Irving, Texas. October 10, 2012 –
The ING Unsung Heroes® program strives to uplift, inspire and honor educators who are making a significant impact on their students and the educational experience in the classroom. Winning programs over the years have exemplified teachers who utilize innovative and engaging teaching methods and techniques to improve learning for America's students. Because many educators are often under-appreciated, under-paid, and unrecognized, ING U.s. continues to salute them through its ING Unsung Heroes program, now in its 16th year.
One of the exceptional programs in the 2012 ING Unsung Heroes competition was submitted by Renee Newry, a librarian at Farine Elementary in Irving. She is going back to school with a $2,000 ING Unsung Heroes grant. By receiving the ING Unsung Heroes award, Newry is recognized as one of the nation's most innovative educators. She is one of only 100 winners across the country who is receiving a $2,000 award to help fund "Society of Awesome Readers: (Summer Book Club)," her innovative idea, and bring it to life. She will now compete with other winners for one of the top three prizes -an additional $5,000, $10,000 or $25,000.
Newry's winning program, "Society of Awesome Readers: (Summer Book Club)," was initiated to create common ground among the students at Farine Elementary. Language and literacy are foundational skills that all students must have to be successful in school. Researchers agree that students in poverty often lose language and literacy during the summer months. The school has a large international community and although the students speak different languages, come from culturally diverse backgrounds, and have varied socio-economic levels, the library is a place where students can meet on common ground. The project's main objectives include teaching the skills necessary to become effective users of ideas and information, selecting resources that meet the learning needs of all students, opening access to the school library during summer book reading club hours and increasing parent circulation and parent visits.
Also, it is essential to choose books that are age appropriate with a theme or interest to students of various ages and teaching the skills necessary to become effective users of ideas and information. The students will learn to describe story element and events, tell stories, become interested and motivated to read books, maintain a reading log throughout the summer, and improve communication and social skills through reading discussions. Newry lives in Irving.
"ING is proud of the hard work and dedication of all of our nation's teachers," said Maliz Beams, CEO of ING U.S. Retirement Services. "It is a privilege to invest in the innovative ideas of educators across the United States who are preparing our children for the future. We hope the additional funds Renee Newry is awarded through ING Unsung Heroes will help sustain her program and continue to make an impact on the children in her community."
ING U.S., a leading provider of retirement plans and programs for teachers, began the ING Unsung Heroes program in 1996 to demonstrate the company's commitment to the education community. Over the years, the program has awarded nearly $4 million to 1,700 kindergarten through 12th grade educators for their innovative teaching methods, creative educational projects, and ability to positively influence the children they teach.
The 2012 ING Unsung Heroes winners were selected from a group of more than 1,300 applications. To learn more about this year's winning projects, as well as those from previous years, visit the ING Unsunq Heroes website (unsungheroes.com).
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No previous study is required to access any of our GCSE courses, but they do require basic literacy and numeracy skills.
GCSE courses are available in a variety of subjects and they are by far the most common qualification taken by students wanting to gain a firm understanding of a topic. Virtually all candidates take GCSEs in English, Mathematics and Science. In addition, many careers also require that students take English literature and at least one modern foreign language, while also favouring students to have at least one social science.
Often surprising, German is Europe’s most widely spoken first language. Germany is a significant player in the culture, economy and political landscape of Europe, particularly in emerging markets of Central and Eastern Europe. Important in trade markets, many leading German companies are becoming household names
Develop a foundation level understanding of spoken and written forms of German, and learn to communicate these in general everyday situations, using role play and practical examples. You’ll also gain insight and awareness of German culture and customs
To complete this course it will take in the region of 100 study hours which can be spread over a 12 month period to suit the student.
Support and Benefits
o Flexible terms times
o Stepped learning approach
o Access to a dedicated ICS tutor to mentor and motivate you throughout
o Access to the ICS online Student Community, allowing you to interact with other students and browse our resource library
o My World
o Holiday, Time & Travel
o Work & Lifestyle
o The Young Person in Society
Further Reading and Book List
You will be provided with advice and a list of titles if required once you purchase your course.
At the end of the GCSE course, each student receives a grade for each subject. The pass grades, from highest to lowest, are:
o A*, A, B, C, D, E, F, G
GCSEs are part of the National Qualifications Framework. A GCSE at grades D–G is a Level 1 qualification, while a GCSE at grades A*–C is a Level 2 qualification. Those who fail a course are given a U (unclassified). Students can also receive an X grade which signifies that they have only completed part of the course or key elements such as coursework are missing and so an appropriate mark cannot be given.
In many subjects, there are two different 'tiers' of examination offered:
Higher, where students can achieve grades A*–D
Foundation, where they can achieve grades C–G
If a candidate fails to obtain a G on the foundation tier or a D on the higher tier they will fail the course and receive a U (though there is a safety net allowing those who narrowly miss a D on the higher tier to receive an E). In non-tiered subjects, the examination paper allows candidates to achieve any grade. Coursework also always allows candidates to achieve any grade.
Students receive the results of their GCSEs in the fourth week of August (the week after A Level results). CCEA publish their results on the Tuesday and the other examination boards publish theirs on the Thursday. Normally, students have to go to their school to collect their results, although Edexcel allow for the option of an online results service whereby results are posted online.


My son has learning disabilities and an IQ of 56. He will be in the 6th grade and is reading at a 1.6 level. He should be reading at a 3rd grade level. I’ve requested help and all the school will say is that he is making progress. How can I get the school to teach him to read?
You are on the right track, but you do not have enough information and I am not the person the ask.
First: You need to be sure that the IQ test used was an appropriate one.
Some rely more on verbal abilities than others and sometimes that makes a big difference in the score achieved. You need to rule out that the 56 is not a measurement of the learning disability, rather than cognitive ability. A language disability or an auditory processing problem may need to be ruled out. Second…
Second: The full scale IQ score is not helpful in the case of a learning disability. You need to have the subtest scores, and thorough recommendations.
Third: It is extremely helpful to have a private sector evaluator state findings, and make recommendations for educational programming.
How to Find a Good Evaluator
Your state branch of the International Dyslexia Association may be able to give you the names of good evaluators in your area. Talk to someone on the board of the state branch.
There is a list of evaluators online, but all evaluators are NOT created equal.
Then call special education attorneys who represent parents, and advocates, in your state and ask them for the names of good evaluators. You will find lists here: http://www.yellowpagesforkids.com/ and here http://copaa.org/find/index.php.
Call the private special ed schools in your area that take students with learning disabilities and ask them for the names of good evaluators.
You will start to hear the same few names repeated. Choose from these. The best evaluator for the job may not be one that takes insurance.
Appropriate Reading Programs
The appropriate reading program for one student with a learning disabilities can be a poor choice for another student with learning disabilities. Ask the evaluator to name some appropriate programs. The evaluator is the best person to recommend programming and to comment on particular approaches that would not be appropriate for a particular child. The school is not required to use programs named by an evaluator, but if you hire a known expert, they would be foolish not to consider the expert’s recommendations for programming.
Understanding Your Child’s Test Scores
Also read this to be sure you understand the tests that have already been done http://wrightslaw.com/advoc/articles/tests_measurements.html .
The Legal Definition of Reading
Your son’s reading instruction so far may not have been complete. This is the legal definition of essential component of reading instruction:
The term ‘essential components of reading instruction’ means explicit and systematic instruction in-
(A) phonemic awareness;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
It is also important to know if the IQ has dropped over time. This sometimes happens with inadequate instruction. The private sector evaluator should ask you for copies of all previous testing so that he/she can analyze and report on increases or decreases in skills over time.


kindergarten [Ger., = garden of children], system of preschool education. Friedrich Froebel designed (1837) the kindergarten to provide an educational situation less formal than that of the elementary school but one in which children's creative play instincts would be organized constructively. Through the use of songs, stories, games, simple manual materials, and group activities for which the furnishings of a kindergarten are adapted, children develop habits of cooperation and application, and the transition from home to school is thought to be made less formidable.
The theory implicit in the kindergarten system, that education develops through expression and social cooperation, has greatly influenced elementary education and parent education, especially in the United States, where kindergartens are generally a part of public school systems. The first kindergarten in America was founded (1856) at Watertown, Wis., by Margaretta Schurz, wife of Carl Schurz. It was followed by a school opened (1861) by Elizabeth Peabody in Boston and by a public kindergarten established (1873) in St. Louis by Susan Blow.
See also nursery school.
See C. Goode, World of Kindergarten (1970); W. Barbe, Basic Skills in Kindergarten (1980); S. Stuart, Teaching and Reaching (1983); B. Spodek, Today's Kindergarten (1986); N. Brosterman, Inventing Kindergarten (1997).
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.


By L. Owens
Read or Download Earth (Space Neighbors) PDF
Best children's nonfiction science & nature books
From making dialog to jogging and riding, studying and reminiscence are the most important features of our survival.
Following the medical approach, this name presents directions on tips on how to behavior experiments that aid scholars achieve a greater knowing of the states of matter.
Keep the Planet: supporting Endangered Animals applies the NCTE/IRA criteria to technology and social reports content material. each one ebook sends the reader on a fact-finding challenge, posing an preliminary problem and concluding with questions and solutions. via attractive, interactive situations, beginners can test with textual content prediction, purpose-driven learn, and artistic challenge solving—all serious considering skills—while studying approximately how one can deal with our planet.
This incredible CGP Revision consultant is completely matched to the root point Grade 9-1 AQA Trilogy GCSE mixed technological know-how direction. each subject is defined with transparent, succinct learn notes, examples and diagrams - and there are perform questions on the finish of each web page to check you on what you’ve discovered (with solutions and mark schemes included).
- Science in Elementary Education: Pearson New International Edition: Methods, Concepts, and Inquiries
- Planning for Learning through the Seasons
- Earth Care
- Inspiring Science In The Early Years: Exploring Good Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
Extra info for Earth (Space Neighbors)
Earth (Space Neighbors) by L. Owens


Special education directors, early childhood interventionists, and other school administrators will learn from this program about practical, affordable solutions they can use to implement the principles of UDL (Universal Design for Learning) right away in the classroom. From the initial phases of classroom design, to creating a simple AT toolkit, you’ll see, hear and read from early childhood learning experts how AT tools create access to the general education curriculum. You’ll understand the role of the special educator in promoting the classroom application of AT toolkits for curriculum supports.
Kathleen C. Sadao, EdD, has been in the field of early childhood special education for more than 25 years and is co-author of “Assistive Technology for Young Children, Creating Inclusive Learning Environments.”
Nancy B. Robinson, PhD, CCC-SLP, San Francisco State University, is an expert in augmentative and alternative communication (AAC); early intervention, communicative sciences and communicative disorders.
Glen McCandless is an education consultant with over 25 years of experience working with educators and with developers of educational technologies to enhance teaching and learning.
Introduction to AT and UDL: What They Have in Common (9:32)
Hear about examples of the relationship between UDL and the multiple means of representation, engagement, and expression, and how AT tools for access can be used from the beginning.
How AT ToolKits Put AT in the Hands of Every Practitioner (15:21)
Listen to ways teachers can use low-tech devices and inexpensive materials to give them the opportunity to experiment, explore and try out simple, low-cost AT toolkits that will support every child in the classroom.
Merging AT and UDL in the Curriculum (10:28)
Hear how AT and UDL can be combined to differentiate instruction and provide all students ways to participate in class using different learning methods and with the help of SLPs who are uniquely equipped to do so.
There is no blog post that goes with this webinar.


Who We Are
Literacy begins at birth, long before the start of formal instruction in elementary school. By the time a child enters kindergarten, she or he already has been learning for 5 or 6 years. In fact, babies are born learning; parents are their first teachers and home is their first "school."
Read to Grow helps build literacy right from birth. We are the only statewide nonprofit organization that connects with parents in the hospital setting and prepares them to take an active role in their child's literacy development from day one. To help parents create language-rich homes in which children can develop critical early skills, we provide books to families and to the programs that interact with infants, toddlers, and school-age children and their parents.
The first step to literacy is developing language skills. Strong language skills are among the best predictors of later reading and writing abilities. Reading aloud exposes babies to words and speech, and helps build good language skills early on.
Reading aloud to children is the single most important intervention
for preventing low literacy.
According to current research, the first three years of life offer a critical window for brain development. The human brain is not fully developed at birth. Each of us is born with a genetic blueprint---a basic design. The brain develops as genes (nature) and experience (nurture) interact. In order to make the most of these plans, children need input from their environment. What they need most in the early years are stable, positive relationships with loving caretakers and good learning experiences. What happens in those earliest years lays the foundation for later growth, development and learning.
Read to Grow works with parents in the hospital when a baby is born to help families understand that early literacy and language development are part of their child's overall healthy growth.
Emphasizing the vital role they play in their child’s literacy development, we encourage parents to begin reading aloud to their babies right from birth. To start them off, we give a "literacy bag" containing a free new children’s book and informational guide to all parents of babies born in our participating hospitals.
To increase families' access to books, we provide free books to children in need, from birth through middle-school age, and to the programs that serve them.
Read to Grow makes a difference in the lives of children.
Reaching over 50% of the state’s newborns and their families with a new children’s book and literacy guidance, in partnership with 12 Connecticut birthing hospitals.
Distributing more than 130,000 free books to Connecticut children each year.
Read to Grow is primarily donor supported, and depends on hundreds of adult and youth volunteers and partnerships with health, education, literacy and social service providers to assist us in delivering our program services.
Read to Grow promotes language-building and literacy for children, beginning at birth, and supports parents as their babies' first teachers.
Every family - regardless of income and primary language - will understand the critical importance of early childhood literacy and will take an active role in their child's reading development. All children in Connecticut will have books.
Read to Grow began in 1998 in response to a call for children’s books from a New Haven, Connecticut health care center. Local bookseller Roxanne Coady rallied the Shoreline community and collected two busloads of books for the center's pediatric patients. Shocked to learn that so many children did not have books of their own, Roxanne brought together bankers, philanthropists, business leaders, educators and health care professionals to create the Books for Babies program to ensure that all babies in the New Haven area start life with a book of their own and parents who understand the importance of reading to them.
In 2000, the name Read to Grow was adopted to reflect a broader mission and additional services. Over the past 12 years, with support from our donors, volunteers and community partners, Read to Grow has grown, reaching hundreds of thousands of children, and expanding programming to address Connecticut’s ever-widening achievement gap.
Download our Helpful Hints for Parents of Babies.
Download our Helpful Hints for Parents of Young Children.
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Past and Present: Wichita State's Oldest Building
The oldest surviving structure on Wichita State’s campus, Fiske Hall’s story began in 1904 with a donation from Charlotte Fiske of Massachusetts to construct a new men’s dormitory at what was then Fairmount College.
Architect Normand S. Patton designed a structure in a variation of the Romanesque style. Fiske Hall’s dedication took place on June 6th, 1906.
Initially, Fiske served as a dormitory, with a dining hall in the basement and rooms in the three floors above. A number of the wildest stories from this era involved a loose association of upperclassmen known as the “Yellow Dogs.” One article said that the upper floor denizens “could hardly be called apes and yet they were not men-- they were veritable missing links.”
During World War I, the Student Army Training Corps housed cadets in Fiske Hall. Facilities included an infirmary that remained in use through 1919 to handle influenza cases.
As Fairmount transitioned into the University of Wichita, Fiske transitioned as well as to become the home of the Music Department and organizations such as the Sunflower Newspaper. Fiske Hall housed military training activities during the Second World War, and after 1945, the R.O.T.C. occupied part of the building. Music education remained Fiske’s main activity, however, until the Duerksen Fine Arts Center provided a more substantial home for the Music Department.
As the University of Wichita became Wichita State University, Fiske came to house the departments of History, Philosophy, Geography, and, until 2003, International Studies.
Now a modest structure next to the Ulrich Museum, Fiske remains an important part of Wichita State’s built legacy, one that has a history far richer than many realize.


Tried and True: September 1997--The information in this publication was current as of September 1997, and has not been updated since. Some services described in the publication may no longer be available.
A Language Arts Framework for Kindergarten Through Eighth
Grade Integrating Reading, Writing, Vocabulary, and Reasoning
||Developed and tested by|
the Mid-Regional Educational
What is the idea behind Literacy Plus?
Literacy Plus is a program that takes a holistic, integrated approach to teaching language arts, including reading, writing, vocabulary, and reasoning. It is based on the stages of literacy development and provides a framework for instruction that supports student-centered learning. A Resource Guide provides teachers with over 180 strategies that are appropriate to different stages of literacy development, organized in such a way as to support the instructional framework. Literature units are available at all K through 8 grade levels and are based on various genres and themes. Although Literacy Plus is a literature-based approach to reading, it can also be used in conjunction with a basal reader.
Unique to Literacy Plus is a semantic cluster approach to vocabulary instruction. Individualized word books contain words in semantic clusters that provide an incidental learning situation, as well as a way for students to collect new words from literature, basal readers, and the content areas. Literacy Plus also shows how to bridge the gap between spelling and word meaning, and provides a framework from which individual spelling lists can be created with words from students' writing, reading, and work in the content areas.
What does research say about how this idea can help teaching and learning?
Literacy Plus is strongly supported by research that suggests that individual language arts should not be taught in isolation of each other nor should skills necessary for reading and writing be taught in isolation of actual reading and writing experiences. Literacy Plus thus attempts to blur the choice between a skills, or phonics, approach to instruction versus a whole-language, or literature-based, approach.
Although current research on vocabulary development supports wide reading and language-rich activities along with direct vocabulary instruction, there is a strong need for a structure that allows direct instruction to reach beyond words taught directly, allowing students a place to store and learn new words within a context. Literacy Plus provides this structure within the classroom for the students.
How was this program tested?
Initially, a pilot site was established in a particular district. Data were collected to determine if student learning improved as a result of the implementation of this program. Studies included assessing student growth in reading comprehension and writing, including a measure of vocabulary growth in both areas.
Subsequent studies in various states have assessed student growth using a variety of measures, including pre- and post-standardized achievement tests, writing samples over designated periods of time, reading and writing performance assessments, teacher observations, running records, student self-assessments, and surveys.
What communities and states are using this program?
Literacy Plus is used in 43 states with the heaviest use being in the states of Alabama, Florida, Missouri, Nebraska, North Carolina, and South Carolina.
What's involved in using this program in my school and community?
Literacy Plus literature units can be used with little or no technical assistance or training as they are a fairly prescriptive approach to integrating the language arts. Each unit focuses on specific knowledge and skills and is composed of workshops which contain a mini-lesson, activity, and sharing period. Although each unit is supported by specific pieces of literature, other pieces of literature within the genre can be substituted.
The organizational structure of the Resource Guide is fairly straightforward, and it can be used in a variety of ways. The need for staff development or support will depend on how it is used. Many of the individual strategies can be used in the classroom without further explanation while others are more complex and require additional assistance. For example, the integration of thinking and reasoning skills requires more thought and training and tends to make the planning of units more complex. Similarly, Literacy Plus' approach to vocabulary instruction varies greatly from a traditional approach and therefore requires an initial in service to explain both the philosophy behind the approach as well as the use of the individual student word books.
Costs associated with implementing this program vary, depending on the components of the program being used.
2550 S. Parker Road, Suite 500
Aurora, CO 80014-1678
Phone: (303) 743-5543
Fax: (303) 337-3005
[Comprehensive School Mathematics Program (CSMP)]
[SEDL Follow Through Program]


The upside-down cake has been around for centuries, but it wasn’t until the 1930s that the recipe for Pineapple Upside-Down Cake showed up in the Sears, Roebuck and Co. catalog. Coinciding with mass consumption of canned fruits and vegetables in the 1920s and '30s, this cake became a popular way for Americans to experience the exotic flavors of the pineapple and the cherry, and made an easy party recipe for hosts and hostesses to put together. Your fourth-grader can hone her baking skills with this classic American recipe the whole family will enjoy!
What You Do:
- Preheat the oven to 350 degrees Fahrenheit.
- Invite your child to open a can of pineapple rings and drain the liquid.
- Have her place the rounds flat (you might not use them all) in the sauté pan. Help her measure and add the brown sugar and butter. Turn on the burner to medium heat (if your child is younger, you might want to do this yourself). Set the timer for 20 minutes to let the rings cook and caramelize, turning every 5 minutes.
- While you wait, have your fourth-grader make the cake batter. Offer her a set of measuring cups for measuring the flour, sugar, and sour cream. Have her add the other ingredients and give everything a good stir.
- Once the pineapple rings have cooked through and the butter and sugar have caramelized, have your child turn off the heat, carefully remove the rings from the pan and position them on the bottom of the cake pan. Have her pour the remaining butter and brown sugar liquid over the pineapple rings, helping as needed.
- Have her add a maraschino cherry to the center of each pineapple ring.
- It’s time to get baking! Invite your daughter to gently pour the cake batter over the pineapple rings and place in the preheated oven for 40 minutes.
- When the timer dings, help your child remove the cake from the oven and let it cool on a rack for 10-15 minutes. Help her place a plate over the top of the cake and flip the finished creation over, releasing the Pineapple Upside-Down Cake from the pan!
All that’s left to do is invite some friends over to taste-test the finished product!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Positive parental support is a necessary part of a Sound Beginning. Students have the opportunity to venture to the front of the class to try an activity with the teacher, but scurry back to the safety of mom's (or dad's) lap. Encouragement, praise and security are much of the parent's role in a Sound Beginnings class. Parents and children attend class together to strengthen bonds and to develop a happy pattern of educative play.
"Sound Beginnings has exceeded my expectations. It packs so much into each half hour class with an understanding of what it takes to keep preschoolers engaged and interested in musical activities. I am convinced that Sound Beginnings and Let’s Play Music will lead my two young children to musical success."
"I love the Sound Beginnings class for toddlers because it provides a fun, structured environment for my children to discover and learn music. The lessons are active and playful and involve singing, movement/dancing, musical stories, listening, puppet play, and much more. We have so much fun at the lessons, but best of all, we can continue having fun making music at home because we attend together."
Researchers, teachers and parents are discovering that music education promotes:
- Excellence in math
- Increased ability to read
- Enhanced brain functioning
- Decreased learning and discipline problems
- Better social skills
- Superior communication skills


The White Plains Middle Schools Art Curriculum is aligned with the New York State Standards for art education coupled with a visual arts philosophy that is integral to the program in grades six through eight. The four New York State standards allow students to participate in art, understand and use materials, analyze their own art and the work of others and lastly understand how all of this fits into their own cultural background and the global village at large.
The specific visual arts curriculum standards are repeated across the three grade levels permitting art teachers to reinforce these standards throughout these grades as the students begin to use more advanced tools and media as well as more complex terminology and begin to explore art concepts with wider breadth. The visual arts philosophy has always been that all students working at all levels of ability from very diverse backgrounds should be able to communicate through art in a collective and caring atmosphere. This is crucial in a middle school environment where the emphasis on education needs to include an exploratory component before students begin high school.


Studying another language is an exciting and rewarding experience, not to mention a career path that leads to many opportunities in today's global marketplace. Whether as a major or a minor program, language study increases your marketability and broadens your horizons. Not only will you become proficient in another language, but you will also become sensitized to other cultures (their history, literature, economy, beliefs, etc.).
Through language study you will:
- Learn and use cross-cultural communication skills
- Develop a better understanding of other people and different cultures
- Experience another culture's artistic, literary, socio-political, and historical contributions that have changed and continue to change the world
- Appreciate and celebrate world diversity
- Improve your skills in your native language
- Understand more fully your place, and your native culture's place, on a global scale
Kutztown University offers a Bachelor of Arts and Minor in Spanish. Future teachers can pursue a Bachelor of Science in Secondary Education/Spanish. Studying Spanish is especially relevant in our area, as the Spanish-speaking population continues to grow in our region.
Through specialized courses such as Spanish Conversation and Advanced Syntax and Style, students will achieve a solid foundation in written and conversational Spanish. All students, regardless of their level of ability, will be accommodated as they learn about the culture, language and the important history of Spanish-speaking countries. Classroom activities, such as lecture, group discussion, and pair work, are enhanced by the use of computer technology, music, video, and other techniques that our diverse faculty has acquired through their world experiences.
This program is taught by the Department of Modern Language Studies.
Bachelor of Science in Secondary Education/Spanish
The Bachelor of Science in Secondary Education/Spanish program not only gives students a sound basis in Spanish, but also provides a strong knowledge of educational techniques. Students who complete the requirements for a Bachelor of Science in Secondary Education will be certified to teach Spanish in grades K through 12. The program is coordinated between the Department of Modern Languages and the Secondary Education Department in the College of Education. Learn more about a Bachelor of Science in Secondary Education/Spanish.
Extra Curricular Activities
● Sigma Delta Pi - Nationally-recognized Hispanic Honor Society for Spanish majors and minors
● The Organization for Latino Awareness - Student-run organization that promotes awareness through activities
● Hispanic Film Series - Annually provides movie viewings in Spanish or dealing with related content
Kutztown University offers the intriguing opportunity to study abroad and immerse yourself in the culture of Spain, Ecuador or Costa Rica. Learn more about KU's Study Abroad program.
Based on the growth of the Hispanic population and the increase of Spanish-speakers world-wide, bilingual English/Spanish ability and cross-cultural understanding are valued assets in all fields, but especially so within the business world, health care fields, government, education, social work, and law enforcement.
- Applied Digital Arts
- Art Education
- Art History
- Audio Engineering
- Business Administration
- Coaching and Athletic Administration
- Communication Design
- Communication Studies
- Computer Science
- Criminal Justice
- Digital Communication and New Media
- Elementary Education
- Electronic Media
- English as a Second Language (ESL)
- Environmental Science
- German Studies
- Information Technology
- International Studies
- Leisure and Sport Studies
- Library Science
- Marine Science
- Music: Commercial Music
- Music Education
- Multicultural Studies
- Political Science
- Pre-Med & Health Careers
- Professional Writing
- Public Administration
- Public Relations
- Secondary Education
- Social Work
- Software Development
- Spanish for Modern Business
- Special Education
- Studio Art
- Supply Chain Management and Logistics
- Women's Studies


Third graders are at a fundamental stage of developing the habits, character, and discipline that will carry them through life. Our educational materials will help guide your students with reading lessons, character-building Bible stories, scientific classification, problem solving, and handwriting. Heritage Studies covers American history from the pioneer settlements to the Wild West. Music education is made easy with Music 3, which reinforces the vocal musical scale, introduces new instruments, and includes some composition.
BJU Press provides Christian educational materials to both Christian schools and homeschools. To see homeschool educational materials, please visit bjupresshomeschool.com.
|Bible Truths 3||Reading 3|
|English 3||Science 3|
|Handwriting 3||Spelling 3|
|Heritage Studies 3||Vacation Stations|
|Math 3||Elementary Spanish|


Creating Artwork in Response to Issues of Social Justice: A Critical Multicultural Pedagogy
Noel, Jana, Multicultural Education
Approaches to teaching multicultural education range from a recognition of diverse cultural contributions, to a focus on specific cultural groups, to critical pedagogy, in which individuals and communities can engage, with others, in the critique of culture, of the hegemonic practices with schools and society (Sleeter & Grant, 1999; Banks, 1999). Located within this framework is the empowerment of individuals to come to a clearer understanding of their own identities within a complex structuring of race, class, gender, and power.
But such critical examination of society, and of our own identities within that society, is not an easy task. Many people have not had the opportunity to publicly address or discuss such issues; many others do not desire to engage in such reflections, remaining, instead, silent about such issues (Noel, 2001).
This article describes an arts-based approach to the study of multicultural education that challenges students to address these topics, while enabling an aesthetic understanding of the issues. It describes how the creation of artwork serves as a personal act of meaning-making for students, allowing them to create a vision for a project of social transformation for themselves, for their own students, and for society.
Making Social Justice a Part of Our Teaching Identities
This class, titled "Education in a Democratic, Pluralistic Society," involved a cohort of practicing teachers working on their Masters degree in Curriculum and Instruction, with a focus on the Arts. As the professor of this course, my approach to teaching social justice issues is to immediately problematize the nature of society and of education. I want students to have an "awareness of immediate political and social realities" (Billings, p. 22). As the basis of all the readings, my students and I construct our identities as individuals, as members of communities, and as social transformers of society.
In class, we read articles discussing the history of oppression, cultural and socio-economic conditions, and various philosophical views on how students experience schools (Noel, 2000). In these discussions we examined the practices of cultural imposition that have been attempts to establish, solidify, and strengthen the dominant culture. We engaged in critical multicultural pedagogy, in examinations of "how power works in the interest of dominant social relations, and how such relations can be challenged and transformed" (Giroux, p. 179).
We read articles on racism and prejudice, on White silence and on poverty, along with others. In these discussions we tried to lay bare the presence and impact of these practices on many people in society. The first step in developing a consciousness of such influences on our identities is for those prejudices or for the issues surrounding them to enter into our consciousness, to actually 'disturb' our identities. In Gadamer's terms, they must 'address' us.
This work on actively constructing our identities toward a socially transformative perspective can be for some confusing, for some disturbing, and for some psychologically risky in terms of our own feelings of understanding and of competence. The effort is vitally important, though, because, as Nieto (1996) describes, "Without this transformation of ourselves, any attempts at developing a multicultural perspective will be shallow and superficial" (p. 353).
Experiencing Issues of Social Justice Through Artwork
It is through creating artwork that our identities can become 'disturbed' by issues such as those addressed in a social justice course. And specifically, it is through using the kind of "pedagogy in art education which...take[s] seriously the political nature of the empowerment that education offers to students" (Hicks, p. 43) that my students and I have learned that the creation of artwork just may be the catalyst needed to enable us take the identities of socially transformative educators. …


a) Discuss critically how the change in political situations shaped the course of Indian Education. Illustrate with examples.
b) Explain the need of community participation in improving the quality of elementary education. Discuss the initiatives taken by central and state governments for achieving the Universalisation of Elementary Education. (500 Words)
c) Describe the national system of education as envisaged in National Policy on Education (1986) and the need for a National Curriculum Framework in Indian Context. (500 Words)
a) Mention the philosophical assumptions of reconstructionism, existentialism and pragmatism and make an analysis of aims of education as propounded by these schools of thought. (500 Words)
b) Explain the meaning and nature of knowledge. Discuss the implications of different forms of knowledge for curriculum planning.
c) Choose a subject of your choice from Secondary School Curriculum. Analyse the curriculum of the same subject and describe how different theories of learning have contributed to the development of the same curriculum. (500 Words)
a) What is self concept? How does self concept affect learning? Give examples. (500 Words)
b) Discuss the influences of socio-cultural environment on learning. (500 Words)
c) Discuss the importance of affective learning in school curriculum. How will you organise content for teaching and assessment of affective learning?
a) What is the role of a school in the socialisation of a child? Present the case of a typical student from your class and describe how the school helped him/ her socialise.
b) Do you think ‘community’ has any role in running schools? Present arguments in favour of your answer with suitable examples.
c) How does the teacher’s ideology influence his/ her teaching? What measures should be taken to make teaching ideology neutral.
a) Discuss the development and present status of secondary education in India.
b) Identify a topic from the subject of your choice at the Secondary School level. Prepare a lesson plan on it.
c) What is Continuous and Comprehensive Evaluation (CCE)? Prepare a detailed plan for the implementation of Continuous and Comprehensive Evaluation at the Secondary School Level.


Use regards in a sentence
- I think that when we all see one thing alike, it is evidence that, as regards that one thing, our minds are perfectly sound.
- My kindest regards to Mrs.
- The shipper in the little ship It effects with woe sad might; He does not see the rocky slip, He only regards dreaded height.
- Captain Archer also regards this matter in a different light from that in which Smith represents it.
- And particularly as regards Science and Health.
- It is well known that no person who regards his reputation will ever kill a trout with anything but a fly.
- Please present my kind regards to your afflicted mother.
- It carries me back to her Plague-Spot and Poetry days, and I just dread those: Desert vacancy, as regards thought.
- Outside, the Honourable Giles is telling them how seriously he regards the responsibility of the honour thrust upon him by a great party.
This page helps answer: how do I use the word regards in a sentence? How do you use regards in a sentence? Can you give me a sentence for the word regards? It may also be related to elementary education find a school, homework, student, school uniforms write, and students.
Example sentences with the word regards, a sentence example for regards, and regards in sample sentence.


Why Is Literacy Important?
Literacy includes speaking, listening, reading, and writing—the essential communication skills students need to succeed, both in school and the world beyond. Students gain confidence as they build competence in communication and critical thinking.
Early elementary students engage in speaking, listening, and writing activities to build fundamental reading skills. Upper elementary students use their literacy skills to learn. They solve math problems, conduct science projects, and explore the social sciences. Without fundamental literacy skills, students will struggle throughout their school years.
This toolkit provides innovative and research-based activities that will increase student motivation in language-based subjects. Sharing stories aloud, discussing favorite books, writing to pen pals, and acting out stories will engage students in academically enriching literacy activities.
Key Elements for Afterschool Literacy Planning
Research indicates that afterschool literacy activities benefit students most when staff:
- target texts and integrate skills;
- identify standards, assess needs, and define goals;
- incorporate real-world activities;
- consider student choice, grade, age, and skills;
- assess student progress; and
- provide ongoing staff training.
Target Texts, Integrate Skills
Create an engaging environment of texts—magazines, picture books, fiction, and non-fiction—that speaks to student interests and culture. The National Reading Panel identifies five early literacy skills: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. A balance of listening, speaking, reading, and writing about rich and intriguing texts will provide students with opportunities to practice these specific skills.
Identify Standards, Assess Needs, Define Goals
Each state establishes standards for literacy instruction at various grade levels, targeting skills and content to improve academic outcomes. Observing student needs and consulting with school-day teachers will help you understand state standards and identify appropriate learning goals for your student population. To see state standards for English Language Arts, go to http://www.corestandards.org/read-the-standards/.
Incorporate Real-World Activities
Explore the world beyond the classroom with literacy activities. Engage reluctant readers with directions for cooking, carpentry, or games. Talk and write about their experiences after field trips or during science experiments. Interview community members about themes like work, family traditions, or history, and create books that tell their stories. Afterschool programs can help literacy feel less like a requirement and more connected to ideas and experiences that are useful in real life.
Consider Student Choice, Grade, Age, and Skills
Ask students about their favorite books and topics, and what interests them and why. Consult with classroom teachers and librarians to identify texts that correspond to grade, age, and skill levels appropriately. Use this research to plan fun and engaging activities that will reinforce school-day curriculum and goals.
Assess Student Progress
Frequent informal assessment—when staff and students share feedback about progress—will lead to growth in literacy skills. Establish learning goals that address student needs. Use journals, rubrics, displays, performances, and informal notes to frame positive discussions about how students use different learning strategies; how instructors can encourage positive risk-taking; what skills and strengths students are developing; and in which areas they can improve.
Afterschool evaluation plans also identify outcomes for formal assessment, requiring periodic data collection and annual reports; they may specify school attendance, student motivation, self-esteem, or behavior improvements without identifying achievement in academic subjects. Nevertheless, research indicates that positive literacy experiences will contribute to improvements in academic outcomes. If improved literacy is a targeted evaluation outcome, recurring formal assessments from the school or district can often provide relevant and informative data for reports.
Provide Ongoing Staff Training
Afterschool staff bring a wide range of backgrounds, training, and experience. Initial and ongoing training will get your staff on the same page about children's literacy development. Engage a district reading specialist, school-day teacher, or your most qualified staff member to provide training in basic literacy strategies, grade-level development, enrichment activities, and tutoring strategies for struggling readers.
Evidence: What Works in Afterschool
Literacy in Afterschool Programs: Literature Review (PDF) discusses evidence from studies that identify successful literacy practices and outcomes in afterschool programs.
English Language Learners: Literature Review (PDF) discusses evidence from studies that identify promising practices for improving the English literacy of children with other home languages.


New Cross-Curricular Resource! Wednesday, April 13, 2011
Many elementary music teachers are being pressured to alter their music lesson plans to reinforce the “core curriculum.” This can be frustrating, because it often decreases the effectiveness of the MUSICAL concepts taught in MUSIC class. Stanton’s suggests this new resource from Lorenz publications as a solution–it crosses the curriculum without sacrificing your musical goals and standards:
Music Games Disguising Core CurriculumÂ
Up-and-coming writer and educator Nicole LeGrand combines her experience as a classroom teacher with her current role as a music education instructor in this unique collection of reproducible worksheets specifically created to integrate core-curriculum standards in the music classroom. These worksheets are designed for students in kindergarten through sixth grade and do double duty as they address math, science, language arts, and social studies along with music concepts such as form, instrument recognition, multi-cultural and historical instruments, expression terms, intervals, and pitch and rhythm identification. Finding ways to connect music to core-content standards couldn’t be easier!Â
For more recommendations, contact our elementary music department!


Bromley, K. "Building a Sound Writing Program." In Best Practices in Literacy Instruction, edited by L. M. Morrow, L. B. Gambrell, and M. Pressley, 143-165. New York: Guilford Press, 2003.
Calkins, L. M. The Art of Teaching Writing. Portsmouth, NH: Heinemann, 1994.
Fletcher, R., and J. Portalupi. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001.
Fountas, I., and G. S. Pinnell. Guiding Readers and Writers, Grades 3-6. Portsmouth, NH: Heinemann, 2001.
Graves, D. H. Writing: Teachers and Children at Work (20th anniversary edition). Portsmouth, NH: Heinemann, 2003.
Routman, R. Writing Essentials. Portsmouth, NH: Heinemann, 2005.
Rubin, R., and V. G. Carlan. "Using Writing to Understand Bilingual Children's Literacy Development." The Reading Teacher 58, no. 8 (May 2005): 728-739.
National Writing Project
This site provides teachers with research-based information on writing instruction, ideas for using writing workshops and sample units for teaching writing.
Write On Reader
This site provides information on the history of writing, the writing process, forms of writing, a glossary of terms, different languages, and punctuation.
Young Writer Resources
This site includes a comprehensive list of children's magazines that publish student writing.


Visiting the past and eyeing the future : lessons we can learn from a 1995 art education instructional television series
MetadataShow full item record
Through the use of a case study methodology, this research presents a qualitative analysis of Eureka! The Creative Arts Series, an instructional art education television series from 1995. In recognition of the reality that no lesson in the field is value-neutral, the study seeks to determine the implicit and explicit messages about art education communicated through the various features of the series. The dominant art educational message is established with the use of an essential tool: a 2008 list of 45 puropses for art education. Using this list, the study distills the eight epsiodes of Eureka! down to their central, most frequently espoused messages. This information is then used to enhance understanding of how an effective art educator presents material, as well as how a successful art education television program may function.


Advisor(s) - Committee Chair
Lakeisha Meyer (Director),Carl Myers,Melissa Hakman
Department of Psychology
Specialist in Education
Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and knowledge of RTI. The findings revealed that differences in perceptions existed among teachers based on education level, grade level taught, RTI training received, knowledge level, and presence in a school implementing RTI. It was also found that those teachers with a low level of knowledge had more positive perceptions in regards to the benefit that RTI can have for teachers and students.
Educational Assessment, Evaluation, and Research | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching | Other Teacher Education and Professional Development | Secondary Education and Teaching | Special Education and Teaching | Teacher Education and Professional Development
Swigart, Ashley Elizabeth Moore, "Examining Teachers' Knowledge and Perceptions of Response to Intervention" (2009). Masters Theses & Specialist Projects. Paper 51.
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons


MARK 1:21, 22
I read this and realized that I have a tendency to think of the synagogue as just the local version of a church with the Temple being the big “headquarters” in Jerusalem. Not so at all as William Barclay points out.
There are certain basic differences between the synagogue and the church as we know it today.
(a) The synagogue was primarily a teaching institution. The synagogue service consisted of only three things — prayer, the reading of God’s word, and the exposition of it. There was no music, no singing and no sacrifice. It may be said that the Temple was the place of worship and sacrifice; the synagogue was the place of teaching and instruction. The synagogue was by far the more influential, for there was only one Temple. But the law laid it down that wherever there were ten Jewish families there must be a synagogue, and, therefore, wherever there was a colony of Jews, there was a synagogue. If a man had a new message to preach, the synagogue was the obvious place in which to preach it.
(b) The synagogue provided an opportunity to deliver such a message. The synagogue had certain officials.
- There was the Ruler of the synagogue. He was responsible for the administration of the affairs of the synagogue and for the arrangements for its services.
- There were the distributors of alms. Daily a collection was taken in cash and in kind from those who could afford to give. It was then distributed to the poor; the very poorest were given food for fourteen meals per week.
- There was the Chazzan… He was responsible for the taking out and storing away of the sacred rolls on which scripture was written; for the cleaning of the synagogue; for the blowing of the blasts on the silver trumpet which told people that the Sabbath had come; for the elementary education of the children of the community.
One thing the synagogue had not and that was a permanent preacher or teacher. When the people met at the synagogue service it was open to the Ruler to call on any competent person to give the address and the exposition. There was no professional ministry whatsoever. That is why Jesus was able to open his campaign in the synagogues. The opposition had not yet stiffened into hostility. He was known to be a man with a message; and for that very reason the synagogue of every community provided him with a pulpit from which to instruct and to appeal to men.
All excerpts in this post are from: The Gospel of Mark (The Daily Bible Series*, rev. ed.) by William Barclay
* Not a Catholic source and one which can have a wonky theology at times, but Barclay was renowned for his authority on life in ancient times and that information is sound.


The Yamaha Music Education System consists of a systematic curriculum which spans 7 years for children of both pre-school and school-age. The very basis, or core, of this system is the Junior Music Course for 4-year old children, followed by the Junior Extension Course and the Junior Advanced Course.
Pre-school age children undergo a period of rapid development in acquiring their aural skills. They can immediately memorise whatever sounds and words they hear for the first time. Therefore, if they are exposed to a variety of music by listening, singing and playing at this critical point in their lives, they will acquire a fundamental sense of music that is both solid and balanced.
The curriculum of the Yamaha Music Education System is based on an holistic musical training approach with a special focus to emphasize the creativity of each child.
Please find detailed information at the following pages:


5 Tools are core athletic skills required to be successful
in the game of baseball. Varying
in importance by position, these tools are critical components
of an individual player's make-up.
RUNNING SPEED. Speed is the
most "innate" (genetically predisposed) of the 5 Tools.
It is possible to enhance a ballplayer's speed, but substantial
gains are dependent upon the athlete himself. Players with speed
are counted on to make things happen and are catalysts both offensively
and defensively in the game of baseball. Scouts look at speed, and
know that if a player has it he is well on the way to becoming a
5 Tool player. iPB instructors work to improve running speed by
improving form, efficiency of movement and first-step quickness.
ARM STRENGTH. Arm strength
is often rated as the "least important" of the 5 Tools,
but arm strength can be a lethal weapon in any defensive position.
Along with arm strength, muscle endurance is an often overlooked
area for baseball players. Pitchers realize the importance of muscle
endurance - being able to throw hundreds of pitches weekly - but
what about the shortstop who needs to make plays day in and day
out, or the outfielder looking to gun down a baserunner at the plate?
Arm strength AND endurance are two critical areas emphasized by
HITTING FOR AVERAGE. Lets
face it, to score runs you need baserunners. Good hitters hit for
average first and power second. Hitting for average requires the
ability to hit to all fields and assess defensive situations - knowing
when to hit to the right side, when to bunt, or being able to make
contact when the hit and run is on. Hitting for average requires
good decision-making ability and good pitch selection at the plate,
foundational skills that are highly emphasized by iPB instructors.
HITTING FOR POWER. The most
obvious benefit of this Tool is that extra base hits increase a
team's chances of scoring. Power hitters also add an intimidation
factor. Barry Bonds drew
a record 198 walks in 2002,
taking his on-base percentage to over 500. Power hitters have recently
emerged because athletes recognize the importance of strength and
conditioning programs, and the fact that power hitters generally
demand the best contracts. Home runs and doubles off the wall are
a fan, and scout, favorite. iPB instructors work to refine the athlete's
swing and maximize his physical abilities to hit the long ball.
FIELDING. Scouts will often
say a player has "good hands." In reality, good hands
- or good fielding position - is the result of a number of factors
working together that make difficult plays look simple. Middle infielders,
catchers, and outfielders must have the defensive skills required
to take away base hits, know how to "read" a hitter, and
know how to react and position themselves for the best chance for
success. iPB's fielding instructors start with the basics and work
to develop a functional approach to fielding fundamentals at all
of Importance by position as recognized by professional scouts.
use professional scouts and the PRO Scouting Scale
when evaluating a player. All player information is submitted
to USA Baseball for possible National Team consideration. Our
goal is to improve each athlete in all 5 Tools to take your game
to the next level.
iPB projects a player's ability and potential based on
what the athlete shows at our events or from a private
evaluation. This scale becomes an important tool in the
iPB player database as it allows direct and consistent
player communication to USA Baseball and professional
organizations. To our players, this scale represents a
goal that allows specific focus to improve their game
and chances of success.


Contact the Director of Special Collections for more information:
Information for Faculty: The award winning project TeachArchives.org offers exercises, ideas, and more for using primary sources in your classes. The Society of American Archivists also hosts a useful site, Using Archives: A Guide to Effective Research.
- NEW FOR SCIENCE FACULTY: A possible treatment for MRSA (serious antibiotic-resistant infection) was found in a 1000 year-old manuscript. Special Collections has a number of old medical treatises and “household remedy” books. Mine these and test some of the recipes for efficacy.
- World War I started in 1914 and the US entered the war in 2017, so the centennial of the war in being memorialized throughout these years. How did the war effect Southwestern and her students? Create an exhibit (online or actual) or documentary related to the war and SU. Online resources related to SU and WWI are found here: digitalcollections.southwestern.edu.
- Take advantage of the “One Book/One Case/One Exhibit” venue to select a work from Special Collections and showcase it. Staff will be happy to provide more details and help.
- 18th century English imprints - curate an exhibit. How is William Hogarth’s Analysis of Beauty reflected in his own engravings?
- Add to the Zenas Matthews Diary mapping project. This 1846 US-Mexico War diary kept by a young soldier has been transcribed and location-mapped. Add value to the map by tagging flora, fauna, and other environmental features that Matthews records. Write a paper about how the landscape has changed. OR - study Matthews mention of food - how does the diary illustrate the saying “an army travels on its stomach”?
- Use Senator Tower’s papers to research the Republican stance on national health care in the 1970s. FYI: Senator Tower and the Republicans supported a national health care plan!
- The history of Texas Young Republicans. The Tower Library has a number of collections of Young Republicans who were mostly active in the transitional years of the 1960s and 1970s as Texas became increasingly Republican and decreasingly Democratic.
- A cursory examination of Senator Tower’s campaign voter attitude studies from the mid 1960s through the 1970s seem to have NO questions from the survey takers asking about abortion. When interviewees are asked what they see as the state/nation’s most pressing issues, abortion does not seem to appear. Why? Roe vs Wade was 1973; the Hyde Amendment 1976. When and how did abortion become a hot political topic that could make/break candidates?
- Curate an online exhibit using Special Collections resources. Just a few possible topics: Civil War; changes in student rules and regulations at SU; changes in curriculum (both at SU and in elementary education); Texas environmental history, oil and gas industry, ranching; history of magazines. Lorenzo Dow (only the Bible sold more books than he did - now who has heard of him?)…
- Create an online historical timeline using free online tools. Suggested resources can be found here: http://libguides.utk.edu/dhtools


by Anne-Evan Williams, LGL Director of Educational Development
For years there has been a heated debate in the reading community: phonics instruction or whole language instruction? The surge of back-to-basics instruction has repeatedly conflicted with the views of educators who look at reading within a larger frame of reference. While teachers all seemed to agree that comprehension was the ultimate goal, they openly disagreed on the instructional path to get there. Many reading educators now agree on a "balanced" program of literacy, one that builds foundation skills while simultaneously engaging students with meaningful texts and opening discussions about meaning-making.
Now we're seeing the same debate emerge in the math community. Especially in light of NCLB assessments, schools now are finding themselves in equally heated debates about basic math instruction vs. a discovery approach to building problem-solving skills. Much like the debate within the reading community, the end result of real-world application seems to be agreed upon, but the process by which to get students there is hotly debated.
The issue of back-to-basics math was raised in a recent article on cbn.com. Says NYU's Dr. Sylvain Cappell, "If you can put aside the technical steps and just do the calculations automatically, then you can go on to advanced material."
Yet while some students do struggle with basic computation, still others struggle with engagement and problem-solving strategies. Says Dr. Joseph Rosenstein of Rutgers University, "They need to become engaged. And if they don't become engaged, they don't learn, they don't retain it." This is often the argument of those in support of a more exploratory process of math instruction.
So what's the solution? Is one method of math instruction better than another? Will one more quickly raise test scores and prepare our students for life after high school? Math educators are beginning to find, much like reading instructors, that there is no right answer. Just as students learn reading differently, students learn math differently as well. Perhaps the new wave of math instruction will follow trends in reading instruction, melding together a balanced approach of basic computation and exploratory, problem-solving approaches.
Tags: math instruction, math intervention, balanced instruction, back to basics instruction


Reading proficiency by fourth grade is a critical milestone that indicates the quality of early childhood development and predicts future academic success. Up to third grade children learn to read, and after third grade children read to learn. Talk/Read/Succeed! (TRS) is a comprehensive education initiative designed to improve the number of children reading proficiently by fourth grade. TRS engages families and focuses on developing deep partnerships between families, schools and community programs to align strategies and support childrens literacy and learning. TRS is currently working with approximately 150 families at two Springfield Housing Authority developments. TRS is closely aligned with the Reading Success by Fourth Grade (RS4G) initiative of the Davis Foundation. RS4G is a citywide campaign launched in response to a status quo that is unacceptable: 64% of Springfields third graders scored below proficient on the 2009 Reading MCAS. RS4G began with a public awareness campaign highlighting the importance of early literacy. As the campaign gained momentum, a committee of representatives from schools, community-based organizations and families developed a blueprint of strategies that can be adopted across sectors to help reach the goal of reading proficiency for every child in Springfield.
The Talk/Read/Succeed vision is that all children living at Sullivan and Robinson Gardens will be reading at grade level by fourth grade. To ensure that children achieve this milestone, parents, schools and community programs will work together to develop an integrated system that produces school readiness and academic success.
TRS is working to deliver high-quality and relevant services and activities designed to strengthen the support of childrens language and literacy development. TRS will mobilize and engage families, schools and communities so that children receive the comprehensive support they need to grow and thrive in environments that are rich with literacy and learning opportunities.
TRS will use a family-school-community framework to organize its engagement with families living at two Springfield Housing Authority developments. Outreach to families will include information about the importance of parents as childrens first teachers, the impact of early literacy on lifelong achievement, opportunities to work closely with early education and kindergarten through third-grade educators, and strengthening their own skills through adult literacy and family economic stability resources. Families will have access to a wide-range of services including parental engagement, parenting education, child education, family financial stability, and personal skill development to assist parents in strengthening their own ability to be their child’s first teacher and most important advocate. The program collaborators include: Davis Foundation, Regional Employment Board of Hampden County, Inc., Springfield Education Association, the Springfield Housing Authority, Springfield Public Schools, United Way, and other community providers.
Increase the involvement and support of parents in their children’s early literacy skill development and early education.
Improve access for preschoolers to a high quality early education and a successful transition to Kindergarten.
Improve access to literacy-rich out of school time (afterschool and summer) programs.
Help families increase stability, progress toward economic self-sufficiency and improve physical and mental health.
Ensure that all parents, schools, community providers, and project partners collaborate to implement TRS.


Okay, so this is a language arts blog and I’m venturing into new territory here but I think I have something to say as someone who has taught Kindergarten, First, and Second grades sequentially.
Elona in Teachers at Risk posts about the results of a study in the Journal of Development Psychology which finds that success in kindergarten mathematics are the greatest predictor of future academic success.
Elona encourages parents to work with their students at home on math skills.
I’d like to elaborate on what would be helpful for parents and teachers to teach their children in terms of math in the elementary grades.
Very often teachers and parents teach students to count and then are satisfied that their studentsÂ know their numbers.Â When a student recites the alphabet we know that they will still need explicit phonics instruction but when a child counts to ten we often accept their number concepts as complete.
Do teach your students to count but also help them to understand what the numbers mean.Â For example, how about the number 3?Â It’sÂ 2 and 1 more.Â It’s 2 less than 5.Â It’s one more than 2.Â It’s one less than 4.Â You can teach this by placing 3 dots on a piece of paper and working with your child to notice these things.Â Very few kindergarten students, in my experience, have such a deep knowledge of any of any of the numbers.Â As adults we’ve developed these concepts already but children would benefit immensely from learning these number concepts early.Â Imagine how it would help with learning addition, subtraction, multiplication, etc.
Emphasis should be on understanding number concepts and simple problem solving more so than on memorization.


|Art Curriculum and Methods|
|ART CUR & METH|
|CLASS CODE:||ELED 350||CREDITS: 3||FEE: $10.00|
|DIVISION:||EDUCATION & HUMAN DEVELOPMENT|
|GENERAL EDUCATION:||This course does not fulfill a General Education requirement.|
|CATALOG DESCRIPTION:||This course provides pre-service preparation for K-12 classroom teachers in the visual arts content area with emphasis on the development of classroom materials and instructional strategies.|
|DESCRIPTION:||The urge to create is a characteristic common to all mankind. The progress of civilization is dependent on man's ability to create. A truly developed civilization expresses itself in highly developed divergent thinking and the development of visual perception. This course helps pre-service teachers understand the process of art education in the elementary school.|
|OBJECTIVES:||The students will:
1. Demonstrate an understanding of how to develop creative thinking, orginality, inventiveness, imagination, and self-confidence in children.
2. Know how to create an aesthetic environment in which children can use art as a means of self-expression, self-discovery, and self discipline.
3. Demonstrate a knowledge of art, art forms, basic concepts, and materials appropriate to the development of the child.
4. Demonstrate the ability to develop appropriate art and enrichment materials to enhance teaching the required art core curriculum in the elementary school.
5. Be able to discuss ways to evaluate children's art.
|REQUIREMENTS:||Attendance and participation weigh heavy on your grade. In class activities can not be made up. Assignments are due at the beginning of class. Late assignments, turned in after the beginning of class, will receive a 50% grade cut. Time will be given in class to work on projects, but some outside work will be required also.
Tests: A midterm and a final will be given in class. They will probably be oral tests over information in your notes. They will not be open note tests. Advance notice will be given in class and a review will take place in class.
Daily Art Projects: Several art projects will be required in this class. When you turn them in, they need to be "finished" around the edges, framed or matted unless directed differently by the instructor. A project planning form will be attached to each project explaining what materials are needed and the directions for your future reference. Projects will be graded at the beginning of class. Each project will be graded according to the scoring rubric included. No exceptions. Each project is worth 10 points. A later project can only earn a maximum of 5 points.
Team Presentations: You and your team will be presenting different parts of the curriculum in different forms. Directions will be given as to the format and scoring as the assignments are given.
Artist Book: With a partner, you will research an artist. (Style, form, era, samples of work, lifestyle etc.) You will prepare and present a short presentation to the class on the outlined topics, plus some of your own personal samples of this artist's work. Then, after all of the presentations, you will assemble a book about each of the artist's presented, and your personal sample of their technique and style. A scoring rubric will be given out when the assignment is made.
Art Files: One class period will be given to work on art files (consisting of 10 files) which you will compile from a list given on the first day of class. Each of you will teach one of your file lessons to the class and in an assigned elementary school. (Most of the files will need to be completed at home).
|OTHER:||All materials needed for the projects will be supplied for you. You will pay a $10.00 supply fee at the time of registration.|
|EFFECTIVE DATE:||August 2001|


Recently I introduced a group of my technology students to the text-based adventure Lost Pig, both as a way of broadening their reading horizons and as a gauge of interest in the genre. I posted about the experience on this site, but there’s a deeper level of learning going on that I feel merits its own post.
When I first introduced my students to Lost Pig, I knew that they would find the experience challenging simply because it was an unfamiliar way to interact with text. As I expected, the majority of my students really struggled; they weren’t used to a game forcing them to do so much problem solving without any visual cues to help them. Right from the beginning players are preventing from going in any direction, and the player must notice that there is a noise coming from one of the bushes and then listen to that noise to progress. After a couple of minutes of confusion, the stronger readers figured it out an moved on. Gradually more and more students figured it out, until finally the stragglers moved on with a little bit of prompting. That’s when I made my first realization about IF.
Interactive Fiction FORCES students to use reading comprehension strategies – you can’t just gloss over text that you don’t understand and move on; you are physically incapable of progressing until you comprehend essential elements of the text.
This realization put my students’ frustration into a new context. The frustration they experienced trying to figure out the game is similar to the frustration they feel when reading a challenging text, only amplified. Students have to confront their comprehension issues on the spot, instead of waiting until a test or essay to realize that they didn’t fully understand what they read.
Interactive Fiction provides immediate feedback about your reading strategies. At its best, IF is responsive and adaptive – trying to do the “wrong” thing will often result in a hint or additional information to help the reader self-correct. Misconceptions and misunderstandings can be dealt with in real time and with humor.
Not only did the interactive nature of the game bring into focus the reading comprehension process for my students, it also actively helped them to engage and adapt. Imagine what we could do with an IF game purposefully written to model reading comprehension, a game that could articulate to the player how to make sense of the text. Students would then be more fully aware of when they are and are not successfully reading and comprehending the text, and they would be rewarded for demonstrating comprehension.
Interactive Fiction provides meaningful rewards for comprehension. Students feel a sense of accomplishment from solving puzzles and besting challenges.
I don’t mean to suggest by this that students shouldn’t seek intrinsic reward from reading, but rather that the gamely nature of IF engages in the reader a stronger sense of achievement. When the reader/player is actively taking part in the story, they can also take ownership over the accomplishments of their character. It’s one thing to read along as Harry and the gang work their way through the various enchantments protecting the Philosopher’s Stone, but another entirely to actually solve those puzzles on your own. While this can be the most frustrating aspect of IF for low readers, it is also the thing that is most likely to keep them striving. Well written IF provides gradually increasing challenges, allowing readers to build their confidence and invest in the story. The best written IF is fully adaptive, providing readers of multiple levels to be challenged and successful.
Interactive Fiction allows for students of all levels to be challenged. IF can be written such that there are multiple clues, deeper plot elements to explore, point systems, or other opportunities for readers to challenge themselves.
Where a traditional book can only provide one story, one experience, IF can adapt the story to meet the level of the reader. Skilled readers can be challenged to read deeply into veiled references that might lead them into a different storyline entirely. IF games can engage different levels of readers with point systems, Easter eggs, alternate endings, or even inside jokes that let a reader know they caught something that most wouldn’t.
The potential for IF in the classroom is really limitless, and I’ve only just scratched the surface. If you’re interested in learning more, I would highly suggest Jeremiah McCall’s site Gaming the Past, where he uses IF to explore historical events. I also have an IF game (my first) that I wrote as a hardware/software/networking unit assessment for my beginning Computer Tech class that you can check out (feedback and constructive criticism encouraged).


The Venus fly Trap is an easy-to-grow carnivorous plant. Growing the plant in a micro terrarium--a small glass container--is a popular hobby among terrarium enthusiasts. The plant grows well in an enclosed environment, for it doesn't need a highly fertilized soil foundation. It receives most of its nutrients from insects, not the soil. A carnivorous plant micro terrarium is also an effective learning tool for students. The Venus fly trap micro terrarium is a wise beginning for first time terrarium creators as well as those wishing to experiment with growing carnivorous plants.
Creating the Micro Terrarium
Choose a small container that won't block the plant from absorbing sunlight.
Sprinkle a thin layer of the pumice sand mixture in the bottom of the clean container.
Add an equal amount of peat moss to the top of the pumice sand. Sprinkle a few pebbles onto the peat moss for decoration.
Planting the Venus Fly Trap
Poke a hole with your finger in the center of the peat moss.
Gently place the plant's root ball in the hole
Press the soil around the plant until it is firm.
Watering a Micro Terrarium
Pour some distilled water into a cap or bowl.
Soak some of the distilled water from the cap or bowl into the eyedropper.
Gently water around the plant, dropping the distilled water around the plant.
Caring for the Venus Fly Trap
Place your micro terrarium in full sunlight. Venus fly traps need sunlight for successful growth.
Add small crickets into the micro terrarium for the plant to eat if the terrarium is enclosed. If it is not enclosed, the Venus fly trap will feed itself.
Set the plant in the refrigerator for two months to remain cool when the plant begins to die back. Venus fly traps need a dormant time each year.
About this Author
As a freelance writer since 1999, Cheryl Starr enjoys writing articles on Christian topics and short-story fiction. Her work has appeared in "Teachers of Vision," "Insight" and "Highlights," to name a few. She is working on a novel and a devotional book. Starr studied elementary education and literature at the University of Arkansas at Little Rock.


The Mathematics Common Core Coalition
Eight leading math education organizations have formed a
coalition to provide expertise and advice on issues related to
effective implementation and assessment of the Common Core
State Standards for Mathematics (CCSSM).
The Mathematics Common Core Coalition (CCC) will
provide a means to review, research, nurture, and
communicate common messages throughout the implementation
and assessment of the CCSSM;
provide expertise and advice from the communities of
mathematics education content and assessment experts for
the development of the content frameworks of the
assessment consortia for the CCSSM; and
collect information about the implementation and
assessment processes of the CCSSM that will inform future
revisions of the CCSSM
Members of the coalition are
National Council of Teachers of Mathematics (NCTM)
National Council of Supervisors of Mathematics (NCSM)
Association of Mathematics Teacher Educators (AMTE)
Association of State Supervisors of Mathematics (ASSM)
Council of Chief State School Officers (CCSSO)
National Governors Association (NGA)
SMARTER Balanced Assessment Consortium
Partnership for the Assessment of Readiness for College and
PoW taking place: math problem-solving moment of the week
"I noticed how it is becoming automatic for the children to
discuss and share and how quickly the children are coming up
with solutions and number sentences."
- Beverly, sharing her thoughts on teaching suggestions in
the Primary PoW Teacher Packet
Mathematical Girls Novel
A popular Japanese young adult novel about math is being
translated into English.
Currently in its eighteenth printing in Japan, Mathematical
Girls explores "the beauty of mathematics, the excitement of
tackling hard problems, and happiness of discussing them
The translators at Bento Books describe this YA fiction as a
combination of teen romance and introduction to higher
mathematics — "like 'Glee' for math nerds."
While they put the finishing touches on complete English
language versions for print and digital publication, Bento
Books have posted the first two chapters for free
On his web page, author Hiroshi Yuki outlines the math covered
in the first four volumes, and links to versions in the
original Japanese, as well as Chinese and Korean
Now taking place: math education conversation of the hour
"I received this question and I have no clue how to go about
answering it. There is a + sign with a circle around it, never
been taught that before. I don't even know where to begin...."
- Dave, posted to the discretemath discussion
Watch TIMSS Videos Offline
By popular demand, and with funding from the Gabriella and Paul
Rosenbaum Foundation, timssvideo.com now offers downloading of
the Trends in International Mathematics and Science Study
(TIMSS) videos for offline use, complete with subtitles and
Just look underneath the video window of any lesson for the
button labeled "Download Offline Version."
The 28 full-length videos of eighth-grade mathematics lessons
hail from Australia, the Czech Republic, Hong Kong, Japan, the
Netherlands, Switzerland, and the United States of America.
timssvideo.com is a project of UCLA and the Carnegie Foundation
for the Advancement of Teaching. It is funded by a grant from
The William and Flora Hewlett Foundation.


For Source information, return
to Why Music? Links and Info Page
- New Studies Support Original Findings
Music Lessons Help Improve Math Skills
- New research continues to show music lessons, especially
lessons, can help elementary school students score higher on
- math tests.
- In a 1999 report, Dr. Gordon Shaw of the University of
- Irvine studied three groups of second graders. One group
- piano lessons and used a special mathematics computer
- Another group used the mathematics program and also
- English training. A third group received only standard
- After four months of this training, the second-grade students
- group that received piano lessons and used the math
- program scored 15 percent to 41 percent higher on tests of
- and fractions than the students in the other two groups.
- In a 2000 report, Dr. Shaw studied the math test scores of a
- of second graders from inner-city Los Angeles who were
- piano lessons twice a week for a year. Shaw compared the
- scores of this group to the scores of elementary school
- affluent Orange County who did not receive piano lessons.
- The second graders from Los Angeles scored as well as
- graders from Orange County. Half of the second graders in
- study scored as well as fifth-grade students in Orange
- The study of music and improvement in math seem to be
- connected. These new studies add credibility to the results of
- research, when a specific link between music and math was
Sharon Begley, "Music On the Mind," Newsweek, July 24, 2000.
berksmusic.com Music Education Links
Return to berksmusic.com Main


As literacy educators, we have a tendency to use mostly fiction books as our chief source of materials for motivating the reading habits of our students. When we examine children's reading interests and the books they choose for their independent reading, we discover that many children enjoy, and even prefer, to read information books. Coupled with students' strong interests in information books is the growing selection of quality children's information books available in today's school's libraries. This article explores the rationale for balancing the use of information books in literacy programs with a focus on how we can use information books to encourage and motivate girls and boys to do more independent reading. Ideas for practical applications of this rationale for both classroom teachers and school librarians are provided in the hope that all elementary literacy teachers will start using more information books to motivate their young readers.
Introduction This book strengthened my dream to become an astronaut when I grow up. (grade 5 boy)
This book is great. It tells all about how our planet Earth was formed and the ups and downs about this world. I never knew that people have to start worrying about Earth, (grade 4 girl)
I liked when this book showed the inside of the Statue of Liberty. I would really like to see up there, (grade 2 boy)
Literacy educators know that children like to read information books (Reese & Harris, 1997). These few quotes above give a glimpse of the reaction children have when they are given opportunities to read information books for their pleasurable reading, as well as adequate instruction in how to explore the wealth of ideas and information found in contemporary information books. Literacy in these classrooms is nurtured through the concept of "whole literature" (Crook & Lehman, 1991) in which information books are included across literacy programs both for instruction and for motivating young readers. Supporting this growing understanding are several studies (Monson & Sebesta, 1991; Morrow & Gambrell, 2001; Sanacore, 1992) that show that for many children information books are a strong reading interest and even a reading preference.
Unfortunately, as literacy educators, we have tended to rely primarily on the wealth of picture storybooks and novels to motivate young learners to become lifelong readers (Duke, 1998). We seem to accept the narrative text as the main tool we use for literacy instruction and for the independent reading activities we give to our students. We traditionally leave information texts for later in literacy development and for when we want students to "do a project" or find specific information. This tendency ignores the interest and excitement shown in the responses of children like those quoted above who learn from these books, who enjoy reading them, and who seek them out when they visit their school library media center (Doiron, 1995). Although I would never argue against the inclusion of quality picture storybooks and novels for teaching literacy and encouraging children to take up the reading habit, I suspect we may be missing a great opportunity for catching some children by neglecting to include information books in a more central role in our literacy programs. This article explores the rationale for balancing the use of information books in literacy programs with a focus on how we can use information books to encourage and motivate girls and boys to do more independent reading. Implications of this rationale for balancing the use of information books in literacy programs are then explored in the hope of sparking elementary literacy teachers to start using more information books to motivate their young readers.
A Balanced Perspective on Fiction and Information Books
Literacy educators today are encouraged to balance their teaching pedagogy (Cooper, 2001) to include direct teaching, learner-centered methodologies, formal and informal assessment approaches, word work and work play, decoding and comprehension, reading and writing, listening and speaking, viewing and representing, as well as finding the time to make uses for new information technologies and a wealth of children's literature. …


The importance of sports in the life of a young student is invaluable and goes much further than the basic answer that "it keeps kids off the streets." It does in fact keep kids off the streets, but it also instills lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a young athlete, especially in the middle school to high school years where student-athletes are much more mature and mentally developed. Where else can a young, impressionable youth learn values like discipline, responsibility, self-confidence, sacrifice, and accountability?
Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities,nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and instill these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student-athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student-athletes to success. The second component also involves the coach
By Lisa Dunning, MA, MFT
High school is a time to make friends, get good grades, participate in activities and prepare for the future. Unfortunately, due to budget cuts, some schools have opted out of high school sports, believing that money would be better spent on academics. I understand that academics come first, but sacrificing high school sports lessens every child's high school experience, their ability to perform at optimum academic levels and develop into a well-rounded adult.
The Importance of High School Sports Can Be Found in Elementary School During a child's elementary school years, children typically lose their recess privileges as a consequence to poor behavior. This consequence can have the opposite of the desired effect. Recess is the place where kids let out their aggression and release frustration and anger, allowing the children to better cope with the aspects of school they do not enjoy.
High School Sports Promote Bonding and Encouragement
What many administrators, teachers and parents fail to realize is that high school sports offer teenagers the same outlet. Participating in high school sports is important for motor skill development, maintaining a healthy exercise program and provides for a release of anger when the academic stressors become overwhelming. When youth participate in high school sports they release endorphins which helps decrease depression and increases energy. Most high schools, if not all, require at least a C average to participate in these sports, which provides the child with accountability. High school sports increase bonding between children and their parents when parents help with skills and come to games to cheer their child on.
High School Sports Boost Overall Morale And Support
High school sports offer a release that is needed for every student. High School Sports enables the entire school to come together, whether playing, or observing, to cheer for their school. If your child is having difficulty making friends encourage them to join a high school activity or to go to a game and cheer for their school. It boosts school morale when students meet to cheer for their team. While offering an enjoyable distraction from the stressors of school, teenager's negative perception of school as a place akin to a prison is replaced with increased school pride. This increased interest in school generally results in increased enjoyment in academics, resulting in better overall test scores and grades.
Adults Look Back on High School Sports Fondly
When adults look back on their time in school many do not remember their teachers, classes or grades but they do remember the high school sports they participated in or observed. They often look back on these memories fondly and look forward to their children having similar experiences. Encourage your teenager's high school to keep high school sports around so every teenager can have a better overall high school experience.
Lisa Dunning is a Licensed Marriage and Family Therapist Specializing in Parent/Child Relationship issues, the author of "Good Parents Bad Parenting: How To Parent Together When Your Parenting Styles Are Worlds Apart" and the host of her own radio show, "Life Support". She provides marriage, divorce and parenting phone sessions to clientele across the United States and Canada and provides expert parenting advice to newspaper & magazine columnists. To learn more about Lisa Dunning visit her website at http://www.lisadunningmft.com/.


I am verily a man which am a Jew, born in Tarsus, a city in Cilicia, yet brought up in this city at
the feet of Gamaliel, and taught according to the perfect manner of the law of the fathers, and was zealous toward God,
as ye all are this day.
THE NUMBER 123 has an obvious elementary character from its near universal use as a symbol of simplicity and
elementary education as seen, for example, in the phrase "its as simple as ABC, 123." This number also marks
the Greek form of the Hebrew name Gamaliel, the teacher of the great Apostle Paul.
This further integrates with the root meaning of Gamaliel, which is based on the word gamal (camel), the root of Gimel, the name of the
Third Hebrew letter. These various lines continue to converge in that its plural, gamallim, also sums to 123, and that the
Third Letter is a symbol of the Third Person of the Trinity, the Holy Spirit who nourishes, guides, and weans us as we grow
in the grace and knowledge of our Lord Jesus Christ. Thus the fact that Paul was "brought up at the feet of Gamaliel" has
a rich set of symbolic overtones from a host of biblical sources.
Factors: 3 x 41
Related Numbers: 287 = 7 x 41 (The Spirit of Wisdom)


Visual Art Education Resource
"Traditional textbooks are prohibitively expensive for many and do not take advantage of the digital technologies that are reshaping education. For example, textbooks often use only a single image to represent a work of art, they speak with an authoritative but impersonal voice, and they rarely incorporate the many valuable resources that universities, libraries and museums make available."
"We built Smarthistory to emphasize the experience of looking at art by using unscripted conversations recorded in front of the work of art whenever possible, by incorporating numerous images and video, and by curating links to high-quality resources on the web."
"Smarthistory joined Khan Academy in October 2011. Our missions are perfectly alignedówe are all working toward a 'free world-class education for anyone anywhere.'"