|« Back to Article|
Landry: Building blocks of childhood lay a foundation for success
First years of life are key for preparing our kids for their futures
By Susan Landry | August 9, 2013 | Updated: August 9, 2013 7:05pm
Going back to school is on the minds of many at this time of year. Parents everywhere are getting in those school supply shopping trips, learning school bus routes and making sure their children have everything they need for the start of a brand new school year. It's an exciting time.
While parents prepare their youngsters for the classroom, we should not forget that the most important preparation occurs before children start kindergarten. Overwhelming evidence tells us, without question, that early childhood is the most critical period in a child's brain development. I have studied early childhood learning for more than 25 years, and although we continue to add new knowledge to this important field of study, there are some facts about early childhood everyone should understand:
Eighty percent of brain development occurs during the first five years of life. Because the brain is developing at such a rapid rate during this period, early experiences matter a great deal. The environment in which young children are raised and cared for, as well as what they are exposed to, will impact the rest of their lives.
Caregiver sensitivity matters. How adults respond to the needs of young children has everything to do with how those young children grow, develop and thrive. When we respond to children with warmth, love and sensitivity, we signal to them that the world is a safe place where they should feel free to explore, learn and grow. When we create stressful or unresponsive environments, we demonstrate that trust and safety are in short supply. Their development conforms to these models.
Young children learn through play. Young children are processing new information every single day. They pick up items and drop them over and over, not to annoy you, but because they are learning about cause and effect. They play with toys, books and the entire world. Exploration and fun are the ways they acquire knowledge and skills.
Language development is critical. There are few indicators, if any, that are more predicative of a young child's school readiness than their language and communication skills. Language is a defining characteristic of the human experience. Beginning in infancy, the young brain is programmed to rapidly acquire language skills. The more we feed it language through naming objects and actions, giving explanations and reading books, the better we support the acquisition of language skills. A groundbreaking study from 2004, titled "The Early Catastrophe," found that children living in poverty hear 30 million fewer words than their higher-income counterparts. This gap in early language explains a great deal about the achievement gaps in the United States.
Warm, responsive parents who introduce language and play early into their children's lives are preparing their children for success in school and in life. This is a message that must be more prevalent in our society, which is why I am so excited to be a part of "Little Texans. Big Futures," a statewide public awareness campaign. In partnership with Gov. Rick Perry's Texas Early Learning Council, I and fellow researchers at the UTHealth Children's Learning Institute, as well as two dozen critical stakeholders throughout Texas, created new infant, toddler and 3-year-old early learning guidelines for parents and other caregivers. We used these guidelines to inspire six television ads and other materials about the importance of responsive caregiving.
Help us spread the word about the importance of early childhood. Visit www.littletexans.org, review the content, download the guidelines, watch our videos and share these resources with expecting and new parents.
As we prepare to send children back to school, let's keep in mind the critical period of preparation occurring in the first years of life.
Landry, a nationally recognized expert in early childhood education, is founder and director of the Children’s Learning Institute at The University of Texas Health Science Center at Houston.


ERIC Number: ED477613
Record Type: RIE
Publication Date: 2003-Dec
Reference Count: N/A
Using Drama and Theatre To Promote Literacy Development: Some Basic Classroom Applications. ERIC Digest.
In light of factors that hinder teachers in the use of drama and theatre in classroom application, this Digest explains the "myths" of drama and theatre and focuses on their effect on children's literacy development. In addition, rather than presenting a "tour de force" of resources, this Digest highlights some readily applicable strategies for classroom application. It discusses the confusing terminology; the necessity of dramatic activities; facilitating effective dramatic activities (dramatics story re-enactments, drama activities that promote vocabulary development, and incorporating process drama into writing instruction); and the myth of "playful" dramatic activities. (Contains 12 references.) (RS)
Descriptors: Class Activities, Cognitive Development, Drama, Elementary Secondary Education, Literacy, Theater Arts, Vocabulary Development, Writing Instruction
ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
Identifiers: ERIC Digests
Note: ERIC/REC Digest number 187.


Music Count Us In
Welcome to Music Count Us In - 2011
Music Count Us In gives principals, teachers, parents and students an opportunity to collectively celebrate music education. Music Count Us In involves whole school communities and culminates with the National Song Day on 1st September when students and teachers from across the nation sing one song together. Last year, this national initiative involved more than 500,000 students, teachers and parents from 1600 schools - double the number that had participated previously.
HOW TO REGISTER
Schools can register for one of our professional learning video conferences to support teachers with teaching the song in their classroom. Both courses are FREE.
View our promotional PDF to learn more about each of the professional learning courses.
We are encouraging schools to submit an expression of interest (EOI) for the whole school staff to attend the 1-hour video conference as part of your weekly staff meeting.
DOWNLOAD the EOI to register your school.
Once you have submitted an EOI for your school, each teacher is required to visit MyPL@DET to register for the appropriate Staters or Continuers course. Both of these courses are registered with the NSW Institute of Teachers as 3-hour courses. Please note, each course includes pre and post video conference activities.
Teachers can use the following links to register on MyPL@DET:
PLEASE NOTE ALL VIDEO CONFERENCE SESSIONS ARE NOW CLOSED. IF YOU ARE A TEACHER FROM A SCHOOL WHO HAS ALREADY BOOKED THE WHOLE STAFF FOR A VIDEO CONFERENCE VIA AN EXPERSSION OF INTEREST, PLEASE CONTINUE THE REGISTRATION PROCESS FOR THE DATE YOUR SCHOOL HAS BOOKED.
REGISTER ON THE OFFICIAL MUSIC COUNT US IN SITE:
Teachers who have enrolled in one of our 2011 video conferences, are also encouraged to register on the Music Count Us In site in order to receive updates and gain access to further resources to support the National Song Day on 1 September.
Other Music Count Us In resources
The following movie clips and PDFs were created to support teachers participating in the Music Count Us In (MCUI) 2009 program.
The movie clips demonstrate a process and provide strategies that teachers can use for teaching a new song to their students. In the clips, Margie Moore - one of our MCUI presenters, is recorded as she teaches the 2009 song The Music is Everything to a group of teachers in NSW during one of our first video conferences for the program in 2009.
The PDFs include support materials such as lyric sheets that can be used to support strategies suggested in the movie clips.
Click on each of the following links to view the movie clip. You may need to download QuickTime to view the clips.
Teaching the CHORUS
Looking at the STRUCTURE of the song
Teaching the PRE-CHORUS
Teaching the VERSES
The song so far
Teaching the BRIDGE
Approaches to teaching a new song
The Music is Everything Classroom activity kit


Turn pumpkins into science for kids
Watching jack-o'-lanterns decompose in our front yard is an annual family tradition. This year we have a head start. One of our pie pumpkins was mysteriously stabbed, and the culprit has yet to confess.
I gathered the rotting pumpkin and some other biological specimens on our coffee table, then I surrounded them with science books. Setting up a learning table right in our living room is an easy way to get kids interested in science.
It's also a good lead-in for when we go to the Life Sciences Research Weekend at the Pacific Science Center.
From Nov. 1 to 3, real scientists from all over Puget Sound are coming to meet families, lead demonstrations and talk about how scientific research impacts our everyday lives. Entry to the event is included with an admissions ticket.
Both of my kids love science, but finding time to set up experiments at home is hard. Some of the things we've done in the past include building atoms with marshmallows, discovering osmosis with food dye and experimenting with desalination.
If I was a cooler mom, I'd be setting up a science experiment for my kids to do each week. Until I find time to do that, we'll make a trip to Seattle for some Pacific Science Center inspiration.
Most recent I Brake for Moms posts
Our new comment system is not supported in IE 7. Please upgrade your browser here.


ERIC Number: EJ721630
Record Type: Journal
Publication Date: 2005
Reference Count: 1
Five Good Reasons to Use Science Notebooks
Gilbert, Joan; Kotelman, Marleen
Science and Children, v43 n3 p28-32 Nov-Dec 2005
Science notebooks are an everyday part of learning in the Tucson (AZ) Unified School District. Recently, K-8 schools there began using notebooks in conjunction with their kit-based science program. As part of the district's professional development team, the authors helped during the implementation at Miller Elementary, where teachers and students undertook this journey together. Now, they can't imagine learning science without them.
Descriptors: Student Journals, Science Education, Journal Writing, Elementary School Science, Faculty Development, Observation, Teacher Collaboration, Content Area Writing
National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A


Parents' insight for a teacher
Joined: Nov 25, 2007
Posted Nov 25, 2007 at 11:23:13 PM
Subject: Parents' insight for a teacher
I am currently a senior elementary education student, and I have to complete an interview with a parent of a student with disabilities. It would be very helpful to gain insight from the viewpoint of the parent, as well as how to help parents during the IEP meetings and educating parents about their rights. Thank you for your help! You can email your responses to these questions to firstname.lastname@example.org. The answers to these questions will only be presented in my assignment; my professor and I will be the only people that will ever see your responses. The questions are below:
1. What methods used by teachers have you found to work best with your child?
2. Describe one specific strategy used to help your child that worked most effectively.
3. What behavior management techniques have you found to be most effective in your child's school experience?
4. In what ways have teachers approached possible school-related problems your child has faced?
5. In what ways, both positively and negatively, have you and your child experienced the impact of a teacher's attitude and expectations have on children?
6. In what ways have you stayed involved in your child's classroom? How do you develop positive working relationships with your child's teachers?
7. How active is your role in developing your child's IEP?
8. In your experience, how helpful have your child's teachers been in educating you on your rights and the process of placement and IEP meetings?
9. Describe the collaboration that occurs between the general education teacher and special education teacher(s) in your child's education.
10. What are your thoughts about full inclusion (your child spending the entire school day in the general classroom with no pull-out programs or classes)? Do you believe your child gains greater educational opportunities through inclusion?
11. In what ways have you experienced technology implemented in your child's classroom? Do you believe assistive technology is a resource of which parents and teachers are aware?
12. How has the No Child Left Behind Act changed your child's educational opportunities and experiences?
13. Have your child's teachers in the past demonstrated awareness of the mandates and principles of IDEA (Individuals with Disabilities Education Act)? To what extent did they work toward helping you understand this legislation?
14. How difficult do your think it is for teachers to create goals for the IEP, both short-term and long-term, that are both acceptable by standards and achievable?
15. What fears did you have when first sending your child to school? What additional fears have you experienced throughout your child's education?
16. From what sources do you find strategies to help your child learn more effectively?
17. In what ways do you help educate others about your child's disability? How receptive have others been to your child?
18. Do you find it difficult to communicate with your child's classroom teacher? In what ways do you keep in touch with your child's progress?
19. What advice would you give a teacher on the first day of school concerning teaching your child in the best possible environment?
20. What advice would you give teachers to help them find resources and educate parents of students with disabilities of their rights and resources?
|Back to top|


Literacy for Young Children: A Guide for Early Childhood Educators
Use research-based strategies to build early literacy skills.
Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.
Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills.
Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:
"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms." --Addie Gaines, Principal, Kirbyville Elementary School, MO


Wisconsin CESA Districts
It currently is a volunteer network of assistive (AT) consultants from across the state who continue the work of providing AT training and support within Wisconsin educational settings.
Early Childhood Introduction
Through reading children “acquire new language and vocabulary, new conceptual knowledge, new comprehension challenges and new modes of thought to which they would not otherwise be exposed” (Adams, M., & Bruck, M. (1995). Resolving the “Great Debate.” American Educator, Summer, 7-20.)
As a one who provides services to young children with disabilities, it is important to understand the role you play in literacy development, both as a direct provider of literacy experiences and one who promotes those activities with the parents and other family members. The following is an excerpt from: Learning to Read and Write: Developmentally Appropriate Practices for Young Children, Part 4: Continuum of Children's Development in Early Reading and Writing (http://www.naeyc.org/about/positions/psread4.asp) that describes many literacy skills and activities that preschool children should be engaged in. Use this illustrative list to prompt your creativity for including children in literacy experiences that will pave the road to future learning and development.
Phase 1: Awareness and exploration (goals for preschool)
Children explore their environment and build the foundations for learning to read and write.
- enjoy listening to and discussing storybooks
- understand that print carries a message
- engage in reading and writing attempts
- identify labels and signs in their environment
- participate in rhyming games
- identify some letters and make some letter-sound matches
- use known letters or approximations of letters to represent written language (especially meaningful words like their name and phrases such as "I love you")
- share books with children, including Big Books, and model reading behaviors
- talk about letters by name and sounds
- establish a literacy-rich environment
- reread favorite stories
- engage children in language games
- promote literacy-related play activities
- encourage children to experiment with writing
What parents and family members can do
- talk with children, engage them in conversation, give names of things, show interest in what a child says
- read and reread stories with predictable text to children
- encourage children to recount experiences and describe ideas and events that are important to them
- visit the library regularly
- provide opportunities for children to draw and print, using markers, crayons, and pencils
A guide for inviting parents to become involved in the assistive technology and literacy components of your program is included. By implementing a “So You Want to Plan a Parent Party” you can draw parents in without intimidating them in a school setting.
- Click here to download the Parent Party Handbook.
Several other resources on early literacy and family involvement are found at the Online Resources link below.


Carl Sandburg Middle School participated in The National Anthem Project this week. This was a national campaign geared to get America singing “The Star-Spangled Banner” on the 191st anniversary of the bombardment of Fort McHenry, which is when Francis Scott Key wrote the famous lyrics to the Star-Spangled Banner. It was also meant to spotlight the role music education plays in giving Americans a patriotic voice.
This campaign is supported by the First Lady, who is serving as Honorary Chairperson, the Smithsonian’s National Museum of American History, The History Channel, Girl Scouts USA, the Walt Disney Company and the American Legion.
All members of the seventh and eighth grade chorus and band sections participated and were led by Chorus Director, Meredith Green, and assisted by Band Teachers Charlie Burts and Joe LaBrie.


a. First Year/Second Year--- In the first and second years, the focus is on foundational information literacy skills, instruction, and practice. This foundational curriculum aims to bring all students up to the same level of basic understanding and competence so that future instruction can take place in the appropriate contextual setting as students progress through their studies. After students have received the basics, we focus on building and reinforcing foundational skills and concepts. The faculty with whom we collaborate, as well as the course context, determine the content and form of this curriculum.
b. Third Year/Fourth Year--- The discipline specific curriculum occurs in the students' junior and senior years, and involves a lot of collaboration between discipline faculty and librarians. The focus here is integrating skills and expanding knowledge of specialized, discipline-specific resources, advanced searching and evaluating skills, and ethical matters of intellectual property in the context of each of the disciplines and where possible, address critical thinking.
c. Graduate/Professional Students--- The graduate curriculum provides expanding opportunities for conducting research in the discipline. Librarians work with faculty to design information literacy sessions at a more advanced level, and by this time, are dealing with students that are more competent and skilled in information literacy. Instruction at this level focuses on advanced assistance with research methods and resources.


Sandburg Center for the Sciences is a unique program emphasizing hands-on, minds-on exploration of science content and processes to develop critical thinking and problem solving skills for preschool through 5th grade students. The Sandburg staff believes that:
during these early years of learning, children’s natural curiosity combined with inquiry-based experiences can motivate a passion for science,
it is our role as educators to keep these passions alive by directly teaching 21st Century skills — information literacy, collaboration, critical thinking, self-direction, and invention — modeling inquiry and collaborative processes, and helping our learners see themselves as influential citizens in their world, and
giving students the opportunity to engage their world as scientists, engineers, and mathematicians through real-world and technology embedded applications that build the foundational skills and processes needed for higher levels of complexity, life-long learning and readiness for the workforce.
In 2005, Littleton Public Schools awarded Carl Sandburg Elementary a large grant to fulfill our vision for the Sandburg Center for the Sciences. This initial funding allowed us to hire a Director of Science and Technology to co-plan, prepare, and co-teach science with each classroom teacher; repurpose common areas in our building for science exploration; purchase supportive technology for staff and students; extend our learning to natural areas such as the nearby creek/pond/field; and partner with local engineers/scientists and other science educators for more authentic learning.
Since 2005, Sandburg Center for the Sciences has shared these resources with elementary schools in the district, providing on-site Starlab presentations, guest teaching for dissections, co-planning for Science Fairs, and supporting robotics programs. Sandburg Center for the Sciences continues to be enthusiastically supported by the Sandburg community--staff, parents, and businesses--both in spirit and in additional staffing/fundraising dollars.
The sciences offer rich opportunities to our world from multiple perspectives, as a connector of disciplines, and solutions to complex issues. Sandburg Center for the Sciences is an investment in our future and a commitment to the success of each student we touch to lead in bold ways in an uncertain world.


Instructional Uses of Technology in the Classroom
Dr. Kathleen Nickerson, assistant professor of education, received a grant from the Rhode Island Teacher Education Renewal project to investigate the instructional uses of the iPod touch in the classroom. As a result, elementary education majors enrolled in the six-credit course Teaching Mathematics and Science are directly involved in conducting this research. Each student has been loaned an iPod touch to identify relevant applications and create math and science content activities for fourth-grade students as part of their practicum at Sullivan Elementary School in Newport. Salve Regina students research ways to use the iPod touch to enhance instruction and help Sullivan students, especially English language learners, identify and retain the major concepts and vocabulary identified within their fourth-grade mathematics and science curriculum.
Dr. Kathleen Nickerson, assistant professor of education, is actively involved in the mathematics-science initiative, “Building a Strong Foundation.” A partnership between the Rhode Island Department of Education and the Charles A. Dana Center at the University of Texas at Austin, the initiative provides targeted support for school districts to align their mathematics and science curriculums. In addition to attending training sessions, Nickerson has conducted professional development workshops for teachers across the state.
A collaborative project funded by the Rhode Island Foundation, Project RIBRITE links Salve Regina education faculty with teacher educators from other state teacher education programs to study effective teaching strategies with English Language Learners. The goal is to prepare educators who will work in schools with concentrations of English Language Learners and provide professional development for faculty of teacher education programs, so that their students will graduate as effective educators for English Language Learners. Fellows from each Rhode Island institution of higher education gather in study groups to plan changes in programs and individual courses.


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read.
College coursework is challenging. Don’t struggle alone or waste your time reviewing with classmates who don’t know any more than you do. Our experienced tutors understand college course content and precisely how college professors evaluate student progress. Our tutors will help you focus on weak areas, channel your studying energy, and help you prioritize how to spend your studying time.
Atlanta is a city that takes education seriously. Atlanta residents demand the very best in tutoring and appreciate the outstanding service they receive when working with us. Like the many, many colleges in Atlanta, we have tutors for every student, whichever subject, level, and learning style you require. We have highly qualified and experienced tutors available in all areas of Atlanta, and best of all they come directly to you! We have been providing tutoring services to Atlanta students for many, many successful years. Our reputation as a premium service in Atlanta and surrounding areas is evident in the hundreds of testimonials we have received from parents, students, and schools.
View Some Of Our College Phonics Tutor Profiles
Our Tutoring Service
We offer our clients only the very best selection of tutors. When you request a tutor for a certain subject, you get what you ask for. Our tutors are expertly matched to your individual needs based on the criteria you provide to us. We will provide you with the degrees, credentials, and certifications that each selected tutor holds. Equally important is the peace of mind we offer you knowing that each of our tutors has been cleared by a nation-wide criminal background check, a sexual predator check, and social security verification. We want you to have the same confidence in our tutors as we do.


ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Readers Theatre With Jan Brett
|Grades||1 – 2|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Five 60-minute sessions|
Fort Worth, Texas
In this lesson, students in grades 1–2 interact with the book Hedgie's Surprise by Jan Brett and create a Readers Theatre that is performed for an audience. Students make predictions about the story prior to reading and listen to a read-aloud of the story. Postreading, they make observations about the characters, setting, and plot. The focus on the literary elements of the story leads students to create costumes, props, and sets for the final Readers Theatre performance. Although Readers Theatre does not typically employ such devices, the use of costumes and sets affords early elementary students a better understanding of the story.
Readers Theatre script for Hedgie’s Surprise: The sample script for Hedgie’s Surprise provided with this lesson can be used for the Readers Theatre or as a model for students to write their own script.
Aaron Shepard’s RT page: For helpful tips on conducting Readers Theatre and some additional sample scripts, see Aaron Shepard's RT page.
Gambrell, L.B., Morrow, L.M., & Pennington, C. (2002). Early childhood and elementary literature-based instruction: Current perspectives and special issues. Reading Online, 5(6). Available: http://www.readingonline.org/articles/art_index.asp?HREF=handbook/gambrell/index.html
- Literature-based instruction provides authentic learning experiences and activities by using high-quality literature to teach and foster literacy development.
- A guiding principle of the literature-based perspective is that literacy acquisition occurs in a book-rich context where there is an abundance of purposeful communication and meaning is socially constructed (Cullinan, 1987).
- Student participation in storybook readings (e.g., a Readers Theatre performance) increases comprehension and the sense of story structure, thereby enabling students to more thoroughly integrate the information.
- The element of drama enables students to realize that reading is an activity that permits experimentation-they can try reading words in different ways to produce different meanings. As they practice their roles, readers are also given the opportunity to reflect on the text and to evaluate and revise how they interact with it.
- Educators have long elaborated on the benefits of using Readers Theatre and related strategies for increasing reading fluency and sight-word vocabulary, improving reading comprehension, providing opportunities to interpret dialogue and communicate meaning, and increasing awareness and appreciation of plays as a form of literature.
Cullinan, B.E. (1987). Children's literature in the reading program. Newark, DE: International Reading Association.


Online Exhibits - They're Playing Our Song, Part 3
Community Bands in Kansas
Music instruction in public schools has long been considered a vital element of a good education. Public school teachers and their students often are the backbone of town bands.
School Music in Kansas
Support for music in Kansas public schools began in the mid-1860s. In 1871, the State Superintendent of Public Instruction recommended that students in the First Reader classification sing three to four times per day for several minutes at a time.
Over the next forty years there was a great increase in the number of state normal schools, or teaching colleges, across the country. Music soon became standard training for teachers.
The Kansas Historical Society's collections include a guidebook for teaching children the basics of music. It was issued in 1890 by A.B. Brown & Co., music and book publishers, Leavenworth.
During most of the 19th century, vocal music was the primary means of music education, due mainly to the high cost of musical instruments. As the country became more industrialized, however, the availability of instruments improved.
College marching bands began to appear during the 1890s. A marching band was established at the University of Kansas as early as 1894.
Wichita State University purchased this sousaphone in 1975 for its marching band (top, left).
The Colby High School Band wore this uniform (center, right; courtesy of Thomas County Historical Society) while marching in the parade for the inauguration of President Jimmy Carter in 1977.
After World War I there was a tremendous increase in the number of school band programs. Many men returning from the war had military band experience and decided to teach instrumental music. Changes in American society also contributed to the increased number of music teachers. Vaudeville theaters closed and talking motion pictures developed, putting many musicians out of work. The Great Depression of the 1930s also created large numbers of unemployed musicians, many of whom found a place in the public schools.
School Music Contests
As instrumental music programs increased in schools, so did the popularity of school music contests.
The first national school music contest held in Chicago in 1923 was a powerful stimulus to the school contest movement. This movement had its beginnings in Kansas after World War I. Welsh immigrants who settled in Kansas held music contests in their communities in central and southern Kansas. These "eisteddfod" festivals--celebrations of Welsh music and literature--began in the early 1870s. They influenced music teachers around Kansas.
The sheet music Aggie Loyalty (bottom, right) was written for the Kansas State Agricultural College--now Kansas State University--in Manhattan. School music contests led to the standardization of instrumentation, the practice of publishing full band scores, increased emphasis on music teacher training programs, and a phenomenal growth in enrollment in school bands.
Since World War II, school music programs have continued to grow in popularity. Music classes are an integral part of our educational system. Currently, all 368 Kansas high schools have active music programs, with students performing for many school and community events.
They're Playing Our Song: Community Bands in Kansas is an online exhibit developed by the Kansas Museum of History.
- Military Bands
- Town Bands
- Music in the Schools
- Fraternal Bands
- Railroad Bands
- Cowboy Bands
- Ethnic Folk Bands
- Circus Bands
- Bandwagons and Bandstands
Contact us at KansasMuseum@kshs.org


A new flute was invented by Quebecois musician Sylvain Leroux: the Chromatic Tambin. Unveiled at the New York Flute Fair on Saturday, March 24, 2012, the instrument has extraordinary possibilities.
By adding three new, carefully placed finger holes to the traditional tambin (aka Fula flute), Leroux has rendered a unique and age-old instrument capable of virtuosic playing. Its voice can now be applied to every musical style from jazz to classical composition. Until now the tambin has been limited to basic modal scales, although its exquisitely simple construction has promoted the development of highly complex performance fundamentals. Leroux's Chromatic Tambin retains all the powerful vocal/flute effects of its parent instrument, but with new chromatic possibilities. That and low cost could suggest potential applications in music education, particularly in the Third World were access to equipment is often problematic.
The Chromatic Tambin has a one-and-a-half octave range, and can produce the 12 notes of the standard Western chromatic scale. Leroux's invention presents flutists across the world with a new universe of creative possibilities in a simple, organic instrument. Because of its structure, it also throws a new light on tonal organization and solves the problems it creates simply and elegantly.
see demonstration video


Chicago’s public school teachers were on strike for a second day today, continuing a standoff with the city’s mayor, Rahm Emanuel (D). Negotiations stalled over a handful of issues, including teacher evaluations, the funding of charter schools, and class sizes.
Meanwhile, some 350,000 students are left missing time in the classroom. And a look at the statistics regarding the performance of Chicago students — and the facilities in which they try to learn — shows just how critical it is that the city both invest in new resources and get its teachers back on the job as quickly as possible. Here are the key facts about the conditions students in Chicago currently face:
– 33 percent of Chicago’s children were in poverty in 2010, versus a rate of 20 percent for Illinois children as a whole; 80 percent of Chicago students qualify for free or reduced lunches. Research suggests the academic achievement gap between children of differing income levels has now far outpaced the gap between back and white children, and income disparities can account for 40 percent or more of the variation in test scores.
– Chicago has a shorter school day than the national average for elementary schools, at five hours forty-five minutes (though secondary school days in the district are slightly longer than the national average). Many Chicago students are in class for 10 days less than the national average of 180 days. Emanuel and the teachers negotiated a deal to extend hours and hire hundreds of new teachers to deal with the increased workload. Studies have shown that expanded learning time can provide a significant boost for students, particularly those most likely to fall behind in the classroom.
– Chicago scores lower than other big cities on the National Assessment of Educational Progress (NAEP) tests, with just 20 percent of students performing at “proficient” levels in 2011. 60 percent of students performed at “basic” levels. However, the district has made big strides to improve student achievement since 2003.
–According to CTU, 42 percent of Chicago’s elementary schools lack full funding for arts and music teachers, even though the Dept. of Education called arts and music education “particularly beneficial for students from economically disadvantaged circumstances and those who are at risk of not succeeding in school.” Chicago schools also lack adequate funding and equipment for physical education — only 13 percent of middle school principals reported having enough physical education resources for their students in 2011.
– Many of Chicago’s lowest-performing schools are crumbling, but Chicago Public Schools acknowledged last year that it won’t invest in improvement projects for schools it expects to be closed in the next five to 10 years, instead focusing on other schools, including those that share facilities with charter schools. CPS allotted $25 million to six schools that it will no longer control next year, according to the Chicago Tribune, and many of the funds in the city’s capital improvement plan are disproportionately aimed at more affluent schools.


Editor's note: Tom Livezey has served as superintendent of Oakridge Public Schools since January 2009. He previously was the district's assistant superintendent and director of curriculum. He has been an adjunct professor for the education department at Grand Valley State University, and has served as a teacher, assistant principal and instruction and technology specialist in the Godwin Heights School District in Wyoming. He began his teaching career in Herscher, Ill. He holds a master's degree in educational leadership and administration, and a bachelor's degree in elementary education.
By Tom Livezey
Suppose you are a parent determined to make sure your child gets the best possible education. Instinctively, you know this depends to a large extent on the teacher. You want a great teacher for your child. So, what is a great teacher?
Right now, in the midst of much media attention and legislation, public schools throughout our state are redefining what it means to be a great or “effective” teacher. Hundreds of research studies have shown that having highly knowledgeable and skilled teachers is one of the most influential factors when it comes to student learning. No wonder state governments, like Republican-dominated Michigan, Democrat-dominated Colorado, and our White House, have put such emphasis on teacher quality, growth in student achievement, and accountability. These three areas serve as the basis for Michigan’s recently enacted Public Act 102 of 2011, a new law that addresses teacher performance evaluations. Some highlights of PA 102 include:
• Evaluations shall occur every year.
• Teachers shall receive a rating of highly effective, effective, minimally effective, or ineffective.
• Districts shall adopt a tool that objectively defines what an effective teacher is or adopt the tool and definition designed by the state.
• Evaluations shall be based, in part, on student achievement growth and assessment data (at least 25 percent in 2013-14, 40 percent in 2014-15, and 50 percent in 2015-16).
• Teachers may request to exempt a particular student from the achievement growth data if the lack of growth is not attributed to the teacher.
• Evaluations shall include specific goals, improvement plans, and training designed to assist teachers in improving their effectiveness.
• Ineffective teachers shall have ample opportunity to improve or follow a pathway to exit the profession.
• A district is encouraged to provide a mentor to assist a teacher who is rated as ineffective or minimally effective.
While no law is perfect, these are all fair expectations that can lead to a positive evaluation experience. If implemented with integrity using research-proven methods, the expected results include improved teacher effectiveness, and ultimately, improved student learning. Remember, the primary purpose of performance evaluation is to provide teachers with constructive feedback that expands their expertise. Teachers deserve this quality feedback. They also deserve to be treated as the highly-educated professionals they are. The key is to develop a system that accurately, fairly, reliably, and credibly measures student learning and teacher performance.
However, it would be a shame if this process stopped at the point a teacher is given a rating on their evaluation. This is just the beginning of the process. The highly-effective teacher takes the feedback from their evaluator, and initiates a self-improvement plan that hones their skills and expertise to improve student learning even further. The highly-effective teacher also reviews the data on student learning and develops specialized lessons for students who need extra assistance.
Additionally, highly-effective teachers give back to their profession by mentoring others who are new to the profession or who need to improve in identified areas. Educators call this a “professional learning community.” Others call it “old fashioned teamwork.” With the right support, resources, and opportunities, teachers will become more effective and students will benefit greatly.


Weather and Climate Sites
How to Find Climate Data
Educational links related to weather and climate (checked 03/2007)
- Weather links for kids inclduing Playtime for kids: topic links from the NWS.
- NASA earth science for kids
- The COMET program has links to many weather and climate topics.
- Education Products of the Southeast Regional Climate Center.
- The Weather Dude For kids. From Nick Walker at the Weather Channel.
- Weather Channel Educational Resources
- Instructional materials from the University of Illinois: High School and undergraduate.
- Project LEARN: Atmospheric Science Education for grades 5-8 in Rural Colorado.
- Michigan Weather Underground:Wide variety of weather topics: High School and College.
- Nebraska earth science resources.
- USA Today Weather Page Complete reference. Very nice!!.
- Weather Science Hotlist
- Internet resources from the meteorology FAQ.
- COVIS: Project to improves science education in public schools.
- US Weather Almanac describing the climate of the US at different times of the year and in different regions.
- Gardening and Climate Information
- State Information Page (includes information about a variety of topics for each state in the US)
State Climate Webpages
- Address and phone all State Climatologists (includes clickable map)
- Alabama (University of) Earth Science Systems Lab
- Alaska Climate and Weather
- Arizona Climate Page
- Colorado Climate Center
- Delaware State Climatologist.
- Florida Climate Center
- Georgia Climate Page
- Indiana Climate Page
- Kentucky Climate Page
- Minnesota Climate Working Group Page
- Missouri State Climatology.
- New Jersey State climatologist.
- New Mexico State climatologist.
- New York State climatologist.
- North Carolina State climatologist.
- Oregon Climate
- Oklahoma State Climatology Survey
- Pennsylvania State Climatologist
- South Carolina Climate Page
- South Dakota Climate Page
- Texas State Climatologist.
- Utah Climate Center
- Virginia State Climatology Office.
- Wisconsin State Climatologist Office
- Wyoming Climate Center
Regional Climate Centers
- Southeast Regional Climate Center
- Western Regional Climate Center
- Midwestern Climate Center
- North East Climate Center
- High Plains Climate Center
- Southern Climate Center


Gold Books: Over fifty books and maps to help you learn how to find gold and know where to look.
Kids Science Books
Kids Earth Science Books: A great selection of Earth Science for kids: dinosaurs, fossils, gemstones, volcanoes, rocks and minerals.
DeLorme Atlas: Get a complete state of topo maps in one convenient book. Streets, backroads, recreation areas and more.
Roadside Geology of Colorado: by Halka Chronic and Felice Williams. Learn about the Geology of Colorado through 188 pages of maps, photos and expert descriptions!
Rockhounding California: "A field guide to some of the state's best rockhounding sites!" This book is a 6" x 9" paperback with 190 pages of photos, maps and descriptions.
Geodes: Nature's Treasures: What are geodes? How do they form? Where can they be found? How to open them and collect them. Heavily illustrated with beautiful specimens. 292 pages.
Guide to Minerals, Rocks and Fossils: A practical and authoritative identification and reference guide to minerals, rocks and fossils. Hundreds of color photos. The 5" x 7 1/2" size is great for your field bag.
Roadside Geology of Florida: by Jonathan R. Bryan, Thomas M. Scott and Guy H. Means. Learn about the Geology of Florida through 375 pages of maps, photos and expert descriptions!


WEB RESOURCES IN EARLY CHILDHOOD EDUCATION
LISTED BELOW IS A SELECT GROUP OF WEB RESOURCES AVAILABLE TO THE RESEARCHER IN EARLY CHILDHOOD EDUCATION. IF YOU HAVE ANY QUESTIONS, ASK YOUR LIBRARIAN FOR ASSISTANCE OR CALL 672-1233.
Center for the Improvement of Early Reading Achievement--An archival website, the center's major mission was to improve the reading achievement of America's children.
Children Defense Fund--This website's major mission to ensure that no child is left behind.
Child Trends Data Bank--Source documents national statistics and research on indicators of child and youth well-being.
Cumberland County Schools--Site serves as the gateway to information in elementary education for Cumberland County School District.
Foundation for Child Development-- Site dedicated to the principle that all families should have the social and material resources to raise their children to be healthy, educated and productive members of society.
Franklin Porter Graham Child Development Institute--A component of the University of North Carolina at Chapel Hill, this institute's major goal is to cultivate and share knowledge that will enhance child development and family well being.
Harvard Education Letter--Sponsored by Harvard Graduate School of Education, this series of articles focuses on education in preschool through grade three. In addition to articles, the site provides the researcher with a comprehensive lists of additional websites on selected topics in early childhood education.
National Institute for Early Education Research (NIEER)-- Research based, this site supports early childhood education initiatives by providing nonpartisan information to the researcher.
National Association for the Education of Young Children (NAEYC)--This organization is committed to improving the well-being of all children from birth to eight years old.
Public Schools of North Carolina Success INC--Located at the state's Department of Education website, this resource supports efforts to meet the needs of all young children and their families through in-service, networking and collaboration among early childhood professionals.
Smart Start--An private and public sponsored initiative in North Carolina committed to helping children 0-5 enter school healthy and ready to succeed.
United States Department of Education--Serving as one of the largest repositories of information in education, this site provides an abundance of resources on the quality of education in the United States.
Zero to Three--This organization's major mission is to promote the healthy development of youch children fro infancy to three.
Illustrator: Joseph D. Bates FSU Visual Arts Major
Page Maintained By: Bernadette M. Ross firstname.lastname@example.org
Page Last Updated: July 9, 2005
Charles W. Chesnutt Library, Fayetteville State University, Fayetteville, NC 28301


Early childhood development associate degree programs
Discover the latest elementary education methods with an online associate degree in early childhood development. With a two-year degree in the field, you can learn basic concepts to help pave the way for more advanced study, or how to turn your newfound credential into a rewarding career.
Associate degree in early childhood development
With early childhood education degree programs, you increase your job opportunities and expand your knowledge. Develop a strong foundation in the practice of effective child care and education, plus the theory behind that practice, with the following coursework:
- Child communication skills
- Child growth, development and psychology
- Children with special needs
- Health, safety and nutrition
- Infant and toddler care
While not all childcare careers require an associate degree in early childhood development, earning an education in the essential skills above can help your resume stand out from the rest.
Childcare careers for graduates of early childhood education degree programs
At the associate degree level, training in early childhood development helps prepare you for basic childcare and education positions. The Bureau of Labor Statistics provides the following salary information for childcare workers and early childcare educators:
Child care workers can be found in businesses, schools, child care institutions, and private households. About one-third are self-employed. May 2009, mean annual salary for child care workers: $20,940.
Preschool teachers can be found in day care centers, child developmental facilities, and schools, instructing students up to five-years-old in activities designed to promote growth. May 2009, mean annual salary for preschool teachers: $27,450.
Teacher assistants work in preschools as well as primary and secondary schools, helping teachers with grading, teaching, lesson plan development and parent conferences. May 2009, mean annual salary for teacher assistants: $24,280.
Child protection services assistants use their specialized knowledge in early childhood development to work with young children in potentially dangerous situations. May 2009, mean annual salary for social and human service assistants: $29,880.
Many graduates with associate degrees in early childhood development go on to earn a bachelor's degree, opening up more teaching opportunities and greater salary potential. While no degree program can guarantee a particular career or salary, hiring managers in childhood education fields often prefer or require formal education among applicants.
Earn an online associate degree in early childhood development
When you log on to complete your associate degree in early childhood development online, you expand your mind and boost your earning potential. What's more, you enjoy the freedom and flexibility of online education, which allows you to travel and keep work and family commitments. Many students even keep a full-time job while earning their degrees online.
The BLS reports that careers for child care workers are projected to rise 11 percent between 2008 and 2018. Make a commitment to future generations with an online degree. Explore early childhood development degrees and take your first steps towards being a part of a growing trend.
Pursue your Early Childhood Development major today…
Start your new journey with an education from Ashford University. GO
Earn your degree online with Grand Canyon University. We offer approximately 100 bachelor's, master's, and doctoral degree programs in a variety of fields that can be completed 100% online.


Board of Education and successors: Elementary Education: Poor Law School Files
Board of Education Poor Law School files relating to the inspection of the educational and industrial work of these schools.
Numerically in separate series for England and Wales.
Ministry of Education, 1944-1964
Poor Law Schools were provided and maintained by the Guardians of the Poor, either attached to workhouses or as separate schools. In 1904 the inspection of the educational and industrial work of these schools was transferred to the Board of Education from the Local Government Board. The Local Government Board, later the Ministry of Health, continued to be responsible for the institutional side.
The Local Government Act, 1929, transferred the functions of the Poor Law Authorities to the councils of counties and county boroughs. The remaining Poor Law Schools were administered under Section 53 of the Poor Law Act, 1930 and were statutorily subject to inspection by H.M. Inspectors.
The Poor Law was superseded by the National Assistance Act, 1948, and by virtue of paragraph 8 of the Second Schedule of the Childrens Act, 1948, the remaining Poor Law Schools passed to the Childrens Authorities. The provision of education was not included under the Childrens Act and the schools were either closed or became recognised maintained schools.
Found an error? Suggest a correction to help improve our descriptions.
Users have not yet tagged this record
Use the form below to include your knowledge of this record. If your description includes any citable references, please add these to the "Citable References?" field on the right, remebering to seperate each reference with a comma, for example (FO 176/1/1, FO 178/2/1, and so on...)
- ED Records created or inherited by the Department of Education and Science, and of related...
- Records of the Elementary Branch and predecessors
- ED 132 Board of Education and successors: Elementary Education: Poor Law School Files


Binney & Smith has been a partner with educators and families for a century as makers of the Crayola® brand of high-quality art materials. We are delighted to support teachers in a variety of ways, including
"How will I know if I'm a successful teacher?" Every new and seasoned educator wonders about this question! Each year you work with a diverse group of students. What does it take to lead a vibrant, curious community of learners?
In any profession, the first prerequisite to success is to establish a clear mission and identify goals for self-improvement. As a teacher, you use curriculum standards as a framework for children's learning. You take the lead to integrate curriculum, assuring that children have varied, challenging opportunities to learn. As you forge collaborative relationships, mobilize resources, and seek information, you are well on your way to success-with students and professionally!
- the unique Dream-Makers® national creative arts program
- national arts advocacy partnerships with schools, communities, and arts organizations
- practical ideas that encourage curriculum integration and sustain learning
This brief guide brings together a variety of practical insights from veteran teachers on how to increase opportunities for children's success-from preschool through grade 12-through integrated, imaginative teaching. We encourage you to explore the rest of Crayola's Web site, where you will find Art Techniques, Lesson Plans, and many more ideas to make creativity part of your students' daily lives!
Manager, Art Education
Binney & Smith
Our Goal: Intelligent, Creative Thinkers
Wise teachers recognize the unique potential that lies within each child! Knowledge about child development and how children learn are the foundation for implementing effective teaching strategies. Successful teachers encourage children to think, communicate, and express their growing understandings about the world around them in imaginative, concrete ways.
A well-rounded education includes all subject areas and is taught by qualified teachers and specialists, guided by educational leaders, and supported by families and the community. Teachers who unify learning across curricular domains-including language arts, mathematics, science, visual and performing arts, and social studies-build strong futures for children.
Students' emerging artistic literacy enables them to creatively analyze situations, construct knowledge, and communicate their ideas visually as well as through language. The arts are essential to every learner's success! This guide describes some imaginative, professional possibilities.
Our Goal: Intelligent, Creative Thinkers|
Support Young Learners
Set Up Integrated Learning Centers
Assess Children's Learning
Exhibit Student Work
Why Visual Arts in the Curriculum?
Art Elements and Principles of Visual Organization
Navigate the Materials and Supply Process


Charging Up! activities help students master these 8 research-based reading comprehension strategies—
- Monitoring and Clarifying
- Making Connections
- Asking and Answering Questions
- Using Text Structures and Features
- Perfect for centers and independent practice!
- Prepares students for state assessments with multiple-choice questions and answers.
- Provides additional hands-on practice for students with special needs.
- Use for quick and informal assessment.
Hot Dots® Power Pens provide immediate positive auditory and visual feedback when pressed on an answer dot.
Charging Up! Reading Comprehension Strategies Sets
Each Charging Up! Set includes: 72 Strategy Activity Cards (3 sets of 24 cards), 24 leveled books (3 copies each of 4 fiction titles, and 3 copies each of 4 nonfiction titles), 8 Hot Dots® Power Pens (requires 2 AAA batteries, not included), Teacher's Notes with blackline masters, and a storage case.
—Karen Jackson, 3rd Grade Teacher, Riverview, FL


Believed to have been written in 1755 by British surgeon Dr. Richard Schackburg, Yankee Doodle has become one of the most well known pieces of music in the United States. This document contains the sheet music to Yankee Doodle in both PDF and Sibilius Scorch formats. Parts are available for all common concert band instruments including voice.
Once sung by young and old alike, today the song has a more juvenile frame of reference. While we all learn the song in our elementary school music classes, the song is not widely used as it once was. Over the centuries the song has gone through dozens of iterations. The most common we still sing today, however other sets of lyrics have been written by dozens of different people. During the civil war, southerners took the traditionally British song and added several sets of lyrics, many proclaiming the stupidity of their "northern agressors." Many other verses also exist and many are cataloged at Wikipedia.
When Schackburg wrote Yankee Doodle he was no doubt attempting to poke fun at the American colonial forces. Instead of angering the Yankees, instead they adopted the tune as their own, turning it into an unofficial anthem as quickly as 1777. In an ultimate slap in the face, the song was performed in Yorktown during the surrender of British General Cornwallis to American General George Washington. The song once written to poke fun at a renegade nation had come full circle to be accepted as a song of that nation's triumph and joy.
Yankee Doodle is not directly related to the movie Yankee Doodle Dandy , composed in 1942 by Robert Buckner and Edmund Joseph.
PLEASE HELP US KEEP THE SHEET MUSIC ARCHIVE FREE! If you find the free sheet music on this site to be valuable to you please take a second to Like, +1, or Follow us on Twitter by clicking one of the buttons below.
Any arrangements written by Chad Criswell and MusicEdMagic.com are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. There is no charge for these materials, but educational institutions that use them in their classrooms are asked to provide a link either in their printed concert programs or on their school web site linking to MusicEdMagic.com.
Brother Ephraim sold his Cow And bought him a Commission; And then he went to Canada To fight for the Nation;
But when Ephraim he came home He proved an arrant Coward, He wouldn't fight the Frenchmen there For fear of being devour'd.
Chad Criswell is a career music educator working in the Iowa public schools. His articles have appeared in dozens of publications both online and in print. He currently serves as the national music technology writer for NAfME's Teaching Music Magazine and has presented sessions at numerous music education conferences including the 2012 Midwest Band and Orchestra Clinic.
E-mail (required, but will not display)
Add our RSS feed to your favorite news application to be notified of new articles and announcements.
Sign up here for our weekly music education newsletter and be notified of new articles and valuable tips. You can unsubscribe at any time.
Real world classroom examples of how some of the best music teachers are using technology to reach the 80% of students that drop out of music by high school
ow.lyReal world classroom examples of how some of the best music teachers are using technology to reach the 80% of students that drop out of music by high school
Real world classroom examples of how some of the best music teachers are using technology to reach the 80% of students that drop out of music by...
www.musicedmagic.comReal world classroom examples of how some of the best music teachers are using technology to reach the 80% of students that drop out of music by...


As part of a growing body of research on arts and brain function, music research has many people listening. Neuroscience has helped to demonstrate the work of innovative music-education programs around the country. One such program, Harmony Project, is an award-winning organization that provides research-based music education to at-risk youth in Los Angeles, California. For two decades, neurobiologist Nina Kraus has pioneered multidisciplinary research on how music affects brain function across the lifespan. Dr. Kraus, principal investigator at the Auditory Neuroscience Lab at Northwestern University, will share her latest findings on music learning and brain development as they relate to Harmony Project. Presentations by Margaret Martin, Project Harmony founder and Ms. Kraus were followed by a Q&A session with the public.


A Simple Song Turned into an Everlasting Tradition
In 1936 Carroll McMath never thought his words on paper would one day be sung by all.
Written by Ioanna Makris
Carroll McMath played the cornet through his high school and college music career.
“You will hit ‘em, you will wreck ‘em. Hit ‘em, Wreck ‘em. Texas Tech.”
It was 1936 and Carroll McMath wrote words to a tune that would one day be sung at every sporting event and every spirit activity.
The History and McMath
It was a regular meeting for the chapter of Kappa Kappa Psi when ideas were discussed about creating a fight song for Texas Tech.
McMath and Jim Nevins went to the hallway the same night as the meeting and wrote a song. The tune was inspired by a part of the “Three Days, Fantasia-Overture” by Adolf Lotter, but the words came from McMath and Nevins.
“My guess is back in the 1930s, old Ivy League schools had fight songs and funky words,” said Bill McMath, one of Carroll’s sons. “They were probably influenced by those songs.”
The song was introduced to the chapter and to the band director. Bill said it was later played at a football game once the composition was transcribed for each instrument.
“The first time it was played the cheerleaders liked it, and when the first touchdown happened they asked the band to replay the song,” Bill said. “It was not the official fight song at that point, but it started becoming a tradition.”
Before McMath attended Texas Tech and created a song that would resonate through the school, Bob McMath, Carroll’s eldest son, said Carroll used to play the cornet and probably first became interested in band while in high school.
“It was a big thing in the community to have a marching band,” Bob said.
Bob said band was a big part of Carroll’s high school years and later became a big part of his college years.
Once Carroll graduated from Texas Tech he began working in the music industry and became a band director at Denton High School.
“People in Denton thought very highly of him,” Bob said. “He was a man of great faith and had lots of integrity.”
Carroll’s legacy not only lived on at Texas Tech, but Denton Independent School District also named a middle school after him.
Hear the Fight Song Evolve
Fight Song on Campus Today
Today elements of the fight song can be found all through campus, whether watching a TV commercial or attending a sporting event the words and tune to the song are always present.
Current drum major Michael Harrison said he is proud of where the fight song came from, and there is nothing better than being able to hear the fight song play in the middle of football season.
“We have the most student involvement with the fight song,” said Harrison, a senior music education major from Austin. “When we traveled to UT their fight song was clean and spectacular, but the crowd does not get into it as much as Tech, and at A&M they are just whooping.”
Harrison said the students at Texas Tech are clapping, jumping and getting their guns up.
Through the years the fight song has seen some changes. In the 40s and 70s the fight song was updated in tune to become a little faster and more appropriate for a marching band.
Since 1936 the fight song has resonated through the stadium and the words have become a symbol of Texas Tech.
“The fight song is exciting and meaningful,” Harrison said. “The music, not just the words, represent Tech. It is the epitome of school pride.”
Preserving a legacy
More information about the fight song legacy.
College of Visual & Performing Arts
The College of Visual & Performing Arts at Texas Tech offers a diverse array of programs and courses in art, music, theatre and dance.
The college seeks to prepare students who will be leaders in the profession by employing the highest standards in performance, teaching, research, and artistic and creative vision.
The college includes the:
Connect with them on Twitter.


SAS Curriculum Pathways has launched an Algebra add-on to its science, technology, engineering and maths (Stem) subjects offering.
Aimed at 11-19-year-olds, the Algebra 1 course launches at a time when the national curriculum is under fire for not providing a well-rounded programme in key skills – particularly mathematics. The Algebra 1 course is designed to tackle some these issues through an interactive learning platform.
Relevant to secondary-level maths, key stages three to five, Algebra 1 guides students though basic equation solving, exploring functions, systems of linear equations, and solving and graphing quadratic functions.
Focusing on core Stem subjects, SAS Curriculum Pathways is free for secondary school teachers and students. Designed for both GCSE and A-level students, the online resource includes interactive tools, web lessons, enquiries and audio tutorials. More than 150 UK schools have signed up for SAS Curriculum Pathways since it was launched in March 2012.
Read more about IT in education
- Students back to school for new e-skills ICT curriculum
- Teachers share concerns and ideas for ICT in 2014 curriculum
- Commission condemns government removal of school ICT curriculum
- If the popularity of ICT is on the rise, why are we scrapping the curriculum?
- Report urges national curriculum include computer games
- Getting school children excited about learning IT
- Can IT investment in schools keep pace with change?
- Schools must replace ICT lessons with business IT
An estimated 15 million adults in the UK have numeracy skills equivalent to or below those of an 11-year-old, according to a study by KPMG. The lack of numeracy skills in this country is costing the UK up to £2.4bn a year, the survey revealed.
Geoffrey Taylor, academic programme manager at SAS UK and Ireland, said the figures were concerning.
“With the growing amount of big data being generated, a strong numerical understanding is vital for providing the basis for many careers within the growing business analytics sector, an area where SAS is a market leader," he said.
“Algebra 1 is providing students with the building blocks to develop a key understanding of maths, which may help to produce the analysts of the future for SAS and its clients.”


The EBI Network has been developed to provide guidance in the selection and implementation of evidence-based interventions in the classroom setting. To this end, four general sections have been developed for your use.
The EBI Network has a Twitter feed. Join us at twitter.com/EBINetwork for updates and other relevant tweets.
In this section a collection of evidence based intervention (academic and behavioral) have been collected and sorted into categories to help you select the right EBI for the job. Short intervention briefs, modeling videos and overviews of the evidence base for the interventions are presented for each EBI. To start using this section please go to the “How to Select an EBI!” page.
We are in the process of developing a new section of the EBI Network devoted to math interventions. Specifically, Dr. Erica Lembke at the University of Missouri, Dr. Sarah Powell at the University of Texas, Dr. Pamela Seethaler at Vanderbilt University and Elizabeth Hughes and Duquesne University have developed a framework to present math interventions that incorporates both a focus on content area (e.g. Counting & Cardinality or Operations & Algebraic Thinking) and the type of problem the child is having (acquisition, proficiency or generalization). As with other interventions on the site each intervention has a brief for field use.
To start using this section please go to the “Math Intervention” page.
If you’re interested in an in depth review of EBI using the functional framework used in the EBI network take a look at RTI Applications, Volume 1: Academic and Behavioral Interventions and the soon to be published RTI Applications, Volume 2: Assessment, Analysis, and Decision Making. These books were written by the developer of the EBI Network with Dr. Matt Burns, Dr. Amanda VanDerHeyden and Dr. Kimberly Gibbons. These books provide a though overview of EBI selection at the whole schools, class wide and individual child level as well as guidance concerning assessment, analysis and decision-making. The books are a part of the Practical Intervention in the Schools Series Book Series which has a number of very useful books to support EBI use in the schools.
This section has assorted resources to assist teachers, school based problem solving teams and schools as they develop their problem solving teams. This section is geared to provide simple materials to help educators select EBI and track effectiveness in an RTI model.
This section has been added to house a series of documents outlining the foundational skills and information necessary for using a problem solving approach when working with children who exhibit academic or behavioral problems. The following is a list of examples of such skills/information;
- What is an evidence based intervention?
- What are the common reasons for academic and behavior problems?
- Building strong relationships in classrooms
We are in the process of developing assorted resources to assist teachers, school based problem solving teams and schools who are working with English Language Learners in need of intervention services.
Thank you for visiting the EBI Network! If you have any questions or ideas for the site please contact Dr. Riley-Tillman at email@example.com.


Classical MPR in the Classroom: Teaching composition
August 14, 2013
ST. PAUL, Minn. —
Classical MPR in the Classroom is a standards-based video series to assist elementary music teachers in the classroom. The videos and curriculum are available for free on the Classical MPR YouTube channel as well as here on classicalmpr.org.
How does one teach composition — something that came so naturally to young talents such Mozart and Beethoven — to a large class of elementary students?
In the Composition video, Anoka teacher Chris Martino works with a fifth-grade class to demonstrate different strategies for creating a musical composition.
Mr. Martino applies a lexicon to patterns that we hear in music all the time, showing how these patterns can be broken down and combined in order to compose a piece of music.
Each of these note patterns are defined as strategies, and throughout the lesson the students work to identify them through what Mr. Martino calls "modalities" — different ways of experiencing music.
Students discover strategies through listening, singing, improvising and more, eventually using these patterns to create their own compositions.
This video addresses benchmarks in Music Education Standards that cover composition, improvisation, knowledge of the elements of music, singing, playing instruments, reading, and notating music.
Classical MPR thanks The Sunup Foundation for generous support of this music education initiative.


The secondary teacher education program offers 6th-12th grade teacher certification in the following areas:
- English Language Arts
- General Social Studies
- World Languages (6th grade-12th grade or Preschool-12th grade): French, German and Spanish
- Music Education (Preschool-12 grade): Instrumental and Choral
The curriculum consists of four integrated semesters called "blocks," followed by a pre-professional semester, and culminating in semester six with full-time student teaching. Each block includes significant applications of problem-based learning strategies, technology, and clinical experiences. Woven throughout the program are emphases on assessment strategies and planning for grades 6-12 students from diverse backgrounds and with special learning needs.
Semester 1: Foundations Block
In semester one, teacher candidates take an eight-hour block of courses that introduces them to the education environment and to major educational issues.
- EDUC 221: Issues Within the Educational Culture
The focus of the course is to help teacher candidates develop insight into contemporary educational issues. Candidates examine philosophy and historical bases of education as a profession.
- EDUC 222: Clinical Experiences
Candidates spend 40 clock hours in an urban school setting. Candidates work with individual and small groups of children, and with the teacher as an aide. Candidates observe, interact, and reflect on adolescent development, and best teaching and learning practices. This is an opportunity for candidates to experience the classroom from the other side of the desk and to determine whether they wish to pursue formal admittance to Teacher Education.
Semester 2: Middle School Education Block
In semester two, candidates take an eight-hour block of integrated education classes dealing with middle school education.
- EDUC 305: Teaching in the Middle School
The focus of the course is providing opportunities for learning the unique characteristics of exemplary middle schools, their students, teaching strategies, and skills for working effectively within core teacher teams.
- EDUC 213: Adolescent Development Within the Adolescent Culture
The focus of the course is the adaptations and adjustments that are of primary significance during the life span between childhood and adulthood with emphasis on the education of the adolescent including gender differences, learning styles, learning theories, and motivation.
Semester 3: High School Education Block
In semester three, candidates take a five-hour block of integrated education classes dealing with high school education.
- EDUC 223: Introduction to Technology
The focus of the course is to introduce teacher candidates to currently available technologies and to prepare them to use various media for their own education as well as in their professional careers.
- EDUC 315W: Teaching and Learning in Secondary Classrooms
The focus of the course is developing reflective teachers who draw upon a wide array of solutions to secondary classroom challenges when planning instruction for preadolescent and adolescent students. The class uses case studies to discuss and prepare candidates to deal with the effects of diverse characteristics and cultures of the adolescent.
Clinical component: Candidates spend one full day in the classroom and two additional class periods where they teach a traditional lesson. This is an opportunity to observe an excellent teacher interact with his/her class. Students keep a reflective journal.
Semester 4: Classroom Applications Block
In semester four, candidates take an eight-hour block of integrated education classes dealing with secondary education, assessment, and technology.
- EDUC 331: Curriculum Applications in Secondary Classrooms
The focus of the course is to provide candidates opportunities to apply conceptions of curriculum, instruction, classroom management and discipline, multimedia, human resources, and assessment in the context of an actual secondary classroom.
- EDUC 414W: Reading, Writing & Assessing Across the Curriculum
The focus of the course is to assist with the identification of problems related to educational assessment, including the assessment of reading and writing levels and abilities, strategies for effective measurement of teacher performance, and an understanding of standardized testing. This course is fully integrated within the other courses.
- EDUC 415: Technology Across the Curriculum
The focus of this course is to provide ways in which technology can be used effectively to teach a wide variety of subjects to diverse learners and to develop an electronic portfolio for reflection and assessment.
Clinical component: Candidates are assigned to a mentor teacher in their major field. They have two classroom observations and then teach and assess a unit they have written for the class. Three follow-up sessions with the mentor teacher will bring closure to the clinical experience.
Semester 5: The Professional Secondary Teacher
This semester focuses on field-based advanced preparation of secondary level teachers as professional educators who work collaboratively with fellow teachers, principals, and supervisors within an assigned secondary level school environment in their content area. Emphasis on establishing professional habits that ensure lifelong growth as secondary teachers.
Semester 6: Student Teaching
Supervised field internship for prospective teachers of middle and secondary students, grades 6-12.


The following game is a description of a board game designed for students in the early letter name stage of literacy development as defined by Dr. Donald Bear (Laureate Education, 2001). The game will focus on necessary developmental phonics stills in order to enable a growth along the continuum.
The materials needed for this game are a board and picture cards. The board will include a variety of consonants. The cards will have pictures of common objects in which students will be required to match the object with the initial consonant sound. Students take turns drawing cards, and matching the consonant with the picture. The student who makes it around the board first or the most number of times will be declared the winner.
The game can easily be adapted to challenge the student as they progress in orthographic knowledge. The board will include random placement of vowels. The cards will depict objects with various short vowel sounds in CVC form (for example, cat). The game is played by students taking turns drawing the cards, and identifying the correct short vowel sound in the word depicted.
The game promotes growth in the early letter name learner because of its focus on short vowel sounds. The student is able to determine beginning consonants, or the most salient sounds in words. The student may experiment with vowels, but normally associate them with the letter name. The game helps them identify, and forces the student to manipulate the vowel sounds in order to match the picture with the letter (Bear et al, 2004).
This activity will could be adapted as the learner becomes more comfortable with short vowels to identifying phonograms. The vowels should be replaced with common word families, and pictures on the cards should reflect a word family sort. Orthographic knowledge of word families are commonly seen in middle to late letter name learners (Laureate Education, 2001). Once again, the game is played by moving the student marker around the board.
Identifying and planning for instruction based on students’ developmental stage, or working within students’ ZPD, is extremely effective when building on student knowledge therefore enabling student growth (Vygotsky, 1962).
Bear, D. R., Invernizzi, M., & Templeton, S. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Laureate Education (Executive Producer). (2001). Strategies for literacy instruction, part 1 [Educational video]. Los Angeles: Author.
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Pres


Instructors: Ms. Alepha Foster and Ms. Erica Locke
The Sallie B. Howard dance program combines dance training with a sound approach to dance education that not only focuses on “how” to dance, but also the roles dance plays in our lives. Dancers are provided the opportunity to study many dance forms including, but not limited to: creative dance, ballet, tap, jazz, modern and hip-hop. The objectives of this program are to educate and develop artists in dance who are mentally and technically strong, versatile, and expressive and can move with confidence and creativity in their chosen field and everyday life.
The SBH Dance Program Values:
Cultural awareness and appreciation through dance
Dance as a source of artistry, education and history
Vocational awareness and preparation for dance careers
The creative process that is inherent in dance and its connection to other art forms and curriculum
Professionalism, self-direction, leadership, accountability and problem solving
K- 3 – Creative Dance
The objectives of the kindergarten through third grade creative dance program are to provide students with four years of basic understanding of the foundational elements of dance (Body, Space, Effort and Time) through personal exploration. The foundational dance opportunities support physical development and are accessible and non-discriminatory to ability. Students experience and learn to appreciate a variety of culturally influenced music and dance forms in addition to learning foundational dance etiquette. Movement in the creative dance program nurtures and builds upon pre-existing skills of imagination, problem solving, social development, play and focus.
4th/5th – Dance
In the fourth and fifth grades students are introduced to the technical forms of dance to develop sequencing, strength, foundational skills and vocabulary, coordination, placement, and confidence in codified dance. Foundational skills in choreography and performance are taught also within a traditional dance class structure. Consistent instruction is provided
three times per week to support kinesthetic and physical awareness as students begin to explore the “how” of dance technique and artistry. Foundational skills from the k-3 Creative Dance Program are developed through improvisation and students are guided to identify and utilize healthy practices for safe dance.
6th – 8th Dance
In the middle school dance program the “why”, the magical component of dance: is continued in practice and students begin to understand that “something extra” of dance as a source for artistry. As their vocabulary increases students apply critical thinking skills in response to dance and develop in their choreographic and performance skills. They begin to develop awareness of and orient themselves to a career a dance. Consistent and sequential training for each student’s age and ability are of primary concern.


NAPLAN is not a test of content. Instead, it tests skills in literacy and numeracy that are developed over time through the school curriculum. Excessive test preparation using previous tests is not useful.
NAPLAN tests identify whether all students have the literacy and numeracy skills that provide the critical foundation for their learning, and for their productive and rewarding participation in the community. Students are assessed using common national tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy.
NAPLAN tests broadly reflect aspects of literacy and numeracy common to the curriculum in each state or territory. The types of test formats and questions are chosen so that they are familiar to teachers and students across Australia.
ACARA provides example tests so that teachers and students can get a sense of the ‘look and feel’ of the tests and to understand what types of questions are asked. NAPLAN tests are not tests students can ‘prepare’ for and previous NAPLAN tests are not available on this website. Students should continue developing their literacy and numeracy skills through their school curriculum because the tests contain questions similar to those that are undertaken in regular classroom learning and assessment.
From 2013, practice questions will not be included in any of the Year 7 and 9 tests. Feedback indicates that practice questions for Year 7 and 9 students are unnecessary as these students are already very familiar with the types of questions used in the tests. Practice questions will continue to be included for Year 3 and 5 tests.
Year 3 example NAPLAN tests
Year 5 example NAPLAN tests
Year 7 example NAPLAN tests
Year 9 example NAPLAN tests


Two essential elements of a Suzuki musical education are that:
- Students learn from listening
- Students learn in a loving, nurturing environment
Parental involvement and care are at the core of accomplishing both of these goals. Take an active interest and role in your child's music education. Create a home environment that celebrates music and provides time for listening to music.
Nurtured By Love
In order to achieve a broad understanding of the Suzuki Method, SAGWA recommends that all parents Shinichi Suzuki's book, Nurtured by Love. This classic work by the founder of the Suzuki Method gives, through personal anecdotes, a history of the development of the Suzuki philosophy and his belief in the high potential of every child.


Outside The Lines
by Mark Burrows
A New Approach To Composing In The Classroom
Two of the nine National Standards for Music Education address creating music, either by composing or improvising, but that doesn't make teaching it any easier, nor does it make it any more fun for your students. By turning composition on its ear, Mark Burrows has made composition in the classroom accessible and enjoyable. Each activity is designed to free your students so they can focus on expressing their creative ideas without worrying about breaking musical "rules."
Students will work with everything from picture notation to a one-line staff as they participate in composition activities that are educational, rewarding, invigorating, and yes, fun! Your students can compose a soundtrack, shape a river of sound, create a soundscape to accompany a famous painting, even build a cool percussion groove using box notation. But most of all, your students will learn that Outside The Lines is all about communicating, creating, and connecting! Reproducible activity pages are included. (Grades 2-6)


Teaching Elem-Middle Sch Math (MATH 418)
This course is designed to provide pre-service elementary/middle school teachers a fundamental core or strategies to help them become effective mathematics teachers. It will provide perspectives on trends in mathematics education and the process of doing mathematics and develop the core ideas of learning, teaching, assessment and planning. It will focus on how children learn mathematics, and how to promote that learning through problem-solving, and the use of technology. It will also provide perspectives on teaching special children and on the history of mathematics. Prerequisites: Completion of 18 hours in the math minor for elementary Education. Typically Offered Fall Only, Odd Years.
Use the search to find the course(s) that you are looking for.


Numeracy Skills resources
Approaching Numeracy as an Adult
Introductory leaflet on numeracy for adult learners.
Handling your emotions
Studying mathematics as an adult can be a daunting (or even terrifying!) task. Not only do you need to make progress in your studies, you also may need to handle your negative emotions towards the subject as they can hinder you from achieving your full potential. The purpose of this leaflet is to give you some ideas and techniques that might help you to handle your emotions better when learning and doing mathematics.
Mathematical Symbols and Abbreviations
This leaflet provides information on symbols and notation commonly used in mathematics. It shows the meaning of a symbol and, where necessary, an example and an indication of how the symbol would be said. For further information from mathcentre resources, a search phrase is given. This Quick Reference leaflet is contributed to the mathcentre Community Project by Janette Matthews and reviewed by Tony Croft, University of Loughborough.


Sound It Out!: Phonics in a Balanced Reading Program
Are you interested in a phonics program that is part of a balanced reading program? Rather than treating phonics as an end in itself, this brief yet comprehensive book shows how phonics fits into the overall process of a child's learning to read. It helps students understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the book has a solid research knowledge base so that students will understand what they are doing and why they are doing it in the classroom. The text includes information about all types of phonics programs and many different approaches to teaching phonics for reading and spelling.
9 pages matching initial consonant in this book
Results 1-3 of 9
What people are saying - Write a review
We haven't found any reviews in the usual places.
Reading Pathways: Simple Exercises to Improve Reading Fluency
Dolores G. Hiskes
Limited preview - 2007
Ready for RICA: A Test Preparation Guide for California's Reading ...
No preview available - 2002
What Is Phonics Anyway?
A Dispassionate View
14 other sections not shown
ability activities alphabet books alphabet training alphabetic principle American English approach beginning reading cards child children's literature classroom combinations compound word consonant blends consonant digraphs consonant letters consonant sounds context decoding diphthongs discrete phonics elements educational emphasis end of words English orthography example focus grade graphemes helping children learn identify important initial consonant initial sound International Reading Association invented spelling involves knowledge learning letter learning to read letter names letters represent literacy long vowel sounds meaning patterns phonemic awareness phonics instruction phonograms Phonological Awareness place of phonics practice read and spell read and write readers reading instruction reading program Reading Teacher recognize rhyming words rimes schwa segmentation sentences short vowel silent silent letters sound-symbol relationships sounds in words spoken words story strategies suprasegmental syllable taught teaching children teaching reading Teaching Suggestions vowel letters wh digraph whole language word families written language written symbols young children


For months my search continued, and for every huge handful of games we saw, only one or two were really gems. We did discover some outstanding Language Arts games, including Classroom Inc.'s TSN2, Learning Games Network’s Quandary, and many of the iCivics games, all featured on GameUp. But we started to realize that you can actually tie digital games across all subject areas into English Language Arts (ELA) using assessment.
In one of my favorite student challenges, I ask the class to create a "cheat sheet" or walk-through. This involves the kind of 21st-century skills the CCSS focus on, both in terms of ELA and literacy in the content areas. Quality digital games are a powerful way to teach the formulation of evidence-based arguments, for example. They allow students to demonstrate their knowledge of a content area situated in a meaningful experience. For a math game like Lure of the Labyrinth: Employee Lounge, from Maryland Public Television/MIT Education Arcade, in which no directions are presented to the players, teachers might challenge students to write a set of rules for the game. For iCivics' Social Studies game Argument Wars, in which students play the role of a lawyer representing one side in a Supreme Court case, a natural assessment would be to have students write a persuasive essay after playing the game. Teachers and students have been very receptive to employing prompts like, "What was the most important decision you made in this game?" and "Describe one strategy you used in this game? How did it help you?"
Assessment doesn't have to be boring, rigid, or standardized. When it comes to assessing your students, consider creative alternatives that allow your students to shine and enable you to gather and analyze meaningful data.
Biography: Since joining BrainPOP in 2007, Allisyn has played an integral role in the creation, launch and continued development of BrainPOP Educators, our professional development resource. With a strong focus on supporting teachers as they brought technology into their classrooms, Allisyn grew BrainPOP Educators into a rich community with more than 300,000 members. Currently, as Senior Director of Educator Experience, she leads the outreach efforts for BrainPOP’s newest feature, GameUp™, a collection of top online game titles that tie right into curriculum. Prior to joining BrainPOP, Allisyn spent more than 11 years as an elementary education teacher, coaching an award-winning Lego Robotics team and working with students on a number of documentaries, animations, and public service announcements.


Maths is one of the core subjects that all students must study and, along with GCSE English Language, it is one of your most important subjects. This course will teach you a wide range of mathematical knowledge and skills:
- To acquire and use problem-solving strategies
- To select and apply mathematical techniques and methods in mathematical, everyday and real-world situations
- To reason mathematically, make deductions and inferences and draw conclusions
- To interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
You will need to gain at least a grade C to study any A level courses and also for many career options, but whatever your future pathway, it is vital that you are confident in using number and in applying your numeracy skills in everyday situations.


Use sung in a sentence
- Of Cadmus he would fair have sung, Of Atreus and his line; But all the jocund echoes rung With songs of love and wine.
- While walking we usually sung songs, among them very nonsensical ones, if only we could keep step well to their time.
- A verse was sung, then a chorus altogether, then a refrain of one verse which was sung by each boat in succession to the last.
- Of the Argonauts sung to by Sirens, Of Andromache, Helen of Troy, Of Proserpine, Iphigenia, And the Fates that build up and destroy?
- As the refrain of this was sung by the last boat it seemed to come out of the great haze behind.
- By the light of coming events there was something weird and pathetic in this Arcadian air, sung as it was by her.
- The latter usually hum the airs while they are being sung, so that their neighbors may perceive that they have been to operas before.
- I, answering for him, told her that it was an old sentimental sea-song of common sailors, often sung by officers at their jovial gatherings.
- Obeying a sign from the director of the festival, the chorus, which had just sung a hymn to the Muses, was silent.
- Had not Appenzelder been compelled to interrupt the rehearsal, she would gladly have sung on and on to exhaustion.
This page helps answer: how do I use the word sung in a sentence? How do you use sung in a sentence? Can you give me a sentence for the word sung? It may also be related to elementary education education resources, learn, elementary school, homework help, educ homework, and coaching.
Example sentences with the word sung, a sentence example for sung, and sung in sample sentence.