The New Zealand Worksheet â Get our entertaining FREE Online Word Search Games â Earth Science for Kids.
This FREE worksheet about New Zealand also has a fun word searching puzzle in addition to a missing-and-hidden word search game for your child.
This fun and educational printable science worksheet all about New Zealand is fully FREE for anyone to print out completely free and you are free to use the activity sheet as often as you wish to further your child!
The FREE online word search on New Zealand is an easy way to get your kidâs attention and interest during a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while the child participates in early learning activities.
Our FREE New Zealand word search for kids is great for Grade school kids from 1st to 5th Grades. Additionally, Kindergarten kids and Pre-K kids will also benefit from this free New Zealand worksheet for kids.
Your kids will enjoy learning fun facts all about New Zealand with this worksheet while doing the online word search games.
Your children will enjoy to learn fun facts all about New Zealand while playing the word search games for kids.
Grade school kids from Grade 1 to 5 can enjoy the New Zealand worksheet as a reading comprehension exercise.
Kids shall learn well and enhance their reading skills as the children will very likely need to read a few times the New Zealand fun facts to discover all the missing words. This word search worksheet is not only a great way to increase your kids science knowledge, but also increases the memory and also enhances their reading skills.
Kids in Kindergarten and Preschool who havenât yet learned to read and write can use this free fun facts New Zealand worksheet as a fun and educational listening comprehension activity.
Teachers can read out loud to the kids the fun facts about New Zealand. Next, they help the children to remember what were the missing words. And then, your kids learn to identify words and find them in the New Zealand FREE online word game.
Parents homeschooling their kids can use our New Zealand worksheet to teach their kids fun science facts about New Zealand.
Teachers and private tutors are welcome to use our FREE New Zealand worksheet to supplement regular science classes at school and interest children in learning all about New Zealand. Especially powerful is to utilize our free earth science worksheet for children on New Zealand alongside the free interactive online quiz with score on New Zealand.
Our Fun Science Website offers lots more FREE printable fun earth science worksheets for kids and FREE kids word search games. Download and use our fun science word games to make learning science fun for your children!
What do you know about New Zealand? Who were the first human settlers in New Zealand? Which country is New Zealandâs nearest neighbor? What type of government does New Zealand have? What kinds of animals live in New Zealand?
Learn more fun facts about New Zealand by downloading our free fun New Zealand worksheet for children!
Fun FREE New Zealand Worksheet for Kids


When you look at a piano keyboard, you see every note you will be able to play on it. All the tones youâll be experimenting with are right there in front of you. The same idea applies to a guitar fretboard. Thereâs no mystery as to where the tones are that you will use to create with.
When we study music theory, we learn about the relationship those tones have to each other, and how they can be combined to form chords. We learn about the intricacies of harmony, counterpoint, and all the elements of tonal music weâll need to advance our knowledge of composition and song construction.
But what is binary rhythm pattern theory? Simply put, itâs the equivalent of music music theory for rhythm pattern development and evolution, based on the systematic combining of 0s and 1s to create a complete list of all the building block rhythm patterns that are then re-written using conventional rhythm notation.
And, itâs what The Elements of Rhythm series are fundamentally based upon.
If you visit the website (www.theElementsofRhythm.com), you can see Sample Pages from Vol. I that introduce a look at the essence of our approach to rhythm pattern theory. Unlike a piano keyboard or guitar fretboard, musicians have not had a source they could reference and study to actually see how rhythm patterns are formed and how they evolveâ¦ until now.
There have not really been classes available to explore rhythm pattern theory for the same reason: the source material never existedâ¦ until now.
So what weâre really talking about is an aspect of music theory that has not been able to be exploredâ¦ until now. This is significant, because most musicians you talk with will not have any real reference to the subject. Itâs going to take some time, maybe quite some time, for the idea and the application to find its way into the music education world.
There are a finite number of building block rhythm patterns that all larger, more complex patterns are constructed from. Thereâs an incredibly elegant and logical organization to how these patterns evolve, and there is irrefutable (and simple math) proof that this order exists. Itâs every bit as logical as the study of tones in music theory, and every bit as useful for advancing our knowledge of rhythm pattern composition and advanced pattern construction.
Besides providing the basic list of patterns that can be studied and mastered, rhythm pattern theory lets us approach the subject of polyrhythms in a way never really seen before. By mastering the polyrhythms in simple formats, such as 5/4, we can go on to recognize their sounds and shapes in 5/8, 5/16, and 5/32. Then, when these shapes are encountered in more complex rhythmic environments, they are already familiar to the reader to some degree.
We will be providing many examples in future posts to give readers realistic application of the patterns presented in Vols. I & II. For now, we first need to introduce the term and the concept. We hope you will share this post with other musicians to let them know that rhythm pattern theory exists, because it holds great potential for expanding all playersâ grasp of what it possible in the world of measured time.


1 - 6 of 6 articles
The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachersâ professional learning.Design/methodology/approachA systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis,...
The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education...
The purpose of this paper is to shed light on teachersâ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of...
PurposeThe purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically.Design/methodology/approachTwo LS cycles in two...
The purpose of this paper is to provide an analysis of processes in operation during the implementation of a reform programme in Kazakhstan culminating in the widespread adoption of Lesson Study (LS).Design/methodology/approachThe study is positioned within a critical realist theoretical...
The purpose of this paper is to report on the approaches teacher candidates (TCs) took to craft the object of learning and the critical aspects when applying variation theory, in planning science lessons. It addresses the difficulty TCs often face in determining what students could learn when...
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Home Schooling (Module 1) Farm Theme
The farm theme homeschooling is here! Toddlers first address pre-writing skills, numbers, motor skills and different themes in kindergarten. This 35 page pack is a great way to teach them the basic concepts of farm theme, starting with farm animals, their babies and counting numbers with the kind of food they eat. Included are worksheets, activities, recipes and sensory plays that can be done by 2 to 4 year olds.
Home Schooling (Module 2) Sounds & Vibrations
2monkeysandme is all set and out with its second module. This module contains all the necessary information that a kid learns from upper nursery to class 2 i.e. from the age of 5 years to the age of 7 years. This age group addresses sound and sound waves and vibrations and how they move. This booklet is a great way to teach them the concepts of sounds and vibrations from the very beginning. Included are worksheets, activities, fun facts, and the concepts of sound and vibration.
Homeschooling (Module 3)
2monkeysandme is here with its third module, dedicated entirely to number skills for 2 to 4 year olds. Designed for toddlers, this module addresses numeracy skills through various interactive activities, experiments and worksheets. This 72 page pack is carefully developed to combine numerical knowledge with pre-writing skills, tactile sensory skills and motor skills. This pack breaks down the essentials of early childhood development, primarily focused on developing number sense and cognitive skills. Introducing these basic skills early on will help in the holistic growth of the childâs brain.
Homeschooling (Module 4)
2monkeysandme is here with its 4th module of homeschooling! The 25 page pack is dedicated to the concept of water cycle. Included are worksheets, activities, printable and coloring sheets for students in upper nursery to class 2, i.e. 5 to 7 year olds. This pack breaks down the essentials of developing a childâs brain with a proper understanding of the water cycle, its concepts and processes.


Learning is good for your health, your wealth, your civic engagement, and for your familyâs future prospects. It prolongs your independent life and enriches your quality of life. Why then doesnât everyone keep actively learning throughout their life?
This is a question of ever greater importance for policy makers given that we live in an ageing society. It is particularly pertinent to the UK where, according to the 2012 OECD Adult Skills Survey, young peopleâs literacy and numeracy performance is poor compared to many other countries, and compared with UK adults in their fifties or sixties. Important too because globalisation of trade and technological change are eroding the jobs people can do without strong literacy and numeracy skills, and because migration makes access to such jobs more competitive.
What affects adultsâ propensity to learn
Research shows that the best single predictor of later participation is earlier participation. Helena Kennedy QC put it more graphically â for too many people âif at first you donât succeed, you donât succeed.â The influences on peopleâs propensity to participate in learning in adult life are formed early. This learning identity is shaped by a complex combination of:
- family influence (which is particularly important)
- the attitude to learning of the community you live in
- how well you did at school
- how long you stayed in education
- the expectations made on you at work
Age matters, too. The propensity to participate declines with age and sharply amongst the oldest age groups. Perhaps surprisingly however, access to technology has only limited influence.
The result of this is that at work and in the wider community, the more learning a person does early in their life, the more likely they are to keep learning. And people with the weakest skills are the least likely to join in.
How to motivate learning in adults
There is nothing inevitable about this, but for adults motivation is a key part of the curriculum. Adults are more open to learning at key moments of transition. These include when they are:
- getting or changing a job
- preparing for parenthood and early parenting
- seeking promotion
- facing redundancy
- seeing their children leaving home
- experiencing bereavement
For the government, turning that openness into participation relies on enabling access to good information and guidance, ensuring accessible and affordable provision, and recognising the different capacity of different groups to pay. Programmes like family learning, where adults and children learn alongside each other, have lasting benefits for children and parents alike and are particularly successful. So too are effective media campaigns linked to local provision. Local learning cultures can be stimulated by initiatives like learning cities, where local government, educators, employers, health professionals, faith organisations and civil society bodies co-operate to make learning key to community development . Employers committed to developing their workforces have a role to play. So, too, do non-government organisations, in reaching under-represented groups.
Learning leaks: when people do take up learning, the skills developed in one context are applied in others. Government should consider making policies that do not make too sharp a distinction between vocational and community based learning.
Going back to learning as an adult is challenging and exciting. In an ageing society where adult skills are critical to social well-being and economic success, a key task for government is to help shift the culture. Government needs to help to make lifelong learning purposeful and a pleasure - as normal as going to the gym or the pub.


Electrical Training â The subfield of engineering known as âelectrical engineeringâ focuses on electricity, electric systems and electromagnetism as its primary areas of study and application. To construct everything from electric cars to enormous electrical infrastructures and control systems, electrical engineers use the most cutting-edge tools in computer science in addition to more conventional fields of study.
What exactly are electrical engineers responsible for?
Electrical engineers utilise their knowledge of circuitry and power generation to plan, design, and manage electrical equipment manufacturing. Additionally, electrical engineers implement projects that harness various components of electricity and power using the knowledge and skills they have gained.
They design and test their projects, ensuring that everything made is risk-free in the process. Opportunities Within the Field of Electrical Engineering The advent of 21st-century computing technology and electronic devices such as smartphones and computer systems has made the industry even more lucrative than it already was.
Courses And Certifications Available Online In The Field Of Electrical Engineering:
Both the field and the offerings are pretty comprehensive. You can begin at square one by enrolling in an electric course that will introduce you to fundamental engineering principles in fields such as electrical, mechanical, and biomedical engineering.
You can also go to the other end of the spectrum by enrolling in field-specific courses such as Future Robotics, which cover topics such as artificial intelligence and robotics. In between are a wide variety of certifications and courses that are designed to build foundational skills in electrical engineering. These courses and certifications cover circuit theory, system design, and power generation fundamentals.
If you can grasp the fundamentals of electric power, you will be able to apply those fundamentals to create new projects within the most recent technological horizon. Taking classes in computer-aided design equips you with the most up-to-date tools, allowing you to work more effectively on the most cutting-edge projects in the field of professional engineering. Even if you already have your degree, adding specialised certificates and courses to your resume can give you an advantage over other candidates and expand your tool belt.
Investigate the Possibilities of a Profession in Electrical Engineering:
Your power grid from the 19th century has long since been replaced. Itâs a lucrative industry ripe with opportunities for innovation thanks to the expanding horizons of technology. The importance of electronic devices in day-to-day life is constantly growing. Electric motors are causing a revolution in the automotive industry, and the size of electronic systems is shrinking to the point where they can only be seen with a microscope. A degree in electrical engineering provides you with the knowledge and abilities necessary to enter a field experiencing rapid expansion due to increasing technological innovation in the real world.
The Bureau of Labor Statistics estimates that the average pay is more than six figures and is expected to continue growing; this does not include careers in computer engineering. Now is the time to give some thought to pursuing a career as a professional engineer in electrical engineering and becoming a part of the technological wave.


There are several accredited and profession music training institutions in Canada which provide the structure, curriculum, and standards required to become proficient, well-rounded musicians.. These institutions ensure that students receive a high standard of music education and assessment.
There are three Canadian institutions which offer practical and theory exams from level 1-10, Associate Teacher/Performer, and Licentiate Performer/Pedagogy:
- Royal Conservatory of Music (RCM) based out of Toronto, Ontario, founded in 1886. The RCM has a reputation as the âtraditionalâ institution with a heavy focus on classical music.
- Conservatory Canada (CC) headquartered in London, Ontario, incorporated in 1997. CC incorporates more music from Canadians in its curriculum and has a âContemporary Idiomsâ stream which allows students to pursue their interest in more contemporary genres such as rock, pop, ballads, blues, and jazz, with a strong emphasis on creativity and improvisation.
- Canadian National Conservatory of Music (CNCM), often referred to as âNorthern Lightsâ began in 2002. CNCM celebrates and promotes Canadian composers and strives to bring music to rural communities in Canada. Students prepare a written program and are also graded on their oral presentation and performance etiquette.
There are also smaller institutions in provinces across Canada including:
- British Columbia Conservatory of Music (BCCM)
- Conservatoire de musique et dâarte dramatique (CMM) in QuÃ©bec
All the mentioned institutions aim to produce trained musicians but they have distinct mandates and specializations. It is worthwhile to research the differences among the various conservatories and to choose the one that best fits your needs.


A map library that builds skills in recognizing, describing, and explaining patterns
Small groups of participants will be given a subset of the maps (porphyry copper deposits, volcanoes, oil and gas fields, sediment thickness) and work to describe and explain the distribution of natural resources with respect to plate boundaries. I will show participants all of the maps used, and where to find them on the web. Knowledge of plate boundary processes will be assumed.
Seeking patterns in Earth data is a fundamental habit of mind of geoscientists: recognition and description of patterns allows us to interpret them in light of what we know. While this process comes naturally for experts, novices often struggle to recognize, describe and interpret patterns in geospatial data. "Patterns" is also one of seven cross-cutting concepts in the Next Generation Science Standards, and many novices in our courses are future teachers.
Building skills in recognizing, describing, and interpreting patterns in geospatial data requires repeated, scaffolded experiences where distractions like map projections and complicated or misleading symbols are minimized. I developed a series of maps in ArcGIS from freely-available datasets including active volcanoes, earthquakes, topography, seafloor age, porphyry copper deposits, oil and gas fields, sediment thickness, population density, and sea level rise. Students receive these maps throughout the course, each time describing the patterns and connecting the patterns to plate tectonic processes and human impacts. They develop a library that serves as a reference tool, a visual reminder of concepts covered, and a source for pattern recognition, description, and interpretation.
I use this activity in my introductory course that is designed for elementary education majors. It is more of an overarching theme than a single activity: prompting students to look back at maps they've already comfortably interpreted facilitates transfer of knowledge from one part of the course to another, allows them to reflect on their learning, and builds their pattern-recognition and interpretation skills that are part of the "patterns" cross-cutting concept in the Next Generation Science Standards.
Why It Works
This process solves many problems in my course. I don't use a textbook, but I still want to have data and maps that students can refer to at any time. It also provides a theme and a visual representation that connects virtually all of the concepts we cover in the course. Finally, a gap analysis of teacher preparation programs and the NGSS suggests that the cross-cutting concepts are currently the least present in science teaching programs, and this activity allows explicit development of one of the cross-cutting concepts. The connection to human impacts through the population density map also addresses a major component of the NGSS that is not emphasized in many physical geology courses.
Presentation MediaMap 1: Volcanoes (Acrobat (PDF) 6.3MB Jul11 17)
Map 2: Population density (Acrobat (PDF) 19.5MB Jul11 17)
Map 3: Porprhyry copper (Acrobat (PDF) 10.2MB Jul11 17)
Presentation MediaSlides for demo (PowerPoint 2007 (.pptx) 21.2MB Jul11 17)
Handout for volcanic hazards (Microsoft Word 2007 (.docx) 442kB Jul11 17)
Handout for natural resources (Microsoft Word 2007 (.docx) 59kB Jul11 17)


this page, you will find the links for each grade level. The links are
designed to further the knowledge of curious minded Rapid Learner
Engineers. They extend the ideas learned in class and provide thoughts
that may assist the student engineers in accomplishing the challenge
put forth to them in their STEM sessions. The links are sorted by grade
level, and some overlap, so feel free to investigate each grade's
Let's all start here:
What is an engineer?
What is a watershed?-VIDEO
The Geology of Mountains
Where do mountains come from?-VIDEO
What is a landslide?-VIDEO
Landslide questions and answers
Landslide-The Dr. Binocs Show-VIDEO
Landslide-National Geographic-VIDEO with powerful footage
Earth science for kids-Erosion
Weathering and erosion-VIDEO
Wind and water erosion-VIDEO
Weathering, erosion and deposition-VIDEO
Erosion Facts for Kids-Different types of erosion
Interesting erosion facts from CoolKidsFacts-great photos
Erosion quiz from Ducksters
Weathering and erosion quiz for second graders
Weathering and erosion quiz-what do you know about those phenomena?
Back to the second grade page
Insect's Body parts
All About Insects-Great Site!
The Anatomy of Insects-YouTube Video
Characteristics of Insects-YouTube Video
Explore Main Insect Body Parts-Great Information
What's Inside an Anthill?-YouTube Video
Animals for Kids-Bees-YouTube Video
10 Things You Didn't Know About Flies-YouTube Video
Why Fleas Are So Hard to Kill-YouTube Video
Animals for Kids-Butterflies-YouTube Video
Wasp Facts: they're actually pretty important-YouTube Video
The Senses-very thorough site!
Animal Senses-YouTube Video
Super Senses of Animals-YouTube Video
10 Most Dangerous Insects in the World-YouTube Video
Back to the third grade page
Energy-This Resource has Everything You Need to Know!
Forms of Energy
Kids Energy Page
Amazing Energy Facts
Kinetic energy-from Ducksters
Potential energy-from Ducksters
Collisions and Energy Transfer
Law of Conservation of Energy-video #1
Law of Conservation of Energy-video #2
Conservation of Energy-with a bowling ball!
Forces: Swings, Slides and Science
Newton's Laws of Motion
Laws of Motion-from Ducksters
What is Friction?
Factors Affecting Friction
Back to the fourth grade page
Back to the homepage


The Effectiveness of Mathematics Teaching in Primary Schools
Lessons from England and China
The Effectiveness of Mathematics Teaching in Primary Schools: Lessons from England and China provides a unique insight into the mathematics classrooms of these two countries and arrives at a time when the world is eager to know how Chinese learners consistently excel at learning mathematics and other core subjects.
Showcasing the kinds of teaching methods that work within and across countries, this book presents a rich collection of views, including those from teachers, their native colleagues, their foreign colleagues and the researcher, regarding the quality of mathematics teaching today. Interweaving scientific results about teaching and learning evaluations with multiple perspectives of various roles in and out of the classroom, Miao and Reynolds offer insights into how and why different approaches of teaching have led to different learning outcomes in mathematics internationally. Building on rigid and robust analyses of the most up-to-date data in England and China, the book indicates that it is through changing teaching rather than changing teachers that mathematics learning can be improved, because it is what teachers do in the classroom that really makes a big difference.
Containing four decades of wisdom from the field of teaching effectiveness research, this book is essential reading for all who want to improve the quality of mathematics teaching worldwide. This book is particularly relevant for educational researchers, postgraduate students and teachers, as well as school leaders, policymakers and parents.
Table of Contents
1. The Effectiveness of Mathematics Teaching Study
2. Growing Apart: Worldwide Pursuit of Effective Maths Education
3. Four Decades of Educational Effectiveness Research in the West
4. Research Paradigm, Design and Methods
5. Children and their Maths Teachers
6. Evaluating and Correlating Maths Teaching and Learning
7. Seeing Maths Teaching Through Different Eyes
8. Connecting the Dots
9. Improving Maths Teaching Cross-nationally
Zhenzhen Miao is Lecturer at the College of Elementary Education, Jiangxi Normal University, China. She completed her PhD under the supervision of Professor David Reynolds at the University of Southampton and had worked as a research assistant at the University of Aberdeen in the fourth year of her PhD. Zhenzhenâs research interests are inspired by her experiences of being a mother and a former award-winning mathematics and English teacher in China. She has a strong interest in the STEM subjects, especially mathematics.
David Reynolds (CBE) is Professor of Education at Swansea University. He has published 20 books and more than 200 articles and book chapters. He is one of the founders of the field of School Effectiveness and School Improvement (SESI), the SESI Journal and the International Congress for School Effectiveness and Improvement (ICSEI). David has advised, lectured and/or consulted in over 50 countries over the years.


Violence in schools â A hindrance to the elementary education
One of the major problems in the world that draws everyoneâs attention is the school violence. Not just in America, school violence is the hot topics of discussion in many other countries as well.
Public Elementary schools are the very first stages in school education and reports show that school violence starts at this age. Though they do not use any equipments or weapons to fight, small petty fights starting with expressing in words can lead to severe consequences.
The origin of this kind of behavior is usually from the television. The children simply simulate what they see on the TVâs. World wide wresting federation is one such show. The childrenâs mindset gets adversely affected by these shows. Parental guidance is generally advised to some violent shows and itâs the sole duty of the parents to be there for the children. Not just the TV shows but also by watching any violent acts can change the mindset of the children. Reports show that most of the childrenâs odd behavior is because of the environment at home. Family issues and fights should be resolved without the children knowing anything of it because they tend to react like those they watch as they grow.
A proper family background and a teacher in a family can help minimize this behavior in children. Moral support is required as children grow up and it is important to learn good things at early age to develop proper understanding and character. The future of the children lies in the hands of the parents. It is advised that the moves of the children are monitored and if anything suspicious is found, the parents should react immediately in changing the environment. Friends circle also plays a role in shaping of ones character. It should also be taken care of by the parents.
Comparison of public versus private elementary schools can say which one is better than the other. Statistics show that public schools shows high percentage of violence as compared to private. The stats are 76% of school violence in the public schools where as in private it is 62%.
The abnormality in the behavior of the children in the public elementary schools is 32.4% where as the value in private sector is only 22% reported by one of the organizations of Florida. This organization is not a government organization. The reports of the organization are produced considering the teacherâs report of childrenâs behavior in school. Though the reports infer that there is not much difference between public elementary and private elementary schools, the public elementary schools need more attention to stabilize the stats. It is strange to see that the teacherâs reports provided by the organization revealed that there are overall 64.7% of cases registered in the public elementary schools but the actual stats are something different. Surveys of parents of affected children revealed that the problems between the peer members in the schools are at a high number of 93.6% which is showing a huge difference.


At Learning Tools, we use the DavisÂ® Methods. The programs utilize methods that match a dyslexicâs strengths. Hands-on, three-dimensional, and creative activities guide the student to gain significant improvement.
All program work with a student is conducted one-on-one with the facilitator.
Throughout the programs, the students are given tools to assist them. The tools, techniques, and procedures are unique and differ from traditional classrooms so students find these fun to do.
Clay is one of the main mediums used, allowing the student to use natural strengths of creativity, artistry, and visual-spatial thought process. Clay provides the ability to create and explore experientially, their own 3-dimensional pictures for unclear or unknown words and concepts.
- DavisÂ® Dyslexia Correction Program â Language arts concentration Language Arts concentration
- DavisÂ® Math Mastery Program â Math computation and concept concentration
- DavisÂ® Attention Mastery Program â Focusing attention, executive functioning
- DavisÂ® Reading Program for Young Learners â Foundational skills for reading development with parental participation commitment
An in-person screening assessment can be done in North Seattle (Haller Lake Area). Assessments cost $220 and are about 90-minutes. The testing includes reading, writing, spelling, math, and attention.
Online screening from the Davis Dyslexia Association is available through this link: Dyslexia Test/Online Screening.
An in-person assessment and screening is done at the first meeting to ensure that a Davis Program will be appropriate for the student.
Sophia provides Dyslexia Coaching as an hourly consultant to parents, grandparents, teachers, and coaches. The coaching is a separate and distinct offering from any DavisÂ® Programs.
Parenting Skills Course
Sophia offers a 7-week Parenting Skills course designed by Beth Currie-Shier to parents who have had children participate in a DavisÂ® Program in the past. This course is a separate and distinct offering from any and all DavisÂ® Programs but does utilize skills and concepts the children have already learned during their programs.
The Davis Autism ApproachÂ® is a non-invasive, gentle approach that can be tailored to address the varying degrees of need. Ron Davis, an autistic genius, developed these incredibly powerful interventions to help transform the lives of autistic people and their families.
Student learns simple, highly effective self-regulation tools and practices for stress management, energy regulation, and enhancing focus.
All of the programs have a core component of actively creating important life concepts out of clay and explored in the surrounding environment enabling the student to integrate their experience and build a framework for understanding the world around them.
- Davis Autism ApproachÂ® â for ASD individuals 8+
- Stepping Stones: Beginning Steps to the Davis Autism Approach program â for ASD individuals under 8 or with low/no verbal ability
- Stepping Stones 2 â for those your have completed Stepping Stones 2, but not yet ready for the Davis Autism Approach program
Intrigued? Contact US!
Wondering if this program the right fit?
Call for a free phone consultation 206-451-7102 or email to schedule an appointment email@example.com. Assessment includes separate time with both the student and the parent(s) and determines needs, goals, and compatibility with a potential DavisÂ® program.
In addition to contacting me directly you can read the following books to learn more:
The Gift of Dyslexia, by Ronald D. Davis: Better understand the dyslexic learner (or visual-spatial)
The Gift of Learning, by Ronald D. Davis: Outlines dyslexic (or visual-spatial) learner and handwriting, math, and attention deficit issues.
Autism and the Seeds of Change, by Abigail Marshall with Ronald D. Davis.
Professional services described as DavisÂ®, Davis Dyslexia CorrectionÂ®, Davis Symbol MasteryÂ®, Davis Orientation CounselingÂ®, and Davis Math MasteryÂ® may only be provided by persons who are employed by a licensed Davis Specialist, or who are trained and licensed as Davis Facilitators by Davis Dyslexia Association International.
DavisÂ®, Davis Autism ApproachÂ®, DavisÂ® Stepping Stones, and DavisÂ® Concepts for Life are trademarks for Ronald D. Davis. Commercial use of these trademarks to identify educational, instructional, or therapeutic services requires licensing by the trademark owner.


10 Timetabling tips for novice home educators
1. A timetable doesn't need to have actual times on it. Add them by all means, it if help you - but simply dividing the day into 'blocks' of unspecified length, each allocated to a different activity, enables both structure and flexibility.
2. In most primary schools, English and maths tasks tend to be completed in the morning, with afternoons given to topic work and creative activities. Whilst it's not obligatory, sticking roughly to this recognisable routine might help with getting children's buy-in, as it will have a ring of official authenticity.
3. Whatever you do, build in reading time each day - independent and/or shared - and talk to children about their reading. Add it to your own work timetable if you need to; it should be right at the top of your priority list.
4. Specific learning tasks can be short. Younger children may only be able to work for 10-15 minutes independently, older children will be able to work for longer. Bear in mind, though, that some experts estimate once you take out assemblies, moving between classrooms, getting out books and equipment, tidying away, behaviour management, breaks and lunchtime - two hours of quality learning in total could easily represent the equivalent of a full school day.
5. Build in time for rest, lunch and free play; and plan to spend some time outdoors every day if you can. Adding these to the timetable reminds everyone of their importance.
6. Learning does not have to be all about formal worksheets! Cooking, helping with household chores, telling stories using their toys, planting seeds, playing board games... all these and more definitely count as learning; and being able to spend time like this can be a hugely positive aspect of educating at home.
7. Setting up personal projects about something your child is interested in can be really motivating. Perhaps they could have daily 'project time', where they research and make a book ,PowerPoint or piece of artwork following their own interests - and then teach you what they've learnt.
8. Encourage children to complete something creative each day (artwork, Lego models, making a den, baking and then decorating cakes, playdough).
9. Involve your children when planning their day so that they know what to expect and feel some ownership of their learning.
10. Above all, remember to be flexible - for example, let your child continue with an activity if they are enjoying it and fully engaged; and never be afraid to change the timetable if it's not working - you don't even have to run your proposed alterations past the Senior Leadership Team!
Derbyshire Music Education Hub - Music at Home - Weekly activities, ideas and resources for continuing music learning from home â for all ages and stages of education
RadioBlogging.Net is a 'daily radio programme that teaches literacy and is aimed at families and schools. It is interactive so that children write and their work is published during and after the show. Each day there are spelling, grammar and vocabulary games, followed by creative writing and responding to reading. The show features a poet of the day and author of the week. All posts are moderated and there is a team of teachers that respond to the childrenâs writing. It is an innovative project combining education radio and blogging to enhance and support continuous learning provision at this critical time'.
Thank you NHS - colour in these pictures and put them in your windows to show your support for our wonderful NHS staff.
If you always wanted to make Cherry Blossom syrup, then let Mr Ellison show you how.


Education System in Paris
Education in France is regulated by the Ministry of National Education (MinistÃ¨re de lâÃducation nationale, de la Jeunesse et de la Vie associative) http://www.education.gouv.fr. Public schools are funded by the State and are usually free until university level at which time, there are tuition fees, which are quite low. Sometimes, the public funding in the primary levels is not enough to pay for student field trips or activities and parents are asked to participate in the costs of these events. Keep in mind that public schools are free for residents, so parents will have to show proof of residency such as a utility bill. Non-residents will be requested to pay tuition.
While the Ministry of National Education still oversees the programs of international and private schools, funding primarily comes from student tuition. There are schools that are partially funded by the State and also by student fees.
French is the primary language in French schools, although one, sometimes two, foreign languages are required.
The student/teacher ration in France is quite high and teachers sometimes go on strike to protest the large class sizes. It is not uncommon in some of the crowded public schools that one teacher and an assistant will have a class of between 24-30 children. In private institutions, the ration is generally lower.
Here is a simple break-down of the French educational system:
|Preschool (ecoles maternelles)||2-6 years||This level is non-compulsory, but the French believe in early socialization and most of their children attend from the age of 3. The Maternelle is divided into Petite Section (3-4 yr), Moyenne Section (4-5 yr) and Grande Section( 5-6 yrs).|
|Elementary Education (ecoles primaire)||6-10 years||This level includes 3 courses that everyone follows, the preparatory course (CP, Cours PrÃ©paratoire) at 6 years, the elementary course (CE1, Cours ElÃ©mentaire 1) at 7-8 years and the intermediate course (CE2, Cours ElÃ©mentaire 2) for 9-10 years.|
|First Cycle (colleges)||11-14 years||Student-specific education begins according to each childâs aptitude and interests.|
|Second Cycle (lycee)||15-17 years||Here students prepare for the baccalaureat exam (bac), which, according to the studentâs program and aptitudes, may include vocational training.|
|Higher Education||18 + years||The bac is obligatory for university entrance.|
There are two important State exams. The first is the national diploma, Brevet des collÃ¨ges (or brevet), which is the official diploma a pupil has to sit at the end of the first cycle. It is not required in order to enter lycÃ©e.
The second is the BaccalaurÃ©at (also known as bac), which is the end-of-lycÃ©e diploma students sit in order to enter university, a classe prÃ©paratoire, or professional life. It is generally taken at the end of the second cycle (age 18 if the pupil has not repeated a class during secondary school).
The admission process varies depending upon whether the school is public or private and on the institution itself. The procedure for admission into public schools is covered in detail in the âPublic Schoolsâ section. For private facilties, please refer to the âInternational Schoolsâ section for details on each individual school. As the process at each of these schools is different, please contact each institution directly for complete information.


Multilingualism, Literacy and Dyslexia
Breaking down barriers for educators
This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including:
- the assessment of multilingual learners
- the impact of dyslexia on bilingualism
- the literacy challenges facing learners from Indigenous cultures
- the role of the SENCO in identifying children with English as an additional language and Dyslexia
- the emotional needs of learners with bi/multilingualism and Dyslexia
This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.
Table of Contents
Foreword Tony Cline and Charles Hayne Section 1: Multilingualism, Literacy and Dyslexia: The Context 1. Introduction Gavin Reid and Lindsay Peer 2. Dyslexia and learning: theory into practice Angela Fawcett 3. Dyslexia, Bi/Multilingualism and Otitis Media (Glue Ear): A Sticky Educational Problem! Lindsay Peer 4. Dyslexia and Multilingualism: a critical perspective Deirdre Martin 5. Principles and guidelines in test construction for multilingual children Gad Elbeheri and John Everett 6. Multilingualism: The Role of the Psychologist in Assessment and Intervention Jenny Guise, Gavin Reid, Sionah Lannen and Colin Lannen 7. Language, literacy, identity and culture: Challenges and responses for Indigenous MÄori learners Sonja Macfarlane, Te Hurinui Clarke and Angus Macfarlane Section 2: Planning Implementing Intervention 8. Language-based literacy interventions: Innovative practice in South Africa Elizabeth Nadler-Nir and Michelle Pascoe 9. Foreign language teacher training on dyslexia: DysTEFL resources Judit Kormos and Joanna Nijakowska 10. EAL, SEND and Dyslexia; the role of the 21st Century SENCO Abigail Gray 11. Findings from a Multilingualism Project Tilly Mortimer and Mim Hutchings 12. Dyslexia and Bilingualism: The Case of Children Learning English as an Additional Language Linda Siegel 13. Theory and practice in the support of young people and adults with English as an Additional Language and dyslexia, in further and higher education Sheena Bell and Emma Tudhope 14. Two Blingual Case Studies From A Specialist Dyslexia Practionerâs Perspective - Working In Germany Maya Jakubowicz Section 3: Planning and Implementing Intervention 15. Contradictions/dilemmas around differentiation in and out of class for students with dyslexia studying EFL Marie Rontou 16. Approaching Dyslexia and Multiple Languages Gilda Palti 17. The development of reading skills in children provided simultaneous instruction in two distinct writing systems Nandini Singh and Kate Currawalla 18. The emotional and mental health challenges of acculturation, multilingual stress and migration Richard Soppitt 19. Policy Considerations in Addressing the Needs of L2 Learners Who May Have Dyslexia Esther Geva and Yueming Xi 20. Neighbor Languages in Scandinavia in a Multilingual World Michael Dal Post Script Lindsay Peer and Gavin Reid
Lindsay Peer, CBE, is an educational and chartered psychologist, international speaker, author and expert witness. Her previously published titles with Routledge include Glue Ear, Dyslexia: Successful Inclusion in Secondary Schools and Introduction to Dyslexia.
Gavin Reid is an international consultant and psychologist. His previously published titles with Routledge include The Routledge Companion to Dyslexia, Assessing Children with Specific Learning Difficulties, Dyslexia and Inclusion, Addressing Difficulties in Literacy Development and Meeting Difficulties in Literacy Development.


The state should ensure that high-incidence special education teachers demonstrate sufficient knowledge of the subject matter they are licensed to teach. This goal was consistent between 2017 and 2020.
Content Test Requirements: Louisiana requires all special education candidates to pass a content exam appropriate to
their certification level (1-5, 4-8, or 6-12). The state requires elementary candidates to pass the Praxis Elementary Education Multiple Subjects (5001) test, which contains separate subscores for each core content area.
Middle and secondary teachers are required to pass a Praxis single-subject test.
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional and Emergency Licensure, only the test requirements for the state's initial license are considered as part of this goal.
Test Requirement www.ets.org/praxis Louisiana Bulletin 746, Sections 203
Louisiana recognized the factual accuracy of this analysis.
4A: Special Education Content Knowledge
Generic K-12 special education licenses are inappropriate for teachers of high-incidence special education students. Too many states do not distinguish between elementary and secondary special education teachers, certifying all such teachers under a generic K-12 special education license. While this broad umbrella may be appropriate for teachers of low-incidence special education students, such as those with severe cognitive disabilities, it is deeply problematic for high-incidence special education students, who are expected to learn grade-level content. And because the overwhelming majority of special education students are in the high-incidence category, the result is a fundamentally broken system.
Special education teachers teach content and therefore must know content. While special educators should be valued for their critical role in working with students with disabilities and special needs, each state identifies them not as "special education assistants" but as "special education teachers," presumably because it expects them to provide instruction. Inclusion models, where special education students receive instruction from a general education teacher paired with a special education teacher to provide instructional support, do not mitigate the need for special education teachers to know content. Providing instruction to children who have special needs requires knowledge of both effective learning strategies and the subject matter at hand. Failure to ensure that teachers are well trained in content areasâpresumably through subject matter licensing testsâdeprives special education students of the opportunity to reach their academic potential.


Waldenâs Path introduces Informal Learning as Pedagogy at The Learning Pad in Hyderabad, India. The Learning Pad is a Childrenâs Explorium at the Waldenâs Path Kinder in Hyderabad, India. The Learning Pad provides an informal learning environment suitable for homeschoolers and school going children, for extracurricular engagement. The Learning Pad provides a platform for children to nurture their natural instinct to observe, deconstruct the environments around them and construct their own knowledge. âIt is important to help children explore, create and develop their imagination and original ideas. Every child creates original artwork, which is a reflection of their own ideas and personal interpretation. Active purposeful play should be the central learning experience in both formal and informal early learning classrooms. It is a natural way of learning that supports creativity and imagination.â, says Dr. Madhulika, Director of The Learning Pad. Centers of Learning The learning centers include a library, science center, dramatic play corner, engineering/blocks and art/maker-space areas. Providing these learning centers to support project work and learning objectives in an open, safe and hands-on environment is the key feature of the Learning pad. Intentional learning opportunities are incorporated through open ended literacy and mathematics games, science experiments, and fine motor skills, to name a few. Process Art at the Learning Pad Art is a personal expression of emotions, sensitivity and sensibility of an individual at many levels. Emotional development, development of an understanding of the world through many lenses, multiple perspectives, constructing oneâs own knowledge etc are central to learning. While, Art education to a large extent focuses on production; Arts based learning tends to focus on transformation. One such approach to Arts based learning is Process Art. Process art is about the process of creating art and not so much the end product! Adults are facilitators set the scene with required materials, planning etc and then allow the child to use their own creativity to interpret themselves and their learning through art. The childâs creativity is kindled, critical thinking skills put to work within the framework of emotional development.
Posted on September 8, 2015. Modified on September 8, 2015


Cognitive Factors of âArt+â Cross-Cultural Pedagogical Technology
Irina E. Kashekova1, Ekaterina A. Kononova2
1Irina E. Kashekova*, Federal State Research Institution âInstitute of Art Education and Cultural Studies of the Russian Academy of Educationâ, Moscow, Russia.
2Ekaterina A. Kononova, Federal State Research Institution âInstitute of Art Education and Cultural Studies of the Russian Academy of Educationâ, Moscow, Russia.
Manuscript received on October 13, 2019. | Revised Manuscript received on 24 October, 2019. | Manuscript published on November 10, 2019. | PP: 1305-1311 | Volume-9 Issue-1, November 2019. | Retrieval Number: L36241081219/2019Â©BEIESP | DOI: 10.35940/ijitee.L3624.119119
Open Access | Ethics and Policies | Cite | Mendeley | Indexing and Abstracting
Â© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The authors believe that the strategy of modern education should be aimed at updating the content of education and developing mechanisms for its mastering in accordance with the realities of the modern world and the psychology of present-day childhood. The article reveals the ways of finding answers to the issues, which are topical for modern education, namely, how to convey to pupils the necessary amount of fundamental and most modern knowledge, how to ensure knowledge acquisition, how to spark childrenâs interest in learning the world, and teach them to apply acquired knowledge in practice. Based on the research in the field of cognitive psychology and pedagogy of art, the authors distinguish the factors of creative cognition, describing the âART+â cross-cultural pedagogical technology and its principles, as well as provide guidelines on the application of technology in the educational process of secondary school to make the learning process fun and creative.
Keywords: Culture, Art, Science, Education, Cognition, Creativity, Perception, Scientific and Artistic Cognition, Emotions, Creative Work, Artistic Creativity, Image, Imaginative Models of the World, Educational Process, Semantics, Sign-and-Symbolic Systems.
Scope of the Article: Smart Learning and Innovative Education Systems


The NCERT has developed an Alternative Academic Calendar for all of the levels of faculty schooling.
The calendar offers tips to academics on the use of varied technological instruments and social media instruments which can be accessible for imparting schooling to college students in enjoyable-stuffed and fascinating methods.
âThis Calendar incorporates detailed tips for academics on the use of know-how & social media instruments to impart schooling whereas the scholars are at dwelling, the minister tweeted.
This calendar will cater to the necessity of all kids together with Divyang kids (Children with Special Need). The hyperlinks for audiobooks, radio programmes, video programmes have been included within the calendar.
Alternative Academic Calendar is important as a result of within the current atmosphere of stress now we have to not solely hold our kids busy but in addition to take care of continuity of their studying of their new lessons.
Click here to check the Alternative Academic Calendar Part -II for Primary Stages
âThis calendar includes not only generic guidelines and subject specific activities, but also detailed material on the use of different technological and social media tools as well as strategies for reducing stress and anxiety in the present time. This guideline also contains activities related to art education and health and physical education. It also includes reference of many learning resources along with textbooks,â mentioned Hrushikesh Senapaty, director, National Council of Education Research and Training.


From Phonics to ReadingGrades Kâ3
Received "all green" and recognized as a foundational skills program that "meets expectations" by EdReports, Wiley Blevins' From Phonics to Reading provides active, engaging, and thought-provoking phonics instruction that:
- Promotes early reading and writing by following a systematic instructional sequence that incorporates the Seven Characteristics of a Strong Phonics Instruction
- Incorporates an embedded review and repetition cycle with built-in support for differentiated instruction
- Focuses on application and transfer to real reading and writing rather than isolated skill work
Top-Rated Foundational Skills program as rated by EdReports. See complete review here.
View free samples of From Phonics to Reading now by clicking Look Inside. Or fill out the form to request a free digital sample.Please complete all the required information which will help us qualify your request.


Discovering the changing world and nurturing each child's progress towards Preschool.
Our time with your child will include learning and social opportunities like simple addition and subtraction and science, movement and imaginative play with props and dress-up clothes. Much of this will include group play where your child will make friends and learn cooperation and taking turns. Each day is packed with carefully designed activities structured around six main development areas including: language and literacy development, executive function, social and emotional development, physical development and wellness, cognitive development, and creative expression. Our Twos and Early Preschool Program has four main goals and 21 objectives for your child to master before entering our Preschool program. These goals include learning about herself and others, mastering gross motor movements, learning about the world, and learning to communicate. The objectives are a way for our teachers to monitor your childâs development and include managing emotions, using personal care skills, showing a basic understanding of cause and effect, engaging in pretend play, participating in conversation, and experimenting with drawing and writing. In addition to academics and social development, our extensively trained teachers will also help your child achieve the ultimate goal before Preschool: potty training!


Louis Pastuer was a painter. Albert Einstein and Francis Arnold were both accomplished musicians. New research shows that award winning scientists, and especially Nobel Prize winners, are far more likely to have artistic hobbies than the general public.
Many of them, including Einstein, cite the role of the arts in their breakthroughs. Creativity and perseverance are at the heart of both scientific discovery and artistic expression.
That is why music, drama, visual and practical arts are key components in Waldorf education and are integrated throughout our curriculum here at Richmond Waldorf School.
At Richmond Waldorf, students begin music education in the 1st grade, with the entire student body learning and performing as an orchestra in their middle school years. Additionally, the performing arts are woven into the Grades curriculum, culminating with each class presenting a play that relates to and enhances their studies. Visual, performing and practical arts are integrated into everything our students do here at Richmond Waldorf School, strengthening creativity and perseverance in all of their academic endeavors.
To learn more about the interconnectedness of art and academics, specifically science, check out this article âThe Symphony of Scienceâ originally published by Nobelprize.org.
At Richmond Waldorf School, we recognize that our studentâs physical, social and emotional well-being are a key part of their ability to learn and thrive. Our holistic approach to education prioritizes critical thinking, communication, collaboration and creativity to prepare students for the challenges of the 21st century.
We are accepting applications for the 2022-2023 school year. Join an information session or meet with our Enrollment Administrator to learn more about Richmond Waldorf School.
Choosing a school is a very important decision in a familyâs life. Our admissions process is designed to give you as much information as you need to make an informed decision about enrolling your children. Whenever possible, we encourage all families to book a visit when considering Richmond Waldorf School. We want to meet you! It is just as important for us to know who you are and what you are looking for in a school, as it is for you to know who we are and what Waldorf education is about.
Enrollment & Marketing Administrator
email@example.com | 804-377-8024 ext 3


The obvious path for an Accounting graduate is to pursue a career as an Accountant, as they will have been trained with all the required skills and knowledge to fulfil the demands of a position as Trainee Accountant with the small firms right up to the Big Four. Many of the bigger firms offer graduate schemes or jobs which allow successful applicants to train professionally and become Chartered Accountants or Management Accountants.
The skills acquired doing an Accounting degree aren't only applicable to a career in Tax, Accounts, Banking, or even Finance. Being competent with numbers, managing data and keeping organised and on-task are all extremely versatile skills. Graduates from Accounting can go on to rewarding careers in Business roles such as Management, Sales, Retail and Human Resources.
Source HECSU - What do graduates do? 2013.
Taking Stock of Skills
Accounting graduates have many skills to offer employers:
Business awareness - Accounting graduates are fully aware of business practices and functions. They know what is required to run an efficient business and how every role works together.
Communication - Like all graduates, Accounting students will have spent at least three years writing essays and constructing presentations. These communication skills are applicable to the business world, where effective and appropriate communication between colleagues, clients and other parties is essential. This includes both verbal and written communication.
Numeracy skills - Accounting graduates are extremely competent with maths, and should be able to demonstrate how a skill with numbers applies to real life business dealings. Whether it is working on budgets or negotiating prices with clients and customers, graduates from Accounting programmes have an awareness of what it takes to work the numbers.
Problem solving - Whether it is overcoming a budget shortfall or rearranging deals to reach a target outcome, Accounting graduates have the required skills and knowledge to deal with problems. This lateral thinking can go long way to helping graduates secure their first job.


Reclaiming Our Children's Education: Building a Fortress of Support for Children of African Descent
community engagement, learners of African descent, literacy development, school/church/community relations
Religion and Education
Reclaiming the education of our children consists of multiple elements that go far beyond the classroom. This article critically examines the Network for the Development of Children of African Descent (NdCAD) in regards to the organization's work in the lives of African American children and the community surrounding them. Education plays an important role in a child's future academic success, cultural identity, and spirituality. The NdCAD created three programs to help engage the community in the development of Black children. They include the Sankofa Reading Programâ¢, "Parent Power" Literacy & Advocacy Workshopsâ¢, and the book distribution program. The Literacy programs are presented, described and applied to the unique needs of these students, including their cultural and social development, spiritual values, and the role of the Black Church in their academic achievement. Solutions are offered to assist communities and schools in growing and constructing a supportive environment for children as they progress through the education system. Â© 2014 Copyright Taylor & Francis Group, LLC.
Original Publication Date
DOI of published version
Ford, Gevonee E.; Watson, Dwight C.; and Ford, Lesley, "Reclaiming Our Children's Education: Building a Fortress of Support for Children of African Descent" (2014). Faculty Publications. 1504.


Rosen Phonics Readers
Rosen Phonics Readers is a complete and comprehensive classroom program created with both quality of
instruction and economy of time in
mind. Rosen Phonics Readers provide authenticity in linguistic context to contribute to a complete learning
experience for students, while also providing
educators with an easy go-to program for either primary or supplemental use.
Phonics is the method of teaching children to âsound-outâ, or decode words. Children learn to recognize each
of the phonemes in the English language and
their associated graphemes, and how those sounds and letters combine to form whole words. Phonics therefore can
be seen as a set of rules about lettersound
correspondences that readers must learn to recognize and use automatically.
Phonics as a method of teaching English has been subject to some valid criticisms in the past. The Rosen
Phonics Readers program is designed to
address those criticisms, most importantly the authenticity of instructional materials.
The best educational experiences are authenticâthose that place the skills, rules, or ideas being taught in
real context. To be most successful, beginning
readers need the opportunity to immediately place phonics rules in context of real, relatable stories.
Each Rosen Phonics Reader does just that, providing essential explicit phonics instruction with the benefits
of embedded phonics (the Whole
Concise and easy-to-reference suggestions for whole class and small group instruction are included in the
back of each book. All readers are also leveled
using Fountas and Pinnell levels (A-D), for easy integration into any Guided Reading or literacy intervention
program. Educators can thus differentiate
instruction and implement the program in the way they feel best benefits their unique learners or classrooms.


Wordplay is a blog project featuring posts from students enrolled in ENG 320 Grammar and Linguistics (Fall 2019)
The Language Not Spoken
by Shauna Coburn
Have you ever looked at someone and felt like you knew how they were feeling? Maybe you and your best friend are sitting in the same lecture, and when something is said you both look at one another and know you had the same thought. Or maybe if you have taught a lecture to small children and you looked at their faces and noticed they had no idea what you were talking about. These can be some examples of nonverbal communication. I am interested in the topic of nonverbal communication because I plan to be a teacher in the future, and I feel like teachers should have a good understanding of nonverbal communication.
Some people donât even realize the significance of how they say something, and that the delivery is just as important as what you are saying. The gestures and facial expressions used when saying something can completely change the message. If you say âHeyâ, with your eyebrows furrowed to a group of students, they may assume that they have done something wrong and you are telling them to stop. If you said âHeyâ, with a smile on your face and jolly tone, then those students will assume you are just being kind and acknowledging their existence. This is just one example of how the facial expressions can impact the delivery of the same statement.
I think that the use of nonverbal communication is heavily used in the classroom. Both students and teachers are constantly using both verbal and nonverbal language. Students can completely read their teacher just solely off her expression, if they choose to. Some individuals are better at reading how another individual feels, but other times a person makes their feelings obvious because they are so expressive with their emotions. Some individuals give a lot of nonverbal cues about how they are feeling, and other people have ways of hiding their expressions. I know several people within my family that are great at hiding their emotions, and I also know several who canât hold back how they are feeling at all.
Another important aspect for teachers regarding nonverbal communication, is the idea of not showing their own emotions. In a reading by Charles Galloway, it states that it may not be in the best interest of the teacher if she shows her emotions. It is a challenge for teachers to stay alert at all times to try to prevent the facial expressions that show certain emotions. Generally, teachers will want to stay happy and communicate their lessons through happiness. If the teacher isnât enthusiastic, then the students wonât be excited to learn either. In a different reading by Charles Galloway, students were asked what teachers do, and most students remember the negative nonverbal reactions rather than the positives.
Lastly, people in everyday life use nonverbal communication to get to know one another. When you want to know how someone is feeling, you often look at their posture or mannerism. There are a lot of people who do things that show directly who they are as a person, or exactly how they are feeling. I know that my body language is very reflective of how I am feeling, and people often know when I donât feel comfortable somewhere. Nonverbal communication can be used in all sorts of ways, and many people donât even realize how important nonverbal communication is in everyday life.
Overall, nonverbal communication is an essential element within the classroom and everyday life. Every individual uses nonverbal communication on daily basis, even if they donât realize it. So, the next time you are saying something of major importance, check your tone and facial expression. It is important that you match your tone and facials with the message you are trying to send.
Galloway, C. (2019, October 7). Nonverbal Communication. Retrieved from https://www.jstor.org/stable/1475983
Galloway, C. (2019, October 8). Nonverbal Teacher Behaviors: A Critique. Retrieved from https://www.jstor.org/stable/1162209
Shauna Coburn is a junior at Chadron State College. She was born and raised in Rushville, NE. She is studying Elementary Education and would love to teach in the lower elementary grades one day.


well written argumentative essay will potentially inspire people and more importantly, it will be a paper that will make a difference. Argumentative essays are not simple to write, nor do many individuals have the knack for writing one. The writer of a successful argumentative essay needs to include: an intro (something that will grab your readerâs attention), develop the argument with factual information, refute the rivalâs arguments, and a conclusion. Introducing your essay is arguably the most crucial
study than anything you would ever write for your classes.â This includes generating study and caring it out by collecting data. Once the data is analyzed, it presented to commie of elites in the field of Psychology who will than decide to approve the essay and presentation as a milestone. The masterâs thesis requires extensive writing in American Psychological Association Style (APA) which is style used for all Psychology journals, research papers,
Her experience of being a coloured person is something she is confronted by throughout her lifetime, whether it is discrimination or other African Americans pointing out the importance of pride in her people. From the first paragraph onwards, the reader can sense that Hurston's idea of being coloured has a different basis than many other African Americans. Growing up in an all-black town, she never genuinely noticed the colour
represented in different degrees in the theories in which they occur. This discussion of Abrams on four aesthetic theories and their gradual development in relation to the four coordinates identified is undoubtedly the most important aspect of the essay. He moves on to discuss the four important theories namely Mimetic theory, Pragmatic theory ,Expressive theory and the Objective theory. His discussion of the four aesthetic theories provides us with an idea of development of criticism till date.
Music Analysis Essay Hip-Hop vs Jazz! Because of their iconic artistic legacy and their instinctive affection for music, African Americans have been in authority for the growth of two of the most widespread music genres: Hip-hop and Jazz. These two genres are closely joined because they share so many characteristics, Brendt Peter in his article mentioned hip-hop as the âjazz of the younger generationâ (Peter, B. 2013). Hip-hop artists not only sampling Jazz records, but also hiring Jazz musician
Freshmen learn fast that it takes time to write a perfect essay, that is âAâ worthy. High School teachers prove to freshmen fast that to get an âAâ in a class the students need to take extra time to write papers even sometimes days in advanced. Some people might say that they can get an âAâ with no effort, because
retrieved from https://teachnkidslearn.com/developing-effective-study-habits/ stated that children that developed their study habits at an early age will influence them how they learn throughout their school years. Elementary school teachers and parents play an important role in helping children establish the best approaches to learning. This means that if you disregard the things youâre distracted then this might help on focusing o study habits works best.
about the room. The atmosphere was intoxicating with positivity as creation lingered through the room. The pieces that lined the walls remained different, yet told the same story--they are used as a tool to speak when words are rendered useless. The importance of art education needs to be addressed so that environments such as this can be maintained. 1. What is Art? Though many people believe
occur. Early interventions will assist the child and his family to lead a life as normally as possible, improving the quality of life for the child and his family. This essay will explore the development milestones of a school aged child, Eugene, discussing about his physical, cognitive, psychosocial and moral development. This essay will also discuss the health education for Eugene and the community resources available for him and his family to maintain and promote health. Eugene is a nine-year-old
the costs that the economy has to incur if the government fails to dispose its functions efficiently whereas the latter one deals with the direct and indirect costs that the government has to incur in order to dispose the funds efficiently. Thus the essay acts as a weighing scale for the bureaucrats to choose between the various combinations of costs that are needed to be spend in order for the government to work efficiently, keeping in mind the welfare of the society as a


Ilia the Righteous
The holy, glorious and right-victorious Martyr Ilia the Righteous was a Georgian writer, poet, journalist, and lawyer who spearheaded the revival of the Georgian national movement in the second half of the nineteenth century, during the Russian rule of Georgia, and called for autocephaly for the Church of Georgia. He is widely regarded as one of the founding fathers of modern Georgia. He was glorified as a saint by the Church of Georgia in 1987. The Georgian people revere Ilia as the Father of the Fatherland of Georgia. His feast day is commemorated on July 20.
Ilia Chavchavadze was born on October 27, 1837, the third son of Grigol and Mariam Chavchavadze. Ilia was descended from a military family of famous ancestors. He was born in Kvareli, a village in the Alazani Valley. The village was located in the Kakheti province of Georgia, which at the time was part of the Russian Empire. His family had gained the status of Princes, with the last name of Chavchavadze, in 1726, during the reign of King Constantine I in recognition of the valor of his ancestors in the defense of the nation.
Ilia's parents were well-educated in classical literature, Georgian history, and poetry. Ilia, in his autobiography, noted the influence of his parents, and especially his mother the princess Mariam, who exposed him to the stories of Georgian heroism in the classical Georgian historical novels and poems. When he was eight years old he began his elementary education under the Archdeacon Nikolas Sepashvili of Kvareli.
His mother died on May 4, 1848, when Ilia was ten years old. His father asked his sister Macrine to help in raising his children. This was to have a significant impact on Ilia's life, as Ilia's father died in 1852, leaving Macrine as the only caretaker of Grigol's family. Upon the death of his mother, Ilia was sent by his father to Tbilisi to begin his secondary education. After starting in a private school, Ilia entered the First Classical Gymnasium of Tbilisi in 1851, graduating in 1857. These years were very stressful for Ilia. In 1852, Ilia's father died, followed by the death of his brother Constantine, who was killed during an attack by the Dagestani on Kakheti. His stress and grief led to the first of his poems, the "Sorrow of the Poor."
Ilia continued his education at St. Petersburg University in Russia after he completed his secondary education in Georgia. While attending the university in St. Petersburg, Ilia watched the development of the revolutions in Europe. The events in Italy as Giuseppe Garibaldi struggled for years to gain national recognition attracted his attention the most. He attended the Faculty of Law in St. Petersburg, but left in 1861 and returned to Georgia.
Ilia's political life centered around Georgian patriotism. He advocated the revival of the language, literature, and culture of Georgia, as well as the renewal of autocephaly for the Church of Georgia. His agenda for national action differed greatly from the aims of the Social-Democrat and Marxist revolutionaries in Georgia who attacked the Tsarist autocracy and did not include revival of the Georgian state, and Georgian self-identity. The poetry he produced during these years emphasized the Georgian culture and nation building. He participated in many public, cultural, and educational organizations that advocated literacy among Georgians. His literary works were widely translated into the languages of Europe.
His interests expanded such that he gained membership in many intellectual organizations in Russia and other parts of Europe. In 1906, he gained membership in the Russian State Council, the Duma. Upon returning to Georgia after the first Duma, Ilia was assassinated on August 28, 1907, near Mtskheta, while traveling with his wife Olga from Tbilisi to Saguramo. His passing was mourned by all Georgian society.
His assassination has remained controversial. During the Soviet period, investigations by Soviet authorities concluded that the assassination involved the Tsarist secret police and administration.
Recent discoveries in archives and documents point to a cooperative plot between the Social-Democrats and Bolsheviks to stop his condemnation of their revolutionary aims, as well as due to his great popularity and trust among the Georgian people. His portrait was selected for the twenty-lari note.
Ilia was glorified as Ilia the Righteous by the Church of Georgia in 1987.
Son of the Georgian people and martyr for thy nation, most glorious Ilia the Righteous, pray to Christ God to have mercy on our souls.
- In Georgian Money, a Reflection of Nationâs History by Youngsook H.Mangum


Do you live in an area where snow falls? Although we live in Texas, we ocassionally get enough snow to try some of these snow experiments.
Snow science for kids is a fun way to learn about the science of snow, and to learn a lot more STEM thinking that helps children in elementary school learn to think like a scientist. These snow experiments make the perfect addition to winter science experiments.
15 Fun Snow Experiments Perfect for the Classroom or Home
Kids will have a blast doing these snow science for kids experiments! Use the science worksheet below as you complete your snow science for kids activities!
With this fun experiment, kids will learn how to measure and calculate the the amount of water in a jar of snow. With just a few items and a little wait time, this experiment shows kids how to make an educated guess (predict) the outcome based on prior knowledge.
Make a baggy full of snow and learn how to make it expand with this simple experiment. Kids will be fascinated by how long it takes to expand and what happens at full expansion.
Kids learn how to build a snow volcano and make it erupt using simple ingredients. They will learn the science behind the eruption and have fun watching it as it produces colorful effects based on their food coloring of choice.
Kids can help gather the ingredients to make this delicious treat and will learn to work quickly before the snow melts!
Use a magnifying glass to examine the intricacies of real snowflakes. Catch the snowflakes and work fast!
This little experiment helps generate some understanding about chemistry and molecular structure. Watch as the substances âmagicallyâ melt.
Using ratios, measure the density and temperature of snow.
The light from the table is excellent for enhancing the features and properties of snow, allowing kids to see what they are exploring in a whole new way.
A hands-on experiment in how to create a snowflake from a hexagon shape.
Try this observational experiment on how color travels through snow. Drip food colors into different parts of snow and then mix snow of different colors.
In this snow STEM experiment, fake snow recipes are tested to determine the most snow-like recipe so kids can experience snow all year long.
Learn the basics of simple architecture and temperature issues by building an igloo out of real snow.
Using extreme weather temperatures, you can actually make it snow. Learn about the Mpemba Effect and how and why it kicks in to produce snowflakes. Caution: to be done only with appropriate protection in place due to extreme temperatures.
Ever wondered if that white fluffy stuff called snow sinks or floats in water? Running this experiments helps kids learn about various properties of snow, ice and water as well as temperature variants. Can even extend this experiment into oil rather than water.


The United Nations(UN)âs International Day of Education is annually observed on 24th January to celebrate the role of education for peace and development.
The annual celebration of this day is organised by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in partnership with partners like Global Partnership for Education and the Centre for Interdisciplinary Studies (CRI).
The theme of the 3rd International day of Education is âRecover and Revitalize Education for the COVID-19 Generationâ.
- To highlight the commitment and follow up actions towards protecting the education through the recovery, increase inclusion and combat drop-outs.
- To highlight the best practices in law and policies on equitable finance for education that targets the disadvantaged through the tools featured on the Global Education Monitoring Report website of UNESCO.
- To encourage the COVID-19 generation to voice out their concerns and aspirations in the face of the future with economic recession and climate change.
On 3rd December 2018, the United Nations General Assembly(UNGA) adopted the resolution A/RES/73/25 co-authored by Nigeria and 58 other member states and proclaimed the 24th January as the International Day of Education.
The first International Day of Education was observed on 24th January 2019.
The events to celebrate the 3rd International day of Education by UNESCO on 25th January 2021 at the UNESCO headquarters in Paris and New York. Learning Planet Festival will be celebrated to reveal the potential of every learner.
The global events have been planned as 3 segments, they are:
- Learning Heroes
Education and Sustainable Development:
The international community recognised that Education as an essential to achieve all the 17 goals of the 2030 Agenda for Sustainable Development.
Sustainable development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030.
Rights to education:
The article 26 of the Universal Declaration of Human Rights lays down the right to education, which calls for free and compulsory elementary education.
The Convention on the Rights of the Child adopted in 1989 specified that the countries should ensure that higher education is accessible to all.


Teachers have very little to do with why some kids are better at school than others, our research shows. This contradicts the popular view that teachers matter most (after genes) when it comes to academic achievement.
Previous research has suggested teacher quality â which includes their qualification level and ability to organise the class â can account for up to 30% of the reason some students get better marks than others.
But our study of 4,533 twin pairs, published in the Journal of Educational Psychology, found classroom factors â which include teacher quality and class size â accounted for only 2-3% of the differences in studentsâ NAPLAN scores.
Classroom factors differ from school factors, although they overlap. School factors would include the overall socioeconomic makeup of the school and broader administrative policies.
Because our twin pairs generally attended the same school, we were not able to test for school differences. But we can apply our findings to differences between classrooms.
Nature v nurture
Most children first learn to read via formal instruction that starts in kindergarten or first grade. But they vary in how well and how quickly they learn across the first and subsequent years of instruction. Similarly, differences in numeracy emerge early in school and continue throughout.
Around 40% of the variability is then left to be explained by environmental factors. These include twinsâ shared environments, such as parentsâ educational values and socioeconomic status, and factors that affect each twin differently â known as their unique environment â such as if they learn in different classrooms.
We wanted to find out how much the classroom environment matters to student achievement.
We used twins because they share either all (identical) or half (non-identical) of their genes, and both types of twins share parts of their environment such as their parents, where they live, and often which schools they attend.
There are also parts of the environment twins sometimes donât share with each other such as their classrooms and friends. We can use what we know to be similar or different about twins to learn about how genes and environments influence achievement for all students, including non-twins.
We examined classroom-level influences on twinsâ literacy skills in kindergarten through to grade 2, and on literacy and numeracy skills in grades 3, 5, 7 and 9. We did this by comparing the similarity of NAPLAN test scores in twins who shared or did not share classrooms with each other.
We found twins in separate classrooms were almost as similar in achievement as those who were placed together. This was true for all NAPLAN tests â numeracy as well as the literacy components â and as true for high-school grades 7 and 9 as for kindergarten through to grade 5.
Aside from the 2-3% classroom effect, our research (generalised across the sample) established a substantial proportion of the variability among students â on average around 60% â comes down to genetic differences.
Of the remaining 30+%, it appears other environmental factors such as broader school-based influences, or other still undetermined factors, play a larger role than the classroom environment.
The teacher isnât to blame
Reasons for individual differences in reading and numeracy development have often been attributed to environmental factors.
Education policies in several countries reflect this. In the United States the Every Student Succeeds Act, for instance, assumes variation in teacher quality is a major reason for differences in student success, and that teachers should be held accountable when their students fall behind.
Many of us can recall a teacher who had a profound influence on us, for better or worse. But itâs important to remember these are individual experiences â ones that could be just between you and that teacher. Our data cannât detect these individual experiences, it can only detect the average class influences.
We acknowledge teachers matter. It is because of them all children know more at the end of a year, a week, even a day, than they did before.
But our study suggests teachers are doing an even-handed job of educating our students in the core areas of literacy and numeracy. We donât have data on the higher grades (10-12) where the syllabus gets more demanding and shortages of fully trained teachers in mathematics, say, may begin to show.
But class factors, such as âteacher qualityâ, donât appear to be the driving force for why students differ in their NAPLAN scores. Our results suggest individual differences in how students develop may be based more on environmental influences outside the classroom.
The research was conducted by Katrina Grasby, Callie Little, Brian Byrne, William Coventry, Richard Olson, Stefan Samuelsson and Sally Larsen.


Are you looking forward to the beach this summer? I know my family is! A beach vacation is perfect for spending time together time and bonding as a family. A bucket and spade can only keep little ones occupied for so long. So, I will share my top five toddler activities for keeping them busy at the beach without breaking the bank. 1-Build Number Sandcastles In front of each sandcastle, write the numbers 1-5, or 1-10 depending on your childÂ´s numeracy skills. Then use rocks or shells to decorate each sandcastle that corresponds to a particular number. Another way to play, use rocks to âdraw overâ the numbers in the sand. It is an effective way to help your toddler learn. 2-Buried Treasure! Draw a square in a small area of sand, bury a few items (we used sea animal figurines), rake over the top of it, and let your little one dig for treasure. Another way to play, wash the treasure afterward. 3-Number Circles Another toddler activity is to use a bucket to make circles in the sand. Damp sand holds the form the best. Your toddler places a rock in each circle to help with 1:1 counting (forwards and maybe backward). If you
Play is so important to help children recover from the last year of living through a pandemic. There is a huge body of evidence & research that shows that brain connections develop during periods of play. It is vital to emotional, physical, and intellectual development. Parents donât always understand the importance of play. However, in todayâs competitive world, the temptation is to stop your children from âwasting timeâ and to put the time to what they believe is more constructive use. For a child, however, there is no more constructive activity than play. When analyzing the importance of play, particularly if youâre tempted to introduce a more âworthwhileâ activity such as flashcards, educational computer games, or dancing or karate lessons, you should have a deeper understanding of 'play'. Why Play? Firstly, play allows a young child to be âin charge.â Often children are constantly being told what to do and how to do it in their everyday lives. Theyâre small and powerless so play lets them explore their world free from adult interference. Without an adult around, kids are exploring running the show! Secondly, children learn about the world in which they live through play. They can investigate and discover, test their theories, explore spatial relationships
Watch Lisa's Facebook Live interview with The 411 Parenting: The 411 Parenting Facebook Live Lisa talks about the importance of play for children and how it connects families. The 411 Parenting is run by Carol Muleta. Carol is a mum of twins, author and co-founder of a parent education and consultancy company.
Lisa was recently interviewed for Season 1, Episode 16 of The Muddy Puddle Teacher Podcast. Click here to listen to the full podcast: S1E6: Letâs talk about Simple Toddler Activities with Lisa Forsythe The Muddy Puddle Teacher approach is a revolutionary new outdoor education approach created by teacher and author Sarah Seaman. The Muddy Puddle Teachers focus on the three Muddy M's. Mental Health, More Kids Moving and Mother Nature.


World Bank Sustainable Development Bonds are consistent with the Sustainability Bond Guidelines coordinated by the International Capital Market Association.
Download the World Bank Sustainable Development Bond Framework for more information.
Use of Proceeds: The World Bank works in every major area of development in partnership with member governments to find sustainable solutions to local and global development challenges.
Target Populations: World Bank projects aim to protect and empower vulnerable groups, including women and girls, the poor, disabled people, and youth to reduce poverty, improve living standards, and raise income and productivity.
The list below provides examples of projects that meet the eligibility criteria to be supported by the World Bankâs Sustainable Development Bonds.
Examples of projects, programs and activities, which can be classified as âsocial projectsâ include, but are not limited to those which aim to:
- Improve health care, nutrition, and childhood development
- Improve equitable access to education, raise studentsâ retention and completion rates, improve learning conditions in schools, train teachers and improve their foundational skills
- Advance food security
- Strengthen social security, pension, and legal systems
- Improve access for individuals and businesses to affordable financial products and services such as transactions and payment services, savings, credit, and insurance
- Support and improve access to affordable housing through regulatory and policy reform and improving access to finance
- Create more and higher-quality jobs, and connect disadvantaged people to jobs by eliminating barriers and building skills
- Improve the effectiveness of formal technical and vocational training, short-term skills development, and apprenticeship programs
- Provide financial, technical and advisory support for countries that have decided to transition from coal to cleaner sources of energy
Examples of projects, programs and activities which can be classified as âgreen projectsâ include, but are not limited to those which aim to:
- Advance climate-smart agriculture, improve agricultural infrastructure and support services, strengthen food value chains, and increase market access for smallholder farmers
- Manage water holistically for sustained water resource utilization, improved delivery of services and building resilience
- Address biodiversity conservation and challenges of pollution and natural resource degradation
- Help resource-rich developing countries benefit from the increasing demand for minerals and metals, while ensuring mining is managed to minimize the environmental and climate footprint
- Prepare national plans and legislation to protect the environment and manage disaster risk
- Contribute to climate mitigation (solar and wind installations, new technologies that reduce GHG emissions, rehabilitation of power plants and transmission facilities to reduce emissions, clean transportation, sustainable waste management, carbon reduction through reforestation and prevention of deforestation) and climate adaptation (protection against flooding, improvements in food security, climate-resilient agriculture, sustainable forest management, and prevention of deforestation).
Additional examples of eligible projects, programs, and activities can be found at: https://www.worldbank.org/en/topic.
Process for Evaluation and Selection of Eligible Operations: All World Bank Operations are designed to achieve positive environmental and social impacts and outcomes consistent with the WBGâs twin goals. Operations are approved after an extensive internal review process which integrates sustainability policies and environmental and social requirements. This is complemented by comprehensive project disclosure, portfolio management and review processes that are designed to provide timely feedback to enhance, improve and if necessary, adjust operations to achieve positive impacts in line with desired outcomes. For more information, please refer to the World Bank Project Cycle.
Management of Proceeds: The proceeds of all World Bank bonds are invested in accordance with IBRDâs liquidity asset management investment policy. Disbursement requests for eligible operations take place in accordance with IBRDâs established policies and procedures and are often made over a period of several years, depending on when each project/program milestone is reached. The use of the net proceeds is tracked by IBRD on a continuous basis and IBRD reports on the use of proceeds on an annual basis.
Reporting: The World Bank is committed to producing an annual impact report within one year following the close of the fiscal year (June 30) describing the Operations supported by the financing generated by World Bank bonds issued during the previous fiscal year. Read the latest impact report.


Early Literacy Programs
Cuddletime: Enjoy rhymes, songs, stories and more with your baby at this language-building program. For babies not yet walking.
First Steps: Calling all Toddlers! First Steps is an action packed, language building program that features music, movement, crafts, STEM learning (science, technology, engineering & math), rhymes and stories. For children who are good walkers, up to age 3.
PreK: Help your preschooler get ready to read as we enjoy stories together and build important early literacy skills. Storytime include music, movement, technology, crafts, and STEM learning (Science, Technology, Engineering & Math). Ages 3-6.
Music & Movement: Sing, dance, play musical instruments, and use the parachute in this fun early music education program. Recommended for children ages 0-6.
Smartplay: Drop in and shop at the FFL Grocery Mart or put on your own puppet show! Play with games, puzzles, storyboards and more! Smartplay encourages discovery, creativity and the development of early literacy skills. Appropriate for young children ages 5 and below.
Digital Storytime: Join us for digital storytime, where we will read books and interactive ebooks, sing, say rhymes, and explore educational apps that promote early literacy skills. Recommended for ages 2-6.
Five Early Literacy Practices
Talk: Talking with children helps them learn oral language. The experience of self-expression also stimulates brain development, which underlies all learning.
Sing: Singingâwhich also includes rhymingâincreases children's awareness of and sensitivity to the sounds in words. This helps prepare children to decode print (written language).
Read: Reading together, or shared reading, remains the single most effective way to help children become proficient readers.
Write: Writing and reading go together. Writing helps children learn that letters and words stand for sounds and that print has meaning.
Play: Play is one of the primary ways young children learn about the world. General knowledge is an important literacy skill that helps children understand books and stories once they begin to read.
All of the Early Litearcy programs Stephanie has created, planned, and facilitated at the FFL contain Every Child Ready to Read's Five Early Literacy practices, listed above.