Would you like to strengthen your child’s reading skills? This new course is for parents and caregivers of children aged 4 to 6 who want to learn the core strategies for supporting their child in becoming a reader.
Parents and caregivers are a child’s first teachers. They build the foundation for language and literacy skills from the moment a child is born. Parents and caregivers can enable their child to become a confident reader when they know the best sequence for teaching foundational skills and have a repertoire of fun and engaging activities they can use to teach their child.
The course spans 15 weeks. Each week you will have access to a pre-recorded webinar and a series of activities designed to help you support learning at home.
To purchase more than one licence, or if you have any questions in relation to this course, please contact us at email@example.com.
The first stage of ‘becoming a reader’ usually begins in kindergarten or grade 1. This is when children begin to learn the relationships between letters and sounds, how sounds are put together to form words, and how words can be used to form sentences.
When children do not learn to read efficiently during the primary school years, it is almost always because they have not learned how to decode words. This course equips parents and caregivers with the knowledge and sequence of foundational reading skills, which is focused on the decoding of words. It also provides fun and engaging activities for teaching children at home.
- The essentials of the Science of Reading and why it matters
- The sequence for teaching the foundational skills – a weekly ‘menu’
- Seventy-five fun and engaging activities proven to be effective with young children
- Eight ways to increase your child’s motivation to read
- How to instill ‘habits of mind’ that support children’s development
- Simple tools to assess your child’s progress
Children learn to read at different rates. The rate at which a child becomes a skilled reader depends on many factors. However, despite individual differences, one factor is key for all children: learning time. Your child will make the best progress during the 75-day period if you spend an hour per day teaching the foundational skills.
Our professional learning content was created by Dr. Doug Willms and a team of literacy experts. Dr. Willms, a graduate of Stanford University, President of the International Academy of Education, and a Member of the US National Academy of Education will be delivering the course and outlining the most effective learning strategies you can use with your child.


Art Education for the Blind.
This site is a wonderful resource for networking, learning, teaching, and advocacy, whether you work with students who are blind and visually impaired or not. A feature of the site is a sample from Art History through Touch and Sound Online, a multimedia series developed by AEB. A variety of sensory interpretive strategies are explored using Salvador Dali's painting The Persistence of Memory. Click on "look" and a high-resolution image appears. It can be downloaded and printed--a useful tool for those with limited vision. "Read" offers verbal background information on Dali and surrealism; a description of the painting, including lively comparisons, an exploration of the imagery and juxtaposition of objects; and their effect on the viewer. "Listen" provides a short sound composition that helps to define surrealism and to evoke the mood of the painting (requires Windows Media Player). "Touch" offers a black-and-white image that can be printed and manipulated to create a tactile diagram, accompanied by a narrative to be read while the hands explore the diagram. "Curriculum Integration Activities" suggest writing exercises based on this painting.
The site provides a network of discussion groups. Interviews with artists who are blind or partially sighted, and an e-gallery of their artworks are featured as well as advocacy materials, activities, and resources for organizing Art Beyond Sight Awareness Month (October) at your school. You will notice that all text on the site is large and easy to read.
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|Title Annotation:||www.artbeyondsight.org/index. shtml|
|Article Type:||Brief article|
|Date:||Jan 1, 2007|
|Previous Article:||Arte Povera.|


Texas House Bill 3
House Bill 3 is a historical education reform bill that was signed into law in June of 2019. Outside of sweeping changes to educational funding, it also outlined several initiatives to improve student outcomes, including an increased emphasis on phonics instruction, support for students with dyslexia, and intensive individualized intervention for students with special education needs.
Overview of our House Bill 3 Solutions
Uses Systematic Direct Instruction to Provide a K–3 Phonics Curriculum
Highlighting phonological and phonemic awareness, phonics, fluency, vocabulary, and language development, our Texas solutions facilitate the teaching of foundational skills.
Incorporates Support of Students with Dyslexia
McGraw Hill works hard to close the achievement gap between students with and without dyslexia through our focus on the implementation of elective reading intervention programs.
Provides Explicit, Individualized, and Validated Instruction to Support Students in Special Education
Our Direct Instruction solutions meet students where they are to ensure that all students with special needs receive optimal learning opportunities.


Enhancing the early literacy development of children at risk for reading difficulties
This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 Learning Difficulties Australia|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||28 Mar 2007|
|Last Modified:||29 Feb 2012 13:27|
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Pamukkale is a natural site in the Denizli Province in South-western Turkey. It is also known as Cleopatra’s pool as the Egyptian Queen is said to have swum here. The word Pamukkale means “cotton castle” in Turkish which gives it another name ‘The Cotton Castle of Turkey’.
It is named so because of numerous cascading white pools with turquoise water surfaces. The stunning natural phenomenon of this site has been used as a spa for thousands of years. The mineral-rich Pamukkale hot spring waters are high in calcium, magnesium sulphate and bicarbonate.
Fast Facts: –
- It has a total of 17 hot springs that hold gallons of mineral-rich turquoise water. The temperatures of the pools can range from 35°C to 100°C.
- The hot spring terraces at Pamukkale are highly sensitive to any disturbance so visitors are not allowed to walk wearing shoes.
- It was declared a World Heritage Site by UNESCO (United Nations Educational, Scientific and Cultural Organization) in 1988.
- This natural site has more than a million visitors per year on an average.
- Next to this site there is an ancient Roman spa city called “Hierapolis” founded around 190 BC.
- It was a Greco-Roman and Byzantine town that stood on top of the castle.
- Severe earthquakes destroyed the city in 133 BC, and again in 60 AD.
- In 1988 Pamukkale along with Hierapolis, was recognised as a UNESCO World Heritage Site.
- It is more than 100 meters in height and can be easily be seen from the closest town, Denizli, located around 20 kilometers away.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Pamukkale ." Easy Science for Kids, Sep 2020. Web. 30 Sep 2020. < https://easyscienceforkids.com/pamukkale/ >.
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Tobin, Declan. (2020). Fun Facts for Kids about Pamukkale. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/pamukkale/
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”To read without reflecting is like eating without digesting.”
~ Edmund Burke ~
In order to promote continued literacy development for all students,
· Incoming 9-12th graders will sign up for a topical discussion group that sparks their intellectual interests(see attached list). Topics range from the causes of school violence to the validity of DNA testing. Students sign up in English class or by sending an email to email@example.com with their topic selection.
· Over the summer, students will read the primary text associated with their topic. If you have already read that book or have difficulty obtaining it, choose a book from the other recommended texts on the selection list. Students are also highly encouraged to read additional texts that relate to their assigned topic—newspaper articles, documentaries, short stories, fiction, and books from the other recommended texts list.
· Books are available at one of the following locations: Sawyer Free Public Library, local bookstores, online, or one of the school libraries. Tuesday evenings through the summer the young adult librarian at Sawyer Free Library will be available to help student find reading materials.
· Students will complete a Discussion Group Entry Ticket
· In September, students will discuss their topic/book with a faculty members and a group of their peers.
Students will be evaluated based on the completion of their Discussion Group Entry Ticket and the quality of their participation during their meeting in September. Students who demonstrate proficiency on both of these tasks will earn a reward. Rewards might include free tickets to school-sponsored events, gift certificates to local restaurants and establishments, a pizza luncheon, etc.
Summer Reading Discussion Group Entry Tickets will be collected during the first week of school. Discussion groups will also take place during this time.
Have Questions? If you have any difficulty working on this assignment over the summer, please contact the school librarian at: firstname.lastname@example.org. I will be more than happy to answer any of your questions!


Step Away from the Plastic: Loose Parts Play in Early Years
‘Have you ever noticed that if you leave old junk lying around, kids will almost inevitably play with it? Whether it be old cardboard boxes, wooden pallets, pieces of wood, old tires [sic], bits of rope or string, kids will use their imagination and ingenuity to make something. This may make your garden look like a junkyard sometimes, but the experience for the kids is invaluable and it will keep them occupied for hours. Don’t try and direct the kids in their play just let them get on with it.’
How Not To Cheat Children: The Theory of Loose Parts (S Nicholson, Landscape Architecture 1971)
The theory of “loose parts” was first proposed by architect Simon Nicholson in the 1970s. Nicholson believed that it is the ‘loose parts’ in our environment that will empower creativity. He further argued that the degree of inventiveness is directly proportional to the number of variables in it.
In the last couple of years, ‘loose parts’ or ‘heuristic’ play has taken the early years by storm as the never-ending imaginative possibilities allow children to learn in their own unique ways. So, what is loose parts play you ask? How can we implement this into our nurseries’ continuous provision? How does this all link with the learning and development of young children?
What is loose parts play?
- Can be natural or synthetic materials – small or large e.g. stones, twigs, wood, crates, fabrics, tyres, logs, boxes, bottle tops, pinecones, corks, tubes, containers, wooden rings, buttons, bangles, guttering, flowers, leaves, conkers, shells, cork tops – the list is endless!
- For younger children, creating discovery boxes/baskets/trays are a great way of making this type of play developmentally appropriate.
The impact on children’s learning and development.
Take this scenario, a group of pre-school children are playing outside and a practitioner notices that they are trying to pick up logs of different sizes. When the practitioner asked the children why they are moving the logs around the garden a child shouts “we’re building a den!”
Loose parts play has the ability to combine all areas of learning with or without the intervention of an early year’s practitioner.
- Communication and Language – negotiating ideas, pre-positional language.
- Personal, social and emotional – taking into account the views of others, sharing resources
- Physical development – carrying and lifting objects of different weights.
- Knowledge and understanding of the world – knowing how to use different resources.
- Mathematical development – negotiating space, size and shapes,
- Literacy development – writing up ideas and drawing up designs.
- Expressive arts and design – deciding on resources.
Food for thought… Top Tips for embedding Loose Parts in your setting;
- Have no defined use and practitioners must support the children when they decide to change the shape or use of them. It is the role of the practitioner to be the observer, mediator, supporter, and facilitator.
- Be accessible physically and stored where they can be reached by children without having to ask the playworkers. The children should know that they can use them whenever and however they wish.
- Include children in the daily risk assessments of these resources. This provides them with the opportunity to learn how to safely engage with these resources and begin to identify/manage their own risks.
- Be regularly replenished changed and added to.
Whatever ‘loose parts’ you add to your environment, just remember it’s not about what the children do with them but about the learning that takes place!
If you are interested in working in Early Years register your CV here.


21st Century Artisans believe:
The Arts expand children's creativity and perserverance, and promotes their committment to excellence.
The arts promote positive youth development
Integrating the arts into learning experiences:
»Promotes academic, social and personal development
»Teaches real-life skills, like: organizational teamwork
»Promotes greater compatability with and tolerance towards others
An art education engages students intelectually, emotionally and physically
Art is an essential element for life and a guiding principal for society.
An art education develops perception and understanding of exciting metaphors and visual analogies through the process of developing tolerances for ambiguities that accompany dissimilar elements.
Doodles are mnemonic ideographs, they assist the memory while representing intricate ideas through the use of graphic symbols.
Learning through the arts increases the chance of success.
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The TEC Website has been updated as follows in relation to the “Literacy and Numeracy for Adults Assessment Tool”
The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.
The assessment tool informs the development of learning interventions that strengthen literacy and numeracy skills. The assessment tool also allows learners to track their progress over time and enable educators and organisations to report on the progress made by groups or cohorts of learners.
In summary the tool provides:
- reading, writing and numeracy assessments linked to the learning progressions
- thousands of assessment questions, using New Zealand adult contexts
- adaptive (where the computer alters the difficulty of questions in response to the learner’s answer) and non-adaptive assessments (online and printed)
- reporting for learners, educators, organisations and the TEC
- a reliable infrastructure built and tested to IT industry standards.
Different funds require the Assessment Tool to be used in different ways. The TEC has developed a guide to assist providers in how to use the Literacy and Numeracy Assessment Tool (PDF, 515 Kb).
There is now an alignment of the Learning Progression Steps with the NZQF Level 1 literacy and numeracy unit standards which are the 6 unit standards worth 20 credits. These are compulsory unit standards for NCEA levels 1 and 2.
TEC have developed the Alignment Chart which locates learners who present at step 4 reading and step 5 numeracy (who are exempt from any further progress assessments) to use the assessment tool report as a piece of evidence towards the completion of their NCEA level 1 literacy and numeracy unit standards
TEC and MoE are looking closer at the common alignment of the learning progressions framework and the NZQF to assist providers with their work.
Aligning the measures of Adult Literacy and Numeracy (Word, 706 Kb)
Further information about the assessment tool
To find out more about the assessment tool, and what your organisation needs to do to prepare to use the tool, visit the assessment for learning tab at www.literacyandnumeracyforadults.com.
Embedded Literacy and Numeracy (ELN) Practices
Embedded Literacy and Numeracy (ELN) Practices (Word, 315 Kb)


â€œYou can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.â€ Following this belief, we realize that the first few years are very crucial in a childâ€™s life. These years set the tone for the entire academic life of the child. Bearing this in mind, the Kindergarten at Prabhat Academy is given utmost importance right from the stages of planning to implementation.The early childhood years focuses on learning through experience, interaction and inquiry. Classrooms are vibrant and colourfulcentres of happy activity pads. Our little ones are proud of their environment and are always eager to express their joy in learning.
The parents here get to watch their child constantly improve in their social, inter-personal, academic and vocabulary skills.
The children also enjoy their theme-related trips and fun outings, the memories of which they carry with them, even as time passes by.The Kindergarten curriculum based on research has been exclusively.
Elementary education is the basis for the childâ€™s successful future. Our child-centered approach is designed using the best global practices and has a holistic approach to learning. The Elementary School comprises Grade I to IV, and follows the model of experiential learning and inter-disciplinary approach to study and learning.The curriculum that has been designed for Grade I to IV gives a wide scope for the children to explore their interest and develop abilities to promote creativity, curiosity, determination, independence, self reliance, tolerance and team work. These qualities enable them to excel in all fields and learn strategies that will help them cope with varying situations in life. The curriculum tries to address the individuality of each student and doesnâ€™t confine itself to academics. Sports and other activities are integrated to the curriculum.
The Middle School comprises grade V to VII and is not only a transition stage in the learners academic life, but also ensures that the students have a smooth transition from middle to senior school.
The Middle School curriculum aims at developing critical thinking. At Presidency we believe that children must receive a thorough grounding of whatever concepts they learn and this learning has to be integrated with life with the motto being â€œmaximum growth for each learnerâ€. We have a self designed curriculum which has evolved after years of research and expertise. At Presidency, the programme of study followed and designed for the middle school takes into consideration the expectations at entrance level for high school. The program of the study followed at this level is also termed as futuristic learning and involves:


In starting the project at the African Community Center, we spent time getting to know the center, the people who use it and how it is used. We began by simply being at the center and helping with whatever needed to be done. We answered phones, met people who came and cleaned the donation closet. Yaka, the director, brought us to visit many of the families that use the center and we talked to both the refugees and Yaka about the experiences these individuals had coming to the United States; the difficulties they faced in Africa, on their journey to the U.S. and continue to face today. We also did research about Africa and the refugee experience. Soon we began teaching ESL and art classes and got to know many of the families quite well. The next step was to use the knowledge we gained of the center to recreate the interior of the center. We hoped to make it more friendly, inviting and useful for all those who use it. We repainted the walls and created interactive maps of Africa and the United States to help individuals have a fun way to learn and talk about where they came from and where they are now. In addition, we rearranged the rooms to create a “kids’ room,” allowing the adults to focus on their classes. The kids’ room was then repainted with a sunset and the silhouette of an African landscape and animals. This allows the kids to talk about Africa and reminds them of where they came from. The silhouette is also painted in chalk paint, encouraging the children to interact with each other by drawing directly on the walls. We documented the entire process through photos and film with the hopes of using these materials to inform others of the center’s vital programs and their importance to the greater Grand Rapids community through the media and other contacts.
mural, painting, art education, African refugees, African art
African Languages and Societies | Art Practice | Bilingual, Multilingual, and Multicultural Education
Schoenborn, Carrie and Eggers, Jill, "Mural, Painting and Art Education Project with African Refugees and the African Community Center of West Michigan" (2008). Student Summer Scholars. Paper 6.


Wonders Decodable Reader Unit 9 Grade K
Grade Levels: K
MHID: 0021311773 | ISBN 13: 9780021311774
Part of the comprehensive set of connected resources, these Kindergarten Unit 9 unitized Decodable Reader Packages include engaging, decodable stories which reinforce phonics instruction taught in both whole and small group instruction.
Purchase this product
The purchase quantity range should be 1-29 for this product.
Pricing subject to change at any time. We only ship to US locations.
|Wonders Decodable Reader Package (10 each of 11), Grade K||9780021392575||$1,007.94|
|Wonders Grade K Decodable Readers 6 ea. of 10 Package||9780076977307||$659.13|
|Wonders Grade K Decodable Reader Package||9780076897988||$109.86|
|Wonders, Grade K Decodable Readers, 1 each of 11 titles||9780076681259||$110.94|


The Visual Arts
Young children greatly benefit from opportunities to express themselves in non- verbal forms so they are able to develop emotional health. Our Visual Arts program includes: Appreciation, Interpretation, Presentation, Courageous Expression, Two and Three-dimensional Artforms; Painting, Drawing, Sculpture, Textiles, etc
|Objectives of the Visual Arts
- Promote life-long learning skills
- Foster personal reflection on the creative process
- Appreciate those in our local and global community who contribute in unique ways
- Analyse historical context in our society
- Develop exploration and experimentation of ideas and media
- Communicate ideas through a variety of Media
- Engender personal responsibility
- Celebrate achievement
- Recognise the Creator God as the source of creativity
- Know that a personal relationship with the Creator God can be experienced and that understanding of life can be expressed through Art works
At Maranatha, we recognise the growing influence of Asia and its importance to Australia. Thus, we seek to prepare students with some of the communication and language skills needed for the ‘Asian Century’.
Primary Mandarin students practise vocabulary and common sentences around the tops of family, school, animals, travel and recreation.
Along the way, they explore Chinese culture and learn to recognise several Chinese characters.
PERFORMING ARTS (MUSIC)
The aim of the Music program is to acknowledge God as the Creator and Giver of the gift of music. Music theory, history and aural training is taught from a Biblical perspective. Students are involved in a range of learning activities which develop music appreciation skills. In the early years, students are engaged in listening, singing, movement to music and keeping the beat.
Regular school productions are a feature across the school.
All children participate in PE and sport. It is a positive and enjoyable experience as we offer a variety of non-competitive activities as well as the more traditional games, skill enhancing opportunities and Interschool sporting programs. This makes the Physical Education Program appealing to a broad selection of children of varying ability levels. The emphasis is placed on the children having fun, improving their own personal abilities and developing them to their fullest potential.
Children who combine a balanced diet with regular activity are often happier, healthier and more ready to learn. Not only is it beneficial to a child’s physical well-being, physical activity also has numerous substantial benefits in terms of social interaction, mental alertness and motor skill development.
Prep to Year 5 students take part in an intensive swimming program. Lessons assist in developing water safety strategies and enhance technique.
INFORMATION COMMUNICATION TECHNOLOGY
Throughout the Primary school, students have the opportunity to use technology in a variety of ways. There is explicit teaching in the Computer Laboratory. The use of technology is being progressively integrated and incorporated across most subject areas. Students have access to laptops in classrooms, Interactive Whiteboards and other technology such as digital cameras and iPads.
A variety of skills are taught, computer competencies are developed and programs such as Microsoft Word and Microsoft PowerPoint are taught at specific year levels. Our Junior School students are taught Cyber Safety through a variety of programs such as Hector’s World and Skooville.


Over the past two days we have continued our "Monkey" theme. What child doesn't LOVE to play monkey (bouncing, jumping, pretending to swing from vines, monkey walk and talk), eat monkey food (bananas, oranges, apples, LOTS of fruit!!), and play monkey games (chase, picking bugs ((pretending!!) from each other's hair and snuggle)???
Each child took home five little monkeys yesterday to go along with our song Five Little Monkey's Jumping on the Bed!
This is another little Youtube clip we viewed today. It shows a great example of monkeys using their tales to swing, climb and play. The children wanted to see it AGAIN!
We also played this little game of "Spot the one that's different!" We talked about the monkeys sitting, standing, pointing and scratching their heads and worked together to spot the ones that were the same and the ones that were different. To make it a bit more challenging for fine motor skill development we used clothes pins to mark the one that was different.
We LOVE to READ!
Speaking of reading this little list shows our selected reading today, this isn't all our books though! We also again practiced naming our emotions and what situations might we feel that way with the book, On Monday When It Rained.
We didn't stop our learning day there, though! We also continued with our Hooked On Phonics lesson as we made Marvelous "M" with glue and glitter, naming the letter, sound and examples of words we found in our books that began with an "m" and words we could think of...like "mommy" (our favorite 'M' word!!). Have a great day and make sure you PLAY!!!
This week we are discussing monkeys, and the letter "M". The below link I have shared with the children today as we have discussed, "What makes a monkey, a monkey??" We read the book, Monkeys Are a Lot Like Us, by Allan Fowler and learned that "Most monkeys have tails, but you will never se an ape with a tail." We also learned that monkeys like to play, take naps and eat fruit, JUST LIKE US! They bang on rocks and trees, can use tools and snuggle each other for love.
We practiced being monkeys and swinging from a vine, making monkey sounds like "Ooh, Ooh, Aah, Aah," and giving each other lots of snuggletime. We practiced the sound that the letter "M" makes in the beginning of the word "MMMMMMmonkey!" We also cut the letter "M" out with our scissors during our play dough playtime and we shaped and molded the letter "M" with long pieces of rolled up dough snakes.
We also practiced this sound "MMMMmmmmMMMM," after we made a treat for ourselves of air popped popcorn. We think that monkeys WOULD like popcorn if they had the chance to try it!
This afternoon since it will be VERY hot outside, we will bring our painting indoors and paint rain forest pictures with light and dark green. We will observe the differences of the greens as we mix the paint ourselves using green and white paints. We will also continue our Hooked on Phonics lessons, and practice our new song Five Monkeys Jumping on the BED!!!
Life is made of moments...
"There isn't anything more full of hope, joy and peace than a child's smile... It captures the mundane and makes it extraordinary." - LaDonna Woolsey
I am a Mother Goose Time Blogger. I decided to become one after trying their products because I they are comprehensive and serve my mixed age group well. I do receive products to review from Mother Goose Time and do so with my own honest and thorough opinions. For more information, please contact me at Ladonna@woolseyacademy.com


• available for preschool through eighth grade
• a standard in Christian education for many years for home educators and Christian schools
• all stories, poems and reading selections encourage Godly character and moral values
• utilize a strong phonics approach in early grades
• vocabulary building lessons in all grades
• build good reading comprehension skills
• some grammar in all grades except pre-school
• can be used on their own with their companion workbooks as a comprehensive phonics/literature program or to supplement your chosen curriculum
• The teacher guides/keys are particularly handy in the early grades for checking on phonetic markings. For older grades, allow the students to mark their own work using the keys. The guides save the parent/teacher much time in marking assignments and contain teaching ideas and tips.
• hardcover readers, paperback answer keys and student workbooks
• Pathway readers make a great addition to any library
• These readers do not promote Amish doctrine and are suitable for anyone looking for solid, moral-based literature.
• The Climbing to Good English grammar/writing curriculum complements the Pathway Readers well and is included in our graded language arts kits.
Pre-school/Grade 1 - Beginning to Read Program
• The "Beginning to Read" program is actually the first half of the full 1st Grade Pathway reading curriculum. You can also use it with children of kindergarten age who are eager to learn the alphabet and basics of phonics instruction, taking a full year to complete the lessons. You can use both the "Beginning to Read" program and the "lst Grade Language Arts" kit all in one year for children aged six years and older.
• "Learning Through Sounds" workbook series teaches phonics, colours, matching skills, early reading readiness skills.
• The teacher guides include answers and ideas for using the curriculum effectively.
• old fashioned stories of family life on an Amish farm are wholesome and delightful
• workbooks include phonics instruction, vocabulary work, reading comprehension
• as the child's reading ability improves, the books encourage independent learning
• short stories, portions from classic literature, poems
• workbooks include assignments developing reading comprehension skills
Sample lessons are available for viewing on this website. Simply click on the grade you are interested in (in the index bar to the left), scroll down on the resulting page to the lessons you wish to view, whether that be for Working With Words, Climbing to Good English, or Pathway Readers.
Climbing to Good English and Pathway Readers combine to make the comprehensive,|
easy-to-use program you need.
JOY Center of Learning is not affiliated with Pathway Publishers, SchoolAid, or any other publisher.
We simply sell solid, educational resources. Your comments are welcome.
JOY Center of Learning
© Copyrighted 2007-2015
Last updated - March 2015


Hobbies Playing Music How to Invert Triads Share PINTEREST Email Print filo/Getty Images Playing Music Music Education Music Theory Basics Music History Music Lessons Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated March 06, 2019 Chord inversions are used by composers and musicians for modulation, to create a melodic bass line and generally to make music more interesting. A chord inversion simply means rearranging the notes in a given chord. Inversions can also be applied to intervals and melodies, for this lesson however, we will focus on inverting triads. Chord Inversion Tutorial Learn the root position of triads in both major and minor keys. When we say root position it refers to the normal position of chords in which the root note is at the bottom; root + third + fifth (1+3+5). For example, a C major triad is C+E+G, with C as the root note. For the first inversion of a triad simply move the root note at the top an octave higher. So if the root position of a C major chord is C+E+G, moving the root note (C) at the top makes the first inversion as E+G+C (3+5+1). For the second inversion of a triad move the lowest note and place it on top of the root note. Let's take the C major chord as an example again, the first inversion of this chord is E+G+C with E being the lowest note. Move E above the root note which is C to make the second inversion of G+C+E (5+1+3). Usually, triads are referred to as having only two inversions. This is because when you invert a triad a third time you return to the root position only an octave higher.


This is Alma Thomas. She was born in 1891 in Columbus, Georgia. Columbus is only about 80 miles from the Albany Museum of Art! In 1907, Alma and her family moved to a house in Washington, D.C. She was the oldest of four daughters to her parents, John and Amelia. Her father was a businessman and her mother was a dress designer.
Alma began showing an interest in art very early. When she was a child, she would sculpt puppets from local clay! Her childhood was full of education at home. Although during this time her town prohibited black people in public libraries, her aunts, who were schoolteachers, often brought professors and traveling lecturers to the Thomas home, including Booker T. Washington.
Alma Thomas was a very important abstract painter in the 1960s and '70s. She was the first African-American woman to have a solo art exhibition at the Whitney Museum of American Art in New York City in 1972! Despite others' opinions about her gender and race, she was able to excel as an expressionist painter. She loved nature, and would transform nature into colorful, bright, abstract mosaics.
Alma Thomas had a good education and was introduced to the possibility becoming an artist. She used her vast knowledge of math and science in her architectural drawings, and dreamed of becoming an architect. In 1913, she became a kindergarten teacher in Delaware for six years before going back to school.
n the 1920s, she attended and graduated from Howard University as the first graduate of Howard's fine art program. In 1934, she earned her Master of Art Education degree from Columbia University. Rather than become an exhibiting artist, Alma Thomas continued to teach for the next 35 years!
"I devoted my life to the children, and I think they loved me, at least those did who cared about art," she said.
In the 1960s, Alma Thomas become known for her exuberant colors, and abstract shapes and patterns from the trees and flowers around her. When she turned 68 years old, she finally had her work in a public exhibit! Then, in 1972, Alma Thomas was the first African-American woman to be given a solo show at the Whitney Museum of American Art in New York.
She has been an amazing inspiration to artists of color and women artists across the world!
Let's try to make our own rainbow mosaic!
A mosaic is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile or glass. Alma used dashes of paint to create the mosaic effect on her large canvases.
Here's what you need:
Paint (watercolor is best, but acrylic will work!)
Next, Begin a ring of dark orange dashes. Do 2 rings of dark orange, and 2 rings of light orange. (To create a dark orange color, try mixing your orange with a tiny dab of red!)
finally, repeat these steps with dark yellow, yellow, light green, green, blue, dark blue, purple, light purple and pink!


Respectful Lil’ Mac
Every summer, Lil’ Mac can hardly wait to visit his family out in the country. Summers in Fayette County, Tennessee, move at a different pace than life in Lil’ Mac’s urban city home, and every year Lil’ Mac makes the most of it. This year, he faces quite a trial when his cousin Perry challenges him to a race, but he soon finds out he has much more to learn than how to run fast. Join Lil’ Mac and find out how he discovers respect is an important character trait no matter who you’re with.
Benefits of Children’s Books
Children’s books increase interest in creative writing and emotional intelligence. Hence, Lil’ Mac is an adventurous young boy who is open to expressing his feelings to others. Above all, he learns valuable life lessons along with the importance of positive character development. As a result he adopts a growth mindset. He believes that all things are possible and can change to improve life. Certainly read about how Lil’ Mac evolves as he is faced with real issues in Respectful Lil’ Mac.
About the Author
Author, Clarence McFerren II is an inspiring educator who has worked and trained with various academic and artistic organizations. Consequently, he cultivated an optimistic leadership style to engage the multiple intelligences of young minds to fearlessly think independently. He’s known for his informative Tedx Talk titled Mental Liberation through Dance which focused on detracting the negative stigma of mental illnesses in society. Specializing in arts education, McFerren believes in interdisciplinary, inquiry, and project based learning which led him to author a collection of children’s books. Book titles: Respectful Lil’ Mac, Resilient Lil’ Mac, and Responsible Lil’ Mac all focus on positive character development.
The gift of children’s books are too valuable to literacy development. Therefore, we do not accept returns nor offer refunds.


Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser’s (2005, 2008) social justice framework to examine participants’ views of what constituted effective leadership in elementary education in PNG and how these views may have changed throughout the ALAF program. Key findings of this study included participants’ emphasis on relationships and valuing people in elementary education leadership contexts, participants’ concern about economic/financial barriers to effective leadership in the PNG context and participants’ perception of research as a way to support leadership roles.
& Cook, D.
Learning to Lead: A Social Justice Perspective on Understanding Elementary Teacher Leadership in Papua New Guinea.
Australian Journal of Teacher Education, 37(4).


BITA is a four-year construction trades training curriculum offered as a Career Technical Education (CTE) program. The curriculum and support services are provided, without cost, to California high schools by the California Homebuilding Foundation (CHF). BITA has a-g approved program status with the University of California, with BITA 1 – 3 qualified under the elective (g) subject requirement.
The course covers basic construction math; measurement and scale, blueprint reading, safety, procedural use of hand and power tools. Students acquire these skills through the use of technology and real world problem solving.
Students will understand sustainability, what drives it and how it impacts the built environment. Students function within the classroom as a construction company, from establishment to project completion.
Be part of the solution
During all four years, career literacy is stressed continually. Students learn the foundational skills of safety, communication, interpersonal relations, ethics, problem solving, and flexibility, along with core academic subjects, including math, language arts, history and science.
Students will develop their career portfolio, participate in field trip experiences at industry sites and be exposed to networking opportunities with local businesses. State CTE standards are identified in the curriculum in each lesson plan.


Happy New Year from NAEYC! What will inspire your work with young children this year? We reviewed some of our web posts from this past year and found these ideas and inspirations. Make sure to share your own inspirations with us below.
1. Classroom Stories That Celebrate Teachers and Children
2. Support for Strong Start for America's Children
Children’s early learning experiences set the course for success in school and life. We were inspired by how many of our members and readers participated in the Strong Start campaign. Thanks to you all! If you haven’t participated yet you still can.
3. The New DAP Focus Series
These age specific DAP books offer ideas for Developmentally Appropriate Practice for each age and stage. If you’re new to DAP this online DAP primer explains DAP and offers links to many resources to help you in your teaching.
4. Ten Things to Say instead of “Good Job”
Wow! So many readers shared this article on social media so we know it really resonated. Recognize children's achievements and encourage their learning with these ten alternatives to saying "good job" from TYC.
5. Integrating STEM: Science, Technology, Engineering, and Math
Early childhood teachers are preparing children to be critical thinkers by integrating Science, Technology, Engineering and Math learning in thoughtful ways. The opening session of the 2013 annual conference showed how the arts can be integrated into STEM learning. This excerpt from Spotlight on Young Children: Exploring Science shows science learning in action at the water table. And a new survey gathers information on how teachers are using the Technology and Young Children position statement in their work.
6. New Research on Dual Language Learners
This blog post updated us on the growing body of research which shows many benefits to growing up learning and thinking in two languages and offers ways early childhood teachers can support the dual language learners in their programs. A Young Children article offers more ideas for supporting the literacy development of dual language learners.
7. The 10 NAEYC Programs Standards
Did you know that there are over 6500 childcare programs accredited by NAEYC serving more than 1 million children? NAEYC accredited programs follow the 10 Program Standards. Read about them here.
8. Ten Things Every Parent Should Know about Play
Here’s another post that our readers shared widely on social media. Through play children learn and develop cognitive skills – like math and problem solving in a pretend grocery store and so much more.
9. Teachers Who Do Their Own Research!
An infant teacher writes in her journal as part of her self-reflection; another teacher explores how 2-year-olds make theories about physical and chemical changes taking place during cooking. These teachers ask and explore deep questions as they teach and then write about their own teacher research.
10. NAEYC Members
We are so proud and inspired by the many diverse and wonderful ways NAEYC members promote quality early childhood education in the work they do. Read about our members and share your story with us. Not a member? Learn about the many benefits of joining the NAEYC community.
Share what inspires you below!


2. Learning through Play. Play is at the heart of Lingotot sessions. Babies and young children learn, grow and have fun through play. Lingotot play sessions help them understand the world and other cultures. Singing songs, reading together and having fun with friends gives them a head start to develop socially and emotionally.
3. English is Not Enough. Our global community means it is vital to be able to communicate with other communities around the world.
4. Early is Better. If it’s introduced early and well, children pick up a second language naturally, just like they learn their mother tongue, instead of learning it in “second language” mode like we do as adults - constantly translating from one language to another in our heads!
5. All Round Educational Boost. Research suggests that children who know two languages can gain an academic and social advantage over those who speak only one. Children have an amazing ability to learn language and this happens best when it is interactive, engaging, child-centered.
6. Excellent Communication Skills. Speaking and Listening are the cornerstone to literacy development. A broad and rich language curriculum ensures such skills are developed, leading to a good start in phonic work. In fact, Lingotot can introduce young learners to foreign- language letter sounds!
7. Increased Self-Esteem. Children love being able to communicate in another language. Our classes encourage talking, imitating, play-acting and sharing their language skills right from the first lesson. Children and adults alike make lots of new like-minded friends too!
8. Prepare Them for the Future. Competence in foreign languages is increasingly valued by universities. Languages become compulsory in English primary schools in 2014 and will form part of the new EBaac at secondary school level.
9. Acquire a Lifelong Advantage. Learning another language offers a lifetime of possibilities and adventure. In later life, knowing another language not only helps you make friends, finding jobs etc, it can also help stave off illnesses such as Alzheimer’s
10. Learn a Language Together! Lingotot sessions benefit the whole family. Parents and children learn, play and bond together. The sessions are designed for you to attend with your child so that you can be fully engaged with their learning and carry on using new language together at home.


If you’re like most teachers, you don’t get to choose the textbook you use with your students, but that doesn’t mean youneed to be restricted to what the textbook says. Here are five tips to adapt your math materials to better serve your students:
1. Remove off-grade-level content to create more focused instruction– You may find that your existing math materials do not reflect the focused nature of the Common Core State Standards. Many state standards (and thus many publisher-produced math textbooks) required teachers to attempt to teach a multitude of topics at each grade level prior to the Common Core. This method does not allow students time to develop deep mastery and understanding of foundational math skills.
This graphic shows how previous state standards (and materials aligned to those old standards) directed teachers to address a multitude of topics each year, often introducing a topic in an early grade and then repeating it each year through 8th grade. By contrast, countries that are consistently among the top math performers have focused math standards that follow a natural progression of skill acquisition.
You can perform a quick analysis of the textbook you’re using and compare it to the standards for the grade(s) you teach. If there are concepts that are introduced too early – such as probability before grade 7, or transformations on the coordinate plane before grade 8 – you should remove those from your planned lessons and reallocate that lesson time to deepening understanding of key foundational skills associated with each grade band, such as developing a deep understanding of operations in grades K-5.
2. Reallocate lesson time to better reflect Major, Supporting, and Additional Cluster content – All math concepts are not created equal. You can improve the focus of your materials by using the Focus Documents to identify which lessons reflect concepts associated with Major, Supporting, or Additional cluster content. A skill or concept that falls into the Supporting or Additional cluster categories should not receive equal lesson time. For example, in grades K-2, multiple chapters on geometry concepts are not necessary, nor is a full chapter on patterns in kindergarten. You can condense multiple chapters or work the Supporting content into other lessons; using it to bolster instruction on the Major Work of the Grade.
3. Identify opportunities for class discussion – Every textbook has discussion-worthy math questions and problems, but they aren’t always highlighted for educators, or the questions that are highlighted may not be the best ones. Teachers should try to elevate questions that focus on mathematical reasoning, spending more time on these questions and asking students to talk through their reasoning and solution methods.
4. Balance the three aspects of Rigor – While it is not necessary to cover all aspects of Rigor in every lesson, it is important for your textbook, as a whole, to have a balance of all three elements of Rigor: conceptual understanding, procedural skill and fluency, and application. You can supplement your textbook with OER resources to help create more balanced instruction. For example, if you find that your textbook is overly focused on procedures, with row after row of practice equations, you can integrate math tasks from Illustrative Mathematics to build conceptual understanding and practice application. If your textbook is lacking fluency tasks, grab some fun practice exercises from Pinterest or Teachers Pay Teachers.
5. Check other grades in your textbook series for missing content – Compare the lessons in your textbook to the expectations in the Standards. If topics are missing, look for the topic in other books in the same series. Perhaps the teacher in the grades above or below you has the topic in their textbook and you can photocopy it to use with your students. For instance, finding equivalent fractions is covered in the Common Core State Standards in grade 4 but you may find the material is covered in either the grade 3 or 5 textbooks of some series.


From our earliest days, even before birth, we respond to music. Studies suggest that a baby will respond to sound by the beginning of the third trimester and can distinguish different types of music by the middle of the third trimester. As children, exposure to different types of music can aid in cognitive and language skills development, with particular promise for non-English speaking students or those from lower socio-economic environments struggling with language difficulties. An appreciation of music permeates every academic discipline, from the math inherent in notes and measures to the science of the sound produced by musical instruments or the language of an Italian aria.
Today’s children can easily identify the latest hits of the hot pop stars of the moment, but few have had exposure to classical music and instruments. In most of our schools, budget cuts have stripped music education. As people who love music, we have an opportunity to make the study and appreciation of music relevant for our young people.
We think the Holiday and Pops concerts are accessible to children and young people because there is plenty of action and stimulus to entertain a young audience. The Masterworks concerts are entirely up to your discretion. If your child is able to sit quietly, then please bring them.


The lights are dimmed, there is music playing softly and the class of 20 students are peacefully engrossed in their tasks – it sounds like the setting for a yoga class but it’s not. It’s The Big Write happening in a Year 4 classroom at Matthew Flinders Anglican College on the Sunshine Coast.
With literacy as a major focus at the College’s Primary School, students from Prep to Year 6 are benefitting from a respected model of teaching writing and raising writing standards known as the Big Write.
Developed by experienced educator, Ros Wilson, and used widely in schools throughout the United Kingdom and Australia with great success, the Big Write model is based on the premise that ‘if you can’t say it, you can’t write it’.
Big Write is an opportunity for students to learn how to generate ideas through conversation and fun activities in the classroom and at home, before engaging in independent writing tasks in soothing settings that promote calm and creativity.
Students simultaneously learn skills in VCOP (vocabulary, connectives, openers and punctuation) to support their writing confidence and engagement.
Flinders has embraced the Big Write model this year as part of its mission to give every student the tools and support to develop their literacy skills and become proficient and enthusiastic writers.
Head of Primary School, Trudi Edwards says the College is passionate about literacy and language development.
“We recognise that children must first learn to express their ideas orally before they can confidently write these ideas on the page,” Trudi said.
“Developing an expansive vocabulary through engaging in oral discussions and activities assists in building each student’s word bank, whilst also enabling them to organise their ideas prior to writing,” she said.
“Needless to say, an expansive vocabulary is also critical for reading comprehension.
“In fact, as Associate Professor of Education and the Arts, Deslea Konza from Edith Cowan University notes, the number and variety of words that children know in the early years is a major predictor of reading comprehension in the secondary schooling years and of broader academic and vocational success.
“The Big Write is a positive and practical approach to teaching writing that encourages every child to learn new words, explore the art of conversation and learn to communicate so they may actively develop their ‘writing voice’.
“It helps students of all proficiencies realise that writing is enjoyable and an opportunity to express their creativity, whilst also learning the skills of clear written communication.
“This remains a critical 21st century skill.”
Head of Teaching and Learning Debbie Planck says the Big Write model works by providing students with a new topic to inspire a writing task, every fortnight or so.
To help students engage in their writing, there is plenty of creative stimuli, from themed dress-up days and excursions to Sea Life Aquarium and Australia Zoo, to classroom observation activities such as chicken eggs hatching in an incubator.
“Part of the Big Write is teaching skills in vocabulary, connectives, openers and punctuation, and we play lots of exciting games in the classroom to build on these foundational skills,” Debbie said.
“Students especially love Kung Fu Punctuation, where all punctuation marks are given corresponding kung-fu-style actions with accompanying sounds,” she said.
“This is proving highly effective for students in learning the intricacies of commas, semicolons and full stops while having fun and moving their bodies.”
Each Big Write involves students first discussing the topic with their family at home in preparation for their writing challenge the following day in class.
When students return to the classroom to begin their ‘Big Write’, their thoughts and ideas about the topic are already rehearsed.
“This provides them with the best opportunity to focus on the skills of writing and to write in depth about the topic,” Debbie said.
“The end goal of The Big Write is to encourage students to produce a high standard of writing and to build their writing stamina to write independently for extensive periods of time.
“We remind our students from Prep to Year 6 that the Big Write is an opportunity to set high expectations for themselves, to give writing a purpose, and to have fun.”
For more on what’s happening at our local schools, try Why all kids need STEM skills and The innovative school raising kids that care about the land.


MA School Psychology
College of Science & Mathematics
1st grade, Childhood Studies, Elementary Education, Recall Information, Teaching Methods
Elementary school teaching; Computer-assisted instruction
Elementary Education | School Psychology
Technology runs the modern day world. Children whom are born in this generation are highly dependent and easily soothed by the electronics and television. Statistics show that children from ages 6 to 11 spend around 28 hours a week watching television. 71% of adolescents 8-11 have a television in their bedroom. (Television TV and Children: Your Child, n.d). Is it possible that this dependency on electronics have infiltrated our children's awareness in the classroom? Smartboards are very popular in schools today. In some schools, they are used throughout the entire day. Smartboards are used for basic instruction, interactive classroom games, displaying videos, and used as a classroom tool for most teachers in America. This study is primarily aimed to determine if children are able to recall information more accurately by the means of electronic devices or by general education teaching methods.
Ross, Keanna Marie, "The effects of students' ability to recall information based on teacher methods" (2017). Theses and Dissertations. 2447.


Ruth Crawford Seeger (1901-1953) is frequently considered the most significant American female composer in this century. Joining Aaron Copland and Henry Cowell as a key member of the 1920s musical avant-garde, she went on to study with modernist theorist and future husband Charles Seeger, writing her masterpiece, String Quartet 1931, not long after. But her legacy extends far beyond the cutting edge of modern music. Collaborating with poet Carl Sandburg on folk song arrangements in the twenties, and with the famous folk-song collectors John and Alan Lomax in the 1930s, she emerged as a central figure in the American folk music revival, issuing several important books of transcriptions and arrangements and pioneering the use of American folk songs in children's music education. Radicalized by the Depression, she spent much of the ensuing two decades working aggressively for social change with her husband and stepson, the folksinger Pete Seeger. This engrossing new biography emphasizes the choices Crawford Seeger made in her roles as composer, activist, teacher, wife and mother. The first woman to win a Guggenheim Foundation Fellowship in music composition, Crawford Seeger nearly gave up writing music as the demands of family, politics, and the folk song movement intervened. It was only at the very end of her life, with cancer sapping her strength, that she returned to composing. Written with unique insight and compassion, this book offers the definitive treatment of a fascinating twentieth-century figure.


In the last five decades, literacy has evolved and shaped India in many facets – be it industrialisation, per capita or even the standard of living, literacy takes the credit. When you examine the literacy graph of India and compare numbers, the gradual developments bring a smile – thanks to the government benefits and donations for education in India. While there are many factors that play a role in achieving 100% literacy rate, a children’s NGO, Akshaya Patra, is focusing on enabling a student’s academic performance through food for education initiative – the Mid-Day Meal Programme.
Implemented in 2000, Akshaya Patra’s Mid-Day Meal Programme (food for education initiative) is now the world’s largest NGO-run feeding initiative based out of Bengaluru in Karnataka. Every day, over 1.6 million children are benefitted through this programme which prepares and delivers fresh-nutritious food to 13,260 schools at lunch time.
Here’s a quick look at two main factors that affect a student’s academic performance:
Learning facilities and environment: It’s rather difficult to expect a child to learn in a classroom without sufficient study materials (text books, notepads, pen, and etcetera) and grasp lessons. It’s more problematic if the school is set up in a noisy surrounding and the exchange between teacher and students is put to a stop. While the government is making continuous efforts to provide provisions to children and build better infrastructure, many NGOs, with the help of education donations, have sprung to lend help to the government in ensuring children excel in their academics.
Socio-economic status: In many scholarly articles and research studies, it has been proved over and again that the socio-economic status of a family is an integral criterion for student’s performance – this includes the family members’ occupation and revenue which defines the economic condition. Akshaya Patra enables many families by providing a resource to their children – mid-day meals – which in turn lessens the strain of feeding a stomach in the house. To ensure the child does not have to bear the responsibilities of earning, the Foundation through its programme encourages every child to attend school and also be assured to eat healthy meals.
Why are Mid-Day Meals a boon to children?
It is a resource that stabilises education. But along with it come nutrition, good health and well-being, academic achievement and quality performance. Akshaya Patra, with its dynamic initiative to provide food for education, has reached the milestone of serving more than 2 billion meals in the last 16 years. This milestone is a greater encouragement for the Foundation to continue its mission.
Yes, mid-day meals are a boon to children and for the nation. Here’s why:
– More children enrol in schools
– Promotes socialisation among children
– Reduces classroom hunger
– Enhances a student’s performance (academic, sports and cultural)
A quick thought for the mind: Post-independence, India faced many challenges in the field of Growth and Development. However, through numerous benefit schemes and opportunities, we as nation, are witnessing change in every field. Akshaya Patra’s initiative too intends change.
We believe every child deserves a fair chance and there is nothing more important than imparting education. Donate for education in India by joining Akshaya Patra in making every school a model of literacy development.


Prep Language & Literature
(aka, Pre Primary, Kinder, Reception, Transition)
Planning English units around rich literature; Developing literacy sub skills (Oral Language and Concepts of Print).
This focused full-day workshop for Prep Teachers and Teachers' Aides has two main intentions. Firstly, it will examine the pre-requisite skills and knowledge for reading and writing for Prep students. Secondly, the workshop examines aspects of the Prep Curriculum and the use of literature to satisfy its Achievement Standards.
Session One will investigate what students need to know early in literacy development. Sessions Two and Three will pursue the attainment of literacy through literature.
Attendees at the Prep Language and Literature Workshop will learn about the crucial connection of oral language, reading and writing.
The vital link between the Prep Curriculum and 'how to teach it' will be modeled through the use of a graphic organizer. Teachers attending this workshop will be empowered with the knowledge needed to plan for and deliver literacy through literature for large and small groups of students.
Practical examples will be examined across the day, including the identification of rich literary texts for teachers to employ in their Prep Classroom.
Topics to be examined include:
- The importance of flexible groupings
- The unpacking of concepts about print in explicit detail
- Specific observations leading to more focused teaching
- Visual Literacy
- Vocabulary and grammar
- The importance and implementation of Formative Assessment for the child in Prep
- The importance of reflection and its implementation in the Prep context
- Teaching sound-to-letter and letter-to-sound relationships
You will receive:
- workshop notes
- tea/coffee on arrival, morning tea and lunch
- a Literacy Solutions' classroom resource
$275 + GST (Limited spaces are available so please register early.)
RSVP: Five (5) working days prior to workshop
Should you attend?
This workshop is suitable for Teachers and Teachers' Aides in the prep year.
Where and when?
See our workshop calendar for locations, venues and dates.


IELTS Writing Task 2 with sample answer.
You should spend about 40 minutes on this task.
In a country where unemployment is very high, there should be only primary education. There is no need for secondary education as there is no hope for them in future.
Give your opinion.
Write at least 250 words.
Many countries around the world are grappling with the problem of unemployment. Some people argue for redefining education in the developing world. To the despair of unemployment, they suggest that primary education is sufficient for them and secondary education is not worth investment. In the instance, I completely disagree with the idea of pessimists who try to downplay the significance of secondary education.
For a start, Empirical evidence shed light on the importance of secondary education. The countries suffer from unemployment because of lack of higher education. Most cases, children attend primary school and drop out before secondary level. Elementary education cannot equip children with the skills and competences they need in the job field. Consequently, they cannot enter into the labour market due to the lack of adequate skills. So, in order to change the status quo, the governments have to emphasize secondary education.
However, to get a desirable result, the governments should introduce a new educational model of secondary level. The unemployment-ridden nations have to develop the robust model couples traditional content with entrepreneurship and health modules. Let me elaborate a bit more. What I want to suggest is that entrepreneurship and health modules have to be mandatory curriculum of secondary level. Besides, student-centred learning should be employed in the classroom where students would work in groups to solve critical problems and manage projects on their own. In addition, the conceptual knowledge should be put into practice through activities at secondary level so that the students can apply what they have learned.
Summing all of the above, the unemployment crisis reinforces the importance of secondary education. To that end, the government should restructure of secondary education combining conventional courses with health and entrepreneurship modules.


Nurturing music in children
From the moment our clock radios go off in the morning, to the theme tune for the evening news, we are surrounded by music all day long. Listening to music can be a great way to unwind after a long day at work or school, or can be used to energize us before a night out on the town. While it is not crucial to be able to read music or to be familiar with the great composers in order to enjoy music, a musical education has many benefits. Music can be used to facilitate learning and may even accelerate psychological development in children.
Music is one of the most amazing ways to experience the world. Children are able to appreciate music from birth. This is why we sing to babies to soothe them and send them to sleep. Before infants learn to read, or even to speak, they are able to express themselves and to respond to emotional stimuli through music. In light of this, it is crucial that children have access to musical instruments so that they can explore the possibilities of self-expression through sound.
Once children reach school age, they have the intellectual and motor skills necessary to embark upon learning a musical instrument. Basic wind instruments such as the recorder are perfect for introducing children to music-making. Recorder lessons provide foundational skills in reading music and producing different pitches using different fingering techniques.
The intellectual and technical skills practised through learning an instrument benefit children in other areas. Children who begin to learn reading music at an early age typically do better in core subjects such as mathematics and literacy during their primary school years. This head start can set them on the path to lifelong academic success, as well as providing them with the foundations for a skill which can be developed throughout childhood and enjoyed in later life.
As well as giving children the opportunity to experiment with musical instruments and to make music for themselves, it is important to encourage them to develop an appreciation of music. One of the best ways to get children to enjoy music is to take them to concerts and other musical performances. It is important to expose children to a variety of styles from rock music, to classical orchestral performances, so they can develop critical skills and decide what they do and don`t like.
Of course, it is difficult to persuade children to sit through long concerts. Forcing youngsters to sit through three hour operas may put them off music for life. Some theatres and concert halls now put on professional performances aimed directly at children, which are guaranteed to excite the curiosity of young minds, Available to buy via telephone, online or in person at your local Boxoffice tickets for interactive and child-orientated concerts usually sell out very quickly. If you do not have access to venues holding concerts aimed at younger audiences, why not encourage them to join a children`s choir, orchestra or other music group? This will help build confidence in performing, as well as teaching respectful listening skills. Nurturing an interest in musical performance and production will ensure that your children develop a healthy appetite for music and reap the benefits of a musical education.


This article explores art education and place-based education as a means of developing ecological literacy. It explores the integration of the real-world, community-centred learning of place-based education with art. It provides information about a model art and environmental educators to create experiences for students regarding self and community.
This article explores aboriginal expression in the arts and media. It explores tv, film, theater, radio and music networks and the internet. It explores opposing viewpoints including the erosional of cultural foundations and the empowerment in reappropriating various forms of artistic representation.
This is the website of Muskrat magazine and the article “Pass the faether to Me” Aboriginal Arts Collective” promotes a classroom art exchange program between Aboriginal and non-Aboriginal youth, teachers and artists. It promotes using visual culture to transcend logistic and financial barriers and is attempting to create co-operative and respectful interrelations for future generations. MUSKRAT is an on-line Indigenous arts, culture magazine that exhibits original works and critical commentary. It’s mandate is to use media arts, the Internet, and wireless technology to investigate and disseminate traditional knowledges in ways that inspire their reclamation.
This article from the Canadian Journal of Communication Explores the idea of “Travelling Through Layers” and how Inuit artists are beginning to appropriate new technologies. It discusses how the Inuit are mapping traditional concepts, values, and metaphors to make sense of contemporary realities and technologies.
This article discusses the Woodlands School of Art and the impact Norval Morrisseau had on the changing the conversation in the universe about what it means to be native. Norval’s belief that the process of learning is essential to culture and so is the process of teaching culture was expressed through art. It discusses Ojibwa Culture and Art and how art can be used to bridge gaps within and between cultures.


The school readiness of young dual language learners depends on high-quality preschool programs that meet their needs-- but how should schools promote and measure the progress of children learning two languages? Find out what the research says in this authoritative resource, which investigates the experiences of dual language learners in preschool classrooms and the policy implications of these critical findings.
The most comprehensive, up-to-date research volume on this topic, this book is a must for policy makers and administrators serving the growing number of dual language learners in today's classrooms. Presenting the eye-opening results of their observational studies of early education classrooms, more than 25 experts give readers the invaluable insights they'll need to, assess the quality of instruction and classroom practices with sensitive, reliable measurement tools identify and strengthen factors that contribute to the development of English language proficiency,determine whether instruction in children's home language helps them develop school readiness skills
,ensure a culturally responsive classroom environment that promotes gains in both languages,support the teacher-child relationship, vital to promoting language and literacy development,understand and improve the early learning experiences of low-income dual language learners,shape future research efforts and policy decisions with a helpful synthesis of the research in this volume.
With this compendium of current research-- sure to influence preschool practices for years to come-- policy makers and administrators will have the foundational knowledge they need to ensure a high-quality, appropriate education for young children learning two languages.
Book in very good condition with clean pages throughout and securely bound. Printed in 2011.


Open Access Graduate Research Paper
Constructivism (Education); Language arts (Primary);
Reading and writing achievement has been substantiated through the increased pressure on proficiency for both students and teachers as a result of the No Child Left Behind Act of 200l (United States Department of Education, 2004). Educators engage in practices that may increase literacy scores for young children; however, these same practices may have a detrimental effect on student engagement and motivation. This study examined the characteristics of instructional approaches that are developmentally appropriate and inappropriate for preschool, kindergarten, and first grade children as well as those that positively affect motivation and engagement. Research through a review of current literature about developmentally appropriate literacy practices provided information about specific educational approaches and strategies that lead to student achievement and motivation.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Jill M. Uhlenberg
1 PDF file (v, 72 pages)
©2009 Sara Pruss
Pruss, Sara, "Constructivist practices that positively impact literacy development and motivation in young children" (2009). Graduate Research Papers. 1372.


Preucil Preschool is many things—a school buzzing with creativity in the art studio, play and inquiry-based learning in the classrooms, nature exploration on our playground, and social relationship building in all of our daily interactions. But from its beginning in 1976, having sprouted from the Preucil School of Music, Preucil Preschool has been a place for children to experience the joy of music. Doris Preucil started the Preucil School of Music in 1963--at the time it was one of the first Suzuki music schools in the United States and has since achieved international renown. Doris’ love of music and respect for children led to the development of a preschool, where all children were (and still are) welcomed and viewed as having musical potential. Today, Preucil Preschool is one of the richest music-based preschools that I have found, providing daily music experiences with highly trained music teachers.
At Preucil Preschool, we appreciate music for the beauty it adds to our lives and the lives of others. Music has been around for thousands upon thousands of years. It is a means of bonding, communicating, and self-expressing. We know that music has other benefits as well, especially for developing minds and hearts. The many benefits of music education for young children include speech, language, literacy, and mathematical development; overall cognitive and intellectual gains; and emotional well-being. A full review of research is beyond the scope of this post, but here are some highlights of Susan Hallam’s review of research, The Power of Music: It’s Impact on the Intellectual, Social, and Personal Development of Children and Young People:
While these benefits are amazing and very beneficial to children’s development, what we see on a daily basis at Preucil Preschool is a sense of accomplishment by mastering a complicated song, excitement of sharing our own musical creations, bonding and connections that happen while sharing our voices and music, pride in standing up and singing for others, energy that comes while bodies move in and through rhythms and beats, and most importantly, the pure joy in actively engaging in daily musical experiences within the context of our day. Music at Preucil becomes as natural and spontaneous as laughter, dance, and play.
“The benefit of music education for me is about being musical. It gives you a better understanding of yourself. The horizons are higher when you are involved in music. Your understanding of art and the world, and how you can think and express yourself, are enhanced.” --Dr. Eric Rasmussen, chair of the Early Childhood Music Department at the Peabody Preparatory of The Johns Hopkins University.
In addition to active engagement and participation with music, Preucil preschoolers have many opportunities to enjoy live musical performances by the Preucil School of Music faculty and students. Anne Quito argues that listening AND watching live classical musical performances exercises our brains and attention spans. Again, research illustrates many benefits of listening to classical music including improved memory and concentration, stress reduction, increased test scores. Hearing and watching music being produced and given to us is a magical moment of sharing. As Dr. Suzuki told us, "Music is the language of the heart without words."
Hallam, S. (2010). The Power of Music: Its Impact on the Intellectual, Social, and Personal Development of Children and Young People. International Journal of Music Education, 28(3), 269-289


Art education is one of the Straw Museum's top priorities: the contents of the displays are well researched and presented to stimulate all senses – certain objects may even be handled. Videos, sound and texts explain the exhibits, the visitors may try on hats and leaf through digitalised pattern books. For our English-speaking audience, a booklet contains the English translation of all the labels and texts, and the videos have English subtitles.
Once a month there is a free public tour through the collection (in German). Whether it is just for you or for a group, you may book private group tours in English, German, French or Italian. We even offer plaiting demonstrations. Go to Tours for more details.
The workshops and programmes for children, youths and school classes are all conducted in German. Refer to the German page for more details.
Children between 5 and 9 years may discover the museum at their own pace, stopping off at the many activity boxes placed throughout the museum. Zaggli, the museum mascot named after a plait from the Freiamt, accompanies them through the galleries and presents them with a special task at each box.


Let’s have some messy fun! Sensory play is an extremely hands-on activity, which lets kids engage with their senses through the exploration of different materials…
Sensory Maths Activities for Early Years
“There should be no such thing as boring mathematics”
— Edsger Dijkstra
Looking for new and creative ways to engage children in maths? Try our top sensory maths activities and ideas for early years!
Whether you are shopping, baking, telling the time, budgeting or planning a trip, mathematics is an essential life skill which we use throughout everyday life – so it is extremely important to relay a positive attitude towards maths. By building essential maths skills from an early age, it enhances a child’s critical thinking, spatial awareness, problem solving and number sense and helps them learn how to apply mathematics concepts throughout everyday life.
However, we all know how much some children can ‘huff and puff’ when it comes to learning maths! Children only dislike a subject when they find it confusing and intimidating, which is why you need to nurture a love and appreciation for maths through positive and hands-on teaching approaches. A great way to keep children interested and engaged in numeracy lessons is by heightening their senses and incorporating maths into other subjects they enjoy.
Try our alternative hands-on sensory maths learning approaches to excite and delight and make maths fun!
Top 10 Sensory Maths Activities & Ideas:
Illuminate maths! Children are naturally drawn to glowing objects… Let the little ones sort numbers on a light table to develop their number recognition through visual stimulation. Our textured, transparent silicon silishape dot numbers are perfect for a heightened sensory touch!
Sort the numbers before they vanish! Freeze numbers in water to make numbered ice cubes, then ask the children to order the numbers in an ice tray before they melt away. A great way to build their number sense with a sensory touch.
Pop & Add
Add some excitement to maths! The children are sure to enjoy the ‘popping’ sounds that the dice poppers make in our Pop & Add Games. Solve addition problems up to a sum of 20 and help to enhance the children’s problem solving and addition skills.
Hook A Duck
Save that duck! Incorporate maths with water play using our Duck Fishing Game. Water play is a fantastic sensory activity which adds a big splash of excitement to the children’s learning. Let the children retrieve the numbered ducks from their water table in the correct order to enhance their numeracy skills.
Transform your floor into an interactive number game. Everyone knows the classic hopscotch game…but have you tried using Hopscotch Liquid Floor Tiles? These gel floor tiles are a fantastic way to encourage touch and movement, whilst providing an exciting visual stimulation and mathematical factor.
Sensory Bean Bag Toss
Add a sensory touch to the classic bean bag toss game. Simply let the children take it in turns to throw a tactile sensory bean bag at the target. Or why not try the game in a dark den with our UV bean bags for additional visual sensory element.
Find the numbers! Create a sensory bin using play sand, coloured rice, kidfetti, shells and any other natural or messy play resources you would like to add. Then bury your numbered shells within for an exciting treasure hunt for the children.
Painting By Numbers
Time for some finger painting! Let the children paint numbers using finger paints. This is a fantastic sensory and messy play activity that is sure to engage the children in maths. Use fluorescent finger paints for an additional visual touch.
Make numbers real for children through sight and touch. Our Numicon Large Foam Shapes are perfect for getting children engaged in mathematical conversation and problem solving in a hands-on way both inside and outside the classroom.
Learn through touch! Our Number Stones offer a tactile and visual way of introducing children to correct numeral formation. Children will enjoy tracing the shape of each numeral with their finger, building important motor memory skills and their confidence.
Time to get hands-on with maths!
Tip: By having shaped mirrors in your early years setting, it is also a fun way of adding a constant reminder of the primary shapes and encourages mathematical learning.
For more inspiration, take a look at our exciting range of sensory maths resources to enhance your nursery, pre-school or early years setting.


Source: Educational Policy Improvement Center
While most schools share agreement about the importance of college and career readiness, most do not share an accurate understanding of what makes a student successful in postsecondary experiences. Despite noteworthy distinctions, college readiness and career readiness are similar. Analysis of college courses reveal that the learning skills and foundational knowledge associated with college success overlap considerably with skills necessary for success in training programs that lead to careers. Most agree that college readiness is defined as a student's ability to pursue postsecondary credit-bearing courses without the need for developmental coursework. However, career readiness adds two additional skill sets that may not be required for college readiness. Twenty-first century skills, often referred to as soft skills, are a perquisite to success in employment. Interestinglly enough, successful ability to demonstrate Twenty-first century knowledge and skills facilitates higher levels of academic achievement. In addition, technical skills tied to student interest are another component to career readiness. Educators have often stated students who can apply their knowledge to real world applications outperform their peers. Given this overlap, it serves no useful purpose to separate students into two groups, one bound for college, the other for work. All students aspire to enter the workforce, and, to do so, all will need a comparable set of foundational skills and learning abilities if they are to succeed.
“In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity — it is a prerequisite.” President Obama


Improving Numeracy Through Spreadsheetsby Bob Sykes
The photocopiable worksheets in Improving Numeracy through Spreadsheets will help to improve Key Stage 2 (KS2) pupils' numeracy skills, at the same time as teaching them some of the basic skills of using spreadsheets.
The worksheets can be used to enhance or introduce topic-based work in mathematics, as a springboard to open ended ICT investigation work or simply as a confidence boosting exercise for pupils keen to learn about the workings of their computer.
This book contains photocopiable activities and scenarios which require key stage 2 pupils to use spreadsheets to solve simple problems involving addition, subtraction, multiplication division and prediction. The problems are described as scenarios which will motivate and interest all pupils.
The activities have been thoroughly tested in classrooms and have been shown to work well, thus saving you time writing your own activities. They work with any spreadsheet program and with any computer or tablet.
|Age Groups||7 - 11 years,|
|Product format||Teacher resource|
|Market restriction||There are no market restrictions for this book.|
|Released date||1 June 2011|


Mrs Norman works with children to give them additional support in literacy and numeracy to ensure they reach their full potential. Mrs Norman also works closely with the teachers and support staff to coordinate the support that children receive within the classroom too.
What types of additional support do we provide?
In Movement Group children do exercises with Mrs Norman to help their fine and gross motor skills. These are fun activities designed to engage and motivate children to participate, and include bending and stretching exercises, throwing and catching games, and lots more. The children particularly enjoy blowing and popping bubbles to help hand-eye coordination!
In our ‘Clubs’, children look at a wide range of communication skills and explore how thoughts and actions can affect relationships with other people. The children share ideas and work as a team and are encouraged to support each other and to give or ask for advice. Children work with Mrs Norman, following the Alex Kelly Communication Programmes which are full of lots of fun activities, or play-based resources that support social communication development.
Catch Up Literacy and Numeracy
The Catch Up programme is a 1:1 intervention programme which is designed to help boost Literacy and Numeracy skills. It is not designed to be used as a programme for children who have IEPs (Individual Education Plans), although pupils with an IEP may also receive Catch Up provision in a separate subject area. Catch Up is delivered once or twice weekly by fully trained and experienced Support Staff. The programme is designed to identify any ‘gaps’ in a pupil’s Literacy or Numeracy knowledge and give intensive, ‘small-steps’ intervention to remediate. Pupils may receive Catch Up for up to three consecutive terms, and may receive Catch Up intervention periodically. Catch Up is designed for use from Year 2 up to Year 6. Trained Catch Up staff in school are Miss Reagan, Mrs Brown, Miss Edwards, Mrs Koscinska, Miss Jones and Mrs Norman. We have recently achieved ‘Catch-up Gold’ status which recognises the sustained high quality management and implementation of ‘Catch-up’ provision at Ysgol Acrefair. More information about this can be found at: http://www.catchup.org/case_studies/252/2017/0/catch_up_excellence_awards_ysgol_acrefair_acrefair_wrexham_gold_award_winner.php
‘FRIENDS’ is an intervention programme designed to support children who may experience anxieties and emotional issues. It helps children to develop resilience and self-confidence through fun, nurturing activities in a supportive group situation. Trained FRIENDS deliverers are Mrs Steen and Mrs Norman.
SAP (Student Assistance Programme)
SAP is a programme aimed to support pupils’ emotional well-being and development. Mrs Duke and Mrs Martin are our trained SAP staff who deliver the SAP programme in six-week blocks.


Karin Pendle and Melinda Boyd - Women In Music – A Research And Information Guide
Women in Music: an annotated bibliography emerging from more than 25 years of feminist scholarship on music. This book testifies to the great variety of subjects and approaches represented in over two decades of published writings on women, their work, and the important roles that feminist outlooks have played in formerly male-oriented academic scholarship or journalistic musings on women and music.
The only complete and (fairly) up-to-date resource on women’s activities and contributions in the creation and performance of music through the ages, it includes major books, articles and recordings published over the past five decades. The book examines a broad cross-section of contemporary thought from all over the world, with each entry including annotation along with a critical description of content.
Table of Contents
1. Reference Works
2. Music Histories of Women
3. Collections of Essays
4. Feminist Methods and Viewpoints in Music
5. Issues of Sexuality
6. Music Education and Training
7. Careers in Music
8. Women’s Financial Support of Music and Musicians
9. Historical Periods
11. Countries and Geographical Areas
12. Music for Stage and Film
13. Women in Rock and Pop
14. Women in Blues and Jazz
15. Women in Country, Folk, and Gospel
17. Two or More Individuals
18. Index of Names, Index of Authors, Editors, and Translators, Index of Subjects
Karin Pendle has taught at Oberlin College, the University of Western Ontario (London), and the College-Conservatory of Music at the University of Cincinnati, from which she retired in 2004.
Melinda Boyd is Assistant Professor of Music History at the University of Northern Iowa. Her research focuses on women composers and performers of the nineteenth and twentieth centuries.
Paperback, published in 2011, 846 pages.


This guidebook provides a comprehensive, easy to follow guide to creating an enriched and inclusive environment that fosters the social, language and literacy development of preschool children in child care settings. This is an outstanding resource with practical strategies for teachers, speech-language pathologists and other professionals who work with young children and who are responsible for creating learning environments that maximize children’s language, social and literacy skills.
Learning Language and Loving It Guidebook -(Second Edition Weitzman & Greenberg 2002) ISBN: 0-921145-18-7
A Guide to Promoting Children’s Social, Language, & Literacy Development in Early Childhood Settings
25 in stock (can be backordered)


Year 6 Transition - Maths
WELCOME TO HCCS MATHS!
Hello, and welcome to the HCCS Maths Y6-7 transition pack!
This package has been designed to give our Year 6 students the opportunity to engage with some mathematical activities that will help prepare them for the move up to HCCS. We understand that the move up to secondary school is a daunting one at the best of times, but now even more so given the circumstances. This is ultimately why we’ve decided to put this resource together, to help put some young minds at ease, whilst also hopefully providing you, and the family, with some fun maths activities to do over the next couple of months!
Now, I know what some of you are thinking… why and how are “fun” and “maths” written in the same sentence? Well, we’ve tried to go out of our way to find fun activities! These range from codebreaker activities, to calculated colouring, to games and memory challenges. We’re hoping you’ll find a wide variety of tasks so you can have a good look through and see what takes your fancy. No matter which, or how many you choose to do, they’ll be a great use of any spare time you may have..
CONTENTS - The Skills we chose to focus on
The folders are numbered as follows…
The Four Operations
Fraction of an Amount
Percentage of an Amount
Measures and Scale
7. Key Facts and Memory Challenges (including Times-Tables)
8. Calculator Crunch (using a scientific calculator)
9. Monster Maths Challenges (4 operations)
10. Literacy focused Key-Word Word Searches
11. Extra activities and games
In each folder, you’ll find a mixture of activities focusing on a particular skill. Each activity should also come with the answers so students can check and mark their work.
Why should we do these tasks?
It’s important to recognise at this point that these activities are by no means compulsory, but we would highly recommend that our year 6 students are encouraged to try and complete at least some of the tasks.
Participation will increase retention and fluency of some key numeracy skills that are fundamental when transitioning up to secondary level maths. Not only this, but we are hoping that by starting with some of these new “secondary school” maths tasks, we have a greater chance of starting to tackle any anxiety surrounding maths now, and we appreciate any support you can give us with this during this time of uncertainty. For those who may have children who do encounter this type of anxiety towards maths, we would encourage you to ensure you don’t refer back to any previous negative experiences you may have had at school when it came to maths. Keep things positive, and offer any sort of praise when it comes to even attempting a maths task. Actually getting started on a task is often the biggest hurdle to overcome!
You will also be reassured to know that we will of course be making some alterations to our Year 7 Schemes of Work in order to accommodate for what our community has been through over the last few months.
“I’m a little nervous when it comes to helping with maths”...
The first thing to say is please don’t worry, I can promise you’re not the only person who feels like this!
To make things easier and to take the pressure off a little, we’ve compiled some helpful videos which demonstrate the skill your child has chosen to work on within the pack. These videos will show full worked examples that will help your child be able to access the tasks we’ve put together without too much support from parents or guardians. (Phew!)
The links to these videos can be found on a separate PowerPoint within each folder