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- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
Teaching Reading and Writing: The Developmental Approach is a comprehensive yet accessible guide to the tools and knowledge pre-service and experienced teachers need to teach literacy in a developmentally-responsive and integrated way—while meeting the diverse needs of students in today’s classrooms. Using a conversational tone to present a wealth of critical content, the book helps readers connect theory to practice through vignettes and sample lessons from real classrooms; authentic student work samples; ideas for using and integrating print-based and digital texts across the curriculum; and tools for organizing and managing a comprehensive, developmentally-responsive literacy program.
Shane Templeton is Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary.
Kristin M. Gehsmann is Associate Professor of Education and Coordinator of the Master’s in Reading Concentration at Saint Michael’s College in Colchester, Vermont. A former elementary school teacher and preK-12 literacy consultant, she conducts research on narrowing the achievement gap in high poverty communities and bringing research-based practices to scale through ongoing professional development.
Table of Contents
1. The Foundations of Literacy Instruction
2. Language, Thought, and Literacy Development
3. Effective Literacy Instruction: Principles and Practices
4. Policy and Practice: Prioritizing Student-Centered Assessment and Instruction in Your Classroom
5. Foundations of Language and Literacy Instruction for English Learners
6. Emergent Literacy: Engaging the World of Print, Developing Oral Language, and Vocabulary
7. Beginning Literacy: Developing Word Knowledge and Conventional Reading and Writing
8. Transitional Literacy: Developing Reading and Writing Fluency and Thoughtful Interactions with Text
9. Intermediate Literacy: Reading and Writing Complex Texts and Developing Academic Vocabulary
10. Skillful Literacy: Developing Critical Engagements with Texts, Language, and Vocabulary
11. Response to Instruction: Intervention, and Acceleration for Readers who Struggle
C. Observation and Teacher Self-Assessment Tools


Tech Integration for Busy Teachers
COOL SCIENCE SITES
- Discovery Channel Science Search — Terrific way to search for science information. Depending on age level, there is also Discovery Kids.
- Bill Nye the Science Guy — Great site if you are thinking of doing a science project
- My Reference Desk – Science — Dozens of science sites to visit…a real gold mine
- Eric’s Treasure Trove of Scientific Biography — Want information on any scientist?
- BrainPOP (Science) — Great science site for elementary school students
- Science Homework Helper — Great information on any science subject from Fact Monster
- Raders Science Subjects — A must see science site from Kapili.com
- National Geographic for Kids — Great overall resource
- Edheads-Activate YOUR Mind! (Simple Machines) – EdHeads helps students learn through educational games and activities designed to meet state and national standards (US). Students can learn about simple and compound machines, how to predict the weather, perform virtual knee surgery, and even create a stem cell line.
- Animal Diversity Web – Nice site from the University of Michigan for students to find information about the Kingdom Animalia.
- Cells Alive – Learn more about Cell Biology, Microbiology, Immunology, Microscopy. There are also some great interactives, galleries, and videos.
- Science Fair Central – From Discovery Education, project ideas, virtual labs, and tons of resources.
- Science for Kids – Learn more about the amazing world of science by checking out fun science experiments, cool facts, online games, free activities, ideas, lesson plans, photos, quizzes, videos & science fair projects.
- Kinetic City – boasts that they have “the most amazing collection of science experiments, games, activities, challenges, and more.” Along with a pretty solid set of science related games, there are also have hands-on games and activities, mind games, and activities for creative writing and art. Kids will really dig the interface.
COOL INSECT LIFE CYCLE SITES
COOL STAYING HEALTHY SITES
- Food Pyramid – Fun, healthy activities, and information about the updated food pyramid.
- Kids Health – Health for kids!
- Dole 5 a Day – Highly interactive site from Dole Foods encourages kids to eat well.
- Nutrition Cafe – This site offers students the opportunity to learn about nutrition in a fun, interactive way.
- Nutrition Explorations – This site provides teachers, food-service professionals, and students with information and resources about nutrition, the Food Guide Pyramid, and healthful living.
- Healthy Teeth – Oral health education database.
- No Cavities Club – The No Cavities Club is a site dedicated to healthy teeth. Dr. Bunny teaches children about oral hygiene with interactive games, stories, and art projects.
- The Food Guide Pyramid – The Food Guide Pyramid was designed as an easy way to show the groups of foods that make up a healthy diet.
- Sleep For Kids – Teaching kids the importance of sleep from the National Sleep Foundation


The 4th (of 5) volume of the Orff Schulwerk system of musical education.
Carl Orff devoted much of his life to music for children. His pioneering work continues under the guidance of teachers and educators in many countries. The five basic German volumes of Music for Children by Carl Orff and Gunild Keetman were published between 1950 and 1954. The considerable growth of Orff Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Music for Children is a stimulating source of material for music teaching. Orff's fundamental educational ideas have revitalized music education from nursery schools to secondary education and in special music schools, based on the concepts that music, dance and language are interrelated and animated through rhythm. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Volume 4 of this classic study series concentrates on his Minor - Bordun as arranged by Arnold Walter and Carl Orff.


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Issues, policies and recommendations for improving the education of learners with autism spectrum disorders
by Simpson, R.L., Mundschenk, N.A., Heflin, L.J.
Simpson, R., Mundschenk, N. & Heflin, L. (2010). Issues, policies and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy Studies, 22(1), 3-17.
Objective: Autism is an idiosyncratic and highly distinctive when compared to other disabilities. Educationally, questions regarding who should be teaching individuals with ASD, Where should individuals with ASD be taught, and what and how should they be taught. The authors of this article seek to address these three core elements that are the underpinning of the education of individuals with ASD including the policies associated with these elements. After reviewing the core elements the authors provide recommendations for improving the present educational system and proactive policy suggestions.
Results: In regard to who should be teaching children and youth with ASD the authors identify that in the era of highly qualified teachers that many professionals lack critical foundational skills and knowledge because they receive little direct, specific, and comprehensive training in evidence-based practices for children with ASD. The movement toward noncategorical training increases the lacking scope and depth of training programs to produce qualified personnel. Additionally, the authors acknowledge the multiple pathways that currently exist for prospective teachers to obtain their initial teaching certificate as being problematic. The recommendations set forth by the authors in this area are:
· That all personnel who provide direct services to learners with ASD receive high quality and coordinated field experiences with students who fall across the wide range of the spectrum.
· Additional training in how to collaborate effectively is also required.
· Preservice and in-service programs need to do a better job preparing educators to vet, select, implement, and evaluate evidence based practices.
· Ongoing professional development in multiple formats should be provided by universities and school divisions.
· Local, state, and federal policy makers need to provide the funding necessary to support public education
· Graduates of alternative routes to certification should be held to the same high standards as those who complete the traditional programs.
Where should children and youth be taught is the second question posed by the authors. The continuum of placements is discussed as well as the individualization of the placement decision. The law indicates that students be served in the least restrictive environment and be provided access to the general curriculum to the maximum extent appropriate therefore the authors recommend:
· There is no universally appropriate or best site for the instruction of all individuals with ASD.
· That school personnel exhaust all supplemental aids and services before moving to more restrictive environments.
· Students should be educated in highly structured learning environments with low student-teacher ratios.
· Bullying must be controlled within the educational setting
· Educators need to enhance their proficiency in documenting student progress so informed placement decisions can be made.
· A continuum of services and placement options must be made available to students with ASD.
Finally, What and How learners with ASD should be taught is addressed by the authors. The authors acknowledge that there is notable disagreement over the instructional methods and supports that are most effective in teaching and supporting learners with ASD. Issues related to the instruction of learners with ASD are aligned with the subject of evidence based practices and research validated methods. With this in consideration the authors recommend:
· That a variety of approaches be available to support the heterogeneous nature of individuals with ASD.
· The features and characteristics of effective practices must not be overly narrow or restrictive.
· Practical and functional guidelines and resources are available to stakeholders to assist in sorting through and systematically considering interventions and treatments that are appropriate and advantageous.
· There must be recognition of the importance of creating structured learning environments and settings for all individuals with ASD.
· Educators must be prepared to understand and implement evidence-based practices.
The authors conclude that the best educational experience for these students has three components:
1. Every student with ASD must have appropriately trained teaching personnel
2. Their education must take place in the most suitable setting, which is decided on a case-by-case basis
3. The most effective research-based instructional methods must be employed


Instructional packets and other useful materials for Native
Guide to Reading Nakai Tablature
Includes instructional material on the Music Staff, Natural Scale of the
Native American Flute, Fingering Guides, Fingering Charts, and Practice Exercises.
Materials included in the guide:
- Music Staff
- Natural Scale in Nakai Tablature
- Fingering Guides for 5-hole and 6-hole flutes
- Fingering Charts for 5-hole and 6-hole flutes
- Practice Exercises
- Other Practical Suggestions
Guide to Reading Music: Duration, Rhythm and Counting
The "Guide to Reading Music: Duration, Rhythm and Counting" was created to help
persons not trained in music education to read music more effectively. In no way
is it intended to be a comprehensive guide, but instead, simply an introduction
to understanding the following points:
- Basic musical notation
- Duration and relationship of various note values
- Formation of various rhythm patterns
- Ways of counting rhythm patterns
- Exercises in reading, counting and playing specific rhythm patterns in 4/4, 3/4 and 6/8 time.
Articulations, Embellishments and Special Effects
Articulations, Embellishments and Special Effects for the 5-hole or 6-hole
Native American Flute.
- Normal and Double Tonguing
- Dash, Over a Note and Under a Slur
- Grace Note
- Mordent, Thrill, Tremolo
- Upward/Downward Bend
- Vibrato, Glissando
- Ending Pop
- Practice Exercises
Nakai Tablature Fingering Charts and Useful Scales
These materials were created to aid persons in reading music written for the
Native American Flute in "Nakai Tablature", to make persons aware of the full
range of notes possible on the instrument and to provide various scales that
can help the player perform more creatively.
There are 17 versions of these charts and scales.
The Generic version provides
information appropriate for any 5-hole or 6-hole minor pentatonic Native American
flute, regardless of the key in which the flute is built.
The other 16 versions provide not only this information but provides
above each "fingering guide" the name of the actual note sounding
when played on a particular keyed flute, i.e., a C flute, G flute,
F# flute, etc.
Simply choose the versions best for you.
For 5-hole or 6-hole minor pentatonic Native American Flutes.
Includes a few alternate fingerings.


Re: Trouble Hearing Music Posted by Voco 4/17/2014 10:54:00 PM
Thank you for the throwing light on this stubbornly difficult subject. Your explanation is very useful. Most dance-teachers recognize Beat-1 instinctively, but unable to explain it to students understandably. For example they say: the downbeat is Beat-1. So the student is left figuring out what the teacher meant by the downbeat.
What exercises would you recommend to a student who would tell you?
No problem with recognizing the 1 in any of the 5 Standard-music and Jive or Paso. Mambo 50% OK. Problem in International and American Rumba and occasionally in CC. No formal, or any type of music education. However, very strong taste for like or dislike of dance songs. Prefer the classic, romantic style Spanish-language Rs or very rhythmic CCs with clear beats, as opposed to the contemporary English vocals in Latin.


I am not clear on why this happens, but those students who
are black or whose heritage is diverse create art work in the vein of the
poem or Baca's Border People Mural, the others often use their families'
religious orientation. The students have respected each others' work and
have encouraged the bravery that is needed to enlighten the others about
I wonder if this is something that happens with others when they address a more specific ethnic
population. Sounds as though students can be moved or transformed based on the poem or
the video yet they need to express themselves through that culture which they are most familiar
with. It is good to hear that your students are being supportive and respectful of each other's
Currently I am teaching at the university level and am trying to get art education majors more
involved in working multiculturally with their prospective students. I am attempting to show them
different levels of involvement that art teachers utilize. Some feel that they can learn about an
object and perhaps even about the maker. They also know how important it is to understand
the context for the art. However, social reconstruction seems less viable to some of them.
Possibly when they have their own students and are employed by a community it will seem more
timely. Then again maybe it takes a certain kind of person to engage in attempting to make art
go into more substantive action.
I used to teach at elementary and middle school. I must confess I think my multiculturalism was
more shallow then it should have been. The students made objects that resembled the formal
aspects of the art object without knowing enough about the intent and context that
surrounded the object. Now there are many publishers of instructional materials who are
producing more multicultural information. Back then it wasn't so readily available.
Could you please send me any other information you have on the poem and video you use. I
am impressed with what you are attempting to do with your students.
Dept. of Art F.A. 108
Indiana State University
Terre Haute, IN 47809
Office phone 812-237-3721


About this Site
"It's amazing that those twenty-six little marks of the alphabet can arrange themselves on the pages of a book and accomplish all of that..." - Natalie Babbitt, noted children's author
Inspiration for Reading and Language comes from our belief that learning to read is one of the most meaningful and powerful experiences that a parent and child can share. Designed for parents of children from birth through 8 years of age, this site informs parents about how literacy development occurs at various ages, provides parents with some guidelines for how they can support children's literacy development at each stage, and offers some carefully-reviewed resources parents may find helpful as they raise eager readers and writers.
The information contained in Reading and Language is based on research and scholarship in language and literacy development. The following ideas that emerge from decades of research form the core philosophy of the site's content:
- Language paves the way for literacy. Oral language (talking and listening) develops before written language (reading and writing) in typical children. Learning to read is the process of mapping written language onto oral language. Children who both understand and use language well tend to become better readers and writers. By contrast, children who do not develop a strong language base tend to become less skilled readers and writers. To reflect the connection between language and literacy, each age grouping in this site contains a section about developmental milestones in four areas: Listening, Talking, Reading, and Writing.
- Literacy is a developmental process that begins at birth. Learning to read and write occurs in a predictable set of stages--from learning about what letters are and being able to rhyme as a young child, to using reading and writing as a means of deepening one's understanding of the world as an older child. Incredible as it may seem, this process begins in infancy. When babies hear nursery rhymes recited to them by their parents, they learn the rhythms of language. They learn about books by chewing on them and trying to turn the pages.
- Not all children learn to read and write at the same time. While some children read just at grade level, others may be reading several grade levels above and others slightly below. The language and literacy milestones presented in this site describe "average" development. If an individual child has not yet met all of the milestones for a given age, there may not necessarily be a problem. As noted frequently throughout the site, parents are encouraged to consult with pediatricians or teachers if they have concerns about their child's development.
- Parents play a significant role in helping children become readers and writers. More importantly, helping children to develop strong language and literacy skills can be a natural and enjoyable part of every day. Simply talking and playing with babies, writing letters on the sidewalk with toddlers, and making sure third-graders have a quiet space for homework are all simple ways of fostering literacy development. This site presents age-by-age guidelines for easy, enjoyable, and inexpensive ways that parents can foster their children's literacy development through everyday experiences.
When you visit Reading and Language, you can select an age to find information specifically relevant to your child's developmental stage. Each age-customized section contains the following:
- Quick Preview - a clickable slide show summarizing how parents can support a child of this age in his learning process.
- Milestones - language and literacy milestones for this age group, plus quick pointers and everyday activities that you can do designed to help your child learn language and literacy.
- Activities - an age-customized list of online and printable activities from PBS Kids.
In addition, the site features Articles presenting practical information and new research findings.
Reading and Language was created by the Center for Children & Families at Education Development Center, Inc. in Newton, MA, an international research and development organization. For more than 20 years, the Center for Children & Families has worked to strengthen programs that serve young children and their families. Our expertise in language and literacy development, numerous consultations with parents and advice from a panel of outside experts guided all content development.
Our Board of Experts
Grant Cioffi, Ph.D.
Bridget Dalton, Ed.D.
Theresa Deeney, Ed.D.
Catherine Finn, Ph.D.
Sandra N. Kleinman, Ed.D.
Allyssa McCabe, Ph.D.
Pamela R. Rollins, Ed.D.
Miriam Smith, Ph.D.
The site was designed by Fablevision Studios, a unique design studio specializing in animation, character design, and Web design for both educational and corporate clients.
Spanish Translation: Antonieta Romero-Follette.


Moose Math - by Duck Duck Moose
By Duck Duck Moose, Inc.
Open iTunes to buy and download apps.
Introductory Price! Moose Math engages kids in a mathematical adventure and teaches counting, addition, subtraction, sorting, geometry and more. While playing 5 multi-level activities in the Moose Juice Store, Puck’s Pet Shop and Lost & Found, kids can earn rewards to help build their own city and decorate buildings. Moose Math introduces a new whimsical group of Duck Duck Moose characters, The Dust Funnies, who help with mastering math skills. Moose Math is aligned with Common Core State Standards for Kindergarten and 1st Grade and includes a Report Card section where parents and teachers can monitor progress and find additional skill-building activities. AGES: 3-8.
PLAY CATEGORY: Early Learning/Curriculum
Moose Math features 5 engaging math activities:
1) MOOSE JUICE: Make smoothies while practicing counting, addition and subtraction
2) PAINT PET: Match the pets by counting the number of dots
3) PET BINGO: Solve addition, subtraction and counting problems to get BINGO
4) LOST & FOUND: Learn and sort through shapes and colors
5) DOT TO DOT: Help the Dust Funny find his way home by joining the dots
Kids will learn the following math skills based on Common Core State Standards:
- Understand the relationship between numbers and quantities
- Solve word problems and algebraic thinking
- Practice number pattern recognition
- Count by 1’s, 2’s, 5’s and 10’s
- Master counting to 100
ADDITION & SUBTRACTION:
- Add and subtract by 1’s, 2’s, 5’s and 10’s
- Add and subtract up to 20
- Learn to add and subtract with numbers, dice and rekenrek racks
- Master geometry at Kindergarten and First Grade levels
- Learn to identify and recognize shapes
- Understand and compare lengths
PARENT REPORTING: Includes a Report Card section where parents and teachers can monitor progress for each child and learn about new skill-building activities.
DEVELOPED WITH EDUCATORS:
- Developed in conjunction with Stanford University Educator, Jennifer DiBrienza, PhD in -
Early Elementary Education and former NYC public school teacher (K-Grade 2)
COMMON CORE STANDARDS: K.CC.1, K.CC.2, K.CC.4, K.CC.6, K.OA.1, K.OA.2, K.OA.5, K.MD.2, K.MD.3, K.G.2, K.G.3, K.G.4, 1.OA.1, 1.OA.2, 1.OA.6
Duck Duck Moose, an award-winning creator of educational apps for children, was founded in 2008 by three parents who share a passion for children, education, music, design and play. To date, we have created 17 top-selling titles and have won 15 Parents’ Choice awards, 15 Children’s Technology Review Editor’s Choice Awards and a KAPi award for the “Best Children’s App” at the International Consumer Electronics Show. We work with educators and play-test with children to ensure our apps are frustration-free for little fingers and full of whimsy, wonder and educational content for all to enjoy.
What's New in Version 1.0.3
Kid Tested, Mother Approved!
My four year old loves this app! He plays with it consistently (and voluntarily) every day. It's a great supplement to his Montessori education. With upbeat music, bright colors, and lots of verbal instruction and encouragement this app is ideal for the preschool crowd. Plus it's a lot of fun to boot! Even I am engaged by the variety of progressive skill based activities included within the app. This is definitely the best bang for the buck. Now I'm looking to Duck Duck Moose for a similar quality beginner reading app.
- Category: Education
- Updated: Oct 14, 2014
- Version: 1.0.3
- Size: 102 MB
- Language: English
- Seller: Duck Duck Moose, Inc.
- © Duck Duck Moose, Inc
Compatibility: Requires iOS 6.0 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5.


Why should teachers and students in 21st century classrooms podcast? As potentially disruptive, narrowcast multimedia production, podcasting can serve as an invigorating tool of communication and authentic literacy development in schools. In this program I address:
- WebSighting: The new website from the UK: iPod in Education (www.ipodined.org).
- Editorial: When we consider podcasting as a technology which is disruptive rather than sustaining, encouraging of multimedia production rather than mere consumption, and narrowcasting rather than broadcasting, I think we find three compelling reasons to podcast in the classroom.
Program Length: 18 min, 21 sec
File size: 8.4 MB
Subscribe to “Moving at the Speed of Creativity” weekly podcasts!
Did you know Wes has published several eBooks and "eBook singles?" 1 of them is available free! Check them out! Do you use a smartphone or tablet? Subscribe to Wes' free magazine "iReading" on Flipboard!
If you're trying to listen to a podcast episode and it's not working, check this status page. (Wes is migrating his podcasts to Amazon S3 for hosting.) Remember to follow Wesley Fryer on Twitter (@wfryer), Facebook and Google+. Also "like" Wesley's Facebook pages for "Speed of Creativity Learning" and his eBook, "Playing with Media." Don't miss Wesley's latest technology integration project, "Mapping Media to the Curriculum."
On this day..
- Use IFTTT to Auto-Tweet New Posts from Your Classroom Blog - 2013
- Reflections from the M - 2011
- We Need More Hawkeyes - 2010
- Moving Beyond the Tools.....How Do We Implement Them? - 2010
- Are virtual interactions REAL? A video answer from @danlovejoy - 2009
- New media changing journalism norms - 2009
- Helping young people prepare for IT related careers - 2008
- Videos for Professional Development - 2007
- Learning with the Podcast Shuffle - 2005
- Google news embraces RSS feeds! - 2005


Art helps children make connections with the world, teaching
them to better appreciate the experiences and points of view of
other people. Creative expression through the arts helps children
communicate their own observations and feelings, encouraging
sharing and self-expression.
Nurture the artist within your child by setting off to explore the
art treasures of Chicago. Take advantage of the amazing array of
free art classes, tours and more.
The Museum of Contemporary Art is host to Family Days, where every
second Saturday of the month, 11 a.m.-3 p.m., families can learn
about art through hands-on activities, scavenger hunts and more.
Admission is free for families with children 12 and under, and
activities are tailored for children of all ages. Upcoming themes
include I Heart Art on Feb. 13 and The Artist Studio on March 13.
Free daily tours are also offered Tuesdays at 1, 2 and 6 p.m.,
Wednesdays-Fridays at 1 p.m., and Saturdays and Sundays at noon, 1,
2 and 3 p.m. www.mcachicago.org.
Chicago's very own world-class art museum, The Art Institute of
Chicago, values and promotes art education for children through a
variety of free programs. The new Ryan Education Center, a
state-of-the-art facility, features five classrooms, three large
studios and a kid-friendly gift shop. Stop in to view a family
orientation video at the center to better guide your way throughout
Play with blocks and puzzles, play an interactive game,
participate in a drop-in art activity or storytelling hour or enjoy
quiet time with a book from the extensive children's library. Free
classes, from mini-master classes for the tot set (age 3-5) to teen
digital art studios, are sure to match the interests of the budding
young artists in your family. Check out the family programs
calendar at artic.edu for information on classes and family
Located within the University of Chicago's Hyde Park campus, the
Smart Museum of Art houses a permanent collection of more than
10,000 art objects, spanning five millennia of both Western and
Eastern civilizations. The Smart's small galleries and outdoor
sculpture garden are excellent spaces for children and adults to
explore art together. Check out the museum's Web site before you
go: Print gallery guides and play interactive games and activities,
including an art detective game and an interactive sketchbook. www/smartmuseum.uchicago.edu/education.
The National Museum of Mexican Art, located in Chicago's vibrant
Pilsen neighborhood, is the nation's largest Latino arts
institution. The museum presents the Mexican culture from ancient
times to the present, on both sides of the border, and offers great
family learning opportunities. Don't miss Kraft Family Sundays, a
free, year-round, hands-on program where you can create art with
Throughout the year, the museum's education department offers
Saturday morning or after-school art classes. Class themes may vary
by exhibition, medium or technique. In July, children will have an
opportunity to learn about diversity in the arts at the museum's
summer camp. nationalmuseumofmexicanart.org.
The Apple Store on North Michigan Avenue offers free computer arts
workshops on everything from composing a song in Garage Band to
building a photo album for families with kids (age 6-9 and 10-13).
Concordia University has just launched a new online program to
introduce first- through eighth-graders to art history. Ten online
lesson packets for each grade level focus on higher level thinking
and cover artists from Rousseau to da Vinci. www.uchicago.edu/artlessons.
Amy Bizzarri is a mom of two living in Logan Square. She also blogs at tiramisumom.com.
See more of Amy's stories here.
What to do with your weekend, delivered every Thursday.
Great deals and chances to win prizes, delivered every Monday.
Exclusive offers from our partners,usually delivered twice a week.
Resources for parents of children with special needs,delivered the second Tuesday each month.


This is an innovative and rigorous program that prepares students to be extraordinary teachers and teacher leaders. Graduates are prepared to become candidates for a Vermont Initial Educator License with endorsements in both elementary education and special education (K-6) after just four years.
Dual endorsement is possible because the professional standards for both elementary and special education are woven throughout the curriculum, creating a comprehensive, fully integrated four-year program. Other programs address these two specialties separately and sequentially, requiring graduate study in special education in order to gain that endorsement.
Inclusive elementary education prepares graduates to work with all students — the general student population as well as those with special needs and students from different backgrounds and cultures, which is the face of education today.
Students start by taking coursework in the Childhood Education program and apply to enter the Teacher Education Program in Inclusive Elementary Education during their first semester. See the Office of Educator Licensure for entry requirements, which include a minimum GPA, minimum scores on an academic exam (such as the SAT, ACT or PRAXIS I), and an interview.
Students accepted into the program complete three sets of academic requirements: Background Study in the Liberal Arts and Sciences — the Nine Components; Childhood Education; and a Liberal Arts or Science concentration.
Background Study in the Liberal Arts and Sciences: The Nine Components: In order to be prepared for the breadth of material that elementary teachers instruct, students complete coursework in composition, quantitative skills, literature, historical thinking and citizenship, artistic expression, scientific thinking, diversity studies, identity studies, and interdisciplinary studies. This coursework is typically satisfied by selecting specific courses in the undergraduate general education program. A list of recommended courses is available from faculty advisors. Contact the Inclusive Elementary Education program director to discuss equivalencies. Graduate students should consult with the program director regarding sufficient coursework.
Childhood Education: Students complete coursework in Childhood Education with a 3.0 cumulative GPA or better. They also complete a set of endorsement-specific courses that satisfy both the elementary and special education requirements.
Liberal Arts or Science Concentration: With the assistance of their advisor and the program director, students complete coursework for a second major or a 30-credit concentration in an approved liberal arts or science field of study. Options include a major in liberal arts or a major or concentration in English, math, history, biology, environmental science, health science, art, music or theater and drama. Anthropology/sociology, political science, or psychology also may be taken.
Fieldwork at Partnership Schools
The best way to learn to be a great educator is to gain practical experience under the mentorship of a practicing professional at a JSC partnership school. Students accepted into JSC’s teacher education programs undertake the following fieldwork experiences at our partnership schools:
Inquiry projects: Students complete 20 hours of observation and participate in teaching various courses.
Practicum I (Introductory Methods): Students teach lessons in English language arts and mathematics.
Practicum II (Advanced Methods): Students teach integrated lessons employing inclusive strategies.
Student Teaching: Students complete a comprehensive, 15-week internship (five days each week) focused on designing and instructing an integrated and inclusive unit of study.
Students are expected to complete fieldwork assignments during typical public school hours (Monday through Friday, 7 a.m. to 3:30 p.m.) and to arrange their own transportation to fieldwork sites.
Teacher Education Workshops
Teacher Education students attend five Teacher Education Workshops (EDU-TEW1 through EDU-TEW5) throughout their program. These are one-time meetings held each semester in multiple sections; see the “Course Sequence Plans” in the Teacher Education Handbook for details. Each workshop provides guidance for completing the next set of requirements for the program. Students who do not meet the benchmark requirements may not proceed in the program.


This year, Math III was introduced to 11th-graders as part of a seven-year process to revolutionize math instruction in Georgia middle and high schools.
Where math classes once were delineated by a particular discipline, such as algebra or geometry, courses now combine them.
"It's no longer students just plugging numbers into a formula to calculate an answer," said Kimberly Belcher, a Math III teacher at Lakeside High School. "Students are now learning multiple concepts to see the relationship between and discover for themselves why those formulas work."
Belcher's student Taylor Goodin, 16, likes the multiple-concepts approach to math.
"You can be weak in algebra, but if you're good at geometry or statistics you still can pull out a good grade," she said as she calculated the geometric changes of a fractal image called a Koch snowflake.
But relying on a mastery of one math discipline to overcome a weakness in another did not help thousands of Georgia students last year. Nearly half of Georgia's sophomores failed Math II. Test scores were so poor that the state Board of Education recently introduced Math III support classes so struggling students could relearn concepts from previous courses while still earning credits.
In Aiken County, administrators also have been keying in on math. In the past year, officials have implemented initiatives to beef up curriculum to keep students ahead of state standards. After several years of testing pupils in third through eighth grades with a Measures of Academic Progress accountability test, several areas, including math curriculum, stood out.
In the past year, third-grade math and the transition to eighth- and ninth-grade algebra have been the focus. Michele Conner, Aiken County's elementary education director, said that after a dip in third-grade math scores on the Palmetto Assessment of State Standards, teachers have started finding new ways to teach without the textbook. The current South Carolina third-grade text was introduced last year.
"There are no new textbooks this year, but we're changing the mindset so the textbook is just one resource," she said.
Second-grade teachers are also being encouraged to take their teaching past state requirements so their pupils are prepared for third-grade content, Conner said.
The district has also created an Algebra Institute with instructors from the University of South Carolina Aiken and Aiken Technical College to ensure that eighth- and ninth-graders are prepared for high school math and can have smoother transitions into college.
Another change includes swapping end-of-course test science requirements from physical science to biology. Students are required to pass English 1, Algebra 1, a science and U.S. history to graduate. Area 5 District Superintendent Randy Stowe said students already enrolled in physical science will be grandfathered into the new requirements.
In Columbia County, support classes in math are being offered in the form of power periods -- 30-minute classes during the school day for students to receive remediation or enrichment. The school system also offers students computer programs designed to address their particular deficits, and instructional coaches help educators better teach the concepts.
Rose Carraway, the system's director of high school student learning, said that such innovative methods helped 82 percent of last year's Math II students in Columbia County pass the class. Though Carraway admits that teachers first struggled to implement the new math curriculum, she believes it's a necessary change to better prepare students for college and the work force.
"The kids have to think (problems) through and determine what math (discipline) applies to them," she said. "It's not just number-crunching anymore."
For instance, fractals are math concepts often used in computer programming and broadcasting, Belcher said. The new curriculum, she said, places more emphasis on statistics, which she believes were neglected in the former curriculum.
Tougher math standards are also applying in Richmond County, where math has been a tough subject lately. The most recent AYP results showed that six of nine middle schools missed AYP only in math and that all but one elementary school missed AYP only in math. Richmond County schools have partnered with Augusta State University's math department to provide content courses for math teachers.
Dr. Shelly Allen, Richmond County mathematics coordinator, said that because there is a more common lesson plan for math at the high school level this year, there is more collaboration on lesson planning among teachers. She said data are being used at a greater level to identify students in need of extra math instruction.


In elementary classrooms all across America, teachers read books aloud to students to build their interest in reading. “Read alouds,” as they are frequently called, also may help students learn vocabulary words and improve text comprehension, but there is surprisingly little scholarship on the impact of read aloud practices when implemented in real classroom settings.
A new study from the Elementary School Journal fills that gap. The experimental study examined the impact of using a systematic approach to reading fiction and nonfiction books to students in first-grade classrooms. The authors of the study compared the comprehension and vocabulary retention of students whose teachers had read texts aloud, following a specific method of instruction, with those teachers who had not.
The systematic approach consisted of the following: Teachers in the “intervention” group were asked to walk students through the thought process of understanding a given text and provide explicit demonstrations and concise summaries of the stories. After showing them how to read and comprehend the text, students were gradually given responsibility for comprehension tasks. Teachers structured their read-aloud lessons with a before-, during-, and after-reading section, to prepare students for the text and then reinforce what they had learned.
On the whole, students in the experimental read-aloud group outperformed students in the control group. Read-aloud intervention had significant effects on students’ narrative retell and vocabulary outcomes, especially for students at risk for language and literacy difficulties.
The authors of the study conclude that read aloud practices can have a positive impact on higher-order skills such as comprehension and vocabulary, and recommend adopting a structured approach to read alouds in elementary education, with before-, during-, and after-reading components. By planning their read alouds ahead of time, teachers will be able to demonstrate the necessary steps to deep understanding of a given text and guide their students to read and comprehend texts on their own.
Baker, Scott, Lana Edwards Santoro, et. al. “An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats in First Grade.” Elementary School Journal 113:3. March 2013.


About This Course
Course Name/Code: Knowing Instrumental Classroom Methods, SEMU 360
Catalog Description: An online course in which Instrumental Music Education majors learn principles and strategies for developing a well-balanced, quality PreK-12 school instrumental program. These include developing various classroom issues such as rehearsal techniques, literature selection, scheduling, festivals, funding, facilities, and other topics.
Instructors and Texts
Instructor Who Teaches This Course: Dr. Rick Townsend
Required Text(s): Please use the online campus bookstore to locate required textbooks for the course. Make sure that you search using the correct course code and look for the course with the “OL” suffix in the drop-down list. (See Textbook Ordering Help.)


Dry Erase Phonics and Spelling Book Grades K-1 (54220) | DAY RUNNER
Mead®Dry Erase Phonics and Spelling Book Grades K-1
Help young learners with foundational skills for reading success with this reusable workbook. Activities designed to strengthen recognition and spelling skills.
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- Strenghten recognition of letters to sounds
- Develop phonics awareness through repetition
- Builds spelling skills
- For use with dry erase markers and erasable crayons
- Appropriate for Grade K-1 level students
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Mead Writing Fundamentals
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ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Reading and Writing Workshop: Freak the Mighty
|Grades||6 – 8|
|Lesson Plan Type||Unit|
|Estimated Time||Ten 50- to 60-minute sessions|
This unit revolves around Rodman Philbrick’s Freak the Mighty. Lessons include teaching and practicing pre-, during, and after reading comprehension strategies. Before reading, students are guided to make personal connections with the story by jotting down words and phrases as they read the back cover. During reading, students make predictions about the text and skim recently read passages to find one sentence that stands out to them. After reading, student discuss why the author chose the title. Students connect the book to their own writing by focusing on the use of voice in one’s writing, figurative language, vocabulary development, and word study. A multiple choice of culminating activities with an accompanying rubric is also included.
Experienced readers use specific strategies before, during, and after reading in order to make sense of the texts that they read. In order for students to develop these strategies, they need to see the techniques modeled and they need to be urged to practice the strategies themselves. Rick VanDeWeghe writes of modeling: "teachers show how they go about the processes of reading and writing-drawing students' attention to the ways readers and writers think and the real decisions they make, especially when they themselves are challenged." This lesson makes extensive use of modeling through a series of activities related to the book Freak the Mighty.
VanDeWeghe, Rick. "Deep Modeling and Authentic Teaching: Challenging Students or Challenging Students?" English Journal 95.4 (March 2006): 84-88
Atwell, Nancie. 1998. In the Middle: New Understandings about Reading, Writing, and Learning. Portsmouth, N.H.: Boynton/Cook.
Robb, Laura. 2000. Teaching Reading in the Middle School: A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking. New York, N.Y.: Scholastic, Inc.


NIU prepares teachers to best reach English Language Learners
Mayra Daniel understands more than many the importance of colleges and universities equipping teachers with the necessary skills to teach and design effective and appropriate culturally relevant instruction.
Daniel, an NIU professor of literacy education and bilingual ESL coordinator, moved to the United States from Cuba as a child.
“When I first came here, I didn’t know any English and didn’t have any help to learn the language,” Daniel said. “It’s difficult for students to succeed academically without that help from their teachers. We now know how to help students become bicultural and bilingual. We recognize there are numerous cognitive and social benefits for the learners who know their teachers embrace today’s diverse schoolhouse.”
Students who enroll in the NIU Department of Literacy and Elementary Education will become those successful teachers who are able to reach all types of children, including English Language Learners (ELLs).
In spring 2011, the department began offering two courses as a part of the elementary education program. Future teachers complete LTIC 301 (Multicultural Education Methods and Materials) and LTIC 420 (Methods and Materials for Teaching English Language Learners in the Content Areas).
The faculty’s work at the department focuses on multiculturalism and multi-literacy. Some professors are bilingual or trilingual. Others were born in different countries. Most are well-traveled.
“These courses are important because cultural and linguistic diversity is increasing at an unplanned and unprecedented rate,” Daniel said. “The courses prepare future teachers to work with and advocate for all learners and their families.”
“The course prepares teachers to work in urban areas and respect the home cultures and languages that the children bring to school,” Daniel said. “It exposes them to other cultural norms and encourages them to accept and applaud diversity and not judge others for doing things differently.”
LTIC faculty agree the courses challenge students to go beyond their personal experience and confront issues of race and privilege. “Some undergraduate students think they have to speak the native language of the students in order to teach ELLs, when that is not always the case,” said Chris Carger, coordinator of the Children’s Literature Teaching Collection and literacy education professor.
Carger teachers LTRE 231 (Techniques of Tutoring), which takes undergraduate students into local bilingual programs at Cortland Elementary School, where they help the children practice English language skills and develop vocabulary through playing games, reading storybooks and creating art projects.
“We start by using very simple and visual and concrete aids and stress the importance of vocabulary, which is a basic building block for learning how to read,” she said.
Carger said she believes the undergraduate and graduate courses offered through the department makes NIU teaching candidates more marketable and able to fill bilingual education and English as a Second Language positions, which are in great demand.
“We’ve reached a point where all teachers, even those in mainstream classroom settings, need to possess these skills and teaching techniques that assist ELLs because odds are they will have a few bilingual students in their classrooms,” Carger said.
Many future teachers have found success after taking even only a couple of these literary education courses focused on the bilingual/English as a second language endorsement, she added.
“When they do student teaching, they feel more confident and prepared to work with the linguistic minority,” Carger said. “Several students even realized they liked working with ELL students and decided to get their master’s degree and pursue a career in this area.”
In addition to offering these types of courses to students enrolled in the elementary education program at NIU, the courses are also being made available to teaching candidates who are preparing to teach math, science, art, English, biology, music, social studies, history and foreign languages. Within the College of Education, courses are offered to students in programs for early childhood development and special education.
The Illinois State Board of Education now requires that all teacher candidates across the university enroll in at least one course focused on educating English Language Learners.
“This is a different paradigm of teacher preparation, and the board is encouraging universities to acknowledge the needs of our student populations and require such courses,” Daniel said.
NIU will stay ahead of the curve in promote cultural literacy and diversity rights with a new course that will be offered next fall: LTIC 555 is a graduate course designed for students who want to work with bilingual special education learners, an area of high need in Illinois. NIU will be the only university in the state to offer the course.
by Chonce Maddox


|Date:||14 November 2012|
In 2011 the Evidence and Analysis Unit at the Department of Culture Media and Sport (DCMS) produced a short report that looked at data from the Charities Commission and mapped just over 8,000 charities within the broad 'culture' sector.
The report plotted the geographic spread of the charities and looked at broad trends in income profile and activity types. Of these charities 2,133 have been identified as delivering music and education. In response to this work the Arts Council commissioned research agency NCVO to complete the analysis of the Charities Commission data and map the current location and key characteristics of these music education charities.
As well as plotting the geographic location of the charities, the research looked at trends, patterns and common themes to this data. Arts Council England will use these to:
1. Provide an accessible directory of local and regional music education charities.
2. Ensure that Music education hubs and other organisations are able to identify and partner with relevant local charities.
3. Link music education provision supported by the Arts Council, together with the resources of the charities sector in order to maximise the resources of both parts of the ecology.
|Author:||David Kane and Jenny Clark|


May 29 2013
Instead of raising the minimum wage, as President Obama has proposed, we should abolish it entirely. The minimum wage does more harm than good, particularly in an already dismal U.S. employment market, especially for the young, inexperienced, uneducated and low-skilled job-seekers.
Since the federal minimum wage's adoption in 1938, the minimum wage has occupied part of the national agenda, re-emerging each time another politician advocates again raising it — as Mr. Obama did in his most recent State of the Union address.
In the era of the "War on Women" rhetoric, it's worth noting that the minimum-wage law was originally premised on protecting women. In an all-too-familiar pattern of self-defeating meddling, it has failed to achieve its purposes and actually makes things worse for those the law claims to help.
The year before Congress adopted a federal minimum wage, the Supreme Court upheld a Washington state law setting a minimum wage for women, citing "the health of women and their protection from unscrupulous and overreaching employers." After all, the court reasoned, women's "physical well-being" and "maternal functions" are needed "to preserve the strength and vigor of the race."
Yet reams of research over many decades have shown that these laws make it more difficult for entry-level workers to find their first job and gain those critical foundational skills. Simply put, low-skilled job-seekers cannot move up the ladder if they cannot get on the ladder in the first place. The true minimum wage becomes zero when a job-seeker cannot find a job because her lack of skill, experience and education means that it doesn't make economic sense for an employer to hire her.
Advocates of higher minimum wages talk in emotional terms about the need for workers to earn enough to support themselves. Yet there is nothing compassionate about ignoring the real consequences of bad economic policies. Not even our multi-trillion-dollar federal government can repeal the law of supply and demand. Government policies that hold prices down at below-market levels result in supply shortages. For example, rent controls cause apartments to be unavailable. Price controls on gasoline result in long lines at the gas pump.
As economist Robert Murphy explains, "when the price of something goes up, consumers want to buy less of it, while producers want to sell more of it." The market-clearing price occurs where the quantity supplied matches the quantity demanded. Shortages — say, of gasoline and apartments — result when the actual price is below the market-clearing price, and consumers try to buy more product than producers want to sell.
On the flip side, laws setting prices at above-market levels result in excess supply. As Mr. Murphy says, "if the actual price for some reason is initially too high, then producers will be trying to sell more units than consumers want to buy, so there will be a glut." When there is too much labor on the market, the result is increased unemployment. "Keep in mind that some unskilled workers simply do not produce $8 worth of extra output for every hour they are on the job," says Mr. Murphy. "If someone's labor only produces, say, $7 of output per hour, then an $8 minimum wage would force an employer to lose $1 for every hour this person works. If the employer wants to maximize his profits, it would be smarter not to hire this person at all."
Instead, employers must do what it takes — automation, outsourcing, belt-tightening, expecting more from employees already on board — to hire fewer workers and reduce head count.
Ralph Nader, arguing in favor of minimum-wage laws, claims that these laws help reduce poverty and reduce the number of people on welfare. In fact, the laws do just the opposite. Economists have shown this time and again. A study by economist Peter Brandon found that increases in states' minimum wage resulted in decreased levels of work by women on welfare and increased time on welfare. A separate study by economist Keith Leffler found that increases in the minimum wage led to increases in the welfare rolls. Other studies, supported by dozens of reputable economists, have shown that the minimum wage does little to reduce poverty and that teens bear the brunt of minimum-wage legislation.
Let's abolish the minimum wage and allow entry-level job seekers to find work. From that, they can gain experience, skills and the satisfaction that they are productive members of society. The ability to transform our lives is an essential part of the American experience. No one — despite age, inexperience or lack of skills — should be denied that first step on the road to independence.
Minimum-wage laws are a roadblock they don't need.


Body and SoulIn all of Western art, there is no more highly charged subject than the nude figure. I make the point of saying western art because, with the exception of India, the nude plays little part in any other artistic culture. The roots of this fascination with the nude figure date back to ancient Greece and the idealisation of the classical regard for the merging of body and soul as represented by principally the male nude. Although there are a few highly regarded female nudes in Greek art, it was largely their Roman imitators who elevated Venus over Apollo in their sculptural favouritism. With the fall of the Roman Empire, the nude virtually disappeared in art. In Medieval art, a few highly stylised, semi-nude figures of Christ crucified exist, as well as a few religious works depicting Adam and Eve in a sinful context, and sometimes you see the nude figure in the occasional last judgement (provided the figures represent sin and shame). But in essence, the church chose to separate the Greek body and soul into two separate elements, one sinful and shameful, the other spiritual with the hope of redemption.
Most art scholars pinpoint the year 1506 as the time when a reawakening to the nude figure occurred in Renaissance art (though Botticelli's and some of Michelangelo's work predate this). That was the year, legend has it, that an Italian farmer, plowing his field, stumbled upon the buried fragments of the first century sculptural group known today as Laocoon (pronounced lay-OCK-o-wawn). Believed to be from the workshop of Athenodorus, Hegasandrus, and Polydorus of Rhodes, the work depicts a scene from Virgil's Aeneid of a blind "seer" famous for his immortal warning "Beware of Greeks bearing gifts" (as in the Trojan horse), and his two sons battling a sea serpent. Michelangelo is said to have supervised its disinterment. The newly discovered antiquity breathed new life not only into Renaissance sculpture, but also into the study of the nude body itself, especially as depicted under stress. The figures in Michelangelo's Sistine ceiling reflect this.
Raphael, especially, seems to have been influenced by this newfound emphasis on the nude figure, though in fact he painted few of them. Instead, he often posed figures in his paintings nude, then drew clothes upon them just before or during the painting process. This procedure carried over into the first art academies in Florence and elsewhere where the nude figure became the keystone of all art education. And even though the Catholic church gradually became more tolerant of the nude figure in art, there was no relenting in their persistent belief in the shameful nature of the naked body as an important root cause of sin. As a result, the nude figure was instead embraced by the growing secular taste in mythological subjects, and inasmuch as most artists and their patrons were of the male persuasion, the female nude virtually dominated painting especially from the sixteenth century on, at times, to the near exclusion of the male figure. Peter Paul Rubens' The Judgement of Paris of 1635 is a typical example.
During the eighteenth century, the overtly sexual, contemporary female nude, as seen in François Boucher's Reclining Girl (Portrait of Louise O'Murphy) from 1752, infiltrated the mainstream of art where it remained important in the work of Ingres, Delacroix, and others through most of the nineteenth century, reaching a blatant pinnacle in Manet's Olympia around 1863, until such time as Picasso and Matisse began using it merely as a pleasing shape or symbol, rather than a human figure with sexual overtones. Today, whether male of female, contemporary artists continue to de-sexualise the nude figure, often depicting it in such a brutally realistic manner - sometimes so grossly fat or thin, or stylised to such a degree, as to remove most if not all its erotic content - which has, in any case, largely moved on to the art of photography and its bastard cousin, pornography.
Contributed by Lane, Jim
16 January 2001


Building Insider Knowledge: Teaching Students to Read, Write and Think Within ELA and across the Disciplines
This resource describes how to support ELA and other subject-area teachers as they think about why disciplinary literacy teaching is important and how to enact it in robust ways. The authors argue that it is critical for the improvement of students’ academic literacy development and overall learning that all teachers and literacy researchers attend to the teaching of disciplinary literacy in every subject area.
Access to this article has been provided by the National Council of Teachers of English, an NCLE Stakeholder Organization
|Building Insider Knowledge.pdf||900.12 KB|


Why is Orton-Gillingham Needed?
The National Institutes of Health report that one in six people in the United States have difficulty learning to read. They also report that 75% of children identified as having reading difficulties after nine years of age continue to have difficulties throughout High School. Traditional methods for teaching reading are ineffective with this population of children and adults.
To address this issue of literacy, a National Reading Panel was formed in 1997. This panel consisted of 14 individuals, including leading scientists in reading research, and representatives of colleges of education, reading teachers, educational administrators, and parents. Congress asked this panel to assess the status of research including the effectiveness of various approaches to teaching children to read.
A report submitted to Congress in February 1999 by the National Reading Panel showed that a successful reading program should consist of systematic phonics instruction integrated with phonemic awareness, fluency, and comprehension strategies.
The Orton-Gillingham method has been successfully used for more than 70 years and incorporates the components recommended by the National Institutes of Health. It is a structured, multisensory phonics approach. It is systematic, proceeding from simple to complex, and it is cumulative in that new information builds on what has been previously learned. Multisensory reinforcement and practice cements new learning into long-term memory. Although it is structured, the program is also flexible, which means that the method can be adapted by building on the strengths of the individual while providing remeditation of weaknesses.


Pediatric physical therapists work with children with a wide range of disorders of the musculoskeletal and neurological systems. We use a variety of techniques designed to make therapy fun and playful to help children reach their highest potential of physical function. Pediatric physical therapy promotes independence in the home, school, and community. An initial evaluation is completed, and our therapists use their expertise when developing goals for the child to achieve. Our treatment sessions are geared towards each child's needs based on their individual evaluation.
Our physical therapists provide comprehensive assessment and intervention in the following areas:
- Musculoskeletal Alignment
- Functional Mobility and Motor Skills
- Motor Planning
- Sensory and Neuromotor Impairment
- Proprioception and Body Awareness
- Motor Skill Development
- Muscle Tone
- Gait Pattern
- Equipment Needs
- Parent Education
A typical physical therapy treatment session will last approximately an hour depending on the child's endurance or level of fatigue. During a typical treatment session, the therapist will plan fun and playful activities geared towards each child. These activities may include crawling, walking, climbing stairs, jumping, and playing games to address balance and coordination and to strengthen the large muscles of the body.


Print Resources on DBAE:
Alexander, Kay and Michael Day, editors. Discipline-Based Art Education: A Curriculum Sampler.
Getty Trust, 1997. Actual graded lesson plans, K-12.
Dobbs, Stephen Mark. Learning in and through Art: A Guide to Discipline-based Art Education.
Getty Trust, 1997.
Eisner, Elliott. The Role of Discipline-Based Art Education in America's Schools. Getty Trust, 1988.
This book is a policy statement about the positive gains to be made in art education by the expanded
use of DBAE.
Reynolds, N. Art Lessons for Middle Schools: A DBAE Curriculum. Weston J. Walch, 1999.
Smith, Ralph Alexander. Discipline-Based Art Education: Origins, Meaning, and Development.
University of Illinois, 1989. This thesis is a basic history of the development of DBAE.
Stewart, Marilyn G. Thinking through Aesthetics. Davis Publications, Inc., 1997. This small volume
is a teacher handbook for guiding students through discussions about art.
Stewart, Marilyn G. "Diving Below the Surface: A Conversation with Dr. Marilyn Stewart."
ArtsEdNet Offline Newsletter, Winter, (#8), Getty Trust, 1998.
Online Resources for DBAE:
The homepage of ArtsEdNet; Web resources of the Getty Education Institute. Sections include
changing DBAE online units, image galleries, lesson plans and ideas, resources, a listserv, and
valuable links to art education and interdisciplinary arts education websites. There are many online
units, such as Artworlds, developed as a teacher course; it includes units on art worlds, Mexican-
American Art, African-American Art, and Navajo Art.
Forum: Asking Questions about Art. This is a high school level discussion sight featuring
`big' questions about art using a Web site about Trajan.
The Web site features an interactive use of pairs of paintings
to illustrate elements of art. It is from the University Museum in Utah.


IRISH WATER SAFETY is the statutory voluntary body established to promote water safety in Ireland.
Our focus is on Public Awareness. Unfortunately an average of 150 people drown each year in Ireland. We feel that this is simply unacceptable considering that most fatalities are avoidable. We strive to reduce these fatalities by increasing water safety awareness, changing attitudes and behaviors so that our aquatic environments can be enjoyed with confidence and safety.
WHAT WE DO:
Teach swimming, lifesaving, water confidence, safety, survival, rescue skills and Basic Life Support. Courses are provided to children as part of the Primary School Curriculum and adults. Some participants will progress to qualify as Pool and Beach Lifeguards. There are a series of qualifications that are internationally recognized.
Arrange conferences, lectures and demonstrations to Local Authorities, Government Agencies, NGO’s, schools, Colleges and members of the public.
Publish literature to promote water safety and target at-risk groups. We provide publications for all aquatic activities to assist the public adhere to best practices.
Our volunteers carry out Risk Assessments on bathing areas and waterways nationwide that may pose a particular risk to the public, in order to make them safer by the erection of Public Rescue Equipment, signage and other necessary facilities. We also advise and assist Local Authorities, state agencies and private enterprises on matters relating to water safety. Complete Public Rescue Equipment checks.
Beach Lifeguards are trained and tested by our examiners for the Local Authorities, prior to the annual summer season each year.
Train and examine rescue boat crews for the Community Rescue Boats Ireland and the Coast Guard.
Promote marine safety along with other members of the Marine Safety Working Group and the Irish Marine Search and Rescue Committee.
National and local media help build public awareness by actively communicating our safety messages to the public.
Regular Press Releases are available, which target the seasonal hazards at sea, on our inland waterways and other aquatic environments.
Analysis and provision of drowning statistics that enables effective targeting of “at risk” groups in Ireland.
Work with a range of organisations to help reduce the high number of drownings by suicide annually.
Organise the Annual National Lifesaving Championships; some of our members then go on to compete in international events each year.
Organise the National Water Safety Awards Ceremony. The “JUST IN TIME” Rescue Award and other awards recognize people’s work, providing training and promoting Water Safety in Ireland.
Partners from the private sector sponsor the delivery of messages to key “at risk” groups.
Provide information on the locations of Lifeguarded waterways in Ireland.
Public and private bodies call on us to make submissions on water safety related matters.
Our WSDO’s and HQ advise Local Authorities on planning applications that involves developments that have aquatic features and may have water safety implications.
Maintain a comprehensive website of water safety advice, publications and courses.
IWS is registered charity CHY 16289.


New research from the Columbia Center for Children’s Environmental Health at the Mailman School of Public Health shows that prenatal exposure to a ubiquitous household chemical called butylbenzyl phthalate (BBzP) can increase a child’s risk for developing eczema. The research not only shows a risk for eczema, but also points out that all but one of the women in their study showed some level of exposure to the chemical BBzB which is widely used in vinyl flooring, artificial leather and other materials. The researchers measured exposure to BBzB via urine tests during the third trimester of pregnancy. After the babies were born, the mothers in the study were asked if their child had been diagnosed with eczema. The final result: onset of eczema by age 2 was 52% more likely for children whose mothers had been exposed to high concentrations of BBzP. While it’s clear that BBzP can cause problems, what’s less clear is how this chemical actually raises the risk for eczema. The researchers estimated that allergies might be a possible mechanism, but after testing the children for common indoor allergens, they found no evidence of a link between BBzP exposure and allergy.
This is important research because neither eczema or BBzP and other phthalates are a picnic. Eczema is characterized by itchy rashes, small raised bumps which may leak fluid and crust over, thickened, cracked or scaly skin and super sensitive and raw skin due to constant itching. This condition may occur on the face, scalp or other areas of the body and is common in young children. Allan C. Just, PhD, first author on the Mailman School study notes, “While hereditary factors, allergens, and exposure to tobacco smoke are known to contribute to the condition, our study is the first to show that prenatal exposure to BBzB is a risk factor.” Past research shows that exposure to BBzP and other phthalates may delay motor skill development in young children, mess with their immune system and possibly increase risks for obesity and behavioral problems. On top of that, as frequent Inhabitots readers will know, phthalates are also known to disrupt the endocrine system. Although this new research is a bit confounding, meaning the researchers can’t nail down why BBzP causes eczema, why not just avoid as many chemicals as you can while pregnant? Already we know that most pregnant women carry far too many harmful chemicals in their bodies. You can cut your chemical exposure while pregnant by eating organic, avoiding plastics, using safe body care products and eating less meat and fresh, not canned foods.
Lead image by christgr via sxc.


By Dr. Bruce Fischman (Muhlenberg College)
One of the best resource texts to understand Flexible Grouping
was written by Michael Opitz for Scholastic Professional Books. He defines Flexible Grouping as "allowing students to work in differently mixed groups depending on the goal of the learning task at hand." This definition is a core belief for teachers in the LEADERS program, because it honors all kinds of learners, which helps to establish a community of learners necessary to promote literacy.
"Allowing students to work in differently mixed groups" gives students ownership in their classroom. Students can choose reading partners during independent reading time, while teachers select students for guided or guiding reading based upon running record data. The result is a wonderful atmosphere of trust, cooperation and support for readers at all stages of literacy development.
A Reading Workshop begins with a whole class mini-lesson that introduces a new reading strategy for everyone to try or a specific resource skill like using the dictionary for vocabulary development. Then, while the teacher is meeting with guided reading groups, students are choosing reading partners for independent reading time. The small guided reading group is the place where the teacher continues to model the specific skill or strategy shared in the mini-lesson.
The dictionary work is leveled for the students who need either a picture dictionary or intermediate dictionary or collegiate dictionary. The common link for all readers is their use of the dictionary as a resource tool to understand vocabulary. The flexible aspect is that different readers are using different dictionaries for vocabulary work.
Opitz lists nine reasons for using flexible grouping:
- To ensure that all learners feel part of the community.
- To help children better understand what they have read.
- To enable students to work cooperatively with a wide variety of peers.
- To help students feel more involved in their learning.
- To capitalize on the research that supports the use of grouping as a way to engage students with appropriate instruction and materials.
- To offset the effects of ability grouping.
- To help the majority of students by using time efficiently.
- To provide for individual differences using open-ended assignments.
- To accomplish the goals of a reading program and address national reading and language arts standards.
Using a flexible grouping plan makes sense, but it is not easy to put into place. Teachers must be willing to risk giving students real reading time, rather than quiet "seat work," while meeting with different small reading groups. Real reading time means that the classroom library has leveled books and that there is a system in place for students to select materials. Lucy Calkins suggests five levels. Your classroom library can be divided into easy, medium and harder text reading. Then sub-divide the easy and hard texts by adding a + for books needing closer reader attention. The five groups of books are color coded, and students are directed to select books "on their level."
Enter a LEADERS classroom with flexible grouping in place, and you will notice a community of readers doing real reading and thinking and writing. The standard that is upheld in those classrooms is the love for reading and writing and a lifelong commitment to literacy.
Submitted by: Bruce Fischman, EdD Regional Co-director, Muhlenberg College, and Third Grade Teacher


Multiplication to Music
Classical Math to Classical Music
from Sing n Learn
We are proud to offer your children Classical Math to Classical Music. Experience classical math education and classical music education--all in one program!
Every well-educated child should know something about the greatest music ever written -- Classical Music. They should know about the people who wrote the music--names like Bach, Beethoven, Bizet, Chopin, Handel, Haydn, Mozart, Rossini, Schubert, Schumann and Strauss.
These songs put the multiplication tables to music--not just any music--but the timeless melodies of the great classical composers. Learn the 2ís to the strains of one of Mozartís best-known symphonies. Learn the 5ís to a theme from Beethovenís famous Pastoral Symphony. Learn the 11ís to a melodious work of Handel. And, while you are at it, why not learn something about the composer, too!
Not only will you hear and appreciate their music, you will learn about the composers themselves! Then, you will reinforce that learning with clever crossword puzzles about those composers.
Learn the multiplication tables
from 2 x 2 through
12 x 12 to great classical music.
See the times tables written out in both vertical and horizontal format.
Read about the lives of eleven great composers.
Work clever crossword puzzles about the composers.
The CD presents each song four times. The first three times, your children will hear the answers. The fourth time through, your children will "sing in" the answers. This method of learning utilizes the time-tested method of "repetition, repetition, repetition." It builds confidence, enabling your kids to remember these facts for a lifetime. Get ready to journey into the timeless world of classical music with Classical Math to Classical Music.
Twos - Mozartís Symphony #40
Click to Hear Sample of 2 x
Threes - Bachís Anna Magdalena, Notebook #7
Fours - Bizetís Toreador Song from Carmen
Fives - Beethovenís Pastoral Symphony #6
Sixes - Rossiniís William Tell Overture
Click to Hear Sample of 6 x
Sevens - Schumannís Melody
Eights - Haydnís Surprise Symphony
Nines - Straussí On the Beautiful Blue Danube
Tens - Chopinís Waltz #18
Elevens - Handelís Harmonious Blacksmith
Click to Hear Sample of 11 x
Twelves - Schubertís March Militaire
You and your students will treasure the experience always.
Set includes 24pp workbook and CD, $15.95
Extra workbooks, $5.00 each


Profile of Phonological Awareness (Pro-Pa)
By Smarty Ears
Open iTunes to buy and download apps.
The Profile of Phonological Awareness (Pro-PA) was developed for the purpose of evaluating and describing the phonological awareness skills of children. Phonological awareness skills are related to speech sound and literacy development and should be assessed in children with difficulties in speech, language and/or reading (Catts, 1993; Gillon, 2002, 2005). Describing phonological awareness skills in students can make it easier for educators and clinicians to target early, and even later, reading difficulties as these foundational skills are strongly related to early and later reading skills (Catts, 1993; National Institute of Child Health and Human Development, 2000; Stanovich, 2000), writing skills (Clarke-Klein & Hodson, 1995), and speech and language skills (Carroll & Snowling, 2004; Gillon, 2000, 2002, 2005). This evaluation can be considered as part of a full speech, language, and/or literacy evaluation or can be stand alone.
The Profile of Phonological Awareness can be used to:
-Collect information regarding an individual’s phonological awareness skills.
-Help educators and clinicians choose areas of skill development to target, if required;
-Measure treatment effectiveness and skill growth over time;
-Ability to enter students’ information and track their progress overtime;
-Tests most areas of phonological awareness development with separate information about consonant clusters;
-Offers ability to choose which sections to administer and ability to skip sections without compromising totals;
-Ability to see students’ skill levels at a glance with colour coded scores;
-Ability to see a group of students’ average skill levels at a glance with colour coded scores;
-E-mail and/or print test results immediately after its administration;
-Color changing counter included to help students visualize segmenting and provide support to students when attempting segmenting;
-Automatic analyses of the following skill areas:
1. Rhyming - Identification and production
2. Blending - Syllables and sounds in words (including consonant clusters)
3. Isolating - First, last, and middle sounds in words
4. Segmenting - Words, syllables, and sounds (including consonant clusters)
5. Deleting - Syllables and the first sound in words (including consonant clusters)
6. Substituting - First and last sound in words
-Compatible with iPad running iOS 4.0 or later;
-Add notes throughout the assessment, with prewritten common errors or answer patterns available for faster administration;
The Pro-PA aids in obtaining a complete picture of a student’s individual skills in phonological awareness by assessing and analyzing errors and providing information about the approximate skill attainment in each individual area. An understanding of the profile of skill attainment as well as specific types of errors made by a child, which can be outlined in the notes, will result in an intervention plan that can more appropriately and specifically target the child’s phonological awareness difficulties.
The Pro-PA was developed by Tanya Coyle, a Canadian speech-language pathologist, and published by Smarty Ears. It can be used with individuals of all age groups.
A full manual is available at www.smartyearsapps.com.
What's New in Version 2.0
Fixes bugs and improvements
- Category: Education
- Updated: Apr 15, 2014
- Version: 2.0
- Size: 55.7 MB
- Language: English
- Seller: Smarty Ears, LLC
- © All rights reserved to Smarty Ears, LLC
Compatibility: Requires iOS 5.1.1 or later. Compatible with iPad.


|Back to July Ed Reporter|
|NUMBER 210||THE NEWSPAPER OF EDUCATION RIGHTS||JULY 2003|
|Redefining Literacy |
The public school establishment fails to teach first graders to read by phonics even though study after study, including one released in June by the National Institute for Early Education Research, shows that phonics is essential to learning to read well.
The public school establishment has indicated its opposition to the Bush Administration's Reading First program, which offers $5 billion over six years to state and local school districts to help every child read by the end of the third grade. Education officials are demanding that a "proven, successful" reading system be used, but they are not referring to proven phonics programs.
To conceal the public school's abysmal failure to teach reading, education theorists who call themselves "social constructionists" are "departing from traditional notions of reading and writing" and trying to "redefine what it means to be literate." They are spreading the ridiculous notion that literacy does not mean reading the printed text, but is "inherently social" and flows from students developing "ways of thinking from such socially based experiences."
According to these academics quoted on the Electronic Classroom website, "meaning from text is not 'out there' to be acquired but is something that is constructed by individuals through their interactions with each other and the world." So, students can "construct" their own understanding of the text by interacting with their (probably semi-literate) peers. (Read more at http://www.readingonline.org/articles/art_index.asp)
The role of reading teachers is supposedly "not to impart universal truths about text but to foster an environment where learners come to construct understanding through interaction." It's more important to engage in "student talk as opposed to teacher talk."
All this talking and no reading is bound to cause more violent collisions between states, parents, and school districts and the federal No Child Left Behind Act of 2001 (NCLB), which mandates performance standards and annual tests in reading and math for the 3rd through 8th grades. NCLB requires that "adequate yearly progress" be shown by schools and by their minority subgroups.
The latter requirement could add significantly to the turmoil because research shows that African-American students suffer more damage from Whole Language instruction than other ethnic groups and derive more benefit from phonics instruction.
A "Letter to the Editor" in Education Week (7-9-03) by Charles M. Richardson of the Literacy Council in New York, explained that the Miller Word Identification Assessment (MWIA), a test that quantifies the damage to students from whole-word teaching, yields "consistent data" that point to this conclusion.
Richardson stated that besides the new research using the MWIA, the late Albert Shanker in 1995 reported on a "Baltimore Success Story" involving the Barclay Elementary School's switch to a phonics reading program. In four years, this inner-city school produced a rise in test scores of "30 to 50 percentile points," while "its referrals for special education declined by a factor of four."
Under the education theorists' new definition of literacy, however, students can call themselves literate if they can learn to send a terse email that has been spell-checked, or engage in electronic chat sessions. "Being literate ... means being able to communicate in a post-typographic world."


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 program 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.
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 Read to Grow Brochure.
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Infant-Toddler language and early literacy activities: Free and Reproducible
These materials include twenty home and community activities for adults and children birth to three that encourage early language and literacy development. They are appropriate for children with disabilities as well as children who are developing typically. The materials are specifically designed to address the three key skills of 1) language development, 2) sounds and rhythms, and 3) general book and print awareness. The materials are available in Burmese, English, Spanish, Vietnamese, Korean, Tagalog/Philipino, Somali, and Russian.
The materials are made available by Angela Notari-Syverson and colleagues, and may be copied and distributed as long as they are not sold.
To download materials go to http://www.walearning.com and click on the button that says "Free Literacy Materials" on the home page. You will need to create a logon account using your email address and a password.
The links found on the http://www.walearning.com website are provided by an outside organization not formally affiliated with EEC and are provided by EEC as a convenience to users of the EEC website. EEC does not endorse any of these links, nor does EEC attest to the accuracy found in these links.


A newly formed partnership of organizations and states will lead the revision of the 1994 National Standards for Arts Education. The National Coalition for Core Arts Standards (NCCAS) plans to complete its work and release new, national voluntary arts education standards in the fall of 2012. The standards will describe what students should know and be able to do as a result of a quality curricular arts education program. The current National Standards for Arts Education have been adopted or adapted by forty-nine state departments of education, and have become the benchmark document by which K-12 arts learning is measured in dance, music, theatre and visual arts.
NCCAS is committed to developing a next generation of voluntary arts education standards that will build on the foundation created by the 1994 document, support the 21st-century needs of students and teachers, help ensure that all students are college and career ready and affirm the place of arts education in a balanced core curriculum.
The NCCAS governing organizations are:
American Alliance for Theatre and Education (AATE)
Arts Education Partnership (AEP)
Educational Theatre Association (EdTA)
The College Board
MENC: The National Association for Music Education (MENC)
National Art Education Association (NAEA)
National Dance Education Organization (NDEO)
State Education Agency for Directors of Arts Education (SEADAE)
A recent survey of arts education directors in forty-three state departments of education indicated that nineteen of the states planning revision of their arts standards in the next two years are willing to postpone that process until the new national arts education standards are complete so as to inform their efforts.
In creating the next generation of core arts standards, the primary goal of NCCAS is to help classroom educators better implement and assess standards-based arts instruction in their schools. Toward that goal, the revised arts standards will address 21st-century skills, guide the preparation of next-generation of arts educators and embrace new technology, pedagogy and changing modes of learning.
Action: Visit the SEADAE website for more information about the NCCAS and visit the Kennedy Center’s website to view the 1994 National Standards for Arts Education.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
The Meadows Museum in Dallas, TX invites you and your students to the
online teacher's guide where you will find historical information about
Francisco Goya y Lucientes and his first major print series, "Los Caprichos".
Ten of the eighty "Los Caprichos" prints have been chosen for detailed
examination and discussion because of their messages on human character.
The information about the prints is not to be read to the students but
used by the teacher to confirm what the students discover through inquiry
and critical thinking. There are many suggested questions and activities
from which to choose. The General Questions and Activities at the end
of the packet may be used with any of the "Los Caprichos" prints.
The overall goal of this teacher's packet is to create awareness of the
different character traits Goya satirizes in "Los Caprichos". Vanity, greed,
pride, and deception are some of the moral weaknesses Goya criticizes and
this packet explores. Our hope is that through examination, analysis, and
judgement of Francisco Goya's extraordinary print series, students can
learn from "Los Caprichos" themes the difference between respectable
and contemptible character. Some issues raised in this packet have adult
themes and may not be suitable for younger students. Teachers should use
good judgement on what is acceptable at certain grade levels and consider
what the District and parents would approve.
Information in this guide was compiled by D'Ann White, Marcus Fellow in
Art Education at the University of North Texas. Many of the activities
and questions were found in the North Texas Institute for Educators
on the Visual Arts packet.
Check out the new Spanish Masters teacher package on the web created by
Amy E. Lewis and Elizabeth B. Reese at:
For more information about the Meadows Museum: www.smu.edu/meadows/museum
|Maria Teresa Garcia-Pedroche|
/)| mgarcia |(\
__( ( www.smu.edu/meadows/museum ) )__
((( \ \ > /_) \ < / / )))
(\\\ \ \_/ / \ \_/ / ///)
\ / \ /
\ _/ \_ /
/ / \ \
/ / \ \
Maria Teresa G.-Pedroche, Associate Curator
Meadows Museum, Southern Methodist University
Dallas, TX 75275-0356 (214)768-1674


Click on a thumbnail to go to Google Books.
How to Pass Numerical Reasoning Tests: A Step-by-Step Guide to Learning… (edition 2012)
by Heidi Smith
How to Pass Numerical Reasoning Tests: A Step-By-Step Guide to Learning Basic Numeracy Skills; Intermediate Level by Heidi Smith
No current Talk conversations about this book.
References to this work on external resources.
Wikipedia in English
No descriptions found.
Numerical reasoning tests are an increasingly popular way of assessing candidates at an early stage of the job application process. With practical tips & worked examples, this text guides readers step-by-step through the basic skills, while a mock data interpretation test allows them to measure their progress.
(summary from another edition)
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