Special education lesson plans for first grade free
Jan 13, 2018 Lesson Plans Reading& Writing Social Skills Inclusion Strategies Mathematics for Special Education Skills for Primary Grades Foundational Skills of Mathematics. Share Flipboard Email Print Mathematics for special education needs to focus on the foundational skills necessary first for functioning in the community, and secondly, to
From resources for the special education classroom to accommodations for mainstreamed students with special needs, explore Lesson Planets reviewed and rated teaching strategies, assessment tools, apps, lesson plans, videos, resource collections, and activities designed to make learning come alive across disciplines! . Whether new to special education or an experienced veteran, starting out
Teachers. Net features free Special Education lesson plans. Special Education printables, Special Education worksheets, and more. Free teaching materials and educational resources for Special Education teachers.
A good first step in writing lesson plans in a selfcontained classroom is to create a bank of standards from your state's or the Common Core educational standards that align with your students IEP goals. As of April 2018, 42 states have adopted the Common Core curriculum for all students attending public schools, which involves teaching standards for each grade level in English, mathematics
Find quality Lessons, lessonplans, and other resources for First Grade Special Education and much more
1st Grade Lesson Plans. First grade is an exciting time for children as they move past the basics and begin to be introduced to reading& writing, science, and social stimulating first grade lesson plans outline instructions and provide teachers a wide assortment of materials that can be used to tackle every subject to trigger students' learning.
Special Education Lesson Plans From Other Web Sites. American Revolution The objective for this lesson is to engage the students in a roleplaying experience in which they will be debating various points of views from the people of the American Revolution. Hole Punch Names Each student will be able to recognize their own name.
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What is the philosophy behind Blitz!
In any KS1 class there will always be some children who are finding literacy difficult. The government has successfully introduced their Early Literacy Strategy to identify and help such children. However there may still be children who despite this, are still experiencing severe difficulties. They will need further support, or 'Wave Three' support of the Early Literacy Strategy.
Blitz! has proven to be a suscessful input for those children, either within a small group or working one-to-one. It is structured around the regular reading of books so the children begin to see how reading 'works' and how the pieces 'fit together'. It makes crystal clear, and explicit, what strategies they can use for both reading and writing.
The books used are chosen from successful reading schemes and are sequenced to ensure that new vocabulary is very gradually introduced, whilst constantly revisiting those words already taught. They are also chosen for their appeal to children as well as their suitability for repeated re-readings, so vital for children at this early stage of literacy development.
The content of the lessons offer the children much reinforcement and 'overlearning' of what they have already been introduced to. This gives them the confidence, and the security, to move forward in their learning.
Blitz! fully takes on board all that is known as 'good practice' in the teaching of literacy, so that at its core is always the book and the pleasure contained within it. From such texts reading strategies are made explicit.


“Achieving Breakthroughs in Education for Children
A good quality education helps children reach their full potential; however, for millions of children and youth in low-income countries, it is beyond reach. Although more children around the world are going to school than ever before, many are not learning basic skills like reading once they get there.
The Global Education team works in five major areas, though the cross-cutting nature of the problems we solve also means that our teams often collaborate to find the best solutions for children in need. Our teams are:
- Early Child Care and Development: These programs are focused on the first three years of life, a period of tremendous growth in all areas of a child’s development. Our ECCD interventions with children ranging from infants to six year olds, enable parents or caregivers to promote brain development, health and well-being to help children prepare for school.
- Basic Education: Our Basic Education programs help school age children develop literacy and numeracy skills to help them succeed in the classroom and in their lives outside of school. Increased achievement in literacy and numeracy, using our proven approaches of Literacy Boost and Numeracy Boost, helps children engage more effectively throughout their school careers and in adulthood.
- School Health and Nutrition: The School Health and Nutrition team has a wide range of projects that help children and their families overcome the effects of chronic illnesses, including malaria, waterborne diseases that cause diarrhea and lead to malnutrition and anemia as well as improving oral and vision health, road safety and helping teach kids about nutrition.
- Education Research: Save the Children’s dedicated researchers, build the capacity of the organization and its members better understand what works for supporting all children’s learning and development.
- Learning and Wellbeing in Emergencies: As part of our work to reach school-age children not currently enrolled in educational programs, we have crafted our Learning and Wellbeing in Emergencies approach to work with children living in conflict-affected states, who are half of all out-of-school children in the world. This approach adapts our successful Literacy Boost interventions and adds specialized socio-emotional learning techniques to help children suffering from the stress of displacement and violence reengage in education and start to recover and resume some normalcy in their lives.”


MAP ® Reading Fluency TM is an online, adaptive benchmark and progress monitoring assessment that efficiently measures oral reading fluency, literal comprehension, and foundational skills—for both English and Spanish speakers. It uses advanced technology to enable group testing, automatically record and score each student, and deliver ... Questions about this website? Contact the Center on Teaching and Learning at [email protected] ... To track student progress in the manner depicted in Figure 1, all assessments must address the same learning goal. For example, assume that a teacher has two learning goals that relate to the topic of habitats. One learning goal might be, "The student will understand that habitats provide plants and animals with the things they need to survive."


Dr. Tina Holmes-Davis
The purpose of this paper is to provide some ideas, resources, and support for accommodating students with disabilities in music classes, including performing ensembles. First, we provide an overview of special education in America with a particular emphasis on music education. Next, we describe current inclusion practices that are used within the music classroom. Finally, we provide information for three groups of people involved in the music education of learners with special needs: learners, parents, and music teachers. It is hoped that this resource will be useful in making it possible to include students of all types in American music education programs.
Music teachers may struggle to accommodate learners who have poor motor skill control or underdeveloped social skills. In a music classroom, teachers can select appropriate music, modify student parts, or alter performance tasks so that all students are successful at some level. In such cases, audiences are unable to tell whether a student is performing an altered part so each student can contribute at their own level. Inclusive classrooms also allow for social development for students with disabilities, because they are surrounded by a diversity of students and have more opportunities to make friends. Unlike in core subjects or other disciplines where students work alone, the music classroom is a place for collaboration, which means that students have to work together and accept each other. This can help students with social disabilities expand and improve their social skills. The core ideas of this resource coincide with the need to accommodate all students in the classroom and to advocate for the inclusion of students with disabilities.
Merck, Kaitlin A. and Johnson, Ryan M.
"Music Education for Students with Disabilities: A Guide for Teachers, Parents, and Students,"
The Corinthian: Vol. 18
, Article 6.
Available at: https://kb.gcsu.edu/thecorinthian/vol18/iss1/6
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Gifted Education Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons


A PreK-4 student uses tweezers to sort beads into piles. Down the hall, a Kindergarten student writes a string of letters to represent a picture. In 3rd Grade, a student is working on the final draft of her narrative. Which of these children is writing? All three!
Learning to write is a developmental process. The building blocks of writing start at infancy. Babies as young as 18 months begin to model writing through lines and squiggles. As fine motor muscles strengthen, young children form recognizable letters. As they develop phonemic awareness, older learners are able to associate letter sounds with written symbols. Once these milestones are met, children are ready to learn the formal rules of writing.
In their Early Childhood years at Episcopal, students focus on developmentally-appropriate skills that lay the foundation for their future writing. With a focus on strengthening fine motor muscles, they complete tasks such as lacing cards, grasping objects with tweezers or rolling play-dough to form letters. Teachers model writing through the Morning Message, helping the learners associate spoken words with written text. Students practice the structure of writing by dictating their stories, which are published by the teacher.
The learning environment itself is purposefully designed in a way that provides endless opportunities for children to explore writing materials. Students in the dramatic play center scribble on a notepad to take “orders” at a restaurant. In the science center, a group of children label pictures of a butterfly's life cycle.
These pre-writing skills are critical as students enter Kindergarten and begin daily journaling. As the year passes, students move from drawing and labeling pictures to writing short descriptions of their pictures with complete sentences and punctuation. Students’ learning is supported by their teachers. Their work becomes more independent as the year progresses.
Once students enter first grade at Episcopal, they are introduced to Writing Workshop. This is a dedicated time each day where students work on “growing their writing” through a series of mini lessons, learning to write for a variety of audiences and purposes. The teacher acts as a mentor author, modeling the writing process and helping young writers as they navigate their way through drafts, revisions and publishing their work. Students’ work is self-selected and they take full ownership of the writing process, using a checklist to revise and edit their own work. The Writing Workshop model continues through 5th Grade.
Take a peek into a Lower School classroom at Episcopal and you will see students fully immersed in their writing. During the first quarter, 1st Grade students have been working on a narrative piece, focusing on telling the beginning, middle and end of the story. In front of each child sits a folder, bursting with drafts of stories covered in marked-up revisions and glued-on additions. Students are beaming with pride as they work on their final published work. This ownership over their writing gives students a voice to tell their stories.
Writing is a critical part of telling our stories. The building blocks are laid as students progress through their years in Lower School. They will take these skills with them as they move forward to Middle and Upper School. The strong writing foundation that they have built during their years at Episcopal gives them the means to share their thoughts with others as they prepare to go out into the world. As the saying goes, “No one can tell your story, so tell it yourself. No one can write your story, so write it yourself.”
A 2001 graduate of Episcopal High School, Julie returned to her alma mater in 2012. She received both her undergraduate degree and MEd in Elementary Education at Texas Christian University in Fort Worth, TX. After teaching 2nd grade in a Dual Language program in Texas public schools for three years, Julie moved abroad to teach 1st grade at a bilingual school in Gracias, Lempira Honduras. After her adventure was over, Julie accepted a position to teach Pre-K4 at Episcopal School of Baton Rouge, teaching alongside some of her former teachers. She has enjoyed seeing what life is like on the other side of the desk.


WBS recognises that reading, writing, listening, speaking and understanding mathematical concepts and processes are integral skills required for work and are therefore an important component of training. As all participants are individuals with different life experiences, literacy and numeracy skills vary.
As part of the enrolment process, the participant will need to complete a language, literacy and numeracy (LLN) exercise which will be used to assess the LLN ability of the participant. Some participants may be referred on for special help as required.
We encourage participants with Language Literacy or Numeracy concerns to undertake training. A range of support services can be provided which will contribute to successful outcomes.
If you have a Language Literacy or Numeracy concern that is affecting your training program, we encourage you to raise the matter directly with your Assessor.


ENSC1002 Material Behaviour from Atoms to Bridges
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- The area of knowledge for this unit is Mathematical and Physical Sciences
- Category B broadening unit for students
- Level 1 elective
- This unit covers the fundamentals of material behaviour and engineering statics. The use of appropriate materials is critical to all engineering applications. The properties of a material are ultimately dependent on its microstructure and the behaviour of a material is dependent on how it reacts to, or interacts with, forcing conditions. External forces and moments applied to a structure must be safely accommodated through internal distribution of stress within elements of the structure. Material characteristics dictate how this distribution occurs. Fundamental equations of static equilibrium are used to calculate a structure's internal stress distribution, overall stability, and conditions under which failure will occur. This unit highlights the relationship between material behaviour and structural design, and the appropriate use of different materials for different engineering applications.
- Students are able to (1) explain how interatomic bonding, geometrical atomic arrangements and atomic defects dictate important properties of solid materials. ; (2) describe common classes of engineering materials and their general chemical, physical and mechanical properties. ; (3) describe various mechanical properties, their effect on materials performance, and how they are measured.; (4) describe common forms of corrosion and their common mitigation strategies.; (5) draw free body diagrams of simple structures under different loading and support conditions; (6) apply Newton's first and third laws to analyse static equilibrium of simple systems; (7) calculate axial, shear and bending stress in simple structures and apply this information to assess strength of beams and bars; (8) analyse 2D truss structures using the method of sections and the method of joints.; (9) articulate technical concepts clearly and concisely in oral, written and visual forms.; and (10) work effectively in a team and take responsibility for team outcomes..
- Indicative assessments in this unit are as follows: (1) quizzes; (2) projects (including peer assessment); and (3) mid-semester test and final examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor James Doherty (Semester 1) and Dr Yimiao Huang (Semester 2)
- Unit rules
- (Mathematics Specialist ATAR
WACE Mathematics: Specialist 3C/3D
MATH1722 Mathematics Foundations: Specialist)
WACE Chemistry 3A/3B
CHEM1003 Introductory Chemistry)
WACE Physics 3A/3B
PHYS1030 Bridging Physics)
- Contact hours
- lectures: 2 hours per week; information sessions: 2 hours per week; workshops: 2 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


The Heggerty Phonemic Awareness program is brilliant. It requires very little preparation and the lessons are engaging, quick, fun, and effective. The results speak for themselves, with a majority of students showing improved outcomes in both reading and writing.
Anna Burgess, Wendell H State School, Queensland, Australia
Do all students need instruction in Phonemic Awareness?
Phonemic awareness is a skill that is essential to teaching students to be automatic decoders of print. The Heggerty Phonemic Awareness curriculum provides students with consistent and repeated instruction, and this transfers to developing a student’s decoding and encoding skills.
All students participate in the lessons as part of the Tier 1 curriculum in Preschool, Kindergarten, 1st grade, and some 2nd grade classrooms. Students in 2nd grade and above may still be developing phonemic awareness skills and may benefit from instruction in the areas of blending segmenting, substituting, and deleting phonemes.
The National Reading Panel found more than 50 studies verifying that explicitly teaching phonemes was one critical component of effective reading and spelling instruction. (Moats, 2012)
What separates Heggerty Phonemic Awareness from other literacy curricula?
Our lessons are designed to provide daily instruction in 8 phonological and phonemic awareness skills. We have created an explicit and systematic approach in which students are practicing blending, segmenting, isolating and manipulating words, syllables, onset-rime and/or phonemes each day. Most literacy curriculum currently available places minimal focus on phonemic awareness, only practicing 1-2 skills each day.
The two best predictors of early reading success are alphabet recognition and phonemic awareness. (Adams, 1990) With our curriculum, students receive daily practice in both alphabet recognition and 8 phonological awareness skills. This explicit instruction scaffolds support for students to work with early, basic and advanced phonemic awareness skills. phonemic awareness instruction, along with phonics, provides students with the foundational skills they need to become automatic decoders of print.
How can the lessons be differentiated to meet the needs of all learners?
The instruction provided throughout the daily lessons can be scaffolded to meet the unique needs of all learners. Teachers can provide support for students through teacher modeling of the skills and using kinesthetic hand motions from some skills.
As teachers work with students with special needs, the lessons and skills can be taught with scaffolded support and used to provide targeted instruction. Teachers may select specific components to provide explicit instruction to meet the needs of a student.
Students who excel can be challenged with activities focusing on advanced phonemic awareness skills of deleting and substituting phonemes, which will help them add new multi‐syllabic words to their sight vocabulary.
Can the curriculum be used with English Language Learners?
Yes. Students who have limited proficiency with the English language may benefit from receiving phonemic awareness instruction in their native language. We offer three levels of the curriculum in Spanish as well as in English. For a child who is bilingual, it can be helpful for them to receive instruction in sounds in both English and Spanish. An understanding of sounds in their native language transfers to English as students develop an understanding of their second language. The focus of the lessons is on isolating sounds, blending sounds into words, and manipulating sounds, rather than on vocabulary development.
Can phonemic awareness be used as an intervention?
Yes. Students can also receive explicit instruction in sounds when working with an interventionist for additional support. This may be in addition to the instruction that is provided within the classroom. The interventionist can provide targeted instruction for specific skills and an intervention lesson may last around 5-7 minutes.
All versions of the Heggerty Phonemic Awareness curricula are based on the curriculum that Dr. Heggerty originally developed for his own classroom. The daily lessons in the three English versions contain the same eight phonemic awareness skills: Rhyming, Onset Fluency, Blending, Identifying Final or Medial Sounds, Segmenting, Adding Phonemes, Deleting Phonemes, and Substituting Phonemes. Daily opportunities for working with letter names and sounds are included within a Letter Naming activity, and students work with repeating sentences and nursery rhymes during Language Awareness activities.


REVEALED: The Mystery of Gifted Education
by Carole Richards
In the 1950’s through the 1970’s, the Cleveland Metropolitan Schools had a nationally respected Major Work gifted program. I had the opportunity to teach in the program.
Students were selected based on an IQ of 125+. They were placed in grade-level classrooms at satellite schools. Students were given math and spelling one grade level higher. Everyone took conversational French. Each child was required to prepare and present a topic once a semester to his or her class. Students read chapter books and answered questions for the assigned weekly chapters. Weekly, a student led a book discussion of their book.
Major Work students were engaged and interested in what was happening in their classrooms. They learned to speak in front of a group, became leaders and were challenged. The Ohio Department of Education (ODE) is currently reviewing their rules for teaching these gifted students. They want to make gifted education better.
One of ODE’s big issues is the amount of time during which students receive gifted instruction, which adds to the cost of a gifted program. With the Cleveland Major Work model, the cost for a class was the same whether students were in the gifted program or not. The one cost exception, several periods a week for French conversation.
The second rule being considered is teacher licensure. I had an elementary education license but I wasn’t afraid of their intelligence. When I left a regular education classroom to move to a gifted classroom, one of the teachers said to me, “Aren’t you afraid you won’t know something they ask?” My answer, “Well I guess we will learn it together.” A license doesn’t ensure the teacher’s confidence and respect for the intelligence of these bright minds.
While high school gifted students need talented teachers knowledgeable in higher level science, math and the humanities, an elementary gifted teacher needs to make the joy of learning new things their focus. I call it horizontal expansion of their learning. It doesn’t necessarily mean the subject matter needs to be more difficult, it means the children need to be encouraged to explore beyond the standard curriculum. And teacher personality is a critical component of successful gifted education.
My daughter chose to not participate in the gifted pull-out program in our suburban district. She said, “It just means more work.” As an adult, she says she was with the gifted kids in her mainstream classes anyway.
Gifted kids are such an exciting group of learners. They often have a vast number of interests beyond the classroom. They can be bogged down in mainstream classrooms with lots of minutiae. One of our students once told me, “It’s not that I hate homework, it’s that I get tired of showing the teachers over and over that I know the information.” That quote really sticks with me. It says so much about our gifted children. If they know something, why make them do it the same number of times as their average peers? Richard LaVoie says, “Fair is not equal. Fair is giving everyone what they need.”
Let’s celebrate our gifted children for their abilities. Encourage them to follow their interests and make sure they have solid basic skills. Lots of rules from ODE won’t make gifted education better. It’s all about whom and how we teach these children.
Carole Richards is president of North Coast Tutoring Services, president/director of the Academic Fun & Fitness Camp at Lakeland Community College, author of Richards Learning Systems®. She is a frequent guest on radio and TV. She can be reached at email@example.com.


Hands-On Math (HOM) for Early Numeracy Skills is primarily for preschool students with an intellectual disability or autism. It is based on two premises: (a) students with a disability learn well when their hands are purposefully engaged, and (b) math manipulatives help students understand abstract concepts. The HOM for Early Numeracy Skills Curriculum is an introduction to concepts included within school math standards. It is a skills-based program focused on early numeracy concepts. The Teacher’s Guide provides direction for teaching concepts with the hands-on manipulatives, and the Student Workbook provides additional practice with symbolic representation. Each student may use their own workbook to document answers for each activity.
The Student Workbook is designed to accommodate a wide variety of fine motor skills. Teachers may encourage students to share their answers by using the pegs, writing, circling, marking, or dotting onto the page. A set of peg and button cards are even included at the end of each workbook that may be cut out to help generalize skills!
The lessons are organized into four Skill Areas (Counting, Sets and Categories, Symbols, and Patterns) which are then divided into Activities. Activities progress in difficulty from using concrete to representational to abstract understanding. Concrete learners are exposed to the math concepts incidentally and may participate in the lesson without a complete understanding. Representational learners are provided picture cues or other hints to help them complete the lesson. Abstract learners who successfully complete the lesson attain its objective by demonstrating understanding of the underlying math concept.
Includes: A Teacher’s Guide with PDF flash drive, a Student Workbook, a total of 10 consumable Student Workbooks, Number Book, number lines, tear-off number lines, activity & symbol cards, pegs & bins, dice, daubers, and other manipulatives.
|Age Group||Pre-K, Elementary|
|Author||Don Bastian and Leah Bastian|


Education is an integral foundation of a country’s society. Japan’s educational system is highly regarded by many countries.
According to the latest study, Japanese kids are in the lead with regards to literacy and numeracy skills. Their country’s education system is very much distinct and we may be able to learn from it.
Japanese students, even as young as 5 years old can solve math problems easily. They learn by drawing and playing. Fascinating isn’t it?
This is simply because teaching in Japan is all about the quality of lessons, not quantity.
In Japan, a standard math class begins with traditional aisatsu or greeting to the teacher. Greetings are an important part of Japanese culture adopted also in school setup. The teacher then questions his students if they know how to solve the problem on the board. The first student to finish raises his hand, teacher checks and gestures if correct. The student stands and moves away from his seat. Once another student raises a hand, the first student takes the teacher’s role and check if his classmate’s solution is correct.
Japanese educators believe in learning by means of teaching. Doing so will have students retain more information. Merely asking the students to listen as teacher lectures in front, students will remember just the 40%. It’s more efficient to let them discuss the problems and as they teach one another while also having a rest time to continue the motivation.
Parents in Japan realize how challenging it is to help their kids understand all the characters to use for communication. But due to the quality of teaching method, kids already know 1,006 kanji characters before they even leave primary school. By age 15, they will learn an additional 1,130.
Other than kanji, there are 2 sets of Japanese phonetic scripts, katakana and hiragana which may look complicated for many.
The unique school system of Japan
Japan’s educational system is a national pride for Japanese, having traditional ways of helping Japanese students leaving behind their counterparts.
The school system of the country includes six years of elementary school, three years of junior high school, three years senior high school then four years in University.
Because Japan’s education system is so good, the country has 100% enrollment and 0 illiteracy. Although high school is not compulsory, enrollment remains high with almost 100 percent in the city areas.
Nearly all schools function on 3 term system with school years that starts in April. Japan has one of the longest school days having an average school day on weekdays that takes about six hours. Yet after school, even during vacation, students still work on drills and homework.
Unlike most schools in the world, there is no janitor in a Japanese school. Both teachers and students work a few minutes every day cleaning their rooms and toilets. Doing this exercise, students are disciplined to keep their areas neat and orderly for they have to clean it themselves.
In Japan, when a teacher gets sick, unsupervised students are relied upon to study quietly and independently that schools seldom use substitute teachers.
Follow me on Twitter: https://twitter.com/MohamedDekkak1


Happy Crayons Learning Center program is inspired by Reggio Emilia approach as well as other experts in early childhood education.
The Reggio Emilia Approach is an educational philosophy focused on preschool and elementary education. The natural development of children as well as their close relationships with their environment is the core of the philosophy of the Reggio Emilia approach.
The Reggio Emilia approach principles are based on:
- The child is protagonist, collaborator and communicator.
- The environment is a third teacher.
- The teacher is a researcher, partner and guide.
- Documentation is a valued way of communication.
- The parent’s participation as a partner.
- The many languages of children as a way to express their knowledge through representational work.
If there was only one truth, you couldn’t paint a hundred canvases on the same theme.


In order to help the young child develop his/her personality and sense of self, which allows him/her to build a healthy self-esteem and learn with confidence we take the following approach:
- Following the Montessori Philosophy and Method, the classroom environments are child-centered, believing that every child has his own great potential for life.
- The environment is prepared in such a way to be aesthetically pleasing, developmentally appropriate, ordered, sequentially structured, and presented to the child so the child feels secure and respected.
- Respecting the child’s rights and justice, so he/she can freely chose to study the materials. Working with them as long as he/she needs, and as long as he/she is interested, once the material has been shown to him with a formal presentation. This lengthens the child’s concentration span.
- Let the child enjoy the freedom to move forward in the pursuit towards mastery of the developmental process, both mental and physical aspects, integrating his/her personality.
- Work through the child’s own hands, the experience become first hand to the child, which allows the child to build critical thinking skills and inspire his creative potential.
- When child is willing to share or take turns with others, he/she can certainly become more independent and self-confident. This in turn inspires and motivates the child to explore even more.
Maria Montessori Biography
Maria Montessori was born in 1870 in the Province of Ancona, Italy. She was the first female doctor in Italy, and was a successful child psychiatrist. She advocated the use of education to treat children with disabilities, access to extraordinary achievements in this regard, in 1901 she specialized in Psychology to devote herself to study the essence of the life of children. In 1907 the creation of the first of the children’s house and found a feature of many children learn in the observation.
1909 Maria Montessori wrote “Science education methods used in young children,” In 1910 she began training teachers, then went to Europe, the United States and around the world promoting and establishing associations and training centers in the study to observe her day and night, and found the child attention at work highly concentrated, and the work needs to be left exposed to meet joy. She continued observational studies finally found the ability to work in freedom through, every child has a spontaneous learning, and her focus is early childhood mental growth stages most mysterious “inner guidance”, adult function is to prepare the appropriate environment. Do not get involved too much, she said that education is “the development of the law of nature with the natural process,” so that children do not have adult prejudices constrained environment, giving children naturally generous, curious to explore, good communication, joy gregarious nature.
Transcend her as a warm, flowing to every corner of the world, wherever in the early childhood education sector, the rise of a wave of education reform, see new vigor in the course of early childhood learning. Currently in the world there are nearly ten thousand Montessori schools at all levels; serving children from birth to eighteen years old. a hundred years to cultivate numerous social elites and talent, Montessori died in the Netherlands in 1952, just as her biographer M.A. Stanford said she left the heritage of humanity “the world millions of children exudes vitality and joy of life.”


Building Language and Scientific Literacy in Young Children
Helping children expand their vocabulary is one of the best ways to ensure that they become successful readers and writers (Tabors, Snow, & Dickinson 2001). It is also an effective way to help children learn science concepts. To think through and explain why something might happen and why something might work, children need to have the words to express these thoughts.
Add science vocabulary words to a classroom word wall. Model the use of terms such as estimate, predict, atmosphere, and habitat in day-to-day conversation and encourage children to use the vocabulary themselves: "You're right, Casey. The vinegar bubbled up when you added the baking soda — just as you predicted it would. What other mixtures would you like to investigate?" As children build their literacy skills, provide forms for recording observations so they can also grow in their inquiry skills and practice using scientific vocabulary. Language modeling and concept development (Pianta, LaParo, & Hamre 2008) can make a real difference in children's learning.
- Model science-related vocabulary, using scientific terms as children interact with engaging materials and planned experiences.
- Encourage meaningful conversations and expand on what children say.
- Provide many opportunities for using science-related language and engaging in hands-on experiences that deepen children's understanding of the words.
- Ask open-ended questions that promote predicting skills and teach problem-solving skills: "Now that we've frozen water into all these interesting shapes, which of them do you think will melt most quickly? Let's write down our predictions. How can we find out if we're right?" Let children make their own predictions, try things out, and note what works and why.
- Use words to describe our actions and the children's actions: "I'll pour this water into the cup of cornstarch as you stir. Let's observe what happens as we try to pick up the interesting mixture we've just made. Is it more like a solid or a liquid?"
Click the "References" link above to hide these references.
Pianta, R., K. LaParo, & B. Hamre. 2008. The Classroom Assessment Scoring System (CLASS) manual. Baltimore: Brookes.
Tabors, P., C. Snow, & D. Dickinson. 2001. Homes and schools together: Supporting language and literacy development. In Beginning literacy with language: Young children learning at home and School, eds. D.K. Dickinson & P.O. Tabors, 313-34. Baltimore: Brookes.
Copyright © 2009 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.naeyc.org/yc/permissions.


The arts are slowly but surely reappearing in school curricula across L.A. County, thanks in large part to an initiative called Arts For All. Launched in 2002 by the Los Angeles County Board of Supervisors, the organization is helmed by Director Denise Grande, a passionate advocate for including the arts, from visual to performing, in K-12 education. Grande explains exactly what Arts For All is, and how it works.
What is the current state of the arts in school curricula?
There is a misperception that the arts are not thriving in our schools. There is so much great work happening in many of L.A. County’s school districts. There are principals that are champions, teachers that go above and beyond, and superintendents that understand the importance of the arts.
Tell us a little about Arts For All.
Just like English and math, we believe that the arts are core to every child’s development. When a school district joins Arts For All, the first thing we do is help them formulate a community arts team, which crafts a local policy and then a strategic plan around arts education. We spend time identifying what they believe their young people should be provided with in terms of the arts, and then craft a plan to make that happen over three to five years. And we have a website that offers a directory of cultural institutions and teaching artists who work in schools.
We also pay a lot of attention to data collection. It was data collected by Arts For All in 2009 that shown a light on the fact that students from lower socioeconomic communities have less access to arts education than their peers in higher socioeconomic areas of the county.
How can parents advocate for the arts in schools?
Talk to your school-board members. They make the policy decisions. But if a parent does not know the school-board members, they should find out what is happening in their own school. Tell the principal how important it is for their child to be exposed to the arts. Parents should support arts events in the schools, volunteer for the arts in the schools, and take their child to free arts events around the county. A parent can also talk to their PTA president, if the school has a PTA group.
Another good resource is Arts For LA, which is our advocacy partner. Their website is www.artsforla.org.
If Arts For All is not in their district, how can parents advocate for it?
We take on an average of five new school districts a year, and it’s based on a school district’s interest. In this time of increased money for schools, districts are being called upon to include more parent voices in the decision-making process of how these dollars are going to be spent. Become part of the teams that are informing your district.
What are the long-term benefits of an arts education for our children?
Recently, Thomas Sudhoff, the winner of the 2013 Nobel Prize in physiology or medicine, was asked to name his most influential teacher. He gave credit to his bassoon teacher, who taught him that “the only way to do something right is to practice and listen and practice and listen, hours, and hours, and hours.” He was asked how that connected to science, and he said, “It’s basically the same thing. You need to know something really well. You need to have the attention span and focus to delve deep into that subject area.”
An arts education is not just to create future artists. It’s providing foundational skills that all of us need, no matter what industry we decide to go into.


Based on the findings bees can understand the concept of zero, Australian and French researchers began testing whether bees can perform arithmetic operations such as addition and subtraction.
Researchers from RMIT University in Melbourne, Australia designed a maze to train honeybees simple mathematics such as addition and subtraction. They found out that bees can recognize colors and symbolic representation and use this information to solve arithmetic problems.
Many species can understand the difference between numbers and use the ability to make decisions and solve problems related to foraging, but understanding the concept of numbers and arithmetic operations require more levels of processing.
This fact that the miniature brain of bees can grasp basic mathematical operations can revolutionize the future development of AI, especially in improving rapid learning.
According to the research of RMIT University, bees can understand the concept of zero. Addition and subtraction are difficult because it needs two levels of processing, RMIT’s Associate Professor Adrian Dyer said: “You need to be able to hold the rules around adding and subtracting in your long-term memory, while mentally manipulating a set of given numbers in your short-term memory.”
How was the Bees' classroom?
The experiment, conducted by Ph.D. researcher Scarlett Howard in the Bio-Inspired Digital Sensing-Lab (BIDS-Lab) at RMIT, involved training honeybees with a Y-shaped maze.
They used the reward of sugar water for the correct choice and bitter-tasting quinine solution if the choice was incorrect.
You might know that bees will come back to the place which they have found a good source of food, so they repeatedly came back to the experimental place set-up to collect food and continue learning.
When entering the maze, bees would face with 1 to 5 colorful shapes, If shapes were blue, which meant the bee must add, or yellow, which meant the bee must do subtraction.
After viewing the initial number, the bee would fly through a hole into a decision hall where it could choose to fly to the left or right side of the maze. One side was the correct answer and the other one was the wrong answer. And to avoid bees learning to visit just one side, the sides of the answer was changed randomly.
At first, bees made random choices until they could find out how to solve the problem. After over 100 times learning trials that took 4 to 7 hours, bees learned that blue meant +1, while yellow meant -1. The bees could then apply the rules to new numbers.
The ability to solve mathematical problems needs short term working memory, complex mental management of numbers and long-term rules.
"Our findings suggest that advanced numerical cognition may be found much more widely in nature among non-human animals than previously suspected."
"Our findings show that the complex understanding of maths symbols as a language is something that many brains can probably achieve, and helps explain how many human cultures independently developed numeracy skills."
Story Source: Materials provided by RMIT University.


Hi, I am Florence Green (Florence.email@example.com), the class teacher for Grade 9. I encourage you to enroll in the English Speaking Course with your whole family. Importance of learning the English language cannot be understated – learning the English language really can change your life. English is the official language of over 50 countries and spoken by 400 million people. It is the medium to study science, arts, computers, tourism. Being proficient in the English language is key to getting ahead in life or career.
Learning the English language enables you to communicate easily with others globally. When you study English at our school, you will be making friends with people from lots of different countries, using English as your common language.
Many of the world’s top websites, films, books, and music are published and produced in the English language. Therefore, by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding.
Here, children can opt for the English course along with the other subjects. This course is spread over all the grades in our school and advances along the following areas.
- Reading, Writing, Understanding, Speaking the English Language.
- Understanding the basics.
- Grammar and parts of speech.
- Phonemic awareness.
- Vocabulary development.
- Reading fluency, including oral reading skills.
- Reading comprehension strategies.
- Fluency.This course is currently set as FREE. So go ahead, make AukSunLMS, Your Homeschool!However, if you wish to contribute to teaching children, you may send any money:


Students need to be ready for life after graduation.
As young adults, they need to know how to determine needs versus wants, delay gratification, put together a budget, avoid debt, and maximize savings.
There's a problem.
Many students aren’t getting any of this much-needed training in school. In fact, according to the Council for Economic Education 2018 Survey of the States, only 17 states require high school students to take a course in personal finance. Learn More.
We are here to help you solve it.
We know educators want things to be different, and we also know it's hard to know where to start. From finding current and credible resources to creating engaging and memorable lessons, it's a big task. The ChooseFI Foundation is ready to help.
A team of educators from across the country and around the globe joined the ChooseFI Foundation to create our K-12 Financial Literacy Curriculum.
The curriculum is totally free, easy to implement, and easy to adapt. Each unit includes ways to provide additional support and scaffolding, as well as extension and enrichment opportunities, for elementary, middle, and high school students.
Let's make make financial literacy the foundation of the next generation's future.
The ChooseFI K-12 Financial Literacy Curriculum is here to support educators as they bring financial literacy to classrooms around the country and the globe. Whether you are looking for a handful of lesson ideas or an entire semester's worth of unit planning, you will find what you're looking for here.
Our curriculum integrates a variety of skills, pulling in standards from math, literacy, finance, and social science. Why? Because money matters in so many aspects of life, we know every educator can help young people build financial literacy skills.
Encourage younger learners to build foundational skills to help them better understand the important ways that money influences our lives.
Invite early adolescents to build on their financial literacy foundation while helping them set actionable goals surrounding saving, investing, and entrepreneurship.
Give young adults the opportunity to explore and apply real-world financial skills, setting them up for success no matter where life takes them after graduation.
We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t yet been invented, in order to solve problems we don’t even know are problems yet.
Students strategize ways to tackle real-life issues--from student loan debt to consumer culture--that will impact them now and later.
Students work in pairs, small groups, and whole classes to gather insight and explore varied perspectives on the topic of money.
Students will spend time reflecting on societal issues and creating personal actions steps for a more financially-sound future.
The ChooseFI Foundation Curriculum will guide students to become financially literate in today's world, with a focus on becoming financially independent. Certified and experienced educators with a passion for improving the financial literacy of our youth designed these lessons, resources, and assessments for any educator who wants to bring financial literacy into their classroom.


When students are given the chance to think and act like historians, they develop the active analytical skills they’ll need to succeed in college, career, and civic life. Into Social Studies explores the past and present, inviting learners to tackle challenging questions about our global community while providing teachers with the tools they need to meet new academic standards with limited class time.
Putting high-quality content in the hands of students from the earliest years empowers them with the choice to discover information that captivates them and fuels their love of learning.
Thrilling, relatable material delivered in a unique, accessible format ensures every student is motivated to learn more across a wide selection of grade-level topics.
Bite-sized content introduces a new experience each day, using vivid imagery and specific objectives to achieve content acquisition.
Hands-on activities with every lesson help students continuously process information, whether they’re creating skits, making posters, or “interviewing” historical figures.
Ed: Your Friend in Learning® is a system that personalizes the classroom experience, helping teachers create assignments and survey performance with ease while engaging students with intuitive content pathways.
Easy access to HMH In The News and HMHfyi gives students a taste of history in the making, with articles for all reading levels, videos, and resources.
Digital magazines include content and audio in both Spanish and English, encouraging all students to dive into material more fully.
Students engage in an immersive learning experience with HMH Field Trips powered by Google Expeditions. Send students to cultural and historical landmarks all without leaving the classroom. This fully interactive technology shows students the places where stories became history.
The Teacher’s Guide offers scaffolded English Language Support and suggestions for keeping the whole class engaged with content, differentiation, and collaboration.
Objectives meet social studies content, ELA, and ELD standards, while scaffolded ELD support and flexible content integration help ensure every student is poised to advance.
Differentiated instruction tools build a strong knowledge base and promote effective expression for learners of every level, from struggling to advanced.
Connect feature helps teachers link social studies content to other disciplines and students’ everyday lives, allowing learners to broaden their horizons.
Inform and engage elementary students with a comprehensive, one-stop information hub for Election 2020, including age-appropriate readers’ theater scripts, presidential biographies, activities, and more.
Sign up for free monthly articles, activities, and current events to be used in your classroom today. Every month you’ll have access to standards-based lessons and classroom resources to build cultural awareness, media literacy, and a deeper understanding of significant historical figures and events.
Connect with free multimedia resources.
Foundational skills incorporate both reading and social studies, while related activities in math, economics and visual arts expand learning across disciplines
Language X-Ray feature in the Teacher’s Guide integrates ELD support by guiding students through language, genre, idioms and cultural references
Concept maps and anticipation guides help students focus on meaning, form and content
Vocabulary Networks help students understand word concepts as they uncover relationships between word pairings like synonyms, collocations and alternate meanings
Previewing exercises and vocabulary games identify and teach both academic and domain-specific vocabulary


Bear cubs are known for their joyful tumbling about. They climb trees, wrestle each other, and run around with seemingly endless energy. May the wearer of these earrings be blessed with such exuberance!
Most bears are masterful climbers, with the exception of polar bears. Polar bear cubs have been observed climbing trees, but adult polar bears are not physically built for it and have little motivation to do so. Black bears are skilled climbers and will climb trees to pursue prey, avoid becoming prey, or even to hibernate in a hollow tree! Grizzly bears will climb trees with proper motivation but are not as adept as black bears.
These earrings celebrate the playful side of bears. Bear cubs are known for their rambunctious play and are a joy to watch. The abundant play among bear cubs is believed to aid in motor skill development, social skills, to strengthen social bonds, and practice every days skills like hunting.
The material for these bears is fossilized mammoth ivory, which is tens of thousands of years old. It has lain buried in the permafrost for thousands of years until brought to light by erosion. Fossilized mammoth ivory is a finite material and prized for its soft cream color that makes it ideal for fine heirloom jewelry.


This is a common activity for all types of classes. Basically, you give students a battery, a bare copper wire and a small light bulb. The students are asked to find out different ways to make the light bulb light.
In fact, this is one of the activities in the Physics and Everyday Thinking curriculum that we (Southeastern Louisiana University) use for our physics class that the elementary education majors take. Invariably in any of these types of activities, students will end up trying a lightbulb arrangement like this:
Of course, you know and I know that this won't work. In fact, it is a short circuit. If you hold that wire like that for any length of time it will get hot. Super hot. One tip I tell my students: if the wire gets hot, let go.
And now, a tip for instructors. If someone (you know who you are) "borrows" your bare copper wires, don't substitute some thinner wires. Sure they will work, but students will complain. Students tend to complain with the shorted wires get really hot.
Why does the thinner wire get so hot? ————————————-
Without really thinking about this too much, I came up with a model. The thinner wire gets hot because of the lower volume. With the same amount of energy going into the wire, it will have a greater increase in temperature. Simple really. Simple and wrong. I hate being wrong.
Ok, suppose I have two wires - both copper and both the same length. Like this:
Since the have different diameters, they will have different a different resistance. This also means they will have different currents. So, what is the resistance of a wire? The two wires are the same material, so they would have the same resistivity (ρ). The resistance of the two wires would be:
If the same voltage is applied across these two wires (I will call it V0), then the current can be found with Ohm's Law:
Well, I guess I really need the power in both of these wires. Power in a circuit element is current times voltage so that:
What do we have. The smaller wire is thinner with a higher resistance. This means less current, less power. But to look at which will heat up faster, I need to look at the power but mass. I am not going to do that. Instead I will look at the power per volume. This way I can avoid using the mass density which typically uses the symbol ρ also. That would just be awkward. So here is the power per volume for the two wires (which is proportional to the power per mass since they have the same mass density). Oh - I will also use lower-case v for volume.
Since the power is proportional to the radius squared, and so is the volume - they radius doesn't matter. The two wires should get equally hot, but they don't.
Internal Resistance Strikes Again ———————————
That is the problem - real batteries. When you short a battery, you draw a very high current. Go back to Ohm's Law. It say that as the resistance goes the zero, the current goes to infinity. That seriously can't be realistic. It isn't realistic because when you have high currents out of normal batteries, the voltage across the battery is less than what it was with no current.
One way to model this behavior of a real battery is to say that there is some other resistor inside the battery. I will call this Ri. The battery with a short wire could be drawn as this:
With this model, what would happen if I had an external resistor with zero resistance (of course that isn't possible). Using Ohm's Law, the current would not be infinite, but rather V0Rint. Also, with some resistance (say R1) added to the battery, the current would be:
For very high values of R1, it is just like there is no internal resistance (so you can ignore it).
Now, back to the two different wires used to short circuit the battery. Let me calculate the two currents including some constant (but non-zero) internal resistance value.
Not as pretty anymore, is it? Here is the power per volume for each wire:
If you let Rint go to zero ohms, you get back to the original expression - so that is a good check. This also says that the wire with the smaller radius is going to have a larger power per unit volume (and thus get hotter quicker).
I guess I need to find my thicker wires.


The AMI Conservatory Program is geared toward serious-minded musicians and is designed to bring young musicians ages 7-18 years old to the next level of their musical education. It combines key elements within music education and performance to develop students ability to prepare for a career or college education in music.
Entrance Audition – TBA
Saturdays – 12pm—4pm
12-1pm – Music Appreciation
1-2pm – Group Instrument Class (Pedagogy)
2-3pm – Chamber Music
3-4pm – Orchestra / Band / Performance Class
$450 – Pay Tuition Online
Note: Students must have at least 2 or more years playing experience to participate. The program takes place at AMI’s Clarendon Hills Campus.
The conservatory program is an accelerated program for serious-minded young musicians. Acceptance into the AMI Conservatory Program is based on both the merit and commitment level of the applicant.
- Audition Date – TBA
- Ages – 7 – 18 years old
- Repertoire – 1 piece/movement – level appropriate (up to 5 min)
- Placement Test – at time of Audition
- Application Deadline – TBA
Why Enroll in our Conservatory Program?
Music Education Boosts Brain Power
Language processing: Several recent studies suggest that the brain processes music and language in similar ways. Training in music may improve language-related skills. In 2005, Researchers at Stanford discovered that mastering a musical instrument improves the way the human brain processes parts of spoken language. Students who have difficulty with language and reading skills could especially benefit from musical training.
Memory: A 2003 study found that children with musical training showed better verbal memory than their peers. Memorizing music pieces correlated with stronger non-musical memory, too.
Math: If you’ve ever tried to read a piece of music, you know that music requires you to preform mathematical processes on the fly. A study by The Royal Conservatory of Music in Canada found that students in their program scored significantly higher on mathematical tests of computation and estimation than did students in a control group.
Self-Awareness: Dr. Frank Wilson, a neurologist and an authority on the relationship of hand use to human cognitive development, explains that the study of music teaches children to “self assess,” rather than to rely on external rewards. Music can foster internal motivation. The precision and attention required to play an instrument — the instant feedback loop that requires you to adjust your own performance — encourages an ongoing surveillance of yourself.
Academic success: With all the benefits that music brings to kids’ language, math, memory and self-assessment, it’s little surprise that there is a strong correlation between music and general academic success. Studies have shown that students in music programs scored higher in English and math than students who had no music at all, and high school students with musical training scored higher than their non-musical peers on the SAT.
Long-term success: Students with music training tend to rank higher in common measures of long-term success such as educational attainment and income: a 2007 poll by Harris Interactive found that nearly nine out of ten people with post-graduate education had participated in music while in school, and 83 percent of those with incomes of $150,000 or more had had music education.


As we mark International Day of Education, David Atchoarena urges countries to redouble their efforts to ensure no one’s right to education is denied
Today is International Day of Education, a moment not only to celebrate education’s powerful contribution to sustainable human prosperity, progress and peace, but also to assert its wider value – as a human right and as an important public good.
It is an opportune time to consider both what we have achieved in realizing the right to education and how far we have to go to ensure this right is realized for every woman, man and child, wherever they live in the world, whatever their background or personal circumstances.
The global challenges we face are enormous. Some 258 million children and youth still do not attend school, four million children and youth refugees are out of school, and 773 million adults around the world cannot read or write, most of them women. In too many cases, disadvantaged and marginalized groups remain excluded from participation in adult learning and education, as the new UNESCO Global Report on Adult Learning and Education points out. Their right to education is being denied. This is unacceptable.
UNESCO recently launched the Futures of Education initiative ‘to reimagine how knowledge and learning can shape the futures of humanity in a context of increasing complexity, uncertainty and precarity’. It is timely and much needed.
The UNESCO Institute for Lifelong Learning will play a vital role in shaping the future vision we need if we are to make education for all a reality. We are convinced that lifelong learning is essential for sustainable development. The challenges of the future demand resilient, creative populations, engaged in their communities and capable of adapting to change throughout their lives. We can no longer afford to neglect the skills and talents of millions of people, particularly those whose poor literacy and numeracy skills represent a huge practical barrier to reengaging either with education or with employment.
Only by adopting lifelong learning as the overarching principle for education planning and policy-making can we hope to build the kind of future these people deserve. Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality or breaking the cycle of poverty that is leaving millions of children, youth and adults behind.
More than 170 members of the UNESCO Global Network of Learning Cities (GNLC) testify to the fact that considering education from a lifelong leaning perspective is beneficial to all. Close cooperation between education stakeholders ensures that educational biographies are driving their services, preventing the loss of learners between different educational levels, and ensuring that there is a second chance also for those previously left behind. Moreover, learning cities around the world have developed and shared innovative solutions to the problems of climate change, inequality, the changing world of work, and many other critical issues. Throughout this week, UIL has been sharing examples of best practice from UNESCO learning cities.
Although many promising developments are on the horizon, progress against Sustainable Development Goal (SDG) 4 is too slow. We need to change track if we are to achieve inclusive and equitable quality education and lifelong learning for all. UIL and our partners worldwide have comprehensive expertise to ensure that learning opportunities are offered to all throughout life. I hence strongly urge UIL’s friends and partners to share their views on what the future of education should look like.
David Atchoarena is Director of the UNESCO Institute for Lifelong Learning


***The research below is based on the Reading Horizons® reading program for elementary schools***
Overview of the Reading Horizons Approach
Reading Horizons is a program designed to help struggling readers and English language learners develop skills that make reading automatic, fluent, meaningful, and enjoyable. The Reading Horizons method (formerly known as Discover Intensive Phonics) delivers engaging, explicit, systematic phonics instruction through a multisensory approach based on Orton-Gillingham principles. Instruction is cumulative and organized in a sequence that enhances learning and simplifies teaching. Each sound of the English language is explicitly taught along with the letter(s) that represents the sound. Five Phonetic Skills are taught to help students recognize short and long vowel patterns in words and syllables. Two Decoding Skills are presented to show students how to decode multisyllabic words.
The multisensory approach used with the Reading Horizons method enhances learning and memory by engaging auditory, visual, and kinesthetic modalities simultaneously during instruction. A unique marking system is employed to draw student attention to the features and patterns of English as well as to give visual cues for pronunciation. Throughout the course of instruction, students are provided with engaging activities for practice and application of the skills learned.
Reading Horizons Elevate™ is used as an intervention in fourth- through twelfth-grade settings and as a literacy curriculum in adult education settings. The Reading Horizons Elevate program correlates with the five pillars of effective reading instruction as identified by the National Reading Panel (National Institute of Child Health and Human Development [NICHD] in 2000).
Research Proving the Effectiveness of the Reading Horizons Approach
Reading Horizons recognizes the importance of conducting research to demonstrate the validity of its method and effectiveness of its products. Reading Horizons research has been conducted over the last two decades in a variety of educational settings. The following studies provide a summary of results from just a few of these settings and represent diverse student populations. Ongoing research relating to Reading Horizons method and products continues, as true research is a continuous process.
Learn more about the complete Reading Horizons® reading curriculum.Download Featured Media


Fun logic puzzles game for ages 9-99+
Builds problem solving, critical thinking, reasoning skills.
Foundational skills for math, science and coding
Available on the iPad / iPhone
Finalist, Bett Awards (educational apps category), UK
BUILDING PROBLEM SOLVING SKILLS IS CRITICALLY IMPORTANT IN TODAY’S WORLD
“As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital.”
“Across the world, an OECD study found a strong and positive correlation between performance in problem solving and performance in maths, reading and science.”
According to the World Economic Forum : “Digital resources to teach and measure foundational subjects like literacy, math, and science are well represented, but ed-tech for higher-order competencies like critical thinking and problem solving, and character qualities like grit and initiative, are not adequately covered by existing education technology, the researchers found.”
HOW DO WE HELP OUR KIDS BUILD STRONGER PROBLEM SOLVING SKILLS ?
BY EXPOSING THEM TO CHALLENGING PUZZLES
- Most people we know who love Science, Technology, Engineering, Mathematics have played a lot with puzzles in their childhood
- Solving problems builds self-esteem and independent constructive thinking
- Problem solving skills are so in demand in modern well paid analytical jobs from engineers to architects to management professionals to bankers to scientists …
DID WE MENTION THAT IT IS FUN TO SOLVE PROBLEMS !
Click here to download the app : https://itunes.apple.com/us/app/logiccity-for-schools/id1016653802?mt=8
“LogicCity is a Top Pick and Highly Recommended.” Teacherswithapps
“.. it teaches students HOW to think in a systematic rational manner. The ability to apply logical reasoning and deduction directly impacts a student’s performance in math, science, and daily life. Playing not only improves attention but also self-regulation and executive functioning skills.”
“Students must first establish the rule to a group of puzzlers, hypothesize and try out a course of action, and adapt their response accordingly. This teaches flexibility and the ability to remain open to possibilities, but with your feet planted firmly on the ground.”
See the full review here : http://www.teacherswithapps.com/logic-city/
Why STEM? Success Starts With Critical Thinking, Problem-Solving Skills
World Economic Forum Identifies Ed-Tech Needs for 21st Century Skills


ENSC1004 Engineering Materials
- 6 points
|Semester 1||UWA (Perth)||Face to face|
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 core unit in the Engineering Science major sequence
- The area of knowledge for this unit is Mathematical and Physical Sciences
- Category B broadening unit for students
- Fundamentals of Materials Engineering introduces students to the basic principles, structures and properties of engineering materials. The unit also covers: failure modes of materials; corrosion and degradation behaviour of materials; recycling of materials and sustainability in the context of recycle and reuse; and the impact of materials failure on society and the environment.
- Students are able to (1) describe basic classes of engineering materials, their properties, structures and applications.; (2) explain the relationship between stress and strain in metals, ceramics and polymers; (3) determine both the elastic and plastic properties of a material from tensile stress-strain curves.; (4) recognise various failure modes of engineering materials and explain design principles that could be employed to prevent in-service failure. ; (5) identify common forms of industrial corrosion and degradation of materials and appropriate mitigation strategies; and (6) discuss recycling of materials and the impact of materials selection on society and the environment.
- Indicative assessments in this unit are as follows: (1) quizzes; (2) laboratories; and (3) examinations. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Professor Hong Yang (Semester 1) and Dr Elena Pardo (Semester 2)
- Unit rules
- (Chemistry ATAR
CHEM1003 Introductory Chemistry)
PHYS1030 Bridging Physics)
- ENSC1002 Material Behaviour from Atoms to Bridges
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Occupational Therapists work to develop functional skills needed for independence with play, self-care, learning and academic success, motor skill development and socialization in the home, school and community. Some of these skills include:
- Fine Motor Coordination and Visual Motor Skill Development
- Sensory Integration and Motor Planning
- Auditory and Visual Processing
- Trunk, Upper-body and Hand Muscle Strengthening
- Cognitive Development & Re-education (Abstract Reasoning, Executive Functions, etc.)
- Problem-solving & Critical Thinking
- Organizational Skills & Strategies
- Reading Comprehension & Expressive Writing Skills
- Self-care Activities (Feeding, Dressing Skills, etc.)
Help with fine-motor coordination
Does my child have an "occupation"?
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Your child's occupation, right now, is being a successful student, family member, & friend.
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Like most secondary music educators, your teaching credential probably allows you to teach K-12 music — anything from elementary classroom music to high school band. We each have our specialties, but many secondary instrumental educators have found success and great personal satisfaction by learning about and providing more comprehensive and inclusive music-making opportunities.
Three Ways to Engage Students
Larry Livingston, chair of the conducting department at the University of Southern California's Thornton School of Music, speaks fervently about his trio of recommendations that allow for the awakening, engaging and challenging of even more students in our incredible, life-changing art form.
1. Broaden the base
2. Teach so that students will be able to continue to enjoy music-making without us
3. Acknowledge and honor ALL music
Be More Comprehensive
In serving our school populations most efficiently, Livingston recommends considering the following when developing a more comprehensive music program.
1. Do our programs reflect our demographic?
2. Are we maximizing the kids and music relationship?
3. Is it OK to demythologize classical music?
The traditional approach to school-based, music-making requires students who want to be musicians to play a traditional instrument in a traditional ensemble. But this may not be as powerful as a new school of thought—give students the opportunity to explore the power of music in their lives.
The music education experience should instill students with passion and provide them with the power for music-making that will encourage them to continue their experiences well after they leave our ensembles–no matter what the genre.
One example that addresses all of the above is evidenced by the growing popularity of mariachi programs. Schools with a large Latino demographic have found great success in engaging students, parents and local communities by implementing standards-based, traditional mariachi programs. Students are not only participating in school-based mariachi programs, but they have also begun to form their own ensembles outside of the school day within the community. Monaco Middle School in Las Vegas, has a successful program that serves almost 600 students.
More Success Stories
Other examples of successful programs that are gaining traction by introducing more students to the joy of music-making are listed below.
• World Drumming at North Attleborough (Massachusetts) High School
• Taiko Drumming at Crespi Carmelite (California) High School
• Steel Drum Ensemble at Tucson High (Arizona) Magnet School
• Music Technology at Edison Township (New Jersey) high schools
• Bluegrass at Unicoi County (Tennessee) High School
• Hip Hop at Clark Street (Wisconsin) Community School
• Ukulele with the Langley Ukulele Association in British Columbia
Enrollment is overflowing in classes like those listed above. Through these types of experiences, even more students are discovering the life-fulfilling joy that music-making provides — no matter the genre.
Photo by Lee Pigott on Unsplash
This article originally appeared in the 2017 V2 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.


H.R. 613, An Act to continue . . . and to amend “An act to establish a Bureau for the relief of Freedmen and Refugees,” June 11, 1866
Congress created the Freedmen’s Bureau with an act on March 3, 1865, expecting the Bureau’s work to be complete within a year. In 1866, realizing the Bureau would require more time, Congress passed a bill extending its term and increasing its powers. President Andrew Johnson vetoed the bill, but both the House and Senate overrode his veto on July 16, 1866.
Records of the U.S. Senate, National Archives and Records Administration
The Freedmen’s Bureau
In 1865 Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands, known as the Freedmen’s Bureau, to provide for the needs of former slaves. Operating within the War Department, the Freedmen’s Bureau assisted with food, medical care, employment, and education. To meet the tremendous demand among the newly emancipated for schools and instruction, the Bureau found buildings suitable for classrooms and worked with other aid organizations to recruit teachers. By 1866 more than 100,000 African Americans throughout the South attended Freedmen’s Bureau schools.
The greatest success of the Freedmen’s Bureau lay in the planting of the free school among the Negroes, and the idea of free elementary education among all classes in the South.
W.E.B. Du Bois, The Freedmen’s Bureau, 1901


Simple, Straightforward ELL/ESL Reading Instruction
Aside from the frustration of a language barrier, ESL students are overloaded with new information—a new culture, a new environment, and new people. Being overloaded with so much new information is overwhelming, yet ESL students need to develop language skills quickly in order to adapt to their new surroundings.
How Can Reading Horizons Help?
Reading Horizons provides a research-based approach that breaks the basics of the English language into a step-by-step process that shows ESL students exactly what they need to do in order to learn to read, write, and communicate.
Reading Horizons teaches phonics in an explicit, systematic, and multi-sensory fashion. As students build these foundational skills, Reading Horizons layers in activities that promote pronunciation, vocabulary, grammar, and comprehension development. Because the reading curriculum provides a thorough explanation of the rules and structure of the English language, ESL students are empowered with strategies that dramatically decrease their reading, spelling, and pronunciation errors.
The software for older students caters to ESL students by providing language translations of the lesson material in Spanish, Mandarin Chinese, and Japanese. (The software has also been used successfully with Arabic, Korean, Portuguese, and other languages without the language translations).
The reading exercises were deliberately designed to help ESL students adjust to the American culture and lifestyle by including various text types typical to everyday life.
A pronunciation tool shows the proper tongue and mouth placement for each of the sounds in the English language.
To keep students of all ages engaged and motivated, Reading Horizons takes its unique methodology and makes it appealing to different age groups. This allows every ESL student to get the targeted, quality instruction they need in a way that builds their confidence rather than repelling them with instruction that seems “boring” or “babyish.”
Reading Horizons accelerates learning through individualized instruction and practice. Every lesson, chapter, and comprehension exercise—in both the software and direct instruction materials—has built-in assessment components that allow teachers to easily monitor student progress every step of the way. If students demonstrate proficiency in a skill, they move faster. If they struggle, they slow down to get the instruction and practice they need.
By continuously assessing students and adjusting instruction to meet their needs, ESL students receive instruction that is perfectly efficient. Because the program is highly streamlined and focused, most ESL students show measurable gains within the first few weeks of instruction.
Upon completing the Reading Horizons program (40-60 hours of instruction), most students make 2-3 grade level gains in reading. If the average student doesn’t see an average gain of two grade levels, Reading Horizons offers a two-year money back guarantee (when implemented with fidelity).


SOUNDWAVES 4 LIST WORDS
Sound Waves - Firefly Education
Sound Waves is a synthetic phonics and word study program. Synthetic phonics is recognised as one of the most effective ways to teach spelling and reading skills. So when you use Sound Waves, you’re employing the most powerful approach to teaching pedagogy for literacy development.Products
Sound Waves - Student Book: Year 4 - Firefly Education
Sound Waves - Student Book: Year 4 - Firefly Education - Sound Waves Student Workbook - Year 4 contains activities to explore phonemes in the List Words, identify and discover graphemes in the List Words, develop an awareness of spelling patterns, and teach spelling strategies.
Sound waves 4.7 Word List | The largest word list archive
Sound waves 4.7, LearnThat free online word list resource.
4th Grade Science Vocabulary Words for Sound and Light
LightOnline ResourcesScience Vocabulary Quiz1. Absorption = absorption happens when light stops as it hits an opaque object 2. Convex lens = a curved lens like the outside a sphere 3. Concave = a curved lens like the inside of a sphere 4. Opaque = an object is opaque when all light is absorbed or reflected; no image can be seen 5. Prism = something that bends light, but is not a lens 6. Reflection = when light bounces off of an object 7. Refraction = when light is bent as it moves through one kind of matter to another 8. Translucent =..See more on grammardictionary[PDF]
Unit 15 ee e ea y ey - Firefly Education
Sound Waves 4 Teacher Book 73 TUES Y – THURS Y FRI Y Unit 15 STEP 1 Explore the Sound Warm Up – Play Phoneme Name Detectives. Identify the Sound . Brainstorm ee e ea y ey words. Locate and discuss the ee e ea y ey sound box on the Sound Waves Teaching Charts or Student Chart. Say the Chant & Action. Explore the List Words
Sound waves vocabulary Flashcards | Quizlet
Start studying Sound waves vocabulary. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Sound Waves Online - Firefly Online
Sound Waves Online provides all the digital resources you and your students need to implement the Sound Waves program.
Sound Waves - How to assess spelling - Firefly Education
Nov 05, 2015The Sound Waves Content Tests are a great way to get a snapshot of your class’s understanding of spelling and language concepts. This test can either be a list of words or can take the form of dictation. It is a good idea to include words that contain the focus concepts addressed during that month, for example adding ed,[PDF]
Sound Waves 6 Student Book 35 Challenge Colour words ending in ary, ery, ory and ury in the Word Search. Finish the words below to match. Find the Hidden Word. Use a lead pencil until you are sure of your answers. Water is to drink as air is to . A branch is to [PDF]
Unit ee e ea y ey 15 bee me seat baby money
4 Unjumble the letters to make List Words. Write a rhyming word for each one. ende earmd deal ypahp iceep epews yek hseeec 5 Finish the words. Add eed, eek, een or eep. Add eak, eam, ean or eat. gr gr Gr sh sp sw n sl sl h n wh cr cr dr sp st cl 6 ee e ea y eyFinish the words with ee, ea, ie, eo or y to represent . Write some of your
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Delivering Well Prepared Teachers Policy
The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.
Colorado only requires that middle school teachers who are allowed to teach on a generalist K-8 license complete a teacher preparation program. The state does not explicitly require a major or minor in the subject areas that the candidates plan to teach. Teachers with secondary licenses may also teach single subjects in middle school. The state's standards articulate that these teachers must be "experts" in their content endorsement areas.
All new middle school teachers in Colorado are also required to pass a subject-area test, either the state's own PLACE assessment or the Praxis II, to attain licensure. However, candidates are only required to pass the general content test for elementary education, in which subscores are not provided; therefore, there is no assurance that these middle school teachers will have sufficient knowledge in each subject they teach.
1 CCR 301-37, 2260.5-R-5.00, 5.04
Eliminate K-8 generalist license.
Colorado should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels and they need not pass a subject-matter test in each subject they teach. Adopting middle school teacher preparation policies for all such teachers will help ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade level content, which is different and more advanced than what elementary teachers teach.
Strengthen middle school teachers' subject-matter preparation.
Colorado should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas. Middle school candidates who intend to teach a single subject should earn a major in that area.
Require subject-matter testing for middle school teacher candidates.
Colorado should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure.
Colorado recognized the factual accuracy of this analysis.


Tracing the roots of the piano to the very beginning of consciousness, when man first became aware of sound.
Robert Pace (b. 1924 – 2010): American Pianist, Composer, Music Theorist, Pedagogue
- Began playing the piano at age 5. At age 9, along with his sister (who played the violin), performed on radio concerts. He also played the trombone.
- As a scholarship student at Juilliard School of Music, under the tutelage of Joseph and Rosina Lhévinne, received a BS.
- In 1948, started his Masters and received his Doctorate from Teacher’s College, Columbia University in 1951. (Received an honorary doctorate from Westminister Choir College in 2003.)
- Taught at Julliard and then Teachers College, becoming head of piano in 1952 and Chairman of the music department in 1969.
- National piano chair for the Music Educators National Conference (1953 – 1956).
- Editor of Music Journal (1959 – 1962).
- Appointed by JFK in 1962 to a small panel to study the standing of music and music education is in the United States.
- Served as Director of the National Piano Foundation from 1963 – 1977; at which time he became executive director of the International Piano Teaching Foundation.
- Developed “peer-teaching,” “Comprehensive Musicianship,” as well as the “Pace Method” curriculum. “The philosophy of the Pace Approach is to develop, from the beginning, a real musical independence. [Students] in the Pace Approach learn to teach themselves, since in reality they must be their own teachers 6/7ths of the time during their practice between lessons. The ability to sight-read, [improvise] and create one’s own music [is essential]. [To play] in any key with a good and responsive technique [will] enable the learner to get the right note at the right time with the right intensity.” – Robert Pace [ 2 ]
- His wife, Helen Crabtree, a vocalist, pianist and graduate from Juilliard, collaborated with him on many publications and recordings.
[ CLOSE ]
Pace, Robert. The New Kinder Keyboard. Chatham: Lee Roberts Music Publishing, Inc. 1988. Scan of Book Cover. Print. 15 Feb. 2016. No Known Copyright Restrictions.
Zeigler, John, Dr. "Artist/Educator Archive Interview – Dr. Robert Pace." Piano Education. John M. Zeigler, Aug. 2004. Web. 17 Sept. 2015.
- Pace, Cynthia, Dr. "An Enduring Legacy." Lee Roberts Music. Lee Roberts Music Piublications, Inc., 2013. Web. 17 Sept. 2015.


The National Center on Improving Literacy has released a great eLearning resource on Phonological Awareness. The Ask & Answer: Phonological Awareness will help families and educators learn about this important skill. The document can be reviewed as presentation or downloaded as a Word document to be read easily.
The Question and Answer document describes key literacy terms in reading instruction. Additionally, it shares ways parents can help their child’s literacy development at home. Educators may find this tool useful to review key literacy terms and teaching practices.
Phonological Awareness in 7 questions:
- What is phonological awareness (PA)?
- Why is PA important?
- How does PA typically develop?
- How should PA be taught?
- What should instruction look like for children with, or at risk for, literacy related disabilities or dyslexia?
- How can families support PA development?
- How can I learn more?
Please check it out today and share with others!


Is there something you’re good at making or doing? Maybe you’re the best cookie maker on your block. Perhaps your best friend is an expert bracelet maker. You could sell or trade your cookies for a bracelet. Your friend will tell other friends about your fabulous cookies and soon you’ll sell cookies to everyone at your school. A cottage industry is born.
Small industries started in just this way – people selling goods and services to each other. For hundreds of years, cottage industries were the only industries around. In the late 1700s, though, people started factories where workers could produce goods more quickly and reliably because of machines, such as sewing machines. Today, there are many types of industries around the world.
Fun Facts about Industry for Kids
- In the 1750s in England, garment factories used spinning machines and looms to make fabric. The factories employed many people who had worked on farms before. Life began to change.
- Other factories opened. Car manufacturers opened factories to make cars. Not only adults, but children went to work in the factories. They worked long hours and the conditions were often unsafe. In some countries today, children still work in factories.
- Robots often do the jobs people used to do in factories.
- Heavy industry is a type of industry that needs lots of machines, equipment and workers. Building railroads, ships or skyscrapers are all types of heavy industry.
- Light industry is any industry that builds small products, such as furniture, computers, clothing, medical equipment or electronics.
- Many people today work in service industries. These industries don’t produce products that you can touch, but services you need. The person who wrote this article is a writer – a service profession. Lawyers and bankers are in service industries. So are doctors and nurses.
- Cottage industry: a small business owned by just a few people – or one person — that meets a local need
- Reliable: dependable
- Factory: a large industry that relies on machines to do the work
- Robot: machines usually operated by a computer
Learn More All about Industry
Check out this cool video all about industry for kids:
A documentary about how the industry started.
Question: How can I pick a job when I’m grown up?
Answer: Think about the things that interest you. If you’re lucky, you’ll find a way to earn money doing something you enjoy. Talk to people to learn about different industries and careers.
Enjoyed the Easy Earth Science for Kids Website all about Industry info? Take the FREE & fun all about Industry quiz and download FREE worksheet all about Industry for kids. For lengthy info click here.
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