Preventing negative Matthew effects in at-risk readers: A retrospective study Publications
This study is part of the project "An Investigation of Language-Related and Cognitive-Motivational Factors in Beginning Literacy Achievement". Data were collected from students during 1996 and 1997, and compared with the performances of students from the same schools involved in an earlier longitudinal study that ran from 1993 to 1995. Author: William Tunmer, James Chapman and Jane Prochnow Published: June 2002
Author(s): William Tunmer, James Chapman and Jane Prochnow, Massey University. Report prepared for the Ministry of Education.
Date Published: June 2002
We began this report by drawing attention to some puzzling findings. Despite having a very homogenous education system with a uniform approach to reading instruction and intervention, New Zealand has for several years now consistently shown comparatively high levels of variability in the test scores from international surveys of literacy achievement. Three strategies have been proposed for reducing the unacceptably large amount of disparity between New Zealand readers and preventing reading failure: (I) "doing more of the same" (but better); (2) accommodating cultural differences; and (3) changing the method of teaching reading. On the basis of an analysis of the arguments and evidence in support of each of these positions, we concluded that the third strategy is most supportable. We hypothesized that New Zealand's relatively large spread of scores in international studies of literacy achievement is largely the result of Matthew effects triggered by a mainstream constructivist (i.e., whole language) orientation to teaching reading that fails to respond adequately to differences in essential reading-related (especially phonologically-based) skills and knowledge at school entry that stem primarily from social class differences in home literacy environment.
Two predictions were derived from this hypothesis. First, incorporating into beginning literacy programs supplementary materials and procedures designed to help children develop awareness of the sound components of spoken words and make greater use of letter-sound patterns in reading unfamiliar words should produce significantly greater gains in reading achievement than the standard whole language approach to literacy instruction. Second, the use of these materials and teaching strategies should reduce the gap in beginning reading achievement between Maori and Pakeha (i.e., European) children. To test these predictions a retrospective study was carried out in which a representative sample of seven schools was selected from 22 schools that three years earlier had participated in a longitudinal study of beginning literacy development. The target children in the program modification schools were tested at four of the same testing points (beginning, middle and end of Year 1 and end of Year 2) as the children in the original longitudinal study with tests that assessed phonological processing skills and literacy achievement.
Components of three commercially available literacy instruction packages were used by the Year 1 teachers in the seven target schools over the course of a four-term school year. Sound Foundations (Byrne & Fielding-Barnsley, 1991) was used during the first term, Rhyme and Analogy (Goswami, 1996) during the second term, and Jolly Phonics (Lloyd, 1992) during the third and fourth terms. The selection of the three packages was based on the assumption that the degree of explicitness and detail with which phonologically-related knowledge, skills, and strategies are taught is particularly important. Although a naturalistic, informal, whole language approach to beginning literacy instruction (in which word analysis activities arise incidentally from the child's responses during text reading) may be suitable for many children (mainly those with an abundance of literate cultural capital at school entry), other children (especially those at risk) appear to require a more highly structured, systematic approach with particular attention focussed on the development of phonologically-based skills and strategies.
Two major findings from the study supported these suggestions. First, incorporating into existing classroom literacy programs materials and procedures designed to increase beginning readers' phonological awareness and alphabetic coding skills resulted in an average difference in reading age of 14 months over standard literacy programs by the end of Year 2. Second, the use of the supplementary materials and teaching strategies eliminated the gap in beginning reading achievement between Maori and Pakeha children by the end of the second year of schooling. These findings suggest that relatively small changes to the predominant approach to teaching literacy in New Zealand will greatly increase the overall effectiveness of beginning reading instruction and substantially reduce the number of reading failures, especially among Maori children.
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Rivers of Multilingual Reading – Torrent or Trickle?
Following Cliff Hodge’s (2010) “Rivers of Reading” approach, the study engaged with a six multilingual families, including seven children aged 8-13 years, over a period of 10-12 months to identify critical incidents in the children’s journey as developing readers, including the impact of family members, formal schooling, shared reading experiences, and availability of resources. The study focused on the following questions:
-How do multilingual children negotiate reading in their various languages?
-What importance does their level of language play when it comes to notions of choice and preference?
-How do multiple languages relate to their developing identity as a reader – and how does reading relate to their identity as a multilingual person?
-What is the balance of texts and sources across the languages?
-Does an awareness of themselves as a multilingual reader influence future behaviour in terms of choice and frequency?
The findings show that multilingual children have complex reasons for including resources in their “River of Reading”, focusing not only on content (liked or disliked), but also on a complex network of representations, with the book standing for social memories of shared reading, linguistic encounters (first book read in a language, etc.) and representations of migration and identity. Most children in the study had at least a somewhat asynchronous biliterate development, resulting in accessing books and resources of different difficulty levels across the child’s languages. However, several families have identified strategies to overcome asynchronous biliteracy, through use of audio books and/or parallel reading in the heritage language and in English. While books were by far the most prevalent resource featured, online and digital reading, as well as newspapers and magazines, featured in children’s Rivers of Reading. Engaging in the practice of constructing the River of Reading was seen by children and parents as a positive way to focus of achievements in heritage language and literacy development.
The findings were disseminated at the following conferences:
UKLA Conference, Cardiff, 2018
The findings also contributed to the establishment of a multilingual children’s library at Sheffield Central Libraries, including a multilingual reading scheme, funded by an AHRC Other Worlds Research Initiative Grant (Cross-Language Dynamics Strand).


This year’s NAPLAN results left many questioning the value of the test, as once again there has been little change in numeracy and literacy scores across most age groups.
But Victorian Education Minister James Merlino has proposed a radical solution to make NAPLAN more relevant.
He suggests linking Year 9 NAPLAN results to a performance certificate that could be used by future employers. His idea is that higher stakes will mean higher effort from students.
A dangerous idea
This policy proposal is misguided and dangerous. Not only has the minister offered no evidence to support his proposal, but most research shows that solutions involving raised stakes are built on false premises.
First, NAPLAN was not designed to predict potential. It was designed to take the temperature of the Australian education system and for these data to drive improvements in student outcomes. Using the results in any other way is neither statistically sound nor ethical.
The test is simply a snapshot of a student’s literacy and numeracy skills at a given time. It is meant to be interpreted alongside multiple measures of performance to get a full picture of a student’s academic standing.
Under no circumstances do NAPLAN scores alone indicate a student’s full potential. Suggesting would-be employers could use scores in this way is entirely inappropriate.
This is made worse by assuming a Year 9’s performance on a single test at age 14 or 15 should follow them into adulthood. The potential negative consequences, such as reduced job opportunity, anxiety and the permanency of one bad test, far outweigh any possible benefit.
Another concern is the unintended consequences likely to come from attaching higher stakes to NAPLAN. We have decades of research, both here and internationally, that show increasing the stakes for standardised tests does not improve student performance.
In fact, higher stakes are much more likely to produce perverse effects, as students and teachers scramble to avoid possible impacts of missing the mark. These can range from teaching to the test and narrowing curricula to increased anxiety about the consequences of poor performance.
Pressure on students
The extreme measures Merlino proposed should be avoided at all cost. They do little to improve student and teacher performance, and also risk imposing additional, and entirely unproductive, pressures on student learning and teacher practice.
The education students receive at school is critical to laying the foundation for their future success and happiness. Teachers, schools and the broader community make an incredible contribution to this education.
But as NAPLAN results bedazzle us for yet another year, it is important to remember a student’s learning is not the same as their performance on a single standardised test.
The more we conflate learning with NAPLAN performance, the more we risk making misguided decisions on schooling policy and practice. The notion that threatening the future of Year 9 students will “encourage them to give their best efforts while sitting NAPLAN” is dangerous and detracts from the meaningful work occurring every day in classrooms.
Even the organisation responsible for designing and administering NAPLAN – the Australian Curriculum, Assessment and Reporting Authority (ACARA) – has reminded us that “NAPLAN tests are just one part” of the school program.
While it is natural for us to trust the supposed objectivity of numbers, it is critical that we understand the limits of such data. For these reasons, we strongly urge the minister to reconsider his proposal.


Reading comprehension is the ultimate goal when teaching your child to read. After all, when a child struggles with comprehension, reading can be a miserable chore. Wouldn’t it be nice if you could find some easy-to-follow ideas to help you nurture this ability?
Good news! There are many different ways to help develop your child’s reading comprehension!
In this article, you’ll discover why reading comprehension is so important, explore strategies for developing this skill, and find out how we teach reading comprehension in the All About Reading program.
The delight of reading awaits your child!
Reading comprehension is the ability to fully understand what is being read.
A person with great reading comprehension can visualize, question, and interpret what they are reading, and they can think about their own feelings and opinions while reading text. The comprehension process is mostly unconscious—it happens without our active involvement or awareness.
There are some prerequisites for good reading comprehension. If any of these skills are lacking, comprehension will be lacking as well:
But even when these foundational skills are present, reading comprehension is not necessarily automatic. Some important strategies may still be required.
Good readers use many different strategies. Some strategies are used at a conscious level, while others are employed unconsciously. Depending on the purpose for reading and the difficulty of the text, effective strategies may include those listed in the chart below.
(You can download a printable Reading Comprehension Strategies Poster to hang on your fridge or classroom wall.)
But as helpful as these strategies can be, there are a few things you should keep in mind.
While it is important to teach comprehension strategies to your student, it’s also important to realize that these strategies are tools and not the main goal. It’s imperative that you avoid focusing too much on individual comprehension strategies.
In order to make sense of what you read, you need to have background knowledge. Before a child can understand the short story “Pirate Food,” for example, it is important that she have some familiarity with different foods and pirate dialects.
Reading aloud to your child is one of the best ways to help develop background knowledge. Reading a wide variety of books helps build a storehouse of knowledge of places, events, emotions, vocabulary, and language structure. Other methods of building background knowledge include travel, hands-on activities, workshops, and discussions. Your child will later draw upon this information when she is reading independently.
Exposure to a wide variety of books and experiences help your child distinguish reality from fantasy, recognize cause-and-effect, understand character motivation, and make predictions about what she is reading.
In the All About Reading program, we work on reading comprehension from the very first story your child reads, which is in Level 1, Lesson 3. The story contains only words that have already been taught, using just eight letters (M, S, P, A, N, T, B, and J). Would you like to see how we do it?
Download the lesson and story from Level 1, Lesson 3, and then follow along as we demonstrate this first reading lesson in action.
As you watch the video below, notice that even though there are only 20 words in this first story, Linda is already helping her student work on comprehension through the following:
Every story lesson in the All About Reading program focuses on reading comprehension. A wide variety of methods are used, including graphic organizers, discussing literary devices, providing background information, and relating stories to the child’s own life. Students learn that reading is much more than just decoding the words—it is about engaging in a conversation with the text.
To see an example of how we teach reading comprehension in the higher levels of All About Reading, download this story lesson from All About Reading Level 4, Lesson 49.
When it comes to improving your child’s reading comprehension, here’s what you need to keep in mind:
The All About Reading program walks you and your child through all the steps to help your child achieve reading comprehension. The program is multisensory, motivating, and complete, with everything you need to raise a strong reader. And if you ever need a helping hand, we’re here for you.
What’s your take on teaching reading comprehension? Have anything else to share? Let me know in the comments below!


Chris Dixon is a PhD candidate at the University of Sheffield, where he studies the language and literacy development of EAL pupils in years 4-6. In this post he shares the ‘EAL Map’ of England and Wales that he created as part of his research.
Last year a report was published which examined the educational achievement of pupils learning EAL in England (Strand et al. 2015). Using data from the National Pupil Database, it produced a map showing the proportion of pupils learning EAL in each of England’s Local Authorities in 2013. The results were striking. Nearly 54% of English primary schools had between 1 and 5% EAL enrolment, whereas at the other end of the scale, in just over 8% of schools, pupils with EAL comprised the majority of learners. One can only wonder how such a stark contrast affects the visibility of EAL in policymaking and governance.
Armed with Statistical First Release data from the DfE and somewhat shaky knowledge of freely available QGIS map-making software, I set out to produce an update. After first mapping the boundaries of each LA, I located and matched this with publicly available data giving proportions of primary school pupils with EAL across each district. After some aesthetic tinkering and assigning each LA a colour according to its proportion category, my work was done.
How does the EAL map look in 2016? The largest proportions of EAL learners tend to be in urban areas, while the smallest tend to be in more rural ones. In particular, areas in the North West, the Midlands, and London have schools with consistently high EAL enrolment.
Not content with this single snapshot, I set out to look at which LAs had experienced the largest growth in proportion of EAL learners over time. Interestingly, this produces a map which is almost the inverse of the 2016 map; that is, areas with a high proportion of EAL learners today also tend to have had the smallest growth in proportion of EAL learners. Since 2004 (the earliest that the data are publicly available), the proportion of EAL learners in English primary schools in each LA grew by an average of 275%, excluding the three LAs which actually experienced negative growth. Interestingly, many more traditionally low-EAL, rural areas experienced particularly high rates of growth (e.g. Herefordshire 1147%, Lincolnshire 860%, and Somerset 814%). In conclusion, it appears that EAL learners are becoming more geographically diverse and that indeed, EAL is on its way to becoming a national issue.
The LAs with the lowest and highest proportions of primary school EAL learners:
|Lowest 5||Highest 5|
|Redcar and Cleveland||1.2||Tower Hamlets||74.8|
Strand, Steve, Lars Malmberg and James Hall (2015). English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database. Oxford: University of Oxford.
The EAL Journal is published termly by NALDIC, the subject association for EAL. Visit www.naldic.org.uk to become a member.


For the very youngest artists, art is all about exploration and process: trying and using age appropriate materials, working BIG, and sometimes getting messy.
Expectations for a “finished product” should be very low, and instead the emphasis should be on fun, exploration, and learning. If you are concerned about mess, move art activities outside, into the bathtub, or use a drop cloth on the floor.
When teaching a toddler a new art skill — or any skill for that matter — it is most effective to focus on the positive: the DOs, instead of the DON’Ts. Use short, encouraging instructions when introducing new materials; if you give them a marker and say, don’t put it in your mouth!, that will be the first thing they try. If they use something inappropriately, redirect and distract to get them back on task. If a material just clearly isn’t working, acknowledge that they tried, remove the item, and replace it with something else. Remember, too, that fine motor skills take years of practice, repetition, and muscle development.
Toddlers also tend to work fast and furiously! Their attention spans are short, so we recommend keeping art sessions short, too. You will be able to tell when your toddler has lost interest or is ready to get up and move around. It’s always better to end on a positive note, instead of waiting until things fall apart. If you have more time, prolonging art adventures by adding new materials one at a time and limiting choices can keep a child engaged .
Here are some of our favorite materials to use with toddler artists..
Washable markers are exciting for toddlers. It is a milestone in their development to learn to use markers and a stepping stone in their fine motor development and writing skills. Let them draw on paper, old magazines, mail or fun surfaces like aluminum foil, plastic bags, or coffee filters. Brand: Crayola
These are a step beyond a normal crayon. Our patients call them “super crayons”!. They’re smooth, have great color, and don’t require much pressure to show up. They’re perfect for paper, but will also work on wood, cardboard, and even on top of acrylic paint! Brands: Faber-Castell, Mr Sketch, Crayola, Smooth Stix
A happy hybrid of paint, markers, and a stamp, bingo dots are always a hit. They are great for covering large areas with color; you can “stamp” them or slide them across the page like a marker. They come in a variety of colors including neon and shimmer. Brand: Do-A-Dot
These are a favorite of all ages and abilities! Paint sticks are a no-mess alternative to regular liquid paints. They are chunky for easy gripping, they twist up like a glue stick, and feel like lipstick. They offer rich, bold, smooth color and dry instantly on paper, canvas, wood, and cardboard. The colors blend well together and give great coverage; making them perfect for little hands that can’t color efficiently. Brands: Kwik Sticks, Playcolor, CraftSmart
These are cakes of DRY paint (not semi-moist) in a variety of colors, packaged together in a single plastic tray. They are a great starting paint and easy to clean up. Little ones often need help getting enough paint on their brush to make bright marks on the paper; we recommend dripping water in the paints first to make them wet and pliable. Brands: Ooly, Artist’s Loft, Sargent Arts, or Crayola
Color diffusion paper
This is a specialty paper with a rough texture and a thick weave that is made to absorb water and then dry quickly. If you color on it with washable markers and then wet it with a spray bottle or paintbrush, it will produce a tie-dye like effect. Diffusion paper is pretty much foolproof; even if you make just a few marks on it, you’ll still get the effect. Diffusion paper comes in all different shapes and sizes, including animal shapes! Brand: Roylco
This is just the tip of the iceberg!
Other great supplies to have around for toddlers are: adhesive foam, stickers, white paper, colored construction paper, glue sticks, pom poms, feathers, cardboard boxes and tubes, and pipe cleaners.
Some more helpful tips for creating art with toddlers:
- If you have a young one who puts everything in their mouth, try painting with pudding or creating your own homemade paints with flour, water, and food coloring.
- Got an overeager painter? Give them a bucket of water and paintbrush to “paint” the house, car, fence, toys– great for both fine and gross motor skill development.


These are music resources from our music teacher that I have collated here to make them easier for my kids to access. Feel free to use them, too.
- Chrome Music Lab
- Music Play Online – login details in your email.
- Audacity: Free Audio Editor and Recorder
- Groove Pizza – Youtube videos on the web-based drum programming tool created by the NYU Music Experience Design Lab
- Garage Band Tutorials by Arvid Sandgren – for extended music learning.
IMP Music Festival
Record a piece of music not more than 5 minutes long for entry to the Music Festival. Submit to Mr. K via email with name, age and video attachment by 19 April 2020.
Skoove Online Piano Courses
I wrote about Skoove some time back. To help us out during MCO, they have made the following features in their program available for free:
- Beginner piano course
- 27 songs are now available for free (the full list is available on their announcement page)
- Teachers and educational institutions get Skoove Premium for free –Get in touch with them.
TED Talks on Music
- Your Brain on Music
- The Transformative Power of Classical Music
- How Sampling Transformed Music
- Bobby McFerrin Demonstrates the Power of the Pentatonic Scale
- How to Truly Listen
- How Playing an Instrument Benefits Your Brain
- Reggie Watts Disorients You in the Most Entertaining Way
- The Mad Scientist of Music
- 4 Simple Steps To Writing A Song
- How to Practice Effectively…For Just About Anything
- Music as a Language
- Finding a Place Through Music
- Hit Song Science
- The Illusion of the Shy Musician
- The Polyphonic Me
- A Different Way to Visualize Rhythm
- Music and Math: The Genius of Beethoven
- The Science of Dubstep
- How Music Can Heal Our Brain and Heart
- Music and the Inner Self
- A Musical Genius
- Why Most Piano Players Fail
- The Harmonic Series In Music
- Pop Music is Stuck on Repeat
- Why We Love Repetition in Music
- What if Every Child Had Access to Music Education From Birth?
- Music is Medicine
- The Power of Music
- The Power of Musicals
- The Orchestra In My Mouth
- How to Translate the Feeling Into Sound
Double Up: Science Songs
More Music Resources
Don’t forget the music resources which I shared earlier:
- Piano Maestro – App for learning piano at home.
- Music Play Online – paid program but you can get one month free.
- Tunelark – video chat music lessons with experts.
- Video Drum Lessons
- Justin Guitar – thousands of free lessons available.
- Major Music Theory – music theory workbooks and sheet music (some free, some paid).
- Music Theory Lessons
- DIY Musical Instruments
- DSO Kids – activities for music appreciation by the Dallas Symphony Orchestra.


Using both the left (linguistic and mathematic) and right (creative) hemispheres of the brain, harnessing fine motor skills and producing an emotional output, Music is a unique subject that deserves to be at the heart of every young person’s learning and development.
Whether one is a beginner or a master, music ensures each person is a part of the same journey.
The value of a process where information, analysis and experimentation create a positive learning outcome, free from right and wrong, and on the whole subjective, is to be cherished. In a supportive environment, pupils are able to develop from within, learning to challenge as well as be challenged and as a result develop better self-awareness.
It is a process that should be enjoyable, where improvement is recognised and confidence realised. As education becomes more and more about results and short-term memory retention, music provides a counter balance, placing each person at the centre of their own learning. Ultimately, Music is an all-encompassing learning experience, providing skills for life, helping make people employable and become the best they can be.
At Bradfield, everyone is welcomed into the world of the creative arts through our Year 9 scheme of work. Our iMac Suite, using GarageBand and Logic software, enables us to reach out to every pupil, and with class sizes at a maximum of 12, we are able to offer personalised learning, differentiating for all pupils.
There is a wide-ranging activity programme offering something for everyone, whether that be instrumental lessons, Music Tech club, pupil-led groups or larger ensembles. We encourage pupils to be proactive in starting and joining these but provide specialist help at every possible opportunity.
As education becomes more and more about results and short-term memory retention, music provides a counterbalance, placing each being at the centre of their own learning.
Our outlook on music extends further still, to the back room staff, where we provide a hands on experience for those with alternative interests, for example helping with stage management, lighting or sound. Music really is at the heart of College life.
In recent years, Bradfield has had many success stories, re-enforcing the value of a good music education. Pupils have continued into tertiary education at universities across the world, including Oxbridge and other Russell Group Universities, as well as specialist music colleges.
Two such examples in the Alumni are Charlotte Phelps and Katie Mazur. Charlotte went to York to study Electronic Engineering and Music Technology and now designs hybrid cars for Mercedes. Katie received multiple scholarship opportunities before choosing to continue her study of the violin at the Royal College of Music.
Whether one is a beginner or a master, music ensures each person is a part of the same journey. The same search for perfection is a humbling process that opens minds, hearts and souls, affording every single one of us the opportunity to be the person we want to be.


My friend Jim Anderson, the director of the Fort Wayne Children’s Zoo, recently reminded me of something I did when we were both in band together at Ben Geyer Middle School years ago. He said that one day, I came into basketball band practice with the various instrumental parts all written out for a song very popular at the time. The whole band was astounded by my taking the initiative, when I just I took it for granted. The point of the story is that it reminded me, once again, of how crucial music was to my overall education and how it continues to be central to my personal life and to my success as an entrepreneur and businessman.
I was very lucky to have a great music teacher, Sam Gnagey, the Principal Tuba player for the Fort Wayne Philharmonic. Sam is one of those totally inspiring teachers who can literally change your life. He not only taught me how to play the saxophone, but a host of other important skills, including how to concentrate, how to draw on my creativity to see beyond the obvious and the mundane, how to collaborate with others, and how to dedicate myself to achievement and excellence. Most importantly, everything he taught me had a profound effect on every other aspect of my education.
Today, quality music instruction is no longer the educational priority it once was, particularly when budget constraints force tough decisions. I fully understand the importance of spending within your means, but the practice of disproportionately cutting arts programs in order to maintain academic programs is misguided, shortsighted, and counterproductive.
In recent years, numerous scientific and statistical research projects have shown that music students score higher on SAT tests, have higher attendance and graduation rates, are much less likely to engage in destructive forms of behavior, such as drugs and alcohol, and are less likely to be disruptive in the classroom.
It has been demonstrated that music education reinforces critical analysis skills, improves problem-solving skills and fosters superior working memory, inspires creativity and innovation, strengthens perseverance, supports better study habits and self-esteem, and develops interpersonal communication and collaboration skills – all of which translates to higher achievement in other academic areas, math, reading, and English, in particular.
For me, being in band throughout my middle and high school years gave me all these skills, and, additionally, taught me how to lead and to get along with others, plus the self-confidence to seek out success in other ways, both in the classroom, where I got great grades, and outside of school, where I started several small and successful businesses while still a teenager. Today, I own several companies, with more than 1,000 employees, and none of that would have been possible if I hadn’t learned to play a musical instrument.
At Sweetwater, I am surrounded by the smartest, most effective, and dedicated people I know. Not coincidentally, the vast majority of my employees are musicians. It comes as no surprise to me that musicians tend to score higher than non-musicians on the intelligence tests we administer as part of the hiring process.
I am very privileged to be able to give back to the community. My wife Lisa and I are particularly committed to supporting music programs throughout the region, and are delighted to fund the Fort Wayne Philharmonic’s Music Teacher of the Year award. And, not surprisingly, our seven-year-old daughter Adderly is already well along with her piano lessons.
Recently, Purdue University President and former Indiana Governor Mitch Daniels visited Fort Wayne and met with business and community leaders. He touted the importance of statewide education’s focus on STEM (Science, Technology, English, and Math). I didn’t hesitate to raise my hand and point out that the acronym should be STEAM, that he’d left out the “A” for Arts. He quickly agreed and apologized for the omission. I hope that all of Indiana’s leaders, educational and political, will broaden their definition of what is truly effective education, by always including the arts in their planning, advocacy, policy-making, and budgeting.
Some schools are actually cutting arts programs to give students more time to prepare for tests in science and math. I urge parents not only to encourage their children to become involved in music, but also to fight hard to keep music programs in their schools alive and thriving.
I feel so strongly about this, I believe my story, and stories like mine, should be compiled and made required reading for school administers and politicians through the country.
Finally, I’d like to encourage my peers in the music industry to speak out on this issue in your home towns, to share your own music education stories, and to support NAMM in its advocacy efforts in Washington D.C., and through its Support Music Coalition at: http://www.namm.org/affliates/supportmusiccom
This post first appeared in the Fort Wayne Journal-Gazette.


In 2015, I was fortunate enough to have an instructional leadership role for technology as part of my school’s BYOD program. I worked with every faculty in the school across Year 7-12 to build the capacity of teachers to use technology to transform learning. A Twitter conversation led me to revisit a more formalised instructional leadership strategy, Early Action for Success (EAfS). EAfS involves instructional leaders working in schools to build capacities of teachers in teaching literacy and numeracy. A look at their online resources revealed some interesting ideas to me, particularly the progressions of how children learn early numeracy skills like place value, mental calculations and using symbols. I also really liked the idea of instructional leaders building collaborative cultures of inquiry and supporting teachers in collecting, evaluating and using data to inform their practice.
So I started thinking about how a similar strategy of instructional leadership would look like in a secondary school context. Instead of literacy and numeracy, what would subject-based instructional leadership look like in secondary schools, particularly in Year 11 and 12?
Some of the challenges facing secondary schools include low numbers of students choosing to study Year 11 and 12 physics and higher levels of mathematics, lower numbers of girls studying Year 11 and 12 science and high level mathematics and implementation of integrated learning. How can we further improve curriculum instruction in these subjects to better meet the needs of students in local school contexts? What does quality physics instruction look like? Can instructional leaders play a role in this?
I tweeted this and it led to a very rich and diverse conversation about instructional leadership in secondary schools (click on the embedded tweet below to see the thread of conversation).
So after yesterday’s conversations about instructional leaders, I had an idea while feeding the baby at 5am. Instructional leaders for STEM.
— Alice Leung (@aliceleung) November 11, 2017
What if there were instructional leaders who work alongside head teachers, deputy principals and principals to support the school (or community of schools) for a specific need in time (eg. curriculum instruction in mathematics extension, science extension or integrated STEM)? These instructional leaders are selected by schools. They want to work with, and grow with the school. They aren’t experts parachuted in.
These instructional leaders work with school teams to build collaborative cultures of inquiry where teachers work together to use data and evidence to improve their practice. These instructional leaders are school-based and will continue teaching themselves (at a reduced load, say, 1 class).
How is this different to existing systems? How is this different to the role of existing head teachers, deputy principals and principals? These additional instructional leaders are for areas where the school may not have existing expertise. For example, a school implementing marine studies for the first time may not have anyone with expertise in that subject except for the classroom teacher of that class. An instructional leader for a community of schools requiring instructional expertise in marine studies can work with those teachers (and their head teachers) to build their capacities,
Like my tweet said, it is just an idea that came to me at 5am. And I like documenting and sharing crazy ideas.
What are your thoughts? Do you have instructional leaders at your school that are in addition to heads of department and are specific to a subject or area (eg gifted and talented; integrated learning)?


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Sally Farley - Using assistive technology to help learners with SENs
About the webinar
Assistive Technology (AT) is a broad term which includes computer software, mobile phone apps and other devices and equipment designed or adapted to help people with a wide range of disabilities. AT can make a real difference to students with special educational needs and different learning styles. It gives them tools to work more independently and can help them to overcome barriers to learning, like reading difficulties and memory problems. As well as developing literacy and numeracy skills, Assistive Technology can play an important role for learners who have difficulty with organisation, motivation and working memory. It can also be invaluable to learners with visual and hearing impairments, as well as other physical and co-ordination difficulties.
The right AT programs and tools can help students with Special Educational Needs (SEN)
- Gain confidence and build self-esteem
- Improve literacy
- Work independently
- Show what they know
- Develop social skills
- Overcome frustration and tiredness
Busy teachers often don’t have time to explore the huge variety of educational apps and accessibility features that can enhance learning for students with SEN. This webinar introduces some practical tools and resources which are free and simple to use, making the task of including and inspiring all of our students so much easier.
About the speaker
Sally Farley is a Teacher Trainer, Counsellor, Writer and SEN expert. She specialises in Inclusive Learning techniques and is currently researching into the qualities of a ‘good’ teacher from the dyslexic learner’s perspective. Assistive Technology and its value for supporting learners with SEN is another specialisation, and Sally has recently completed a chapter on this subject for a new book on SEN in OUP’s Into The Classroom series.
Sally has worked training teachers in creative methodology, SEN and inclusive learning in the language classroom both at home and abroad for the last 20 years. She also works as a Specialist Support Tutor for students with Dyslexia and other Specific Learning Difficulties at the University of Kent and the University for the Creative Arts in Canterbury.
Sally takes a humanistic, collaborative approach to teaching, using many multisensory, learner-centred techniques in order to help her students learn in the style that suits them and reach their full potential. She believes that technology has a valuable role in this process. She is interested in working with and embracing difference in the classroom, believing that every individual can become involved and enjoy language learning.
She has designed and implemented teacher training courses around the world and been a plenary speaker at many international SEN conferences. She has written two modules for the British Council‘s Secondary School Teacher Training course on Inclusive Learning and Working with Dyslexic Students and has recorded several webinars on this subject. She writes for HLT magazine and has been a speaker in two of the British Council’s seminar series. She has recently written several modules for the British Council’s SEN online course for teachers, and is currently contributing to OUP’s upcoming online courses on Dyslexia and SEN.


A Multiplication Chart 1-1000 is the basis of the multiplication operation. During the old days, the multiplication table was an integral part of elementary education around the world because it lays the basis of arithmetic operations with base 10 numbers.
Many educators believe the kids must memorize the tables up to 9 or 15. The multiplication table is attributed to the ancient Greek mathematician Pythagoras. Here you can find multiplication tables from 1 to 100. You can get the PDF; JPG & Excel downloads for the full table as well as worksheets. Kids can find a variety of printable charts of the multiplication table from this site.
The Free Printable Multiplication Chart 1-1000 is available in different formats, colours and sizes. So, if you want to print a poster for the wall of your room you can do it for free from this site.
Multiplication Table 1 To 1000
A child needs to memorise the multiplication table as it boosts the confidence of the child. Multiplication tables help in learning mathematics in a better way and it also leads to better results in other subjects. If a child learns the multiplication table in primary classes he/she will struggle less in secondary classes. If you build the basic mathematical blocks today you will be able to do more complex tasks very easily tomorrow.
The multiplication table is also very helpful in our day to day life. Suppose you went to a shopping mall and you found that a discount is available on your favourite brands, here multiplication will help you out to find out how much you will save. This site provides you with the free Multiplication Chart 1-1000 prints for free. You can take out the prints in various colours like green, blue, red, brown etc. You can hang the print on the wall as a calendar or stick it on the wall like a poster. So what are you waiting for? Grab the opportunity before it is gone.
Multiplication Chart 1 To 1000
Multiplication is repeated addition (the number must all be the same before we can use it to multiply) but you should know the table as well because it is not possible for you all the time to add the numbers quickly. In multiplication, you have a certain number of groups of the same size. The Multiplication Chart 1-1000 available on this site will help students to master the tables from 1 to 1000.
This Multiplication Chart 1-1000 provides all the factors from 1-1000 mentioned across the top row and the first column of the chart. Here, the product of the two factors can be ascertained when the two factors under question will intersect on the chart. Here, multiplication chart 1 to 1000 is available in different formats- JPG, PDF & EXCEL. If you have a printer it will hardly cost you anything. So don’t wait, download the multiplication chart for free and enhance your fundamental mathematical skills.
Printable Multiplication Table 1 To 1000
This site provides you with the printable multiplication table 1 to 1000 in different formats. The multiplication table enhances your basic mathematical skills and here we are providing free printable charts for free to build your skills stronger.
If you use the chart to learn the multiplication table you will have a good knowledge of addition. For example, 7 plus 7 equals 14, which is equivalent to two numbers 7. Or 2 times 7. It is very difficult to memorize multiplication tables 1 to 1000 but with the help of the printable chart available on our site you can do it easily.
Free Multiplication Table Chart For Kids in PDF
As you know that learning multiplication is a very important part of our child’s elementary education. If your child masters multiplication, it will help him/her gain a solid foundation in mathematics that will help them throughout school and beyond. First, you learn to walk before you run in the same way you learn the multiplication table first before you master multiplication skills.
If your child has not memorized the Multiplication Chart 1-1000 will find these levels of math much more difficult than they need to be and trust us there is no time to use a calculator or to take a minute to work out a math strategy before coming up with the answer.
So get a free multiplication table chart for kids in PDF now and help them in building blocks for a foundation for better mathematical skills.
Mr. Khan is a Red Hat Certified (RHCE & RHCSA) in 2018, and completed MCA (Master of Computer Application) in 2013, from IGNOU New Delhi, India, and BCA (Bachelor of Computer Application) in 2010, from Integral University Lucknow, India. He has extensive analytical & programming experience, with an emphasis in Python, Java, ‘C’ Languages & MySQL Server Database.


The decision to get a university education is definitely a good one, but it comes with many choices that require some serious decision-making skills. Whether it is deciding on which college to attend or how to pay for it, at some point every student must also decide which degree to get. Some people have a specific degree in mind prior to starting their secondary education, with a very specific path to pursue upon graduation. But for others, shopping around and taking the time to decide which degree is right is the usual route. In this brief guide, some tips, suggestions, and considerations will be offered to take the right steps toward the right degree.
Getting a Degree
Getting a degree from an accredited institution is an absolutely great decision. Degree holders have fared much better in the recession, have had higher salaries than non-degree holders, and are in demand to cover job growth and replace retirees according to the U.S. Bureau of Labor Statistics. The higher one’s degree, the higher the salary. A high school graduate will make $30,400 on average, whereas an associate degree holder will make $38,200, a bachelor’s degree holder will make $52,200, a master’s degree holder will make $62,300, a doctoral degree holder will make $89,400, and a professional degree holder will make $109,600 on average.
Some Tips and Factors to Consider
When deciding on which degree to get, Yahoo! Education provided the following tips. First, it is perfectly common to experience anxiety, so it is important to calm down and relax. Second, assess yourself and your interests. In order to choose a major, find what you like to do and what you want to do. Usually this fits with pre-existing strengths and talents, from which a college degree can be chosen. Third, explore and examine. Make sure to job shadow and do internships in your intended field. This will provide valuable and insightful experience about the major and the job that utilizes that degree. Fourth, try and try again. If one major does not work out, choose another and try it out. Keep pushing forward and experimenting until you find something that definitely suits you. Last, enjoy the ride. Have fun studying and learning about the subject you choose, since if you do not, you might want to reconsider the major.
Popular Degrees and Employment
Of course, it is important to take into consideration that certain degrees lead to more lucrative jobs and futures than others. The most popular degrees are biology, business administration and management, communications, computer science, criminal justice, elementary education, marketing, nursing, psychology, and political science. Now consider the top majors with the highest employment rates: geological and geophysical engineering, military technologies, pharmacology, school student counseling, medical assisting service, metallurgical engineering, treatment therapy professions, agricultural economics, and agriculture production and management. These degrees are not very popular, yet are in high demand.
When choosing which degree to get, do some research on whether the degrees are in demand and are employable. With that, the majors with the highest unemployment rates are social psychology, nuclear engineering, educational administration and supervision, biomedical engineering, linguistics and comparative language, mathematics, United States history, court reporting, counseling psychology, and studio arts.
Ultimately, the right degree is the one you choose that will bring personal growth and job security. Consider factors like expected earnings, expected satisfaction, flexibility, and chances of employment, but also remember to choose something you like and can excel in.


Ralph Vaughan Williams, born in Gloucestershire on 12 October 1872, read History at Cambridge and went to the Royal College of Music where his teachers were Parry, Wood, and Stanford. Vaughan Williams believed in the value of music education and wrote practical competition pieces, serviceable church music, and with the 49th Parallel (1940-41) he found a new outlet in writing for film. His profoundly disturbing Symphony No.6 (1948) received international acclaim with more than a hundred performances in a little over two years. His great sensitivity to the 20th-century human condition, his flexibility in writing for all levels of music making, and his unquestionably great imagination combine to make him one of the key figures in 20th century music. Ralph Vaughan Williams had a long association with Oxford University Press; over 200 publications are available in the Oxford catalogue.


Teach children to communicate, develop, and learn through positive adult interaction. The community can help by encouraging parents when they are doing a good job and offering help if it seems they are struggling.
What it looks like:
Regarding the Parent
a) having a positive parental mood
b) having positive perceptions of and responsiveness to one's child
c) responding warmly and consistently to a child's needs
d) being satisfied in one's parental role
e) fostering a strong and secure parent- child relationship
f) creating an environment in which children feel safe to express their emotions
g) being emotionally responsive to children and modeling empathy
h) talking with one's child to promote vocabulary development and language learning
i) setting clear expectation and limits
j) separating emotions from actions
k) encouraging and reinforcing social skills such as greeting others and taking turns
l) creating opportunities for children to solve problems
Regarding the Child
a) developing and engaging in self- regulating behaviors
b) interacting positively with others
c) using words and language skills
d) communicating emotions effectively
To report suspected child abuse, neglect, or abandonment, in Idaho call
Statewide: 1-855-552-5437 (KIDS) or Treasure Valley: 208-334-5437 (KIDS)
North Idaho Child
Social and Emotional Resources
Social Emotional Development Resources, Early Childhood
A rich database of Social Emotional Development resources from the Head Start Early Childhood Learning & Knowledge Center.
Relationships, Early Childhood
Tips for nurturing positive relationships with your child from the National Center on Early Childhood Health and Wellness.
Identifying Emotions Activities, Early Childhood
Activities to help identify and express emotions from the The Center on the Social and Emotional Foundations for Early Learning and the Early Childhood Learning & Knowledge Center.
Safe Passage CAC
The Safe Passage Children's Advocacy Center provides hope and healing to neglected or abused children.
NORTH IDAHO PRIDE ALLIANCE is an organization of Lesbian, Gay, Bisexual, Transgender, Queer/Questioning & Allied (LGBTQA+) people and community groups working together to create a Unified North Idaho.


The concept of Arctic art has been used to define art and design practices that reflect and reform the cultural heritage of the Arctic region. One of the editors, Maria Huhmarniemi, describes the concept of Arctic art in the following way:
“Arctic art includes indigenous and nonindigenous art, as well as the interaction between them. It refers to contemporary art, traditional crafts and new art forms, such as snow installations. Media art productions that depict Arctic culture are also Arctic art. The concept is politically loaded and calls for sustainable development.”
In the issue’s first article, Hanna Lempinen explores themes of culture and sustainability through the lens of social science. Lempinen claims that state-level Arctic strategies, supported by the Arctic Council’s member states, do not prioritise culture to any meaningful extent. Strategies most commonly refer to art and culture in the context of indigenous peoples.
Art historian Tuija Hautala-Hirvioja studies the artistic portrayal of the Arctic in an article titled “Early Artists in the Euro─Arctic Region: Arctic Culture and Nature as a Motif in Art from the 1870s to the 1930s”.
In a third article, called “A Context-Sensitive Approach to the Use of Traditional Ornaments in Contemporary Design Practice”, design researchers Ramilya Minnakhmetova, Svetlana Usenyuk-Kravchuk and Yulia Konkova examine the aesthetic value of Arctic natives’ traditional ornaments and challenge assumptions that such ornaments are mere decorations.
Elsewhere in the issue, Maria Huhmarniemi and Timo Jokela, both experts in art education and applied visual arts, examine the potential for environmental art in sustainable tourism in the Arctic. The authors propose that the sustainable retention and reformation of cultures in the Arctic region can come though art. Art historian Hanna Horsberg Hansen also analyses the artwork Pile o’Sápmi by Sámi artist Máret Ánne Sara from multiple perspectives.
The final three contributions to the volume are visual essays. In “Changes: Icelandic Artists Reflect on Climate Changes”, researcher─curator Ásthildur Jónsdóttir discusses artworks that reflect on natural elements. Alaskan art educator Herminia Din presents a personal journey with Alaskan natives in the essay “Storytelling and Interchanges: Sewing Art from Siberian Yupik on St. Lawrence Island, Alaska”. Meanwhile, Nicole Bauberger and Amanda Graham illustrate a research project undertaken in Whitehorse, Canada, in the essay “Needle, Bead and Voice: Learning about Yukon First Nations Traditional Sewing from Mrs. Annie Smith and Ms. Dianne Smith”.
One of the editors and the leader of the UArctic Thematic Network on Arctic Sustainable Art and Design, Timo Jokela, highlights the importance of the discussion on Arctic art: “We should understand that the role of art and culture is vital for the well-being of the Arctic people, as well as the whole of society. The aim of increasing collaboration among circumpolar scholars is connected to cultural and educational policies, through which new ways of linking art with other sectors of society can be established.”
Articles in the special issue will be republished as a book, called Arctic Art in the Time of Change, at the Arctic Arts Summit 2019 and shared with speakers at the event.


I often find that my students have a very limited view of the musical landscape. Many of them listen to one kind of music and see no reason to spend their time exploring new genres or styles. Knowing this, I have always felt that it was part of my responsibility as a music educator to … Continue reading Going Beyond Liking or Not Liking a Song
One of my most often used phrases when teaching musical works to students is that a right pitch played at the wrong time is still a wrong note. While pitches, rhythm and beat are all important, it is often advantageous to teach the rhythm first, separated out from the pitches. This gives the student less … Continue reading A Method for Improving Rehearsal Efficiency and Enjoyment
Expressive intent is an important element in the new core arts standards for music. Under the standards, students determine the expressive intent of the composer, and how the composer uses musical elements to achieve that intent. Students also determine how they will use musical elements to express both the composer's and their own intent. When … Continue reading Expressive Intent and Student Opinion
One of the important things students will have to do under common core is to support a claim with evidence from the text. While this at first glance sounds like something that requires an article to read, music educators can strengthen students' proficiency at doing this using printed music as the text. Anything that is … Continue reading Supporting A Claim With Evidence From A Text
Music theory is an area of music education that can easily get out of hand. We own much of our knowledge of music, particularly Western art music, to the scholarship of music theorists, and my study of music theory in college provided me with enough knowledge to enjoy listening to, performing, and even composing music … Continue reading Where Does Music Theory Fit In?
Responding to music has been among our music standards from the beginning of the first standards. In its original context, responding was primarily a standard for non-performing students, and was most utilized in music appreciation classes, or listening units in general music sections. As it is now presented in the Core Arts Standards for music, … Continue reading Responding to Music in the Core Arts Standards and Beyond
Over the last two days, we have looked at teaching students to select and analyze musical works they intend to perform. Through selecting, students learn about the music and reflect on their own interests and skills. Through analyzing, students learn how the music is put together; how it works. With this information in hand, the … Continue reading How To Use The Core Arts Standards To Teach Students to Interpret, Evaluate, and Rehearse
Once a musical work has been selected (see my post for yesterday on selecting repertoire) the next step in the process of preparing it for performance is to analyze. The focus of the analysis should be constrained to what will be useful to the student, and to what interests the student in the work. Students … Continue reading Using Core Arts Standards To Teach Students How To Analyze Repertoire
It is good to beck with you again. Our production of Grease School Version was highly successful and great fun. Now I am happy to once again have time to post here. Last week the culmination of months of practice took place as my students gave performances of the musical Grease School Version. The students ranged … Continue reading What Can Be Learned About Children from Producing A Musical?


The Central Board of Secondary Education popularly known as CBSE has decided to integrate Art with Teaching and Learning process from Classes 1 to 12 from the new academic session. The Board said that all the schools affiliated to CBSE should teach Art as a mandatory subject and should provide facilities for the same. It also said that every school should compulsorily allot a minimum of two periods per week for Art Education classes.
One of the CBSE Board officials said that they integrated Art Education to promote active and experiential learning to inculcate an appreciation of the vast diversity in the Indian art forms. As per the statement by CBSE board, the understanding is drawn from the NCERT Position Paper (National focus group on Arts, Music, Dance and Theatre) on the subject. The Board said that in the current situation it will organise the curriculum in a packaged manner usually in textbooks, along with examination where they will be judged in terms of marks in the subject area.
In addition to that, the Board said that along with the four major spheres such as music, dance, visual arts (including crafts) and theatre for Classes 6 to 8 culinary art should also be introduced by establishing multi-disciplinary links across their subjects, so that they learn the value of nutritious food, learn about the crops and spices grown in India, about oil extraction from various seeds, about good agricultural practices, pesticides use.
The Board took the decision of integrating Art Education after having discussions with several stakeholders, including schools, principals, teachers, NCERT, art professionals and concluded it with the decision of integrating Art with education which will lead to the betterment of learning in the classrooms.


“There’s lots of evidence that kids immersed in the arts do better on their academic tests.” Tom Horne, Educationist
In a country that is obsessed with academic results, art education ends up taking a back seat! However, it should be the opposite. There is enough data that supports the fact that education in the arts improves academic achievement – yes it improves outcomes in math and reading! There is a tendency as exam competition increases we slowly replace art with academic lessons. But this is truly a step backward! If we want our children to do better we need to expose them to more art rather than less!
And it is not just about academics.
Art education solves many other problems too. Research has shown that it is closely linked with other key areas of development such as social and emotional development, critical thinking and civic engagement. With art education, children are able to think and understand that problems can have more than one solution, an essential skill to be an effective problem solver a key 21st century skill. Art also teaches children that there are multiple ways to interpret the world, and neither is right or wrong but a point of view. Art education is also a great equalizer. It transcends language, ability and age. It helps children find other ways of expressing thoughts and feelings.
It is critical to make art a more meaningful part of our curriculum to raise a generation that is empathic, happy, tolerate and observant. Vote for more art education at school – here are 7 reasons why:
- Improved academic performance: Children working with art do better in math and reading.
- Builds creative thinking: Art builds creativity and imagination, essential skills in the 21st century.
- Builds confidence: Performance and visual art both build greater confidence in different ways – one through presentation, the other through introspection.
- Improves visual learning: Art education teaches students how to interpret, criticize, and use visual information.
- Improves decision Making: The arts strengthen problem solving and critical thinking skills.
- Builds better focus: Mastering art required focus an essential skill for jobs.
- Better communication: Children learn to communicate their thoughts and feelings beyond language.
- Creates empathy: Children understand that a problem might have different solutions, and can be looked at with another perspective. Understanding this makes them more empathic to another’s thoughts or feelings.
As we move into a world where skills for success are creativity, critical thinking, communication, collaboration and empathy, we need to push for more art education rather than less. Our children will grow to become happier, more confident, more empathic citizens of the world.


Mites Worksheet – Free to Print Easy Science Find the Hidden Words Puzzle
Mites Worksheet – Download our fun educational FREE to print easy science find the hidden words puzzle. This easy science worksheet has a fun word searching game and a missing and hidden words puzzle for kids. This free mites worksheet is free to print and use as many times as you need. Our free to print hidden words puzzle teaches fun facts all about mites.
Our mites easy science worksheet is ideal for Elementary school kids in First Grade to Fifth Grade as well as younger kids in Kindergarten and kids in Preschool. Children can enjoy to learn mites fun facts with this activity sheet
Primary school kids from 1st Grade to 5th Grade can use this find the hidden words puzzle as a reading comprehension worksheet. Kids shall learn well and enhance their reading skills as the children will most likely have to re-read several times the facts about mites to find the missing words.This exercise will not only improve their memories but also improve their reading skills.
Younger kids in Pre-K and Kindergarten who can’t yet read and write can use our free easy science worksheet about mites as a interesting listening comprehension activity. Parents and Educators can read the fun facts about mites and then ask the kids what they think the missing words are. Kindergarten & Pre-K kids can also benefit from playing the hidden words puzzle while learning to find and recognize letters and words.
Parents can use our free to print science find the words puzzle to do fun science activities with their kids and spend quality fun time teaching their kids about mites while also interesting kids in science.
Teachers can utilize the mites fun facts hidden words puzzle to make science classes more interesting and make learning about mites fun for kids.
Educators and Teachers can utilize our free mites worksheet for after-school enrichment programs and distant learning science activities.
Most mites are so small, that you need a microscope to see them. They eat all kinds of disgusting things. Mites are considered pests because they live on almost everything including humans. What disgusting things do mites eat? Find out fun facts about mites by downloading the free mites hidden words puzzle!
Get our FREE to Print Mites Worksheet for Kids
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Early and Emergent Literacy
Course Code: RED3009
Credit Hours: 3
Effective beginning: Fall 2020
Course Description:This course familiarizes students with early literacy development and conditions promoting total literacy from birth through lower elementary grades. All aspects of literacy are explored: reading, writing, listening, and speaking. 10 hours of practicum and practice teaching are required; restricted to grades K-2 only.
Required textbooks/ course materials:
McGee, Lea & Richgels, Donald. Literacy’s Beginnings: Supporting Young Readers and Writers, Pearson, 6/e, 2011. ISBN: 9780132617659
See your Instructor First Day Handout for individual instructor assignment schedule.
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
|Course-level student learning outcomes||Discipline-level learning outcomes||Assessment methods|
Identify strategies and practice instructional methods of research-based strategies for teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension
Examine and understand the developmental nature of literacy and oral language
Explain the connection between oral language development and later success in learning to read and write
Explore organizational models for and within classrooms to promote early literacy development
Familiarize self with materials and assessment tools for early literacy
Task 10.15A - RU
Task CC4B - RU
MA 6 Writing Assignment
Task 10.15A – RU
Task 10.15A - RU
- Attend and participate in class regularly.
- Read all assigned material before class.
- Study in-class notes and on-line (Canvas) materials.
- Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
- Seek opportunities to practice teaching skills through tutoring and substituting in K – 6 schools.
- Collaborate with peers and other professionals.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.


Becoming a high school art teacher is a great choice for persons who are highly creative and who enjoy working with young people. But being creative and enjoying working with young people are just two important characteristics of successful art teachers. To obtain a position as an art teacher on the high school level, it is also important to acquire the appropriate training and education as outlined below.
Choose the Best Degree
A bachelor’s degree is the best degree choice for this career, but there are two different bachelor degrees that students can choose from. Perhaps the quickest route to becoming a high school art teacher is to obtain a bachelor’s degree in art education. This degree is a comprehensive program that includes training and education in both art as well as teaching. Another route is to earn a bachelor’s degree in art. Students who choose this route will need to enroll in a teaching education program as well which will be discussed briefly in the next section.
Complete a Teaching Education Program
As mentioned above, students who choose to obtain a bachelor’s degree in art rather than a bachelor’s degree in art education will need to also enroll in a teaching education program. These programs typically award students with a certificate or diploma in teaching education and include training in such areas as creating lesson plans, managing classrooms, and understanding teaching methods. Hands-on training or an internship in a real high school classroom is usually required to graduate from a teaching education program as well.
Acquire a Teaching Certificate
Art graduates who want to teach in public high schools will need to apply for a teaching certificate before they can begin working as an art teacher. The main requirement for teaching certification is successful completion of a program in art education as described above or completion of a program in art and completion of a teaching education program. Other requirements may vary by state, but most states require applicants to pass a basic skills exam that covers such topics as art, design, media, reading, and mathematics. The National Educational Association sets the standards for teaching certifications
Related Resource: 30 Great Small Colleges For A Teaching Degree
Obtain Practical Work Experience
Acquiring practical work experience can help art grads obtain top positions as a high school art teacher. One great way to accomplish this is to participate in an art or teaching-related internship while attending college. Students who would like to complete such an internship can check with their college or university’s job placement office or financial aid office to see if any positions will suit their career goals.
Another terrific way to obtain practical work experience is for grads to begin their careers as assistant teachers to a fully certified art teacher. Volunteering to work with young children in the community is also a good way to gain practical work experience. Many communities offer children’s programs that often include classes in arts and crafts. Daycare centers often seek out creative persons as well to teach children the basics of various types of arts and crafts.
Teaching art to high school students is a perfect career choice for people who excel in the field of art. But to become a fully certified high school art teacher, the first thing prospective students will need to do is earn a bachelor’s degree in art education or art as described above.


8:30-8:40 Welcome and Device Check
Teachers begin the day by welcoming the children and parents and taking attendance. The children unpack their lunches and put away their belongings while the teachers check their devices to ensure optimal access to sound. Each child engages in a brief morning activity such as independent reading, a puzzle, a journal or a math activity.
8:30-9:00 Circle Time
The children and teachers welcome one another with a song and prepare for a great day at school. During the calendar activity, the teachers integrate areas of reading, writing, technology, math, science and social studies. The class discusses weather, days of the week, months of the year, patterning, odd and even numbers, counting by ones and tens, weather and temperature.
Reading ability is highly correlated with success in school and success in life. Kindergarten literacy instruction is targeted in a 75-minute reading/language arts block as well as throughout the school day. The students receive direct instruction in the five crucial areas of literacy: phonological awareness, phonics, vocabulary, fluency and comprehension. The CID kindergarten reading curriculum is based on the Missouri Common Core Standards for English Language Arts and Literacy. This is composed of the following categories: reading standards for literature, reading standards for informational text, reading standards for foundational skills, writing standards, speaking and listening standards and language standards.
The children run, jump, climb, play with balls and engage in group games and activities to develop physically and socially and to build confidence.
10:30-11:00 Structured Language
The children gather in small, ability-based groups where they practice understanding and using specific vocabulary, phrases and sentences. Vocabulary is selected from all areas of the kindergarten curriculum, including literacy, math, science and social studies. Teachers use games and age-appropriate activities to promote language development.
11:00-11:30 Written Language
In addition to receiving written language opportunities during the literacy period, CID kindergarten students receive 30 minutes of intensive instruction to help them achieve the Missouri Common Core Writing Standards. Students learn “What I can say, I can write, and what I can write, I can read.”
11:30-12:00 Special Activities
The children engage in activities to develop the whole child, including gym class, arts classes and social skills activities.
12:00-12:45 Lunch and Recess
The children are supervised by Washington University School of Medicine graduate students. After lunch, the children run, jump, climb, play with balls and engage in group games and activities to develop physically and socially and to build confidence.
The relationships among language, cognition, play and literacy are well-documented in educational research. The language and cognitive skills developed through play lead to higher achievement in literacy. During this large-group centers time, children engage in creative dramatic play activities fostering listening, language, speech, social skills and cognitive development. Through pretend play, the children develop memory skills, theory of mind and complex language. Children also participate in centers that provide practice for academic standards including phonics, reading, writing and math.
The children sing and move to music and play with musical instruments.
1:40-2:05 Speech and Auditory Training
The children move into classrooms in small groups for targeted work to develop speech and listening skills.
The children engage in language-focused lessons with emphasis on Missouri Common Core Standards for math.
The children engage in language-focused lessons with emphasis on Missouri Grade Level Equivalent standards for science and social studies.


As part of Audubon New York’s For the Birds elementary education program, students learned about the natural world of birds through lessons, outdoor trips, neighborhood bird walks and even a field trip to Prospect Park.
Their capstone project, completed on Friday, was creating a habitat outside of the Monitor Street school designed to help birds.
Haley Main, program director for Audubon New York, said the eight-week program ties in environmental education with science, math and even English Language Arts (ELA).
“These are our decision-makers of tomorrow, these are our future leaders,” Main said. “This program focuses on the local habitat and getting students in touch with the community around them and how it supports natural life.”
Especially in an urban environment, Main said, students don’t get a lot of contact with nature. And with such an emphasis on testing in public schools, Main said it’s a challenge to get students outside.
That’s why the program takes a hands-on approach to learning about birds and their natural environment.
“We make observations and we get their hands dirty in the soil,” she said. “It’s a very hands-on program and the students absolutely love it. It’s not something they get to do on a regular basis.”
The project is funded by the Greenpoint Community Environmental Fund (GCEF), which is funded from a $19.5 million settlement between ExxonMobil and the city related to a massive underground oil spill in the community over 50 years ago.
This is the second year Audubon New York has received funding for this program in Greenpoint. Main said she’s been doing For the Birds for 15 years, and she’s still amazed by the response from children.
“It never ceases to amaze me, the wonder that children have, the natural inclination within them to be connected with the world,” she said. “They readily absorb the information and they get very excited about it.”
Fran Agnone, a sustainability coach with the Natural Wildlife Federation, has also been helping the third grade students with their program. Also funded by GCEF, Agnone said she’s been in the school for two-and-a-half years to bring projects that will install a sense of stewardship in the children.
“I help coordinate on the spot while also finding ways to use this all year round, not just for the third grade but for all students as an outdoor classroom,” she said. “That’s something I’m trying to encourage, especially with the park across the street.
“That’s just a natural extension of learning and natural way to install a natural relationship with wildlife and also stewardship of your community,” Agnone added.
Agnone said the For the Birds program helps students connect with something greater than themselves, which she said can be inspiring. It brings excitement to their families, especially when students can apply their lessons directly to what they’re seeing in the world.
“It’s essential for any person to have a relationship with wildlife, to realize that people aren’t the only animals on the planet,” Agnone said.
The program will continue in the fall, when Audubon New York and the Natural Wildlife Federation will start over with a new class of third-grade students. Over the summer, Agnone said she wants to organize a group of student and parent volunteers to water and take care of the plants.
“What’s lovely with all of these projects in Greenpoint is we all really want to work together, so we all really fortify the amount of time we’re here by reinforcing each other’s projects,” Agnone said. “It’s been a really great boost to the community.”


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Life Span Motor Development, Seventh Edition, uses the model of constraints in discussing reasons for changes in movement throughout the life span. It encourages students to examine how the interactions of the individual, environment, and task bring about changes in a person’s movements.
Life Span Motor Development, Seventh Edition With Web Study Guide, is a leading text for helping students examine and understand how interactions of the developing and maturing individual, the environment, and the task being performed bring about changes in a person’s movements. This model of constraints approach, combined with an unprecedented collection of video clips marking motor development milestones, facilitates an unmatched learning experience for the study of motor development across the life span.
The seventh edition expands the tradition of making the student’s experience with motor development an interactive one. An improved web study guide retains more than 100 video clips to sharpen observation techniques, while incorporating additional interactive questions and lab activities to facilitate critical thinking and hands-on application. The text also contains several updates to keep pace with the changing field:
The text helps students understand how maturational age and chronological age are distinct and how functional constraints affect motor skill development and learning. It shows how the four components of physical fitness–cardiorespiratory endurance, strength, flexibility, and body composition–interact to affect a person’s movements over the life span, and describes how relevant social, cultural, psychosocial, and cognitive influences can affect a person’s movements. This edition comes with 148 illustrations, 60 photos, and 25 tables–all in full color–to help explain concepts and to make the text more engaging for students. It also retains helpful learning aids including chapter objectives, a running glossary, key points, sidebars, and application questions throughout each chapter.
The enhancements to the seventh edition don’t end with revised content in the text. Instructors adopting the text for use in their course will find an updated ancillary package. The authors have revised the test package, and the instructor guide now includes feedback and answers to lab questions and “Test Your Knowledge” questions that appear throughout the book. In addition, the video clips that students view through the web study guide are available in separate files so they can be uploaded into learning management systems or PowerPoint presentations.
Life Span Motor Development, Seventh Edition, embraces an interactive and practical approach to illustrate the most recent research in motor development. Students will come away with a firm understanding of the concepts and how they apply to real-world situations.
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Services and Information for Parents and Guardians.
Services and Information for Teachers, Special Needs Assistants and Non-Teaching School Staff.
Services and Information for Schools, ETBs, Further Education & Training Providers and Third Level Institutions.
Services and Information for Students, Trainees, Adult Learners and Research Students.
Mary Nugent, (Educational Psychologist, NEPS) talking about this resource
Balanced Approach to Literacy Development in the Early Years
Structure of the Literacy Tree
Siobhan O’Donoghue, Reading Recovery Specialist (PDST) talking about the structure of the Literacy Tree.
Concepts of Print
Children being introduced to concepts of print using a shared Big Book approach in Bansha National School.
Book Start Reading at Home
Parent and Child
Parent interactively reading aloud
Motivating Read Aloud
Use of motivating books in engaging young learners.
Affirmations in practice in Glor na Mara, National School, Tramore
Small Group Instruction Part 1
Positive declarations, reading fluency, shared reading, children reading text at the just-right level
Small Group Instruction Part 2
explicit phonics instruction, phonemic awareness, development of synthetic phonics, early spelling, Elkonin boxes, sentence cut-up
Small Group Instruction Part 3
Guided reading, picture walk, questions checking comprehension, word and sentence level work, context and letter-sound reading strategies, paired reading, independent reading, positive declarations
Phonological and Phonemic Awareness
Siobhan O’Donoghue, Reading Recovery Specialist (PDST), talking about phonological and phonemic awareness
Children in St Michael's Infant School, Limerick developing their phonemic abilities
Creating Strategic Readers
Reading Fluency, positive declarations, gradual release of responsibility, creating strategic readers, attacking unknown words, how to cross-check
Shared practice of Reading Strategies
Shared practice of reading strategies, alternative phoneme digraph sounds, linking phonemic awareness to spelling
Trying alternative vowel sounds
Creating strategic readers, trying alternative vowel sounds, linking phonemic awareness to spelling, segmenting words into individual phonemes, actively sorting words into groups, irregular words
Introducing a New Text
Introduction of a new text and to the narrative genre, new and memorable vocabulary
Creative Readers Putting it all Together
Awareness of sight words, applying strategies in meaningful reading, cross-checking for meaning, flipping the vowel
Junior Infants student reading with older student
older child helping a younger child with book reading.
Children in St Michael’s Infant School, Limerick working on invented spellings
Mary Nugent (NEPS, Educational Psychologist) talking about spelling tests and the alternative approach of word study
Opportunities to Write in the Early Years
Siobhan O’Donoghue, Reading Recovery Specialist (PDST), talking about opportunities to write in the early years
An example of a running record.
Assessment for Learning and Valuable Observational Tools
Siobhan O'Donoghue, Reading Recovery Specialist (PDST), speak about assessment for learning and valuable observational tools.
Word Reading - Sentence Dictation
Teacher assessing word reading skills and spelling skills (using sentence dictation).
Big Book Shared Reading
An interactive read aloud with a class in Bansha N.S
Importance of Graded Levelled Readers
Lucy Gannon (Educational Psychologist, NEPS) talking about the importance of levelled readers
Continuing Professional Development
Siobhan O’Donoghue, Reading Recovery Specialist (PDST), talking about the importance of continuing professional development
An introduction to a Professional Learning Community
A professional learning community discussing running records
Professional Learning Community discussing access to text including non-fiction
Professional Learning Community in St Tola’s National School discuss the assessment of comprehension.
Professional Learning Community reviewing word reading
Early Reading Material
Lucy Gannon (Educational Psychologist, NEPS) talking about NEPS position on early reading material
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Our Toddler Program
18 Months – 36 Months
Toddlers are full of energy, play, and exploration. We provide an age appropriate environment where toddlers can safely discover and explore. Teachers develop activities that focus on cognition, language and literacy development, social-emotional skills , fine motor skills, and gross motor skills. Toddlers are sensitive and establish a strong bond with our teachers. They have long periods of play and are not always willing to share. We develop activities where they learn to share and respect others. Our teachers model good manners by saying “please” and “thank you” and encourage your child to do the same in return. We work on self help skills of hand washing, eating, picking up toys, and working closely with parents on potty training.
The nurturing guidance of our staff encourages learning experiences through play, so your child is learning all day. Activities in the toddler room include:
Running, jumping, rolling, catching, dancing
Building, stacking, sorting, counting


In Sacred Heart School, Classes Kindergarten to Grade V is known as the Primary School.
- Value Education- through theme based assemblies, moral science cases and through Circle Time
- Strong foundation in Spoken and Written English through spoken English Classes, the Wordsworth programme, the Drop Everything and Read Programme and activities that encourages the use of Spoken English.
- Strong foundation in Mathematics through the Mind Spark programme and competent teachers.
- Social Studies, Second languages and Third Languages (from Grade V onwards) are emphasised on through competent teachers, project method and activities that builds skill and understanding
- Sports are an integral part of the Primary School curriculum and students are exposed to various games and sports like swimming, badminton, football, basketball and volleyball.
- Outings, Picnics and many other extracurricular activities like karate is organised for the Primary School


Homework is regularly assigned in the second grade. If a student does not finish an assignment in class, it is expected to be done at home and returned the next school day. This action prevents the student from falling behind. Tests are given periodically and parents are usually notified in advance through notes and study guides.
In Grade Two, our Religion book is We Believe, published by Sadlier. The emphasis is on the study of the Sacraments with a review of Baptism and preparation for the reception of both Eucharist and Reconciliation. Throughout the year, many letters will be sent to you to keep you informed of all the details in the preparation and reception of these two sacraments. The students attend Mass weekly.
Reading is presented each day for an hour and a half. This time period includes thirty minutes of Phonics Instruction. There is a Phonics workbook to go along with the material taught. The remaining sixty minutes is devoted to instruction using the Houghton-Mifflin/Harcourt reading series. This includes the reading and discussion of the outstanding pieces of literature in the text, comprehension, main idea, fact or opinion, dictionary skills and many more skills to aid in the development of capable and confident readers. A reading workbook helps reinforce these skills. Supplementary work is available during the week when each child is involved in reading enrichment. Students are also involved in a book club that encourages each child to partake of an abundance of rich literature.
Houghton Mifflin English is the basic text for Grade Two. Our program provides a foundation for the principles that encompass the elementary school Language Arts Program. Activities incorporate written and oral skills. Creative writing activities and correct usage are developed according to the children’s needs at this level.
The goal of our Spelling class is to have the children learn words that are essential to basic literacy. The Houghton-Mifflin/Harcourt Spelling maintains a systematic study of phonetic and structural spelling patterns. Proofreading, dictionary skills, and vocabulary development help the child to apply these skills to daily studies. A spelling test is given at the end of each week. Spelling words for the year were sent home with each child.
In our Handwriting program, the students form upper and lower case manuscript letters. The factors, which determine good writing, are a child’s body position, correct paper placement, and proper pencil holding. Neatness and correct formation are essential in all written work. Students start cursive writing in January.
The Math program uses the Houghton Mifflin Math Series. We are pleased with the challenge this program gives to students. Emphasis is placed on the development and continuance of addition and subtraction facts to twenty. The student becomes proficient in this area by using basic and enrichment skills. Some concepts introduced this year are addition and subtraction with regrouping, multiplication up to five, and place value of hundreds and thousands.
The Social Studies program concentrates on children and their communities, geography, and government. Basic map skills are introduced throughout the year. The text used is a Scott Foresman Publication called People and Places.
Grade Two Science uses Pearson Science, written specifically for the seven-year-old child. Each unit allows for learning and investigation. This year students will study animals, plants, weather, space, the human body, and dinosaurs.
Art: in second grade is to improve creative expression with the use of materials such as scissors, paints, brushes, crayons, glue, various textures of paper, and other supplies. Students go to the Art room weekly for a 40-minute class.
Computers: Students in second grade will focus on learning proper keyboarding skills. By the end of second grade, they will have learned all letter keys and proper keystrokes to use them. They will be able to use shift to capitalize letters. They will use Word processors to produce simple paragraphs, PowerPoint to create a one slide presentation, and a browser to navigate a website. They will discuss ethical computer use. They will continue to demonstrate proper etiquette, behavior, and body position when using computers.
Library: Students review Library Rules and Procedures, Book Care and Parts of a Book. They participate in Story Time, Author of the Month, participate in March is Reading Month Themed Weeks and activities and students in this grade check out 2 books to take home for 1 week.
In Music, students learn songs appropriate to our grade level. In addition, the second-grade students involved with preparing for a Christmas play in December.
Physical Education: students attend classes twice a week. One of the goals is to improve physical fitness through drills. The children play games to learn both rules and following directions. Exercising to music is a regular activity to develop fine and large muscles.
Spanish: Students develop the foundation to develop communicative competence in Spanish. They expand their vocabulary and are introduced to key grammar concepts.


GEG Chinese Literacy Development Scheme - Part 1
With Chinese as the primary medium of teaching and communication in Macau, the Foundation believes that developing literacy in Chinese is crucial to a student’s success in school. The "GEG Chinese Literacy Development Scheme” in 2016 was initiated with the objective of supporting children, parents and schools on Chinese language development for kindergarten-aged children based on evidence-based practice, and providing early intervention for children lagging behind in Chinese language acquisition. The Scheme conducted a “Parents’ Seminar Series” comprising age-appropriate sessions for the three kindergarten grades, focusing on helping parents build their child’s language skills outside the classroom.
GEG Chinese Literacy Development Scheme - Part 2
Under the "GEG Chinese Literacy Development Scheme”, students from the Scheme’s participating kindergartens were screened each year, with K3 children who were identified as lagging behind in the Chinese language being invited to receive small group intervention. The results from the intervention exercises had shown noticeable improvements in these children after having received regular intervention for one academic year. Children who received small group intervention were able to catch up to their same age peers in their Chinese language abilities, and the language skills they learned from the small group sessions could be transferred to their regular classes. Aside from their language skills being improved, results also showed that these children became more self-confident, more motivated to learn and evidently participated more actively in class.
The Three Basic Foundations of Reading
Language learning begins with reading. Parents reading with their children will not only nurture their interest in reading, but also helps to improve their vocabulary and reading ability. The three basic foundations of reading, text awareness, spoken vocabulary and story structure, shall be reinforced during shared reading; research has indicated that a child’s ability to read correlate positively to their academic success. Shared reading is an important stage of your child’s development.
The Four Tricks of Shared Reading
To encourage and motivate children to read, it is important that parents start with shared reading. There are four simple “tricks” to shared reading:
Query (問): through asking questions to pique the interest of the child, and to also allow the child space to think, recall and anticipate the story’s development, and enabling the child to express her thoughts;
Compliment (讚): encourage the child’s behaviour and attitude through constant affirmation and appreciation of the child’s participation;
Expand (充): “fill in the banks”, to help build the child’s vocabulary, and learn to express their thoughts; and
Practise (練): verbalising different sentence structures, and to strengthen what they are learning through repetition.