INTERMEDIATE INSPIRATION: SCHULWERK ACTIVITIES FOR UPPER-ELEMENTARY
Saturday, October 12, 2019
9 am - 1 pm
9 am - 1 pm
As elementary students near their middle school years, they appreciate and enjoy new and sophisticated experiences with familiar musical materials. This session will engage participants in Orff Schulwerk instructional activities that use mixed and asymmetrical meters, modal scales, and transposition. Lessons will present standards-based concepts and skills including improvisation, music literacy, and movement.
Michael Chandler is currently an Assistant Professor of Music and the Coordinator of Music Education at Austin Peay State University in Clarksville, Tennessee. Michael taught music and movement to children in Texas public schools for 16 years. His student ensembles performed by invitation at the annual Texas Music Educators Conference in San Antonio in 2005, 2007, and 2013. He has taught all three levels of Orff Schulwerk basic and recorder in AOSA-approved teacher education courses across the United States. He earned the PhD degree in music education from the University of North Texas in Denton and was a piano accompanist with the Children’s Chorus of Greater Dallas for 10 years. Michael has presented workshop and conference sessions in 38 states and Puerto Rico and is the author of Everyday Recorder, Recorder Everyday! , an Orff Schulwerk approach to introducing recorder in the general music classroom.


The 5 year GCSE curriculum at Whitworth High is based on the principles of the mastery approach to the learning and teaching of mathematics. This involves teaching topics with a focus on depth and mastery of the key knowledge, skills and understanding. Using this mastery approach enables all our students to achieve and flourish. Concepts are taught for longer and in greater depth supporting students who require additional scaffold whilst providing stretch and challenge for students thriving and exceeding expectations. Students in key stage 3 are provided with the opportunity to progress from mathematics which is concrete, pictorial and meaningful before moving on to more abstract algebraic concepts, theorems and proofs. This mastery approach enables our students to demonstrate deep conceptual understanding of the topics making them confident and resilient mathematicians.
Our curriculum intent is to:
Provide a broad and balanced Mathematics education for all students at WCHS which builds on prior knowledge and skills from their primary experience of mathematics.
Engage students in mathematical learning which is enjoyable, stimulating and relevant to students now and for the future enabling them to have the essential knowledge and skills which allows them to fulfil their chosen career paths.
Provide a cohesive, progressive curriculum in Mathematics where explicit links between their school subjects and across key stages are forged to ensure depth of understanding within a range of contexts.
Enable students to develop mathematical knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations; and to instil an aspirational and resilient mindset.
Promote a positive attitude towards learning in Mathematics; pride in their own progress and achievement; and a strong work ethic, through providing a curriculum which offers opportunity to celebrate and share success: valuing attainment, progress and effort equally.
Ensure equal access to mathematical learning, with high expectations for every student and appropriate levels of challenge and support.
Develop students’ independent learning skills and resilience in and through mathematics, as well as their communication and numeracy skills, to equip them for post-16 education, further/higher education and employment and to become lifelong learners.


“Nothing is more powerful than an idea whose time has come” – This is precisely the thought which has taken shape in the form of HiWEL. ‘Hole in the Wall’ offers a refreshingly fresh perspective on the learning process. Today’s children not only need basic education but also the ability to learn from their surroundings and adapt themselves to the rapidly changing paradigms. Dr. Sugata Mitra, Chief scientist at NIIT had been toying with the idea of unsupervised learning and computers. On 26th January, 1999, Dr. Mitra’s team carved a “hole” in the wall that separated the NIIT premises from the adjoining slum in Kalkaji, New Delhi. Through this hole, a freely accessible computer was put to use. This computer proved to be an instant hit among the slum dwellers, especially children.
Since its inception in 1999, Hole-in-the-Wall has grown from a single computer at Kalkaji to more than a hundred computers at various locations across India and abroad. The driving force behind this is the concept of Minimally Invasive Education proposed by Dr. Mitra.
These slum children could actually learn on their own that too in such a cost effective manner with benefits like improved group dynamics, better in-class behaviour.
The essential features of a Learning Station are :
Playground Setting: The learning station is set up in an outdoor playground setting which children can easily access at any time. It ensures that girls, who would generally not be sent to close rooms housing a computer can now easily access the computer in an open setting.
Another advantage is the Unstructured and Unsupervised nature of this setting which ensures that the entire process of learning is driven by a child’s curiosity.
Integration with the School System: A big advantage of HiWEL learning station is that it fits in nicely with traditional schooling reinforcing learning in a fresh, innovative package.
In schools where the Learning Stations were installed, some teachers have reported improved retention and increased receptivity among children.
HiWEL’s endeavour is to make the learning stations accessible even in the remotest locations. For this, the HiWEL team has come up with several patented innovations to ensure that a standard computer can be used in extreme weather conditions. Till now Learning stations have been successfully deployed even in Leh (ladakh) and Jaisalmer.
Hole-in-the-Wall Education Ltd.(HiWEL) is a joint venture between NIIT Ltd. and the International Finance Corporation. The Government of Delhi first adopted the idea and in 2000, 30 Learning Stations were setup in a resettlement colony.
In 2001, a national research program was started in which Learning stations were set up in 23 locations across rural India. By 2004, HiWEL reached Cambodia and the idea hasn’t stopped spreading.
Just recently HiWEL was conferred the coveted ‘Digital Opportunity Award’ by World Information Technology and Services Alliance (WITSA) for path breaking work in spreading computer literacy at the grass root level.
HiWEL is now poised to scale up the idea of Hole-in-the-Wall to make a significant contribution to improving elementary education and life skills of children across the world, especially those in disadvantaged communities in rural areas and urban slums.
All images are courtesy www.hole-in-the-wall.com


Charles Henderson, Director
William Cobern, Biological Sciences
Todd Ellis, Geography
Marcia Fetters, Teaching, Learning, and Educational Studies
Megan Grunert Kowalske, Chemistry
Heather Petcovic, Geological and Environmental Sciences
Brandy Pleasants, The Mallinson Institute for Science Education
David W. Rudge, Biological Sciences
David Schuster, Physics
Joseph Stoltman, Geography
The Mallinson Institute for Science Education is devoted to the study and improvement of how people learn science at the K-12, undergraduate, and graduate levels. The Mallinson Institute has four components:
- Graduate programs leading to a Master of Arts and a Doctor of Philosophy in Science Education. See the graduate catalog for more information.
- Coordination of undergraduate programs as part of the elementary education science and mathematics teaching minor. See the College of Education and Human Development section of this catalog for more information.
- Professional development courses and related opportunities for K-12 science teachers and school districts coordinated and offered by The Mallinson Institute for Science Education. In addition, The Mallinson Institute provides curriculum development expertise and services for science curriculum projects from the national to the school district level.
- Science and Mathematics Program Improvement (SAMPI) which provides technical assistance, conducts research and evaluation services, program development projects to K-12 schools, higher education, and other educational institutions.
As an academic discipline, science education lies at the intersection of the sciences, educational pedagogy, cognitive psychology, and the history, philosophy, and sociology of science. It ranges from concerns about practical teaching strategies to fundamental questions about the nature of science and how people learn, and the systems that support teaching and learning. The courses taken by pre-and post-service teachers are designed to prepare them to think critically about why people should become scientifically literate, what science is most important to know, and how students learn. This includes attention to the content of science, the process of science, and the cognition of learning. In particular, the Institute encourages participants in its programs to become self-reflective about their own learning, in the hope it will empower them to become more independent, intentional, and life-long learners.


Year 7 Literacy and Numeracy Catch-up Grant – Woodlands Community College
What is the Year 7 catch-up grant?
The literacy and numeracy catch-up grant gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of Key Stage 2 (a scaled score of below 100 in either subject).
The Department for Education provides this additional funding to secondary schools to help these pupils catch up in English and Maths with their peers.
Funding for the catch-up grant is based upon the funding from previous years. This does not mean an individual pupil has entitlement to the grant, rather the school has the discretion to spend this money to ensure that identified pupils are able to make the necessary progress.
What makes a pupil eligible for the literacy and numeracy catch-up grant?
Any pupil who joins Woodlands in year 7 with a standardised score below 100, what was originally a level 4c, in any of their literacy or numeracy assessments at Key Stage 2 will be in receipt of the interventions paid for using the literacy and numeracy catch-up grant.
How much is the Woodlands year 7 literacy and numeracy catch-up grant?
The money to be received this year from the Government is £9.917. The profile of pupils as of September 2019 at Woodlands who are eligible:
|All Pupils (182)||Boys (98)||Girls (84)|
|No Pupils||%||No Pupils||%||No Pupils||%|
How is the Woodlands year 7 literacy and numeracy catch-up grant being spent?
Schools can choose how to spend their catch-up grant money, as they are best placed to identify what would be of greatest benefit to the pupils who are eligible. Our aim is to rapidly close the gap in literacy and numeracy attainment between catch-up pupils who joined Woodlands in year 7 and their peers within their cohort. There is no single strategy that makes an overall positive difference to the progress in literacy and numeracy skills. It is the coherence of the school’s approaches that enables us to narrow the achievement gap between catch-up pupils and other pupils.
Any parental queries regarding the year 7 literacy and numeracy catch-up grant please contact the Deputy Headteacher responsible for Curriculum – Deb Sutton (firstname.lastname@example.org).
Date of the next review of the Woodlands literacy and numeracy catch-up strategy:


Een onderzoek van:Drs Elisabeth Dumont
Amongst other things, this research will further explore the effect of specialized music educatoin on the mental and physical functioning of children aged between six and nine years old. Specialised music education aims to encourage the child to further develop his or her musical, cognitive, emotional, and motor abilities. Given the impact of executive functions on learning conditions and learning achievements, this research specifically hones in on the effects this method has on executive functioning.
Using an experiment-like approach, the project will gather data regarding the executive functioning, learning achievements, and behaviour at four intervals throughout the academic year 2014 to 2015. This will be carried out via neuropsychological research, observations during music lessons, and questionnaires for parents and teaching staff. Data was gathered at different schools for standard and special primary education in the Dutch province of Limburg.


Can We Help Dyslexia?
Sound Reading Software helps individuals with Dyslexia and other special reading needs.
Struggling readers and individuals with dyslexia universally suffer from weak phonemic awareness and auditory processing skills. Sound Reading’s brain training activities activate essential auditory skills needed to help students master a variety of reading abilities, including auditory discrimination, phonemic awareness, phonics, fluency and reading comprehension.
Struggling readers respond quickly to our reading therapy because Sound Reading programs targets the minor neurological glitches and retrains the brain to properly process the correct sounds. The reason some children pick up phonics and decoding quickly is because they are able to clearly hear and process all the sounds in consonant blends, the difference between a long and short vowel sounds, and discriminate between subtle differences in sounds. Struggling readers lack this ability.
Do not fret … there is a remedy for struggling readers. Sound Reading uses groundbreaking research that helps individuals with problems processing spoken words. Because reading is an auditory experience, it is essential that auditory processing skills are mastered. Reading requires two components, the first is the visual. The visual part of reading is the ability to see the letters and written words, however, reading is only 2% visual. The second component of reading, and the most important part, is the auditory processing. Auditory processing is the ability to hear and process speech sounds and spoken words in the brain. What many may not realize is that reading is 98 % auditory. This is why individuals that are blind can still read, because they depend on the 98% of the brain that uses auditory processing to hear the sounds in their head and match those sounds the braille letters they feel on a page, in this case the 2% visual is not even needed. Hence the importance of developing auditory processing skills. What separates a natural reader from a struggling reader is that natural readers have strong auditory processing skills, exceptional phonemic awareness and the ability to hear all the discrete sounds and differences in spoken words.
The Sound Reading model is based on print-to-speech processing. This approach to literacy development focuses on the underlying speech, listening and language skills that support the complex process we call reading. Sound Reading teaches reading as a language process. It is not a series of instructional pieces that often focuses on printed content, but rather the instruction focuses on developing the spoken language processes that proficient students possess. Already well established in speech and language therapy, the components of phoneme and word awareness, sound discrimination, flexibility and speech code perception are important elements of print-to-speech instruction.
The good news is … Sound Reading programs were specifically designed to help individuals develop skills with ease, to the point where they are automatic and require minimal conscious effort. Our belief is that everyone has the ability to become a natural reader, it just requires a 2-3 months of dedication to our program and we guarantee you will see a significant growth in reading skills. We invite you to learn to read in a sound way today.


A year-long pilot programme aimed at developing strategies for teaching numeracy across the school curriculum has been launched at the University of Limerick.
EPI∙STEM, the National Centre for STEM Education based in the University of Limerick, announced the new Numeracy Across the Curriculum (NAC) initiative this Monday.
The year-long research and development project aims to develop strategies for teaching numeracy across the curriculum and will be piloted in primary and secondary schools across Limerick and Clare from August.
Numeracy connects the mathematics learned at school with real-world situations that require problem-solving and critical judgment. For numeracy to be useful to students it needs to be learned in multiple contexts and in all school subjects – not just mathematics.
The initiative is based on ten years of research undertaken by Professor Merrilyn Goos (Director of EPISTEM) and her Australian colleagues Vince Geiger, Shelley Dole, Helen Forgasz and Anne Bennison. Pulling from their extensive research, Goos and her colleagues developed guidance for teachers on how to embed numeracy across all subjects within the curriculum and to support teachers in assessing numeracy learning and dealing with the challenges of working within the boundaries of specific subjects.
Goos and her colleagues have published their findings in the book “Numeracy Across the Curriculum: Research based strategies for enhancing teaching and learning” which was officially launched in Ireland at Monday’s announcement and is available now.
“The Numeracy Across the Curriculum initiative has had great success over the last number of years in my native Australia,” said Prof Goos at the announcement.
“Empowering teachers to help their students use mathematics to solve every day problems, or make evidence based judgements, can be transformational. It is about looking at maths not from a closed discipline /subject perspective but how it is applied in real life contexts.”
The book provides a practical guide for both pre service and in service teachers on understanding numeracy and its application in both primary and post primary secondary schools in Ireland. Seven schools across the Limerick/Clare region have been selected to take part in the pilot scheme, which starts in August.
“The programme will establish meaningful and beneficial connections between schools across the Limerick and Clare region and my team here in UL, while simultaneously addressing a national priority by developing schools of excellence in the area of numeracy and ensuring that teachers equipped with the skills to become Numeracy Ambassadors and Champions,” added Prof Goos.
The NAC project seeks to develop teachers’ understanding of numeracy, while also guiding teachers on how to recognise and embed numeracy opportunities within their subject area. It will provide teachers with ideas, classroom activities and resources that they can use to develop students’ numeracy skills and will offer practical guidance for both schools and teachers.
Jerry O’Sullivan, Deputy Chief Executive, ESB, welcomed the launch of the book and the initiative.
“The Numeracy Across The Curriculum project will provide teachers with ideas, classroom activities and resources that they can use to develop students’ numeracy skills and will offer practical guidance for both schools and teachers,” he said.
“ESB is committed to supporting STEAM education and learning as a way of empowering young people to fulfil their potential, and encouraging them to positively engage with the issues and challenges facing society. Initiatives like this project, with the goal of supporting positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life, can only benefit young people and enable them to develop the skills necessary to critically assess the world around them and become the problem solvers and innovators of the future,” he added.


When my three-year old woke up the other day, the first thing she did was ask, ” can we do an experiment today?” Seriously.
An “experiment” happens to be three-year-old-code for setting up a concoction station. Also known as magic potion lab. Because this mini-sicence lab activity raises so many questions, engages my child fully, and challenges her curiosity, this is a request that I almost never refuse to fulfill.
The beauty of the magic potion lab is that you can source your pantry and pull out whatever you desire. No special trip to the market is necessary. I don’t know about you, but I am in love with projects that are convenient and low-cost.
The following supply list is what we started with, but feel free to work with what you’ve got.
- Baking Soda
- Liquid Watercolors or Food Coloring
- Tall Glass Mason Jar
- Pipette or Eye Dropper
- Kitchen Towel
Tip #1: Set this up in the kitchen
We’ve done this in other rooms of the house and even outside, but the kitchen works the best because it’s near a water source, the floors are made to be spilled on, and ingredients are close at hand.
Clear some counter space. Set up all your supplies. In this case we used a tall mason jar, a small jar of liquid watercolors, a small pitcher to fill with water and oil, and a rag for wiping up messes.
I encourage children to do all the work themselves and the little pitcher makes this especially doable.
Tip #2: Introduce just a few ingredients at a time
You might feel inclined to offer your child a smorgasbord of ingredients to pick and choose from, but this tends to be overwhelming and it will actually shorten your child’s attention span. A better bet is to introduce just two or three ingredients at a time. This way, your child will learn about the unique properties of those ingredients and understand what happens when they combine.
In the picture (above), we worked with water, oil, and liquid watercolors to explore the phenomena of immiscible liquids (or those liquids that don’t mix, such as water and oil).
Tip #3: Always keep a supply of baking soda and vinegar in the pantry
When my children or their neighborhood friends ask me if they can make concoctions, they inevitably have baking soda and vinegar explosions in mind. Invest in a gallon-sized bottle of vinegar for just a couple dollars and you’ll keep the alchemy troops happy for a long time.
Two questions for you:
Do you have any tips for setting up a magic potion lab? And what science project has held your child’s attention for longer than you might have expected?
If you loved this post by Rachelle of TinkerLab you will love other ideas of hers and other bloggers over on our Science For Kids Pinterest board. Check back here tomorrow for even more fun!


Every fall, Curriculum Night takes place at schools across the country. This is an opportunity for parents and their children to visit their school and share and learn about the upcoming school year.
To make the most of this time, there are some key things parents can do to help ace curriculum night.
1. Prepare in advance
Each school is unique. They all have their own culture, programs, parental involvement opportunities, extra-curricular activities and academic standings.
Doing some light research prior to curriculum night can help guide what questions you might have or information you would like to seek out – such as how the kindergarten classroom supports literacy development or parent volunteer opportunities.
There are different resources available to gain this information, including your school’s newsletter, the website for individual school/board, and SchoolQ – a new platform designed to inform parents about schools – including details on school catchments, testing scores and information about a school’s community.
2. Tour the classroom
Spend time in your child’s classroom – and, if possible, have your child give you a tour. This will put them in a leadership role and make them feel like an expert – which can be quite empowering for kids. Ask your child to share their favourite areas of the class, try sitting in their seat or experiencing the different learning activities that they enjoy engaging in, and spend time understanding the different routines and expectations of daily life in the classroom.
Becoming familiar with your child’s learning environment can help you engage with your child throughout the school year and reference specific things to spark conversation at the end of each day.
An awareness of the classroom materials and activities can also help you support your child if they are having challenges socially, such as feeling lonely or not knowing how to connect with others. You can suggest something specific that your child can do – for example: “You love Lego, I saw some in your classroom, next free time maybe you want to invite Johnny to play Lego with you”.
If it’s available, also have your child take you to the other areas in the school where they spend time – the gym, playground, library or music room. This can be especially beneficial for kids who are not very positive about school but who do enjoy the other programs available to them. This helps create a positive association with the school and offers insight into the areas that they enjoy.
3. Connect with your child’s teacher
Curriculum night is a busy time for teachers as there are a lot of people to meet and talk with. But it’s really important for you to find an opportunity to connect with your child’s teacher. You may only have a few minutes, so use this time wisely. Sharing some information about your child – their interests and their temperament — is helpful. Ask your child’s teacher some questions to learn more about your child’s experience in the classroom.
Here are some questions parents may want to ask (ideal for any age or grade).
How has my child adjusted so far to the new school year?
What is the best way for us to communicate and for me to get in touch with you?
What can I do to support my child’s learning at home?
4. Get to know some other parents
Take the time to get to know a few parents of the kids in your child’s class. Knowing some names and making some connections has many benefits. It helps build community – it’s great to say hi to people at drop off and pick up. It will help when setting up playdates and helping your child establish friendships. And if you ever have questions about something happening at school (i.e. details about the science fair ) you will have a familiar person to ask. Plus, if you are ever in a pinch and need someone to help you out with drop off or pick up, it’s great to have some trusted parents you could call upon.


August 4, 2018, by Kathryn Steenson
Today, 4 August, marks the 143rd anniversary of the death of Hans Christian Andersen, the prolific Danish author best remembered for his fairy stories, including The Little Mermaid, The Little Match Girl and The Ugly Duckling.
Andersen was born in 1805, the only child of poor and uneducated parents who told him the family rumour that they were descended from nobility on his paternal grandmother’s line. After receiving a basic elementary education, he found brief success with the Danish Royal Theatre, until his voice broke, and he turned to writing seriously. Patrons he met through his time at the theatre helped him pay for further schooling. His academic work was mediocre, his ambitions were mocked, and he was still experiencing grinding poverty. It would be another 2o years before he became an international storytelling sensation.
His first forays into publishing fairy tales in the 1830s were widely ignored, although his novels, travel writing and poetry found success. His first fairy tales were re-tellings of stories he had been told in childhood, and it was only towards the end of the decade that he included original fairy tales in the compilations. His inspirations came from his own life; his childhood poverty, the early death of his father, and his miserable experiences at school. Andersen had a wonderful imagination and realised children were the primary audience for his fairy stories, but in order for his books to be popular, they must also appeal to the parents who would be listening and telling the stories to their children.
One of his most famous original tales is The Little Match Girl, published in 1845. It was inspired by Danish artist Johan Lundbye’s image of a beggar girl selling matches that was featured on a calendar. In Andersen’s short story, she is sent out to work by her violent father on a snowy New Year’s Eve. Failing to sell her matches, and afraid to go home, she huddles in a nook and lights the matches one at a time to warm herself. Dying of hypothermia and ignored by passers-by, she sees glorious visions in the flames of feasts, Christmas trees, and – as a shooting star falls (signifying a soul going to Heaven), – a vision of her deceased grandmother. Striking all the remaining matches, she makes a wish for her grandmother to take her with her.
The following morning the little girl is found frozen to death, still clutching the burnt-out matches. The very strangers who refused to help her in life pity her in death. It is a characteristically grim ending but Andersen did not consider his story a sad one. She is saved from the horrors of her lonely death through the power of her imagination, and she goes with the one person who loved her to a place where there was neither cold, nor hunger, nor anxiety.
The ten tales in ‘Wonderful Stories for Children’ were the first to be translated into English, by Nottingham children’s author Mary Howitt. We have a first edition signed by Howitt, which is currently in the exhibition and is discussed in this short video. She learnt Danish specifically to bring Andersen’s works to the English-speaking world, and his fairy stories have not been out of print since her book was published in 1846. Initially friends, the two ended up having a falling out. In part, as the image below indicates, because she was annoyed that he did not give her exclusive translation rights (others very quickly followed her lead, as equally poorly translated and censored to suit the Victorian sense of morality).
After a long and distinguished literary career, Hans Christian Andersen died aged 70 in Denmark, having never fully recovered from injuries sustained in a fall from bed three years earlier. His stories have been translated into numerous languages and have inspired ballets, music, films and artworks. Some of his stories, including those illustrated by Rex Whistler and modern theatrical adaptations for children, feature in the Weston Gallery exhibition ‘From Rags to Witches: the grim tale of children’s stories’ which runs until the 26th August. For more information about translating children’s books, watch a recording of Dr Gillian Lathey giving a talk ‘Invisible Storytellers: Cinderella, Pinocchio and the remarkable role of translators in the history of British children’s literature‘. To find out more about Manuscripts & Special Collections, visit our website, read our newsletter Discover, or follow us @mssUniNott.


I. Participants in non-school community arts activities are potential sources of support for music education. The alert music educator will search for ways to develop mutual respect and support with this important and influential group which may include performers (professional and non-professional), music organizations (such as church choirs, civic groups, barbershop quartets, chamber ensembles), music clubs, fraternities and sororities, community arts councils and the American Federation of Musicians. (The AFM includes persons with formal arts education, technical music understanding and a highly developed interest in the arts.) By developing a positive attitude toward community arts functions as well as working to cultivate support for music education, the music educator can eliminate the traditional divisions within the field of music and attain the common goals.
II. Music education supports the community arts by providing:
- A rallying point for this population's natural interest and enthusiasm in the arts
- A channel of communication to the community regarding arts activities in general A natural source of support and audiences for community arts activities
- A training ground for future performers
- A reservoir of manpower for assistance as ushers, ticket takers, and other volunteer work
- A pool of students for private music study
- Performing facilities for community arts functions
III. Community arts support music education by providing:
- Political support
- Financial support for scholarships, private instruction, summer camps, educational grants and special performance opportunities
- Manpower assistance as chaperones and volunteer positions and in technical areas such as writing program notes, presenting classroom demonstrations, lectures, performances, in- service workshops and publicity
- Enhancing the musical atmosphere of the community with performances beyond that of school music groups
- Enrichment of the school music curriculum
IV. Specific actions which will develop support from the community arts organizations:
- Publish a community arts calendar listing school AND community arts functions.
- Provide opportunities for combined performances by school groups, arts groups and visiting professionals.
- Invite community arts leaders to visit music classes, rehearsals and arrange master classes as cooperative ventures.
- Place community arts groups and individuals on your mailing list and ask to be placed on theirs.
- Organize a "Task Force for the Arts" which will include both school and non-school arts persons.
- Invite guest artists from the community to appear with school groups, to direct a section rehearsal, give a demonstration for class or present an in-service workshop.
- Invite a local professional to write program notes for important concerts and give them credit in the program.
- Offer student ushers and assistance for community events.
- Maintain a bulletin board for community arts events.
- Encourage multi-discipline events utilizing dance, theater and visual arts with concerts.


Italy Under Prime Minister Giolittian Age (1900-1914)
1911: Italy declares war on Turkey to take possession of Tripolitania and Cyrenaica (later renamed Libya.) Military operations are also extended to the Aegean Sea where Italy occupies Rhodes Island and the Dodecanese archipelago. The First Treaty of Lausanne (1912) recognizes Italian sovereignty over Libya and the Dodecanese Islands.
1900-1914: Giovanni Giolitti’s personality dominates Italian politics from the beginning of the twentieth century until March of 1914. Giolitti consolidates the liberal functioning of the State. He recognizes the right to form unions as well as the right to strike. Giolitti introduces important reforms at a social level, such as mandatory insurance for work injuries; sets to 12 the maximum numbers of hours to work daily; the minimum age to start working is increased to 12; the nationalization of the telephone (1903) and railways (1905); the municipalization of transportation, the distribution of gas, water and electricity; the State institution of life insurance (1912). The State also pays the cost for mandatory elementary education in 1911.
1912: Giolitti obtains the approval for male universal suffrage, which raises the number of voters to more than 8 million (25.5% of population). Universal suffrage mainly benefits socialists and Catholics. The election results of 1913 prevent the creation of fluid majorities, a trait of Giolitti’s style in exercising political power till then. He is forced to resign.
1896-1913: Economy and society during Giolitti's time as PM
The years of the Italy’s industrial development, mostly in the Northern triangle of Milan, Turin and Genoa. The Questione Meridionale worsens and emigration in 1910 reaches an historical record. Strikes increase, especially in the Pianura Padana. Those of 1904, 1907 and the ‘settimana rossa’ (June 7-14) are most famous. The ideological difference becomes more radical: the maximalist socialists on one side, and nationalists, promoters of a strong State, on the other. The bourgeoisie depicts Giolitti in the daily Corriere della Sera as being irresolute and accuses him of lacking great projects and ideals.


Giving little miss or mister opportunities to develop their physical, cognitive (mental), language and social skills has been proven to result in improved health, educational and employment outcomes throughout their life.
Which is where PlayBiz comes in!
How crucial this age bracket is for kids’ development is why we created PlayBiz, as a user-friendly roadmap that helps parents navigate their way through their child’s formative years. The destination? Developing junior’s crucial foundation skills and giving them the best start to a big, bright future!
We pride ourselves on the fact that all of PlayBiz’s resources are reliable, effective and built on credible theory (as well as founder Natalie Martin’s clinical experience as a childhood occupational therapist).
Below are some interesting and informative articles and papers we thought we’d share with you. They’re all based on the research and statistics surrounding school readiness, foundation skills and childhood education.
PlayBiz: little skills shape big futures.
This article discusses the alarming fact that a quarter of children are starting their school journey lacking basic literacy and numeracy skills such as being able to use a pencil, count or write their name.
Based on data collected from the 2015 on-entry assessments of pre-primary school students, the article states that “many parents were not aware of how important the early years were in a child’s development.”
The rise in everyday usage of smart phones, tablets and other devices is at least partially responsible for the decline in these basic skills because children aren’t engaging with the world or stimulating their fine motor control (small finger and hand muscle movement) as much. These skills are both fundamental towards school-based learning.
Research has emerged that 1 in 5 children are starting school with difficulties in at least one developmental area, with the statistics being even more dire in remote and rural regions.
This worrying statistic has led to experts calling the situation a ‘national emergency’ and pleading for policy changes to support more beneficial early learning environments for children. According to this article, not doing so will jeopardise the future productivity and international standing of Australia.
In fact, economists are putting it in practical terms, stating that “investment in early childhood development is the very best investment that any country can make.”
Professor Frank Oberklaid from the Royal Children’s Hospital in Melbourne further emphasises the importance of establishing positive early learning environments and creating positive trajectories for children, saying:
“We know that what happens in those early years has life-long consequences. Welfare dependency, illiteracy, crime participation, family violence, mental health problems, obesity, heart disease – the list just goes on and on.”
The author of this research paper, Nobel Prize awardee and university professor Dr James J. Heckman, recognises the role of quality early learning experiences and opportunities in laying the foundation for successful, motivated learning throughout school and later in life.
Citing psychological and cognitive research, Dr Heckman states that“early learning begets later learning and early success breeds later success.”Dr Heckman also reinforces the importance of complementary learning environments such as the home for skills formation.
He further asserts that “people who participate in enriched early childhood programs are more likely to complete school and much less likely to require welfare benefits, become teen parents or participate in criminal activities. Rather, they become productive adults.”
Produced by Australian Institute of Health and Welfare, this research paper stresses the significance of early childhood as“a critical time for positively and effectively influencing children’s developmental andlearning pathways.”
Furthermore, according to the national and international studies the paper references, how children perform at 4–5 years of age predicts their academic success throughout primary school.
The authors also recognise that supporting families in their endeavours and roles within their children’s lives “is a key protective factor for the early years and a key component in the design and delivery of high-quality, effective early years programs.”
They add, “by getting it right in early childhood, we plant the seeds for tomorrow’s engaged and active student, productive and skilled worker, and confident and loving parent.”


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Hiring preschool teachers and other staff members can be a challenge. Early childhood learning centers need to develop strategies to find the right kind of people who can handle this demanding job. Hiring managers are tasked to discover those special people who have what it takes to make young learners thrive and develop into successful kindergartners and school-aged children. Make your task of hiring the right preschool teachers and staff easier by looking for these eight essential character traits and job skills when you are hiring your staff.
The first important skill that all preschool teachers and staff members need to be equipped with is patience. Dealing with young learners may involve a variety of different types of situations. Preschoolers can be messy and slower than other, older learners because the educational experience is a new thing for them. Successful preschool teachers need to be able to have the calm patience that young learners require when teaching new skills or reinforcing various behaviors.
Creativity is another top skill that preschool teachers and staff should possess. A big part of this job is developing lesson plans that are engaging to young learners. Preschoolers require a lot of hands-on experiences that capture their imagination and teach them basic skills in literacy, math, and social interactions. Creative personalities can dream up a variety of ideas that are interesting to young learners and also meet their educational needs.
A quality preschool teacher needs to also have a friendly, welcoming personality. Schools today cater to a variety of different types of learners, and a friendly, outgoing teacher or support staff member can help children achieve, no matter what. The preschool community may include learners with special needs, children from different backgrounds, children who may not speak English, and many other different circumstances. Children should have a positive experience for their first time in school, and a friendly, caring teacher is someone who can guide them to the path of success in these early years.
Knowledge of Positive Behavior Interventions
Teachers at all levels should also demonstrate knowledge of positive behavior interventions. Making sure little people follow the school’s behavior expectations can be difficult, but with positive behavior intervention strategies, everyone tends to be more successful. This type of behavior intervention philosophy focuses on building community, highlighting good behavior, and earning rewards. If students don’t meet the expectations, there are consequences, but there are more things for students to earn and get excited about than worrying about doing the wrong thing. For a future preschool teacher for your building, candidates should have a strong understanding of how positive strategies work.
Another key skill that preschool staff members need when working with young learners is physical stamina. At programs like Little Sunshine’s Playhouse, students do a variety of learning tasks throughout the day and need assistance at times. Preschool teachers and staff members sometimes need to get down to the students’ level to assist. They also need to participate in activities such as physical education, playground supervision, art, and other hands-on experiences. The ideal preschool teacher should be able to get right in the action and work with kids with lots of energy.
Next, organizational skills are a must for staff members who work with early learners. Preschool teachers may be required to develop a daily schedule of lessons and activities for various contents, such as reading, writing, math, science, social studies, and health. Children tend to thrive in routines, and the teacher must also show strong skills in following the same routine every day. There are a lot of different early childhood learning skills to cover, and the best educators have everything organized and planned out ahead of time to get the children to the next benchmark.
Experience With Curriculum Standards
Educators working at all levels also need to have knowledge and experience with curriculum standards. For students in preschool, it’s common for schools to work towards the state’s kindergarten readiness standards. An effective early childhood educator will be well versed with these standards and be able to design lessons and activities that help students achieve goals and standards that prepare them for kindergarten and beyond. Educators should also have a good sense of understanding about the Common Core Curriculum and how it can be applied in their own classroom.
Knowledge of Childhood Development
The last essential piece of a top candidate who is capable of working in a preschool environment is knowledge of childhood development. Young children go through various stages of development before, during, and after the preschool years. Effective educators should be able to recognize the different stages of development for young children. They can use this knowledge to design better learning activities that appeal to the children in different developmental stages.


I am sure that we are ALL ready for spring…warmer weather, less snow/cold, spring flowers, more time to be outdoors! As educators we might also be ready for a little spring “design/instructional” cleaning! Time to take out tried-n-true as well as new and different units and add a new little twist or adaption here and there to increase learning engagement for our children. One of the best ways to spruce up our learning units and tasks is to design them through a gradual release approach. The gradual release approach (Fisher & Frey, 2008) has four key parts…I DO (teacher models learning priorities), WE DO (teacher and students do together), YOU DO TOGETHER (students work together to extend/personalize learning and teacher supports as needed), and then finally, YOU DO ALONE (individual student learning accountability). Let’s take a look at what each of these instructional features might look like through the early learning lens…
“I DO” usually happens in whole group, often referred to as a group meeting or circle time: During the “I do, the teacher supports class discussions, models vocabulary and key concepts, support making plans, and provides information and experiences that all the children need. In Kim Deering’s Kindergarten whole group time, the teacher has purposefully determined key questions during the read aloud on sticky notes to guide questions/discussion prompts that she uses with students to support key thinking skills.
“We DO” usually happens when the teacher is working with children in small groups: Teaching time spent with students in small groups greatly expands the opportunities for the teacher to observe and document student learning progress and to involve students in activities in a more personalized way. Teachers usually use this format for more focused experiences, perhaps introducing a new skill or concept or engaging children in working on a problem or applying a concept already introduced. In Amy Haffner’s blended PreK Classroom, six students are working with the teacher in a small group to focus on a key learning goal: Science Standard CC. Experimenting, predicting, and drawing conclusions: 11.A.ECc Plan and carry out simple investigations. In this small group lesson, the
- Teacher is initiating new skills, experience, idea, use of material, with the scaffolding within the activity to maximize each child’s learning.
- Teacher and assistant have a consistent group to maximize knowledge of students in order to differentiate instruction and scaffold learning.
- Every child has their own materials, experimenting and working at their level, with the teacher differentiating the support.
“You DO together” and “You DO alone” are usually intertwined in play-rich learning centers: At the preschool and kindergarten levels, part of the classroom is typically divided into learning centers, or interest areas that offer children a range of options for engagement. The play that takes place in these centers such as blocks and dramatic play is vital to children’s learning and development. For each center, the teacher carefully selects materials and activities to support educational goals. The teacher also makes a point of observing what children are doing in each center, in order to guide later planning. In Zahidee Marcano’s dual language Kindergarten classroom, you will see learning centers “in action” where students apply their knowledge and productively work with other students to build fluency and flexibility in key learning concepts. The teacher uses this time to work individually to support students while the other students get to customize their learning through a variety of modalities with their peers.
SPECIAL BONUS RESOURCE on the IMPORTANCE of PLAY: A key non-negotiable of well developed, engaging “We DO TOGETHER” learning centers is the essence of play. In play, children make choices, solve problems, converse, and negotiate. Edutopia recently published a very insightful article, “Key Aspects of Play in Early Education”. The article provides some important considerations for teachers on integrating play into early childhood learning environments AND could be a great resource to share with administrators, colleagues, and our families ☺!!!
So “spring into some new ideas” for engaging our children through the gradual release of teaching for deep, playful, wonderful early childhood learning ☺!


Learn the ways of taking care of the aged care courses Sydney and kick-start your career in the health and social assistance industry. Developmentally Ready Preschoolers’ literacy development is characteristically speedy, and the rapid growth of skills needed for autonomous reading later on continues beyond this stage. Though preschoolers develop in various ways, at differing times, by age five, children naturally
• Show interest in books and reading.
•Label objects in pictures.
•Understand that words on a page have sense.
•Follow the series of a story.
•Understand that events, feelings, and objects in books are associated to real life.
•Rhyme and remember recognizable nursery rhymes. Still, preschoolers may not want to sit still for long to listen to a story and may rather listen while playing or drawing. This is typical, as is the wish of preschoolers to talk during the course of listening to a book. On the other hand, if a kid appears to have trouble hearing, speaking, or seeing, do seek or propose professional help.Read, Talk, and Play The rising literacy of preschoolers flourishes in a joyful, fun ambiance in which a love of books and reading is part of the daily experience. Here’s how nursery teacher training course advises us to foster that development.
A. Read Aloud Providing optimistic, pleasant reading experiences give young kids opportunities to gain the knowledge, alertness, skills, and love of learning that they need to later learn to read autonomously. Here’s how you can best provide those experiences
•Remind preschoolers how books work. Show them how to read words from left to right and text from top to bottom on the page, and other book fundamentals. Give preschoolers opportunities to practice finding the cover, turning pages, etc.
•Move your finger along the vocabulary as you read to help kids connect the text on the page to the story or information they are hearing.
•Stop reading from time to time to talk about the story or information, and ask questions; promote preschoolers to make a guess about what will happen next.
•Seldom, pull out a wordless book or a common story, and invite preschoolers to “read” it.
•Read aloud frequently and regularly. Look for opportunities to read books, but also, signs, posters, letters, food labels, billboards, and more. When an adult models reading in everyday life, it shows kids that reading is distinctive and helps them consider that they can do it, too.
B. Talk and Listen Talking and listening helps kids build vocabulary, learn about a wide range of topics, and achieve vital language skills. “Use your words” is often said to preschoolers, but it is conversation and being heard that shows kids the reason why. Words are powerful, have great importance, and can help you get what you want.
You can promote kid’s vocabulary progress with the following suggestions suggested by early childhood education :
•Find complete time to talk and listen to a kid in person every day. More significant than correctness are the opportunities to perform using words and experiment with expression.
•Talk about most all you do in a day. Help kids name objects, feelings, and describe events. Point out letters, numbers, or common words, and ask kids to point them out to you when they notice them.
•Watch for opportunities to draw a kid into a conversation. Some kids may be more open to talking at a particular time or day, during a snack or mealtime, or while playing, etc. evade forcing a kid to have a talk.
•Help kids understand the sounds and meanings of spoken words and that words are made up of parts that can be taken apart and put back together.
C. Play Preschoolers learn and perform new skills through play and then find joy in learning. In general, watch for opportunities to sing, rhyme, play with words and letters, and help kids practice listening and speaking. Use theatrical play to help kids practice and try out with language in a multiplicity of ways. Add maps, catalogs, brochures, food containers, and other print materials to the play area to offer more coverage to print and its uses. To extend the reading experience, follow up reading with one or two activities related to the book. Make up your own play ideas from your favorite books, or start here with a great new book for preschoolers and an action to go with it.


What’s our vision? All teachers have the tools they need for their children to succeed, including students with dyslexia.
Resources for teachers: International Dyslexia Association Resources 1)The International Dyslexia Association (IDA) has created several documents to define what all teachers of reading need to know and be able to do to teach all students to read proficiently. The IDA Standards were written for two main audiences: classroom educators and dyslexia specialists. Click here for more information. 2) IDA’s credentialing activities include the review and accreditation of university and independent teacher training programs and certification of individuals. For a list of university programs that have been accredited by IDA click here. 3) The IDA issues certifications recognizing professionals with the knowledge and skills to teach individuals with dyslexia to read. The purpose of these credentials is to appropriately assess a professional’s ability to provide the necessary remediation for individuals with dyslexia and offer information to the public to choose qualified professionals. For more information – click here. Curriculum Materials and Ideas
Specifically our vision includes Statewide training for both pre-service and in-service teachers on the following: The unique neurological and behavioral characteristics of dyslexia, teaching approaches and knowledge on accommodations that address the learning needs of students with dyslexia, and evidence-based reading instruction that are effective for all students, including students with dyslexia. Students with dyslexia need instruction with the following elements.
- Florida Center for Reading Research
- M.A. Rooney Foundation
- Ascend Learning Center
- Understanding Foundational Skills
- Reading League Book List
- Reading Programs and Professional Development Websites
- Colorado Dept. of Education: Assessing, Preventing, and Overcoming Reading Difficulties
- Reading Rockets Modules – Reading Basics
Check out your local school to see if they partner with The Shadow Project. Shadow which has historically supported children within the special education classroom, is expanding its evidence-based programming to a more comprehensive model that serves children when they are in their mainstream classroom, after school, and at home. Shadow began working with principals, special education and teachers, parents and after-school providers at five K-8 Portland Public Schools to bring full-day reading support to children with print-related disabilities. Shadow supports children with dyslexia and other print disabilities by offering access to books on tape with Learning Ally.
How does recent Oregon Legislation impact you?
As per SB 612, the Oregon Department of Education will create a list of approved training opportunities for in-service teachers. Check the ODE website to keep informed as to when this list will be available. In the meantime you can attend one of our monthly meetings and receive PDU’s on a variety of topics.


Interested in bringing your class to ETHOS?
We have multiple opportunities available for your field trip experience, such as our Star Lab, Animal Zone, Hands-On Science Museum Scavenger Hunt as well as, fun science lessons, games or activities.
No matter how BIG or small, we make your trip to ETHOS, Fun, Exciting & Engaging! Schedule your trip today!
STC, FOSS, & SEPUP science kit lessons explained and demonstrated. Get the most out of your curriculum.
Inquiry/Practices of Science:
Inquiry is the practice of science, but what does that look like for students? How do teachers make subtle shifts to create a more inquiry-based classroom for all? Learn how to support fundamental science and engineering practices.
Motivating Reluctant Students:
Ignite and excite students with that “can do” spirit. Learn strategies to increase student productivity and build confidence in all learners. Experience low-prep research-based techniques that encourage participation by every student.
Techniques to implement formative and summative assessment in your curriculum planning. Includes: entrance/exit tickets, rubrics, and numerous strategies to assess students’ understanding.
A Mindset for Learning:
How to foster a growth mindset in your school. Put mindset research into practice for the success of students.
Teaching with Primary Sources:
Help students analyze primary sources to guide them toward higher order thinking and critical thinking and analysis skills. Engage and promote student inquiry through use of original documents and objects.
Learn the skills you need to foster student-centered, inquiry-based learning while enhancing your knowledge of engineering content and the design process.
Science and Literacy:
Reading and writing are essential parts of science literacy. Examine the ways in which literacy contributes to students’ science learning and, in turn, how science provides an authentic context for students to use their literacy skills.
Indiana STEM Certification:
Walk through the Indiana STEM Certification rubric and the steps necessary to become an Indiana STEM Certified school.
Picture Perfect, with BackwardDesign and 5E Learning cycle:
Engage in Picture Perfect science lessons while applying the BSCS 5E model to supplement your existing science program. An ideal framework to encourage students to read, explore and talk about the world around them.
Learn to develop the content, process, and product of your PBL lessons. Differentiate between problem-based, project-based, and challenge-based learning.
Transformative Teaching Techniques:
Changing classrooms culturally, emotionally and academically to deepen student learning. Gain six effective foundations to reach all learners.
Lisa Nyers is a credentialed teacher and consultant/coach who has presented in numerous school districts. Her background in curriculum offers valuable insights for instructional integration. Her teaching experience ranges from pre-K to college.
BS & MS in Elementary Education, Endorsements in Reading, Gifted/Talented, Middle School Science.
- STEAM Certified
- Shaping Student Mindsets
- Exploratorium-fundamentals of Inquiry-Assessing for learning
- Engineering is Elementary Trainers
- STC, FOSS, & SEPUP Curriculum Trainers
- AAAS-Project 2061, K-12 Learning Goals
- NGSS & Engineering Practices, BSCS
- 7 Habits of Highly Effective People
- Space Academy for Educators, NASA
- Activities Integrating Math and Science, Aims Education Foundation
- Project Wild, Project Learning Tree, Project Wet
- Library of Congress,Primary Resources, IU
- Modeling in Physics & Physical Science, ND
- Analyzing Instructional Materials, BSCS/Wested
- CREST (Collaborating for Education & Research, ND)
- Services can be customized to meet your needs
- All services are aligned with State/ Common Core State Standards/Next Generation Science Standards
- Services use inquiry-based learning and the 5e Learning Model
- Services integrate Literacy, Math, Technology and History of Science
- Services address Purpose, Pedagogy, Curriculum & Instruction, Environment, Assessment, and Material Support
- Services incorporate 21st Century Skills.


Hobbies Playing Music What Is an Accidental in Music? Share PINTEREST Email Print From left to right: Sharp, double sharp, flat, double flat, natural. Sidney Llyn. About.com, 2017 Playing Music Playing Piano Tutorials Piano Chords Buying Advice Music Education Playing Guitar Home Recording By Brandy Kraemer Updated February 14, 2019 An accidental in music is a symbol that indicates the modification of a pitch. A music accidental can turn a pitch sharp, flat, or back to its natural state. The most commonly used accidentals in music are the sharp (♯), the flat (♭), and the natural (♮). These accidentals raise or lower a pitch by a half-step, making the pitch either higher or lower than it was before the accidental. If an accidental is used on a pitch within a measure, the note with the accidental remains affected by the accidental throughout the measure. To cancel an accidental in the same measure, another accidental, usually the natural sign, must occur within the measure. Black piano keys can also be called accidentals. How Common Accidentals Work The sharp accidental (♯) raises a note's pitch by a half-step. A note with a sharp accidental will sound a semitone higher than the same note without a sharp. For example, when notated with a sharp accidental, a C on the piano would become a C♯. Instead of playing the C, you would play the note a half-step higher than C, which is the black key to the right of the C on a modern piano. The flat accidental (♭) lowers a note's pitch by a half-step. Any pitch with a flat accidental will cause the note to sound a semitone lower than the same note without the flat. Again using the piano as an example, a B notated with a flat would become B♭. When you see a B with a flat next to the notehead, you would play the note that is a half-step lower than B, resulting in B♭, the black key immediately to the left of the B. The natural accidental (♮) can either raise or lower a note's pitch because it cancels previous accidentals to return a note to its natural pitch. In the case of a pitch that has been altered within a measure, the natural sign will cancel the alteration of the pitch. Perhaps there is a measure with a C♯ on the first beat of the measure. If another C is notated in the measure, the C will remain a C♯ unless the natural sign is used on the following C in the same measure to return the C from C♯ to its natural state of C♮. Similarly, the natural sign is often used when a key signature indicates that certain notes are played with recurring accidentals. In the case of F Major, the B will always be played as B♭. However, if a B♮is introduced in the music, it returns the B♭ to its natural state of B♮. Aside from sharps, flats, and natural signs, there are also double-accidentals in music notation. Although referred to as "accidentals" in English, other musical terms for the accidental is alterazione (It); altération (Fr); and Akzidens (Ger).


Marion Meiers describes a workshop held in Delhi in February that addressed young children’s language and literacy knowledge.
Monitoring the development of children’s literacy learning in the early years of school poses challenges for teachers and for educational researchers, not least in developing appropriate strategies to identify the literacy knowledge and skills of young learners, and finding valid ways to compare individual achievement with general patterns of literacy development.
Formal and informal literacy assessments early in children’s first year at school in India indicate that there is a wide distribution of achievement, and that children’s literacy experiences prior to entering school vary considerably.
Sixty-one workshop participants from 37 schools and other educational bodies discussed the activities and practices they currently find helpful in improving literacy learning and the methods they use to monitor students’ progress in literacy learning.
‘Circle time’ emerged as a common method for monitoring students’ progress in literacy learning across schools. Other methods include inviting children to narrate or in some cases illustrate what they have read in a particular picture book.
The workshop also revealed that teachers who use Hindi as the language of instruction follow many of the same strategies as teachers who use English as the language of instruction in early years classrooms, suggesting that language learning strategies may be essentially the same and not dependent on particular languages.
Workshop participants explored literacy activities, material and writing samples and rubrics from the ACER Longitudinal Literacy and Numeracy Study (LLANS), drawing on the ACER research monograph, Growth in Literacy and Numeracy in the First Three Years of School. LLANS literacy activities have been informed by research focusing on critical aspects in the development of effective literacy skills, while the high-quality and hands-on activities and authentic materials and writing samples have been designed to interest and engage students.
Workshop participants in groups scored writing samples and conducted a review of annotated writing samples to recognise growth and the diversity of individual achievement and to understand how to establish where learners are in their learning at the time of assessment.
The focus on strategies for identifying the literacy knowledge and skills of young learners supports the view, explained by Geoff Masters in Reforming Educational Assessment: Imperatives, principles and challenges, that,
‘The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment.... When assessments are used to establish where students are in their learning, the same assessments can be used to identify starting points for further teaching and learning and/or to review the progress that individuals have made since some previous assessment (an assessment of learning that has occurred).’
By looking at findings from ACER research with different cohorts of children in the early years and the scales used to assess children, workshop participants were able to see the kinds of evidence of the knowledge of texts that children acquire prior to schooling. Workshop participants also discussed the implications of these findings for planning literacy teaching programs in the initial years of school. ■


Kraft Card Weaving Shapes are a great activity designed to introduce children to the art of weaving. Weaving supports fine motor skill development and coordination. It also helps children learn about colour and pattern.
There are six assorted weaving card designs all with pre-cut slots. Cards are approximately 12.7cm – 15.6cm. This compact size, makes them easy for children to hold, weave and complete in a lesson.
Cards can be woven into using acrylic wool, threads, paper stripping, ribbons and paper raffia. Extension ideas: Before use, shapes can be painted, printed or drawn on. Completed woven designs can also be embellished with markers, sequins, jewels and beads. Tassels or stringed beads can be hung from the outer frame.
Display ideas: Stick a magnet to the reverse side to create a fridge decoration. Punch a hole and add a hanger to create a bauble or a festive ornament (for Christmas or Easter). Join shapes together using string to create a class bunting or wall hanging. Laminate shape to create a bookmark. Use as the belly of a animal or character.
Kraft Card Weaving Shapes are made from sturdy 240gsm card.
Pack of 12 pieces (six designs, 2 of each design)
Zart Art School Catalogue page: 176


Art is an important subject, not only on its own but in the rest of education as well. Experiencing and making works of art benefits students in their intellectual, personal and social development. Research studies point to strong relationships between learning in the arts and fundamental cognitive skills and capacities used to master other core subjects, including reading, writing, and mathematics. The importance of art education is for us to evaluate ourselves on how we connect with our surroundings.
Art plays an important role in almost all aspects of education, from creativity to interpretation to discussion to understanding design. Our art studios are sagas by themselves. Our faculties are well equipped to unleash each child’s inherent talent. Guiding them through various techniques and helping children achieve their aspirations. Our children make beautiful craft creations from waste and recyclable materials.
Music serves as an aesthetic and an audio experience. This experience basically involves the mind in an appealing way with the help of sounds. No printed communication, discussion or arithmetical calculation! It is an expression statement by itself. Music is also regarded to be an important part of the curriculum, for the role that it plays in understanding different cultures.
Music is a true demonstration of traditions, community culture, aspirations and accomplishments of humankind. In Music, we have embedded various custom values and beliefs of the common man. At Accord we teach both Indian and Western Music and have facilities that cater to both, choral and instrumental music from the Pre-Primary to Senior grades.
At Accord School, Music is a part of the Academic Curriculum. On top of that, we also teach Violin and Keyboard classes for interested students during the after school activity hour.
We at Accord School believe that dancing in all its forms must be included in the curriculum of all noble education. Dancing with the feet, with ideas, with words and with expressions sets our education at a pace apart.
Our dance rooms for Pre-Primary, Primary and Senior wings are fully equipped for Indian and Western dances. They are spacious enough to allow our staff and students to choreograph works for stage performances and competitions.
Physical fitness is one of the most important elements of leading a healthy life. Physical education promotes the importance of inclusion of a regular fitness activity in the routine. This helps the students to maintain their fitness, develop their muscular strength, increase their stamina and thus stretch their physical abilities to an optimum level. Sports help inculcate discipline, Self confidence, team spirit, sense of belonging, pride, achievement and Self esteem. Students also understand that victory and defeat is an ongoing process.
- Skating Rink
- Volley Ball
- Table Tennis
- Martial Arts
- Indoor Sports


A diploma in business is a door-opener in the highly competitive world of business. Earning a diploma will enable students to acquire foundational skills and basic knowledge related to the field of business over one to two years of study. What is a Diploma in Business? A diploma in business is a first step for students to pursue careers and hold positions in the dynamic and fast-paced field… Read more
A diploma in business is a door-opener in the highly competitive world of business. Earning a diploma will enable students to acquire foundational skills and basic knowledge related to the field of business over one to two years of study.
What is a Diploma in Business? A diploma in business is a first step for students to pursue careers and hold positions in the dynamic and fast-paced field of business. Students will likely take courses in core curriculum areas such as basic economics, accounting, administrative duties, managerial processes, and entrepreneurship. Students may further specialize in their areas of study, depending upon which institution of higher education is offering the program, or may choose to keep their areas of study to business in general.
A diploma in business will equip students with the knowledge of foundational business practices and administrative skills that they will need in the real world of business. A student may seek a position or start his or her own business after graduation. After a diploma is earned, an individual can also look into the transfer credits towards a bachelor’s or master’s degree. Pursuing a diploma in business often helps bridge a potential gap between secondary schooling, university training, or graduate school.
The cost to earn a diploma in business will vary depending upon the institution and the duration of study. Prospective students should research a school’s program thoroughly, keeping in mind their long-term career goals.
With a diploma in business, graduates can gain entry-level positions in a wide variety of business-related areas. Students may choose to become bookkeepers, financial analysts, administrative professionals or even entrepreneurs. From there, graduates may be promoted to management positions and advance as far up the corporate ladder as their aspirations will take them.
Students can earn a diploma in business from a multitude of nationally-recognized and international institutions of higher learning. Online classes will appeal to those who need a flexible schedule. To learn more, search for your program below and contact directly the admission office of the school of your choice by filling in the lead form.
The main aim of the Diploma in Business Studies is to give a sound knowledge of the basic underlying academic concepts and principles associated with the broader discipline of ... +
In a business world increasingly defined and dependent on data, having a solid understanding of the challenges and opportunities within business analytics is a great way to se ... +
HND in business provides a general understanding of how business works. This course covers all the essential knowledge you need to progress your career within an office-based ... +
Our BTEC course is suited to those who want a more practical learning experience with no exams and can be taken either alongside or instead of A-levels.
The SQA Advanced Diploma in Business and AAS College provide students with a progression route into employment. The Advanced Diploma covers the main aspects of international b ... +
The Rhodes Business School is committed to making a significant contribution to the development of sustainable business practices. Business Analysis is a critical skill set re ... +
The Level 3 Diploma in Business Studies qualification is focused on managing communication, business organisations in a global context, people management and finance, as well ... +
You've mastered the skills, now it's time to put them to work. Combine the two Immersives (International Business and Business Development) with focused electives to be eligib ... +
N|A|M|E’s Diploma in Business and Management is one of the most sought after qualifications in the 21st century. Our well-researched curriculum will introduce students to the ... +
Our Diploma in Business Studies provides opportunities for students to develop and demonstrate business working knowledge, creativity, and innovation in business. It is design ... +
Address the management of human talent from an objective perspective based on the use of data to eliminate the subjectivity of decision making, helping to create strategies fo ... +
The postgraduate pathway is for students who do not meet the traditional entry requirements for Stage 1 (Master's Degree) or who would benefit from additional academic prepara ... +
This qualification will suit you if you are planning to take a business degree but do not yet have sufficient, relevant attainment at Level 3 to meet the entry requirements fo ... +
The Level 7 Extended Diploma in Strategic Management is an MBA advanced entry course, which provides learners with 120 credits of the 180 credits required to achieve a complet ... +
Interested in the world of business but not sure which career path to take? In just two years, Cambrian’s Business program will expose you to the areas of finance, entrepreneu ... +


Presentation on theme: "Common Core State Standards for Mathematics: Coherence Grade 3."— Presentation transcript:
Common Core State Standards for Mathematics: Coherence Grade 3
Essential Questions How and why were the Common Core State Standards developed and by whom? What are the 3 shifts in math instruction in the CCSS? Why the need for Coherence? How is Coherence reflected in the classroom? What are the next steps in implementing Coherence?
Rationale for CCSS Declining US competitiveness with other developed countries NAEP performance that is largely flat over the past 40 years in 8th grade Slight improvement on NAEP performance at the 4th grade level Slight decline on NAEP performance at the high school level High rates of college remediation
Background of CCSS Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles: Result in College and Career Readiness Based on solid research and practice evidence Fewer, higher (greater DOK), and clearer standards
College Math Professors Feel HS Students Today are Not Prepared for College Math
What The Disconnect Means for Students Nationwide, many students in two-year and four-year colleges need remediation in math. Remedial classes lower the odds of finishing the degree or program. Need to set the agenda in high school math to prepare more students for postsecondary education and training.
The Common Core State Standards Require Three Instructional Shifts in Mathematics Focus: Focus strongly where the standards focus. Coherence: Think across grades and link to major topics. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.
Shift 2: Coherence The Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
Coherence: Think Across Grades Example: Fractions The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected. Final Report of the NMA Panel, 2008
Engaging with the shifts: Coherence Cards In front of you lie a set of colored cards and a large poster. Each colored set of cards represents one theme, such as number lines or properties of operations, and each card has an individual standard printed on it. Your goal as a team is to correctly place the cards within each grade in an accurate progression. The only parameters are that no two of the same color cards will appear in the same grade, and that there will not necessarily be one card in each grade for each progression.
Examples of Opportunities for Connections among Standards, Clusters or Domains 3.NF.2 Developing an understanding of fractions as numbers is essential for future work with the number system. It is critical that students at this grade are able to place fractions on a number line diagram and understand them as a related component of their ever - expanding number system. Directions: Solve the following problem. Think about how the problem connects to the standard and how it looks different than what we currently do in the classroom.
Examples of Major Within-Grade Dependencies Students must begin work with multiplication and division (3.OA) at or near the very start of the year to allow time for understanding and fluency to develop. Note that area models for products are an important part of this process (3.MD.7). Hence, work on concepts of area (3.MD.5–6) should likely begin at or near the start of the year as well. Directions: Solve the following problem. Think about how the problem connects to the standard and how it looks different than what we currently do in the classroom.


The Strands That Are Woven Into Skilled Writing by Joan Sedita. A description of a model for organizing the components and skills that must be integrated for skilled writing.
Background Knowledge and Reading Comprehension by Joan Sedita, Houston Branch of the IDA, 2019 Resource Directory (5 pages). After a review and discussion of the role of background knowledge to support comprehension, this article presents suggestions for teaching a question-generation strategy.
The Common Core of Literacy and Literature by Mariam Karis Cronin, March 2014 Issue of English Journal (7 pages). The writer describes how the Common Core State Standards in the English classroom can improve the teaching of literature as well as the teaching of literacy. Copyright 2014 by the National Council of Teachers of English. Posted with permission. www.ncte.org
Adolescent Literacy: Addressing the Needs of Students in Grades 4-12 (23 pages). This book chapter defines adolescent literacy, summarizes what we know about the literacy skills of adolescents and adults in the U.S., and presents a review of the research on effective literacy instruction for students in grades 4-12. It also presents a model for literacy planning model that addresses six components.
Research Supporting Keys to Literacy PD (18 pages). This article for educators and administrators includes information about the history of reading comprehension research, research-based reading comprehension instruction, strategy instruction for adolescent readers, teaching reading comprehension strategies in the content classroom, the need for professional development in strategy instruction, and more.
Learning to Write and Writing to Learn (19 pages). This book chapter covers the following topics: (1) the difference between teaching students how to write and how to learn content; (2) review of research about most effective writing instruction practices; (3) what students need to be taught about writing, including the stages of the writing process, specific writing strategies, text structure, and types of writing; (4) how assessment can be used to determine writing ability and student knowledge.
Teaching Comprehension and Text Structure in the Content Areas (3 pages). The Common Core standards place significant emphasis on comprehension and text structure instruction for increasingly more complex text that is both narrative and informational (Common Core, 2010). The adoption of these standards by most states has drawn attention to the need for all teachers to explicitly teach text comprehension.
Helping Your Child with Organization and Study Skills (12 pages). An article for parents that includes information that will help you improve your teen’s study skills. Helpful tips are provided for: creating a study space; helping your teen manage his/her time and tools; strategies for improving study skills, organization, and note taking skills.
What Every Educator and Parent Should Know About Reading Instruction (7 pages). In this article about reading instruction, Joan Sedita implores parents and educators to familiarize themselves with the scientific-based research and what it tells us about teaching reading comprehension. Topics explored are: phonemic awareness instruction, phonics instruction, fluency instruction, vocabulary instruction, and text comprehension instruction.
Effective Vocabulary Instruction (10 pages). This article for educators offers ideas for effective vocabulary instruction, including: direct and indirect instruction; analyzing word structure; selecting vocabulary words. Learn about the connection between vocabulary knowledge and reading comprehension and the difference between the vocabulary of good and weak readers.
Basic Teaching Principles (3 pages). This article for educators includes teaching principles that are universal; they represent good pedagogy for any instruction setting, but they are particularly effective for students with learning disabilities.
Middle and High School Reading Achievement: A School-Wide Approach (7 pages). An effective, school-wide model for teaching reading should include a two-prong approach: a plan for providing reading instruction to good readers and a plan for providing reading instruction to struggling readers. This article for educators presents ideas for achieving school-wide reading comprehension for both audiences.
Adolescent Literacy: School-Wide Literacy Planning (2 pages). This article for educators and administrators reviews the importance of developing a school-wide approach to teaching literacy skills. Joan Sedita recommends developing this approach by using Keys’ proven Literacy Planning Model. The Model addresses six components in the planning process.
Adolescent Literacy: Content Literacy and the Common Core (3 pages). This article for educators and administrators discusses the important role all content teachers play in improving students’ literacy skills. The Common Core literacy standards complement the content standards in subject areas and help insure students have college and career-ready literacy skills at graduation.


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.


With the passage of the Every Student Succeeds Act (ESSA), new funding opportunities are available that could directly benefit music education. One of those is in Title IV of the law and known as Student Support and Academic Enrichment Grants (SSAEG).
ESSA eliminated what we knew as "core" academic subjects and created what we now know as "well-rounded" subject areas. Music has, for the first time, been called out in federal law as a well-rounded subject. The SSAEG grants are designed to be used to ensure a well-rounded education and that means music is a part of it.
It's important for music educators to explore using these funds because:
- Any additional funds can be helpful to music education programs
- Proving the value of this new funding stream may serve to increase the amount of funding in the future
- By asking for funding, you may find your administration will find ways to fund your program, even if it's isn't through these federal funds
Each state will have a different process to gain access to these funds. We have reviewed the way the Pennsylvania Department of Education will distribute these funds and compiled a to do list for music educators to attempt to use some of this funding for music education in their district.
We've spelled out the process in detail to help you get money for your music program. You can download a PDF of the process below. Here's a quick rundown:
- Conduct a "needs assessment" to determine in what areas your program can be improved
- Present a case to your administration that you can use this SSAEG money for things or experiences that your district's regular budget doesn't support
- Provide supporting information to your adminsitration so they can include it on their Pennsylvania federal funds application
A list of suggested areas for funding and more on the specific process is available on the PDF below.
How To Use Federal Title IV Funds for Music Education in Pennsylvania - July 2019 Update (PDF)


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I’m much in favor of open access and I’m so glad this new review by Anne Castles, Kathleen Rastle and Kate Nation is free to read for everybody out there. Why is this great news? Well, this review is a very nuanced overview of anything related to reading acquisition. In a field that has known several reading wars, this is no little thing to try to achieve. But will it end the reading wars? Looking at the history described at the beginning of the article I’m not so sure, but if so those wars will continue despite this article.
Do note, because of the big scope of this article, it’s a really long read. But well worth of your attention.
Abstract of this review:
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.


I have been reading John Taylor Gatto’s book, Dumbing Us Down. One of the things I love about this book is a metaphor he introduces for education. He remembers early on in his teaching, he viewed his role as an educator like that of a painter, where paint is added to a blank canvas to create a piece of art. Education in this metaphor is where the teacher’s job is to add facts and information to the blank student’s brain. Before the facts are added, nothing is there. As information is added, the painting begins to emerge.
After 30 years in education, he now believes the work of teachers is more akin to the work a sculptor might do in creating a sculpture out of piece of marble. The sculptor chooses her piece of rock. The rock contains certain properties. It has all of the quartz veins, or not, that it will ever have, or not have. Gatto views a teacher’s role is to subtract material similarly to how a sculptor works with a marble block. Just as the sculptor hews forms out of rock: arms, legs, a face; the teacher’s job is to help students uncover who they are. Students also contain certain fixed properties. A teacher is a vital aid in chiseling out parts that can help the student with life, create meaning, and aid in finding gainful income.
I really enjoy this metaphor, especially for middle school students and above. For rapidly individuating minds, it feels true, non-stressful, and organic. However, even for elementary education, children are not projects that need to have a ton of disembodied facts dumped in their brain that they have little to no context for. Information presented through story and integrated learning will naturally form who they are, and information that is not absorbed will drop off. See my fundamental article on integrated learning. This process of non-integrated information dropping off is useful however, so the final sculpture, and the true person can emerge. Remember, Michaelangelo had to let pieces of marble go to end up with David.