ region supporting semantic language processing, controlling for household income.
In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy.
Although it used existing imaging and behavioral data, the StimQ-P was retrospectively administered, with a variable time from fMRI acquisition. Thus, recall and social desirability bias are possible, with parents overreporting reading practices. That said, household reading behaviors have been shown to be stable during the preschool period, tempering such recall effects.78 Families agreeing to participate in our study may be more likely to constructively engage in their childâs development (participation bias); although C-MIND is not advertised in the context of reading, its demographic mix is diverse by design, and all subjects who were able to be contacted agreed to participate, minimizing the prospect of self-selection. The exclusion of four low-SES families was a consequence of unreliable contact information (ie, phone out of service), shifting our demographic profile toward higher SES, although 37% of our sample was low-income. Our high reported StimQ-P subscale scores suggest potential ceiling effects, although the Reading subscale provided sensitivity ideal for our task. Finally, whereas our results show robust association between home reading environment and neural activation, our cross-sectional design cannot establish causation. Longitudinal studies are needed to discern the influence of shared reading on emergent literacy skills beginning in infancy, especially in low-SES populations. Such studies may help us better understand how the developing brain responds to various platforms, styles (notably dialogic reading), and interventions at different developmental stages, as well as identify children at-risk as early as possible to ensure the best possible outcome for all.