By Teachers, For Teachers
While children are filled with excitement and first-day jitters, parents are filled with thoughts of âAm I prepared enough?â To help eliminate these thoughts, and help you and your child prepare for the new school year, all you need is a little organization and forethought. Here are 10 back to school tips to kick-start the new year and get you prepared for a fresh start.
1. Get back into your sleep routine. To help eradicate those stressful school mornings, set up a regular bedtime and morning time routine to help prepare your child for school. Begin your usual school sleep routine about a week or so before school starts.
2. Shop for school supplies together. To get your child excited about starting a new grade, shop for supplies together. Allow them to pick out their own backpack, lunchbox, etc. This is a great way to give them a little bit of responsibility too!
3. Re-establish school routines. Have your child practice getting back into the rhythm of their daily school routine. You can do this by having them wake up at the same time every day, and eat around the same time they would at school. About a week or so before school starts, plan a few outside activities where your child will have to leave and come home around the same time they would if they were in school. This will help them be rested and ready for the big day.
4. Set up a homework station. Sit down with your child and together designate a time and place where he can do his homework each day. This can be somewhere quiet like in the den, or even in the kitchen while you are preparing dinner. Make sure to choose a time where you are available in case your child needs your help.
5. Prepare for the unexpected. Working parents know that it can be difficult to find a sitter when your child is sick. Before school even begins, itâs a good idea to have a sitter already lined up in case you get that phone call home from the nurse saying your child is ill.
6. Make an after-school game plan. Make a plan for where your child will go after school lets out for the day. Depending upon the age of your child, figure out if they will go to a neighborâs house, an afterschool program, or be allowed to stay home by themselves. This will help eliminate any confusion during the first few weeks.
7. Turn off the TV and video games. For a lot of children summertime is filled with endless video games and TV programs. Children are usually in shock when they begin school and realize that six hours of their day is going to spent learning and not playing games and watching TV. Ease your child into the learning process by turning off the electrics and encouraging them to read or play quietly.
8. Review school material and information. For most parents, schools send home a packet with a ton of information regarding their childâs new teacher, important dates to remember, emergency forms, and transportation routines. Make sure that you read through this information carefully, and mark down all important dates on your calendar.
9. Get organized. The best way to prepare for back to school time is to be organized. With school comes a massive amount of paperwork which can consume your household. Designate a spot in your house for homework, permission slips, and any other school-related papers. This can help eliminate all of that paper clutter and make your life less stressful.
10. Get your childâs yearly checkup. School and germs go hand in hand, so itâs best to get your childâs yearly checkup before school even starts. Get any required vaccinations and ask your pediatrician the best ways your child can stay healthy throughout the school year.
Through preparation and organization, you can ensure that your child will have a smooth transition to the start of the new school year. By doing so, you and your child can enjoy the rest of your summer break.
How do you prepare your child for going back to school? Share with us in the comment section below, we would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


- This event has passed.
Unveiling the Science Behind Early Childhood and Music Education
24 November @ 9:30 am - 12:30 pm
Attend this exclusive session and gain unique and valuable insights from two internationally recognised experts on different childhood methodologies, the latest research into early childhood education and the effects of musical and literacy-based activities on the social, emotional, intellectual and cognitive development of young children.
Benefits for parents who attend:
â Understand the history and evolution of early childhood education for the past two centuries and explore the key differences between the four methodologies of Frobel, Montessori, Waldorf-Steiner and Reggio Emilio methods.
â Find out more about the new approach to early childhood education that will prepare our children to meet the challenging needs of the future.
â Does playing Mozart to infants create geniuses? Find out what research says â or doesnât say â about how children develop musical literacy.
â Learn how cutting-edge research on music can be turned into a practical and engaging approach that opens up learning in areas beyond music itself.
Register online to reserve a seat at this must-attend event for parents.


The sessions are designed to help parents and carers support their child to complete the set homework and improve general literacy and numeracy skills.
Key Stage 3
MathsHomework is set on a Friday for all students, and should be returned on the following Friday. They are given the whole week so that everyone can complete the work, even if they are away for the weekend or have clubs on week nights etc. Home work is very important as it gives students the chance to do some mathematics outside of the classroom. It can reinforce concepts and topics taught in school and can also give them the chance to work together with parents, grandparents, carers etc. Some tasks can ignite a interest in certain areas of maths or show how maths can be used in the real world.
The homework could be a set of questions on a topic learnt in class. Alternately, it could be an open question in which a simple answer can be found or a much more robust answer that requires logic and elements of mathematical proof. Such a question could be: How many different ways can you make 15 pence using everyday coins. It is surprising how many different ways there are. Students who are very good at maths will find a method to find all the answers that exhaust all possibilities, but all can find some answers.
There are lots and lots of websites that can help with mathematics, any google search will find thousands of good maths sites. Two of the best are BBC Bitesize and also YouTube. YouTube is excellent as many videos will have a teacher explaining what to do and students enjoy using YouTube anyway.


Kindergarten-Animals in Action 3
1st Grade-Setting the Scene 2
After listening to or reading a familiar fairy tale, the students chose one scene from the story to recreate in ScratchJr. They were responsible for creating the scene with backgrounds, characters, action, and voice recordings.
2nd Grade-Computer Explorers 2
The students worked on a program that will keep score as they play a math game. Using ScratchJr, the students used functions and conditions to move a soccer ball toward the net. Each time a player scored in a card game, the ball got closer to the corresponding goal.
3rd Grade-Variables Rule 2
Using Hopscotch ( a coding app on the iPad), the students built an interactive program that responds to new events like tilting, shaking, and tapping the tablet. The students learned how to move characters around the x-y grid and learned how to create a variable to track score, lives, and a timer.
4th Grade-Brain in Action 1
With this activity, students investigated how the brain processes sensory information to store it as memory and how it effects their reaction times. The students participated in a memory card game, a reaction test on the iPad, and "remember the objects."
5A & 5B-Create a Toy 1
Teams worked collaboratively to create a prototype of toy using the engineering design process and VEX IQÂ® components. The criteria for this problem was that the toy had to have at least one moving part, but could not use the robot brain, motors, or sensors. Each team designed, sketched, built, and presented the prototype to the rest of the class.
5C & 5D-Data Collection & Display 3
Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game, and code actions the characters can follow.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Masterâs degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Between prepping meals, eating meals and cleaning up after meals, my family spends the majority of our waking time in the kitchen. Our kitchen also opens into the hearth room which adds to the number of hours spent in this area. So, this got me thinking about what one could do in the kitchen to help promote literacy development in our youngsters. The ideas kept flowing, so I thought Iâd share some of the better ones with you!
Salt or Sugar Writing
Tactile learners will enjoy practicing letter or word writing with their finger in a shallow container of salt or sugar. When they are done, store the sugar or salt in a labeled Ziploc bag for future use.
ABC of Spices
Have you had some spices in the back of the cupboard for years? Pull them all out (Throw out the ones that donât have a scent anymore!) and let your child put them in ABC order. Not only will it provide a literacy opportunity for your child, but it will also organize your life. Iâve had my spice cabinet alphabetized for years. It makes cooking so much easier.
For over a year now, Iâve created a weekly dinner menu and posted it on one of my favorite blogs, This Week for Dinner. Iâve found that it has decreased our grocery bill and has helped me to create more balanced meals. Creating a menu for a day or week is a great activity to do with your kids. This especially works well with picky eaters. If you allow the kids to have some input into planning the menu, they generally will try more foods. Pull out some cookbooks, and pick out some new recipes out to try. You are not only helping your child make food choices, but you are helping them develop their reading and writing skills. Kids could post the weekly menu on the refrigerator or display it on the table for the whole family to see. Then, get the kids to help you create a grocery list to support the menu! Oh, the real world writing possibilities!
A tasting passport is an extension of the idea above. Create a passport complete with your childâs picture. On each page your child can draw a picture of a new food or cuisine they have tried. Younger children can label each picture using inventive spelling. Older children can write about each tasting experience. The goal is to see how many passport pages your child can fill. What a great way to get picky eaters to try new foods.
Muffin Tin Reading Games
Last year, I posted several muffin tin literacy games that use a muffin tin and a few other supplies. It is my most popular post to date. If you havenât seen it, check it out.
Pancake Letters and Sounds
For an extra special breakfast, make pancakes shaped like letters. Then, during breakfast, have your child brainstorm words that begin with the sound each pancake shaped letter represents.
aWhy not share the book, Pancakes for Breakfast by Tomie DePaola during this special morning time too.
A variation of this to idea and use it when baking bread or pretzels.
Let your youngster form letters using strings of cooked spaghetti. This is a simple activity for your child to do while you are prepping something in the kitchen.
Have your child create placemats for tonightâs dinner. Simply give your child some paper and crayons/markers and a literacy starter. Here are a few ideas to get you started.
- Draw your favorite scene from a book you read today.
- Pick a letter sound and draw or write as many things as you can think of that begin with that sound.
- Divide your placemat into three sections. Draw a picture of the beginning, middle and end of a story we read today.
- Write a note to each family member and then decorate it.
- Create and decorate a name poem for each family member on their very own placemat.
M- Memory keeper
O- Outstanding cook
M- Master hugger
Donât forget some of the common, simple and easy ideas such as using magnetic letters on the refrigerator to spell words. The refrigerator is also a great canvas for displaying your childâs work. Or, how about pulling out the cereal box and reading the nutritional label. How do you help develop literacy in the kitchen?
Please check out the linky party page to see where this post has been linked to for the week.


Instructional materials support learning content, allow students to engage in the application of concepts and provide an opportunity for evaluation. They are developed to facilitate learner understanding.
Provides Facts and Information These materials provide a wealth of knowledge in all topics, offering in-depth information based on facts. It also gives learners background on the topics as well as how the topics relate to other pertinent information on the subject. Materials offer a jumping off point to start learning new information.
Engages and Teaches Learners Instructional materials allow the instructor to engage learners by supporting concepts through the use of multimedia, including sound clips, video, images, hands-on experience and interactive games. Because there are different types of learners like auditory and visual learners, these materials vary in presentation to help reach all students.
Teaching Concepts Materials offer learners the opportunity to practice concepts and develop a product that demonstrates their level of understanding. When learning something new, it's important to hear examples and apply knowledge directly. Instructional materials provide sample questions and answers as well as providing a variety of examples to help cement new information in the learner's mind.
Evaluates Knowledge Consequently, those products are then used to evaluate learners' knowledge. Instructional materials allow the instructor to support learners with varying levels of ability and foundational skills by providing additional support. These materials include quizzes and tests.
Importance of Traditional Instructional Materials The longstanding and traditional source of instructional materials is textbooks. These textbooks are published by big companies, which offer a peer-reviewed and teacher-approved set of information and a guideline for learning certain topics.
Importance of Modern Instructional Materials In addition to traditional textbooks, there is increasingly greater demand and consumption of electronic textbooks. Also, major publications including professional journals offer electronic access to their studies and research papers. These electronic materials are updated easily and offer greater ease of access for students.
Effectively Using Instructional Materials For instructors, choosing the right instructional materials is paramount to the success of the course. While textbooks are useful, it's necessary to supplement the information with other relevant materials. Also, not all instructional materials are created equal. Some are clearer than others whereas others move at different paces. Choose one that best suits the level of the course.
For students, using the instructional materials effectively means having a good understanding of how to read and review information. The best way to use these materials is to preview them to prepare for class and review them afterward alongside the notes. Also, if any of the concepts are unclear, ask the instructor for supplemental sources of information or seek them out yourself.
Disadvantages to Instructional Materials Instructional materials are important to help provide a guide and reference to learning new topics. However, it alone cannot be enough to teach learners effectively. It must be coupled with a good teacher who can elaborate on the materials. As well, it's necessary to view the materials with a critical eye. All written materials are created from a specific point of view, so questioning the information and doing your own supplemental research is the best way to understand new topics.


Music Therapy is a discipline in which accredited music therapy professionals use music purposefully within therapeutic relationships to support development, health and well-being.
Music therapy can be used to meet client-specific goals and improve skills in areas such as language-specific goals in verbal communication, social skill development, sensory issues, perceptual and motor skills, behaviour, cognition and personal independence. Clients shown to benefit from music therapy include:
The Beckett School at Laurier is please to introduce music therapy sessions to the public in a group or individual format. Our music therapists are mobile and can travel to you.
Everyone has the ability to learn and experience music, but a traditional lesson structure or format may not work for every person desiring music education. The potential for therapeutic music education arises from the overlapping space between the fields of music therapy and music education and provides each individual the opportunity for music study using a lesson format adapted to the specific needs of the individual.
Contact email@example.com for dates, times and fees.
We see you are accessing our website on IE8. We recommend you view in Chrome, Safari, Firefox or IE9+ instead.Ã


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 4 Maths Plans
Hamilton's Y4 maths plans cover all of the statutory objectives of the National Curriculum for England for Year 4.
The Coverage Chart shows you where. The Medium Term Plan lists each week's teaching focus, activities, starter and National Curriculum outcomes cross-referenced to the Hamilton Assessment Plan. There are problem-solving investigations linked to each weekâs teaching available in the left hand navigation bar. The Resource List provides a comprehensive list of physical resources suggested by the Hamilton plans. The Outcomes Sheet allows you to record quick day-to-day judgements about children's mastery of objectives in the back of their maths books. Answers to exercises appear at the end of each week's resources document.
Take a look at our Year 4 Flexible Maths Blocks which organises the National Curriculum content into mathematical category blocks. If these blocks are not suitable for you, then this chart will help you adapt Hamilton Weekly Maths Plans into Blocks. Please look at the document carefully - it is three pages not one!
Use place value to add or subtract to and from 4-digit numbers. Place 4-digit numbers on a line. Round 4-digit numbers to the nearest 10, 100 or 1000. Count on and back in steps of 25 and 1000. Write Roman numerals to 100.
Use written subtraction, expanded then compact decomposition to subtract pairs of 3 and 4-digit numbers. Use mental subtraction by counting up (Frog) to subtract pairs of 4-digit numbers. Choose a strategy to subtract pairs of 4-digit numbers depending on the numbers involved.
Written subtraction using decomposition to subtract any pair of four-digit numbers, including those needing 3 moves. Written addition using compact column addition to add any pair of 4-digit numbers. Add and subtract near multiples of 10, 100 and 1000 to or from 3- and 4-digit numbers using place value, Choose mental or written methods to add and subtract. Solve word problems involving addition and subtraction. Includes bar model examples.
Find area of rectilinear shapes by counting squares. Find perimeter of rectilinear shapes in centimetres by counting. Calculate perimeter in centimetres and metres of rectangles. Use co-ordinates in the first quadrant and join to draw posited polygons.
Mark numbers with 1 decimal place on an Empty Number Line and round to the nearest whole. Know what each digit stands for in numbers with 2 decimal places. Multiply and divide by 10 and 100 to give tenths and hundredths. Know equivalent 0.1s and 1/10s, and 0.01s and 1/100s. Write place value related additions and subtractions for numbers with 2 decimal places.
Compare and order number with 2 decimal places. Place numbers with 2 decimal places on landmarked lines (marked in 0.1s). Add and subtract 0.1 or 0.01 to or from numbers with 2 decimal places. Count on or back in tenths and hundredths. Add or subtract multiples of 0.1 or 0.01. Solve simple measure problems using place value in lengths in metres with 2 decimal places.
Find factors of numbers less than 50. Use factors to carry out mental multiplication. Find the product of 3 single-digit numbers using commutativity to help. Use times tables and place value for mental division of multiples of 10. Solve scaling problems (by whole number factors). Convert from centimetres to metres. Solve correspondence problems.
Complete shapes with respect to a line of symmetry. Recognise and compare acute and obtuse angles and angles of 90 degrees. Compare and classify triangles and quadrilaterals, based on properties including types of angles.
Read the 24-hour clock converting times to am and pm, both digital and analogue formats. Find time intervals using 24-hour clock. Read, interpret, draw and describe a time graph. Convert between units of time.
Identify equivalent fractions, including decimals. Find non-unit fractions of amounts. Solve fraction word problems. Written division by chunking of two-digit numbers by single-digit numbers, answers less than 30. Includes bar model examples.
Use the written ladder method to multiply 3-digit numbers by single-digit numbers, estimating answers first. Choose mental or written methods to solve addition, subtraction, division or multiplication word problems and calculations. Includes bar model examples.


Chocolate Education for One Hundred Third Graders at a time!
Posted by Jeff Stern on September 14, 2017
One of the main uses of cocoa pods is to educate. Most people have never seen a cocoa pod, let alone set food in a cacao producing country or cacao plantation. Holding a cocoa pod in your hand and seeing cocoa beanswill give you a much better understanding of just what chocolate is and where it comes from.
When we first started our business in Ecuador, we frequently had student groups as well as tourists visit our chocolate shop, and cocoa pods were always a main attraction. We gave presentations about the origins of chocolate to the British School Quito as well as other local schools.
A few weeks ago Ms. April Peralez, of Weslaco, TX purchased some of our pods and asked if I could provide a presentation via video to her class. I remarked that I didn't have any prepared videos on hand, but that I'd be glad to do a skype chat with her class and answer questions about chocolate.
She was totally excited about the idea and managed to include multiple third grade classes from the district. She was using this lesson on chocolate to enhance her curriculum and reading of the book The Chocolate Touch by Patrick Catling. One thing led to another, on my request she had the students prepare a list of questions, and we got to work setting up the skype conference.
Yesterday we had an amazing call with her well prepared group, several classes of third graders, over 100 in total! Some of the students questions included:
What is chocolate?
Where do chocolate trees grow?
Does cacao need a lot of rain to grow?
How is chocolate made?
And many other insightful questions. We had a great call and the class was enthusiastic, and certainly left with a much clearer idea about where chocolate comes from. I got this lovely note from the school afterwards:
I couldn't thank you enough for all the great facts you gave and your time and effort to help me get this going! This meant so much to us all here and you have become quite the celebrity throughout our district already!!! I can't wait to continue collaborating with you and please feel free to ask me anything you might need!
April also sent me this note from the district:
Mrs. April Peralez and Mrs. S. Gutierrez,
Thank you so much for inviting me to your extended reading lesson via Skype with Jeff Stern, a real life cocoa grower/exporter and chocolatier from Ecuador. All 3rd grade students were able to make connections betweenThe ChocolateTouch by Patrick S. Catling and the real world. It was evident that the selected students took their questioning skills to a deeper level. Furthermore,students were actively engaged with this meaningful lesson and enjoyed the interaction with Mr. Stern. Also, thank you for inviting KWES and Public Information to highlight the wonderful lessons taking place at Sam Houston Elementary. I know that many wonderful and exciting lessons are taking place on our campuses and I am looking forward to seeing them highlighted on KWES. Great job April!
Assistant Superintendent for Elementary Education & Leadership
If you'd like to check out a recording of the event, just click here. If you'd like to work with us on a lesson or presentation in your classroom, please reach out via our contact form, which is available at both the top and bottom of our website.
- Check out our Interview with Millcreek Cacao Roasters!
- Chocolate Maker's Series-Part V Roasting
- Learn About Creo Chocolate and Sign Up To Win 3 Free Creo Bars, and Cocoa Pods and Nibs!
- Chocolate Education for One Hundred Third Graders at a time!
- Check Us Out At The National Museum of the American Indian


Individual Support Program (ISP)
The Hardisty K-9 School Individual Support Program (ISP) assists students with severe to profound developmental delays who may also experience physical, sensory or behavioural challenges or medical conditions. Students participate in programming to gain functional skills that enhance their quality of life.
Students benefit from a positive, supportive and structured learning environment with programming tailored to meet their special education needs. Individual Support classrooms provide students with the structure, regular routines and close, constant supervision that they need. Students are supported in smaller sized classes by teachers and educational assistants with training and experience in special education. Classrooms are wheelchair accessible and provide students with adaptive equipment, furniture and assistive technology. In addition to program staff, a team of service providers and community agency supports can be available to meet student needs. Students are grouped into classes with other students of approximately the same age.
Individual Support programming focuses on building each studentâs skills, promoting participating in school activities and enhancing quality of life. Students learn and practice skills that are important for community, social interaction, self-management and for personal pursuits. Programming builds foundational skills and concepts selected from the Alberta Program of Studies.


November 1, 2017
By Amr Selim
Public schools cut music and art budgets, art institutions train technicians, and some religions ban art education altogether. Art education in the Arab world faces all of these, but there's hope to turn this around.
Imagine is the name of the first Performing Arts Summer Camp in the Arab region, targeting students age 10-16 at LAU, teaching them music, acting, and dance, and we finished our first edition with great success. As an Arab musician, I struggled being "the weird kid" at school due to my artistic interest. It is hard to find friends who share such interests, and it is even harder to find programs to foster talent. What our camp accomplished was exactly what I needed 20 years ago.
Our two main inspirations were adding imagination to the art curriculum and changing the approach of teaching and learning. Most school programs require students to be inside a box; the teacher is required to cover a certain amount of material over a certain time, and the standardized test system kills creativity and requires students to stay inside the box. Our learning centered program is based on three elements.
Attitude: Teachers approach teaching from a sharing viewpoint, not teaching at the students. Attitude directly influences: Knowledge: Expanding students' knowledge through a supportive and inclusive environment. This leads to the most important element: Imagination: Every idea and innovation starts with imagination, and in this part of the world it has become tough for young people to imagine. The violence, instability, the education system, and parents' expectations prevent students from imagining and create fear of being different. We needed to break that taboo.
The goal is to create a small community that believes in the power of attitude, knowledge, imagination, empathy, and acceptance so that they can improve their communities, which will have a direct influence on the culture of their homes and environments. We know that a note, a dance, or a play will not stop a bullet, but we believe that a good art education will equip the young generation with critical thinking, teamwork, and social skills that will have them think twice before spreading violence through a word or a bullet.
This article was first published in Cornucopia Magazine, November 2017 issue.
Dr. Amr Selim is from Egypt. He earned his bachelorâs degree from Cairo Conservatory and masterâs and doctorate from SUNY Stony Brook.


Biography of Fernando Amorsolo
by Edwin A. Martinez
Fernando Amorsolo was born on May 30, 1892 in Calle Herran in Paco, Manila to Pedro Amorsolo and Bonifacia Cueto. Although born in the nationâs capital, Amorsolo would spend most of his childhood in the small town setting of Daet in Camarines Norte where his love for the simple rural life would become the foundation for his artistic output for which he is most well-known.
The Early Years
Amorsoloâs earliest memories would bring him back to a quiet life in the countryside. When he was only seven months old, his father moved the family to Daet to work as a bookkeeper for two abaca firms. Pedro was able to earn a modest income, enough to keep his family comfortable.
Fernando showed early signs of his artistic talent. He would go out to the coast to draw pictures of the ships by the wharves. It was his mother who recognized the young Amorsoloâs talent. She would send her sonâs drawings to her cousin Fabian dela Rosa, a prominent painter in Manila. At this early age, Amorsolo displayed an affinity for the rural landscape --- a reflection of his own small world.
Tragedy struck early in Amorsoloâs life. One night, when Fernando was still very young, his father was awakened by shouts coming from outside his window. It was the head of the revolutionary movement fighting against the Spaniards demanding that Amorsoloâs half brother, the eldest son Perico, join the group. Against his fatherâs wishes, Perico relented and went down to join the rebels. The family never saw him again. After the failure of the 1896 uprising, neighbors told the family that they saw Perico, bound with a bamboo pole strapped to his back, being taken to jail. He was later executed by the Spaniards. Shattered with grief by the death of his son, Amorsoloâs father Pedro never recovered from the ordeal and died of a heart attack a few years later.
Amorsoloâs penchant for depicting an idealized world is viewed by his critics as the work of someone who has never experienced pain in his life. It is apparent that the artistâs preference was not due to a lack of exposure to the ills of society but to a conscious effort to hang on to what is pure and good before the harsh realities of the world shattered his peaceful life in the countryside.
His father died when Amorsolo was eleven years old. Before he passed away, Pedro made his wife promise to give Fernando a proper art education. The widowed Bonifacia gathered her family and returned to Manila in hopes of finding better prospects to provide for her family. Her cousin Don Fabian dela Rosa opened his doors to the family. It was here that Amorsolo had his first real exposure to the art world.
To make ends meet, Bonifacia did embroidery to feed her family. Fernando made himself useful by assisting Don Fabian in his studio. It was during this time that Amorsolo received his first art instruction from Don Fabian. The familyâs limited financial means made it difficult for the artist to receive consistent formal art instruction. He earned money the only way he knew how. Amorsolo drew sketches and sold them for 15 centavos a piece to help his family and to pay for his schooling. Despite the familyâs financial difficulties, in 1914, he finally earned his degree, with honors, as a member of the first graduating class of the University of the Philippines School of Fine Arts.
Amorsolo lived during a turbulent time in the Philippines. He came of age during a transition period in Philippine history. The former Spanish colony became a territory of the United States of America. As American influence slowly crept into Filipino culture in the bigger cities, the artist yearned for the life he knew during his early childhood days in Daet. This clearly manifested itself in his artistic output where he clearly showed a partiality towards the rural setting where American culture was slow to trickle down. His paintings would embody an affinity for the traditions and lifestyle he knew during the Spanish era. His canvases were filled with scenes of fiestas, old churches and rituals that were the legacy of the Philippinesâ former colonial masters.
The Early Years |
Striking out on his Own |
The War Years | The Prime of his Years | At the Sunset of his Life


In St. Peter Chanel, Priest and Martyr (Feast day â April 28) The protomartyr of the South Seas, St. Peter Chanel was born in 1803 at Clet in the diocese of Belley, France. His intelligence and simple piety brought him to the attention of the local priest, Father Trompier, who saw to his elementary education. Entering the diocesan Seminary, Peter won the affection and the esteem of both students and professors. After his ordination he found himself in a rundown country parish and completely revitalized it in the three year span that he remained there. However, his mind was set on missionary work; so, in 1831, he joined the newly formed Society of Mary (Marists) which concentrated on missionary work at home and abroad. To his dismay, he was appointed to teach at the seminary at Belley and remained there for the next five years, diligently performing his duties.
In 1836, the Society was given the New Hebrides in the Pacific as a field for evangelization, and the jubilant St. Peter was appointed Superior of a little band of missionaries sent to proclaim the Faith to its inhabitants. On reaching their destination after an arduous ten month journey, the band split up and St. Peter went to the Island of Futuna accompanied by a laybrother and an English layman, Thomas Boog. They were at first well received by the pagans and their king Niuliki who had only recently forbidden canabalism. However, the kings jealousy and fear were aroused when the missionaries learned the language and gained the peopleâs confidence; he realized the adoption of the Christian Faith would lead to the abolition of some of the prerogatives he enjoyed as both highpriest and sovereign.
Finally, when his own son expressed a desire to be baptized, the kingâs hatred erupted and he dispatched a group of his warriors to set upon the saintly head of the missionaries. Thus, on April 28, 1841, three years after his arrival, St. Peter was seized and clubbed to death by those he had come to save. And his death brought his work to completion â within five months the entire island was converted to Christianity.


We believe EVERY KID IS AN ARTIST, we offers so much more than just painting a portrait or drawing some fruit.
Art cultivates imagination, teaches children how to problem solve and strengthens the right brain. Unlike much of the curriculum in which correct answers and rules prevail, in art, it is judgement.
Art nurtures the whole child and this strengthens our childrenâs ability to make solid judgements about qualitative relationships.
After 5+ years dedicated to children art education, we are now in the progress of developing the new InnoArt Drawing Programme, major changes will be:
- extend and deepen the art area.
- classify the InnoArt programmes into 7 groups:


Tarantula venom could help muscular dystrophy, pain and more
Biophysicists from University of Buffalo plan to study tarantula venom for treatment of muscular dystrophy (MD). The company â Rose Pharmaceuticals â named after the laboratoryâs resident tarantula has been investigating the peptide GsMTx4 in tarantula venom that could help other diseases, including atrial fibrillation, neuropathy, sickle cell anemia, and Parkinsonâs disease.
Researchers first plan to study muscular dystrophy, a condition for which there is no known cure. Muscular dystrophy causes muscle weakness, delays in motor skill development, and can become worse over time. The scientists will then move forward, studying tarantula venom for treatment of neuropathic pain and atrial fibrillation (abnormal heart rhythm).
The discovery of peptide in tarantula venom that could cure disease comes from Fredrick Sachs, PhD, professor of physiology and biophysics at UB. The peptide is known as GsMTx4. Dr. Sacks hopes the FDA will approve use of the peptide in humans within two years.
The peptide from tarantula venom, GxMTx4, has been found to increase muscle strength in mice, and has been studied extensively. The drug caused no toxicity, and has not been found to cause mortality or morbidity.
Rose Pharmaceuticals has a patent on the drug derived from tarantula venom, and are now focused on delivery methods. There are no similar drugs that act the same way. Sachs says âUnlike most drugs, GsMTx4 seems to generate only positive side effects. In addition to its effectiveness in MD, it inhibits atrial fibrillation, a cardiac arrhythmia that affects 2 million Americans, and for which there currently is no reliable drug therapy.
A second use of GsMTx4, studied by research groups in Korea and UC San Francisco shows that the tarantula venom peptide can stop pain originating in nerve fibers, known as neuropathy, or neuropathic pain. âThis therapy is at least half as effective as morphine, but does not act on the brain, only at the site of increased sensitivity,â said Sachs.
Another application for tarantula venom includes treatment of Parkinsonâs disease. Robert Punkett MD, a researcher at UB has shown that the peptide in tarantula venom stimulates the growth of neurons, making it a potentially useful treatment. The GxMTx4 peptide targets ion channels.


THE THEORY AND PRACTICE OF TEXT COMPREHENSION DEVELOPMENT
In the first part of the paper, the author discusses the changes that the notion of 'reading' has undergone in the past few decades, with special regard to the way 'literacy' is understood in the PISA surveys; then, she gives an overview of the most important components and factors of reading skills on the basis of the models of Laszlo Toth, Jozsef Nagy, and Ferenc Lenard. She also reviews - referring to studies published in other countries, mainly in the United States - the most important prerequisites of the development of text comprehension, touching upon characteristics of the Hungarian situation with respect to some factors. She writes more in detail about reading comprehension strategies and possible ways of teaching them, given that this is a fairly little known area in this country, even though in the States it has been a research topic for the past thirty years or more. The final part of the paper - making no claim for completeness - includes text comprehension exercises and techniques whose regular use may advance a successful development of children's comprehension skills, their turning into reasoning and strategic readers, active and reflective learners.
CEJSH db identifier


Building a Strong Foundation...From a Sponge?
Children are like sponges.
They soak up the world around them with curious eyes and listening ears. They are interested in life, and they take everything in attentively and excitedly.
Constantly stimulated, their brains are susceptible to all kinds of different influences. A neurological process called synaptogenesis is the reason behind this principle. When a person is very young, more pathways to the brain are open, and every new activity is stored in the brain for later use. This stage of development is extremely important, as it is responsible for storing basic skills and interests in the brain. For this period of time, a child's scope of learning is almost unlimited.
This is why it is so important to expose kids as early as possible to music education. It helps to build a strong foundation for easier learning later on, before the pathways become narrower and more specialized. Education is best enhanced by nurturing while the child is still impressionable and more apt to absorb information.
Programs such as KiddyKeys and Itsy Bitsy Music encourage a love of music in young ones and give them a professional start! These programs impact children during their most important time in learning development and fuel evolving interests. What better way to take advantage of a child's "sponginess" than to give them a headstart on their musical journey?
Author: Kirstan D.


An international science festival focused on core literacy and STEM education took place at Xiâan Jiaotong-Liverpool University, attracting hundreds of students and their parents to see the latest science and technology innovations.
The 2016 International STEM Science Festival featured a series of activities including project experiences, a forum and the 2016 World Robot Olympiad East China competition.
The four-day event invited experts from the United States, United Kingdom, Germany and Finland, as well as more than 40 well-known domestic and international enterprises, including Microsoft, Hewlett-Packard Development Company and Oracle.
Students and their parents were especially engaged in the practical demonstration areas. In the microscope showcase area, several attendees used the microscopes to observe cells.
Wenhui Xiong, who was in charge of the microscope area, said the microscopes were electron microscopes that use a beam of accelerated electrons as a source of illumination and therefore have higher levels of magnification than the more common optical microscopes, and are easier to operate.
Bin Ma, head of the Elementary Education Division at the Jiangsu provincial Department of Education, said: âThe science festival aims to cultivate studentsâ scientific and rational thinking and allow them to think about how to integrate science and rationality with life. We hope to train studentsâ innovative thinking and practical abilities through the demonstrations on offer.â
The 2016 International STEM Science Festival was co-organised by XJTLU, the Jiangsu provincial Youth Science and Technology Centre and the Basic Education Division of Jiangsu provincial Department of Education.
STEM stands for science, technology, engineering and mathematics. STEM education focuses on practical experience and equips young people with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information.


News And Events
Learning Through Play22 February 2017
Educators in a homebased setting provide a learning environment for children to experience a range of opportunities. Educators are supported to notice, recognise and respond to individual childrenâs interests so that learning can be naturally interwoven into childrenâs play. This ensures childrenâs learning is meaningful and interesting, resulting in positive experiences with an increase in knowledge and skill.
For example, a child might be interested in cars and roads as evidenced during their play, or a family member may work in the construction industry. An Educator might support this interest with a range of opportunities and experiences such as visiting the local library to look up childrenâs resource books on cars and roads; provide a range of materials for the child to build with such as recyclable materials, clay/playdough, or natural resources including sticks, small rocks and harakeke, or visiting a site where roadworks or building might be taking place to see a range of different vehicles. All of these experiences provide the child with opportunities to explore their interest with guidance and support to gain new knowledge and skills. Throughout this learning, children can build literacy and numeracy skills as we encourage the child to share their thoughts and ideas about what they see, what they know, what they think is happening.
The Early Childhood Education Curriculum, Te WhÄriki, states that:
The curriculum is provided by the people, places, and things in the childâs environment: the adults, the other children, the physical environment, and the resources. The curriculum integrates care and education and includes both specifically planned experiences and activities and interactions that arise spontaneously.
Homebased care and education provides opportunities for children to engage in learning in an unhurried environment and enables children to interact as part of a smaller group whilst still having their individual care needs met. Working together in partnership with families and whÄnau to discover childrenâs interests allows Educators to implement a quality curriculum for each individual child, focussing on their interests. We also encourage the following teaching strategies:
- Giving children time to think and respond
- Listening to children; join in their play
- Asking children about their own learning
- Using words to name objects or actions
- Encouraging children to persist
- Showing interest in what a child is doing
- Demonstrating how to do something
- Explaining how something works
- Suggesting ideas, ask questions
When children engage in meaningful learning through play that is of interest to them, they are more likely to learn skills and gain new knowledge of the world around them.


In this compelling and fascinating article, Bodrova and Leong argue that âa certain kind of play has its place in early childhood classrooms and that the proponents of play and academic learning can find some much-needed common groundâ (paragraph 3). They describe the evolution and positive effects of play on early childhood learning and development, tracing it to the emergence of âmature play,â somewhere around kindergarten. The authors then offer suggestions for, and the reasoning behind, teachers encouraging imaginative play in early childhood classrooms.
I wasnât exactly sure about Bodrova and Leonâs point about âpretend playâ being âpositively and significantly correlated with such competencies as text comprehension and metalinguistic awareness and with an understanding of the purpose of reading and writingâ (paragraph 4), but I guess Iâll just have to look at Roskos and Christieâs book to find out.
Not coming from a strictly education background, I found the descriptions of the transition from immature to mature play and of all the rule-making that children do in their imaginative play to be truly thought-provokingâin no small part as a source of reflection on my own childhood play. (Was my imagination more or less free as I played more D&D and more video games throughout my youth?) Iâm also now resolved to take away from the piece a reminder I hope to keep at the back of my head as I design in the futureâthe objects and elements of great play need not be tech-intensive or super-realistic in and of themselves. Letâor rather helpâimaginations do as much work as possible.


General Science is a broad base of knowledge in the field of science, with preparation for teaching at the middle school level. Students study a range of introductory courses from different areas of science, including biology, chemistry, physics, and geology.
Westernâs Science, Mathematics, and Technology Education Program (SMATE) is a visionary and practical program designed to enrich the training and education of K-12 pre-service teachers and, through them, their students. From a collaboration of the disciplines, chemistry, geology, biology, physics/astronomy, mathematics, and Engineering, SMATE offers an opportunity for teachers and future teachers to gain specific skills within their chosen discipline.
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and leads to a middle level science endorsement. It must be accompanied by the professional preparation program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.
Westernâs Science, Mathematics, and Technology Education (SMATE) Program is part of the College of Science and Engineering. Westernâs Elementary Education Department is part of Woodring College of Education.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
These colorful little castanets are perfect for little fingers to explore. Not only will your child experiment with rhythm, but he'll also work on developing his fine motor skills!
Sturdy Paper like poster board or a manila folder
Pairs of Buttons
Hot Glue Gun or Elmer's School Glue
Cut the paper into rectangles that measure anywhere from 4 to 6 inches long and 1/2 to 1 inch wide. Fold each rectangle in half so there's a crease in the middle. Next, choose two buttons and glue one on each end of the rectangle. The buttons will need to be the same size, and if your child is like my son, they'll have to be the same color too! Allow the glue to dry.
Let the fun begin! What types of rhythms can you create with your new instrument? Can you click the buttons together fast and slow? Can you make a steady beat? How about tapping the rhythm of your favorite song with your castanets? Turn on some music and experiment with all different types of rhythm!
***If doing this craft with young children or with young children present, do be careful to keep an eye on the buttons. Don't let young children put them in their mouths!***
Originally Posted on Kindermusik's Blog, Aug 12, 2013
One of the fabulous benefits of your enrollment in Kindermusik is Kindermusik@Home â a whole new way to access and enjoy your Home Materials throughout the week. But how can Kindermusik@Home make parenting a little bit easier? Well, you might turn to Kindermusik@Home when youâ¦
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


This site is for evaluation purposes only. Please contact your local ROE/ISC to register for this event
Exploring Rigor in Elementary Math ESL ONLY - ROE50
Wednesday, December 13, 2017 12:30 PM - 3:30 PM The registration period has closed for this event.
This workshop is for East St Louis Teachers K-4 ONLY! Math-Literature connections allow learners to communicate their thoughts and make meaningful connections in mathematics from their own personal experiences. This is an excellent method of demonstrating math concepts in a real-life story format. Math literature connections naturally brings a more complex mode of communication to math instruction in exciting new ways and ideas to develop numeracy skills. All learners are engaged in mathematics and provides opportunities for the learner to write in mathematics. Math-Literature connections allows teachers to see if a learner is representing mathematics and other information correctly while supplying a visual connection to learning to help increase retention of a concept.
This program is fully (100%) funded by the United States Department of Education using No Child Left Behind, Title I Part A Funds, through a grant from the Illinois State Board of Education, Statewide System of Support funds.


The IntMath Newsletter - August 2007
By Murray Bourne, 16 Aug 2007
In this newsletter:
1. This month's math tips
2. What's new
3. Latest Poll
4. From the math blog
1. THIS MONTH'S MATH TIPS
Have you written down your math goals for tomorrow? How about for next week? For the coming semester? Does goal-setting work for you?
Someone once said: "Nobody plans to fail, but many fail to plan."
This is certainly true when it comes to success in mathematics.
Let's consider time management. One of the things I hear all the time from students is "I would have done a better job if I had more time." But when I probe a bit further, the student always admits there was plenty of time to complete the assignment, it's just that they left it to the last minute.
Goal setting definitely increases achievement. Think of elite athletes and other sports heroes. Without clear goals and new challenges to overcome, they would never reach their potential. Goal setting helps you to focus on what's needed and it leads to much better time management.
Your math goal for tomorrow could be: "I will read over tomorrow's math lesson tonight, so I have a better idea of what we are going to do in class tomorrow." [This makes tomorrow's lesson more time-efficient.]
Next week's goal could be: "Create a study diary for the rest of the semester." [This makes the whole semester more focused - and enjoyable. Even better if you stick to your plan ^_^]
The goal for 2008 could be: "Increase my math achievement by one letter grade each semester." [You can do it!]
Taking some time now to plan and to think through where you are going with math is definitely worth it.
Many of you are going back to school in the next few weeks. I wish you all the best with your plans for math success!
2. WHAT'S NEW IN INTERACTIVE MATH
a. IntMath Newsletters Archive
All of the previous newsletters can now be found at IntMath Newsletters
b. Response to Forum Suggestion (last month's newsletter)
Last month I suggested that we have an IntMath Forum so everyone can benefit from discussion about homework problems. The following concerns were raised by those who responded:
(1) Other math problem-solving forums exist, why create another one?
(2) Is it going to be paid, or free?
(3) Will students abuse the forum by getting the instructors to do all the work?
(4) Many find that typing mathematics in a forum is difficult - especially fractions, Greek symbols and so on.
(5) Would it be private (to those who subscribe) or open to the world?
At this stage, I will leave it open for discussion. If enough of you feel that a forum would be worthwhile, I will go ahead. Please reply to this newsletter if you feel that a forum would be worthwhile.
c. August Math
Did you know that in the USA, the month of August (among other things) is:
# National Inventors Month (find me an invention that does NOT involve mathematics)
# Home Business Month (goal setting is important here - and money math, too)
# National Water Quality Month (a world-wide issue, and becoming more so. Differential equations are important in water quality calculations).
# Foot Health Month (applied math is important here - think force, mass, acceleration. Forget those high heels..!)
3. LATEST POLL
Last month's poll asked: "For you, what is the best time of the day to study mathematics?"
The poll results are in and 1000 of you voted. The conclusion is something I always knew as a math instructor - students don't like afternoon math classes!
See the Poll Results.
The current poll asks about the music you like to listen to while doing maths. If you haven't already, add your vote on any page on the site:
4. LATEST FROM THE MATH BLOG
1) BASEBALL BAT MATH
Baseball bats provide us with a plethora of interesting mathematics applications.
2) MORE EDUCATIONAL TECHNOLOGY NEEDED
A recent survey regarding educational technology reveals some interesting findings.
3) MICROSOFT MATH 3.0 REVIEW
MS Math 3.0 is a well-designed computer-based math tool.
4) ZIPF DISTRIBUTIONS, LOG-LOG GRAPHS AND SITE STATISTICS
Word frequency follows the Zipf Distribution. We use log-log graphs to display the information. There are applications in many fields, including web page popularity.
See the 1 Comment below.


Taking Off With Numeracy (TOWN)
Taking Off With Numeracy (TOWN) is a whole-class intervention initiative which focuses on improving numeracy skills of students in the upper primary years identified as not performing at expected stage level. The initiative provides ongoing professional learning over the school year to assist teachers to assess each studentâs current numeracy understanding and to monitor student progress against a research-based framework. Beyond this, the program aims to provide explicit guidance in designing whole class teaching programs to further develop each studentâs numeracy understanding. Emphasis is given to the teaching sequence related to developing Place Value, as it underpins the four operations and decimals, as well as important concepts in measurement. Focus is also given to the teaching of Multiplication and Division concepts.
Outline of TOWN
- Taking Off With Numeracy uses a phased implementation model.
- School teams will identify some or all of Stage 2 and Stage 3 teachers to participate, one of whom will be team leader and will coordinate the initiative within the school and facilitate local discussion.
- The school TOWN team will participate in an introductory professional learning led by a TOWN Lead Trainer.
- It is anticipated that each teacher may require approximately one day's release to go assess students as part of phase one.
- Phase 2 professional learning sessions will be scheduled after school hours. There are six sessions each of two hours duration. All team members are expected to attend each session and complete between-module tasks.
- Schools will develop an implementation action plan for Phase 1, Phase 2 and for sustaining the program initiative.
TOWN Phase 1
TOWN Phase 1 provides site-based professional learning for participating teachers, coordinated by a school team leader and led by a TOWN Lead Trainer. Resources, including assessment materials (at a cost to the school) are provided to assist schools in conducting self-paced professional learning sessions. The focus for Phase 1 is on teachers developing a strong understanding of the numeracy continuum and on completing an assessment process in order to determine where each student is having difficulties. The duration of Phase 1 is one term.
TOWN Phase 2
Participating schools are supported to implement TOWN Phase 2 through the delivery of six professional learning modules face-to-face, via video conference or other ICT modes. Participating teachers will have access to the TOWN website which provides resources, including classroom teaching materials and presentations, to support the professional learning in each module.
For schools interested in TOWN 2015, please contact your local Educational Services curriculum advisors. Details for your schoolâs Educational Services contact can be found here https://detwww.det.nsw.edu.au/publicschoolsnsw in the right hand menu.
If you require further information please contact:


This is a collection of five short stories - one for each short vowel sound. Titles include Max and Sam, Ted's Red Sled, The Big Hit, Frogs that Hop, and Fun in the Sun. Each book contains a decodable story that the students must illustrate. The teacher will be able to asses the students' progress based on their illustrations. The books build on one another and become increasingly difficult. Most words are decodable, but high frequency sight words are also included.
*These books are also included as a bonus (along with the long vowel set) in my Reading: Foundational Skills Worksheets/Activities for Kindergarten Common Core packet. Check it out in my store (only $4.75 and over 70 pages!)


Correggio is an Italian artist, whose real name was Antonio Allegri. He was nicknamed Correggio because of his place of birth.
Fundamental art education in the biography of Correggio was obtained from Uncle Lorenzo Allegri. The early work of Correggio shows the strong influence of the divergent styles of Mantegna, Leonardo da Vinci.
The first important authority of the artist was the design of the monastery of San Paolo in Parma. Imagining an impressive array of gods in tympanums, Correggio added a group of capricious boys. Correggio painted many mythological scenes. For example, âIoâ, âDanaeâ, âAntiopeâ. In 1520 he began to work on the fresco in the building of St. John the Evangelist in Parma.
Several years later, Correggio completed his most famous project âAssumption of the Virginâ in the cathedral of Parma. He introduced the maiden, surrounded by carefully detailed apostles, patriarchs, saints emerging from the clouds. Correggio used bold angles for his figures.
His illusory decoration of ceilings, sensual, mythological paintings had an extremely great influence on baroque artists. Filled with a sense of grace, tenderness, work is characterized by a soft play of colors, light. Other famous works in the biography of Correggio are: âMadonna of St. Jeromeâ, âAdoration of the Childâ, âMadonna and Saintsâ.


Who, whose, whom, which, that relative adverbs (e.g. Finally, to wrap it up, your child should have a conclusion either a statement or, if necessary, camp cardiac essay a section labeled conclusion. After presenting all of her research-supported reasons, she should close her argument with a concluding statement or paragraph that sums up how her evidence supports her opinion. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. That is, it is a description of "what happens in the book." But this leaves out an awful lot. After so much grammar work last year, your child will get to focus on details this year, like capitalizing the right words, putting a comma before connecting conjunctions in compound sentences (e.g. Creative story starters, animals, vacations, endangered species, music, environment, family, say Writing Prompts 4th Grade essay writing prompts 4th grade to provide you with a variety of writing topics and model essays.essay writing prompts 4th grade Narrative Essay Prompts For 4th Grade Narrative Essay Prompts. Many students write narrative reports thinking that these are college essays or papers. Narrative essay prompts Writing Prompts for Paragraph Writing and Essay Writing These writing prompts, graphic organizer, checklists, rubrics, and writing templates for rough drafts and finals copies were designed for 4th Grade paragraph writing Narrative Essay Prompts Fourth Grade history homework help Essay Writing Prompts.
Writing in 4 th Grade Elementary Education - Seattle The Three Crisis Notes Slums and Slumming in Late-Victorian London LibGuides: Starting Your Research Paper: Writing Alexander, pope '
Generic ap argument essay rubric, Descriptive essay describing an object, Argument essay on abortion, What make a good commentary essay,
Yet sometimes they are so fused with other memories that a lot of the time spent in writing narrative is in the prewriting stage. To summarize, the narrative essay is told from a particular point of view makes and supports a point is filled with precise detail uses vivid verbs and modifiers uses conflict and sequence as does any story may use dialogue, the purpose of a narrative report. Fourth Grade Writing Standards Grade 4 persuasive essays should establish a controlling idea, Creative Writing Worksheets for Grade 4 TeacherVisionYour fourth ovarian cancer essay paper grade students will love to show their creative sides, with our most popular creative writing printables. Each of her reasons needs to be supported by facts and details (a.k.a. Conventions of Narrative Essays, in writing your narrative essay, keep the following conventions in mind. Check out this related worksheet: Prepositions Perfecting spelling, punctuation, and vocabulary Building on your childs arsenal of spelling and root word skills, the big hurdles this year all involve using language precisely.
Essay writing strategies for 4th grade narrative


The Makara and Ikuchi vases are specially made for the project âKunstkastâ (âArt cabinetâ), initiated by foundation âOp Visiteâ from Delft. They have designed two Art cabinets with each containing 5 works of Art. The âKunst kastâ is traveling around different locations, mostly care institutions, in combination with an art education program.
The Makara vase
This vase is inspired by an image of a sea creature on
a Chinese porcelain plate found in the wreck of the âLena
Shoalâ, a Chinese ship, (a so-calledâ Jonk â) that sank around
1490, during the Ming dynasty in the Philippines.
The hybrid sea creature has the head of an elephant (and sometimes also
of a deer or crocodile) and the body of a marine animal / fish. This
sea creature, also known as âMakaraâ in Hindu culture. The
name Makara comes from Sanskrit and means âsea dragonâ or
âSea monsterâ. The Makara has many different forms
The Ikuchi vase
The inspiration for this vase comes from various Japanese myths. The
Ikuchi is a strange fish, which according to myths has been regularly seen
in the seas around Japan. It would be a sea snake sometimes
kilometers of length. According to one of the stories about this sea monster
comes a sticky oil from the skin of the sea battle, that on one
ship can end up, causing it to sink.
The sea monster is described in a famous story, âTankaiâ from the
Edo period in Japan.


Kindergarten-Animals in Action 1
To begin this unit, the students heard a story about our PLTW characters Angelina, Suzi, and Mylo creating animal animations that show how animals behave in their habitats. Our students were given a problem: How can we teach PreK students about animals and their habitats using animations in ScratchJr. The students began using the design process to identify the problem and plan their animations. The students had to identify which animal they would use, and the habitat that would be best for the animal. When their animations are complete, they will be sharing them with our PreK classes at Jamestown.
1st Grade-Scratch & the Butterfly 2
In our last cycle, the students acted our programs in teams. That information was applied to ScratchJr with Scratch the cat and a butterfly. After programming a butterfly to jump and fly, the students programmed Scratch to trigger the butterfly to begin its program. They learned how to use the bump trigger and the message trigger. The students also learned how to create their own characters in ScratchJr by drawing them, editing existing characters, and using the camera to put themselves into their programs.
2nd Grade-Moving with Math 3
The students completed their race car program, their farm programs, and completed any unfinished pages in their Launch Logs.
3rd Grade-Code Sketches 2
Now that students have an understanding of basic programming, they used the iPad app Hopscotch to program actors to draw shapes. The students learned how to add an actor, draw a line, use loops and functions to make the program efficient. After completing a basic square, students were challenged to use repeating squares to create colorful patterns.
4th Grade-Senses Exploration 1
Each part of the brain regulates specific functions in the body. The students learned about how our senses receive input, how our sense receptors are specialized, and the part of the brain responsible for each sense. Rotating through stations, the students watched a short animated video about the sense, labelled a diagram of the body for that sense, and completed an experiment using the sense.
5A & 5B-Inputs/Outputs 1
To identify inputs and outputs within a robotic system, the students learned how to connect the robot brain to the controller and motors. Using the controllers, the students identified the direction and speed of the motors depending on the direction they moved the controller. They also learned how to use the bumper switch and the LED lights.
5C & 5D-Data Collection & Display 1
Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game and code actions the characters can follow.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Masterâs degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


I am delighted to be finally creating a resources page for you all. As you can imagine, I have lots for children's book people. I'm going to start with some of my articles on children's picture books, some of which might be helpful, while others might be a bit academic. Pick and choose what you like. Over time I'll be adding more and more resources.
Reisberg, M. (2008a). Finding value(s) for a currency of caring: Exploring childrenâs picture books, a dollar bill, and fine art sources. Art Education, 61(6), explores the illustrations in Harvesting Hope and their many important real and symbolic elements.
Reisberg, M. (2008c). Social/ecological caring with multicultural picture books: Placing pleasure in art education. Studies in Art Education, 49(3), 251-267.
Reisberg, M. (2008c). Maya Gonzalez: Portrait of the artist as a radical childrenâs book illustrator. Visual Culture and Gender 3, 48-62. www.emitto.net/visualculturegender/ A digital film, article, and transcript.
Reisberg, M. & Han, S. (2009). (En)countering social and environmental messages in the Rainforest Cafe, childrenâs picture books, and other visual culture sites. International Journal for Education and Art 10(22) 1-24. http://www.ijea.org/v10n22/
Books on Writing and illustrating Children's Books
Writing Picture Books: A Hands-On Guide from Story Creation to Publication by Ann Whitford Paul
The Writerâs Guide to Crafting Stories for Children by Nancy Lamb.
Writing Bestselling Childrenâs Books: 52 Brilliant Ideas for Inspiring Young Readers by Alex Gordon Smith
Writing Childrenâs Books for Dummies by Lisa Rojany Buccieri and Peter Economy
Yes! You Can Learn How to Write Childrenâs Books, Get Them Published, and Build a Successful Writing Career by Nancy I. Sanders
Writing with Pictures: How to Write and Illustrate Childrenâs Books by Uri Shulevitz.
Illustrating Childrenâs Books: Creating Pictures for Publication by Martin Salisbury
Illustrating Childrenâs Picture Books by Steven Withrow and Lesley Breen Withrow
The Encyclopedia of Writing and Illustrating Childrenâs Books by Desdemona McCannon, Sue Thornton, and Yadzia Williams
Books on Publishing
SCBWI publication guide
Childrenâs Writerâs & Illustratorâs Market
The Complete Idiotâs Guide to Publishing Childrenâs Books, 3rd Edition by Harold D. Underdown.
The author is both an editor and author and knows his stuff.
The Business of Writing for Children: An Award-Winning Authorâs Tips on Writing Childrenâs Books and Publishing Them, or How to Write, Publish, and Promote a Book for Kids by Aaron Shepard
Websites and Blogs
There are so many websites and blogs out there on childrenâs book writing, illustration, and publishing that it would take another book to explore them. Here are a few to get you started.
The Write Routine
Banana Peelin': The Ups and Downs of Becoming a Children's Writer
Writing for Kids (While Raising Them): PiBoIdMo (Picture Book Idea Month)
Julie Hedlund, 12x12 Author Freelance Writer
Tim McCanna: KidLit Writer
November Picture Book Month: A Celebration!
Writing Picture Books: The Basics by Margot Finke
Writing Picture Books: Writing Tips for Children's Writers by Bethany Roberts
So You Want to Write a Picture Book: Hints by Mem Fox
20 Tips for Writing Children's Books by Pat Mora
There's also my free video Mondays with Mira teaching children's book reviews right here and soon I'll be adding recommendations as well!
Join our Tribe
and receive 7 Steps to Creative Happiness, access to free webinars, and lots more!
Your email addresses are always safe and respected with us.


This free Education essay on Essay: The purpose and importance of a good education is perfect for Education students to use as an example.The nursing program needs a lot of focus and concentration to become successful in the course.It goes without saying that education has a positve effect on human life.
Top 20 Reasons why Education Is Important - Listovative
Free Essays on Why College Is Important - Brainia.com
Secondly, education plays such a rudimentary role on our society that we cannot even imagine a life without it.It is a life-long process to each person that need to be reinforced throughout life.We must aim to ensure that each citizen of our nation is educated and independent.
But the university in Nunavut is actually struggling quite hard to get the best quality education possible.Elementary education can be compared to the first stride that a person takes in life, it is impossible for people to run without first learning how they can walk (Long, 2000).Because the development of a country depends vastly on the standard of education, it must do everything in its power to improve it.Our Marking Service will help you pick out the areas of your work that need improvement.
Educated people can enhance their lives through reading, writing, visiting.
Opinion Essay Why Art Is Important in Education? Essay
There are a lot of Eskimos in these career colleges because it is not the type of colleges where you have to participate for at least 1 or 2 years, you can just attend the college for at least 9 months.
Important Of Schema In Education Essays - WordPress.comIt offers a small number of degrees in conjunction with Dalhousie University 2012 (Wikipedia).There is also a man named Bartlett who was very pleased to attend SOVA.Also, most universities have a large number of part-time or continuing students who are being educated.In conclusion, edcation is absolutely beneficial for society on the whole.
The territory of Nunavut has approximately 32,000 people in it.Find long and short Speech on Importance of Education for Students.
Importance of Education by Islamic Perspective | LinkedInIt is not very hard to achieve and potential immigrants should atleast get a score of 75 percent.Have you ever wanted to do something that you thought was important and someone told you no.UKEssays Essays Education Why Is Education So Important In Canada Education Essay.
10 Reasons Why Education is Important - iDream IncIn Nunavut there is also higher education, (Nunavut is the province in the north of Canada).This is one of the factors assessed by the Canadian government in Education.
Essay Paper on The Importance of Education
Education can be considered to be the most vital asset that the society has because knowledge is the priceless wealth that people will never mislay under any circumstances, and the further the knowledge gets shared, the further it will advance.The majority of student remain unexposed to higher learning, as well careers because they grow in environments where majority of people lack professional careers or college degree.
Why is Higher Education Important? - Dr. Heather AllenIt shapes the lives of people even into adulthood by promoting wise decision making.Usually, the skills, attitudes and knowledge that children gain in elementary schools provide a foundation for success in the future.Consequently, the impact becomes adverse when a nation comprises of a population whose greater percentage is illiterate.Education develops logical and critical thinking and a sense of intelligence makes us lead ourselves to a prosperous and...Forum for essay writing for IELTS and TOEFL. Education is considered to be an important factor to start our steps to be a well develped country,.Having poor quality of primary education or the absence of it leads to high levels of illiteracy such that people who work in factories, ministries, farms and hospitals are not efficient due to lack of the appropriate skills and knowledge.The Canadian school system actually accepts Inuit languages due to cultural reasons.
Only with the advent of education can people gain knowledge and enlarge their view over the world.


The topic for Y5&6 this half-term is âSecrets of the Deepâ, where pupils study Cardiff Bay and also learn about the Titanic. To help the children put their learning into context, we organised a trip to Cardiff Bay. Mrs Hollingsâ, Mrs Cookeâs and Mrs Robinsonâs class went on Wednesday and Mr Mansfieldâs/Mrs Lewisâ and Mrs Hayward-Priceâs/Mrs Dalyâs class went on Friday. Luckily, the weather was dry both days! Upon arrival, we were met by Bryan and Carol from Cardiff Bay Tours, who guided us around the bay, teaching us about its Geography and History.
We rode the land train (which the children thoroughly enjoyed!!) across to the Barrage to learn how the amount of water and the amount of fish are controlled in and out of the bay. The nice man in the control tower also opened up one of the bridges, so the children could see how it lifted â although most of them were more concerned with a pigeon which looked like it was about to get squashed when the bridge dropped back down (thankfully he escaped)!
We then had a chance to explore the attractions along the Barrage Coastal Path, including a quick play in the Treasure Island playground.
After that, we had a quick stop for lunch, before going on to survey people who were visiting the bay. The children were great and were so polite to members of the public, who seemed to enjoy being stopped to take part.
We will analyse our results and develop our numeracy skills next week, when we calculate percentages and produce graphs to present our findings.
We were also given a historical tour around the Bay, learning about:
- how it used to be called Tiger Bay
- how it was one of the busiest ports in the UK for exporting Coal around the world
- how sailor Harry Cook chained himself to a tree to stop it being cut down
- how Roald Dahl got baptised in the Norweigian Church
- and how Captain Scott set sail on his voyage to the South Pole, but never made it back
We also had time for a quick visit into the Senedd building to see where the Welsh politicians debate.
We had a great trip and were shattered when we got back to school! Weâre looking forward to doing some follow up work on all that we learnt.


WE BELIEVE THAT QUALITY EDUCATION CHANGES EVERYTHING
Around the world, far too many children are not in school. Globally, 57 million primary-aged children are not in school.
Due to diverse barriers, not enough children stay in school.
Progress is being made, however slowly. Globally, primary school enrollment has increased from 84% in 1999 to 91% in 2010. However, secondary school attendance remains low â 23% in Guatemala, 54% in India and 41% in Kenya. Low rates are due to limited space, low value on education, and the high costs of secondary school.
Millions of children who are in school are not learning.
National education systems are overwhelmed in the race towards universal access to education. Classrooms are too full and educators are ill-equipped, poorly paid, and inadequately supported. Scores show that most students are not gaining the minimum literacy and numeracy skills during primary school, causing parents to question the value of their children continuing to attend.
Quality education drives economic and social change.
Education has significant social and economic returns. But simply the number of years in school is not enough. It is the acquisition of knowledge and skills (cognitive and behavioral) achieved through quality education, rather than schooling alone that promotes employ-ability, productivity and growth.


What is a child's "occupation"....
Playing with toys, developing friendships, learning new skills.
Children need to be able to take in and respond to sensory inputs in their environment and use their bodies in a coordinated fashion to do these things. Occupational Therapists (OT) help children learn these things and carry them over at home, school and in the community.
Your child may benefit from OT if they have:
-Decreased balance (âclumsinessâ)
-Delayed motor skill development
-Low muscle tone or strength
-Difficulty with handwriting
-Been diagnosed with a learning disability
-Difficulty completing tasks that -seem easily attained by peers
-Behavioral challenges or social skill issues
-Decreased attention or ability to participate in age appropriate activities
-Decreased self-esteem and self-concept
-Decreased visual skills including visual perceptual skills and ocular motor skills
-Difficulties with feeding, is a picky eater or a messy eater


The Wildhorse Mountain Flutes website has been revised. During the past 30 or so years, we have witnessed a remarkable and stunning evolution of both Native American Flute craftsmanship and the role of this simple instrument in the expanding world of music. From songs of forebears centuries ago to the concert stages of today, the Native American Flute maintains its influence amongst flute players and flute makers.
Interest by the general public in music of Native American culture probably began with the studies reported by Alice C. Fletcher in 1893, âA Study of Omaha Indian Musicâ. Emphasis was on songs and she describes the tremulous voice as a prominent feature. Perhaps the âwarbleâ created by some of the old flute makers represents an extension from voice to flute. John C Fillmore in reporting on Ms. Fletcherâs study, described the Native American flute, noting its similarity to the open âpipeâ in a pipe organ. Subsequent study of Native American music over a period of 20 or so years, was conducted by Frances Densmore. She includes several photos of flutes in her reports. Some of those are included as black/white photos herein. A summary of her work is presented in âThe American Indians and Their Musicâ (Reprinted by The Womanâs Press, 1976)
âThe Art of the Native American Fluteâ by R. Carlos Nakai and James DeMars (Pub. Canyon Records), introducing the tablature concept, was a seminal event accelerating the entrance of this flute into the mainstream of musical performance including solo, small groups and full orchestras. The evolution continues and as the Native American Flute assumes an ever increasing role in the world of music, so we see it become part of music education beginning with the youngest students (visit Northern Spirit Flutes)
Not a great deal remains documented about the sounds and features of the Native American Flute from days long past but some of what remains is offered in this revised website. There are two galleries herein:
- A gallery of flute photos from the 19th and early 20th centuries and
- A gallery of selected old flute melodies
A few selections are songs to illustrate how many of the old flute melodies are based upon songs from the human voice. Several of the old flute melodies are also characterized by a rather unique sound, the âwarbleâ, considered by some to reflect the traditional Native American flute. Some selections are traditional melodies played by contemporary musical artists.
These are âlook and listenâ galleries for your pleasure and knowledge. Links provided on this site provide additional learning experiences relative to the sounds, craftsmanship, history, and versatility of the Native American flute.
This website is dedicated to the memory of three respected members of the Comanche Nation.
Carney Saupitty Sr.: One of the last full-blood Comanche Indians; an honored Comanche Elder; a Comanche language scholar and master craftsman of the traditional Comanche flute.
George âWoogeeâ and Eva Watchetaker: Spiritual leader; artist champion dancer; flute player and singer.
Oliver W. Jones


Askew, B. J. (n.d.). Voices on word matters: Learning about phonics
and spelling in the literacy classroom. Helping young readers learn how to problem solve words while reading. (143-154).
Berninger, V., Graham, S., & Weintraub, N. (Sept 2001). Which
manuscript letters do primary grade children write legibly? Journal of Educational Psychology, 93(3). Retrieved November
24, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/detail?vid=15&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107
Brewer, J. (2004). Introduction to early childhood education: Preschool
through primary grades. Boston: Pearson Education, Inc.
Chanquoy, L. (March 2001). How to make it easier for children to revise
their writing: A study of text revision from 3rd to 5th grades. British Journal of Educational Psychology, 71(1). Retrieved
November 24, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/pdf?vid=19&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107
Corneille, Birgitta (1995). Getting
More From Math Manipulatives . New York: Scholastic
Frater, G. (July 2004). Improving Dean's writing: Or, what shall we tell
the children? Literacy, 38(2). Retrieved November 25, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/pdf?vid=18&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107
Gray, A., McCutchen, D. (2006). Young readersâ use of Phonological
information: Phonological awareness, memory, and comprehension. Journal of Learning Disabilities, 29 (4), 325-333.
Hall, S. L., Moats, L. C. (1999). Straight talk about reading: How parents
can make a difference during the early years. Contemporary Books.
Hetherington, E.M., Parke, R.D, & Schmuckler, M. (2003). Child psychology:
A contemporary viewpoint. Toronto: McGraw-Hill Ryerson Limited.
Indrisano, R., Chall, J. (1995). Literacy Development. Journal of Education,
177 (1), 63-84.
Integration of phonological awareness activities in classroom literature.
13 National Conference on Learning Disabilities [Guidebook]. Bray, C: Author. September 28, 2001.
Linking language to learning (LINKS) program. (2006). Volunteer and
tutor training guide. [Pamphlet]. Rhyno, C: Author.
Lu, M. (Dec. 2000). Writing Development. ERIC Digest D159. Retrieved
November 24, 2006, from http://www.ericdigests.org/2001-3/development.htm
Reading comprehension strategies. Foothills Academy, Estelle Slebens Community
Services. [Guidebook]. Bourgeault, L: Author. (n.d.).
B. & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction,
23 (3), 313-349.
Siegler, R.S. & Wagner Alibali, M. (2005). Children's Thinking. Upper
Saddle River, New Jersey: Prentice Hall.
Yopp, H, K., Yopp, R. H. (2000). Supporting phonemic awareness development
in the classroom. The Reading Teacher, 54 (2), 130-143.


Via the New England Board of Higher Education (nebhe.org)
Today, children of all ages experience rigorous career preparation as part of their education. School systems strive to implement mandated standards to help students excel in standardized testing and gain necessary skills for future job opportunities.
In this worthwhile pursuit, many creative school programs such as art and music are deemed unnecessary and cut from the curriculum.
What many schools do not realize, however, is that programs such as music education can have major positive impacts on growth and development.
In fact, these six benefits of music education not only show how music can benefit children now, but how it goes hand-in-hand with their preparation for future endeavors.
Enhanced language capabilities
Would you like your child to have larger vocabulary and enhanced reading comprehension skills? Studies show consistent music education improves both areas. How does it work?
Emerging evidence suggests the area of the brain controlling both musical ability and language comprehension are more related than previously thought. Music education requires students to recognize and repeat pitch, tone or enunciation of words.
Especially in young children, music directly benefits the ability to learn words, speak them correctly, and process the many new sounds they hear from others.
Music education involves a high level of memorization. Students must be able to read music by sight, play the proper notes on their instrument or recall lyrics. This process benefits the overall memory center of the brain.
In one study, musicians outperformed non-musicians in auditory, visual, and memory tests.
Music is also easily stored in our memory. Have you ever had a song stuck in your head? You can use music to help children remember things. Examples include using common tunes to memorize facts, playing meditative music during study time, and using music resources when presenting materials.
Strengthened hand-eye coordination
Playing a musical instrument has long been known to enhance dexterity and hand-eye coordination.
When playing an instrument, a musician must be able to create the correct notes through the proper hand motions, whether it be hitting keys, closing valves or using another apparatus to produce sound. In addition, the musician is also required to read the sheet music and follow the conductor.
This opportunity to grow motor skills is especially significant in younger children. Even a basic introduction to an instrument, such as a hitting a triangle or learning a song on a recorder, can be beneficial.
Powerful study habits
As children grow and are exposed to more rigorous courses of study, time spent reviewing and retaining is essential to success. More and more time in the classroom is spent on introducing new subjects and ideas, requiring students to work at home to ensure they have grasped onto the necessary information.
When children are exposed to proper music education, they learn powerful study habits. Mastering their specific musical craft takes a concerted effort, consistent practice and patience. These disciplined habits translate into other areas of study.
Music is often thought of as a way to foster individual expression. While it definitely is that, music can also teach teamwork. No place is this more evident or powerful than in schools.
Students work together to create a cohesive, technically correct performance. Together, they form a community of like-minded individuals who can help each other reach goals. Many students find a sense of belonging in school music programs.
Mental processing & problem-solving heightened
In the end, one of the most useful benefits of music education is the increased ability to process situations and find solutions mentally. Those with musical training have been found to have higher levels of grey matter volume in their brains, which are directly tied to auditory processing and comprehension.
Surprisingly, one of the areas of life this is most important for is forming relationships. Musicians learn to listen to others, sense emotion,and react with greater depth and understanding.
Music education for kids
Music education is an important aspect of providing children with a well-rounded education. When allowed to work in harmony with other subjects and areas of study, music helps children grow in self-esteem, build essential skills and prepare for bright futures.
Jenny Silverstone is the primary author of Mom Loves Best, a research-driven parenting blog that covers important topics such as education, child safety and healthy childhood development milestones.


rdg570 | Graduate
Curriculum Const And Assmt: Reading And Lang Arts For Spe
topic title goes here
The Place of Explicit and Systematic Phonics in Learning
- Investigate the utility of phonics and structural analysis generalizations.
- Analyze the place of phonics in a reading program for exceptional learners.
- Analyze methods of evaluating phonics mastery.
- Identify instructional strategies and activities for language acquisition and how they relate to different learning styles.
- Examine word attack strategies readers use to process written language for meaning.
- Identify pre-reading, reading, and post-reading strategies and learning tasks that enhance comprehension when working with children with exceptional learning needs.
- Evaluate the use of pre-reading, reading, and post-reading activities in a tutoring or small group or classroom context.
- Identify instructional practices and methods for teaching comprehension.
- Deliver and evaluate lessons based on continuous diagnostic assessment.
- Examine the relationship between fluency and comprehension.
- Examine the elements of reading comprehension in reading to learn.
Vocabulary Building and Applications of Writing in the Classroom
- Evaluate pedagogical approaches in vocabulary development.
- Identify methods for developing studentsÃ¢ writing.
- Identify strategies to introduce and improve vocabulary skills for students with and without disabilities.
- Evaluate how vocabulary development relates to reading comprehension goals in the response to intervention (RTI) process.
- Identify the connection between vocabulary, word recognition, and reading fluency.
Study Strategies for Writing Across Content Areas and Applications of Writing in the Classroom, ContÃ¢ d.
- Identify student and teacher behaviors during the various stages of the writing process.
- Identify methods for evaluating student writing, including analytic scoring.
- Explain how syntax, spelling, and handwriting are integrated in the writing process.
- Identify instructional strategies for teaching writing to exceptional learners.
- Analyze various study strategies and their interdisciplinary application.
Managing the Reading Language Arts Classroom
- Examine the ways in which literature and basal readers are used in the reading classroom.
- Identify ways in which teachers can organize and group students for reading instruction.
- Identify ways that learners with exceptional learning needs can be grouped with general education students for reading instruction.
Theories and Strategies for Reading Instruction for Exceptional Learners
- Identify theory and research-based principles of effective reading instruction including phonology and phonemic awareness, among others.
- Analyze the reading process as it pertains to learners with exceptional needs.
- Examine the developmental timeline of literacy skills for all children.
- Analyze the response to intervention (RTI) process and its strengths and limitations.
- Identify various research-based reasons that students struggle with reading.
- Describe typical signs and symptoms of dyslexia.
Assessing Growth in Literacy and ChildrenÃ¢ s Literature
- Interpret a formal reading assessment to identify student strengths, weaknesses, and reading level.
- Investigate the use of informal assessments.
- Implement planned supports based on assessment findings.
- Integrate childrenÃ¢s literature into units and lessons.
- Analyze the elements of assessment for oral reading and listening comprehension.
Reading Comprehension and Literacy
- Examine the roles of listening comprehension and oral expression in the development of literacy.
- Examine the use of effective oral reading practices to support literacy development.
- Identify instructional strategies and learning tasks for language acquisition.
- Examine the depth of present knowledge of phonics elements through pretest and post-test measures.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the studentâs responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the studentâs choice.