National inquiries into the teaching of reading have been held in Australia, the UK and the USA. All the reports are online so you can read them yourself â here are the links and what I regard as a few key excerpts:
âThe evidence is clear, whether from research, good practice observed in schools, advice from submissions to the Inquiry, consultations, or from Committee membersâ own individual experiences, that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read. Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. This approach, coupled with effective support from the childâs home, is critical to success (p11).
(NB This report followed on from a House of Commons report on Teaching Children to Read â click here to read it).
âDespite uncertainties in research findings, the practice seen by the review shows that the systematic approach, which is generally understood as âsyntheticâ phonics, offers the vast majority of young children the best and most direct route to becoming skilled readers and writers. When thinking about phonic work, what most people have in mind is the teaching and learning of reading. However, phonic work is also essential for the development of writing, especially spelling. The teaching of beginners must lead them to understand how reading and writing are related.
âIt is widely agreed that reading involves far more than decoding words on the page. Nevertheless, words must be decoded if readers are to make sense of the text. Phonic work is therefore a necessary but not sufficient part of the wider knowledge, skills and understanding which children need to become skilled readers and writers, capable of comprehending and composing text. For beginner readers, learning the core principles of phonic work in discrete daily sessions reduces the risk, attendant with the so-called âsearchlightsâ model*, of paying too little attention to securing word recognition skillsâ (p4).
* In Australia the âsearchlightsâ model is called the âthree-cueing modelâ or âmulticueingâ.
âThe results of the meta-analysis were impressive. Overall, the findings showed that teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to PAâ¦.
âThe meta-analysis revealed that systematic phonics instruction produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. The ability to read and spell words was enhanced in kindergartners who received systematic beginning phonics instruction. First graders who were taught phonics systematically were better able to decode and spell, and they showed significant improvement in their ability to comprehend text. Older children receiving phonics instruction were better able to decode and spell words and to read text orally, but their comprehension of text was not significantly improved.
âSystematic synthetic phonics instructionâ¦had a positive and significant effect on disabled readersâ reading skills. These children improved substantially in their ability to read words and showed significant, albeit small, gains in their ability to process text as a result of systematic synthetic phonics instruction. This type of phonics instruction benefits both students with learning disabilities and low-achieving students who are not disabled. Moreover, systematic synthetic phonics instruction was significantly more effective in improving low socioeconomic status (SES) childrenâs alphabetic knowledge and word reading skills than instructional approaches that were less focused on these initial reading skills.
âAcross all grade levels, systematic phonics instruction improved the ability of good readers to spell. The impact was strongest for kindergartners and decreased in later grades. For poor readers, the impact of phonics instruction on spelling was small, perhaps reflecting the consistent finding that disabled readers have trouble learning to spell.
âAlthough conventional wisdom has suggested that kindergarten students might not be ready for phonics instruction, this assumption was not supported by the data. The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levelsâ. (click here for more details).


International studies have shown that 70%-80% of children with Down syndrome could start their school career in a mainstream, inclusive setting, if early intervention techniques were used from birth and throughout pre-school education.
Studies show that truly inclusive education improves schools for everyone. Staff skills increase and teaching methods develop, with more use of peer tutoring and small group work.
Because children with Down syndrome are strong visual learners, many of the learning techniques introduced in the classroom are equally beneficial for children in a mainstream school setting. More educational toys are made available, and of course the additional facilitators are also useful hands inside and out of the classroom, generating a higher teacher to child ratio.
By including children with Down syndrome in the school, all learners, parents and teachers enhance their capacity to interact and relate to children with special needs.
Inclusive education may be described as follows: children with Down syndrome can go to school and integrate with mainstream children and be educated in a normal classroom setting. A separate learning area is made available where they can receive additional specialist assistance relating to their specific needs.
Each student should have an IEP â an Individual Education Plan â that identifies goals for social, behavioral, school readiness, communication and motor skill development. This plan helps all staff and parents to target specific areas needing special attention.
Additional classroom assistance by facilitators called Learning Support Assistants (LSAs) is key for maximum learning, progress and inclusion. Based on international norms, we recommend a ratio of 1 LSA per 2-3 children with Down syndrome.
Research has repeatedly indicated that stimulation during early developmental stages improves the childâs chances of developing to his or her fullest potential. Continuing education, positive public attitudes, and a stimulating home environment have also been found to promote the childâs overall development.


Interested in adding art study /art appreciation to your homeschool program? Try these great resources that can get you started â for free!
Masterstroke â Six half-hour videos. âMasterstroke is a documentary series investigating some of the most famous and interesting religious art in history. At a time when many couldnât read, art was used as the basis for an understanding of God. Each program explores the stories behind both the paintings and the artists.â **SDA Resource from HopeChannel**
Art Through the Yearâ Nine interactive lessons (video/online/printable handouts). An art journey with Sharon Jeffus, an art instructor, art education author and homeschool mom.
Garden of Praise â 40+ printable art lessons/activities. Each lesson includes a biography of the artist, study and worksheets, a greyscale print of the picture, a variety of puzzles and word search/scrambles and links for further research.
Artist Study: Charlotte Mason Style â Resource page. This Hubpage features valuable ideas on how to create your own artist study outline/curriculum with lots of inspiration for places to view art in person, incorporating notebooking or lapbooking into your art study and more. An excellent resource page.


Mary, a professional puppeteer and voice actor, lives in Portland, OR with her husband Rob and nine manual typewriters.
Short texts like these are sometimes referred to as environmental print. Make eye contact with the audience. It will probably sound professional, fairly neutral, and slightly more modulated than your hanging-with-chums voice. This method involves suspended judgment of the work or its arguments until they are fully understood.
Sub-lexical reading,     involves teaching reading by associating characters or groups of characters with sounds or by using phonics or synthetic phonics learning and teaching methodology, sometimes argued to be in competition with whole language methods. He had never thought of himself as a sculptor and yet, in this moment, looking down between his hands at the body upon the polished hardwood floor, he realized that by some sculptural clenching and remodeling and twisting of human clay he had taken hold of this man named Donald Huxley and changed his physiognomy, the very frame of his body.
You can move the voice from the front of the mouth to the back of the throat. Narrating Narrating is at once the easiest part of reading aloud and the hardest.
Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement.
Of course, which of these tricks you use for each voice depends on the character for whom you are speaking. Very little is actually seen accurately. There are times when each will be the most appropriate choice. Is the ball under the table?
Pitch is fairly self-explanatory. This has revealed that reading is performed as a series of eye fixations with saccades between them. Assessment[ edit ] Types of tests[ edit ] Sight word reading: A period means pause and count to 2.
Reading has no concrete laws, but rather allows readers an escape to produce their own products introspectively, promoting deep exploration of texts during interpretation. The novelist Nicholas Delbanco taught himself to read at age six during a transatlantic crossing by studying a book about boats.
Big Brother Mousewhich organized the event, trains its staff in read-aloud techniques: Book handling and naming Recognition of sounds and letters Knowledge of a wide range of vocabulary Ability to listen Even young babies can benefit from read aloud practices!
The key is to decide how your character, the narrator, feels about the moment. Humans also do not appear to fixate on every word in a text, but instead pause on some words mentally while their eyes are moving.
The clock on the mantel ticked midnight.Reading Aloud. There are few things that can destroy a good story faster than a bad reading. At the same time, a really good reading can make an audience excited and drive sales.
What this handout is about. This handout explains some of the benefits of hearing your writing read aloud.
It offers tips on reading your draft yourself, asking a friend to read Reading aloud to you, or having it read by a text-to-speech program or app. Jan 26, Â· Reading aloud is one of the most important things parents and teachers can do with children.
Reading aloud builds many important foundational skills, introduces vocabulary, provides a model of fluent, expressive reading, and helps children recognize what reading for pleasure is all about.
Kids up to age 17 can use the button below to be featured on an upcoming episode of the Read-Aloud Revival. When leaving your message: say your name, age, and home state.
Then tell the title of your book, and say something you like about it. Reading Magic by Mem Fox explains he importance of reading aloud to kids as soon as they are born. I have always loved reading, I enjoyed hearing stories as a kid and now I.
Scholars assume that reading aloud (Latin clare legere) was the more common practice in antiquity, and that reading silently (legere tacite or legere sibi) was unusual.
In his Confessions, Saint Augustine remarks on Saint Ambrose's unusual habit of reading silently in the 4th century AD.Download


Welcome to our school and to the world of music education. You have made a very important decision and the first step in what could be a lifelong exploration into the art of playing an instrument or singing (your voice is indeed an instrument). We know that you will approach this milestone with a great deal of excitement. We want to help you to hold onto that same feeling as your lessons progress. Toward that end this blog is full of helpful information for you and we hope you will take the time to get acquainted with it.
The purpose of this short post is to help you begin your lessons with healthy expectations geared to getting you started on the right track toward many years of musical and personal growth, self expression and satisfaction. Whether you are the student or the parent of a student I am sure you will find this guide very helpful.
- It is essential that you have a working, well maintained instrument. If your instrument needs repair or tuning please donât wait to see how the lessons go before attending to that. The lessons will not go well without a playable instrument.
- Make a commitment to attend your weekly lessons; to arrive a few minutes before the lesson is due to begin and to be properly prepared.
- Dedicate yourself to practicing regularly (see many of the other posts in this blog for helpful information). Your teacher will give you weekly assignments and help you to understand how to practice.
- Know that playing music is very satisfying and that practice can be hard work and that the more you practice the more satisfaction you will derive!
- There is work involved in the learning process. Know that and approach it with a positive attitude.
- Little will be accomplished by just attending lessons without practicing; working on your assignment at home in preparation for your next lesson. Your actual lesson time is for review of previous assignments and the introduction of new material.
- Communication is essential. Get engaged. Donât hesitate to ask questions. The more involved you are, the better the outcome.
You have made the all important first step of beginning your music lessons. These simple expectations will help to set you on a successful path.


Helping your child with the ABCs of speaking and reading
13 Oct 2014
Do you find that children tend to talk like their parents? If we realise that our daily conversations are being picked up and imitated by our children, perhaps we would be more careful with how we speak.
âLanguage is acquired often implicitly rather than explicitly,â said Dr Chitra Shegar, Assistant Professor of English Language and Literature at the National Institute of Education.
At the 3rd Mother Tongue Language Sympos?ium 2014 held on 23 August 2014, Dr Chitra shared some tips on how we can use talk to encourage early literacy development in our children!
- Note the childâs point of attention
If a child is drawing, it would almost be futile to try and talk to him or her about a plant on the table. Instead, take note of where his or her attention is. You could talk about the way the pencil is being held, or what is being drawn. When the conversation revolves around a topic they can relate to and are interested in, the chances of the child absorbing the language are higher.
Try pointing at an object as you talk about it. For example, point to a photo and ask the child to point out people whom he or she is familiar with (e.g. relatives, cousins, caregivers). Similarly, when a child points at an object, tell him or her not just the name of the object, but provide more information about it, such as its use and origin.
Make an effort to describe the shape and colour of the object that has captured your childâs attention. You could also describe daily actions, such as the act of washing hands and forward or backward movements.
Research has shown that the frequent use of words helps children to remember them. Some words are naturally repeated often because they are used in everyday life.
- Using a range of words
Using a variety of words regularly, no matter how easy or hard they may seem, is the best way to help children build up their vocabulary. Of course, this does not mean speaking to them like you are a walking thesaurus but as Dr Chitra said, âWhenever you find the opportunity to use good words, do not dilute it for the child.â A wide vocabulary will also help them when they progress to reading later on.
So to help our children with early literacy development, we can start by being more careful with the way we speak.
How else do you help your child with early literacy development? Share your thoughts and ideas with us in the comment box below!


Posted Feb 26, 2016
Over an eighty-seven year lifespan, Theodor Geisel, a.k.a. Dr. Seuss, published forty-seven well known childrenâs books full of memorable characters, quirky rhymes, and subtle philosophical reflections. With over 600 million copies sold and translated in over twenty languages, Dr. Seuss utilizes playfulness, mischief, love, and hope to influence how children read. But who was Dr. Seuss? In this captivating biography, Judith and Neil Morgan use personal insights, letters, and interviews to shed more light on Ted Geisel and his creative process. Spending most of his life as a recluse and keeping his personal affairs private, the Morgans tell the touching and fascinating story of a literary genius.
Theodor Geisel, the man behind the Dr. Seuss name, has brought many characters and stories to life for both children and adults. His sixty-year career continues to span over four generations of readers who relish in the whimsical, silly rhymes that unmistakably capture the mindset and spirit of childhood. Dr. Seuss from Then to Now features Geiselâs work as a cartoonist and illustrator. From editor-in-chief of Dartmouthâs Jack-o-Lantern to the legendary The Cat in the Hat, Geisel had an eclectic career. For instance, did you know that Geisel drew advertisements and political cartoons? In fact, Quick, Henry, the Flit is the first major advertising campaign done completely with cartoons. Take a closer look at Dr. Seussâ work through this retrospective catalogue and youâre sure to learn a thing or two.
Welcome to the wacky world of Theodor Giesel, the man who created many memorable books such as Green Eggs and Ham and Fox in Socks. Many of us know him as Dr. Seuss, and this informative biography illustrates the life and times of one of our most beloved cartoonists. Rejected by twenty-nine publishers and lacking a formal art education, Geisel struggled before making his big break with The Cat in the Hat, written specifically to help children learn to read. From there his career skyrocketed, and we still honor him today. With information ranging from his early childhood to his final days, this Dr. Seuss life adventure is suitable for both adults and children alike.


Education as an Arts subject is concerned with issues in the field of education. Research can be used to help leaders know more about the benefits of arts education for all students. Any educational institution that offers training in the arts may be called an art school. To learn about the status of arts education in K-12 schools in our state and about policies and strategies we support for improving K-12 arts education, please read K-12 Arts Education: Every Student, Every School, Every Year.
Several of our faculty members are principal investigators with Project Zero, a landmark research initiative into the arts and education for more than 35 years. This specialism will help you encourage creativity via the arts, understand the variety of roles the arts in education might take, and consider how arts teaching can benefit other areas of the curriculum and promote inclusion.
In a time where budget cuts and new learning laws are being established, teachers need to be more informed and educated on the negative impacts of the loss of the fine arts programs. From 1977 to 1988 there were only three notable reports demonstrating the benefits of art education.
The artist residency is focused on creative aging and is an Arts In Education program of the Pennsylvania Council on the Arts and Jump Street, and is a research initiative of the Pennsylvania Department of Aging. In many districts, the arts have suffered so long that it will take years, and massive investment, to turn things around.
I cannot state for certain the parents remained satisfied as I never inquired about the martial arts schools turn around or retention rate. Computer art education reflects the conviction that the computer is a tool that requires creative thinking and purpose in order to use it effectively.


VISA1052 Art of Expression
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 option in the Fine Arts major sequence
- The area of knowledge for this unit is Design and Creative Arts
- Category B broadening unit for students
- Level 1 elective
- This unit introduces basic skills and applications in the theory and practice of painting as a means of developing individual creative expression. The unit 'fast tracks' strategies to achieve operational competency and awareness of the power of the medium of paint/painting and rapidly moves on to develop students' organisational, conceptual and technical skills within the framework of painting practice. Artists utilise a range of technical, organisational, intellectual and physical media to generate creative works and the unit investigates some of the strategies which artists use to receive, translate, work with and develop ideas and images in contemporary cultural traditions. Students learn skills to develop manifestations of thoughts, memories and imagination in their sketchbooks and in paintings. They develop an awareness of the role of colour theory, the painted image, the media and their applications in creativity, recording and problem solving. The unit emphasises practical applications which assist in giving ideas material form.
- This unit uses contemporary iconography and imagery from important contemporary artworks, artists, internet, advertising, film and television to resource the production of visual literature and facilitate awareness of the individual student's place within the scheme of visual culture. Developing the skills to mind-map place in popular culture enhances the student's perception of cross referencing visual iconography within the parameters of their major areas of study. The unit emphasises the development of creative thought as an elementary design process. By developing and using academic and observational research strategies, students learn skills to creatively interpret academic material from their major areas of study to formulate and express individual ideas. Students demonstrate through practice and theory: (1) knowledge of an introductory range of traditional painting processes; (2) a working understanding of the relationship between processes, materials and the expressive potential of painting; (3) ability to discuss developments in their work relative to contemporary visual practice and historic contexts; (4) within the studio setting, the ability to discuss their painting and media developments; and (5) a working understanding of processes associated with painting such as mixed media, collage, appropriated material and digitally processed media.
- Indicative assessments in this unit are as follows: (1) folio submission of a series of interim studio projects and visual diary documentation; (2) visual and oral presentation; and (3) presentation of final folio submission with documentation. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Paul Trinidad
- Incidental fees
- Incidental student fees and charges are costs incurred by students as part of their studies at UWA that are in addition to their tuition fees (further information is available here or contact your Faculty Office).
Participation in this unit will incur the following incidental fee(s):Fine Arts consumables (estimated cost - $75-$350).
- Contact hours
- studios: 3 hours per week
- Enrolled students can access unit material via the LMS (Learning Management System).
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


What Are The Top Benefits Of Music Education?
Music education can enrich a personâs life whether a child or an adult. Children that learn to sing or musical instruments perform well in school. The following are some of the reasons music education is quite beneficial to both children and adults.
Benefits of music education
Music education helps children build self-confidence as they have fun. In fact, learning how to play a given instrument is quite fun. It is easy to teach children how to play musical instruments even when they are young as nine. Remember that bands have concerts on a routine basis. Also, children can play with their colleagues in school or with their parents. Adults that have a music background can create their bands and perform for public audiences. In this way, you can build self-confidence.
Friendship and team work
Music education gives you an opportunity to learn about the value of notes, exits, entrances, and time signatures when you are a member of a band. Members of a band are required to work together to create a well-coordinated work. Other than teamwork, you can make friends easily. This is quite beneficial for adults and children who want to be sociable. Thus, you can explore a broad range of types of music and even learn various musical instruments.
The good thing about music education is that it helps improve oneâs analytical skills. For students, music plays a vital role in improving their thinking and math skills. The majority of the people are said to use only one part of the brain. Fortunately, music helps you develop the other part of the brain. In this way, students can solve problems easily.
Music is considered an effective way of reducing stress. It is one of the major reasons, which make music education quite popular. A lot of people feel cheerful and calmer when they play music, even children. Unfortunately, rock music and heavy metal music appears to have a reverse effect. Thus, it is not ideal for stress reduction.
You can easily turn music into a well-paying career. This is good for people that have a lot of love for music. In fact, you can decide to do it full time. Nowadays, there are many forms of jobs which are related to music. Such jobs include professional singers, drummer for foreigner, music teachers, and many others.
Parents should encourage their kids to take up music studies. This explains why parents are taking their children to schools that offer music education. Many students like taking guitar or piano lessons. These are instruments that are very popular among adults.


Ice Cream is a quintessential part of summer! But it also makes for a great (and delicious) science experimentâ¦ No fancy machine or cranking required!
This ârecipeâ was adapted from Steve Spangler Science.
How To Make Ice Cream In A Bag
Homemade Ice Cream In A Bag Ingredients:
- 1/2 cup half-&-half (or milk)
- 1 tablespoon sugar
- 1/2 teaspoon vanilla ice
- 1/2 cup of rock salt
You will also need: 2 sandwich-sized baggies, 2 gallon-sized baggies, and winter gloves.
*You can print off the ice cream in a bag recipe with step-by-step instructions by downloading your own free copy of our Fascinating Science for Kids ebook.
Ice Cream In A Bag Experiment with Step by Step Instructions:
1. Pour 1/2 cup of half-&-half or milk into one of your sandwich-sized baggies. We used milk and it worked wonderfully. Add 1 tablespoon sugar and 1/2 teaspoon of vanilla extract. Get all of the air out and then seal the bag. Place your filled bag into another sandwich-sized baggie and seal.
2. Put your double-bag inside of a gallon-sized baggie and add your ice and 1/2 cup of rock salt. Place this bag inside another gallon-sized bag (you will have 2 small bags and 1 large bag inside).
3. Have your child put on some winter gloves and start shaking!
Shake the bag for about 15-20 minutes, passing it around the various members of the family!
I put a dishcloth around the bag when it was Little Brotherâs turnâ¦he karate-chopped it more than anything, but it turned out just fine!
All done! Nice and soft, but still slightly solid!
Ready to be served! This only makes a serving of ice cream. If you want to double the recipe, you can (just use quart-sized baggies instead of sandwich-sized). Donât attempt to do any more than doubling, though, or it will be too heavy for the child to carry when you add ice and rock salt.
Little Brother approved!
Definitely Big Brother approved! He was SUPER excited about how yummy âhisâ ice cream turned out!
The Science Of Ice Cream In A Bag:
The salt lowers the temperature at which ice freezes, or raises the temperature at which it melts (which is why we use it on the roads in the winter). Instead of melting at 32 degree Fahrenheit (0 degrees Celsius), the rock salt causes the ice to melt at a temperature much lower, depending on how much salt you add. The more rock salt you use, the lower the temperature the ice will melt at. This creates an environment that the ice cream mixture can freeze below the normal 32 degrees. Then the salt/ice slush absorbs the heat from the cream mixture, lowering the temp of the cream and causing the cream to âiceâ, creating the yummy ice cream texture!
This post was first published May 2012. Last updated 2018.
If you liked making this ice cream in a bag download your free Science eBook, that has this ice cream in a bag experiment and 14 other science experimentsâ¦
Click below and enter your e-mail address. Youâll immediately receive an e-mail that will have the link to the eBook!
Click here for more fun science activities for kidsâ¦


Summer is the perfect time to catch up on any learning deficiencies your child may have. By dedicating more time than is possible during the school year, a student can make a remarkable amount of progress during the summer â as much as a yearâs progress in just 4-6 weeks!
In addition, working on skill-building during the summer months prevents further deterioration of skills â the dreaded âsummer slide.â
At PRIDE Learning Center we offer an amazing summer program to help students enter the new school year prepared to meet and exceed classroom expectations.
Students attend Monday â Friday from 9:00am â 12:00pm or 12:30pm â 3:30pm.
Parents can sign up for any weeks between June 2nd and August 29th
We have locations in Redondo Beach, Newport Beach, Mission Viejo and San Clemente.
For students struggling to learn to read, we offer out intensive Orton-Gillingham reading program. Your child will work one-on-one with our credentialed and Orton-Gillingham Certified teachers (not tutors) using the best research-based and multi-sensory materials. At PRIDE Learning Center we specialize in helping children with learning differences by focusing on the underlying foundational skills that are preventing your child from reading.
Designed for students who know how to read fluently but are struggling with comprehension, this intensive program teachers your child strategies and skills to improve âReading to Learn.â The goal of this program is to teach children to be efficient readers so that they can learn the content begin taught in any of their classes. These are skills that must be explicitly learned, they do not come naturally to many students. At PRIDE Learning Center, our highly effective comprehension program provides students with the ability to conceptualize mental images that match content, and use language to describe those images. Starting at a concrete level and moving towards more abstract concepts, we are able to help students visualize the content of what they are reading.
Basic Math Skills
Our math program is for students of all ages who are struggling with basic math concepts. At PRIDE Learning Center, we build an understanding of mathematical concepts by using visual learning tools, game playing and exercises that engage all the senses. Our one-on-one, multisensory math program gives students a strong math foundation. Students master their number facts and numerical fluency. They are given the essential tools for a strong math foundation.
Our writing skills program effectively teaches essential skills in careful order: from parts of speech, to sentence structure, to paragraphs, to complete essays. For the reluctant beginner writer, our program provides the essential foundation in thinking and writing skills. For the more proficient and advanced writer, it offers opportunities, strategies, and techniques to apply them.
For more information on our summer programs call us at 866-774-3342 ext. 1 or you can email us at: firstname.lastname@example.org


Health Care Professionals Involved in the Management of DCD
Several types of medical practitioners, including developmental pediatricians, pediatric orthopaedic surgeons, neurologists and psychiatrists, may become involved in the care of a child with DCD. More typically, however, the family physician or community paediatrician provides primary health care services for DCD children, in collaboration with other allied health professionals. It is particularly important for families to have an ongoing relationship with their family physician for long-term monitoring and follow-up of potential secondary impairments. For a one-page flyer with information and references on DCD written specifically for family physicians, click here.
Occupational Therapists (OTs)
Occupational Therapists focus on childrenâs occupational performance in self-care, school, play and leisure tasks. An OT looks at the childâs development, strengths and challenges in all areas of performance and determines how these difficulties affect his or her daily functioning. OTs teach the child strategies for learning new tasks, modify tasks and environments to maximize the childâs abilities, and consult to teachers and parents to increase their understanding of the child.
Physical therapists (PT)
Physical therapists focus on physical abilities and motor skill development. A physical therapist will assess a childâs muscle tone, strength, motor skills, balance, endurance and fitness level. Physical therapists also provide consultation to parents and teachers to support the childâs physical development. They may suggest strategies to learn new motor tasks or enhance participation in physical activities, and/or develop interventions to support specific areas of motor difficulty, such as climbing stairs. One of the primary roles of the physical therapist is prevention of the development of secondary impairments.
Optometrists provide vision care. They frequently see young children who are experiencing school difficulties, in order to rule out a visual problem. Children with DCD often present with difficulties in visual tracking and visual-motor coordination that may be identified during an optometristâs examination.
Psychologists focus on evaluations that provide information about a childâs behaviour, intellectual functioning and academic achievement. A thorough psycho-educational assessment can determine if a child with DCD is also experiencing a specific learning disability and/or attention deficit hyperactivity disorder (ADHD). In addition to evaluation, psychologists may provide therapy and consultation to help the child and family deal with behaviour management, attention, social competence and mental health issues, such as anxiety and depression.
Speech/language pathologists (SLP)
Speech-Language Pathologists focus on the area of communication, specifically the development of speech and receptive and expressive language. SLPs often see children during the preschool years and can be instrumental in identifying children with DCD while they are still young. Speech/ language skills are an important requisite for literacy development and social interaction. Speech/language pathologists may help manage a childâs difficulties with oral and/or written language by providing therapy to the child and/or consultation services to the childâs teacher and family.


The Art In Science
Art is a diverse range of human activities in building visual, auditory or performing artifacts ( artworks ), expressing the authorâs imaginative or technical skill, intended to be appreciated for their beauty or emotional energy. Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art types), and the inventive process with models of counseling and psychotherapy. With three complete-time faculty members and 3 adjunct faculty, students receive individualized interest and are exposed to a variety of approaches to art therapy. A crucial target in art therapy is to enhance or restore the clientâs functioning and his/her sense of personal properly becoming.
The inventive arts (art as discipline) are a collection of disciplines which generate artworks (art as objects) that are compelled by a individual drive (art as activity) and convey a message, mood, or symbolism for the perceiver to interpret (art as encounter). Art therapy is an successful treatment for persons experiencing developmental, health-related, educational, social or psychological impairment. Most modern day public museums and art education programs for kids in schools can be traced back to this impulse to have art out there to everybody.
Minimum educational and expert standards are established by the American Art Therapy Association, Inc. The creating now occupied by the Prado in Madrid was constructed prior to the French Revolution for the public display of parts of the royal art collection, and equivalent royal galleries open to the public existed in Vienna , Munich and other capitals. Art therapy is growing and the professional, academic and analysis foundation is expanding. These events offer art therapy students and location art therapists an opportunity to discover existing topics in the field with noted art therapists.
A lot art has been disliked purely mainly because it depicted or otherwise stood for unpopular rulers, parties or other groups. The art therapy counseling program invites nationally known speakers to the campus each and every spring for the annual Art Therapy Counseling Conference and each fall for the Fall Workshop. In person or group Art Therapy sessions, residents make a tangible item to reflect a permanent record of individual meanings, experiences, and feelings. In Italy the art tourism of the Grand Tour became a big industry from the Renaissance onwards, and governments and cities made efforts to make their key functions accessible.
The second, and additional current, sense of the word art as an abbreviation for inventive art or fine art emerged in the early 17th century. Art therapy counselors operate with people today of all ages: youngsters, adolescents, adults, couples, families, groups, and communities. Art is also made use of by art therapists, psychotherapists and clinical psychologists as art therapy The Diagnostic Drawing Series , for example, is applied to identify the character and emotional functioning of a patient. It has been a important element in the history of Islamic art , exactly where depictions of Muhammad remain especially controversial.


Numeracy counts for academic success. It counts for college achievement. It counts for career growth and future achievement. And, yet American students have fallen behind other nations in math performance for years. HMHÂ® is committed to giving mathematics instruction the attention it deserves so students can fall in love with math, and we can close the math gap.
Having a growth mindset means understanding that with effort, learning can grow and everyone can be successful. We want to help you create learning environments that foster a growth mindset, motivating students to persevere and become effective problem solvers.
With the free Math@Work web series, youâll motivate students by sharing how their career aspirations can be realized through an understanding of math. Industry leaders work with real students to show the importance of learning math. Engage your classroom as you watch students discover the possibilities math presents.
In partnership with Mindset WorksÂ® and Math SolutionsÂ®, we have to ensure that every student has a growth mindset that motivates them to persevere and become effective problem solvers and 21st-century learners. Do you believe that math comes naturally to certain people or that hard work leads to success?
Having a growth mindset means understanding that your brain acts like a muscleâand that with effort everyone can be successful. But, fostering a growth mindset takes more than neuroscience. Our Professional Learning courses offer practices like smart praise to help to spearhead a cultural shift in and out of the classroom.
Our Pre-K-12 curriculum, instruction, assessment and professional development are all aligned to foster studentsâ academic growth and build teachersâ effectiveness.
PreK math programs help first-time students build key foundational skills such as number recognition, counting, and analyzing patterns.
Elementary math instruction builds numerical reasoning, operational skills, and problem solving necessary for success that builds from basic functions toward beginning algebra.
In secondary math instruction, the focus shifts to proportional relationships, algebra, and geometry.
Intervention programs help target the needs of struggling students, focusing on critical skills to prepare them for success with algebra and higher math.
We've turned to a team of world-class researchers and accomplished specialists whoâve influenced the fields of mathematics, professional development, mindset and motivation, and more. Translating theory into classroom practice, each of these lauded professionals has contributed to our instructional programs from the ground up.


ASME > News > Fantastic new âPerformance Anxiety Resource Bookletâ created and available for teachers and musicians! Link for FREE download here.
Fantastic new âPerformance Anxiety Resource Bookletâ created and available for teachers and musicians! Link for FREE download here.
Dr Alison Daubney, PhD has recently written to ASME sharing this excellent resource.
Dear Australian Music Educators,
I am writing to you about a new, freely available publication on performance anxiety that was recently published in the U.K. by the Incorporated Society of Musicians, a subject association with around 8,000 members. I am writing to because I think that it may also be of interest to members in your organisation.
The publication has been co-written with a performance psychologist and brings together our expertise in music education and performance psychology. As an experienced educator in the U.K. and internationally, I know that performance anxiety is prevalent across music education within and beyond schools, and indeed education more generally. âPerformance Anxiety: A practical guide for music teachersâ is a 52-page booklet offering simple to use, effective strategies in a variety of musical learning situations. It was released around 10 days ago and has been very well received internationally.
A link to more information and the publication itself can be found here:


The Instant Word Notebook study was a program evaluation completed by two educators who saw a need for an instructional tool to teach and assess Instant Words. In order to address reading deficits of students in first and second grades, teachers were expected to teach Instant Words. Unfortunately, teachers did not have a systematic process to teach and assess Instant Words for mastery. The two educators of this study responded to the teachers' need for an instructional tool by creating The Instant Word Notebook. The Notebook was used by teachers to teach and assess Instant Words to first and second grade students with the anticipation of reading scores increasing. In order to measure the impact of The Instant Word Notebook on Instant Word recognition and reading achievement, the collaborative team completed a process and outcome evaluation of The Instant Word Notebook.
In this outcome evaluation, the outcome investigator completed a Comparative Analysis of The Instant Word Notebook. Measurements utilized to determine the impact of The Instant Word Notebook were the scores from the Gates MacGinitie Reading pretests and posttests and the scores from the Instant Word Recognition pretests and posttests. Information from each test was utilized by the outcome investigator to identify the impact of The Instant Word Notebook on reading achievement and Instant Word recognition.
This quantitative study focused especially on the mean difference between the treatment and control groups. The treatment group received six weeks of explicit instruction of Fry's 300 Instant Words. In contrast, the control group received the normal Instant Word instruction from their teachers. The outcome investigator compared the mean difference between the control and treatment groups to determine statistical significance of The Instant Word Notebook. The improvement in scores from the pretests to the posttests validated the use of The Instant Word Notebook as an instructional tool to improve sight word recognition.
|Commitee:||Gayaneesh, Lama, Ward, Sheila|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Literacy, Reading instruction|
|Keywords:||Gates MacGinitie Reading Test, Instant Word Notebook, Sight words|
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Caribbean Children's Songs: Rhythms, Melodies and Lyrics
Date of this Version
Children's songs are a natural way to play and communicate with children around the world. A child can understand his or her world better and share emotions while singing with friends and caretakers. The purpose of this presentation is to share the findings of the author;s research at the Diaz-Ayala Music Collection at FIU about Caribbean children's songs. The talk will emphasize songs for preschoolers and their possibilities of being adapted for instrumental playing as well as for family-based music education programs. Finding Cuban children's songs has not been an easy task. They should be shared in the same manner as other forms of popular music.
The Cuban Research Institute and Florida International University, "Caribbean Children's Songs: Rhythms, Melodies and Lyrics" (2017). Cuban Research Institute Event Videos. 66.
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).


Sensory Modulation Disorder
Sensory Modulation Disorder is one specific type of Sensory Processing Disorder (SPD). Sensory modulation refers specifically to the brainâs ability to respond appropriately to the sensory environment and to remain at the appropriate level of arousal or alertness. There are actually three primary types of Sensory Modulation Disorder:
- Over-responsivity: An exaggerated response of the nervous system to sensory input. For example, people who get motion sick easily are over-responding to vestibular input (the sensation of movement). The nervous system goes into fight-or-flight mode even when no real danger exists.
- Under-responsivity: A lack of response, or insufficient response to the sensory environment. Sometimes these people appear to be daydreaming or unfocused on what is happening around them. They may also be uncoordinated and have difficulty with motor skills development.
- Sensory seeking: The nervous system of the sensory-seeker needs intense input in order for the sensation to be registered properly in the brain. Therefore the sensory-seeker craves intense sensations constantly.
Symptoms of Over-Responsivity:
- as babies: extremely fussy, startles easily, may seem to dislike light touch, difficult to transition to baby food and away from bottle, delayed motor skill development
- picky eating habits
- clothing issues: doesnât like tags, seams, certain fabrics
- self-care issues: dislikes hair care, nail-trimming, face washing, bathing
- low frustration tolerance, moody, irritable, fussy
- frequent melt downs that are out of proportion to the situation
- easily overwhelmed in noisy, busy environments like birthday parties, school lunch room, restaurants, Walmart
- dislikes light touch and may be resistant to âmessyâ play like finger painting or play dough
- as adults: irritable, moody, bothered by noises that other people can âtune-out,â picky about foods and clothing, may still dislike touch, bothered by lighting (especially fluorescent), stays away from âbusyâ environments, may prefer to be alone
Symptoms of Under-Responsivity:
- as babies: slow to respond to sounds and sights, may be exceptionally âeasy,â delayed motor skill development, may have difficulty transitioning to baby food and may seem not to notice being messy or drooling
- food cravings: particularly salty, spicy foods
- may stuff too much food in mouth
- may not notice messy face, hands, twisted clothing
- often appears to be daydreaming or unfocused on what is going on
- asks âwhatâ a lot even when hearing is fine
- may be overweight
- high pain tolerance or may not seem to notice cuts and bruises
- low muscle tone, may slump, slouch, and lean in chair or desk
- toe walking or awkward gait
- poor fine motor skill development
Symptoms of Sensory Seeking:
- as babies: love movement, love roughhousing, happiest in busy, stimulating environments
- crave salty, spicy foods or extra chewy and crunchy foods
- always in constant motion, may âcrashâ into walls or floor on purpose
- may toe walk, or may run/jump/skip everywhere rather than walk
- difficulty staying still in seat
- touches everything, may bring everything to mouth
- plays rough
- poor attention span
Need more information or help in getting started in the treatment of Sensory Modulation Disorder?
Join sensationalbrain.com! Membership is fast and easy and allows you online access to sensory symptom checklists, a wealth of support and information, and our online sensory diet tool creator, BrainWorks, which will allow you to quickly and easily create a sensory diet to assist you or your child in modulating sensory input more effectively.


What is it really?
Ethnomusicology: a big fancy sounding word. Sounds interesting doesnât it? But what does it really mean? And why does it even matter?
Ethnomusicology is the study of music in cultures, and affects more than you might at first think. Many variables come into play even when discussing something as simple as who in society is considered a musician, how to correctly communicate or absorb music, or what type of music could describe a cultureâs take on sound. There is even debate about which languages are allowed to be expressed in the music! Any of these simple topics can be broken down further and further and still create thought provoking and time consuming discussions.
One fascinating aspect of Ethnomusicology is the study of music education in different cultures. The Apollonian and Dionysian concept is one of the larger theoretical debates with yet no answer to be found. The Apollonian perspective is very logical, articulate and mathematical. In contrast, with the Dionysian perspective everything is emotional, chaotic, and expressed through feelings. Here in the west we typically follow the Apollonian musical approach with our music theory, note reading, rules, and the idea that we must follow them all to give music justice. In Eastern cultures, they tend to follow a Dionysian approach. Relying heavily on intuition, feelings and sensations, with less worry over objective intellect. In Western cultures we are not entirely dismissing of the Dionysian view, but here we study music. In contrast to that, Eastern cultures âdoâ music; for all ages, for all people, with community involvement, usually learning by call and response, though not entirely dismissing of the Apollonian view either.
There is no right way to enjoy music. There is no way to do music justice.The only real injustice one can do to music is to ignore it. The child banging on the drum set is just as musical as the pianist playing Rigoletto, though likely not as pleasant to listen.
Apollonian and Dionysian concepts came from two greek Gods, Apollo and Dionysus. They were not opposites, but intertwined in nature, balancing thinking with feeling. You cannot have music without both, or everything will be either placid or chaotic, neither of which is preferable on itâs own. To truly make music, or to learn music, we must balance both ideals: our logic with our emotions.
Ethnomusicology is an enriching subject, and idea that certainly could bring deep musings to your next conversation if you remember that it plays an intricate part in our culture, and in our study and learning of music.
You canât have music without both thinking and emotion.


The 2017-18 school year has started in many places across the country, and federal data shows that every state is dealing with shortages of teachers in key subject areas. Some are having trouble finding substitute teachers, too.
The annual nationwide listing of areas with teacher shortages, compiled by the U.S. Education Department, shows many districts struggling to fill positions in subjects such as math, the traditional sciences, foreign language and special education, but also in reading and English language arts, history, art, music, elementary education, middle school education, career and technical education, health, and computer science. That is not an exhaustive list.
Teacher shortages are nothing new â most states have reported some since data started being kept more than 25 years ago â but the problem has grown more acute in recent years as the profession has been hit with low morale over low pay, unfair evaluation methods, assaults on due-process rights, high-stakes testing requirements, insufficient resources and other issues.
According to a 2016 report by the nonprofit Learning Policy Institute, teacher education enrollment dropped from 691,000 to 451,000, a 35 percent reduction, between 2009 and 2014, the latest year for which there is data. And there are high levels of attrition, with nearly 8 percent of the teaching workforce leaving every year, the majority before retirement age.
In California, for example, only three subjects had teaching shortages in the 1990-91 and 1991-92 school years: bilingual education (K-12), life science (grades 7-12) and physical science (grades 7-12). For 2016-17 and the new school year, statewide shortages were reported in English, drama, humanities, history, social science, math, computer education, physical education, health, dance, science, special education and self-contained class.
In Virginia, these subjects had teaching shortages in 1990-91 and 1991-92: early childhood education, earth and space science (grades 9-12), high school foreign languages, and special education. For 2015-16 and the new school year, these subjects have reported shortages: career and technical education, elementary education, secondary English, foreign languages in all grades, health and physical education in all grades, high school, math (grades 6-12, including Algebra 1), middle school education, and special education.
You can see the full listings of each state, the District of Columbia and U.S. territories below or here.
States have employed different strategies to try to fill the gaps, some more drastic than others. In Oklahoma, Utah and Arizona, teachers can be hired without formal training. Arizona Gov. Doug Ducey (R) signed a new law a few months ago allowing people who have never been trained as teachers to go into schools and teach, as long as they have a bachelorâs degree or five years of experience in fields ârelevantâ to the subject.
In Arizonaâs Vail Unified School District near Tucson, Education Week reported, parents are being hired as teachers to help stem a years-long shortage. It said 17 of 24 noncertified new teachers in grades K-8 are parents, and more than a dozen parents teach in high schools, too. It quoted Superintendent Calvin Baker as saying, âI think that a number of them were motivated by the need to stand in the gap, so to speak.â
Finding substitutes is taxing some districts, too. For example, NBC4 in Washington found that schools in the region are suffering an âacute shortage of substitute teachers,â with full-time teachers âsacrificing planning periods, grading sessions and staff meetings to cover vacant classes of colleagues.â Administrators are pitching in, too, the report said.
Freddie Cross, senior statistician at the Education Department, said in an email that teacher shortage data has been collected since 1990-91 â but it is still collected by paper and pencil and sent through the mail, making comparisons difficult. Cross said he is having all of the information compiled into a database so states can enter it electronically, analyses can be conducted, trends can be spotted, and terminology can be standardized. The work on this should be completed this fall.
The Learning Policy Institute report found five key factors that influence whether a teacher decides to enter, remain in or leave the profession: salaries and other compensation; preparation and costs to entry; hiring and personnel management; induction and support for new teachers; and working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning.
Here you can look at a map and see how these play out in every state:
And here is the Education Departmentâs teacher shortage list for 2017-18:


What is Phonics? A Key to Reading Intervention: Best PracticesApril 4th, 2018
Phonics is different that phonemic awareness. We often think of phonics skills and how we may need to improve them without actually understanding what phonics skills are and how they differ from phonemic awareness.
Phonics and Phonemic Awareness
The alphabetic principle and phonemic awareness do go hand in hand. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. Phonics, on the other hand, takes that a step further. Phonics is the ability to pair individual sounds with a visual symbol.
For example, taking what you hear and then putting those sounds with the symbols that represent them. This is what is known as the Alphabetic Principle. The goal of teaching the Alphabetic Principle is to help children grasp the idea that letters and letter patterns represent the sounds of spoken language. Specific phonics instruction helps children learn the relationship between written language and spoken language.
Reading Intervention Step One
Phonemic Awareness â hearing, identifying, and manipulating sounds
Reading Intervention Step Two
The Alphabetic Principle â pairing individual sounds with visual symbols
- Acquiring and remembering letter names
- Acquiring and remembering letter shapes
- Matching letter sounds with their written form (shape)
Best Practices for Teaching Phonics
- Teach the letter-sound relationships both explicitly and in isolation
- Start with f, m, n, r, and s as they can be pronounced easily in isolation
- Teach five additional sounds (a, i, e, m, t; then you can make words with them: at, it, fat, mat, sat, rat, fan, tan, man, ten, set, sit, met, mitt; then make sentences with them: I see Mat. â Mat sits.)
- Give multiple opportunities each day to practice the sound-symbol relationships
- Label objects in the room and go around practicing their names
- Think of rhyming words with at â a great way to introduce additional letter-sound relationships (at, cat, fat, hat, etc.)
- Review daily previously taught sounds-symbols and gradually add new sound-symbols (letters)
- Practice and apply these sound-symbol relationships with phonetically spelled words that are familiar to them
For more direct instruction on improving reading skills with phonemic awareness and the alphabetic principle, check out our Awaken the Scholar Within Spelling and Phonics Program. Here, Bonnie teaches these skills to you, step-by-step through audio and video lessons. The program includes Making Spelling Sense and Five Minutes to Better Reading Skills which integrates both of phonemic awareness and phonics seamlessly.
Bonnie Terry, M. Ed., BCET is internationally recognized as Americaâs Leading Learning Specialist. She is an award winning author and learning disability specialist and board certified educational therapist.
Best Selling Author: Family Strategies for ADHD Kids, School Strategies for ADHD Kids, Five Minutes to Better Reading Skills, Ten Minutes to Better Writing and Study Skills, and The Sentence Zone Game.


Beginning in Kindergarten, we expect our students to become literate, articulate and confident learners. Students become well-versed in skills that lead to careful and insightful reading, research, analysis, and written and oral expression.
We provide a variety of instructional scaffolds such as Accelerated Reader (AR) and MobyMax in order to give students the support to build foundational skills.
In January 2003, Christ the King began using the Accelerated Reader testing program. Below you will find information about the different elements of this reading program used with our Kindergarten through sixth graders.
Two or three times a year the STAR reading test is given to the students. STAR is a computerized test that accurately assesses the reading levels of students, and measures growth throughout the school year. By taking the 10-minute test it helps to quickly determine each student's zone of proximal development (ZPD). This defines the reading level range from which the student should be selecting books in order to achieve optimal growth in reading without frustration. The ZPD reading range is approximate.
Library & Reading Links
A student uses his/her ZPD to choose books to read for the Accelerated Reader program that is part of our reading program in grades K through 6. Accelerated Reader (AR), developed by Reading Renaissance, is a computer software program that helps teachers manage and monitor students' reading growth. A student simply picks a book at his or her level and reads it at his or her own pace. When finished, the student takes a short quiz on the computer. Accelerated Reader gives both student and teacher feedback based on the quiz results, that the teacher then uses to direct ongoing reading practice.
Students using Accelerated Reader choose their own books to read, making reading an enjoyable experience. Your child's classroom teacher and the CK Librarian, help your child choose books that are challenging, without being frustrating, ensuring that your child can pass the quiz and be successful.
If a student does not do well on the quiz, he/she gets individual help from a teacher who might choose a book the child can read more successfully, have the child read with others, or even have the book read to the child.
Our library is now using AR Enterprise which gives us access to all the quizzes Renaissance Learning has ever made! In our library, books with an orange label over the spine label have an AR quiz. The level of the book is on the inside cover. A student can take a quiz on the computers in their classroom, on their Chromebook during school hours, or on a computer in the library.
Please note that STAR and Accelerated Reader are only a piece of the reading instructional programs at Christ the King. If you have any questions or concerns regarding STAR, or the Accelerated Reader programs, please do not hesitate to contact your child's teacher or Mrs. Sevigny. Just like you, we want your child to be happy and successful!


ERIC Number: ED475300
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
A World of Difference: Readings on Teaching Young Children in a Diverse Society.
Copple, Carol, Ed.
As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity. The readings are grouped into eight areas, each with a brief overview describing how all the pieces of the section fit together. The sections are: (1) "Teaching in a Multicultural, Multilingual Society"; (2) "Forging a Caring Classroom Community"; (3) "Building Relationships with All Families"; (4) "Regarding Social Class and Family Circumstances"; (5) "Promoting Gender Equity, Respecting Gender Differences"; (6) "Creating an Inclusive Classroom"; (7) "Educating in a Religiously Diverse World"; and (8) "Growing as Culturally Responsive Educators." Each of the articles contains references. The book concludes with a list of 116 additional publications, and questions for reflection and discussion, organized by section. (HTH)
Descriptors: Cultural Influences, Cultural Pluralism, Curriculum Development, Disabilities, Diversity (Student), Early Childhood Education, Elementary Education, Gender Issues, Inclusive Schools, Language Minorities, Multicultural Education, Parent Teacher Cooperation
National Association for the Education of Young Children, Educational Resources and Products, P.O. Box 932569, Atlanta, GA 31193-2569 ($11, member price; $14, non-member price, NAEYC #261). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777; Fax: 770-442-9742; e-mail: email@example.com; Web site: http://www.naeyc.org.
Publication Type: Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: National Association for the Education of Young Children, Washington, DC.


This week I have had the pleasure of teaching in different schools and supporting staff with teaching methods and improving English. The differences I see in the teachers and children is immense.
I began my week at my school, Phahameng Primary. They are using some wonderful teaching strategies and varying their methods to engage learners. Teaching in Africa, you are faced with many challenges, including class overcrowding and minimal resources which are what the Grade 4 teachers at Phahameng Primary experience daily.
The lesson objective was to express positive and negative feelings. Nthabiseng began discussing emotions and how the children were feeling today and why. The lesson then moved to a class story of Handaâs Surprise.
A beautiful story about a girl carrying a selection of fruit for her friend in another village, but when she reached her friend Akeyo, all the fruit she had was gone, and she was left with just one. All the animals had stolen Handaâs fruit. The story is good for many lessons which is why the teacher choose this book, covering her integrated curriculum, Sesotho/English/Numeracy window. The children then discussed the feelings expressed in the book.
The children were then asked in groups to discuss the feelings and write them down. They were then asked to present their findings to the class. After participating in group work, class story and discussions the children were then taken outside to express feelings through a physical activity.
The children were grouped in mixed sex groups; they then played a short game of football. The winning team were asked how they feel after winning the game âI am happyâ, âI am excitedâ were their responses. Then the loosing team were asked to express how they felt âI feel sadâ, âI am upsetâ were their responses. Everyone enjoyed learning about positive and negative feelings today.
I was happy to be a part of this lesson, and to see how much progress the teachers have made.
I also participated in a fantastic lesson where the teacher had asked the children to make their own clocks to practice the skill of telling the time. Teaching time is very difficult, but even more so to children where English is a second language, especially when considering the language quarter past and quarter to. Mphetho used great visual charts to explain the differences and then asked children to show the time on their own individual clocks. They were then asked to draw clocks in their books and display the time given.
Children are enjoying these reading games thoroughly. Itâs great to see a resource used so well and differentiated for different reading abilities in the class.
I also spent an afternoon at Holy Infant Primary, smaller class sizes but a very active school. I initially went into Grade 1 class to support the teacher. I introduced set 1 sounds, blending and writing the word on the chalkboard to refresh the teacherâs memory. She was then more than happy to continue with them.
I spent the last 20 minutes of the school day in Grade 3. I was happy to see how engaged the children were in the reading games the teacher had made in my previous phonic workshop. They were playing cooperatively developing their reading and numeracy skills in a fun way. They didnât even pay attention to the school bell and were happy to stay after school playing for another 10 minutes.
I have seen great progress in phonics, teaching methods, learnerâs and teacherâs engagement.


Record student ideas on the board or overhead. When the stories have been completed, provide each student with the story that originally accompanied the headline. Collect worksheets so individual grades completion or accuracy can be assigned for the activity.
News articles cover the basics of current events. Name-calling -- stereotyping people or ideas. If not, what was missing? Then jot down ideas for the following six sections. Then introduce older students to a series of stories about an ongoing news event, and ask them to arrange the stories in the order in which they appeared.
How effectively did the headline convey the meaning of the story? Remember, this is just a foundation upon which to build your story. Ask students to use the map to answer some or all of these questions: What language is spoken there?
Hunt for classified math. Play a current events game. Main body What is at the heart of your story? Display the headline-less stories on a classroom bulletin board. Connect the news to science, geography, social studies, art, math, language arts, critical thinking, and technology!
Read them all, then write your own articles modeled after them. Before the advent of NIE, newspapers tended to be used only by secondary school social studies teachers in two-week units or for Friday current events sessions.
Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques.
As a follow-up to this activity, ask each student to create a classified ad and exchange it with a classmate.
Discuss the importance of finding and citing reliable resources when doing reporting a news story. D, president of KidBibs, provides many activities that demonstrate how newspapers support language and literacy development, stimulate an interest in current events, support learning across the curriculum, promote higher level thinking skills, stimulate independent reading and writing, support character development, and more.
Remove the headlines from a number of news stories. Evolution of a second-grade class newspaper. Create a chart showing how students rated each product. At the end of the week, have students skim as many of the stories as possible and write an adjective describing each on index cards attached to each box.
If you are quoting more than one person with different points of view in your story, you cannot end with a quote from just one of them. Provide minutes for students to complete these questions, then discuss the answers as a class. Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: But this lesson deals strictly with news and feature articles.
Facilitate a classroom discussion about questions on the News Story Analysis Worksheet and encourage students to share their answers and ideas as part of the class discussion. Opening quotation What will give the reader a sense of the people involved and what they are thinking?
Although a news story can be creative and entertaining, too.
Add the paste to 2 cups of boiling water and return to a boil. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind. Facilitate a short discussion about what make a story newsworthy.
The Basic Story Outline The best way to structure a newspaper article is to first write an outline. Distribute the News Story Project Guide and review the project guidelines. Assign each student a letter of the alphabet. Have students explore Maps of the World and choose a map related to their assigned story.A powerpoint presentation that highlights the important points when writing a newspaper report.
It uses a scenario where the students imagine they have been rescued after being stranded on a deserted island and contains information on newspaper structure, language devises and techniques in non-fiction writing designed to inform/5(45).
This powerpoint features some great tips on how to write a truly great newspaper report. Newspaper Writing Tips PowerPoint (14 member reviews) Classic Collection Click for more information. Houses and Homes KS1 Lesson Plan Ideas and Resource Pack. Tens and Ones Activity Sheet.5/5(14).
Ten Great Activities: Teaching With the Newspaper Ten terrific classroom activities that use the newspaper to teach all sorts of valuable skills -- including reading and writing for meaning, map reading, media literacy, sequencing, word meaning, and math.
Literacy Preparation Week November Student Edition Learning About Writing a News Report Created by: Dale Simnett and Darren Reed Formatted by R Fracchioni. Writing and Reporting / Collaborative Research With the evolution of citizen journalism, the barrier between news broadcaster and news consumer is blurred.
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report.
This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.Download


The editorial categories are research topics that have guided researchers during the recovery phase and continue to be the impetus behind the Documents Projectâs digital archive and the Critical Documents book series. Developed by the projectâs Editorial Board, each of the teams analyzed this framework and adapted it to their local contexts in developing their research objectives and work plans during the Recovery Phase. Learn more on the Editorial Framework page.
The anonymous author of this article contrasts the favorable response on the part of Peruvian intellectuals and artists to the work of Spanish artist Victorio Macho and their response to MarÃa Izquierdo, considered âambassador of a hypothetical American native aesthetic.â The author argues that the two views are antagonistic, âsince MarÃa Izquierdoâs good taste is relative and her disdain for the knowledge of anatomy [required of any worthy painter] glaring.â Nonetheless, the author does acknowledge that the Mexican painter has a distinctive artistic personality. Her visit to Peru provides an opportunity âto take a look at the so-lauded revolutionary painting of some Mexican artists.â The author asserts that Izquierdoâs work is âclose to caricature,â which is of dubious aesthetic value; it is lacking in universal importanceâthe first thing required to found a âschoolââbecause overly local. Hence, âso-called revolutionary artâ is mostly unremarkable because âit contains so much falsehood.â Notwithstanding, the author asserts that, because âcholistasâ [mestizo], the Mexicans âare far greater than the [Peruvian] Indianists.â Interest in racial themes and passion for social justice is pointless: âthe further we are from Indianism in art, the closer we are to art [itself].â
This text is an anonymous review of the exhibition of work by Mexican painter MarÃa Izquierdo held at the Peruvian North American Cultural Institute in Lima, Peru.
In mid-August 1944, MarÃa Izquierdo and her husband, fellow painter RaÃºl Uribe Castillo, arrived in Lima on a cultural mission organized by the Mexican Ministry of Public Education. Whereas the previous year David Alfaro Siqueiros had stayed only briefly in the Peruvian capital, giving a lecture in support of the Alliesâ cause, a show of Izquierdoâs work was held at the Peruvian North American Cultural Institute in Lima. That show represented an opportunity to appreciate Mexican art through the work of one of its most outstanding figuresâsomething that had not occurred in Peru since 1937, when a show of Ambassador MoisÃ©s SÃ¡enzâs collection was held. Izquierdoâs visit coincided with the decline of Indianism: one year earlier, JosÃ© Sabogal had been removed from the post of director of the Escuela Nacional de Bellas Artes (ENBA), the most important center of art education in the country. While in Lima, the Mexican artist pointed out that Mexican muralism and Indianism partook of a similar âAmericanistâ attitude; both movements pursued an authentic local aesthetic without European influences. Insofar as the Izquierdo show represented a vindication of a nationalist agenda, intellectuals and artists close to the Indianist movement made efforts to promote it. RaÃºl MarÃa Pereira (1916â2007), the primary supporter of a cosmopolitan innovation of local art, reacted to Izquierdoâs radical work with reticence. While, in the modernist criticâs view, Izquierdoâs primitivist proposal was largely decorative and lacking the austere and formalist rigor of âpure art,â he did recognize the expressiveness of the works on exhibit.


âWhat we do not say, what we do not talk about, allows the status quo to continue.â
-Stephanie Wildman, Making Systems of Privilege Visible
Engaging in frank discussions of race and race-based issues is often a delicate task, requiring participants to recognize their status and privileges (or lack thereof) concerning another in a differently situated group. Many people remain ill-equipped with the skills necessary to navigate these encounters constructively. Discussions about race and racism need to be carefully crafted to resonate with peopleâs own experiences. Race, white supremacy, sexuality, and other aspects of an intersectional analysis may be perceived as too abstract if they are not presented in a manner to which participants can relate and connect.
Let's Talk is about obtaining the foundational skills to explore better ways to connect with each other by engaging in deep listening and transformative dialogue about issues that divide us. Participants will learn to âsee,â talk about, and be self-reflexive about race and racism, power and privilege, which can be both jarring and liberating. Often, however, this transformation takes time.
Nothing bridges the divide between race and culture like informed dialogue thatâs grounded in shared understanding. In the first hour, Gerry Ebalaroza Tunnell and Ashanti Monts-TrÃ©viska will share their stories about race and racism, and power and privilege. Participants will then reflect on their own comfort level when talking about race and distinguish between intent and impact and reflect on what it means to enjoy or have a lack of privilege.
In the second hour, participants we will gather in a talking circle to debrief about what was learned and the takeaways to engage in transformative dialogue. In the last half hour, participants will be introduced to "Is Everyone Really Equal?" book club and receive a coupon for the book. To continue the dialogue on race and privilege, and perpetuate cohesive communities, participants will be asked to form book club groups with people having a different profile than their own.
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ASL interpretation will be provided. Please email us at firstname.lastname@example.org or email@example.com if you need other accommodations.


Pupils from Glencraig Integrated Primary School found out how modern science is helping save lives around the world when they visited the University of Ulsterâs Engineering Research Institute at Jordanstown.
As part of a âTwo Worldsâ project funded by the Royal Society, the 37 pupils from the Holywood school took part in a series of practical microbiology experiments investigating the efficiency of water purification, sanitation and hygiene practices in developed and developing countries.
They were also introduced to the Clean Technology research ongoing at NIBEC focusing on water disinfection via solar disinfection (SODIS), which could have a dramatic impact on the quality of life of people in developing countries. This topic is especially relevant to Glencraig, as the school has links with a primary school in Uganda, where water quality can be a serious health issue.
Hosting the visit was leading Ulster research scientist Dr Patrick Dunlop.
âDue to the reduction of science in the NI Primary School curriculum, the âTwo Worldsâ project was funded to stimulate pupilâs interest in science, technology, engineering and maths (STEM) and demonstrate the relevance and impact that STEM has on our society, and could have in developing countries,â he said.
During the visit to NIBEC pupils took park in a series of activities showcasing NIBECâs research research strengths in
sensors, devices and connected health;
microscopy of the surface of spiders and flies;
water powered rockets;
cell biology and regenerative medicine and
plasma science and technology.
Dr Dunlop said: âWe are very grateful to the Royal Society for giving us the opportunity to run the Two Worlds project. Itâs been a really enjoyable initiative, mainly due to the enthusiasm of the pupils towards the practical activities, although I was asked to answer a few random science questions that really stretched my knowledge! The project has also given me the opportunity to highlight the importance and impact of our solar disinfection researchâ.
Glencraig Principal Mr Jon Beattie said âThe pupils had a great time working with Dr Dunlop using his expertise to help explore the health and hygiene challenges of water purification and sanitation here and in Africa. My class really enjoyed the hands on approach to learning through the range of valuable practical investigations which Dr Dunlop ran.
"They were also thrilled to be able to use scientific apparatus and equipment such as petri dishes, pipettes and filtration systems which primary aged children would not normally have access to. It has also been particularly noticeable how the project has helped my class foster really positive attitudes to science.â


Product Number : 15105241504
By Cheri J. Meiners M.Ed. Ages 4-8
A child who can't follow the rules is a child who's always in trouble. This book starts with simple reasons why we have rules: to help us stay safe, learn, be fair, and get along. Then it presents just four basic rules: Listen, Best Work, Hands and Body to Myself, and Please and Thank You. The focus throughout is on the positive sense of pride that comes with learning to follow rules. Includes questions and activities adults can use to reinforce the ideas and skills being taught.
About the Author:
Cheri J. Meiners, M. Ed. has her master's degree in elementary education and gifted education. A former first-grade teacher, she has taught education classes at Utah State University and has supervised student teachers. Cheri and her husband, David, have six children. They live in Laurel, Maryland.
40 pages. 9 x 9 x .2 inches, color illustrations, paperback.
A silly mistake, a digital picture and a really tough cyber-bully ... can Abash make it through this very embarrassing day? Abash learns what to do when he feels bullied...
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Algo Anda Mal En Mi Casa Un libro acerca de las peleas de los padres por Diane Davis ilustraciones por Marina Megale Este libro es basado en la historia verdadera...
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Algo Pas y Me Da Miedo DecirloUn libro para jvenes vctimas del abusopor Patricia Kehoeilustraciones por Carol Deach Este libro fue escrito para el nio muy joven, entre las edades...
Amor & LmitesUna gua para ser padres creativospor Elizabeth Craryilustraciones por Karen Anne Pewtraducido por Maria Patio de McVittie Amor y lmites . . .Es un libro prctico de STAR...


An early music education that rocks!
A weekly class for preschoolers that is designed for kids to join at any time and billing is non-committal - we bill by the month.
Whether theyâre a budding rock-star or an aspiring classical soloist, Rock City is the place to find real music education for your preschooler. Through dynamic musical and movement-based activities, exposure to live instruments and musically inspired story-time, budding young musicians gradually develop the skills needed to read music, play simple rhythms and develop fine motor control - skills that are essential for future success in playing an instrument. Classes focus on foundational musical concepts such as fast and slow, sound and silence, high and low and even singing and playing major scales, and with our special take-home activity materials, their musical adventures will last all week long!
Benefits of Music
- Challenges the brain in new ways
- New motor skills must be learned and coordinated
- Profound and seemingly permanent changes in the brain structure
Music & Mathematics
- Patterns of chords, notes and key changes
- Counting of beats, rests & how long to hold notes
- Geometry to remember correct finger positions for notes or chords
- Sequences called intervals are the differences between notes
- Ratios, proportions and equivalent fractions understanding are required to read music
Music & Reading
- Strong association between music instruction & reading ability
- Positive transfer occurs between language and reading
- More music skills result in greater degree of phonological awareness
- Music perception taps and enhances auditory areas
(How the Brain Learns by David Sousa, pg 225-229) Read More


Elementary General Classroom Music
Each student meets weekly for a general music class. In
a spiral, sequential approach, beginning in kindergarten, children
strive toward the following objectives:
Playing classroom instruments
Learning musical notation
Understanding musical form
Relating music to cultural diversity and historical development
Comparing music to other disciplines
Developing aesthetic criteria
Rolling Hills Elementary Chorus
All students in fifth and sixth grade are given the opportunity
to perform in a large choral group. Chorus extends, refinesand enriches the basic skills that are taught in the curriculum.A concert is presented in Winter and Spring.
Council Rock Elementary District Chorus
Through an audition process involving tests of pitch,
rhythm and tonal memory, a District Chorus experience is offered
to talented students already involved in their school chorus. Evening
rehearsals culminate in participation in an all-district concert.
COUNCIL ROCK MUSIC CURRICULUM
The primary purpose of the Council Rock music curriculum is to provide and
maintain a program of music education that will benefit all students.
Individual abilities, interests and needs are met through the availability
of instruction and curriculum, which include classroom general music,
instrumental music, vocal instruction, performing groups, and through special
Continuing efforts are made to discover aptitudes and
encourage development of those abilities.
Emphasis on the fundamentals of
music are stressed through a conceptual approach which utilizes study,
composition, analysis, listening, and performance of selected music
Representative repertoire will include music of a wide range of
period, styles, cultures, forms, composers, and technology.
MENC NATIONAL MUSIC STANDARDS
Singing alone and with others, a varied repertoire of music.
Performing on instruments, alone and with others, a varied repertoire of
Improvising melodies, variations, and accompaniments.
Composing and arranging music with specific guidelines.
Reading and notating music.
Listening to, analyzing, and describing music.
Evaluating music and music performances.
Understanding relationships between music, the arts, and other disciplines
outside the arts.
Understanding music in relation to history and culture.


Problem: Schools locally and nationally are experiencing increasing pressure on time spent on the arts and struggling to justify opportunities to learn outside the classroom. They are seeking support to teach science in a more creative way.
Partners: The Guild collaborated with IOU Theatre (an Arts Council England National Portfolio Organisation) to deliver STEAM (Science, Technology, Engineering, Arts and Maths) taster workshops to KS2 children.
Approach: The Guild engaged two artists - Illustrator Chris Mould and Digital Artist Matt Howarth- to develop a new approach to exploring visual arts, literacy, technology and computing in a truly integrated way. This fused and engaged with a partner programme by IOU Theatre exploring kinetic art and the science behind making sculptures move. The programme was inspired by Half Moon, an exhibition of mechanical sculpture and photography responding to IOU Artistic Director David Wheelerâs residency in Antarctica. KS2 pupils were immersed in an expedition of storytelling, illustration and innovative interactive technology through the workshops. They created their own narratives which were recorded and uploaded onto Bare Conductive Touch Boards. Collaborating on a large illustration, they made a âtalking pictureâ that responded to touch. They created an interactive storytelling experience where a viewer (or listener!) could touch the illustration and hear the story unfold with different journeys and outcomes. The theme continued as the group worked with IOU staff to use breadboards, Arduinos and Scratch exploring a world where art and technology meet.
Findings: The pilot highlighted the benefits for schools in a cross-curricular approach to learning outside the classroom. Teachers fed back that the way the sessions were devised to engage with a number of curriculum areas was instrumental in adding value which justified taking the trip. Follow-up visits to the teachers also explored how organisations could support the schoolâs literacy development through integrating specific tasks or terminology into workshops. The pupil feedback illustrated the benefits that this approach had to their confidence in a variety of areas, with comments such as â[Before I couldnât] speak confidently, [now I can] speak confidentlyâ, â[Before I couldnât] draw penguins, polar bears or explorers, [now I can] draw nearly everythingâ and â[Before I couldnât] programme, [now I can] programme everything!!!â


Playing the recorder is neither magic nor rocket science â or is it!?
In FlÃ¶tenzauber the little witch Valentina and her friend Chebby accompany the little musicians on their fascination journey through the world of music.
The three-part method for descant recorder has been conceived for children older than pre-school age and can be used for private and group lessons alike, e.g. in early music education. FlÃ¶tenzauber deliberately does without long explanatory texts, focusing instead on teaching the very basics playfully and with ease. All songs come with texts to make it easier for the children to learn new melodies and rhythms. Numerous tips provide teachers and parents with information on how to work with the method. Illustrations on all pages just beg to be coloured in and can be used to make working in the group more flexibly.


Have you ever wished you could draw like a real artist? Or did you ever wonder how artists make images of birds, animals, flowers, and imaginary creatures to look and feel so real? If so, then this is the class for you! We'll learn how to draw birds to look and feel light, soft, and feathery. We'll make bugs look creepy and buggy and flowers appear so real you can practically smell them. We'll try our hands at mastering new materials, such as craypas, metallic pencils, and pastels. Join the fun of learning how to make your own "wow" works of art.
Instructor Janet Youkeles translates her passion for art into art education and has recently taught in the District of Columbia Public Schools. She is driven to help children create "wow" works of art and to help them discover, in surprising and wonderful ways, all the things they don't know they actually do know and can do.
- Suitable for children ages 6-9 yrs
- Registration is required.
- Bring a smock or wear clothes that can get dirty
- Materials will be provided
- Parents are welcome to stay for the session


Those that say that MP3 recordings of music have no soul may be more correct than they realize. One of the things that makes music memorable is the emotional impact that it can have on a human being. It turns out that compressing audio into MP3 format can actually strip out the pieces of the musical recording that help to initiate that emotional reaction in our brains turning a feast for the senses into little more than a metophorical hamburger and fries.
MP3 compression can reduce the size of an audio file by as much as 90% over its uncompressed form, but for years audiophiles have complained that doing makes the music sound tinny, leaves audio artifacts, and in general diminishes the overall listening experience. With the advent of the iPod and portable MP3 players though, downloading and purchasing inferior quality MP3 files is now a common occurance for almost everyone that uses the Internet. I got to thinking about this and decided to do some research on the topic . What I found actually has some implications for music educators and perhaps should be taken into account when playing music in the classroom.
Music As An Emotional Experience
Everyone has gotten chills from listening to a piece of music. Many of us continue to practice and perform on our chosen instruments simply for the joy and emotional boost that good music can have on our soul. Think about the most profound and memorable aesthetic experience you have had as a musician. Now try to think about the last time that you felt that same kind of emotional elation while listening to a grainy, artifact laden MP3 recording ofthe same exact piece? Of course, personal involvement in making the music does have something to do with it, but as a whole, low quality MP3 recordings just don't have the same impact as a full, hi-fidelity recording.
The Impact of Using MP3's In The Classroom
Listening to music as a part of the music education classroom experience is something that all good music teachers do on a regular basis. Now, however, a great many of us carry an iPod rather than a set of CD's to class. When we play a recording in class we are hoping to teach a musical concept yes, but we are also hoping to help the students enjoy and come to love the music we are presenting. If we use low quality, grainy MP3 recordings then we are removing almost any hope of instilling an emotional response to the music in our students.
Better Alternatives To MP3 Format
MP3 is not the only audio compression codec out there. It is by far the most widely used and accepted, but there are others. Most music educators are familiar with WAVE format files. They take up much more space but at the same time are much more accurate when reproducing the harmonic intricacies of the music being listened to. OGG format files are an alternative to MP3 and the lossless OGG format called FLAC is perhaps one of the most accurate (and bandwidth intensive) ways to save audio data. Unfortunately OGG and FLAC are not supported by all MP3 players nor are they supported by all computer software programs.
If providing an aesthetic experience is just as important as providing a learning experience in the music education classroom then perhaps it is time to rethink the use of low bandwidth MP3 compression. By taking a few songs off our iPods and MP3 players and instead filling them with rich, detailed reproductions of musical classics perhaps we will be able to reach a few more students, setting their hearts and souls on the path to becoming a well rounded lover of music.