All children love their teddy-bears – and so this week’s lesson plan is one that goes down particularly well. From the simplest tickle rhymes and action songs for the littlest ones to imaginative sound stories and rhythm guessing games for older children, there is plenty of material to keep everyone happy. This lesson plan appeals to a wide age group from 1 to 7 year olds and is 10 pages long; it includes sheet music, flashcards and a convenient summary sheet to take to the class.
This digital lesson plan focuses on:
- Exploring contrasting tempos and pitches,
- Counting practice,
- Chime bar -Do-Re-Mi and note recognition with resonator bells,
- Storytelling and imaginative movement,
- Playing a variety of percussion instruments,
- Listening skills, recognising steady beat and playing rhythm games,
- Singing together and joining in with the actions.
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.


The day is intended to encourage families to participate in learning activities together to improve literacy skills for both adults and children. This year, to celebrate Family Literacy Day, we are encouraging families to have “15 Minutes of Fun” learning together. Learning can happen at any time throughout the day.
How do you practice your literacy skills? For many of us, the word literacy simply means reading, but it’s so much more. Your literacy skills help you write your grocery list, play a card or board game, or even count the cars ahead of you. They are part of the things you do every day.
Literacy involves lifelong learning that begins at home. Children gain useful literacy skills doing everyday activities. Families are able to connect with other families through programs that focus on singing songs, and sharing language experiences. From travelling from one place to another, to waiting for one’s turn at the doctor, to making up a silly rhyme or recalling favourite stories - all of these things set a strong foundation for learning. These experiences are woven into families’ lives and become a significant part of families’ collective memories.
Early literacy skills develop in relationships with caregivers, and through so much more than books. Talking, singing and playing all build skills for ongoing literacy development. Practicing literacy together everyday has tremendous benefits for both children and parents, and all it really takes is 15 minutes of fun!
For more ideas for 15 minutes of fun, visit the Decoda Literacy Solutions website. They have put together some “15 minutes of Family Fun” sheets on storytelling, kitchen time, outdoor play, rhythm & rhymes, and daily routines - fun ways to gain literacy skills by doing everyday activities at home: http://decoda.ca/children-families/family-literacy-day/
Visit your community’s page to find out more information on the Family Literacy Day activities taking place near you on January 27th. Let’s celebrate Family Literacy Day on January 27th and everyday!
By Sonia Tavares


Visual art experiences help children develop skills such as critical thinking, self-expression, problem-solving, communication and collaboration. Our teachers focus on process-based art education, in which the experience of creating art is valued over the end product.
In our classrooms, teachers integrate art into many aspects of our Links to Learning curriculum. After reading a book about polar bears, teachers might ask students to create their own polar bears using sponges, paint, markers and paper. They encourage students to talk about their art, providing a great opportunity to learn new vocabulary, particularly words related to colors, shapes,textures, and emotions.
Our students are also exposed to and inspired by famous artwork. In order to cultivate that fascination, we discuss famous artists and art works and ask students to create replicas of well-known paintings and sculptures. For example, after learning about Michelangelo’s painting on the ceiling of the Sistine Chapel, teachers mimic the activity in the classroom. They tape paper underneath tables, and students practice painting a masterpiece while lying down.
Below are visual art activities you and your child can do at home, as well as recommended reading.
- Provide your child with finger paint, a large piece of paper and a smock. Let him create a masterpiece. Talk about how the paint feels and what colors and shapes he creates on the paper.
- Start a journal with your child. Have him draw a picture of something that happened during the day. Avoid giving direction. Instead of saying “Draw a picture of your teacher and classmates,” encourage him to experiment using different colored markers or crayons. If age appropriate, ask your child to write a few words to describe the picture.
- Give your child a piece of paper and a box of crayons or markers. Show him how to use the materials to make dots, lines and swirls on the paper. Let him take over and have fun. Encourage conversation about your child’s art by saying, “Tell me about what you made” or “I see you used a lot of blue in your picture. Why did you choose that color?”
- Ask your child to decorate a sign for his bedroom door using various art materials. Have him write his name on the sign.
- The Dot by Peter Reynolds
- Beautiful Oops by Barney Saltzberg
- Art by Patrick McDonnell
- Not a Box by Antoinette Portis
- Mix It Up by Herve Tullet
It is wonderful to share the joy that children naturally take in using art materials. Giving children extra opportunities to connect art to the world around them, contributes to happiness and future success in elementary school and beyond.


Music: A Vector for Social Cohesion
Led by the Philharmonie de Paris, the Démos program aims to give socially disadvantaged children access to a musical education and orchestral training. Since its launch in 2010, the program has benefited 4,800 participants and enabled the creation of 47 orchestras throughout France, with a new target of 75. The idea behind the project is that a musical education can help overcome social barriers. Démos enables children with limited means to gain access to classical music training. Each participant is provided with an instrument for three years, given four hours of lessons per week using an innovative approach based on oral instruction and group practice, and benefits from participation in an orchestra and an end-of-season concert. With notable improvements in the areas of concentration, rigor, self-confidence and respect for others, the method has proven its worth. Deployment of the Démos program is a collective affair, with input from the French government, local municipalities, cultural and social partners and professionals, families and corporate sponsors such as Total Foundation.
47 orchestras founded thanks to the Démos program,
which uses classical music education to teach know-how and social skills.


The Barton Reading and Spelling System is a one-on-one tutoring program that improves reading, spelling, and writing. Its instructional design and content align with the findings of the National Reading Panel (2000) and closely mirrors the lesson plan format used in the Orton-Gillingham approach. Phonemic awareness, phonics, and advanced word analysis are taught through a clear and systematic approach to reading and spelling that is backed by scientific research. Each sound/symbol correspondence is explicitly taught, practiced, and then reviewed during the next several lessons while additional sound/symbol correspondences are introduced.
Further evidence of the influence of the Orton-Gillingham Approach is the attention to spelling at each level of the program. Spelling rules that compliment the phonics instruction are included in each lesson. Mnemonics are frequently utilized to help students remember spelling patterns (e.g., Kiss the Cat Rule for the use of “k” versus “c”). The program incorporates vocabulary and comprehension components at various points during instruction, typically after oral reading activities with teacher direction and higher level word work: prefixes, suffixes, Greek words, and Latin roots. Fluency instruction is embedded; each skill is introduced, taught to mastery, and practiced in phrases, sentences, and decodable texts.
What does the Barton Program include?
- ✔ Listening Skills
- ✔ Level 1: Phonemic Awareness
- ✔ Level 2: Consonants & Short Vowels
- ✔ Level 3: Closed & Unit Syllables
- ✔ Level 4: Multi-Syllable words and Vowel Teams
- ✔ Level 5: Prefixes & Suffixes
- ✔ Level 6: Six Reasons for Silent-E
- ✔ Level 7: Vowel-R’s
- ✔ Level 8: Advanced Vowel Teams
- ✔ Level 9: Influence of Foreign Languages
- ✔ Level 10: Latin Roots & Greek Combining Forms
Accommodations and follow-up homework are available to those clients who wish to do practice at home or provide the school with information on how best to work with the student. The Barton Reading and Spelling System satisfies the common core standards, and follow-up homework can also be used to substitute for spelling and reading at school.
The Learning Skills Pyramid is the foundation of successful remediation. If you focus on just parts of the problem, therapy will not always bring about the desired results. You’ll be left with missing pieces in your program. And that’s where HOLS comes in. In order to identify the contributing factors, a Functional Academic and Learning Skills Evaluation must be administered to determine the source of the missing pieces. Only then can a comprehensive program be designed that will address your child’s weaknesses in developmental order.


Music-making is an important part of every child’s education. The benefits are well-recognized and include improved concentration, language, sympathetic engagement and social interaction.
The Skoog brings music-making to people of any ability or disability. The Skoog enables children to experience and play musical sounds for themselves. An exciting new musical instrument designed to empower those unable to play traditional instruments, the Skoog is a soft, squeezable cube that connects wirelessly via Bluetooth. Users can touch, press, squash, squeeze or tap the Skoog with any part of the body to intuitively play a wide range of instruments.
“When she plays the Skoog, she becomes graceful, confident and at ease with herself. It’s wonderful to watch” Wendy Whyte, SEN Teacher
Accessible to students with significant physical or learning disabilities For many children the barrier to making music is the physical dexterity required to play a traditional instrument. The Skoog removes that barrier, allowing children to make use of one of their greatest gifts: imagination. Sensitive to the slightest touch yet robust enough to resist strong handling, the Skoog allows children who are severely disabled to play music in an expressive way.
“The Skoog removes the social and physical barriers that preclude people from becoming the best musician they can be.” Barrie Ellis, oneswitch.org.uk
Designed to be played, with or without musical training A valuable tool for all music practitioners, the Skoog offers a range of functions and requires no technical or musical training. Customisable, flexible and simple to use, it offers not only the opportunity for learning and expressive musicianship but is also a fun and engaging ICT resource that can be used cross-curricular.
“From a teacher’s perspective, the Skoog software is intuitive yet powerfully versatile” Eric Knussen, Teacher
Revolutionise inclusive music provision with the Skoog. The Skoog is already in use in special needs and mainstream schools, music therapy and healthcare centers across the UK and further afield. The Skoog supports inclusive practice in music education and can be used to establish connections with pupils who have very severe communication difficulties.
“I really welcome the genuine opportunity the Skoogs provide us to extend our instrumental service and be fully inclusive.” Tanya McGill – Orkney Islands Council
Use Skoog wherever you need it. The Skoog is small, light, portable, robust and wipe-clean. All Skoog packages include a site license for the Skoogmusic software, meaning you are free to use the technology across a range of locations.
– Helps develop musical expression and communication skills.
– Ideal for promoting inclusive music practice.
– Improves motor skills, coordination, and control.
– Supports sensory integration.
– An excellent resource for multi-sensory learning that can be used cross-curricular.
The Skoog has been designed to make music accessible for everyone. It is also suitable for MLD, SLD and PMLD, children with global delay, genetic conditions such as Down’s Syndrome, sensory impairments, physical/medical problems and those with autism for ages 3 and up.
Sensitive all over to touch you can even play the Skoog with any part of the body. Simply press, pinch, tap or squeeze the soft, huggable Skoog and start making your own music straight out of the box. Colorful and squeezable, the Skoog is robust and wipe clean. Suitable for all stages of the curriculum.
Skoogmusic accessible music software sets the standard for delivering inclusive music provision. This award-winning software includes a rich and flexible set of instrumental music tools that engage students in expressive communication and music making. Fully supported by a variety of free resources on our website, the Skoogmusic software brings you and your students back to the essence of music making: the pure joy of actively creating, exploring, and experiencing music. You can choose from a range of musical instrument in GarageBand, record your own samples in our free app Skoog Skratch and make music using your own voice.
How can I have a go?
- To get your very own Skoog 2.0, online or instore at Apple or online on Amazon.
- Get in touch with Skoogmusic here


By Teachers, For Teachers
In the early grades, the main focus of language arts is teaching students how to read. Later on, this shifts into reading comprehension. As students climb the ranks in grade level, the subjects and texts climb equally in complexity—and students still struggling to read tend to fall behind. It’s because of this that catching the problem as early as possible—and fixing it—is absolutely essential in order for students to become competent readers.
The reasons some students struggle with reading are many and varied. Some may have trouble decoding words and sounding them out, while others might have a learning disability, or struggle with comprehension. Whatever the case, researchers have found that with the right instruction, an estimated 95 percent of students struggling with reading can be helped.
Fortunately, educators do have a number of teaching strategies at their disposal to help students bolster their reading skills. Overall, reading is a process that involves three stages: Pre-reading, reading, and post reading.
Arguably one of the most effective pre-reading teaching strategies is to activate students’ prior knowledge beforehand. By doing this, they will be able to connect new information back to what they already know, in addition to generating a level of interest. Many find it less confusing as well, because it sets a defined purpose for what they’re reading.
Try giving your class a graphic organizer to help provide a clear visual of their purpose. Additionally, a concept map or KWL chart can be beneficial to get students thinking about what they already know about the text.
Comprehension is another major problem plaguing those that struggle with reading. The skim-and-scan technique is another pre-reading strategy, helping students think about a text’s title, major headings, introduction, and so on—all before they even begin reading. Direct your class to read with a purpose by posing them questions prior: Ask, “What do you think this text is going to be about?” or “What can you conclude by looking at the cover alone?”
The ReQuest strategy also assists with comprehension by helping students to analyze what they’re reading. Pupils will read a passage silently, and stop after each sentence (or paragraph) to answer questions about what they’ve just read. The teacher can ask these questions, or another student can ask them as a peer activity.
This strategy works to increase reading speed, accuracy, and critical listening skills. Start the exercise yourself—read the first section of the excerpt and stop at targeted words or phrases. After discussion, go around the room and allow each student to pick up reading aloud while others continue reading silently to follow along. This will allow each child to take turns “clozing” the text.
A concept map, or think links, directs students to write the main topic of what they have read in the center of a piece of paper, and then build on that with details (links) around that topic. It’s taking the information from the reading, and organizing it visually to improve understanding.
A reflection journal provides students with a creative way to reflect upon what they have just read using their own words. Have your class copy a question or quote from the text, and respond to it in their journal—alternatively, they can free write what they have just learned in the text.
The Jigsaw learning strategy breaks the text up into smaller chunks. It allows students to teach their peers what they have read, as well as consult with others that read the same section. For this post-reading strategy, break your class up into small groups. Each group member is assigned a specific section of the text to read—when they have finished, they must go back to their group and teach their peers what they have learned. They can also consult with others who have read the same section as them to gain insight and get ideas.
Each of the three reading stages is equally as important for students’ reading success. The key to helping a struggling reader is to continue to add effective strategies during the course of the school year—connecting to prior knowledge, questioning, and working with peers, have all proven to be highly effective.
How do you help struggling readers in your classroom? Do you have any tips that you would like to share? Feel free to leave a comment below, we would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Bottlenose Dolphin Facts Video for Kids
Enjoy seeing the finest picked and really simple to comprehend Bottlenose Dolphin Facts science for kids video:
Why Watch this Bottlenose Dolphin Facts Video
Find out some fun facts about bottlenose dolphins with this good video. You will learn how bottlenose dolphins are the most well known members of the dolphin family, and how they are famously known to be intelligent creatures and stars of many aquarium shows. You will also be learning how the male dolphins can grow up between 96 and 150 inches long while the female dolphins are between 89 and 145 inches, how they can reach up to 1,100 kg in weight, how they have 18 to 28 conical teeth on each side of their jaw, and how the rounded region of a dolphin’s forehead is called “the melon”. Learn more interesting facts about the bottlenose dolphins’ anatomy, habitat and behavior with this video.
Watch this helpful Bottlenose Dolphin facts for kids video and significantly deepen your kids’ attraction to Bottlenose Dolphin Facts.
This Bottlenose Dolphin Facts video is targeted for young kids, from those engaged in early learning programs for pre-Kindergarten children, leading to kids in elementary school, naturally also preschoolers youngsters and children who are schooled from home.
Go on, test your understanding through our available completely FREE educational videos for kids, manually pre-selected by our award-winning editorial staff. These science kids videos are an enormous amassment of science for kids videos freely available on our science kids website. Check out a lot more convincing as well as academic albeit enjoyable easy facts for kids on our science for kids website about lots of even more fascinating topics, and make sure to check out our lots of ABSOLUTELY FREE easy science worksheets, COST-FREE interactive online quizzes with score system and free to play games for children.
Liked our Bottlenose Dolphin Facts video? Review extended data on Bottlenose Dolphins.
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The Origins and Foundations of Music Education: - download pdf or read online
By Gordon Cox and Robin Stevens,Gordon Cox,Robin Stevens
- the goals, pursuits and content material of the track curriculum
- educating methods
- the supply and coaching of lecturers of music
- the reviews of pupils
This absolutely revised moment version contains new chapters on Brazil, Israel, Kosovo, Lithuania, and Turkey, besides inquiries to inspire mirrored image and dialogue. A concluding bankruptcy has been further to inspire readers to contemplate the evolution of song schooling globally. The Foreword for this re-creation has been written by way of Sheila Woodward, President of the overseas Society for track Education.
members were rigorously chosen to symbolize nations that experience integrated song into obligatory education for numerous purposes leading to a various assortment to be able to advisor destiny activities and policy.
Read or Download The Origins and Foundations of Music Education: International Perspectives PDF
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The intricacies and demanding situations of musical functionality have lately attracted the eye of writers and students to a better volume than ever earlier than. study into the performer's adventure has started to discover such components as perform suggestions, functionality anxiousness and memorisation, in addition to many different expert concerns.
On the earth of Latin Jazz/Latin American track, John Benítez is taken into account to be one of many maximum bassists alive this present day. With 5 GRAMMY awards to his identify and function credit starting from Tito Puente to Chick Corea, his effect at the track global is unquestionable. “The John Benítez Bass process quantity 1” is the 1st in a complete ebook sequence solid from designated instructing tools constructed over years of personal instructing.
(Drum Instruction). innovative Rock Drumming explores some of the innovations utilized by the founding prog drummers and indicates how drummers can create their very own drumset elements in response to those concepts, whereas additionally demonstrating how a number of and intensely diversified drumset elements might be created for a similar song.
Folks singer and exertions organizer John Handcox used to be born to illiterate sharecroppers, yet went directly to develop into some of the most cherished people singers of the prewar exertions stream. This fantastically informed oral historical past offers us Handcox in his personal phrases, recounting a trip that started within the Deep South and went directly to form the hard work song culture.
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Additional resources for The Origins and Foundations of Music Education: International Perspectives
The Origins and Foundations of Music Education: International Perspectives by Gordon Cox and Robin Stevens,Gordon Cox,Robin Stevens


“The music classroom is a perfect place to teach critical thinking and problem solving,” says MENC member Donna Zawatski. Instead of giving students the answers, she asks questions that will clarify the process and lead to better solutions from the students. “Students will define the problem, come up with solutions based on their previous experience, create, and then reflect on what they’ve created,” she says.
Analyzing and Composing Music
Zawatski plays several music works for students to analyze. John William’s “Jaws” is a favorite. She asks questions to get students thinking:
- “What picture was the composer trying to paint?” she asks. “Fear,” is usually the answer.
- “In your opinion, what expressive quality did the composer use most effectively to paint that picture?” The most frequent answer is “melody.” The low-pitched half step at the beginning of the piece creates fear.
Students sometimes ask Zawatski to experiment with other intervals and pitch levels on the piano to see what the effect would be. “You know you have them hooked when they ask you to do this,” she says.
Tempo—by speeding up, the listener knows the shark is nearby.
Tone color—an instrument played in the lower range is much more ominous.
Articulation and dynamics—for various reasons.
After listening, students draw from their own experiences to compose. Zawatski asks them to predict what expressive qualities would capture audience interest, tapping into their critical thinking and problem-solving abilities.
- Accept many different solutions, and dispel the idea that there is only one “right way” to do things.
- Encourage students to see themselves as composers. Motivate them by inviting a composer from the community to class or showing a video clip of a composer at work.
- Loosen up your parameters. Solicit student-generated problems for the class to solve.
- Allow for a variety of ways for students to express what they know, and encourage them to use their skills.
- Call activities challenges, projects, or opportunities to avoid the negative vibe of “problem.”
Adapted from “4C + 1C = 1TGMT,” by Donna Zawatski, Illinois Music Educator, Volume 71, Number 3. Used with permission.
Donna Zawatski teaches teach K–5 general music at Thomas Metcalf Lab School on the Illinois State University campus in Normal, Illinois. She is the JEM (Junior High/Elementary Music) VP for the Illinois MEA.
—Linda C. Brown, August 17, 2011, © National Association for Music Education (nafme.org)


This module focuses on how infant and toddler teachers can plan to support young children’s development and learning.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 3 weeks for attendance verification.
For assistance with verification of the module: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||1012|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs,Family Child Care|
|Age Groups related to content||Infants,Toddlers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To ensure a well-run, purposeful program responsive to participant needs|
|Early Learning and Development Standards||
Approaches Toward Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
Identify different steps of planning for infants and toddlers. Describe and implement aspects of planning that are part of “Prepare”.
Describe and implement aspects of planning that are part of “Prepare”: Describe ways plans change daily (“Implement”).
Describe how to review and revise these plans (“Reflect”).


Higher order problem solving
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Problem solving essay introduction
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Critical thinking is read, problem solving, problem recognition and numeracy skills can generate higher order thinking skills while. Abstract. There is a flexible knowledge to interpret word problems faster and creative thinking capacities. For helping children become self-conscious about.


2 years – 5 years
Dance is a way for children to communicate ideas, thoughts and feelings in a non-verbal manner. Dance can also support children’s literacy development as they use their imagination to formulate ideas, characters, and narratives. There are also personal, social, and emotional benefits of children dancing from an early age, as they develop friendships, build trust, character, self-esteem, and work as part of a team.
During our class dance Instructor Cristina Bolt leads the children in ballet technique, jazz, lyrical, stretching, coordination exercises and choreography. The class offers an atmosphere of fun within discipline so children can gain a sense of accomplishment.
Cristina has an extensive background in dance and has been directing children’s classes for over 25 years.
LNP Cooks it Up!
Fun filled interactive cooking lessons where your child will actively engage as a “mini chef” right in the heart of Learn Naturally’s kitchen!
Each week, we will prepare foods following healthy recipes to broaden your child’s appreciation for better food choices. This will also give them experiences across a multitude of subject areas such as: math (measuring), social studies (where some foods are from and the growth process), science (observing changes in ingredients), language development (following the recipe and building vocabulary in different languages/terms); just to name a few. Such a cooking approach will without a doubt expand your mini chef’s appreciation for foods of all sorts. Your child will also develop their taste buds and be enticed throughout this one of a kind experience!
Enroll your child today as spaces are limited and it’s on a first enrolled, first served basis.
The experience challenges the child’s focus, patience, social interaction skills and motor abilities in a natural way. The name says it all!
CreARTivity: creativity expressed through art. It is always exciting and joyful to see the outcomes.
Through our CreARTivity Enrichment program we introduce the children to perspective, lighting, texture and much more. They will discover many different artistic styles and mediums through: drawing, sculpting, painting and designing. Art classes include techniques to improve your child’s artistic skills and allow him/her to express him/herself through the arts.
We understand very clearly that learning is not just what is taught, but also what is gained through the interaction with their environment and materials.
It is this self exploration of their surroundings and media which has the greatest impact on their learning; thus we say the environment becomes a “third” teacher.


We offer a range of services at All about Speech, Language and Literacy.
Please contact us for more information if not listed below
Assessment and Intervention
An assessment is the first step in the intervention process at All about Speech, Language and Literacy. This helps target areas of strength and need for your child. An assessment can comprise of both informal and formal standardised assessments. An assessment helps in the planning process of setting goals for intervention. Goals will be determined based on both assessment findings and in collaboration with families and the needs they identify as important for them.
The speech pathology assessments can be conducted within clinic, home, preschool/school environment depending on availability. The type of therapy chosen is based on family need and availability of services. The speech pathology assessment and intervention process may also involve collaboration with other professionals working with your child and family.
A multi-disciplinary approach to intervention helps to ensure a holistic approach is taken when addressing your child's and families needs.
Infants and Preschoolers
Amanda has had many years experience working with infants and preschoolers. Assessment and intervention can be conducted in the clinic, home, preschool or school setting depending on availability.
Intervention conducted within the preschool setting can help consolidate a child's learning to their preschool environment as it important that a child can use the skills he/she is learning across various environments in which they interact.
School based speech pathology services are available for your child at their primary school or high school. Parents are welcome to attend these sessions however we understand that life can be very hectic and this is not always viable. We will provide you with weekly communication about your child's goals and their progress so that we are working in partnership with you.
We can also work in partnership with your child's teacher/s to include specific goals that will help your child within the classroom setting. We can also provide strategies to help assist teachers in working with your child in the classroom. We aim to work in partnership with you and your child's teacher/s to maximise your child's learning success.
Preschool and School Age Screening
At all about Speech, Language and Literacy we offer screening of preschool and school age children's speech and language skills as we see it as important that children with speech and language difficulties are identified early as early identification is important for early literacy development and helps prevent life long learning difficulties.
Indentifying age appropriate sounds/stimulablity
Sreening of expressive and receptive language skills
Screening of appropriate play/social skills
Screening of fluency/voice disorders
Screening of phonological awarness and early literacy skills
If a child is identified with a speech and or language difficulty the speech pathologist will discuss with the family that a more detailed standardised assessment needs to be conducted. This type of assessment is conducted in order to determine specific area of need. These specific areas of need will then be targeted in speech intervention.
Workshops and Presentations
Workshops and prestations can be conducted in a range of settings some of these include:
Preschools, schools, high schools, libraries, playgroups, parent groups and churches.
Some topics include:
Promoting speech and language development
Tips for catering for children with speech and language difficulties in your classroom
Workshops can also be conducted to support a small group of students with similar needs. Some possible workshops include:
Ready for school-helping children in the transitioning to school process
Developing phonological awareness skills for literacy
Getting ready for reading comprehension
Play ready- assisting in the development of play skills


The Academy at Bloom
A ONE-OF-A-KIND CURRICULUM
Our curriculum is especially designed for preschoolers to foster emerging literacy, book appreciation, thinking skills, and a long-term love of learning.
In each school year your child will be introduced to 12 excellent children’s books, each of which forms the basis of a month-long exploration of the story, math and science concepts, creative arts, and age-appropriate reading and writing skills.
These books also form the starting point of our emergent curriculum approach which often leads to long term child-driven projects in which the whole class works together, using social, emotional, cognitive, physical, and language skills.
And, at the end of each month, your child will take home their very own copy of the book he/ she just explored in the classroom!
Included on a daily basis is our focus on People Skills (social & emotional skills). We integrate skills such adaptability, attention, courage, civility, empathy, personal space, etc, into our teaching, interactions, and send-home activities. These foundational skills are essential for school and learning readiness.
Our teachers build a developmental portfolio for your child throughout the school year to tell his/ her learning story. The portfolio is a collection of your child's work, evidence of developmental progress, video, audio, and teacher comments about their learning and activities in the classroom. AND - you get to participate.
We use an e-portfolio program called Educa - a world-class Portfolio Program developed in New Zealand where Early Education is of the highest quality in the world.
We'll invite you to have access to your child's portfolio page, and you can view, talk to the teacher, and even upload stories, video, and audio of your child being amazing at home!


How to Make a Homemade Lava Lamp Science Experiment for Kids Video
How to Make a Homemade Lava Lamp
This video features a fun experiment for kids about how to make a homemade lava lamp.This experiment also teaches kids about Density. They will learn about the density of oil, water and even food coloring.
Materials Required: –
- Vegetable Oil
- A bottle
- Food Colouring
- Fill your bottle ¼ with water.
- Pour the vegetable oil into the bottle using the funnel.
- The oil with float to the top of the bottle because it is less dense as compared to the water.
- Wait for some time so that the bubbles can get disappear.
- Add about 5-6 drop of food coloring into the oil water mixture.
- The food coloring will start to sink into the water because it is denser as compare to the oil.
- Now put two pieces of Alka-Seltzer into the bottle.
- The food coloring and bubbles start to come up.
- When bubbles go up to the top, they release the air and food coloring comes back down.
- This is your lava lamp. Keep adding the Alka-Seltzer to enjoy the pretty visual.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about How to Make a Homemade Lava Lamp ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/how-to-make-a-homemade-lava-lamp-science-experiment-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about How to Make a Homemade Lava Lamp. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/how-to-make-a-homemade-lava-lamp-science-experiment-for-kids-video/
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Many parents may wonder how in the world a little baby can make music! Every child’s development benefits from early exposure to music and movement. Nothing stimulates your baby's rapidly growing brain like music & movement! Plus, making music is a profoundly satisfying way to interact with, bond with & soothe your baby. The earlier you start your baby in Music Together classes, the more development you will be able to witness- from language to fine & gross motor skills to making social interactions. Infants may attend a mixed-age class, whether registered on their own or attending free (up to age 6 months) with an older sibling. Meet other parents with babies and learn fascinating music activities and catchy new tunes you can use at home with your baby. Babies are welcome in any of our mixed-age classes here.
What age are the babies in a Music Together class? Babies range from only a few weeks old to several months. As soon as you are ready to get out of the house, your baby is ready for class! If you can talk to your baby, you can sing to him/her!
Whoa. Music for babies?! Yes! Nothing stimulates a baby's brain like music! And little babies are like sponges- soaking up all kinds of information around them! From small finger-play songs, to large jumping & swinging songs, your trained teacher will lead you through a variety of activities, facilitating fun and creative ways for you to interact musically with your baby, while stimulating her cognitive, physical & emotional development. Your teacher can explain the ‘whys’ behind the ‘whats’ and point out emerging musical behaviors in your baby.
Why aren’t there separate classes for different age groups? In the 1980s Music Together pioneered the development of the mixed-age approach in early childhood music. In each class we strive to create a musically rich, developmentally appropriate environment where the whole family can enjoy music and nurture skills at the level right for each child. While the children do have plenty of opportunities to interact with each other, our primary focus is on facilitating musical interaction between you & your baby. Mixed-age classes also provide a rich learning environment because children of different ages thrive when they interact with each other: the babies are often fascinated by the older child, and the "big" children enjoy helping and sharing with the "little" ones. This approach is based on research from music education, early childhood development, and family relationships.
At what age should I start class with my baby? As soon as you are ready to get out of the house with your new baby! Babies learn music the same way they learn language; by being immersed in it. Just as it is never too early to start talking to your baby, it is never too early to start singing with your baby!
Research indicates that singing and dancing with your baby will have a positive effect not only on his music development specifically, but his brain development as a whole. In addition, we also see the wonderful benefits that moms, dads, and other primary caregivers get from bonding through music. Research suggests that stress hormones decrease in both the infant and the adult when that adult sings to her little one! Imagine having a rough day, and now your baby just doesn't want to settle down for the night (or even an hour!). Bouncing, strolling, rocking.... nothing seems to work, and you're just getting more anxious. Raise your voice and sing -- even if it doesn't calm your baby right away, it will help you to breathe more calmly and settle your own mind. Your baby feels you, and will respond to your changed mood. Remember, YOUR VOICE is precious to your baby. It doesn't have to be perfect. Yet it will always be remembered.
Articles of Interest
Is Music for Wooing, Mothering, Bonding - or Is It just "Auditory Cheesecake"? by Carl Zimmer from Discover Magazine, December 2010
Does Singing To Your Baby Really Work? by Kimberly Sena Moore from Psychology Today's Blog "Your Musical Self", July 29, 2011


Sesame Street in Communities
Understanding Needs & Wants
Even in easier times, young children are still learning the difference between what we want and what we really need. Try these activities to help build their awareness.
Coping With Sickness
When a loved one becomes ill with COVID-19, the whole family struggles. Grown-ups can help children through this tough time by offering honest explanations, comfort, and reassurance.
These are stressful, anxious days for everyone—and children are struggling in their own ways. Here are resources and materials to help families cope with the new “For-Now Normal,” take care of themselves, and keep each other well.
Find an Activity
Discover printables, videos, and more on topics to help the families you work with.
Free Professional Development:
Check out upcoming webinars, trainings and more!
Using SSIC's Health Emergencies
In this webinar with early childhood experts, learn playful ways to stay healthy, comfortable, and engaged during challenging times.
Great Phonics Instruction
In this webinar, author and education consultant Wiley Blevins, shares his insights into best practices for teaching phonics skills to young children.
Explore strategies in every developmental domain to work with families in making every student school ready.
Supporting Caregiving Families
A series of bundles to help providers support military and veteran caregiving families.


Dhekelia Primary School exists to:
- Provide the best possible education in a secure, happy and healthy environment allowing time for reflection to develop the mind.
- We will focus, develop and promote the Learning Power Skills of Problem Solving, Concentrating, Thinking Together and Reflecting. These are skills which children need to adapt to new situations and are crucial for lifelong learning.
- Provide an inspiring, pupil led curriculum with extracurricular activities, where quality teaching and learning enable children to achieve their true potential through excellence, enjoyment and full engagement and celebrating success
- Teach, develop and embed core literacy and numeracy skills
- Encourage children to become independent, resilient learners, developing self-worth, self-discipline and self-respect, who are increasingly able to accept responsibility and have a voice and a say in their future.
- Embed all of our 6 core-values in every aspect of school life creating a culture where British Values are fundamental.
- Promote a structured learning environment which is stimulating, creative and led by all learners, in which expectations are consistently high and where children and staff show mutual respect and co-operation.
- Involve parents & carers, teachers, governors, pupils and other partners in making a positive contribution to the local and wider community, so creating a partnership in learning and a flourishing school community in which children are prepared for their next step of education.
A core value is a central belief which is understood and shared by every member of the school community. Core values arise out of what we believe to be important about people, about society and about learning and knowledge.
We believe in respect, resilience,empathy, collaboration, integrity and self respect.
By respect we mean that:
- We listen carefully when other people are speaking and consider the other person’s point of view even if it does not match our own.
- We look after our own and other people’s property with care.
- We act with good manners e.g holding doors open for others; greeting each other when we meet with good morning and good afternoon and showing others consideration.
By resilience we mean that:
- We don’t give up when things don’t go well for us – we persevere and continue trying.
- We can use strategies taught to us to be able to try to work through problems.
- We understand that we may face difficult times and know where to go to help us get through them.
- I recognise that I may not always be at the top and win everything and i can congratulate others who do well at those times.
By empathy we mean that:
- I can understand why others may feel the way they do even though it may not be the way I may feel in that situation.
- I can see when others are feeling sad and try to help them.
- I am able to think about other people’s needs and what I can do to help them.
By collaboration we mean that:
- I can recognise skills that others make to a project or a team.
- I know and understand that we all have strengths that make us good leaders in different activities but we don’t need to be the leader all of the time.
- I can listen to other people’s ideas and can find ways we can work together even if we don’t have exactly the same idea.
By integrity we mean that:
- We are honest in our actions, and make positive choices even when we are not seen by others.
- Our actions are based on honest and open decisions.
- We tell the truth even when it may be difficult.
By self respect we mean that:
- We recognise that we are all unique and have pride in our own skills and abilities.
- We take time to do things that we enjoy doing and make us feel happy like sport, reading or other activities.
- We can recognise our own emotions and understand that sometimes we might need to talk to someone or ask for help from others.
- We recognise that we are all special and individual and deserve to be treated with fairness and respect.


ABOUT OUR ART PROGRAMS
Art instruction begins in kindergarten where each student receives one forty-minute class each week. In elementary school, children experience a wide variety of art forms including painting, drawing, print making, weaving, 3 dimensional construction and ceramics/clay. Students are also exposed to the historical and social aspects of the visual arts and learn the critical components involved in art appreciation. The elements of art and the principals of design serve as the foundation for all instruction in elementary through high school.
Students continue their art education at Madison Junior School. Like our elementary program, the middle school program is a standards-based program. The goal of our middle school program is to develop a lifelong relationship with the visual arts based on first-hand experience in art making. Students will exit the middle school knowing how to create value, respond to, and understand the cultural implications of visual arts. This will be achieved through many different activities including painting, sculpture, art history/culture, computer technology, mixed media and collage.
In high school many students take art electives as preparation for a career in the arts or other related fields such as architecture, advertising, graphic design, and a host of related careers. Courses include 3-D Design, Digital Photo, Art Studio, Drawing, Painting, Ceramics and AP Art Studio.
At this level our students participate in many local, state, and national competitions and contests. Each year in June the Fine Arts department holds an Art Exhibition at The College of St. Elizabeth, which highlights and celebrates the works of all our student artists in a large gallery setting.
Mary Ann St. Jacques


Scientists are still trying to figure out if and how socioeconomic factors influence brain development in young kids. According to a recent study from the Massachusetts Institute of Technology, simply engaging back and forth with a child builds stronger connections in their brain — regardless of their socioeconomic background.
Rachel Romeo and a team of researchers at MIT recorded the conversations 4- to 6-year-olds were having each day. They also analyzed MRIs of their brain pathways. They found kids 6 and younger who held lots of conversations had more and stronger white matter.
"This relationship between conversational turns and brain structure was independent of socioeconomic status," Romeo said. "So even children from the lowest income groups who experienced lots of conversations had really strong brain connections. And these brain connections are what predicted their language skills."
Beliefs about early language in kids can be a contentious issue. In 1995, one paper popularized the idea of a "word gap" between higher- and lower-income families. It suggested kids in poorer families might have heard some 30 million fewer words by age 3.
This study has since been cited in at least 8,000 academic publications, and it drew lots of attention to early childhood learning. Today, however, some critics say the original study could be contributing to discrimination in education.
Romeo and her team didn't set out to test that old hypothesis. But she says research from her team and others in the field has shown that when it comes to measuring kids' development, counting words is probably not as useful as natural dialogue, anyway.
"It seems like it's more about the quality of the language exposure," Romeo said. "It's not like a quota you're trying to get. It's more like you're trying to have high-quality interactive conversations, to have lots of diverse words."
Moving forward, Romeo suggests that changing the way people talk about learning could be better for kids. She says researchers should consider the word counts kids learn as a "difference," rather than a "gap." As far as her work goes, the main takeaway is clear: Any adult having back-and-forth conversations could help a child's brain grow.
A note about this story: A previous version made unsupported connections between different research studies. You just heard the updated version.


By Teachers, For Teachers
Many teachers focus a great deal of their time and energy into classroom management. They focus their time on how students should be behaving and what students should be doing. While this is an important component into having an efficient and effective classroom, using teaching strategies that create a learning environment that promotes equality is just as important. Equality is about all students getting a fair and equal education. It is where all students pose ideas, share ideas, and are explicitly welcomed to participate. When educators use teaching strategies to structure their learning environment to welcome and promote student engagement and equality, we can rest assured that students are learning. Here are five specific teaching strategies that promote equality in the classroom. These strategies will help you cultivate a classroom where all students are welcomed to participate equally.
A simple way to ensure that all students are getting an equal chance to participate is to use the cooperative learning strategy Think-Pair-Share. This approach gives all students the opportunity to have an equal chance at participating (even if they don’t want to). This strategy involves having students write their ideas down about a specific topic, pair up with a partner or a neighbor in class and discuss and compare their thoughts, then share their thoughts with the whole class.
Creating a classroom environment that promotes equality means trying out new strategies that require all students to participate, even the ones who do not like to share or speak up. If it was left up to the students to determine who would share and who would not, the naturally extroverted students would surely take over while the introverted students would happily sit quietly. By assigning a student reporter when in small groups, you are providing access to participation for all students, regardless if they like to speak up or not.
This strategy is simple: Randomly call upon a student when doing group work to share their ideas or thoughts for their group. You can do this by using colored coded chips or sticks, a visual characteristic of a person like their hair color or eye color, or even by something like who has the closest birthday. This strategy is easy and tends to get the more introverted students a chance to equally share their thoughts.
Many educators monitor student participation by how many times a student raises their hand or how often they ask questions in class. However, to structure your classroom in a way that encourages equality and participation, you must do a few things. First, when you notice that the same students are always raising their hands, say, “Thank you for your participation, however I would like to hear from some other students in class.” Second, give students a moment to share their thoughts with their neighbor. Sometimes all a shy student needs is the validation of a peer to feel comfortable enough to share their thoughts with the whole class. Last, it is up to you, the educator, to show your students that you demand that all students participate equally.
In order to engage all students equally, you must vary your learning strategies. This means that you must incorporate active strategies that will reach all learners. In order to do this, you must know how your students learn best. Some may prefer to talk with their peers, while others may prefer another way to communicate. The best way to reach all learners and teach equitably is to make sure that individual learners receive different approaches to learning.
Perhaps the most powerful teaching strategy in building an equitable learning environment is to establish a set of classroom norms. This means promoting acceptable behaviors like, “Everyone’s ideas are important,” and “All ideas must be treated respectfully.” Most importantly, students will see if the teacher reinforces these norms so it is essential that the teacher is comfortable with enforcing all such norms of equality.
Teachers have the power to implement and cultivate a classroom of equality: A classroom that is free to share its values and opinions openly and honestly without feeling ridiculed or judged from its peers. The five teaching strategies above are just the tip of the iceberg for fostering a classroom of equality. There are literally hundreds of ways that you can set up your classroom to promote student engagement and participation. What you do and how you do it is ultimately up to you.
Do you have any thoughts or ideas on how to cultivate an equal learning environment? Please share your thoughts and expertise in the comment section below, we would love to hear what you have to say.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


See drawing demonstration video or drawing tutorial video of how to draw. This drawing video explains how to do pencil drawing. It is a step by step pencil drawing tutorial.
Drawing Tutorial Video
This drawing video is part of a series of videos that Khula Aasmaan has created to provide high quality art education to children and college students. This video is intended for children, college students, parents, teachers, hobby artists, amateur artists and anyone interested in to learn painting.
About Khula Aasmaan
Khula Aasmaan (means – Open Sky) is a platform for creative expression by children (5 to 15 years) and young adults (16 to 25 years). Khula Aasmaan conducts contests and creates educational content for children, college students, parents and teachers. Khula Aasmaan is free and open 24 x 7. Khula Aasmaan encourages the children and young adults to think independently, fearlessly and express themselves.
See blog posts related to drawing demonstration and painting demonstration
Blog posts related to Art Contests
About Khula Aasmaan :
Khula Aasmaan (खुला आसमान) is a platform for creative expression by children and young adults. We have chosen “Khula Aasmaan” as the way to spell this as we believe that it is the phonetically most appropriate way to spell it. Khula Aasmaan may also be spelt as Khula Asmaan, Khula Asman, Khula Aasman.


The significance of Music in Educational Development
Music is really a massive a part of peoples lives around the globe – Regardless if you are a singer, music performer, or simply someone who learns music or radio regularly.
For anyone within the three groups above then your education/desire in music should have originate from somewhere whether or not this was school, where you reside, family or buddies. It’s frequently speculated that music doesn’t play a considerable enough part in education, particularly in comparison with the visual arts, despite its importance in educational development.
In the last couple of years, there’s without doubt that music has performed an even bigger role in schools both in secondary and primary education after which and in college and universities. The additional-curricular activities provided by secondary schools in the moment are perhaps probably the most varied they’ve have you been, and music plays most within the plan of products, but now you ask ,, do teachers/activity leaders and fogeys promote and encourage pupils enough to get familiar with music? Studies have provided us a number of different solutions for this question. One study took it’s origin from evidence from inspections of 90 primary and 90 secondary schools from 2008 to 2011. In primary schools, one out of three women required part in extra music activities, in contrast to one out of seven boys as well as in secondary schools only 14% of pupils required either extra singing or instrument training.
Another argument that has been introduced up regularly is the quantity of music really performed in music training particularly in secondary education. The study mentioned that in certain training, teachers or pupils didn’t play or sing just one note. Based on reports, an excessive amount of use is made of non-musical activities for example writing with no mention of the musical seem. A lot of time was spent speaking about tasks without teachers really demonstrating that which was needed musically, or allowing the pupils to begin their music making.
Music is essential at the begining of educational development and it has an optimistic affect on children in pre-education and first education. It has been revealed that music affects the form and growth and development of the mind more noticeably than every other subject, including Maths. Children appear to see much pleasure and pleasure hearing music, making music and relocating to music. Studies have proven that youngsters who’re positively associated with music (who listen to it or sing it regularly):
– Fare better in studying and math once they start school
– Are able to better focus and control their physiques
– Play better with other people and also have greater self-esteem
Music education can also be essential in secondary education, college and college because it provides great preparation for other academic areas. Getting involved in different extra-curricular activities may also reduce stress, improve musical ability and it is an effective way of meeting new people and learning inside a less rigid context.
Music is academic – Research claims that music trains the mind for greater thinking and enhances academic performance.
Music is good- Understanding how to sing and rhythm improves coordination and also the air and wind power essential to blow a flute, trumpet or saxophone promotes a sound body.
Music is perfect for existence – Many people can’t play rugby, or football at 70 or 80 years old however they can sing. Plus they can enjoy piano as well as other instrument. Music is really a gift you are able to provide your child which will last all of their lives.
It may seem you don’t possess a musical bone within your body. Regardless of this, we are saying… when the chance and facilities exist then everybody is able to make music.
We provide songwriting classes for individuals either having a song idea within their mind or perhaps a tune, lyrics and harmonies to utilize, and any place in between. For those who have no clue on how to start or how to proceed then why don’t you arrived at the Beehouse Studio Room and check out out our fantastic songwriting courses/workshops.


A new study is underway to investigate the effects of 5 years of musical training on the brain, starting from when children are 6 or 7 years old. The children are participating in a program that gives kids a free education in music and free instruments; they’ll be compared to kids who are matched on age, socioeconomic background, and different cognitive measures but who don’t have a musical education.
This is an interesting study, but how will researchers interpret some of the findings? Let’s say the study shows improvements in various aspects of cognitive ability and social and emotional development throughout the five years of musical education. To what would we attribute this outcome? Is it something specific to music education, or would you see it in any long-term intensive extracurricular program that teaches kids something? Maybe you’d need to add a third group of kids to the study who are enrolled in a free non-musical education program that has a similar social/communal aspect to it.


How can the report card be used to drive improvement, even if your child is meeting or exceeding expectations?
It’s report card time!
Which means it’s the perfect time for reflection and planning. At this time of the year, parents should be able to look back and list the things that were learned in each subject, as well as what areas could use some improvement or enrichment. In fact, your children should be the ones to tell you. As a parent, you know your child the best.
Go ahead and make one. We’ll wait.
Are you finished? Great! Let’s get started.
Understanding the report card
Are you pleased with this list? Do you think there could have been more items in the “learned” column?
If you’re having trouble interpreting this list, an effective strategy for determining the overall achievement of your child is to colour-code the report card.
- Use one colour for areas where your child has met the expectations
- Use one colour for areas that exceeded expectations
- Use one colour for areas of concern.
If you are having an interview with your child’s teacher, bring the Report Card with you and be familiar with it. Prioritize what you want to discuss and stay focused. Ask direct questions. Based on your analysis of the report card, these are questions you should be asking:
For students not meeting expectations: What can you do at home to support what is being done at school?
- What strategies has the teacher used to help improve achievement?
- Do changes need to be made to the level of the curriculum?
- Is it a problem related to Learning Skills (Not being prepared? Not being attentive?)
- Is your child sitting in the correct place to optimize listening and attention?
- In what ways does your child demonstrate learning?
- Does your child require extra time to complete tasks? Do they receive it?
For students meeting expectations: What can you do at home to support what is being done at school?
- How will the teacher “stretch” their thinking?
- Can your child demonstrate achievement in multiple ways? (i.e. “How else can you explain that? What is another strategy that you can use?”)
- Is your child reading a variety of genres? Is the teacher monitoring independent reading and encouraging variety?
- How is your child responding to literature? Are they able to answer questions that require inferencing and evaluative skills
- Are they able to use a variety of math problem-solving strategies?
For students exceeding expectations: What can you do at home to support what is being done at school?
- Are they being encouraged to “think outside the box?”
- Are they able to provide responses using a variety of methods (i.e. pencil/paper, oral presentation, computer generated, group and individual)
- Are they developing critical thinking skills? Can they ask (and answer) questions that require reflection and opinion
- Can they transfer knowledge to the real world?
If your child has an Individualized Education Program (IEP)
If your child has an IEP, it must be reviewed now. Here are some things to consider:
- Firstly, is it working?
- Is your child meeting or progressing toward meeting expectations?
- Is it a modified program or is your child receiving accommodations?
- If the program is modified, do the expectations need to be revised?
It’s never too early for your child to learn how to advocate for themselves. Your childshould know what they’re good at, and the areas they struggle with. (They will know that without you telling them). Remind them that they are part of a “team” and each member (teachers, parents, students) has a responsibility.
If appropriate, your child should always be part of the meetings that involve IEP’s. They are the ones to provide the most valuable insight into what is working and what is not.
Study the Report Card and understand it. Use the information to make a plan; choosing specific strategies that will provide the greatest opportunity for your child to be successful. Don’t let time pass and get to June and then say, “What did my child learn this year?” That should be an ongoing question, one that has specific answers.
Until our next lesson…


Find out why Literacy Footprints is the perfect guided reading system for your classroom.
Look inside Literacy Footprints and find out what books and resources are included in each kit.
Learn more about literacy experts, Jan Richardson and Michele Dufresne.
View guided reading classroom collections.
Students can now read our books online.
The Literacy Footprints Guided Reading System leads teachers through the process of planning a powerful Guided Reading lesson
Includes 6 copies of each book
Add to cart
Includes 1 copy of each book
Literacy Footprints is a Guided Reading system designed for classroom teachers, intervention, ELL, Special Education teachers, and support staff who are teaching children to read and write. Each of the kits (kindergarten, first grade, second grade, third grade, fourth grade, fifth/sixth grade, and the Intervention Partner) contains sequenced, high-quality leveled texts in a variety of genres. Students will encounter traditional tales, realistic fiction, fantasy, and informational text. The lesson cards that accompany the books follow Jan Richardson’s “Next Step” lesson format (Richardson, 2009 and 2016.) Each lesson includes word study and phonics instruction based on The Next Step Forward in Word Study (Dufresne and Richardson 2019). Each kit also includes component materials designed by Jan Richardson and Michèle Dufresne to consistently support teachers throughout the lessons.
Literacy Footprints Kits are available in TWO sizes
CLASSROOM KITS include 6 copies of each title, teaching tools for groups of 6 students as well as a lesson plan for each title.
SINGLE STUDENT SETS include 1 copy of each title and do not include lesson plans or additional components.
$2,575.00 - $14,800.00
Pioneer Valley Books offers a wide variety of fiction and nonfiction books and other resources for Reading Recovery, primary classroom, and literacy teachers at affordable prices. Our mission is to provide engaging stories and teaching materials that help children to develop strong literacy skills and a love of reading.
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Handwriting plays an essential role in a child’s developmental and educational growth. And yet, many schools are no longer teaching this fundamental skill to our children. Researchers point out that handwriting seems to strengthen brain processing, reading abilities, memory recall, and learning. Studies show that keyboarding and printing do not provide the same benefits. With all the focus on technology nowadays, it is even more important to ensure that kids acquire all the skills they need to successfully learn cursive writing.
There are many benefits to handwriting. The latest studies show that cursive writing helps the brain wire more efficiently than keyboarding and printing. Students who handwrite their notes show more efficient memory recall, are better readers as well as learners, and show improved motor control. Writing cursive works on the following skills: postural control, visual-motor coordination, fine and gross motor control, decoding, and sensory processing—just to name a few. Although it may seem easier to give a child a keyboard instead of teaching them cursive, if he has issues with handwriting it is very likely that he will also have deficits in his ability to learn, read and communicate. Handwriting difficulties are closely linked to learning disabilities. Some experts worry that if we don’t teach students handwriting, we will miss the opportunity to identify the underlining deficits they may have.
Occupational therapists evaluate each child for fine and gross motor skill, visual deficits, postural control and developmental delays that may affect a child’s ability to learn handwriting. Good handwriting starts with a child’s ability to sit functionally at a desk. If a student cannot achieve the proper posture, he will not be able to control his motor skills to perform fine motor tasks. His trunk strength is what allows him to sit upright for an extended period of time. Shoulder stability is also essential. Children who have poor shoulder control cannot perform fine motor movements. In addition, the child needs to see clearly as well as interpret what he sees. Occupational therapists will look at eye movement, visual motor coordination, depth perception, visual perception and then assess if vision is impeding learning. Finally, occupational therapists are trained to analyze fine motor skills, handwriting grips and finger dexterity to help a child achieve a more functional writing technique. They use fun sensory activities to help children master the foundational skills needed to learn handwriting.
CDI is happy to offer handwriting classes. Handwriting Without Tears is a multi-sensory program that makes learning cursive fun and easy. This hands-on approach uses a variety of teaching strategies to fit the unique learning style of each student. Children learn through playful activities, movement, tactile and auditory input, and object manipulation. It takes the anxiety out of mastering a new skill and meets each child where he is at. CDI’s occupational therapists are not only trained to teach this effective method, but they can also help assess your child for any underlining developmental issues that may affect his learning progress. Click here for additional information on CDI’s handwriting class schedules.


In order to prepare for our hotseat discussion tomorrow when students will ask one student who is sitting in the "hotseat" questions about the text, the students will annotate the text and then share their annotations in small groups (SL.9-10.1).
I will guide students to write two questions (minimum) per page, using the questioning techniques that we have developed thus far this year. I will also guide them to highlight and add written notes to describe character changes and thematic development as the focus of the hotseat is on character development (RL.9-10.3) and identification of key themes (RL.9-10.2).
After the students have had the opportunity to annotate and discuss in small groups, we will then move the discussion to the larger group so that students can offer insightful quotations and responses to follow-up topics regarding character development (RL.9-10.3) and themes (RL.9-10.2):
Follow Up Topics
1) Rowdy and Junior's friendship (16-24) as a baseline for Junior's character development.
2) Mr. P's interactions with Junior and the themes of poverty (30-43) and assimilation.
3) Junior's decision to go to Reardan and its effects on his relationships with family, community and Rowdy, all as an index for Junior's character development.
4) Junior's interactions with Roger and Penelope at Reardan (59-66) as key examples of the theme of code-switching/culture.
The point of this large-group discussion (SL.9-10.1a) is to bridge from small group work to the student-led hotseat discussion in following lessons. Again, my focus is on drawing character inferences out of the students, and above all, I want to carry the tone in the discussion that these characters are supremely interesting and worth our attention. The main character, Junior, is complex and layered and evolves over time (RL 9-10.3). The minor characters will change as well, some of them, but for now they are interesting to us because their interactions with Junior help to make his characterization more real and developed.
My goal here is to avoid being the talking head. I want students to take the lead, citing their own inferring-type questions and character insights. I will take the lead from the students in the questions that they raise and in the textual quotations that they cite.
In this section, I want the students to self reflect on their social process and to evaluate the status of our ability to develop and share character insights. I will ask the students the following questions on an exit slip:
1) To what extent did your group have a strong level of teamwork? How can you help make your group even stronger?
2) What is the most interesting facet/part of characterization? How was this shown in Junior's character? In another character you have read in the past?
In addition to the informal communication that I have had with students in their small groups and in the large group discussion, this written prompt gives me insight into both the students' affective domain and with respect to their self-appraisal of the cognitive task expected of them. I am curious how they perceive their progress and to what extent they feel this is important. I am curious because self-efficacy and metacognition are key areas in literacy development, and these prompts help me to gain a purchase on the progress of each student.
Finally, I will correlate the results of this exit slip with my notes on students. I create a "watch list" if a student or two or more seem to be falling behind. I also create a promo- list, as I note students who seem to want more challenge. I make sure to give them leadership roles, ramp up the complexity of their tasks and questions, and reinforce greater complexity in their book notes/text annotations.


Resources › For Educators A Place Value Template to Support Learning Tens and Ones Share Flipboard Email Print Marco Guidi / EyeEm / Getty Images For Educators Special Education Math Strategies Applied Behavior Analysis Behavior Management Lesson Plans Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated August 30, 2018 Place value—which refers to the value of digits based on their position—is an important concept that is taught as early as kindergarten. As students learn about larger numbers, the concept of place value continues throughout the middle grades. Place value is vital to foster your students' understanding of money, especially since American and Canadian dollars, as well as Euros, are based on a decimal system. Being able to understand place value will help students when they need to begin learning decimals, the foundation for understanding data in later grades. A place value template highlighting the tens and ones place can prove helpful to students. Pair the place value template below with place value manipulatives (objects such as cubes, rods, pennies, or pieces of candy that students can touch and hold) to give your pupils lots of practice creating two-digit numbers. 01 of 04 Place Value Tens and Ones Template Websterlearning Print out this free template on cardstock—you can even use colored cardstock—and laminate it. Provide a template for each student in your math group. Distribute place value blocks, such as rods (for tens) and cubes (for ones) to your students. Model creating two-digit numbers on an overhead projector with the template, rods, and cubes. Create two-digit numbers, such as 48, 36, and 87. Give students fine-tipped colored markers. Have them write how many tens and ones are in each number they display on their templates and then write the double-digit number on the line in the middle. Have your students read the numbers they have created. 02 of 04 Let Students Participate Then, turn the tables and let individual students go up to the overhead projector and create numbers on the template. Once they have created the number on the template with ten rods and ones cubes, have them check their peers' work. Another turn-the-table activity would be to dictate numbers and have students create the numbers with their rods and cubes on their template. As they listen to the number name—such as 87, 46, and 33—they create a model with rods and cubes on their templates. 03 of 04 Use Recitation Recitation is a powerful tool to help "glue" concepts in the students' mind. Call on students to read the numbers they have created or have the class say the two-digit number names in unison as you display the numbers on the overhead projector using the tens-and-ones-place template. 04 of 04 Use a Hundreds Chart A hundreds chart can also be used to help students visualize and understand two-digit numbers from one to one hundred. The hundreds chart is essentially another template to help students learn their tens and ones place values. Have students place a ten rod on each row, and then place the ones cubes, one at a time, on the next row. Eventually, they will be able to identify and read the numbers. The "tens" box is 10 centimeters high, but only 9 centimeters wide, so the most tens it can hold are nine. When a child reaches ten, have her replace it with a hundred "flat," a manipulative that displays 100 cubes in a compact form.


What is Matter?
Matter is all around you. Your bed, your dog, even the air you breathe, are all made of matter. Matter is anything that takes up space, including gases and liquids. Matter takes on different forms, known as the states of matter. You probably already know about solids, gases and liquids, right?
Solids are, well, solid. They may be soft or hard, but you can’t easily put your hand through them. Wood, glass, fabric, and fur are all solid forms of matter. Liquids are fluid. You can generally move or pour them and put your hand through them. Water, soda, and juice are all liquids. Gases have particles that are further apart. You can put your hand through a gas or you might not be able to see it all. Steam, fog, and oxygen are gases.
- Scientists have discovered two more states of matter, Bose-Einstein condensates (BEC) and plasma. BECs are created in a laboratory by making the molecules in a gas very, very cold so they condense into a dense lump. Plasmas are made up of electrons that move around a lot instead of clustering together. The Northern Lights and neon signs are examples of plasma.
- Scientists believe that there are more forms of matter in the universe waiting to be discovered.
- Matter can change states. Water, for example, can be steam (a gas), water (a liquid), or ice (a solid).
Matter: Anything with weight or mass or that takes up space
States of matter:M How matter is “packaged.” We are currently aware of five states of matter.
Visit Chem4Kids to learn more about plasma and watch a video from the University of Michigan.
Q and A
Can I make plasmas and BECs at home?
Answer: Plasmas and BECs are made under extreme conditions with very high (and low) levels of energy. They are made using special equipment. Albert Einstein predicted BECs back in the 1920s but he didn’t have the equipment to prove his ideas.
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John Philip Sousa Biography, Life, Interesting Facts
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An Early Education
John Philip Sousa was born on 6 November 1854 in Washington DC. His parents were of mixed descent, with his father of Spanish and Portuguese origin and his mother with German roots.
John Philip Sousa was one of ten children, somewhat typical at the time. Despite this his parents afforded to send him for music education at a very young age; his father was a trombone player with the US Marines and wanted to encourage his children along with his interests. For this reason, Sousa started attending music lessons at the age of six.
His instructors found him to be bright and a natural talent. Amongst other skills, for example, he had perfect pitch which allowed him to name musical notes when he heard them, like telling colors apart by sight.
John Philip Sousa studied a variety of instruments (mostly wind instruments, but also violin and piano) alongside music theory. At the age of thirteen, he asked his father for permission to join a circus band but met with refusal.
His father enrolled him instead in the Marine Corps to keep him out of harm’s way.
Music and the Army
At his father’s insistence, John Philip Sousa accepted and joined the Marines as an ‘apprentice musician.’ He stayed from the age of thirteen to twenty, growing up in strict discipline, but also enjoying the camaraderie between soldiers and becoming exposed to military marches, which would later have a great impact on his life. At twenty Sousa left the army for a while.
John Philip Sousa found work in a theater, where he developed his skills as a conductor for the first time. Having gained experience (and a wife - he married Jane van Middlesworth Bellis in 1879), Sousa returned to the Marines in 1880. Here he was appointed Head of the Marine Band in Washington DC.
In the world of military music, thus, Sousa had already found great success. He would lead the band for twelve years. During that time his band became quite renowned as the foremost military band in the country. His band played at the inauguration of two US Presidents. Sousa also found time for his projects, however.
John Philip Sousa wrote marching band music himself, drawing on the music theory he'd learned as a child. Among his compositions was ‘Semper Fidelis,’ a rousing piece of music that became the Marines’ official march. Sousa also helped in the development of a new tuba-like instrument. The sousaphone, as it came to be known, remained his preferred instrument of choice for the rest of his life.
In 1892, John Philip Sousa left the Marines once and for all. He bore no ill will to it but wanted to start something new of his own. The John Philip Sousa Band was born. The handpicked outfit performed concert after concert, lasting until 1931 and delighting audiences around the world.
Some of these performances are hard to imagine even today. Sousa’s band, for example, played at the 1900 World Exposition in Paris, at the time the most important celebration of globalization ever staged. They also had the honor of marching through the Arc de Triomphe in Paris.
John Philip Sousa's most lasting achievement came in 1896, a few years into his career as a civilian musician. The ‘Stars and Stripes Forever’ quickly became Sousa's most popular composition. Years after Sousa's death, through cinema and newsreels, the piece of music became widely known throughout the world. The march took on such a life of its own that Congress adopted it as the US official march in 1987.
In his later years, John Philip Sousa tried to give back. After serving briefly as a conductor in the First World War (retiring in 1918 after it ended), Sousa insisted on donating almost all his salary to a fund for retired Marines. He would also encourage younger musicians wherever he could. When he passed away on March 6, 1932, the legacy he had left on military music was immense. No one has surpassed it since.


Wasps Worksheet – Download Free Science Worksheet Printables for Second Grade Kids
The Wasps Worksheet – Download free science worksheet printables for Second Grade Kids. Our fun facts about wasps worksheet is ideal for First Grade to Fifth Grade kids, as well as Preschoolers and Kindergarten kids. Kids from Pre-K to 5th Grade can enjoy learning fun facts about wasps through this worksheet. The free wasp facts science worksheet is both downloadable and printable. The Wasps worksheet contains a printable hidden word seek puzzle along with a find-the-missing-words search game.
If your kids are being home-schooled you can use this free science worksheet printable to educate your kids about wasps and gain their interest in science. Your children will learn well, since they’ll need to read and re-read the facts about wasps page to find the missing words. Our free printable science worksheets are a fun approach to making learning science interesting for kids.
Teachers can use our free Wasp fun facts printable science worksheet to make science classes more interesting for kids. Educators and private tutors can utilize our printable science worksheets to supplement after school activities and special education programs for kids.
Primary school kids from Grade 1 to Grade 5 can enjoy the word search game and use this facts about wasps worksheet as a science reading comprehension worksheet. Younger kids in Pre-K and Kindergarten can enjoy this free printable science worksheet as a listening comprehension exercise.
Our fun science facts for kids website offers many more free to download science worksheet printables for Pre-K up to Grade 5 kids. Download our free hidden words puzzles and easy science worksheets and make learning science fun for kids!
Wasps can be nuisance to some people because they like to come to eat human food. Especially sweets and honey sandwiches. However, they are very useful, as they act as pest controls by eating insects that harm crops!
Learn fun facts all about wasps by downloading this free science worksheet printable!
Download Free Printable Wasps Worksheet for Kids
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APA Style Citation
Tobin, Declan. (2020). Wasps Worksheet - Download Free Science Worksheet Printables for Second Grade Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/wasps-worksheet-download-free-science-worksheet-printables-for-second-grade-kids/
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The Willows’ middle school program (grades 6-8) program meets state and national standards. We have designed a thoughtful scope and sequence that takes into account the specific developmental needs of adolescents and that fact that every individual learns at his or her own pace.
Our middle school program is departmentalized, and students rotate to different teachers for their classes throughout the school day. Within every department, teachers emphasize
experiential learning and thematic instruction with a seamless integration of technology and the arts.
Our primary academic goal is to equip students with the foundational skills they need to be active, engaged, and successful learners who can formulate questions, develop strategies to find solutions, listen critically, communicate clearly, organize materials and ideas, work collaboratively, and seek assistance when needed.
The Middle School curriculum is cohesive, carefully sequenced, and structured to prepare students for secondary school and beyond. It includes Core (a course that combines English and history), mathematics, science, Latin, technology, physical education, life skills, and fine and performing arts.


When a child is required to problem solve, they are developing and strengthening new neural pathways, which will allow their abilities in other areas to grow.
Hands-on, gender-neutral STEM-focused activities are ideal for helping your child to develop their critical thinking and problem solving skills—aspects essential in an emerging mathematician and bookworm alike. STEM activities also provide an opportunity for you to sit down with your child in a screen-free environment and support their maths and literacy development.
An example of this includes working on an activity item such as a coding set. Our Code and Go Mouse set, for example, requires a child to use their problem-solving abilities by building a maze and then use their critical thinking skills to read and use coding cards to create a path for the robot mouse. In order to complete each step of the activity, a child is required to thoroughly read and understand the instructions—a great opportunity for a family member to join-in and provide assistance and encouragement when needed. By analysing and following the instructions, a child is also strengthening their literacy skills.