Sow and Grow is an elementary curriculum designed to educate children about various plants and their parts, how plants grow, where our food comes from, and what is required to grow a healthy plant. Sow and Grow further covers topics such as School Gardens, plant life cycles, crop harvesting and seasonality, weeds, bugs and insects, the importance of soil, and how to compost.
The Nutrition component was developed to correlate with the Sow and Grow curriculum. Next Generation Science Standards, Language Arts Standards, and Health standards for Illinois were evaluated for learning competencies. Each correlating nutrition lesson of Sow and Grow is comprised of objectives and goals. Each lesson is assigned Common Core Standards. The complete list of Common Core Standards that the nutrition lessons will achieve can be found below.
Main Common Core Standards
English Language Arts Standards (ELAS)
Reading Standards for Informational Text: (RI)
- 1.1- 6.1: Ask and answer questions about key details in a text.
- 1.2- 6.2: Identify the main topic and retell key details of a text.
- 1.3- 6.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- 1.7- 6.7: Use the illustrations and details in a text to describe its key ideas.
Reading Standards: Foundational Skills: (RF)
- 1.4- 6.4: Read with sufficient accuracy and fluency to support comprehension.
Writing Standards: (W)
- 1.2-6.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening Standards: (SL)
- 1.4- 6.4: Report on a topic or text, or present an opinion.
- 1.1- 6.1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.
Language Standards: (L)
- 1.1-6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Next Generation Science Standards: (NGSS)
- 4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
- MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
- 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
- 5-PS1-3: Make observations and measurements to identify materials based on their properties.
- 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
- K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
- 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- 1.2.1: Identify that healthy behaviors impact personal health.
- 1.5.1: Describe the relationship between healthy behaviors and personal health.
- 1.5.3: Describe ways in which safe and healthy school and community environments can promote personal health.
- 1.8.1: Analyze the relationship between healthy behaviors and personal health.
- 1.8.3: Analyze how the environment affects personal health.
Created by Matthew Czajka, MBA/RD student at Dominican University, intern at Seven Generations Ahead and the Illinois Farm to School Network.


Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, 3/e, written by three renowned and well respected educator/authors, provides teachers with sound instructional strategies for teaching the language arts to young children and enhancing their reading, writing, speaking, and listening development. The unique focus of the book integrates emergent literacy and scientifically based reading research instruction, diversity, and instruction-based assessment in a highly readable manner, while incorporating ready-to-use ideas and strategies.
"synopsis" may belong to another edition of this title.
In the Third Edition of this widely popular book, pre-service and in-service teachers get sound instructional strategies for teaching the language arts to young children from birth to kindergarten and enhancing their reading, writing, speaking, and listening development. In a very readable manner, the internationally recognized authors place children at the center of all good language and literacy teaching, while focusing on four central themes that run throughout the book: two perspectives in children’s language and early literacy learning–emergent literacy and scientifically based reading research–the increasing diversity of our society and schools, the connection between assessment and good teaching, and the importance of the family in young children’s language and literacy development.
The unique focus of the book integrates emergent literacy and scientifically based reading research, diversity, and instruction-based assessment and translates principles into practice for teachers of early literacy. A wealth of pedagogical features is included to make the concepts clear and in this new edition . . .
· Information on organizing the classroom and creating time schedules that maximize children’s learning opportunities is now included in a new chapter (Ch. 4
· The importance of meeting the needs of children whose home language is not English is emphasized.
· The importance of early childhood teachers connecting with their young learners’ families is a focus of the new edition.
· A case study of a young English-speaking child’s early literacy acquisition is presented in Chapter 3.
· The book stresses the importance of national and state standards in pre-kindergarten and kindergarten education.
· Information on assessment of young children’s language and literacy development has been organized into one chapter (Ch.9).About the Author:
Carol Vukelich is Hammonds Professor and Director, Delaware Center for Teacher Education.
James Christie is Professor of Social and Family Dynamics at Arizona State University.
Billie Enz is Professor of Early Childhood Education at Arizona State University.
"About this title" may belong to another edition of this title.
Book Description Pearson. PAPERBACK. Book Condition: New. 0132316366 New US Edition Textbook, Ships with Emailed Tracking from USA. Bookseller Inventory # Z0132316366ZN
Book Description Pearson, 2011. Paperback. Book Condition: New. 3. Bookseller Inventory # DADAX0132316366


Practice Quiz presents 40 free review questions and explanations for the Praxis II: Elementary Education: Content Knowledge 0014/5014 teacher's exam given by ETS.
Praxis Elementary Education CK is a paper-based or computer-based test containing 120 multiple-choice questions. The test-taker has two hours to complete the exam.
The following elementary teaching topics are covered on the Praxis EECK exam:
Going into elementary school education? Check out our Praxis II PLT K-6 Exam Prep set with dozens of free practice test questions.
Disclaimer: This content is provided for informational purposes only. It has not been edited, fact checked or updated. This content is neither affiliated nor endorsed by ETS or any other official agency. These questions were written by a third party test prep company and licensed by Practice Quiz for use on this site. Please use at your own discretion.


Supporting Colorado’s Young Readers
In Colorado, we have state law that is focused on ensuring our students are able to read proficiently by the time they leave third grade. The Reading to Ensure Academic Development Act (READ Act), which unanimously passed the Colorado legislature in 2012, was created with the most essential academic benchmark in mind: early literacy.
The READ Act focuses on K-3 literacy development by assessing students on their literacy skills and developing individual intervention plans for students who are behind.
Five Essential Domains of Literacy
1. Phonemic Awareness:
“Phonemic awareness” may sound technical, but it’s simply being able to hear, recognize, and differentiate between sounds. It might seem strange that hearing is part of reading, but without the ability to hear the difference between sounds, it’s very difficult to be a strong reader. As an example, let’s think about the different sounds between /b/ and /d/. “The large dog was hungry” is totally different than “The large bog was hungry.”
Phonics is the relationship between sounds and letters. Basically, it’s how we know that the sound /f/ is written “F” or “f” or how “cat” begins with the letter “C”. In English, phonics can be very tricky! For example, the sound /ch/ is one sound, but it’s written with two letters “C” and “H”, which can be confusing to students. Being taught the explicit connections between sounds and letters is a key way that students learn to read.
Vocabulary is a knowledge of words—in order to read words, it is critical to know what they are. Vocabulary knowledge can also include knowing that there are different words that mean the same thing like, “happy and cheerful” and knowing that there are words that have the opposite meaning like, “up and down” “in and out.”
You don’t have to be a speed reader in order to be successful, but imagine if you were only able to read a single word every minute. You would probably have a difficult time remembering what you read at the start of a paragraph or even understanding a single sentence.
5. Reading Comprehension:
Reading comprehension is understanding what you are reading. If you have the other building blocks of literacy, comprehension is the last piece of the reading puzzle. As students become strong readers and improve their reading comprehension, they can think deeply and answer questions about what they have read. For example, a student with strong reading comprehension can describe what happened in a book or story and understand the “main idea.”


This week’s lessons will focus on reading with an emergent reader. Emergent readers typically know some alphabet letters, understand that print conveys meaning, still write with “scribbles” or pictures, and recognize letters and words in the environment (the yellow “M” signifies McDonald’s). By the end of this stage of literacy development your child might be writing the sounds that are heard. For example, if your child hears “pet” he or she might spell it “pt”. Emergent readers are learning all about language, alphabet letters, letter-sound associations and print awareness all at the same time. As a parent, you can facilitate learning these concepts by reading to your child every day.


One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers
Substantial systematic differences exist in children’s home learning experiences. The few existing parenting programs that have shown promise often are not widely accessible, either due to the demands they place on parents’ time and effort or cost. In this study, we evaluate the effects of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development. The program targets the behavioral barriers to good parenting by breaking down the complexity of parenting into small steps that are easy-to-achieve and providing continuous support for an entire school year. We find that READY4K! positively affected the extent to which parents engaged in home literacy activities with their children by 0.22 to 0.34 standard deviations, as well as parental involvement at school by 0.13 to 0.19 standard deviations. Increases in parental activity at home and school translated into student learning gains in some areas of early literacy, ranging from approximately 0.21 to 0.34 standard deviations. The widespread use, low cost, and ease of scalability of text messaging make texting an attractive approach to supporting parenting practices.
You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.
This paper was revised on November 10, 2014
Document Object Identifier (DOI): 10.3386/w20659
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Henry Ward Bleecher said it best when he said “Music cleanses the understanding; inspires it, and lifts it into a realm which it would not reach if it were left to itself.”. We all know that many schools in America have trouble when it comes to funding just about anything. Sadly, the arts are usually the first things to go when a school district or even a single school has to find ways to stay stable during budget issues. Removing any one of the creative arts from a school’s itinerary is usually unwanted, but it is especially concerning when music is no longer offered in state public schools.
Johns Hopkins School of Education notes that using music in the classroom has been shown to enhance teaching and learning behaviors. Since music is one of the great joys of life for so many people, it stands to reason that it would add enjoyment to the learning experience.
According to researchers, the following concepts have been proven:
- There is a connection between reading/language development and being trained in music.
- Music, when used as an enhancement to a lesson plan can increase students’ interest and engagement in the instruction.
- When music is introduced during the early childhood years it can build positive learning attitudes and increase curiosity.
Johns Hopkins informs educators that any classroom instructor can mix in music into the students’ environment, even if they have no real background or training in the actual field of music. The National Association of Music Education also says that music can change the way young people’s minds’ take form. Many experienced teachers are aware that using music in the background as students perform certain tasks helps them to memorize and retain the information more easily. This type of learning might include reciting grammar rules to the tune of a nursery rhyme. Certain classical or contemporary pieces could be played in the background when students are reading or researching. Specific classifications of music, such as the works of Bach, Handel, and other Baroque composers, can create a deep concentration state in listeners, which sets the stage for memorizing information or processing new data. Certain types of music could be used as a soundtrack for the students’ day. A creative teacher might use the musical playlist to calm, enthuse, and motivate pupils as becomes necessary during their time in class. Tight budgets do not necessarily have to mean music or arts must be removed from schools. Teachers who learn to integrate music of all kinds into every activity and experience of the school day will make learning more special for their students, and possibly experience regenerative results for themselves also.
Posted by William David


About this project
Why do this?
In Guatemala, music is rarely taught in schools--not from a lack of interest in music, but a lack of funding for this important education. I have been volunteering in schools and churches in Guatemala for five years as a music teacher (I have a Minnesota music teaching license) and I have seen the vast untapped potential within these kids. They love to sing and make music...and just like your own children, they want to find a purpose in this world. They want to make a difference in their families, their communities, and in their futures.
Music education -- with it's proven benefits in improved learning speed, increased body/mind coordination and community building -- can help Guatemalan youth gain the skills needed to become more confident, productive, and community minded. In light of the overwhelming news reports of tens of thousands of children fleeing Central America, this project has the potential to help at-risk Guatemalan youth develop a new vision of their lives and futures at home.
This pilot project will allow me (and others if there is funding) to teach a much-needed music program to at-risk Guatemalan children in 2 or 3 specific schools in Guatemala City over a 3-month period, and to produce a final performance for the community. The immediate goals are:
- to tap the emotional and intellectual capacity of children through the immediate improvement of their musical skills.
- to prove through both quantitative and qualitative assessments that our music program can have both an immediate positive impact on their learning, but the potential to redirect their futures as well .
- to strengthen student confidence, pride, leadership, and community-building as students perform their songs together for their parents and the community.
More long term benefits include:
- providing lifetime benefits to school kids in Guatemala, a PBS article (http://www.pbs.org/parents/education/music-arts/the-benefits-of-music-education/) details benefits for kid from music education in the areas of language development, increased IQ, better brain function, better spacial/temporal skills, and improved test scores.
- developing a broader music curriculum able to reach even more Guatemalan schools.
- building upon the success of this program each year, and documenting the benefits experienced by the kids through our website.
What will we use the money for?
The following budgeted items assume 300 students.
- a music book and simple instrument for each student ($16 per student)
travel/lodging/internet/computer for an Uni teacher ($5.70 per student)
This comes out to $1.81 per class per student. Typical music classes in the United States cost $3.13 per student per class (reference www.educationnext.org).
If we get more than the amount asked for, what will we do with it?
For every $3000 more we raise we can teach another 100 students. We will hire Guatemalan teachers for this task.
What schools will we teach at?
Escuela Oficial Rural Mixta N.#679 en Los Alamos, San
Miguel Petapa (south of Guatemala City)
- Colegio Luterano en Boca del Monte (southern suburb of Guatemala City)
- with more funding - Life School en Panajachel (in the mountains north of Guatemala City)
Risks and challenges
We have been working with schools for 5 years and know many things about the staffs, the schedules, etc. But of course working with new people can always create delays and changes. Also working with book makers and businesses that can provide the musical instruments can create delays.
One thing that is nice is that the school year starts in January and so we have 3 months of music classes to teach so if we are delayed, we can still teach the students in 2015.Learn about accountability on Kickstarter
Support this project
- (46 days)


Teaching such economic concepts as specialization and opportunity costs has left many a Texas teacher struggling to keep students awake as they try to meet state rules for teaching the free enterprise system. To assist them, a San Antonio economics professor has been dispatching enthusiastic college students to enliven the subject for their younger counterparts in five area elementary and secondary schools.
The Economists in the Schools program at Trinity University sends economics majors into high schools to teach and teams them with elementary education majors to teach in grade schools. The goal is to improve the teaching of economics and to balance the subject knowledge with pedagogy. The college students earn course credits for their time in the classroom.
"Economics is difficult to teach because it's a dry subject and hard to make interesting," said Rachel Hays, a teacher at the Health Careers High School in San Antonio. She teaches two economics courses despite having had limited exposure to the subject when she was in college.
Created by Trinity's Richard Butler in 1993, the program builds hands-on group activities into the curriculum.
To explain the efficiency of specialization in mass production, for instance, small groups of students must reproduce a paper design using one stapler and one pair of scissors. The students then calculate how many more designs they made when they produced them as a group, each specializing in one task, as opposed to making them individually.
"We try to teach very important abstract principles with a lot of sugarcoating," Mr. Butler said. "These college students will take some of the dullest topics in the course and make it fun."
Emerging democracies around the globe will have a new resource for guiding their transformation with the planned development of a framework for democracy education.
The Calabasas, Calif.-based Center for Civic Education, with a grant from the U.S. Department of Education, is convening scholars worldwide to write the document during the next two years. The framework will assist nations in crafting their own civic education curricula and standards, said Charles F. Bahmueller, the project director of the center's international civic education exchange program.
The framework will include guidelines for use in schools, adult education courses, and other programs. After scholars review the draft, it will be posted on the World Wide Web at http://www.primenet.com/~cce for comment.
--KATHLEEN KENNEDY MANZO email@example.com


'Langauge changes according to the needs of it's users' 'Words become obsolete so drop out of usage'
- Semantic change in meaning (amelioration/pejoration, broadening/narrowing)
- Brand names/Inventions
'Influence of other forms of language that come into contact with the English language'
- Foreign borrowings
Random Fluctuation Theory
'Language change occurs due to the changing context of it's users society' -Charles Hocket, 1958
- Natural disasters e.g. 'tsunami'
Linguistic Determinism and Reflectionism
'Sapir-Whorf Hypothesis' Weak version:' Langauge influences thought but does not have complete control over it' (determinist)
However the reflectionist argument is 'Language is shaped by our thoughts, the language we use is thus the reflection of the way we think'
- Political correctness- e.g. racism .. if reflectionism is true, removing racist langauge does not remove racism. It will eventually re-emerge in a different form as the racist thought is still there
'Idea of identifying likely paths thta language change will take, depending on existing linguistic patterns'
- Affix e.g. the addition of the suffix 'age'
Middle English 1150-1500
GREAT VOWEL SHIFT
-Coined by Otto Jesperson -Vowel sounds began to get longer
-Wrote his works in English
PRINTING PRESS, 1476
-William Caxton -First english printer
- contribution to the spread of the language
Early Modern English, 1500-1700
-Expression of new ideas by the inventing, borrowing and adopting of phrases from other languages. Early example of neologisms
TABLE ALPHABETICALL, 1604
-Robert Cawdry -First single language dictionary with 3,000 words. Long S present.
KING JAMES BIBLE, 1611
-First bible to be written in english
- intoduction of new words, and the beginning of standardisation of spellings
Modern English, 1700-1900
SAMUEL JOHNSONS DICTIONARY, 1755
-Nearly 9 years to complete -Most important dictionary until Oxford Dictionary 173 years later, thus very influential
INTRODUCTION TO ENGLISH GRAMMAR, 1762
-Robert Lowth -Used widely in schools until the early 20th Century
ELEMENTARY EDUCATION ACT, 1870
-Compulsory schooling for 5-12 year olds
- significant influence on language and grammar standardisation
Late Modern English
POLITICAL CORRECTNESS, 1970'S
-Originated in America at the same time as feminist movement, reached UK by 1990 -Tool for making language 'neutral'
FIRST EMAIL, 1971
FIRST TEXT MESSAGE, 1992
- The effect on lanaguage change. Introduction of neologisms due to gender neutral lexis and 'text message language'
AGAINST LANGUAGE CHANGE
-Belief of a 'right' and 'wrong' language. Variation should be resticted and stanardised rules imposed.NS forms are inferior. -Idea of a 'Golden Age' of english
- John Humphries
- Jean Aitchison describing Prescriptivist approach as 'damp spoon', 'crumbling castle' and 'infectious disease'
ACCEPT LANGUAGE CHANGE
-Accepting of the inevitability of language change so observe and analyse it
- David Crystal


As a 3rd grade scholar at Capital Prep, the students will begin to prepare for the Connecticut Mastery Test. Capital Prep’s students have now developed strong foundational reading skills. Students have now fully shifted from learning to read to reading to learn.
Foundational skills focus much less on phonetic patterns and move on to word parts such as common affixes and Latin root words, and the focus on oral fluency begun in second grade continues to be emphasized. Inquisitive third grade readers learn to infer character traits, compare and contrast various genres of fiction from around the world, compare and contrast themes of stories while referring to specific evidence in the text to strengthen their comprehension of literature. Comprehension of informational text is bolstered by the study of text features, the ability to describe the relationship between historical events, and to compare key ideas between differing viewpoints on the same topic. Vocabulary development is supported by learning to distinguish shades of meaning between related words, by studying multiple meaning words, and by learning homonyms. Writers in third grade focus on the modalities of opinion, informative, and narrative pieces making sure to include a clear statement of focus, elaboration of detail, organized structure, and English Language conventions. Students use these agreed upon “rules” to have meaningful discussions, and present their work in complete sentences using correct grammar while asking and answering peer generated questions to improve their speaking and listening skills. Students also hone speaking and listening skills by making oral presentations of their quint projects to the class.
Third grade math instructional time will focus on four main areas: developing an understanding of multiplication, division and their strategies for numbers within 100; beginning to develop an understanding of fractions, mainly with 1 as the numerator (unit fractions); developing an understanding of rectangular arrays and area; and analyzing two-dimensional shapes. Students apply their knowledge of patterns and sequence in counting to develop an understanding of multiplication and division through equal groups, arrays and area models. This beginner understanding is coupled with geometry lessons to lay foundation for comparing and describing two-dimensional shapes using area and perimeter. With continued collaboration of number sense and geometry, students begin to develop their understanding of division and its relationship to fractions. Students continue to build fluency of place value in the base10 number system throughout lessons and especially lend these skills to perform multi-digit arithmetic using properties of all four operations.
Through hands-on centers and inquiry based science labs, the third grade students will have a real life application of math and science. Students apply higher level thinking skills when problem solving and conducting science experiments. In science, the students will be learning about topics including the properties of matter, animal adaptations, the solar system and rocks and minerals.
In addition to English language arts, science and math studies, students build on knowledge of timelines in social studies to include connecting multiple historical time periods and identifying similarities in historical events. The study of historical events and their geographical locations includes identifying the physical features of places. This learning is used to determine how the geographical features influence migration patterns of people. In the process, students develop empathy towards groups of people as they begin to appreciate how groups of people fight to keep their traditions alive in the modern world. Students are also working towards answering their social justice question, “How does the way groups define themselves affect the relationship among communities?” Becoming more knowledgeable as they learn about themselves and how they can relate to one another is one of the key building blocks for creating a true Trailblazer!


Dead End, Beaufort, 1940
Watercolor on Paper
Gregory Ivy came to Woman’s College (UNCG) in 1935 and founded the Department of Art. In 1941, with the help and support of other staff and community members, he established an art gallery, now the Weatherspoon Art Museum. A talented painter and an inspiring teacher, Gregory Ivy influenced generations of students, and shaped art education at UNCG.
Ivy is also identified as an important mid-century modernist. Ivy was interested in an alternative approach to painting-to find basic lines and visual rhythms that felt like the forces of nature rather than copying them faithfully in a realistic way. Ivy used bold lines and big, broad strokes to convey the physical sensations he experienced.
In 1938, Ivy established a summer art colony held at Beaufort, North Carolina which focused on landscape painting. Dead End, Beaufort is a watercolor stemming from Ivy’s time in Beaufort during the summer session of 1940.
Over the course of his long career, Ivy participated in exhibitions along side major artists such as Edward Hopper, Jackson Pollack, John Marin, and Marc Chagall at institutions including the Brooklyn Museum, the Metropolitan Museum of Art, Corcoran Gallery in Washington, D.C., and the Art Institute of Chicago. The Weatherspoon Art Museum houses a major collection of Ivy’s work.


Dr Nina Kraus explains the vital role of music in learning at this ARTSpeaks event in Illinois in 2017.
The results of Northwestern University research published in 2015 show that music training is related to the development of selective attention and inhibitory control.
The Rock ‘n’ Read Project in Minnesota uses proven, research-based strategies which help children to read at their grade level through singing.
Dr Nina Kraus speaks with Charles Limb on music and the brain at the San Diego Symphony.
The findings of a Northwestern University study in 2013 demonstrate that accurate beat-keeping involves synchronization between the parts of the brain responsible for hearing as well as movement.
Research supported by U.S charity the National Association of Music Merchants (NAMM) Foundation – which is funded by NAMM Members through trade association activities and private donations –
is expanding understanding about the impact of music making and music education, the importance of music at every stage of life, and relationships between music and physical and emotional wellness.


Primary education, also known as elementary education, is the first level of formal compulsory education. In the Philippines, elementary education commonly consists of six levels, with an additional level/grade (Grade 7) in some private schools.
Goal of the primary education system
Elementary education aims to provide basic literacy and establish foundations in reading, mathematics, and the sciences among all children.
Primary education is provided basically in schools, where the children stay in advancing classes until they finish and move on to secondary schools. In both public and private schools, the children are placed in one-teacher classes. The teacher is then responsible for their education and welfare for a year/particular level. The continuity with a single teacher and the opportunity to establish close relationships with the whole class is a notable feature of the primary education system.
Primary education is divided into two parts or levels: the primary level, which consists of grades 1 to 3, and the intermediate level which includes grades 4 to 6.
Philippine elementary education covers a wide curriculum, based on the guidelines set by DepEd. The core subjects (major subjects) include Mathematics, English, Filipino (the Filipino language and literature), and Makabayan (which is a hybrid course consisting of Social Studies, Home Economics, and Values Education―present in public schools). Starting at Grade 3, Science becomes an integral part of the core subjects. Other subjects include Music, Arts, and Physical Education.
In most secular private elementary schools, the subjects include Mathematics, English, Science, Social Studies, Basic Computer, Filipino, Music, Arts and Technology, Home Economics, Health, and Physical Education. In Catholic schools, Religion or Christian Living is added to the curriculum. International schools and Chinese schools, meanwhile, have additional subjects, especially in language and culture.
Medium of instruction
In Metro Manila and nearby municipalities and provinces, the teaching medium in most subjects is English, with Filipino being only the second language used (in Makabayan and Filipino subjects). Under its Mother Tongue-Based Multilingual Education program, the DepEd trains teachers in the provinces to use the vernacular/dialect as a medium of instruction (in addition to English and Filipino) especially in the primary level. International schools use English language to teach all the subjects.
On the other hand, some elite private schools include Spanish or Arabic in their curriculum. Generally, graduates of such schools have knowledge of two to three languages.
The Philippine Education for All Assessment Report of 2000 stated that a "huge population of children were either over-aged or under-aged for grade one." A reason behind this trend is that families opt to postpone the education of young children as girls were often asked to take care of younger siblings, and together with boys, help in their livelihood.
The Bureau of Basic Education, the office under the Department of Education assigned to handle matters regarding preschool and primary education, prioritizes the issue of making primary education accessible for all qualified students. The goal was successfully carried out, as some 95 percent of children aged six to twelve attended primary school in 2000. However, the quality of education and quantity of the students declined in the succeeding years due to lack of proper government funding to provide for adequate public school facilities and materials, and teachers’ salaries. Public schools are also overcrowded with students nowadays and facilities are no longer sufficient to meet their needs.
Another recurrent issue is the rising cost of education especially in private schools, which most Filipino families, usually belonging to the lower middle class and masses, cannot afford. They opt to either transfer their children to schools with lower tuition fees, or to public schools.
- Official website of the Department of Education in the Philippines Accessed 07 July 2009.
- Mother Tongue-Based Multilingual Education


The Students of AOIT II:
- spend the first quarter learning flowcharting and programming using the C++ programming language. Learning C++ is a great foundation for learning other languages, as so much knowledge learned in programming is transferable. In addition, learning to write computer programs enhances a student's logical thought process, a skill that will aid their studies in any chosen field.
- train and prepare for the three exams required to earn IC3 Certification. IC3 stands for Internet and Computing Core Certification. This certification indicates digital literacy and proficiency in the areas of hardware, software, operating systems, computer applications including Word, Excel, Access and PowerPoint, as well as the effective use of the online world. Based on extensive research, IC3 reflects the foundational skills needed to excel in virtually all career fields and academic pursuits requiring computer proficiency. (Source: www.certiport.com)
- create a digital portfolio which will be made available to colleges and to potential employers through this Web site.
- explore Alice, the computer animation software developed by Randy Pausch and his Carnegie Mellon students, then create their own "world."
- participate in Computer Science day at the University of Rhode Island.
- visit the Information Systems Department of CVS Headquarters in Woonsocket, RI to see how the skills and proficiencies they are gaining in the classroom translate to the world of work.
- earn course credit at Level 1 which is the equivalent of Honors/AP course weighting.
The "Hour of Code" has begun a groundswell of interest in learning to write code. You will find their informative and inspirational videos on the topic at: code.org . Recently Facebook developed a video in their effort to do the same, "Understanding Programming: See What You Can Build". These videos demonstrate the demand for programmers due to the proliferation of programmable devices. AOIT has been successful in inspiring and encouraging students to fill these important roles.


Writing partners are two students working together to collaboratively complete a task by reading together, asking questions to each other, and responding in written form together. Writing partners work together in every reading lesson as well as during writer’s workshop when they collaboratively read each other’s papers and ask for suggestions during the share portion.
One of the most powerful benefits of my school's blended learning model is the amount of time it creates for me to work individually with my students on their literacy development. One strategy I use often is a Writer's Workshop Conference, which consists of my having a targeted conversation with each student during which I am able to give feedback about his or her writing. I work hard at the beginning of the year to establish a classroom culture in which all students, regardless of the activity they are involved with at any given moment, understand how important it is that I be able to provide focused, uninterrupted support to each of them. This makes it possible for me to focus on one student's writing for three to five minutes every day while other students are working individually or in small groups.
A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties students to the teacher on a personal level. Check out the video below to see how Freddy’s culture impacts student achievement!
Color Teams are teams that students form themselves within the rotation groups that I have created. Students usually work in their Color Teams when we conduct a group task. When students are working in their teams, I encourage them to use academic discourse and math vocabulary words. Given that students spend a significant amount of time working independently on digital content in my blended classroom, Color Teams are an important structure to foster productive group work among my students.


Through this project, IERPE aims to address the lagging quality of girls’ education by specifically targeting numeracy skills. Despite the importance of solid quantitative skills for future education paths and employment prospects, Beninese teachers are insufficiently trained in math and science subjects and overburdened with work. Temporary supplementary teachers who have been trained to give complementary math classes represent a straightforward solution to this problem. IERPE aims to evaluate the impact of these teachers on learning outcomes and aspirations using a randomized evaluation design. The study includes secondary schools in rural Benin and is conducted in partnership with the Ministry of Secondary Education and the Institute of Mathematics and Physical Science.
Sponsored by: Abdul Latif Jameel Poverty Action Lab (J-PAL)


Many of the musical traditions in North Korea today has stemmed from its own folk traditions but has changed drastically since the two Koreas split apart in 1945. For the most part, the types of music heard after Kim Il-sung took over in 1948 were highly restricted. Most of the genres allowed had to follow the strict guidelines of supporting the regime and upholding the idea of juche. A type of patriotic song called taejung kayo emerged in the 1980s. Basically it combined traditional Korean folk tunes with Western classical styles. Marches, Western instruments, and choirs were heard as well. Genres like jazz and rock were strictly not allowed. Movie music was quite popular, though. One of the leading film score composers was Isang Yun, who was born in South Korea but ironically lived most of his life in Germany.
Many of the folk instruments have been adapted and tuned in order to perform alongside Western instruments; many modern ensembles do this. They also have instruments that remain in folk tuning in order to perform with traditional ensembles. One instrument that has been modernized is a type of zither called an ongnyugeum. A four-stringed fiddle called a sohaegeum is another. Other instruments heard in traditional music include the gayageum (a 12- to 21-stringed zither), the ajaeng (a type of zither played with a bow), and the janggu (a type of double-head hourglass-shaped drum).
North Korea is famous for what they refer to as its “mass games” called Arirang Festival. If you watched one of the videos I posted a few days ago like you should have (Inside North Korea Part 3, I believe), it shows part of the mass choreographic display of Arirang. Think of it like a cross between an Olympic opening ceremony, a dance recital, and a gymnastics competition. Thousands of performers fill a stadium on the floor and in the stands and do amazing feats of coordination. It’s quite something to see, even though they are chanting their praises to Kim Il-sung, the government, and the ideology of juche. (That’s great and all, but can they do the wave?)
|If you look closely, those are people holding up colored cards to make the picture.|
When Kim Jong-il came to power, he lightened up on the musical restrictions of his father and predecessor. He actually encouraged jazz music and other genres that previously were shunned, and even allowed Korean pop music and girl bands. However, the songs still had to pass the juche test. Film music remains popular to this day.
There’s not a lot to write about when it comes to modern popular music. In recent years, there have been some pop music come onto the scene, inspired in part by the more dominant South Korean pop music scene. Several years ago, Kim Jong-un himself handpicked 16 women to form North Korea’s first girl band called Moranbong Band. Many of the members perform in some kind of military uniform while the singers appear in sleek dresses. Because of North Korea’s extremely high level of music education, all of the women here play their own instruments. The music is mostly in a pop/dance style with overtones of 80s music.
I haven’t come across any rock or any other styles so much, and it’s not surprising that I haven’t. I think it’s baby steps for them right now. There are a number of orchestras, choirs, and bands like the Wangjaesan Light Music Band. That’s about as good as we’re gonna get on this.
Up next: the food


Survey Says! Music education prepares kids for successful careers
Apparently, most North Americans love music, too, at least when it comes to music preparing them for successful careers. According to a new Harris Interactive Poll of 2,286 adults, 71 percent of Americans say that the teachings and habits from music education equip them to be better team players in their careers and two-thirds confess that music education prepares people with a disciplined approach to problem solving and prepares someone to manage tasks on their job more successfully. Other attributes learned in music classes applicable to successful careers include working as part of a team toward a common goal, striving for individual excellence in a group setting, and flexibility in a work situation.
Ready for the future, celebrating the moment
Children respond to music in profound ways. Music literally lights up all areas—on both hemispheres—of the brain. In our classes, we know that playing music together is more than, well, playing the individual instruments, singing the words, or moving together in a circle dance. It is learning how to work as a group, how to share, how to listen and respond to others, and it’s even about learning that every child’s ideas hold value. Creating music together also imbeds lifelong memories into the banks of our children’s thoughts. So, whether singing a lullaby to your infant each night to signal bedtime, combining music with movement to enhance motor skills and muscle development in a Head Start or Preschool program, or singing the songs together as a family in the car, participating in music classes celebrates the beauty of childhood and gives children skills applicable as an adult in the working world.
For information on music programs for your child visit www.psmusicanddance.com
Contributed by Lisa Camino Rowell, a freelance writer living in Atlanta, Georgia.


Posted August. 02, 2008 09:31,
Updated January. 01, 1970 09:00
Proper Internet etiquette from next year will take up a bigger part of ethics textbooks in elementary schools.
Students in Korea begin to learn Internet ethics from the fourth grade, but second and third graders will get instruction on the topic next year.
The Education, Science and Technology Ministry and researchers who developed the educational curriculum last year said yesterday that the ethics textbook for second graders will contain a chapter on Internet etiquette.
Twenty-two pages on Web etiquette will be included in ethics textbooks and supplementary teaching material. The chapter My Friend, the Computer will cover prevention of overuse and addiction to the Internet, and teach students to use polite words on the Web.
The ethics textbook for fourth graders to come out in 2010 will have 20 pages on Internet etiquette. That for fifth graders to be introduced in 2011 will also contain 20 pages on preventing Web addiction.
Textbooks published under last years curriculum will be phased in next year for first and second graders, 2010 for third and fourth graders, and 2011 for fifth and sixth graders.
Ethics textbooks used in elementary school have a combined seven pages on the Internet, but this will jump to 62 pages or three chapters by 2011.
Researchers and members of a council that oversees ethics textbooks for fourth and fifth graders said the textbooks should include in-depth education on Internet ethics. Citing the violent demonstrations over U.S. beef imports, they said the protests shed light on the Webs side effects.
Kim Jeong-hyo, an elementary education professor at Ewha Womans University in Seoul and a council member, said, As seen in the candlelight vigils, the Internet has a surprisingly powerful influence. Therefore, students should learn not only Internet etiquette but also how to judge the value of data on the Web. This suggestion has been supported by council members and researchers.


Friday, October 23, 1998 Published at 08:10 GMT 09:10 UK
World: South Asia
UN to tackle child labour in India
Thousands have marched against child labour around the world
By South Asia Correspondent Mike Wooldridge
The United Nations has announced a new strategy for tackling the problem of child labour in India, the country with the largest number of working children in the world.
The UN says child labour cannot be tolerated in any form and must be eliminated, with the highest priority being given to the most exploitative forms of child employment.
It says India's own child labour laws have been largely ineffective.
The UN points out that statistics in this area are highly unreliable. The last census suggested that just over 11 million children in India under the age of 14 were engaged in child labour, but other estimates range up to 100 million.
Poverty 'not the main reason'
The UN rejects the notion that poverty is the main reason for the existence of child labour.
Children are often employed, it says, because they can be paid less, can be abused without provoking retaliation and are not organised like adult workers.
Among the most extreme forms of exploitation of children are bonded labour and child prostitution.
Child labour in India, the UN says, is perpetuated by traditional attitudes and social and caste factors and institutionalised in many parts of the country.
It says there are many laws for tackling the problem, but they have been largely ineffective because of a lack of political and social will and difficulties in enforcing them.
The UN is promising a joint strategy involving all its agencies to support the government in dealing with child labour more effectively, and it says it is particularly concerned about the often hidden exploitation of young girls.
It sees elementary education as a principal means of eliminating child labour.


The Collaborative Center for Literacy Development (CCLD) is excited to announce its engagement in a very unique early childhood literacy project. Late in 2015, CCLD began to develop and implement a specialized pilot project focused primarily in southeastern Kentucky based on Dolly Parton’s Imagination Library. The premise of the Imagination Library is registered children from birth to age 5 receive one age-appropriate book each month in the mail (at no cost at all to the child/family). CCLD’s project enhances the book dissemination platform with videos and resources developed around each book. The key target audiences for which these videos are being developed are the children and their families. Each video includes literacy tips and strategies for families to engage in together as they enjoy each book. Foundational emergent literacy and language development strategies are reinforced through activities that are fun, user-friendly, and critical in the literacy development of a child’s life. The videos are open to the public, with the hope that public librarians, early childcare providers, and preschool-kindergarten educators can also use them as resources in their curriculum.
The videos will be an ongoing pillar of the project. They are easy to access through the CCLD website and The Holler, a social media platform developed, housed, and operated by the Kentucky Valley Educational Cooperative (KVEC). The partnership among CCLD, the Imagination Library, KVEC, and the Kentucky Reading Association is working toward the goal of providing books and literacy support to families in the targeted region, with the ultimate desire to expand the project to include all of Kentucky. To date, through the CCLD pilot project, 31,950 books have been disseminated to over 6,000 children in 14 counties.


Teaching a grandchild to read must be one of the most joyous activities of all.
As well as the pleasure in seeing a little one taking their first tentative steps to becoming a reader, there are plenty of reasons why a grandparent’s help can be invaluable. Patience, time, and the unique bond between grandparents and grandchild come high on the list. Some parents, of course, like to teach their child how to read, or to leave it to the school, but many are pleased when it’s granny or grandpa who share the task.
Why use the Beginning Reading Instruction programme? For a start, it was designed to make learning to read as simple and straightforward as possible and carefully planned to be virtually fool proof. What’s more, it is unique in teaching decoding skills/reading by means of beautifully structured and lively little storybooks. Children quickly become absorbed in the world of quirky and lively animal characters in stories that prompt lots of which, where, when, why, and how questions. It takes only a matter of minutes to master the simple instructions, after which your young grandchild can take their first tiny steps towards reading ‘real stories’. And, importantly, the programme dovetails with phonics instruction that children receive when they are in Reception.
It’s a family judgement when to start, but around a child’s fourth birthday is generally a good time to test the waters. And as long as you stick to bite-size sessions – no more than 10-15 minutes at a time – and make sure that reading time remains unpressurized, the experience can be immensely rewarding.
The stories of BRI offer plenty of opportunities to engage in lively conversations about the irrepressible animal characters that inhabit the stories. First time round, it is important to ensure that the practice of decoding skills – the fundamental building blocks of reading – is paramount. A rereading of each book offers opportunities for fluency, expression and discussion. The characters bring the stories to life and trigger lots of talk about the adventures of Sam the lion, his mischievous little rat pal, Mat, and their endearing animal friends. The stories also encourage all those when, where, how, and why questions that tap into children’s insatiable curiosity.
There surely can’t be many more satisfying activities than spending a little time each week sharing a grandchild’s journey to literacy.
The BRI Beginning Reading Instruction Starter Pack £70
We have created the BRI Starter Pack to get your grandchild off to a solid start. It delivers all the building blocks necessary to create a fluent reader, with lots of repetition so basic rules become second nature. Piper Books BRI is phonics based so will blend well with the child’s school learning experience.
Contains: The first two sets of BRI reading books (48 books). Getting Started with BRI: A Guide for Teachers, Teaching Assistants and Parents. Tutor and Pupil SPELLING Workbooks for spelling practice, BRI 1 and BRI 2 Pretend Words. A boxed set of Letter/Sound Flashcards, mini whiteboard, pen and eraser


Home Based Care for Ante Natal & Post Natal Mothers and Enabling Environment for AdolescentsBackground
Thally and Kelamangalam blocks of Krishnagiri District are surrounded by hills. Many villages don’t have proper road and transport facilities. In this context the people find it very difficult to access the services of health providers. As a result the Maternal and Infant mortality rates are seen high. Children do not have access to schools and even if they have access to schools, they do not have quality of education. Many children lack basic reading skills according to their education standard.
In the context of Krishnagiri district, where many parents migrate for work, the adolescents are left unattended. Given the terrain setting in some of the blocks, it curbs their opportunity to education. The adolescent girls travelling to school can be a risky affair which forces them to drop out of school post puberty. The district also has high rate of early marriage and unwanted pregnancies. Krishnagiri is one of the districts despite efforts made by civil society organizations and government still remains to be poverty driven where parents force their adolescent children to work.
Having this background ARCOD is working in addressing the issues of adolescents and children including education, sexual and reproductive health and life skills. The project is supported by UNICEF, Chennai.
The objectives of the project is two fold
To create and enabling environment for adolescents that encompasses
- improving reading and writing skills of children
- Addressing sexual and reproductive health of adolescents and realizing their rights
- Addressing mental health issues of adolescents
- Bridging the gap between adolescent children and their parents
- Creating education opportunities, career guidance and identifying livelihood options
- Promoting Life skill education
To promote pre-natal and post natal care to
- Ensure institutional delivery
- Reduce infant and maternal mortality
- Promote exclusive breast feeding in the first 6 months
- Ensure immunization for children from 0-2 years
- Adolescent Clubs
Adolescents aged between the ages of 10 to 16 are formed into a club. The Adolescents clubs meet 6 evenings every week. Academic work for the students takes up 60% of the time and 40% of the time is spent for providing some life skill education for all adolescents. Each club has a mentor from the same village.
Meeting of Stakeholders
Once in three months, the community and parents meet the Club members and the Mentor to be informed of the Club activities. Meetings are arranged with Panchayats, PHCs, Schools and other stakeholders to ensure effective implantation and sustainability.
Life Skills Education
The Club Mentors are providing Life skills training to the members of club on themes such as knowing oneself, physical and psychological changes during adolescence, setting goals, time management, problem solving and awareness on child rights. The life skills meetings have proved to be more popular than the tuition classes: even those who do not attend schools or tuition classes attend these sessions. Class 10 and 12 students who attend extra classes in their own schools attend these sessions.
ARCOD organised a summer camp for the Club Members. The aims were to give children a break from their routine and to help build peer networks across the Clubs. 607 (332 boys and 275 girls) participated in the Camps. ARCOD organised group photographs to be taken and each participant was given a laminated copy of the photograph. Parents’ reluctance to allow girls to stay out overnight played a role in denying children the joy of the Camp. The same parents expressed regret when they heard reports from attendees of the Camp and saw the group photograph.
Once in 3 months, the Club Mentors and Members organise a Mela on various themes. Club Members create plays, songs and dance performances around the specific theme and invite community members and parents. Parents are asked to speak on these occasions. These occasions prove to be platforms of communication between the adolescents and the community.
- Capacity Building of Club Mentors and Village Health Workers
UNICEF provides technical training to the Club Mentors on academic work through another NGO, Aid India. A wing of Aid India named “Eureka Kids” specialises in creation of low-cost visual aids for learning literacy and numeracy skills for children in primary and upper primary stages. Each Club has been given a kit for children’s use; the Club Mentors’ refine and review their mastery of fundamental concepts of math and literacy using kit.
The monthly tests are conducted by the club mentors to monitor the improvement of academic performance of adolescents on Tamil, Mathematics and Science.
- Home Visits by Health Workers
The village health workers meet the Ante Natal and Post Natal Mothers and their family members through home visits to ensure accessibility of the services of the Primary Health Centres by AN & PN Mothers. During these visits the health workers are education the mothers and their family members on various aspects of health.


Students explain the importance of instructions and the sequence in which they are given.
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Flight Dreams - Folding into Flight
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Start off your young English language learners with this packet of materials, which covers three weeks of instructions. After completing the unit, kids will have practiced the letters K through Z, read several story books, talked with...
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Identifying the Main Idea in Fiction
Discovering the main idea in fiction is like uncovering buried treasure; one must persevere to locate it, and the reward is priceless. Scholars delve deep into leveled stories using three questions to aid in identifying the main idea.
3rd - 5th English Language Arts CCSS: Adaptable
Essential Reading Strategies for the Struggling Reader
Beneficial for beginning readers, struggling readers, and those in need of review, a set of language arts activities is a great addition to any foundational reading unit. Focusing on phonological awareness, fluency, instructional...
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When students sit glassy-eyed during music class, it may be because the teacher talks too much, say researchers at the School of Music.
In music education, children tend to learn better from teachers who use non-verbal or a mix of verbal and non-verbal teaching styles, says music education Prof. James O. Froseth.
Froseth, with graduate assistants Molly A. Weaver and Joan E. Linklater, spent a year in Flint elementary schools investigating verbal and non-verbal teaching methods and their relationship to learning style preferences and music achievement among students in culturally diverse school environments.
The ongoing research project represents a partnership between the U-M, Flint Community Schools and Yamaha Corp. of Grand Rapids, which funded the project under the National Music Education Research Project.
We want to develop effective teaching strategies for the 1990s, specifically directed toward establishing equity in music achievement, Froseth says. Research indicates that instructional modes, methods and strategies can significantly affect student achievement.
While the primary mission of the project was to determine learning-style differences based on cultural diversity, the study found no difference in preferred learning styles among children of different ethnic and racial backgrounds. Instead, Froseth says, the researchers discovered a tool for teacher self-assessment in music education.
Five vocal and instrumental music teachers and 20 students served as subjects for the study. The instructors videotaped themselves once a month teaching music classes with four randomly-selected students. The teachers analyzed the tapes and classified their teaching styles to determine the relative effectiveness of their use of verbal and non-verbal teaching behavior.
The teachers also videotaped the students and classified the students responses to their teaching behavior. The object was to determine if differences exist in response to verbal and non-verbal instruction, and Froseth says there is a measurable difference.
This study is unique in that the teachers generated the data. It was based on what they themselves were doing, and their own perceptions of what was going on in the class.
Many of the teachers, in viewing their videotapes, found that they talked too much, Froseth says.
All of the teachers felt enhanced awareness of students preference for non-verbal teaching and are discovering that using words to teach music doesnt work. The teachers are becoming more aware.
When teachers are talking, there is no way to know what kind of response they are getting from students, Froseth says. Were talking real instructional leadership through modeling. Teachers have to lead.


Protists Worksheet – Free Printable Science for Kids Words Game
The Protists Worksheet – Download the FREE printable science for kids words game. This free kids words game about Protists includes a fun hidden and missing word puzzle as well as a find the words seek game. The Protists fun facts worksheet is free to download and print. Kids from Pre-K up to Grade Five can enjoy this worksheet and learn fun facts about Protists.
Grade school kids can enjoy this free fun facts about Protists worksheet as a reading comprehension activity. Children will learn very well and improve their reading skills, because they’ll need to read and re-read the facts about Protists to discover what the missing words are. Next, they will have fun finding the hidden words in the hidden words game.
Kids in Preschool & Kindergarten who can’t yet read and write, can enjoy this free science kids words game as a listening comprehension activity. Educators can read the fun facts all about Protists out loud and then help their kids find the hidden missing words. The words search game is also a good way for young kids to learn to recognize letters and words.
Parents can use the fun Protists worksheet to do early learning activities with their kids or homeschooling activities. Parents can spend quality time teaching their kids about Protists and making learning science fun.
Teachers can use our free kids words game about Protists to supplement science lessons and interest kids in learning easy science facts about Protists. Educators can use our Protists free printable science worksheet for after school activities and child enrichment programs.
EasySCIENCEforkids.com offers many great free printable science words games and free to download easy science activity sheets for kids. Download and us our animal facts worksheets and make it fun to learn about animals for kids!
Protists are neither plants nor animals. These unique one celled organisms are microscopic life forms that can be harmful to humans because they can cause diseases. Although Protists can be harmful, they are also useful, as they decompose objects well and supply oxygen for the planet! What do Protists look like?
Download this free printable science for kids words game to learn fun facts about Protists!
Free Printable Protists Worksheet for Kids
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|Published online: April 27, 2015||$US5.00|
In multicultural Australia, the state of Victoria is identified as the most culturally diverse state with a thriving multicultural society. To enhance this cultural diversity, the provision of global and multicultural education for school children is prioritised through current legislative, policy and curriculum frameworks. Music education is recognised as one of the most effective mediums of providing such education. An online survey was conducted targeting Victorian school music teachers (n=100) to investigate and to generate a snapshot of the current situation regarding the provision of multicultural music education. The survey found that, many school teachers do not possess apposite knowledge and resources hence as an alternative strategy, artists in residence are often invited to teach multicultural music in schools. Most participants acknowledged this practice as the most effective and authentic approach to educate students. To explore this further, a research study was conducted in an urban school where a range of strategies were employed to provide multicultural education including music. By witnessing the music program in action, it was found that these strategies answered the Australian governmental policy expectations for the formation of future citizens who are tolerant, caring, compassionate and fair and offered an engaging, effective and valued music education program.
|Keywords:||Artists in Residence, Culture/Tradition Bearers, Inter-contextualization, Multicultural Music, Music Teachers, Music Education, Proximal Simulation|
The International Journal of Learner Diversity and Identities, Volume 22, Issue 2, June 2015, pp.21-34. Article: Print (Spiral Bound). Published online: April 27, 2015 (Article: Electronic (PDF File; 514.476KB)).
Lecturer, School of Education, RMIT University, Bundoora, Victoria, Australia


Paper Towel + Food Coloring Capillary Action Experiments
Newton's First: with raw eggs. (Seems to good to be true.) -ok, this is cool! Our family just tried it. I wish I had, had a camera for my husband's face when I knocked the pie pan! lol The kids think this is SO cool!
Build a battery! All you need is 5 pennies, paper towels, lemon juice, sand paper, tape and an LED.
DIY Solar System Snow Globe. I want to do this project with my nephew and niece. It combines so many elements I love… Polymer clay, creativity, glitter, and science.
STEM Challenge: Which paper shape is the strongest? Engineering activity for kids from Creekside Learning.
Jelly fish in a bottle...
Color changing flowers - amazingly fun Science for kids! - use beetroot and other natural colours for more environmentally-friendly version
free constellation sewing cards and learning activity for kids *love this educational science activity
Fireworks in a glass! Such a cool & inexpensive Science Experiment for the kids!
Earth science: Very detailed lesson plans on how to create a bidome.


Teaching kids to read, write and spell can be improved with a focus on improving Oral Language.In this article I just wanted to get you on the road with some basic information that will help you support your child before the NAPLAN results are put into the back of our mind. These thoughts could stay there until the next round of assessment and then the worry will begin again.Teaching kids to read, spell and write are basic skills that will create a brighter future. Literacy is a very important part of Numeracy, because if a child can’t read and understand he will have problems interpreting what has to be done in Math.
Literacy is teaching kids to read, teaching kids to spell and teaching kids to write. Grammar and punctuation are part of all three areas. For today, because these children are in Year Three or above, let’s just look at one item that will improve all areas. I am spending a lot of time at work and in business doing exactly what I am telling you here.
GET YOUR CHILD TO TALK CLEARLY AND IN WELL CONSTRUCTED SENTENCES.
Here are some basic rules
1. Look at the person
2. Speak clearly and loudly enough for the other person to hear
Continue to read great literature to your child to turn his life around. Search the library for books that will add interesting words to his speaking and writing and increase his knowledge and creativity. Lastly, talk to him using the language that he has just heard and listen carefully to his sentences.
One item to work at this week at any year level is to discuss how authors create characters using language and pictures. When reading to your child talk to him about one character in the story, try not to overload. For very young children this can be an activity where they talk about a friend or another impressionable person in their life.
• Talk about what is seen in the pictures (physical characteristics, facial expression, how do they dress and what this tells the reader)
• Talk about the words that the author uses to describe the character
• Talk about the character’s actions and what these words and actions tell about the character.
That is enough for this article; I hope that your weeks go well with these strategies. These are basic reading comprehension strategies that with consistent practice will create an improvement in many areas of your child’s Literacy. Teaching kids to read, teaching kids to spell and teaching kids to write are all inter- related and all begin with great oral language. Give your child the unexpected thrill of being a reading, spelling and writing star by developing great speaking and listening skills.
Ann Foster is a teacher with a unique teaching talent. Her tutoring programs and products help children, teachers and parents to achieve extraordinary results quickly. She has a track record of bringing into action programs that are easy to follow and that achieve results. Ann has been working online teaching students and adults successfully for the last four years and has taken children from average results to well above. Letter Box staff solve problems and puts wings onto dreams.


By Alphabetical Order
A full-text database of folktales, fairy tales, myths of indigenous peoples, legends, sagas, and fables of world cultures in collections. Provided by HCCC Library.
Teacher Reference Center provides indexing and abstracts for 280 periodicals. In addition, 96% of journals indexed in the database are peer-reviewed. Topics include: Assessment, Best Practices, Continuing Education, Current Pedagogical Research, Curriculum Development, Elementary Education, Higher Education, Instructional Media, Language Arts, Literacy Standards, School Administration, Science & Mathematics, and Teacher Education. Provided through SUNYConnect.


In an article I wrote for The Reading Teacher in November of 2011, with Nampa, Idaho Children’s Services Librarian Laura Abbott, suggestions are offered for how parents and educators can choose books that will encourage and motivate lifelong readers.
Six research-based areas defined by the Every Child Ready to Read @ your library program provide the framework: vocabulary, narrative connections, print motivation, print awareness, letter knowledge, and phonological awareness. Parents and teachers can evaluate various books based on this model. Our article offers several descriptions of books, and strategies for instruction and engagement are included with each.
Every Child Ready to Read @ your library is a parent education initiative.
Traditionally, early literacy programs at libraries have focused on children. Storytimes and other programs might model strategies that parents can use to develop early literacy skills, but parent education is not typically the primary intent.
The Public Library Association (PLA) and Association for Library Service to Children (ALSC) concluded that public libraries could have an even greater impact on early literacy through an approach that focused on educating parents and caregivers. If the primary adults in a child’s life can learn more about the importance of early literacy and how to nurture pre-reading skills at home, the effect of library efforts can be multiplied many times.Teaching parents and other caregivers how to support the early literacy development of their children is the basis of Every Child Ready to Read @ your library. When the first edition of ECRR was introduced in 2004, the focus on educating parents and caregivers was a significantly different approach for many libraries; one that certainly has proven its value.
This updated and expanded second edition of Every Child Ready to Read @ your libraryprovides a new curriculum and materials to continue the effort, supporting parents and caregivers with the early literacy development of their children birth to age five.
According to the American Library Association, the program continues a commitment to research and introduces a powerful concept of constrained and unconstrained skill sets to our conversations with parents and caregivers. The 2nd edition utilizes natural language and a flexible format to encourage a more interactive way for library staff to work with caregivers and to create new ways for parents to interact with their children.


Pheasants – The Symbol of Good Luck
Pheasants seem as American as apple pie, but they were actually brought to America from China in 1881. Early colonists brought pheasants from England, but few of them survived our cold winters. Pheasants are beautiful birds. They look a bit like chickens with long tail feathers and beautiful mottled colors. They are still hunted for their tasty meat.
Pheasants are often a symbol of good luck. Legend has it that a Burmese hunter once found an emerald in a pheasant. When he went back to the pheasant’s home, he found an emerald mine.
Fun Facts about Pheasants for Kids
- English aristocrats raised pheasants for hunts. Only the wealthy were invited to these hunts, while poor people often starved in nearby villages. Sometimes, the poor would poach the pheasants at night. Danny the Champion of the World, by Roald Dahl, is a hilarious account of pheasant poaching in England.
- Pheasants can fly for short distances. Most of the time, they hide in grasslands and stay on the ground.
- Pheasants build their nests on the ground.
- Pheasants eat seeds, grain and insects.
- Colonist: early settler
- Mottled: spotted or marked
- Symbol: stands for something else
- Emerald: green stone
- Aristocrat: wealthy person of high standing
- Poach: steal
Learn More All About Pheasants
Have a look at this short clip of a day with a ring neck pheasant:
A documentary video about the life of a pheasant.
Question: How long do pheasants live?
Answer: Pheasants usually live only 1 year.
Question: Do pheasants have other predators besides humans?
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Pheasant Facts for Kids ." Easy Science for Kids, Jul 2017. Web. 24 Jul 2017. < http://easyscienceforkids.com/all-about-pheasants/ >.
APA Style Citation
Tobin, Declan. (2017). Fun Pheasant Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-pheasants/
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New phonics tools majors in more accurate phonics. It's so much easier to teach, and opens up the door to the entire English language. It minors on pleasant and pretty. (Check out flashcards and glance at preview pages). The "minor" to me is important, hopefully you agree!
It means so much more than just looks and color. It is the humanizing part of learning. It is reminds us that teaching at home (full or part time - if your children are home with you 10 minutes they are learning something - a powerful thought on parenting!) is meant for inspiring. Pretty and pleasant is custom, lovely and launching.
We want to point our children not just towards reading, but reading about something.
Do you want to teach your child to read?
Or do you want to make your child a well educated reader?
Our program helps your child to read, and hopefully to become a reader as well!
This happens not in a second-best way within a family, but initially and primarily at home. Reading at home is the best learning environment for a young student. There is no better form of customization anywhere.
A few quotes to point this out so much better than I can. From this dichotomy of sources : Johnathon Edwards and the Rifle Man.
~ The home life is one of the greatest means of grace.~
~ The Bible is the book of books, published during the very greatest period of English literature. Compared to it, everything else is just a footnote.~
So both the setting and mechanics of new phonics tools is intentionally redesigned.
Mechanics Redesigned. Most reading involves either very complicated ideas such as syllables, prefix, consonants and vowels etc (All good things to know - eventually) or a level of inaccuracy. Letter sounds, universally used in phonics instruction, only match the way words are actually spoken in English about 50-75% of the time.
At some point children need to know prefixes, suffixes short and long vowel sounds and much, much more. But to start with, these are better left out of reading. (If you are a teacher I am not off my rocker. The ideas I stumbled upon were covered in studies published before I was even born.)
At new phonics tools neither the complexity or inaccuracy of reading needs to be endured. The rules discussed here incorporate letter use as well as sound. 95% of the time one group of letters = one sound. This is beautifully simple. It transports easily to the front porch. This brings us to.
Setting Redesigned: In Reading Environments We Love there are examples of people learning to read with very few gadgets on hand. Obviously I don't shun technology, I write a web page. Still the most important factors in the examples were the teacher and material to be read. Relationship and thirst for knowledge take center stage here. Two very worthwhile things.
Simplicity via more accurate phonics rules for better reading is important. It opens the door to all of English since practically everything can be sounded out and so tackled by a reader themselves (ie. no one has to teach it as a memory word first) Simplicity that allows someone to learn to read in a pleasant spot, at their parent's side and then launch right out into the yard with a mind full of motivating wisdom is more important still.
Go to Reading Environment . . .For inspiring spots to learn reading.


Narbut was a painter, graphic artist and illustrator born in the Chernihiv region of Ukraine. His family had origins of ancient Lithuanian nobility. His first painting education was self-taught.
At about age 20, Narbut settled in Saint Petersburg from 1906 to 1917. There he studied with painters Ivan Bilibin and Mstislav Dobuzhinsky. In 1909, Narbut continued some of his studies in Munich, in the school of Simon Hollósy. After his return to Saint Petersburg he joined the organization Mir iskusstva. In 1910-1912 Narbut was an illustrator of the fairy tales Hans Christian Andersen, the fables of Ivan Krylov, and folk tales.
After the February 1917 revolution Narbut returned to Ukraine and was appointed professor of the Ukrainian Academy of Arts, becoming its rector in February 1918. He laid the foundations for advanced art education in Ukraine and fostered the rebirth of the national style of Ukrainian art together with other contemporary Ukrainian artists, such as Vasyl Krychevsky.
During this time he created his Ukrainian banknotes, postage stamps and charters for the newly created Ukrainian National Republic.He created covers and graphics for post-revolutionary books and journals; graphic designs for the currency, postage stamps, seals and charters of the Ukrainian People’s Republic; and bookplates, drawings and illustrations incorporating Cossack, Ukrainian baroque, and folk motifs. One of his finest works after 1917 is considered to be his gouache frontispiece for a 1919 edition of Ivan Kotliarevsky’s Eneïda (Aeneid). Narbut also worked on the Ukrainian magazines: Nashe Mynule (Our past), Zori (Stars), and Sontse Truda (The Sun of Work) among others. He died of typhus in 1920.
Books about Heorhiy Narbut:
- Heorhiy Narbut. Catalogue. Kharkiv, 1926.
- Volodymyr Sichynsky. Narbut. Lviv-Krakow, 1943.
- Heorhiy Narbut in Kharkiv Art Museum collection. Kharkiv, 1973.
- Heorhiy Narbut. Album. Kyiv, Mistectvo, 1983.
- Platon Beleckiy. Heorhiy Narbut. Leningrad, Iskusstvo, 1985.


by Rebecca Herr-Stephenson, Ph.D and Meryl Alper
Today we are thrilled to release a new report, T is for Transmedia: Learning through Transmedia Play. This report, which we have co-authored along with Erin Reilly, and which begins with an introduction by Henry Jenkins, is the product of a year-long collaboration between the Cooney Center and the Annenberg Innovation Lab at the University of Southern California.
Transmedia is an idea that has evolved over the past decade to describe the complex relationships that exist between media texts, media producers, and media audiences who actively and resourcefully engage with characters, plots, and events. Transmedia storytelling, as our collaborator Henry Jenkins has put forward, is a way for audiences and producers to shape media content and negotiate meanings across multiple platforms, with each unique element contributing to a fuller story world. We, along with other scholars, media producers, and educators, see great potential in transmedia for supporting learning and literacy development.
In this research, we looked carefully at numerous children’s media properties, play spaces, and play and performance-based programs to tease out the characteristics of transmedia that seem to best foster learning. From Harry Potter to Project Lamp, Story Pirates to Minecraft, we surveyed numerous opportunities for transmedia play currently available, focusing on those designed for children between the ages of 5 and 11. One of the key characteristics we observed in our review of transmedia experiences is the existence of rich story worlds that encourage reading across media and digging deeply into narratives and topics of interest.
T is for Transmedia is our attempt to summarize, synthesize, and spark discussions about children learning through their engagement with transmedia. As media producers increasingly look to transmedia as part of a strategy for incorporating new media into new and existing properties and as educators look ever more to new media as a site for meaningful learning opportunities, we suggest ways in which transmedia can be a resource for learning in various contexts, including schools, expanded learning programs, and at home. We promote the idea of “transmedia play” as a way of thinking about children’s experimentation with, expression through, and participation in a transmedia experience that acknowledges their cultural engagement, respects their thoughts and feelings, and builds up and upon 21st century literacies.
While it is clear that transmedia is a regular part of many children’s media ecologies—and, to a growing extent, their learning ecologies—this report is the first to document the characteristics of transmedia play and to consider its role in children’s education beginning in preschool. We hope that the research we present in T is for Transmedia will spark cross-sector, interdisciplinary conversations about the pedagogical promise of transmedia play and welcome your feedback on the report!


The NWT has eleven official languages—nine of these are Aboriginal: Gwich’in, Inuktitut, Inuvialuktun, Inuinnaqtun, North Slavey, South Slavey, Tlicho, Chipewyan and Cree. The health of these languages varies greatly, but most are endangered.
Our languages symbolize, in a very concrete way, the cultural group we belong to. Language embodies culture: we use it to define our world and make sense of it. It shapes the way we look at the world, giving us our worldview. We use language to transmit our culture and worldview from one generation to the next. (Multiple Literacies, NWTLC)
The NWT Literacy Council supports literacy development in all the official languages of the NWT. We do this by working in partnerships with Aboriginal language groups to produce a variety of materials in Aboriginal languages. We also promote the languages, do research, and monitor government policy and funding for Aboriginal languages.
Some things you can do to support your Aboriginal language
- Develop Aboriginal language books and resources.
- Use storytelling in your program and community.
- Create fun games in your language and teach them to families.
- Use your Aboriginal language on the radio and in public places.
- Encourage teachers and early childhood workers to speak to children and young people in your language on the playground and in the halls of the school.
- Create posters with positive messages about speaking your Aboriginal language.
- Set up a language committee that promotes culture and language in your community.
- Make a plan for maintaining and/or revitalizing your Aboriginal language.
- Encourage parents to speak their language in the family.


Not everyone can be a rock star, opera singer, or studio musician. But musicians are talented people who find ways to express themselves in a variety of rewarding careers. Musicians often find work as music teachers, vocal coaches, choral or orchestra directors, composers, arrangers, and performing artists. Some perform in concert halls, others in small cafes or night clubs.
Pursuing a Music Degree
Even self-taught musicians eventually take lessons. College music programs at the associate's, bachelor's, and graduate degree levels allow students to go as far as they wish in the formal study of voice, theory, performance, composition, history, and music education.
Musician Career Outlook
- Number of musicians and singers in the U.S. as of 2012: 167,400
- Percentage of singers and musicians who are self-employed: 36 percent
- Projected job outlook 2012-2022: 6 percent
- Projected number of new jobs by 2022: 8,700
- Major employers: Religious organizations and performing arts companies
- Median hourly wage as of May 2014: $32.49
- Median hourly wage top earners: More than $66.11
- Highest paying states: Oklahoma, Tennessee, California, New York, Florida


Phonics teaching method downplayed
The phonics method of teaching children to read is not necessary past the initial stages of learning and continuing with it may disadvantage them in the long term, according to new research comparing Scottish and New Zealand children.
The results of two studies, conducted by Brian Thompson, of Victoria University, and Claire Fletcher-Flinn of the University of Otago College of Education, were announced at the 17th Biennial Australasian Human Development Association Conference in Dunedin today.
The first research project found that six-year-old Scottish children taught through phonics read at a much slower speed than comparable children taught through New Zealand's more book-centred approach.
They also performed more poorly in deciding whether words were real or not at ages eight and 11, with non-words such as "blud" being picked more often as real words.
The researchers also found that Scottish university students who had been taught through phonics as children were worse at reading new or unfamiliar words that do not follow regular taught letter-sounds than their New Zealand counterparts.
The researchers said it was becoming clear that explicit phonics instruction left a "cognitive footprint", resulting in a long-term disadvantage when the reader attempted new words.
"These findings suggest that educators and policymakers need to look beyond any claimed short-term advantages of particular teaching methods, and take into account longer-term effects when considering the merits of different approaches to teaching reading," said Professor Fletcher-Flinn.
The second study looked at Japanese kindergarten children, Japanese adults learning to read and New Zealand students taking Japanese in high school as a second language.
The researchers found that the same cognitive processes in learning to read words in an alphabet-based system occurred in children learning to read a syllable-based writing system, such as Japanese.
This means that the same process of learning to read occurs in both children learning English and those learning Japanese, despite these being two different writing systems.
"This is a very important finding which suggests a general learning process for learning to read, regardless of the way the language is written," Prof Fletcher-Flinn said.
Both researchers agreed that from the beginning, teachers should strongly support the child's storage of vocabulary of print words, which have been connected to words in their spoken vocabulary.


By Kimberly Hopkins MSN, RN
Delaware Technical Community College
One of the many foundational skills that I strive to pass on to future nursing students in one of my pre-nursing courses is effective communication. In this post, I want to share a few activities that I use to make the topic of communication skills for nurses as interactive as possible. How else can communication be taught if not interactively? The goal of these activities is to show students that there are many ways to communicate in nursing.
The first activity involves the following picture. Take a look at it and note what you think the drawing depicts.
Do you see a mouse or an old man? When I display this optical illusion to students, I ask them to explain what they see and then debate over why the picture shows one image over the other. The goal is to help them understand that perception isn’t always objective, and that communicating a difference of perceptions isn’t always easy.
In the second activity, I divide the class into pairs, with one student acting as the patient and the other as the nursing assistant. The patients leave the room for a little while while the nursing assistants study the following image:
When the patient returns, the nursing assistant’s job is to describe to the patient how to draw the picture without ever having seen it. The catch is that the patient isn’t allowed to ask any questions. Once everyone has had a chance to give it a try, I show them the correct image and let them discuss their results.
We then do variations of the same activity with different images. In one method, the patient is allowed to ask questions – but no hand gestures are allowed. In another, the nursing assistant is not allowed to give verbal directions, and must instead write the directions down while the patient is still outside of the room.
These activities provide students with a chance to realize that communication comes in many forms, and that these different forms can lead to different misunderstandings. The variation in which students are forced to use written directions, for example, often reveals that not everyone has the same understanding on how many sides to an octagon!
All in all, these activities to reinforce communication skills for nurses are great fun. They prepare future nurses for the workplace by helping them realize that communicating with their patients isn’t always as easy as as they might expect.


As a new parent or soon to be mom/dad, you have probably heard the terms, fine motor and gross motor development. These developmental skills are often referenced in magazine articles and even on toy packaging. But for those of you who hear these terms "fine and small motor, large or gross motor development" and find yourself wondering: ‘what’s the difference’? Then wonder no more!
According to the Encyclopedia of Children’s Health
, “Motor skills are actions that involve the movement of muscles in the body. They are divided into two groups: gross motor skills and fine motor skills.” Gross or large motor skills include any large movements that are made by arms, legs, feet or even the body as a whole. While fine or small motor skills are smaller actions that require the use of muscle groups like the hands, wrists, toes, fingers, lips and tongue. Usually both types of motor skills develop simultaneously, since so many skills require the combined effort of both small and large muscle groups.
Gross/Large Motor Activities
Activities that encourage gross motor or large motor development continue to change as the child grows and develops. Infant and baby activities that would be considered a gross motor skill include: rolling over, sitting up or crawling. As the child grows, additional skills continue to be added to the gross motor category, such as: walking, running or jumping.
Fine/Small Motor Activities
Just like large motor skills, small motor skills continue to change and evolve into new skills throughout the stages of development. As an infant, fine motor skills can include grasping objects or using the lips and tongue to taste various things. As the child grows, new skills get added to this category of development through actions like: holding a fork or learning to use a pencil or scissors.
Small and large motor skill development go hand-in-hand. Through each new skill children continue to master developmental milestones. Continued practice through play and other activities only encourages and supports a child’s ability to control each muscle group. Now that you know more about the types of motor development, here are some ways to support your child through play as they develop their motor skills.
Fine/Small Motor Skill Play
Gross/Large Motor Skill Play
- Grasping: Provide the child a variety of toys and objects that are easy for their little hands to grasp, such as the Skwish® or Winkel™
- Holding a writing utensil: Encourage drawing pictures and writing short stories with all sorts of writing utensils: pencils, markers, crayons or even a stick in the sand.
- Rolling over: Tummy time play is a great way to encourage infants to strengthen their neck muscles and use their entire body to roll themselves over. Toys like the Wimmer-Ferguson® Nursery Novel can be laid on the floor to provide visual stimulation while lying on their tummy.
- Crawling: Having a destination or object to chase after can encourage crawling. Soft balls and other easy to roll toys like the Peek-Squeak Ball™ are perfect for rolling across the ground to baby, or for providing something that baby can crawl after. As baby grows, this same toy can be used for mastering other skills like throwing and kicking.


[Edu-sig] Age groups
Fri, 4 Feb 2000 15:19:23 -0500 (EST)
Gerrit Holl writes:
> Dirk-Ulrich Heise wrote on 949676434:
> > -----Urspr=FCngliche Nachricht-----
> > Von: Gerrit Holl <email@example.com>
> > [...]
> > >> 3) Elementary Education (8-10 year old)
> > >
> > >You can start here. The concept of variables, lists and functions=
> > >be explained. Dictionairies too, I think. Classes will probably b=
> > >for the very smart ones.
> > Don't you think classes are as easy as variables?
> No, they're not.
> Maybe the theory is as easy as a variable, but the practice isn't. I=
> quite long for me to find out when to use classes. And multiple
> inheritance still struggles me, and private methods (__aaa changes t=
> whatever but still isn't private?). I think we shouldn't be too fast=
> with classes. We _can_ explain how to use them (jan =3D Turtle(100, =
> but subclassing is not easy to explain.
That's funny. My experience was quite different. When I first saw
objects and classes it was like a relevation from God. They seemed
intuitively obvious and the answer to my prayers. I wonder if this is
a right brain/left brain thing or something.