Vocabulary A-Z Makes Vocabulary, Spelling, and Phonics Instruction Easy
Word Lists, Lessons, and Tools to Teach Vocabulary, Spelling, and Phonics in Context
Based on well-established research, Vocabulary A-Z is designed to teach words based on context and meaning. With premade and customizable word lists and lessons, online student practice, and reporting tools to monitor student progress, Vocabulary A-Z delivers a comprehensive solution that makes it easy for K-5 teachers to provide effective, differentiated vocabulary, spelling, and phonics instruction and practice.
Choose from a collection of premade vocabulary, spelling, and phonics lessons and word lists that make it easy to connect instruction to:
- Current topics of study
- Reading series texts
- Raz-Plus / Reading A-Z leveled books
- Science A-Z units
- ELL Edition resources
By combining Vocabulary A-Z with Learning A-Z products for reading, English language learners (ELL) and/or science literacy, teachers can quickly integrate vocabulary, spelling, and phonics into reading lessons and assign practice in multiple modalities, including games.
Customizable Words Lists and Lessons
Create custom word lists and lessons quickly and easily. Choose from an extensive collection of vocabulary words categorized by function of language, content type, and level of difficulty. Or select words from special premade word lists, which include many of the vocabulary words frequently taught in K-5 classrooms. These special lists include:
- Dolch Sight Words (K-3)
- Fry: 1,000 Most Frequently Used Words List
- High-Frequency Words
- Marzano Words List (K-6)
- Spache Words List
- And more...
5-Day Lesson Plans
Instantly generate a printable 5-day lesson plan, which provides the staggered strategies students need to learn and retain vocabulary words each week.
- Day 1: Introduce Target Vocabulary in Context
- Day 2: Use Vocabulary in Context and Reinforce Meaning
- Day 3: Introduce and Apply Word-Attack Skills
- Day 4: Review and Apply Words
- Day 5: Assess
Assign differentiated vocabulary, spelling, and phonics lessons to students for online independent practice. Online game-based activities and quizzes dynamically incorporate assigned word lists and make learning fun. With online access through any computer and the free Kids A-Z mobile app, students can practice anywhere.
Reporting That Informs Instruction
Beyond providing engaging practice that aligns with classroom instruction and reading, student practice activities provide data and insights about student activity and assignments.
Have questions about ordering? Visit our Support Center for answers.


The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.
Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.
The English curriculum provides opportunities to develop further understanding of grammar and language, and the skills to articulate this knowledge. More complex punctuation, clause and sentence structures, textual purposes and patterns are introduced, as are skills for classifying word, sentence and text structure and the metalanguage to communicate these ideas. Students engage with different forms (narrative, prose, plays and film) and purposes of written and spoken language to develop their skills for text creation.
The Mathematics curriculum extends key understandings of number, patterns and relationships, measurement and geometry, and statistics. The introduction of fractions and decimals is important; it represents a key challenge for students at this stage. While relevant mathematics and active and concrete experiences remain important, there is an increasing use of models, pictures and symbols to represent and communicate mathematical ideas.
The Science curriculum focuses on recognising questions of interest that can be investigated scientifically and investigating them in an increasingly systematic way. Skills and techniques to conduct a fair test using variables, accurate measurement and the idea of cause and effect, and evidence and explanation are highlighted.
The Humanities and Social Sciences curriculum continues to draw on students’ growing experience of community and the wider world to develop their understanding of the world, its systems, and students’ relationship to other people, places and systems, past and present. Methodical investigation using observations and concrete information sources offers opportunities to develop skills of inferring, prediction, reflection and generalisation, which enhance conceptual development.
An increasing range of movement activities, including more specialised movement skills, structured games, fitness and challenge and adventure activities, is introduced in the Health and Physical Education curriculum. Critical and creative thinking is encouraged in both movement and health by questioning contextual factors. The focus of social and emotional skill development broadens to working effectively with others, understanding and valuing diversity, challenging stereotypes, managing change and negotiating roles and responsibilities.
The Arts curriculum in these years introduces description and interpretation of art works across dance, drama, media arts, music and visual arts. It introduces and develops knowledge and use of subject-specific skills and techniques, and uses these in the production of artworks, including performance. The Arts in the primary years encourages engagement with local artworks and those from around Australia and from further afield.
The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.
The Languages curricula enable the continued study of additional languages throughout primary school. In Years 3–6, the curricula build on earlier stages of oracy and literacy development. Students begin to translate and interpret familiar and unfamiliar texts, to analyse how a language works and to understand the dynamic relationship that exists between communication, culture and context.
Resources and support materials for the Australian Curriculum across Years 3–6 are available as PDF documents.
Content for Year 3 - Learning area content descriptions
Content for Year 4 - Learning area content descriptions
Content for Year 5 - Learning area content descriptions
Content for Year 6 - Learning area content descriptions


Banner Literacy considers informal evaluations an important part of achieving your child’s literacy goals. Our evaluations are intended to augment parental observations, teacher observations, and prior testing. Information acquired from your child’s previous history, as well as informal assessments, becomes particularly helpful when designing instruction. Informal assessments are flexible and can be adapted to obtain a more accurate understanding of your child’s performance on a variety of tasks. More importantly, we can focus on how your child engages in the process of completing a particular task.
During the evaluation we investigate various aspects of your child’s performance, including their strategy use, self-monitoring, and organizational planning. Based on these initial evaluations, we may also design follow-up assessments to further explore specific areas of concern. Once evaluations are completed and instructional approaches have been established, the team at Banner Literacy continues with a diagnostic teaching approach, wherein assessment and instruction are integrated in an ongoing process to verify the efficacy of our treatment.
We begin our work with students by administering an informal reading inventory. An informal reading inventory generally comprises a combination of graded word lists and passages. This assessment, while not exhaustive, provides a glimpse of your child’s word recognition skills and comprehension abilities in both expository and narrative materials.
If further evaluation of word recognition is required, your child may be asked to read passages both aloud and silently. They may also be required to read passages with different text structures (e.g., narrative and expository).
To determine a student’s text comprehension, we examine responses to different types of questions (e.g., vocabulary, literal, and inferential) as well as text retellings or summaries.
Written expression is another integral component of literacy development. Growth in this area can facilitate growth in reading and oral language as well.
To determine a child’s strengths and weaknesses in written language, we elicit one or several spontaneous samples as part of our overall evaluation. Depending on our remedial objectives, your child may be asked to write both a narrative and expository composition. These samples are analyzed at various levels including spelling, punctuation, grammar, organization, and ideation. For emergent writers, our focus is primarily on ideation, spelling, and sentence structure. By investigating a broad spectrum of written expression skills, we are able to plan for individually appropriate instruction.
Since instruction in spelling and reading is mutually beneficial, it is essential to discern a child’s level of orthographic or spelling knowledge. Therefore, we typically administer a spelling test that is designed to assess the word knowledge your child brings to spelling and reading. This test is followed by further evaluations designed by the clinician focusing on common spelling patterns, morphology, and other areas of linguistic knowledge. With data obtained from your child’s writings, we are able to plan developmentally appropriate spelling instruction in unison with both reading and writing remediation.
Aspects of language use impact literacy development. Elements of oral expressive language capabilities can be examined through a spontaneous language sample or monitoring of the child’s interactions with the clinician. Receptive language or listening comprehension is informally assessed by reading aloud graded passages and asking the child follow-up factual and inferential questions.
Following informal assessments in each area, the clinician analyzes your child’s responses to infer what strategies the child may be using within a specific domain. With this information, the clinician may design additional evaluations in reading, writing, and spelling to more precisely identify where your child is experiencing difficulties.


The initial stage of formal education is primary education, sometimes known as elementary education. After preschool or pre-primary education (which provides early education to children before they start primary school), pupils enter this level before secondary school.
- The primary school level of education is further divided into lower and upper primary, with pupils in the age groups 6-10 and 11-12 being placed in the lower and upper primary, respectively.
- Lower primary refers to classes 1 through 4, whereas upper primary, sometimes known as middle school, refers to classes 5 through 8.
- The government runs or supports 80 percent of the schools that provide basic education in India, making it the country’s largest education provider.
- Primary education was created to provide a fundamental education in reading, writing, mathematics, and a rudimentary comprehension of other disciplines.
India has achieved great progress in recent decades in terms of schooling access and primary enrolment rates, but dropout rates and low levels of learning remain difficulties for the state and federal governments.
The government has taken a number of steps to address the issues and improve the education of primary school kids. The District Education Revitalisation Programme (DERP) was launched in 1994 by the Indian government to restructure and revitalize the country’s existing primary education system.
The central government of India was in charge of 85 percent of the DERP, while the states were in charge of the remaining 15 percent. It resulted in 1.6 lakh schools across the country, with 84,000 schools providing alternative education to 35 lakh pupils.


All development programmes envisage the acceleration of economic technological and social change through a planned effort. It is evident all such efforts concentrate on the adult population of the community. This segment of the community forms the core of manpower for carrying out the transformational activities both mentally and physically.
Any opposition by this group of people often results in failure of the programme. To prevent any such risk developmental schemes are launched with a motivational campaign and educational activities. No doubt a lot of spade work is accomplished by the political leadership of the area, but true inclination of the adult group proves more helpful in taking off the planned effort.
Motivational and educational programmes are built around the needs of this group. Generally, in developing countries where poverty surrounds the whole convas, better future prospects appear to be more attractive for the unemployed youth anxious to become an earning hand and thus respected member of the community.
Nature of Adult Education Programmes
Adult education programmes were first introduced in the United States of America with the name of Adult Basic Education. Major objective of the activity was the eradication of illiteracy among the adult population of the country. In the 1930’s the movement spread in the British Colonies with the same name and objective.
But later on when socio-economic variations expanded between the rural and urban sectors of the economy, political leadership wanted to bridge the gap and equalize the social conditions, many programmes with the name of Community Development or Rural Development were started.
As these programmes were a kind of conscious effort for the acceleration of economic, technological and social change, therefore, the curricula which previously was limited to only reading, writing and numeracy was a expanded to include a lot of functional education necessary for a healthy living in any social system. Necessary and relevant to the local needs technical skills were also added.
As a big chunk of these developmental programmes are related to education and training activities, therefore, adult education became an integral part of the programmes where ever launched.
Literacy and Illiteracy
Accordingly, illiteracy is inability to read and write in any language. Although with small variations this definition is accepted worldwide with the increasing volume of knowledge and expanded demands of society from the individual, knowledge of simple Arithmetic has also been included in the definition of literacy.
Nature of the Problem
Governments especially those emerging out of the wrecks of the colonial regions have seldom been conscious of the rights of common man in a society. Least attention was paid to such ameliorative activities as health, education, sanitation, water supply etc.
In the Middle East, South Asia, South East Asia, Africa, Latin America and the Pacific Region, generally speaking, health, education and sanitation remained a neglected field. Due to large scale illiteracy public opinion remained dormant upto 1960’s.
It is only with the advent of electronic media that people at large came to know of their rights and struggled for those basic facilities. Upto this time, it is only in a few countries with better G.N.P. where elementary education is almost compulsory. Still there are many developing countries and LCD’s as Pakistan, Afghanistan, Nepal, India, Bhutan, Bangladesh etc., which are behind this target. They lack resources both financial and manpower for reaching this goal.
Enrollment ratios at the primary level are much below the desired target of 100 percent. That is why a big chunk of population predominantly from the rural areas never attends a school and remains ignorant.
A large majority of this group is, of course, from the women folk, who, as the social tradition is, has to rear up the new generation. Therefore, a lot of work has to be done for the realization of the fact that education of a woman is more important than that of the man.


Michelle Curtis is a research associate in recovery ecology at San Diego Zoo Wildlife Alliance.
Every year, San Diego Zoo Wildlife Alliance reintroduces hundreds of endangered mountain yellow-legged frogs into their native habitats in the Southwest. After reintroduction, we also conduct surveys to gather data on their movement, disease prevalence, and growth rates to evaluate success. Like many amphibians, mountain yellow-legged frogs are small and challenging to spot. They may hide under rocks, in boulder caves, in leaf litter, or even underwater. To help in our sustainable conservation efforts, scent detection dogs sniff out hidden frogs that would otherwise be impossible for us to find.
Dogs have an incredible sense of smell—far more sensitive and specialized than our own. People have long partnered with dogs for hunting, as well as for tracking and locating explosives, smuggled goods, illegal drugs, and invasive species. More recently, dogs have also helped detect diseases, including cancer and COVID-19. Partnering with detection dogs in wildlife conservation is an area that continues to grow in popularity. In fact, a small group of San Diego Zoo Wildlife Alliance conservation biologists and volunteers have been working with some of their canine companions, affectionately known as the “frog dogs,” relying on their extraordinary sniffers to locate Southern California’s endangered mountain yellow-legged frogs.
But first, these dogs have to learn to detect the scent of the frogs. By making the process fun and engaging, dogs associate scent detection with treats and toys, which in turn builds their confidence and enthusiasm in the search, making it an exciting journey with their biologist companion. The initial introduction to scent detection is rather simple, and we want the dogs to become accustomed to using their sense of smell over other senses—so, while the dog watches, we toss a treat or a toy into a field of tall grass and then we let them search for it. Gradually, we make the searches more complicated. For example, we may hide the item in a multi-room home, or in a large outdoor area.
Once a dog can confidently and independently search for toys and/or treats, we transition to teaching them to locate and indicate a targeted scent. In this sense, an “indication” is how the dog communicates to us that it has located the targeted scent. An indication might include a behavior like sitting, lying down, or a freezing and staring—and each dog’s indication is different. We chose a red Kong, a common chew toy for dogs, for our initial target scent, and we reward the dog with a treat or a toy when they locate the target. This intermediate step is where we build the foundational skills of searching for a target scent, while changing the training locations challenges them to remain focused on the task.
Once a strong foundation with the target scent is built, transitioning to other odors is easy. At this point, they know and understand the “game,” and just need to become familiar with a new odor. We use scent swabs to transport the frog scent to sites that are similar to where we’ll ultimately search for frogs, including mountainous regions near aquatic environments like ponds and streams. How a dog searches, and their ability to locate a target, can be affected by terrain, time of day, temperature, wind, humidity, and elevation. This makes working and training in environmentally relevant conditions extremely important.
Scent detection dogs are most helpful when our chances of seeing frogs is lowest, and at conservation sites where other detection tools, such as our long-range PIT tag reader, are least effective. Frog dogs are especially helpful at locations with untagged frogs, low frog populations, or deep pools that are too challenging to scan with the long-range PIT reader.
The incredible natural abilities of these frog dogs give us the opportunity to better assess the presence or absence of endangered mountain yellow-legged frogs in specific areas, furthering conservation across our Southwest Conservation Hub—all with the help of our remarkable companions becoming wildlife heroes—giving us hope for the future, right here in our own backyard.
Meet the team of conservation canines who are helping to save mountain yellow-legged frogs.


(Professor Plum left this classic comment in another post. It was too goo not to pull up front.)
It's tempting to think that educationists innocently look in the wrong place to explain low achievement and to raise it.
1. “Schools need more money.” [In fact, the U.S. spends more money on schools than anyone else. The problem is that a lot of money is spent on curriculum materials that aren’t very good.]
2.“Disadvantaged children enter school with too little vocabulary.” [True, but there are preschool and kindergarten language and reading programs that can close the gap.]
3. “Students are unmotivated. They don’t want to learn.” [Did you ever see unmotivated kindergartners? It’s more likely that children become unmotivated AFTER they find out they aren’t learning.]
4. “Classes are too large.” [Ineffective instruction is ineffective no matter how small classes are. Besides, countries with high achievement have larger classes.]
The truth is, they are imbeciles.
Ask any educationist----an education perfesser (esp. one of the illiterate "literacy" hacks, or any dummy perfesser of elementary education. Can you imagine a more lame field?), or a district "curriculum specialist," or a member of one of the organizations that "guide" education (such as NCTE or NCTM)----a series of questions that get to the core of education.
You'll be shocked (or maybe not) at how boneheaded, smug, and just plain stupid these persons are.
They can't define knowledge.
"Knowledge is uh uh uh...what you know." [Oh, good.]
They can't give a coherent definition of learning.
"Learning is uh er oh mmm uh what happens when you learn." [Get the ropes.]
They can't list the phases of mastery---acquisition, fluency, generalization, retention.
"Phases of what?
They can't define a concept, rule, or cognitive routine.
"A concept is an idea. A rule is an idea, too, sort of, but uh uh uh er er."
They can't tell you the criteria for logically adequate curriculum design.
"A good curriculum is a seamless web [insane] of holistic experiences experienced in the context of naturalistic and learner-centered activities in a democratic and nurturing community. Howz that?" [Stick your head in the toaster and jump in the bathtub.]
In other words, they don't know anything about their business.
Imagine a physician who could not define cell or tell you how muscles work.
This field does not need more knowledge of how to educate, nor more materials. It needs persons with intelligence. At least common sense, and who don't tolerate any ooompus boompus from wiseass students.
We'd be far better off if we hired late middle aged men and women as teachers, and gave them a crash course in design and effective communication.
And instead of the usual administrators coming out of schools of deaducation, hire retired military.
That's the considered opinion of me and my pal Jose Quervo.
Here's a good example of the ramblings (be sure to follow the links for the full effect) of our esteemed educators. See if you can figure out what any of them are talking about.
Has anyone ever heard another professional, doctor, lawyer, engineer talk like this? I didn't think so.
At least common sense, and who don't tolerate any ooompus boompus from wiseass students.
not tolerating oompus boompus from wiseass students should be the sum total of a district's character education
And what happened to Prof. Plum?
Very disturbing news, have always been a perfervid promoter of the polysyllabic Professor Plum. Not retired due to threats or indisposition I hope. Perhaps a magnum opus in progress? (Dum spiro, spero). Good to see him back for a "guest appearance."
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Creativity is the core of our curriculum. The ability to create, to think divergently and to problem solve are all important skills necessary for success in our world today and the world of tomorrow. We provide activities that integrate practical skills and imagination. We integrate the teaching of reading readiness, language arts, math and science with the areas of art, music, drama and movement.
We use a thematic approach in planning our activities. We, along with the students, choose themes or units of study and center our activities based on those themes. Our activities are offered at a variety of levels so that children can choose an activity that is developmentally appropriate for them. Choice is an important part of our program. Children are encouraged to participate in all activities but they are able to do them at their level and in the amount of time they need.
This program is all about movement, music, exposure, routine, sensory experiences and fine motor development. Our preschoolers are constantly progressing socially and emotionally by developing empathy, identifying and managing emotions, building upon understanding others and expressing themselves. Children are able to participate in the many learning opportunities throughout their day in a way that is meaningful and developmentally appropriate for them. We find that most children entering this program are eager to join in and learn from our other learners. The individualized curriculum is designed to stimulate both your child’s development and interests. We introduce Handwriting Without Tears Curriculum early in the year, creating an early love of learning. Our preschool class is balanced with choice, structure, play and opportunities to flourish. We have an older and younger class within preschool during our language and literacy opportunities to allow each child to thrive at the stage they are in, allowing for attention to literacy or exposure for our developmentally younger students
Pre-K is the perfect classes for students who are 4 to 5 years old. This program’s inspiration resulted from a community wish to develop a place for children that are motivated to start early with the language of academics. Research is clear that the goal of “reading” is only the tip of the iceberg. There are many foundational skills and processes under the iceberg that help children be long-term efficient and fluent readers. Our qualified teachers guide these early learners through many child directed activities that promote development of phonemic awareness and phonological processing. In addition, our multi-sensory language and literacy program will expose your child to handwriting, phonics, and decoding skills. Our advanced language and literacy program is designed to meet the needs of Pre-K and kindergarten age children. We use Singapore Math for early mathmatic skills and Learning Without Tears and Zoo Phonics as a guide to our philosophy on early language and literacy development. Our trained staff delivers a strategy-based curriculum to enhance learning in handwriting, phonemic awareness, phonics, and decoding skills. Our multi-sensory approach to teaching will build your child’s foundational learning with meaning, motivation, and enjoyment. School of Enrichment’s Pre-K program is enriched with a unique balance of our supplemental academics and our arts and specialty classes during your child’s day. This class is designed for our older students, typically the year before kindergarten or kindergarten age.


Online learning brings a college education to you despite geographic and scheduling conflicts. With all of the benefits, online classes still fall short in many areas when compared to traditional in-person courses. When considering online learning, be prepared for the potential drawbacks so you can modify your learning strategies to succeed.
Lack of Connection
The primary benefit for many students -- being able to learn from anywhere -- creates a potential negative in the world of online learning. With students spread out in numerous locations, establishing connections and a sense of community within the class is a challenge. In a traditional location-based class, students often connect with each other outside of the class itself. That social aspect is often lost for online learners. Despite the distance, some online classes assign group work. Collaborating is often more difficult when you can't sit down face-to-face with your teammates.
Limited Instruction Options
Without the class physically in front of the professor, the instruction options are limited. Class material is often presented through online postings, chat rooms and possibly videos of lectures. The learning is often self-paced with students logging in to review the material when convenient. This gives the professor little opportunity to tailor the instruction to the students in the class. In front of a live class, he can make adjustments as he goes or change his direction based on the reactions of the class. Online classes also miss out on class experiments or projects. In a traditional classroom, students are able to participate in hands-on learning experiences.
When you take a traditional college class, you get immediate feedback and interaction with your professor. If you have a question, you can ask it in class or stay after for clarification. Discussions take place in real time with a natural flow since the entire class participates at once. When learning online, you might have to wait several hours or an entire day before getting a response from your professor. If you're stuck on a concept, you likely can't continue with the lesson until you get that response.
An online class makes it easier for students to procrastinate and participate as little as possible. In a traditional class, students are expected to show up for every class session. Some professors use attendance as part of a student's grade. The professor is better able to control participation in the class. Online learning puts more accountability on the student to participate. Students may do only enough to complete the assignments. Some online learners struggle with managing their time to do the coursework. Distractions at home often cause focus difficulties.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
I've had lots of fun researching different musically educational theory games over the summer, and beginning to implement some of them in my studio. This evening, I introduced Over The Edge during a couple lessons...
Tonight, one of my students was having some trouble remembering the names of different notes (quarter notes, half notes, whole notes) and rests (quarter rests, half rests, and whole rests), so we pulled out Over The Edge, a game designed by Jennifer Fink and posted on her wonderful blog: www.pianimation.com!
Over The Edge uses the image of a river filled with rocks to introduce and reinforce common notes and rests - quarter notes/rests, half notes/rests, dotted half notes, and whole notes/rests. You draw a card, and get a gem for each count. I always ask my students for the name of each type of note/rest and how many counts it gets.
Tonight's student quickly began to be able to identify notes and rests by their full name rather than just, "that gets one count...", "that gets two counts...", etc. Plus, she had lots of fun filling her board before I filled mine - and she won the game! :)
I've also had success using this game at the first piano lesson that we discuss quarter notes and half notes. Typically, quarter notes, half notes, and whole notes are introduced within a week or two of each other, so this is the perfect review game (just use the notes that your student already knows). At the end of the game, my students and I use the Over The Edge cards to create some extra rhythms or perform some quick ear training exercises.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


St. Joseph Academy is positioning itself to be at the forefront of an educational movement. Simple logic tells us that memorization and content delivery will no longer serve our students and the world they stand to inherit. Recent studies predict that roughly 70% of our students are destined for jobs that don’t yet exist. Yet, few schools have managed to pivot and evolve their Academic Programs.
At St. Joseph Academy, our courses are taught differently. We are changing what and more importantly how we teach. Our teachers focus more intently on skill development and student engagement than they do on delivering content. This is accomplished by mapping skill development and skill acquisition throughout the curriculum and across grade levels. Our teachers also prioritize experiential and interdisciplinary learning, and wherever possible give students a voice in their own learning.
St. Joseph Academy believes that foundational skills are critical in a student’s development. A focus on the acquisition of foundational skills exists throughout the entire curriculum but are at the core of the Freshman and Sophomore Curriculum.
- Time Management
- Note Taking
- Study Skills
- Self Expression
- Strategy Development
- Information Management
- Schedule Planning
The real-world skills below are critical for young people to navigate a very complex world that is presented to them. The acquisition of these skills is present throughout the entirety of the St. Joseph Academy curriculum. Armed with these skills, Saint Joseph Academy graduates are poised to succeed in the 21st Century World.
- Creativity | Fine Arts Requirement
- Cultural Competency | Global Encounters Curriculum
- Collaborative Problem Solving | Project-Based Learning
- Critical Thinking – Across the Curriculum
- Ethical Decision Making | Social Justice, Morality
- Effective Communication | Foundations of Public Speaking & Writing
- Leadership Skills | WILD (Women In Leadership Development). Senior Seminar


Mixed Reality vs. Field Experience? Oakland University Reports Simulations are ‘Less Messy’
How can we train teachers to elicit student thinking in ways that position students as sense-makers without being able to place them directly in the field?
The newest episode of Mursion’s Education Roundtable Series will dive into Oakland University’s account of how its math and social studies training program is implementing mixed reality simulations to replace and/or augment field experiences during the global coronavirus pandemic.
On June 8, Sue Wiley will be joined by Dawn Woods, Linda Doornbos, and Cynthia Carver from Oakland University in Rochester, MI. to present their findings. During the Roundtable, the team will discuss emerging themes from their research, such as how simulations supported the development of justice-oriented high-leverage practices within their teacher education program.
The Education Roundtable: The Argument for Mixed Reality Simulations in Teacher Preparation, will include a live simulation demo, as well as a Q&A session where attendees can ask questions about their findings as well as funding, vouchers, and more.
Register now for this free Roundtable.
Dawn M. Woods, Ph.D. is an assistant professor of elementary mathematics education in the School of Education and Human Services at Oakland University in Rochester, Michigan. She teaches mathematics methods courses in the elementary education program. As a lifelong educator with teaching experience in preschool-6th grade classrooms, she brings a teacher’s perspective and curiosity about students’ mathematical thinking to her research. This unique perspective allows her the opportunity to investigate the following big idea: How do math language routines provide teachers with ways to foster student participation and advance justice while building math language, practices, skills, and concepts.
Linda Doornbos, Ph.D is an assistant professor of elementary social studies in the Teacher Development and Educational Services at Oakland University in Rochester, Michigan. She is deeply committed to educating candidates to be responsive and responsible teachers and leaders in a culturally diverse and complex world. Her research is grounded in supporting teachers as learners and builders of inclusive learning communities and investigating critical pedagogy that enhances the teaching and learning of powerful social studies.
Cynthia Carver, Ph.D. is an associate professor and department chair in Teacher Development and Educational Studies at Oakland University, where she also coordinates the M.Ed. in Teacher Leadership. Her research interests include the reform of teacher preparation, particularly from a practice-based, clinically-rich, equity-minded lens. She is also a recognized expert on teacher leadership preparation, programming, and practice.
Tags: AACTE online resources, clinical preparation, innovation, membership, technology


The curriculum focuses on the government’s Early Years Foundation Stage guidelines but we add to this through our teaching of Languages (French), ICT, Music and P.E., which are all taught by specialist teachers in their own specialist teaching areas. Most of the morning sessions comprise of primarily literacy and numeracy and it is here through well planned and clear learning goals, children learn the basics and have a good foundation upon which to build their future learning.
The work covered builds upon the phonic, literacy and numeracy skills the children learned in Reception. Learning is fun and we tailor the national curriculum to our children’s needs, to make it interesting, exciting and relevant to young children.
In Year 2, the children participate in a range of subject areas to give them a broad and varied curriculum. These are P.S.H.E., R.E., Music, Drama, ICT, Art, DT and French. These subjects are regularly taught by either their class teacher or a subject specialist. Year 2 children have the opportunity to join weekly lunchtime clubs including Ball Skills, Tennis and Dance.


Item #: J383 Status: Available
Series: Jump Right In
Through engaging children using Music Play 2, adults may build relationships with newborn and young children, additional family members, and other adults as they joyfully make music together; affirm and nurture newborn and young children’s innate capacities for expressive musicking and movement; and honor and extend young children’s expressed musical curiosities, ideas, and audeas (musical thoughts and ideas), helping them realize that their musical identities are worth sharing, developing, and preserving.
Music Play 2 materials function in companion with Music Play (GIA, 1998) and Edwin Gordon’s Music Learning Theory for Newborn and Young Children (GIA, 2013). Music Play 2 (494 pages) is bundled into two parts, Part A and Part B. The following are the features of each part:
Part A (264 pages)
Part B (229 pages)
Download Music Play 2 Extended Indexes (free)
Music Play 2 is a welcomed contribution for all who are concerned with appropriately guiding children’s musical understandings—parents, teachers, and caregivers. The book is extremely well organized with an excellent balance of theory and practice. The theoretical underpinnings of Music Play 2 are presented in a “user friendly” manner; the lessons are easy to follow and adapt for individual children’s needs and level of development; the numerous songs and chants represent a wide variety of tonalities and meters; and an extensive section on inclusion and inclusive practices has been added. Music Play 2 will be the resource I use for my early childhood music classes!
—Joanne Rutkowski, Ph.D., Professor Emeritus, Music Education
The Pennsylvania State University
This book had me interested from the table of contents onward. The lessons are detailed and ready to use in the classroom. I love that there are tonal and rhythmic patterns to go with each song or chant. This is truly a resource that will delight children and teachers as it is easy to use, appropriate for young children, and pedagogically sound. When I finished, I was ready to jump back into teaching early childhood music. Fantastic!
—Alice M. Hammel, Ph.D.
James Madison University
Music Play 2 is devoted to the wonder of young children’s musical development. The authors have adeptly woven theory and practice, offering a treasure trove of fresh, accessible lesson plans developed by leading researchers and practitioners in the field of early childhood music. An excellent, indispensable resource with original and high-quality music content, Music Play 2 is essential for all providers of music for young children, and sure to be used time and time again.
—Suzanne L. Burton, Ph.D., Professor of Music Education
University of Delaware
Categories: Curriculum, Early Childhood
Number of Pages: 494
Discipline: General Music


Seven-year-olds in England are better at reading than their counterparts in Wales, according to new research using data from the Millennium Cohort Study.
Researchers from Cardiff University looked at the literacy development of children at ages three, five and seven in Wales, England and Scotland.
The study found that English children make faster progress in reading from the age of three than children in Scotland.
The researchers suggest that the reading abilities of ethnic minority pupils in London, who are on average significantly ahead of their white peers by age seven, may be contributing to England’s success.
“Interrupting educational inequality in the UK: evidence from the UK Millennium Cohort Study” was presented to the British Educational Research Association (BERA) conference by Professor Chris Taylor and Professor Sally Power on Wednesday 4 September.
Read the BERA press release.
Senior Communications Officer
Phone: 020 7612 6516


Children are naturally drawn towards activities that give them an instant response. Drawing can be one of those activities. It is an importance concept for their little brains to learn and helps them to understand cause and effect. It can help to develop eye hand coordination and fine motor skills in the process of having fun coloring. Experiencing the first time your little one draws can be such an adventure. The look on their eyes as they begin to move the crayon, marker or pen across the paper and watch it make marks is like magic! Don’t be afraid to try it out!
We grabbed some extra wide crayons from the Dollar Spot at Target but you could easily make crayons from your older child’s broken crayons too into shapes by melting them into molds to make it easier for them to hold. I pinned a few of those ideas here on our Pinterest Board. Crayola sells wide washable crayons that are great to tiny fingers and hold up well.
Based on my experiences, the time I would suggest trying it out is when your child become confident in eating finger foods. They’ve developed the skills necessary to try drawing out too. Now there are rules too… like keep out of your mouth and on a paper. It’s a process and the sooner you start the sooner they learn. Whenever we’re done we put everything away and out of reach so that we don’t have any masterpieces on the wall, if you know what I mean. This activity is great for toddlers and preschoolers too!
Whenever starting an art project with something new always give your child time to explore the actual object. I gave her time to hold the crayons and see what they were like before I demonstrated for her what they do. Give it a few attempts before you will actually see them understanding the concept.
Here’s how my 1 year old enjoyed her first experience and truthfully I should have started sooner. She LOVED it!
You can let them color and color to create all sorts of masterpieces. You can save these little treasures and make a masterpieces with them for your Wall or even mail to Grandparents. I loved this post from Squash Bottom Babies of creating a Picture from cut out pieces of all the First Scribbles picture from they get older they will start to express themselves and their surroundings using art. This post form Childhood 101 about How Children Use Art to Process Thoughts, Ideas and Emotions. really helps you to understand why art needs to be in every child’s lives from the very start.
We decided to make a few Heart Projects with our Scribbles for Valentine’s Day! You can check out Amanda’s Tot School Post with a photo of his first scribbles heart and also learn about early literacy development.
Additional Resources for Crayons:
35 Kids Activities with Crayons Hands On: As We Grow & many great sites!
Cerys @ Rainy Day Mum says
I've started sitting with T (10/11 months old) and some chunky crayons and she's stopped eating them and started to hit the paper with them. It's lovely watching her make progress with them.
Wow – she looks like such a big girl sitting at the table!!! What fun!
Kim @ The Educators' Spin On It says
I love it too Cerys! Thanks for inviting us to your Pinterest Board for Baby and Toddler Activities. Sometimes I find that using a Pen can give a little bit more contrast for them with ease too if you're working with that instant gratification. And yes Amanda she seemed like such a big girl sitting at the table for the first time at activity time.


Research in School Education in India
Issues & challenges Indian education system is currently facing
Presents outcome of the research studies undertaken in India under District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA) which include studies conducted by individual researchers as well as commissioned by the Government of India (Ministry of Human Resource Development) and NIEPA/NUEPA, NCERT and other such organizations. Most of these studies centered around elementary education and different components of universalisation of education, such as, access, enrolment, retention and quality of school education.
Users may also like to visit DISE Publications that presents school report cards, district report cards, analytical report, elementary education in rural and urban India, DISE Flash Statistics and other publications based on DISE data for different years.
Research studies, if undertaken under the recently launched Samagra Shiksha Abhiyan will be added to this section in due course of time. Barring DPEP, even though funds were made available for research not enough research is carried out by the districts and states. A few studies undertaken was carried out at the national level by the Technical Support Group (TSG) of Samagra Shiksha of the Department of School Education and Literacy.
- An Analysis of NSSO 75th Round Survey on Status of School Education in India-by-aruncmehta
- Observations on Report on SDG 4 (3.0): Quality Education (2020-21)
- Performance Grading Index: Observations by Arun C Mehta
- Recent U-DISE Data & Analysis: 2018-19
- How Much we Gain: A Case of U-DISE-Plus
- Has Enrolment Projections in School Education become the history?
- Status of School Education in India in the Light of Recent UDISE+ 2018-19 Data
- Recent Web Publications of Arun C Mehta
- School Education Quality Index (SEQI): Observations by Arun C Mehta
- Is Decline School Enrolment in India: A Cause of Concern?
- NGO Role in Tribal Education & Empowerment by Usharani Chittimoju, Teacher, Vizianagaram district, Andhra Pradesh
- Private Vs. Publication Education & its Impact of Students Outcomes


Science is mandatory for all students from Year 7 to Year 10.
Science 7-10 provides a way of inquiring about the world around us. It explores evidence and investigates ways to discover, develop and produce solutions to real-world problems. Science emphasises the skills for working scientifically, as well as critical and creative thinking to address scientific issues.
In Years 11 and 12, students can choose from different science disciplines, including:
- Earth and Environmental Science
- Investigating Science
In Year 12, students who are studying at least one other science subject may also choose to study Science Extension.
Our everyday lives are full of science. Our Science programs aim to create enthusiastic, scientifically literate students. To facilitate this, we provide a broad range of experiences including practical and computer activities to maximise student engagement and learning.
The science Years 7 – 10 syllabus outlines that students will develop knowledge and understanding of:
- the history of science
- the nature and practice of science
- applications and uses of science
- implications of science for society and the environment
- current issues, research and development
- models, theories and laws, and structures and systems related to the physical world, matter, the living world and Earth and space
- interactions within the physical world, matter, the living world and Earth and space.
Students will develop skills in working scientifically through:
- planning investigations
- conducting investigations
- communicating information and understanding
- developing scientific thinking and problem-solving techniques
- working individually and in teams.
Our programs address these issues and provide students with a broad variety of learning experiences. Activities include hands-on practical work, independent work, group work, use of computer technology, learning centres, communication skills, literacy skills and numeracy skills.


“Harap sa kaliwa, harap sa kanan!” These are the usual lines students used to clamor thencefort taking Reserve Officers’ Training Corps program (ROTC). However, because of reported abuse and hazing, the program came to a halt.
In 2019, the House of Representatives passed the House Bill No. 8961 on the final reading entitled Reserve Officers’ Training Corps (ROTC) Act,” which seeks to institutionalize, develop, train, organize and administer basic ROTC in Grades 11 and 12 in all public and private educational institutions.
The bill provides that a mandatory two-year Basic ROTC program shall be established for all students enrolled in Grades 11 and 12, which shall form part of the basic curricula for the Senior High School Education and, thus, qualified for graduation.
In addition, the ROTC program shall also aim to instill patriotism, love of country, moral and spiritual virtues, respect for human rights and adherence to the Constitution.
This came about as a result of former president Rodrigo Duterte’s frequent calls for ROTC to be made compulsory in order to “instill patriotism.”
Now, following the National Service Training Program Act of 2001’s passage into law in 2002, ROTC in colleges is solely optional.
Under Section 3 (Definition of Terms) of the said act, National Service Training Program (NSTP)” is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components. Its various components are specially designed to enhance the youth’s active contribution to the general welfare.
(b) “Reserve-Officers’ Training Corps (ROTC)” is a program institutionalized under Sections 38 and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness.
(c) “Literacy Training Service” is a program designed to train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service.
(d) “Civic Welfare Training Service” refers to programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry.
To recap, the death of Mark Welson Chua, a University of Santo Tomas student who had exposed corruption in the school’s ROTC program prompted the law to take effect.
Meanwhile, President Ferdinand Marcos Jr. urged to reinstitutionalize the Reserved Officers’ Training Corps (ROTC) program for senior high school students on Monday during his first State of the Nation Address (SONA). Putting it as one of his administration’s top priorities.
In all public and private institutions, Grades 11 and 12 students would be required to participate in the National Service Training Program (NSTP) and the ROTC.
He said that “The aim is to motivate, train, organize, and mobilize the students for national defense preparedness, including disaster preparedness and capacity building for risk-related situations.”
As a parent or student, are you in favor of President Ferdinand Marcos Jr.’s proposal?
- A bill to protect Under De Saya husbands from abusive wives filed in the 19th Congress
- Senate passed a bill on permanent validity of birth, death and marriage certificates
- Sen. Loren Legarda first to file One Tablet One Student Bill in the 19th Congress
Featured Image: From Philippine News Agency
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Score 4, 9 (2) We offer a 100% free curriculum for children's Sunday school. Every week, on Tuesdays, we share new 30-minute Bible lessons based on the calendar of the church's lectionary, Sunday School School. A Sunday school is an educational institution, usually (but not always) of a Christian character. Other religions, such as Buddhism, Islam and Judaism, have also organized Sunday schools in their temples and mosques, particularly in the West.
Printable Sunday school curriculum for children with high-quality, easy-to-use lessons. Children's ministry resources that provide everything you need to enjoy a great Sunday school experience in the classroom or at home, free Sunday school resources suitable for quarantine (all material with a green dot next to the title). Enjoy and use all of these free downloadable printable lessons. In 1874, interested in improving the training of Sunday school teachers for the Uniform Lesson Plan, Miller and Vincent returned to work together to found what is now the Chautauqua Institution, on the shores of Lake Chautauqua, New York.
Children's ministry resources that provide everything you need for a great Sunday school experience in the classroom or at home. Sunday school classes usually precede a Sunday church service and are used to offer catechesis to Christians, especially children and adolescents, and sometimes also to adults. Always dedicated to charitable work, she began Sunday school soon after her spiritual awakening. The first organized and documented Sunday school in the United States was not founded in New England, but in Ephrata, Lancaster County, Pennsylvania, by an immigrant from Germany, Ludwig Höcker, son of a respected and influential pastor and teacher of the Reformed Church in Westerwald.
In the United States, the American Sunday School Union (based in Philadelphia) was formed for the publication of literature. The work of Sunday schools in industrial cities was increasingly complemented by irregular schools (charitable benefits for the industrial poor) and, finally, by publicly funded education under the terms of the Elementary Education Act of 1870. All of these Sunday school lessons come from one of David C. Cook's trusted and theologically revised curricular lines.
Sunday school classes for preschool children Find Sunday school classes for preschool, kindergarten and first grade children (ages 4 to 7). With the arrival of Catholic emancipation in Ireland (182) and the establishment of the national school system (183), which meant that the Catholic faith could be taught in school, the Catholic Sunday school system became unnecessary. In Great Britain, an agency called the Religious Tract Society was created, which helped provide literature for Sunday school. The American Sunday school system was first initiated by Samuel Slater at his textile factories in Pawtucket, Rhode Island, in the 1790s.
By 1831, 1,250,000 children in Great Britain, or about 25 percent of the eligible population, were attending Sunday school on a weekly basis. Sunday school often takes the form of a one-hour or more Bible study that can take place before, during, or after a church service. Jacobs, who devised a system to encourage Sunday school work, and a committee was established to provide the international uniform curriculum, also known as the uniform lesson plan.


ERIC Number: ED469114
Record Type: RIE
Publication Date: 2000
Early Numeracy: Assessment for Teaching and Intervention.
Wright, Robert J.; Martland, Jim; Stafford, Ann K.
This book offers schools an assessment instrument to identify and help children who under-achieve in early numeracy. The book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. The LFIN consists of 11 key aspects of early number development including identifying the stages of early arithmetical learning, strategies for adding and subtracting, knowledge of number word sequences and numerals, ability to reason in terms of tens and ones, and developing strategies for multiplication and division. Other significant aspects covered include finger patterns, combining and partitioning small numbers, the role of spatial and temporal patterns, and the use of base-five and base-ten strategies. This book contains the instruments and practical guidance to administer the assessment and analyze the results, and shows teachers how to move children on to higher order strategies. (Contains 49 references.) (KHR)
Descriptors: Arithmetic, Basic Skills, Elementary Education, Evaluation, Instructional Design, Mathematics Education, Numeracy, Place Value
Paul Chapman Publishing, Sage Publications, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (hardcover: ISBN-0-7619-6528-9, $78.95; paperback: ISBN-0-7619-6529-7, $26.95). Tel: 800-818-7243 (Toll Free).
Publication Type: Books; Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A


OCEAN GROVE PRIMARY SCHOOL
At Ocean Grove Primary School we use the Victorian Curriculum to design our engaging teaching and learning programs in Numeracy. Key learning areas for Numeracy include Number and Algebra, Measurement and Geometry and Statistics and Probability. The Victorian Curriculum incorporated the Australian Curriculum and reflects Victorian priorities and standards. Students in all year levels are timetabled to receive a minimum of five hours of numeracy per week. For more information on the Victorian Curriculum, click here.
Ocean Grove Primary teachers follow a whole school instructional model for all lessons to ensure consistency and best practise across all year levels. Aspects of this include: warm up games, learning questions and success criteria, explicit teaching and modelling, multiple exposure and work time, small focus groups and a debrief and reflection of the lesson. Numeracy lesson sequences are designed to build student capacity in the four Mathematical proficiencies of Fluency, Reasoning, Problem Solving and Understanding.
From Foundation to Year 6 we incorporate a weekly dedicated problem solving session, using real world problems. These sessions promote collaborative conversations amongst students who are encouraged to: follow our problem solving steps, estimate, use concrete materials, try multiple strategies to find a solution, discover efficient strategies and use Mathematical language in their conversations.
Mathletics is a digital tool, aligned with the Victorian Curriculum, used by Ocean Grove teachers to support student learning. Mathletics allows teachers to set tasks in all key learning areas of Numeracy, to suit the learning needs of individual students. These assigned tasks can be accessed both in the classroom and at home for further practise and development of Numeracy skills.
Together with the support of families, we aim to develop confident Mathematicians who can navigate real world problems using their Numeracy skills. There are many ways that parents and carers can encourage fun activities into home practice: play board games and card games with their children, count collections of pegs or toy cars, group items by colour or shape, add items together by counting on, measure ingredients while cooking, measure and cut materials for building projects or calculate the points scored whilst watching your football team play. Maths is everywhere and we are all Mathematicians!


Start off the school year right. Keep students thinking about correct left hand position and emphasize the importance of keeping that wrist straight. Here’s a tip from Orchestra Director Angela Ammerman:
Have students envision a fresh, brown, still in the shell, egg. Explain to them that the egg is always in their left hand and if they squash it, it will drop down their arm and into their lap. This will help students think about their wrist and keep them from pressing it up toward the neck of the violin or viola. This especially works well with elementary and middle school students.
Do you have a unique way of explaining a specific technique in your classroom? Post it on the orchestra forum.
MENC Member Angela Ammerman is an orchestra director at Swansboro High School in Swansboro, NC.
— Nicole Springer, October 5, 2010, National Association for Music Education


The Jawless Fish Worksheet – Get our entertaining FREE Online Science Worksheets.
Our FREE worksheet for kids on Jawless Fish is composed of a word searches puzzle in addition to a find the words seek puzzle for your kids.
This fun and educational printable science worksheet about Jawless Fish is completely FREE for parents and teachers to print out free of cost and you are permitted to use the worksheet as many times as you desire for your classroom kids or for your kids at home
The online science worksheet about Jawless Fish is such a fun way to maintain kids interest while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while the children take part in early learning activities.
Our FREE Jawless Fish online worksheet is perfect for kids in Grammar school who are in Grades One to Five. However, younger kids in Kindergarten or even kids in Pre-K will also easily learn from this Jawless Fish word search worksheet.
Your kids can have fun learning facts all about Jawless Fish with this worksheet while doing the word-seek game.
Your children will enjoy to learn fun facts all about Jawless Fish while playing the word games for kids.
Kids in Junior school from first Grade to Fifth Grade can enjoy our Jawless Fish worksheet as a reading comprehension tool.
Kids shall learn well about Jawless Fish as they will very likely end up needing to read more than once the facts about Jawless Fish fun facts to uncover all the missing words. This missing word puzzle activity is not only a great way to increase your children’s science knowledge, but also enhances the memory and also improves their reading skills.
Younger kids in Pre-K and Kindergarten who don’t read and write can benefit from the free fun facts Jawless Fish worksheet as an interesting listening comprehension tool.
Parents or Educators can read out loud to the kids the Jawless Fish fun facts. Next, they assist the kids to answer what they think are the missing words. Finally, your kids learn to identify words and find them in the Jawless Fish hidden words puzzle.
Parents doing early learning activities with their kids can use our Jawless Fish worksheet to spend quality time educating their kids about Jawless Fish.
Teachers and private tutors are free to use our FREE Jawless Fish worksheet to add to the traditional science classes at school and interest children in learning all about Jawless Fish. Particularly advantageous is to utilize our free science worksheet for children on Jawless Fish along with the free interactive online quiz with score on Jawless Fish.
Our Best Science for Kids Website offers countless more FREE printable fun science worksheets for children and hidden-missing-word search games. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Jawless Fish? What are the present forms of Jawless Fish? Why are they called Jawless Fish? What is their history and evolution?
Learn more easy science facts about Jawless Fish by downloading our Jawless Fish worksheet for children!
FREE All About Jawless Fish Worksheet
[sociallocker]Download our FREE Jawless Fish search a word puzzle for kids.[/sociallocker]
Did you enjoy the FREE Jawless Fish Worksheet? Read lengthy information about Jawless Fish here.


Scientific Inquiry With Poetry
Explain and engage in scientific inquiry with this poem and investigation from The Poetry Friday Anthology for Science for Kids by Pomelo Books.
A fun game for Halloween that demonstrates diffusion and the properties of stretchy polymers using rubber gloves and flavor extracts.
Go Out and Observe the Moon!
Observe the moon each day for one month, map the moon’s features, simulate lunar impacts, and explore lunar science in this resource from NASA’s International Observe the Moon Night (InOMN), an annual worldwide celebration of lunar science and exploration.
Track A Plant’s Movement
Are your plants moving without you knowing it? Catch your plant’s secret movements, called tropisms, in this hands-on activity.
A Human Sundial
Why does the length and direction of our shadow change throughout the day? It all comes back to rotation and position of our planet relative to the sun.
Use hot and cold water to see how fluids at different temperatures move around in convection currents in this DIY Sun Science Activity from Lawrence Hall of Science.
Map Sun Trails
Use photosensitive paper to make a map of the path of sunlight on the earth in this activity from the Lawrence Hall of Science.
Make a UV Detector
On a bright, sunny day, use tonic water to detect ultraviolet (UV) light from the Sun in this DIY Sun Science Activity from Lawrence Hall of Science.
Convection Can Be Pretty
In this excerpt from the book Science for Parents, learn how to visualize convection using stuff you’ve probably already got in your kitchen.
Use Magnetic Fields To Navigate Like A Sea Turtle
Create small turtle navigators and use them to detect magnetic fields in this activity and companion game.


Creating Readers: Recommended Books for Parents and Caregivers
Help your child get ready to read with these recommended books on literacy.
This innovative book offers creative ways to teach the alphabet using poems, crafts, games, fingerplays, and books.
These art-centered activities for children aged three to six will reinforce letter recognition, build phonemic awareness, and teach pre-reading skills.
Baby Read-Aloud Basics: Fun and Interactive Ways to Help Your Little One Discover the World of Words
A guide to developing early language and pre-reading skills in babies and toddlers.
Born Reading: Bringing Up Bookworms in a Digital Age—From Picture Books to eBooks and Everything in Between
A guide to raising kids who love to read.
A group of songs and rhymes along with literacy activities, learning center activities, and theme connections.
Learn about the many benefits of reading aloud to children. An appendix lists suggested stories for reading aloud.
Helps parents motivate their children to learn to read and to become confident, enthusiastic readers.
A guide to choosing books for children and nurturing their love of reading.
Help prepare your child for reading by strengthening their phonemic awareness, or awareness of individual letter sounds. Includes reproducible pages.
This text shares not only book lists but also "must-knows" for each age level, from toddlers to teens.
A picture book celebration of the act of exploring—and sharing—a book.
Help your child learn to read by developing their awareness of letter sounds. Includes activities and reproducible practice pages.
Reading aloud helps early literacy development and creates a bond between children and their caregivers.
Help your child build reading and writing skills by learning the phases of literacy.
Contains practical advice for supporting the three key elements for reading enthusiasm in children: decoding, comprehension, and motivation.
This book offers more than 300 age-appropriate and subject-specific book selections from librarians for reading time with young children.
This lively book explores the six basic pre-literacy skills that young children need in order to learn to read.
The classic guide to the best read-alouds, why reading aloud is essential, and how to create a welcoming reading environment.
This resource offers week-by-week reading homework for first graders to help build reading comprehension and fluency.
Children in second and third grade can practice reading comprehension and fluency with these reproducible week-by-week homework selections.


Durdy Bayramov was a prominent figure in the former USSR’s art scene. A passionate artist and advocate of art education, he left behind an archive of thousands of artworks, journals, newspapers, art books and more. As an artist, Bayramov is celebrated for his oil paintings and in particular, his psychological portraits, which penetrate the character and thoughts of his sitters to masterfully capture their spirit and personality. Bayramov approached his work with great intentionality and adopted the words of Leonardo da Vinci: “Painting is poetry that is seen rather than felt, and poetry is painting that is felt rather than seen.” Bayramov was born in Baýramaly in the Turkmen Soviet Socialist Republic, then part of the Soviet Union, on April 14, 1938. In his native Turkmen language, Durdy Bayramov’s name is simply Durdy Bayram, without the Slavic-style “ov” suffix added to Russify names during the Soviet era.
BIOGRAPHY AND INSPIRATION-2
In Turkic languages, Bayram means “celebration.” Having much to celebrate, Durdy Bayramov enjoyed a prolific career as a professional painter for over 55 years, creating over 5,000 artworks. However, before rising to fame Bayramov lost both parents and lived as a homeless child before being placed in an orphanage in Kyzyl-Arvat (now known as Serdar). He endured hardships and post-war devastation, yet overcame life’s challenges in the pursuit of his dreams. Bayramov benefited from the guidance and support of exceptional teachers who recognized his talent and supported the young artist in his efforts to become a professional painter. Three, in particular, made a lasting impact on his career: Gennadiy Brusentsov, Izzat Klychev, and Dmitri Mochalski. His first art teacher, Gennadiy Brusentsov, was a Russian artist who instructed budding talent at the Shota Rustaveli Turkmen Art College in Ashgabat.
Bayramov and Brusentsov developed a lifelong friendship, with Brusentsov acting as Bayramov’s mentor over the course of his career. Brusentsov’s portrait of a young Bayramov who was torn between following his dreams of becoming both a soccer player and an artist, titled Young Soccer Player. Bayramov, who was encouraged by his mentor to focus his energy and passions on the arts, painted three significant portraits of his teacher, with the most famous being Portrait of My First Teacher, created in 1997-98. Through his relationship with Brusentsov, Bayramov met renowned Turkmen painter Izzat Klychev. Between both mentors, Bayramov’s work was frequently a point of contention, yet they would first come to a consensus before offering their advice the young artist.
I turned my head to the left and as I squinted I could see Izzat Klychev’s sketch and turning to the right I saw the subject of Gennady Brusentsov’s masterpiece. This is when the revelation came to me that each artist must be true to his own vision and I retain this rule to this very day.” Another great influence on the artist’s life and career was Dmitri Mochalski, his professor at the prestigious Surikov Art Institute in Moscow, which Bayramov attended between 1959 and 1965. Mochalski was a recipient of the highest honorary title in arts in the former Soviet Union—People’s Artist of the USSR—and was widely respected for his “ability to highlight the essential, while setting aside the extraneous details.”
He passed on this approach to his students, including Durdy Bayramov. As he drew inspiration from his mentors, Bayramov went on to cultivate his own style and receive numerous prestigious awards and distinctions, including: the honorary title of People’s Artist of Turkmen USSR (1991), Academician of the National Academy of Arts of Kyrgyzstan (1998), and the For the Love of the Motherland medal, presented by the President of Turkmenistan in 2008. Represented in all of the leading museums in Turkmenistan, Bayramov’s work can also be found in a number of private collections and museums around the globe.


Like you, AMS wants the very best for your child, and we want to encourage our students to take concrete steps toward pursuing an amazing future. To move into high-paying, technology-focused jobs in science, computer science, and engineering, our middle school students must be well prepared for the challenging high school courses they will need to take. Our K-5 students need foundational skills to succeed at using digital tools for schoolwork, to become responsible digital citizens, and to design and create using robotics and computer programming.
AMS’s programs provide students a strong introduction to the world of STEM and Computer Science—a world in which students may lay the path to a prosperous future as early as kindergarten. AMS’s programs will ensure that your child becomes both a problem solver and an innovator and is aware of science and technology’s role in shaping our society. They will have ample opportunities to apply scientific and technical knowledge to solve interesting, relevant, and important problems.
Our STEM & CS programs truly support the AMS vision to transform our scholars into global visionaries: we aim to transform today’s students into the next generation of STEM innovators by helping each student develop a love of science, technology, engineering, and math.
AMS has adopted nationally recognized academic programs for science, computer science, and engineering to help ready our students for jobs of the future, many that have yet to be created. Our science programs tap into children’s natural fascination with and curiosity about the world, providing them with a scientific foundation to critically reason about their observations. The engineering program is integrated with the science program, and helps students apply scientific knowledge to design solutions to relevant personal and societal problems. The computer science program provides instruction for all grades with topics ranging from blocks-based programming of simple robots to web design and Python.
AMS Science emphasizes engagement with science starting with phenomena to which scholars can connect to explore understandings based on principles of scientific reasoning. K-5 and middle school scholars investigate phenomena using labs that teach them the practical skills of science along with the mindset to persist. The engineering component of science, consistent with state standards, helps scholars understand how design serves human need as well as the potential for unintended consequences.
All scholars at AMS, K to 8, take Computer Science. The computer science courses is academically rigorous and designed for all students; no prior experience is needed. In computer science, scholars learn responsible technology use through lessons in digital citizenship. They learn practical digital skills including keyboarding and the effective use of document, spreadsheet, and presentation tools. K-2 scholars learn coding using a curriculum that views coding as a literacy and thereby integrates coding and literacy instruction. Grade 3-5 scholars learn coding using simple block-based language that support creative expression, and middle school scholars learn about coding through modules from an internationally renowned curriculum that includes web design, development, cybersecurity and artificial intelligence.
All campuses offer fully equipped facilities that are brand new, or recently updated to give your child access to authentic learning experiences. Science and engineering labs offer space for inquiry and problem solving with experiments and design projects. Computer labs are equipped with desktop or laptop computers, programmable robots, and programmable microcontrollers. Laptops on carts are available for use in other classrooms to support the use of technology for learning in multiple subjects.
All students are provided regular opportunities to apply math and science principles in class and in extracurricular activities through academic competitions and clubs.
For example, most AMS schools have access to robotics clubs so that students gain firsthand experience using their skills to create a product with real world results. Science Olympiad, a national program designed to bring science, technology, engineering, and math to all students, is also incorporated into the AMS middle school science curriculum and as an after-school club so that students may use their STEM & CS skills in school and in competition outside of the classroom.


Studio Thinking from the Start: The K-8 Art Educator's Handbook (Paperback)
Students of all ages can learn to think like artists Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments.
- Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists.
- Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind.
- Sample templates for students to use as they plan, reflect upon, and talk about works of art.
- Innovative approaches to assessment and strategies for implementation.
- Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks.
- Suggestions for using Studio Thinking for arts education advocacy.
Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition
Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan
Jillian Hogan is a doctoral student in developmental psychology at Boston College. Lois Hetland is professor and graduate coordinator of art education at Massachusetts College of Art and Design and a senior research affiliate at Project Zero, Harvard Graduate School of Education. Diane B. Jaquith is co-director of the Teaching for Artistic Behavior Summer Institute at Massachusetts College of Art and Design. Ellen Winner is professor and chair of psychology at Boston College and a senior research associate at Project Zero, Harvard Graduate School of Education.


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Students learn to add to 100 without regrouping.
It is important for students to be able to add to 100 so they are able to determine combined amounts.
Start by practicing the number line to 100 by giving each student a pen/paper and to write a number from 0 to 100. They must then place their number on the number line shown a the front of the class. Next, practice with two addition problems to 50 on the number line.
Start by discussing the importance of being able to add to 100. Next the learning goal is explained in three forms, visually, in the abstract and in story problems. You can navigate through these by using the menu in the bottom right of the page. Choose which method best suits your classroom needs or go through them all. In the visual- you explain using the images how to add to 100 by counting the images. Practice this with a few exercises. Then in the abstract you discuss different methods by which they can add numbers without counting objects, like using the number line, making tens, adding in tens and units, and doing the calculation in their heads. Practice with a few exercises. Finally the steps of doing a story problem are given. Ask students if they can determine the addition problem from a story problem and solve.
Check that students can add to 100 by asking the following questions:
- Why is it useful to be able to add to 100?
- What do you look at first when adding to 100?
Students first practice an addition problem with visual support, then without visual support, and then are given a story problem to solve.
Give students a money problem and one abstract problem to solve. Ask which method they use to find the total and emphasize that students should use the one they are most comfortable with.
Students who have difficulty adding to 100 can be helped by the use of manipulatives or by making use of the number line.
Paper for introduction exercise
Optional: blocks or manipulatives
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Video available on YouTube: https://youtu.be/nwyFGVeBcuc
TO INQUIRE, A/R/TOGRAPHICALLY
Arts-based inquiry offers a range of methods to engage in the process of questioning, reflecting, and doing. A/r/tography, an emerging school of thought based in Art Education/Curriculum Studies at the University of British Columbia, is one such dynamic approach to qualitative research that challenges our notions and helps move our thinking forward as artists, researchers, and teachers. A/r/tography is defined as:
To be engaged in the practice of a/r/tography means to inquire in the world through an on going process of art making and writing not separate or illustrative of each other butinterconnected and woven through each other to create additional and/or enhancedmeanings. A/r/tographical work is rendered through the methodological concepts of contiguity, living inquiry, openings, metaphor/metonymy, reverberations and excess which are enacted and presented/performed when a relational aesthetic inquiry approach is envisioned as embodied understandings and exchanges between art and text, and between and among the broadly conceived identities of artist/researcher/teacher. A/r/tography is inherently about self as artist/researcher/teacher yet it is also social when groups or communities of a/r/tographers come together to engage in shared inquiries, act as critical friends, articulate an evolution of research questions, and present their collective evocative/provocative works to others. (R. Irwin, personal communication, June 12, 2004)
How to Cite
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.


I can explain why some elements form ionic bonds and some form covalent bonds.
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In this lesson, students will learn about covalent and ionic bonds using dot diagrams and electron models.
Students will be able to explain why some elements form ionic bonds and some form covalent bonds.
Students will review dot diagrams and create one or two for practice.
Students will use previous electron models to describe how ionic bonds are created through the transfer of electrons. They will then discuss which groups tend to form ionic bonds. We’ll also cover some general properties of ionic compounds. Students will do some practice problems that show how ions form when electrons are transferred. They will contrast ionic bonds with the formation of covalent bonds. They will also discuss how covalent form and which elements tend to form them. Lewis dot diagrams will be used to show how elements share electrons.
Review the lesson with 8 multiple-choice questions and 2 dot diagram questions.
Students will recall what they learned by naming key differences between ionic and covalent bonds.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Supporting Kindergarteners with Phonemic Awareness Activities
As a kindergarten teacher, helping children develop phonemic awareness is a critical component of teaching reading. Phonemic awareness refers to the ability to recognize, understand, and manipulate the individual sounds (phonemes) in spoken words. It is an essential step in the process of learning to read and spell. In this article, we will discuss some of the best activities to support the development of phonemic awareness in your kindergarten classroom.
One of the most straightforward phonemic awareness activities is phoneme segmentation. This activity involves having children break words down into individual phonemes (sounds) and then putting them back together again. For example, if you say the word "cat," the child would break it down into /c/ /a/ /t/.
Phoneme blending is another important activity for phonemic awareness development. In this activity, children combine individual phonemes to form words. For example, if you say the sounds /c/ /a/ /t/ the child should be able to blend the sounds to form the word "cat."
Rhyming is a great way to help children develop phonemic awareness. Children can practice recognizing and producing rhymes in words by identifying words that have the same ending sounds.
Sound-to-letter correspondence activities are another way to support phonemic awareness development in kindergarten. These activities involve teaching children to associate individual sounds with their corresponding letters. For example, you could provide students with magnetic letters and have them match sounds to letters.
Phoneme substitution is a phonemic awareness activity that involves changing one sound in a word to create a new word. For example, if you say the word "cat," the child could change the /c/ sound to /g/ to form the word "gat."
In conclusion, phonemic awareness activities are an essential part of teaching kindergarteners how to read. By providing opportunities for children to recognize, understand, and manipulate individual sounds in spoken words, you can help them develop the critical skills they need to become successful readers. Incorporating a variety of activities into your lessons will keep children engaged and motivated while also helping them to develop the foundational skills necessary for reading success.
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Access Level 1’s four interactive stories and the accompanying supplemental resources to teach elementary students how to read. No credit card is needed. Join the 42,635 teachers and students using our reading program.


We must introduce Jewish kids to ‘Rabbi Google’
Jewish schools should teach their students how and when to turn to the Internet for Judaic answers — and when it's better to ask an actual person.
Jewish schools need to teach their students how to use the internet as a Judaic resource. There is no Jewish knowledge that can be imparted to students that is not available to them on the Internet. In fact, many of the things that can be taught to adults already exist in cyberspace.
Today’s education is not about knowledge. It is about skill. One of those foundational skills preparing children for the world they will live in is helping them navigate a web of almost infinite knowledge. Therefore, Jewish schools must take the time to teach Jewish students the vital skill of navigating the internet for Judaic answers, or as some call it: asking “Rabbi Google.”
With the vast amount of knowledge in cyberspace, children need to know how to find what they want — what platforms of knowledge are appropriate and helpful, and which ones are not; when you can ask “Rabbi Google,” and when you may want to ask an actual person.
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As an adult who considers himself proficient in Judaic knowledge, I often find it shocking when I see how hard this may be. When searching for a dvar Torah on the weekly parshah I will often find a site which is not clear if it is a Christian ministry’s site or an Orthodox one. When looking for information on matters of Jewish law it is often hard to discern between a site that is dedicated to informative presentations and that which is more commercial and agenda driven.
Jewish kids must be taught in a supervised way how to find the answers to the questions they are looking for, and that those answers are available online. Rabbi Google is available at all times.
Furthermore, I had the pleasure of introducing my students to various online tools that empower them as young Jews and which can be with them for the rest of their lives. Websites such as Chabad’s Jewish birthday online calculator; Bat and Bar Mitzvah calculators; the vital information about the Holocaust and the world that was lost on Yad Vashem’s site; MyZmanim, which tells you the Jewish times of the day; the Kosher GPS app that shows the locations of kosher restaurants in your vicinity; Brachot.org, which tells you the blessing for any given food; Sefaria.org, containing almost every Jewish text; and a host of other sites are vital to living as a Jew in the 21st century.
Schools are there to prepare children for the real world. Nothing prepares Jewish children for the 21st century as much as showing them what online resources are available to them no matter where they are.
The Torah mandates in the Book of Exodus that the poles used to carry the Ark of the Covenant must never be removed — even when it is parked. The poles that are meant to keep the Ark portable must be in position even during the times in history in which the Ark is stationed for more than 300 years. Commentaries explain that this is to teach us the need for the Torah to be ready to travel wherever the Jewish people go, at any time, without warning.
The German poet Heinrich Hine referred to the Torah as “the portable homeland of the Jews.” We need to make sure that Jewish education is adapted for the 21st century and that Jewish children and teens, who spend much of their lives in cyberspace, know that the good tents of Jacob are there for them whenever and wherever they are.
Much of today’s world lives in cyberspace. Judaism should not be left out of it. Young Jews should be taught to properly navigate what is rightfully theirs. PJC
Rabbi Elchanan Poupko is a teacher and bipartisanship activist. His recent TEDx talk, “The High Price of Political Polarization,” focused on the impact polarization has on society. He lives with his wife in New York City. Follow the Chronicle on Facebook and Twitter for the latest stories.


The ‘Real’ Outcomes of Language Learning: The History of English Language Education in China
This paper examines the history of English Language Education (ELE) and its societal role in China from 1900 to 1990. Throughout different periods in China's modern history, ELE was associated with key issues, including the revitalization of the declining Qing dynasty, modernization during the Republican era, and Cold War competitions during the Mao era. To investigate the connections between ELE and the political trends and movements in modern China, my research examines textbooks written and used in 1913, 1976, and 1979 China. These texts were implemented under different regimes, showing that the historical and political trends shaped the development of ELE in China by two forces: namely, Western missionaries and Chinese reformers. The Western missionaries promoted ELE in an attempt to expand their colonial influence, while the Chinese reformers and government parties explored strategic ways of learning English to fight against colonization and aid in nation-building throughout the 20th century. I will critically evaluate Robert Phillipson’s theory of linguistic imperialism which interprets English as an imperialistic force of the modern century. Overall, this paper brings to light critical events in modern China that have ultimately established the current status of English in present times. Despite English being openly seen as a colonizing tool by both the Chinese government parties and the Western forces in the 20th century, I argue that ELE helps Chinese language learners come to a deeper sense of self-understanding in terms of their cultural, linguistic, and ethnic identities. Lastly, this paper argues that Phillipson’s theory of linguistic imperialism does not effectively describe the history of ELE within the Chinese contexts where ELE became another form of linguistic nationalism to promote the interests of the nation.
Feng, Olivia (Jia Ming). 2020. "The ‘Real’ Outcomes of Language Learning: The History of English Language Education in China." Bridges: An Undergraduate Journal of Contemporary Connections 4, (1). https://scholars.wlu.ca/bridges_contemporary_connections/vol4/iss1/2
Asian History Commons, Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons


Earlier this year, British Prime Minister, Rishi Sunak proposed that school pupils in the UK should study maths up until the age of 18. I didn’t think this was especially controversial, particularly the PM wasn’t advocating a focus on maths at the exclusion of all other subjects. Indeed, it was part of a policy to introduce a more rounded approach to the high school curriculum. It wasn’t quite a full endorsement for STEAM, but it did start a debate on the importance of improving levels of numeracy, among other skills.
There was quite a backlash against this announcement, most notably from those involved in the arts and entertainment. Many of them claim to have loathed and resented the subject, and concluded it was a waste of time because they have never used most of what they learnt since they left school.
I find this quite a strange reaction. Performers need to know how much commission their agent charges, or what income they should expect from their album, TV show or film deal. Artists use geometry, trigonometry and perspective all the time. And even celebrity chefs need to know how to interpret the weights, measures and timings of their recipes.
Quite apart from the its importance to the sciences, and its role in instilling numeracy skills and financial literacy, studying maths brings other benefits: it is like learning another language (important for learning coding skills), it plays a huge part in statistics and data analytics, and also helps in the teaching of logic and reasoning, as well as comparative and relational skills.
For those who may say that they simply need to know how to operate a calculator, rather than, say, remembering the manual way to find the square root of a number, you still need to know what buttons to press and why; and you need to have some idea of what the result should be, to make sure you got the process correct.
Next week: Musical Idolatry