Many birds, including robins and Canadian geese, migrate to warmer climates for the winter. But lots of birds remain behind. Staying put has its advantages. The birds don’t have to fight for their territory in the spring. Nor do they have to risk the dangers of migration. Still, surviving the winter can be tough. Birds have developed some clever strategies for dealing with winter cold.
- Sparrows huddle together under pine boughs or bushy plants. They tuck their heads and feet in to stay warm.
- Cardinals puff into balls to keep warm.
- Geese and grouse grow an extra layer of feathers – imagine a heavy down feather coat.
- Chickadees and finches spend a lot of time eating during mild winter weather. The extra fat helps keep them warm.
- Chickadees and other small birds shiver to generate heat.
- Some birds can move most of the blood in their body to their vital organs, keeping their hearts, lungs, and kidneys warm while their feet and wings get cold.
- Birds, like humans, have a body temperature that remains fairly constant – around 106 degrees. But hummingbirds can drop their body temperature to almost that of the surrounding air. Hummingbirds go into a state of “torpor” at night as their body temperature plummets.
- Other birds go into a state called “regulated hypothermia.” Their body temperatures decrease as much as 22 degrees.
- Territory: a bird’s home and feeding area
- Vital organs: those organs necessarily for life, such as the heart and lungs
- Plummet: rapidly drop
Questions and Answers
Question: How can I help birds during the winter?
Answer: One of the best things you can do is put up a bird feeder with the type of bird food recommended for the birds in your area. A pan of water is also helpful.
Learn how to make homemade bird feeder.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Where Do Birds Go in Winter? ." Easy Science for Kids, May 2018. Web. 23 May 2018. < http://easyscienceforkids.com/birds/ >.
APA Style Citation
Tobin, Declan. (2018). Where Do Birds Go in Winter?. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/birds/
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Plumbers ensure the effective operation of heating and water systems that we use in our every day lives. They install pipework, drainage units and heating systems in houses, commercial properties and other buildings.
To become a Plumber you'll usually require GCSEs (or equivalent) at grades 9 to 4 (A* to C) in English, Maths ans Science.
You'll also need to obtain an industry-recognised qualification such as a level 2 or 3 Diploma in Domestic Plumbing and Heating. You need gas related units at level 3 in order to work with domestic gas heating systems.
You could take a course in plumbing skills at college which may may help you to find a trainee position or you could get access this career through an apprenticeship.
- You will need to be a practical person who is good at problem solving
- You'll also need the ability to follow technical drawings and plans
- You need to be well organised
- You'll need decent communication skills
- You should have some numeracy skills
£15,000 to £40,000


Students receive 1 lesson of Music per week in years 7 and 8 following a varied curriculum which enables them to explore and develop performance, composition, listening and appraising.
Each topic will last for half a term and students are assessed on their knowledge, skills and understanding of different musical concepts, genres and traditions. St John’s Music Department are passionate about making music accessible to all, for music to be inclusive.
The KS3 curriculum offers students the chance to experiment with sound, learn new instruments and broaden their theoretical knowledge of Music preparing them for GCSE study if they wish.
Year 7 Topics include Pop Music, Music and Film and in Year 8 Blues and Music in Advertising feature. All topics incorporate music theory alongside practical activity.
St John’s Music Department encourages practical activity in and outside of the classroom aiming to provide students with a wide experience of opportunities. Extra-Curricular activities include:
- Music Theory Clubs
- MADD – Music, Acting, Dance and Drama
Durham Music Service provides instrumental lessons in school with teachers offering:
- Upper Strings
Drum kit and Guitar tuition are available in school, delivered by external staff.
KS4: Edexcel GCSE Music
GCSE Music has a clear structure, designed to help students build upon their knowledge and skills from KS3 integrating performance, composition and appraising into all elements of the course. It is essential that students already play a musical instrument or sing and advisable that they receive tuition on their chosen instrument/voice. All students who study GCSE music will be expected to participate in extracurricular activities in school taking advantage of the variety of performance opportunities.
The value of music as an academic subject lies in its contribution to enjoyment and enrichment, for its social benefits, for those who want to engage in music formally as well as for fun. Music education enables lifelong participation in, and enjoyment of, music, as well as underpinning excellence and professionalism for those who choose not to pursue a career in music.
Taking music would assist in creating a broad and balanced curriculum. As well as an academic subject it helps with skills in teamwork, cooperation, self-confidence, responsibility, discipline and social skills, all key to a successful school life and future.
UNIT 1: Performing 30%
- Solo performing
- Ensemble performing
- Approaches to performing
- Performance time should be at least 4 minutes combined duration
- Internally marked and externally moderated
UNIT 2: Composing 30%
- Developing musical ideas
- Compositional techniques and strategies
- Methods of notation
- 2 compositions of at least 3 minutes duration
- One composition set to a given brief by Edexcel and one free composition defined by the student
- internally marked and externally moderated
UNIT 3 : APPRAISING 40%
- Areas of study include Instrumental Music 1700-1820, Vocal Music, Music for Stage and Screen and Fusions
- The development and understanding of Musical elements, contexts and music language
- A paper lasting 1h 45 minutes
- Section A includes questions related to set works, one dictation exercise and unfamiliar listening
- Section B of the exam is an extended response, comparing familiar with unfamiliar music


Maurice Hauchard (1870-1957) was a French violinist and composer. As a minor composer, often in the shadow of his contemporary, Maurice Ravel, much of Hauchard's music is not widely known. However, his Methodical Study of Positions for Violin remains popular to improve violinist's technique.
As an excellent, versatile musician Hauchard loved his art and remains one of the greatest contributors to music education. The fourth volume of Methodical Study of Positions addresses the sixth and seventh positions in detail, through exercises which enable progression using intervals, scales, arpeggios, chromaticism and varying rhythms. All violinists should seek to purchase this Hauchard study series to ensure technical progression to a high level.


What is the Purpose of Music Education?
Last week, the readings and the discussions in class were full of considerations about the purpose of music in modern education. In so doing, we considered a few arguments. One of those arguments was the aesthetic view of music education. Proponents of this view are seemingly in gross disagreement with what they feel is a common trend in music education; that is is for music educators to try to sell the purpose of music education as something to only be considered in support of the other "more important" subject like math, reading and english. They feel strongly that that is not how music education should be viewed. They feel that music education is about teaching students how to relate to beautiful music; teaching them what beautiful music is and what it sounds like; how to appreciate it and how to create or compose it; or even critique it.
Others feel that music education has more of a praxial purpose. In other words, they feel as though learning music is not just for the sake of learning music; it is for the sake of understanding music from the perpsective of the musicians or composers who's work is being studied. They feel very intensely that music should be explored by doing and that while aesthetics are definitely a factor, they should not be the only thing that drives the music education program in schools. They also seem to feel very strongly that students should learn how to "do" music or become "musicers" (David. Elliot).
The socialist view of music education is one indicative of the idea that music education should contribute to helping to shape a better and more civilized society. Cognitive music educators feel that music should no doubt stimulate the brain and mind by inspiring thought and reason. They feel that this philosophy of music education can also support cognitive thinking in other subjects. When considering which point of view I most align myself with as a music educator, I find that I agree with the aspects of more than one of them. I do feel that music education is partly the teaching of aesthetics. The teaching of the beauty of the art of music is integral to the human spirit which lends itself not only to the aesthetic but the socialistic view. However, I have to say that the aesthetic philosophy that music education has no other purpose than to teach students how to percieve and recognize beauty is one I disagree with. I believe also in the theory that music education should be attained by doing as is the praxis view; and that in that; it will lend itself to the understanding of different types of people and the uses and functions of their music as well as the variety and diversity of the theorhetical and aesthetic value of music from the perspective of many different kinds of people. However, I do not feel that music should ONLY be learned by doing. I think there has to be room for listening and evaluating and understanding the feeling or time in the lives of the composers or performers.
I do also believe what studies have definitely shown which is that music education contributes to the cognitive functions of students which does in fact help them excel in other subject areas. I feel that it is not helpful to pit one of these philosophies against the other. I think that one of the perks of an American education is the idea of citizenship and democracy which lend itself to the understanding that it takes scholars in many subjects in order to make a society work. It is not just math or reading or english that is important; or music or foreign language or physical education; nor is it that choral music is more important than private voice instruction or violin or cello or wind ensemble or marching band etc. What is true is that our society is a society of people who excel at all of those different subjects and every subcategory that falls under them individually. I think what is more important is to glean the importance of music education from the perspectives of all of these philosophers and allowing that to guide us as music educators to work together with educators in other fields to point students in the direction of their success and our civilization.


Pearson Anaya Training Day for Primary Teachers Madrid
- at -
- Rafael Hoteles Atocha • Méndez Álvaro
- 30 • 28045 Madrid
18:00 • 18:15 Registration
18:15 • 19:15 Developing IDEAS for the bilingual classroom. Katharine Scott
19:15 • 20:15 Read to Succeed at Primary. Elizabeth Beer
20:15 • 20:45 Cocktail & iPad Mini raffle
Developing IDEAS for the bilingual classroom
This workshop will explore a framework for teaching subject areas in a bilingual classroom. Through practical examples, we will explore how the five stages of the IDEAS framework support the learning process.
After examining possible activity types for each stage in the framework, participants will choose an objective from the curriculum and devise a series of activities for a bilingual classroom, following the IDEAS framework.
Katharine Scott has been writing best-selling, educational materials for the last twenty years. She has extensive experience working with young learners and many of her publications have been for Primary schools. Over the years she has explored many different approaches to language learning including CLIL, topic based methodology, storybased language learning and literacy development.
Katharine has also written articles for pedagogical publications for teachers of both primary and secondary schools. Katharine also works as a teacher trainer and has given plenaries, seminars, workshops and training sessions throughout Latin America, Turkey and eastern Europe, as well as in Spain, where she is based.
Read to Succeed at Primary
Many primary EFL classrooms are buzzing with lots of fun listening and speaking activities. But, as students get older, more complicated reading texts are introduced and used as a means of testing them, but how well have we equipped our students to be good readers? This workshop shows ways of teaching literacy to young learners in fun, manageable and meaningful ways in your classroom.
Elizabeth Beer is the Director of Studies at Hyland Language Centre, Madrid. She has taught EFL for 13 years in Spain, Vietnam and Hong Kong. She is interested in all aspects of teaching, but in particular literacy, lexis and pronunciation development with adults and young learner students. She is a teacher trainer and a Cambridge Examiner.
As places are limited, we suggest you complete the online registration before the 21st of May.
Please feel free to share this invitation with your colleagues.


Summary: Easy Science for Kids is a website for kids that make learning about science and geography enjoyable with fun activities, educational videos, and more.
Details: Easy Science for Kids is a great website for early learning kindergarten kids all the way to 5th graders. This educational site offers a lot of free of charge options for kids to make learning easy and enjoyable, like fun word game activities, great science projects and experiments that encourages the creativity of kids, interesting and educational videos, and interactive online quizzes. A wide variety of topics are covered in this website like fun facts about the human body, detailed information about animals and the natural world around us, the planets of our solar system and the history and biographies about famous scientists, biologists, and explorers.
This article provides easy to understand instructions on how kids can make their own homemade battery with lemons, and offers a tutorial video about the project. You will also find here some fun facts about lemons. Lemons are not only good sources of Vitamin C, they are also used in many culinary dishes like pastries, ice cream, even marinade for meat and fish. Lemonade is also a very popular and easy to make for kids. But did you know that in India, lemons are used in traditional Siddha Medicine because of their anti-bacterial properties?


Cool math games for kids & toddlers: tracing numbers, addition, subtraction, free worksheets for preschool & kindergarten
From the creators of ABC games featured by the Guardian!
Anything can be fun, even math! With Cool Math Games kids will have a time of their lives learning numbers and developing key mathematical skills. Designed by seasoned experts in early education and based on the proven Montessori approach, this app turns kids into little math wizards!
- Over 200 math worksheets & games
- Interactive math quizzes & puzzles
- Lively animation and professional voiceover
- Motivational badges and rewards
- Multiple kids’ profiles
- Based on Montessori approach
- Designed by experts in preschool education
KIDS WILL LEARN
- Tracing and counting numbers
- Essential numeracy skills
- Addition, subtraction, division & multiplication
- Basic geometric shapes
- Sequences and patterns
- …and much more – all while having fun!
Children learn and interact with the app at their own pace. Special rewards will motivate them to go further and enjoy the progress. And with customizable profiles multiple kids can use the app on the same device and have their own separate experience.
Turn your iPhone or iPad into early education center with Cool Math Games!


Just as with every five-paragraph essay you've written at school, your sat essay should have an introduction, 2-3 body paragraphs (one paragraph for each argumentative technique you discuss), and a conclusion your thesis statement ( which techniques you'll be analyzing in the essay) should go in both. 3 days ago sat essay practice online writing service for essays dren campbell & stanley,, for a variety of institutions can incorporate critical initiating events or personalities will do, but he used this information to adapt their essay sat practice online operations accordingly, british journal of music education students and. Is your essay's structure clear does your essay have a clear thesis or claim are the sentences varied is your choice of words precise does the essay follow a logical progression of ideas are the paragraphs (introduction, body, conclusion) well crafted do they flow this score is meant to focus on your writing skill,. Updated for new sat essay, this post walks you through exactly how to write the perfect intro paragraph on the sat essay, sentence by sentence. Format ii - the two-example essay paragraph 1: introduction explain, in your own words, what the issue is include a thesis statement, which is a clear statement of your point of view. Sat essay themes common sat essay questions washington post essay topics global warming cheap custom essay writing service xbox most popular sat essay topics m tech thesis topics in civil engineering degree how to ace sat essay college confidential best ideas about sat prep on pinterest sat college sat essay.
With any essay you write, the thesis is an important point of focus for the piece for a short essay like the one on the sat, the thesis is particularly important, so you need to make sure your thesis statement is strong here are some tips to help ensure that your thesis gets the job done:. Help write college essays fja sat essay questions samples write phd sat essay commercial paper shredder for sale question examples research prep sat essay writing : solutions to 50 sample prompts ( test prep series) (volume 1) vibrant students need to make a clear thesis statement and stick. [free webinar] 10 secrets to raise your child's sat score & get into an elite college by perfect sat scorer register here: https://appwebinarjamnet/regist.
Explore new sat essay prompts and examples representative of what students will encounter on test day and illustrating the changes being made to the sat essay. 5 days ago makgoba ed new sat essay examples the school farm should introduce and integrate musical understanding moje, e b charlottes web the following activities annex i strategic partnerships lasting up to date by identifying the specific learning tasks and the role of the homeless college moneywise.
After you've written the end of your intro, when you've previewed the three or so rhetorical devices and persuasive strategies that you're going to analyze, you're ready to begin your first body paragraph the sat essay body paragraph should follow this structure, which i'll explain with examples: sentence. Many students resist planning on the sat essay because it already feels like there's not enough time to read and write, let alone take away some of that precious time for planning but take it from us: you're better off with a plan this is because the sat essay graders look for a clear structure: introduction,. Shaan patel shaan patel is the founder of prep expert test preparation, a #1 bestselling sat & act prep author, an md/mba student at yale and usc, and winner of an investment deal with billionaire mark cuban on abc's shark tank he raised his own sat score from average to perfect using 100.


A brief history
The following is an excerpt from a paper written by Dr. Abba Karnga, Bassa, Language of the People, pages 6-8.
The American Colonization Society in 1822 seized this country, formerly called the Grain Coast of West Africa, from its citizens. Thereafter, it was renamed Liberia, meaning Freedom. In 1847, Liberia was given to the freed Black Americans as their country in Africa, and they called themselves Americo-Liberians, while they called citizens of the defunct Grain Coast Native-Liberians.
The Native-Liberians being denied the citizenship of the new country, were also debarred from participation in all development programs of Liberia. These included:
- Good education
- Economic stability
- Political involvement
- Church leadership
- Social relationships
Moreover, the Native people were relocated into the hinterland away from the “40-mile limit of Liberia.” Hence, an embargo was laid on all development programs to the hinterland population (98% of the country).
This embargo put on development for the Native population by the Liberian Government was lifted half way by President William V.S. Tubman in 1951. Thus, Western missionaries were permitted by the Government to extend elementary education beyond the 40-mile limit of Liberia. And in the late 1950s, a few Native children were taught by good-hearted missionaries. Although they were mentally young in their elementary education, they were chronologically old and experienced.
The half-way educated Native children joined with a few experienced and concerned indigenous church leaders to, by all means, find a way in which an institution could be established for a good education for themselves and their children. To this end, the Christian Education Foundation of Liberia (CEFL) was founded by them in 1968 with the purposes:
- To strive for unity among Liberians, particularly among the indigenous people of Liberia.
- To build and run institutions, including high schools, colleges, and vocational training centers.
- To seek credibility for the indigenous churches and their leaders with missionary-planted churches in Liberia as well as with mainline churches in Liberia.
- To develop and improve the quality of living conditions of the poor native people.
- To encourage Christian Fellowship among Christian leaders and to form a Christian partnership with like Evangelical Churches and Missions.
- To enhance and strengthen the theological education of the indigenous church leaders and teachers.
- To develop the sense of ownership in the docile Christian leaders as well as among the tribal leaders.
Accordingly, the following institutions of learning became subsidiaries of the CEFL to help attain these purposes:
- Liberia Christian College and High School
- Christian Extension Ministries
- Bassa Christian Radio


Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity
Elementary & Early Childhood Education
Lack of time for teaching science in traditional classroom placements in the United States has led some science teacher educators to provide practice teaching time for elementary education students in informal science settings. The purposes of this study were to describe the culture of one science methods course taught in conjunction with a K-7 summer science camp and explore how the science teaching identities of three case-study students developed in this culture. Theoretical frameworks included situated learning (J. S. Brown, A. Collins, & P. Duguid, 1989), professional identity development (M. B. Brewer & W. Gardner, 1996), and a pragmatic approach to constructivist learning theory (P. Cobb, 1994). An ethnographic study was used to determine meaning from the participants' points of view. Results indicated that preservice teacher autonomy, peer collaboration, and close relationships with children were key features of the culture of the methods course. One case-study participant with an initial identity who favored a constructivist approach found opportunities to try out this approach and learn how it might be implemented. The second case-study student began the course with only a vague sense of her own science identity and tended to adopt identity elements similar to those of peers in her group. The third case-study student appeared to experience less dissonance between her initial science teacher identity and other possible identities, enhancing her disposition to meet the needs of all diverse children. [ABSTRACT FROM AUTHOR]
Wallace, C. S., & Brooks, L. (2015). Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity. Science Education, 99(1), 174-198.


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.
Western’s 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.
Western’s Science, Mathematics, and Technology Education (SMATE) Program is part of the College of Science and Engineering. Western’s Elementary Education Department is part of Woodring College of Education.


Fall 2017 course offerings in a PDF file can be found HERE
FAMS 101: Introduction to Film & Media Studies
This is a foundational course that introduces students to basic concepts, theories and methods that are central to film and media studies. We will study the histories and genres of cinema and formal techniques such as lighting, editing and sound to develop a critical understanding of film as a dominant mode of representation. We will also study other forms of electronic media to gain a better understanding of the perspectives and practices of emerging technologies and forms of distribution. Through required weekly screenings, readings, writing and regular discussion, we will analyze these various kinds of screen medias as they influence our world. FAMS F course. CSS HUM course. No prerequisites.
Andy Smith TR 9:30AM-12:20PM
FAMS/DOC 150: Introduction to Documentary Storymaking
This course is an introduction to digital documentary story making. It merges the critical study of documentary media with the hands-on construction of documentary stories waiting to be found in local communities. Working with tools of the documentary arts-video, still images, audio, writing-students will acquire the foundational skills of media production and effective story telling while absorbing and analyzing rich examples of documentary story telling over time and place. FAMS E course. Open to all majors. No prerequisites.
Andy Smith M 7:00-9:50 PM
FAMS 201: Making Media 1
This hands-on course introduces students to the creative and technical aspects of media production, and models foundational practices in productive collaboration and ethical media making. The course provides a basic understanding of framing, composition, and storytelling through the use of sound and images. Students work with lighting, audio recording, digital video cameras, and non-linear editing through a series of hands-on assignments, readings, screenings, discussion of assigned exercises, and workshops with digital equipment. FAMS P course. Prerequisite: FAMS 101 or permission of instructor.
Nandini Sikand W 1:10-4:00 PM
FAMS 202: Making Media 2
This hands-on production course is the second course in the media production sequence begun in FAMS 201 and builds on the fundamentals of lighting, sound, camera, and editing. Students will further develop their digital media making techniques through individual and collaborative media assignments. Among the assignments, students will host, record, and edit a weekly talk show in the Film and Media Studies program’s “Sandbox” studio. FAMS P course. Prerequisite: FAMS 201 or permission of instructor.
Adam MacHose TR 1:10-4:00 PM
FAMS 255: Women Make Movies/Movies Make Women
This non-production course examines the work of women filmmakers and how women have historically been constructed (and not constructed) in cinema. We will examine issues of gender, spectatorship, sexuality, race, representation and authorship as they intersect with images of women such as savior, victim, femme fatale, mother, artist. FAMS H course. CCS W/GM1 course. Prerequisite: FAMS 101 or WGS 101 or instructor permission.
Nandini Sikand MF 11:00-12:15 PM & W 11:00-12:50 PM
FAMS 420: Capstone
This required course for FAMS majors is a chance for students to synthesize their course of study into one major individual project. The capstone is a workshop-based experience where students design and complete either a critical or creative (or some combination of the two) media project that results in a public presentation of their most advanced work as FAMS majors. FAMS C course. Open to Senior FAMS majors only.
Andy Smith TR 1:10-4:00 PM
Additional FAMS Elective Courses for Fall 2017
ART 155: Photo 1 (Skvirsky/Brubaker) MW or TR 1:10-4:00 PM
ENG 231: Journalistic Writing (K. Parrish) W 7:00-9:50 PM
ENG 250: Writing in Digital Environments (T. Laquintano) MWF 10:00-10:50 AM
ENG 251: Screenwriting (A. Ohlin) TR 11:00-12:15 PM
ENG 350: Writing and Authorship—From Print to Digital (T. Laquintano) MWF 9:00-9:50 AM
HIST 120: History in Pictures (P. Barclay) TR 9:30-10:45 AM
SPAN 315: Intro to Visual Cultures Spain (K. Stafford) MWF 2:10-3:00 PM
THTR 279: Acting for Digital Media (Staff) F 10:00-11:50 AM & 2:10-4:00 PM


Stop, Think, Go! In JK
In JK, we are learning about how to make safe and unsafe choices using our 'STOP, THINK, GO!' Stop lights. During this unit, students learn how they can make safe, responsible choices.
STOP: Stop! It is time to stop and make sure things are safe.
THINK: Is this safe or unsafe? What is a safe choice?
GO: Make the BEST safe choice!
Before we learn about these strategies, we learn about traffic lights! We talk about how traffic lights can help keep cars safe and how we can use this same idea whenever we see something unsafe!
The students love singing along with this song!
After we sing the song, I show different pictures to students that show some problems they might have at school or at home. We practice the stop lights together and figure out the best choice for the situation. Some of the pictures include scenarios like:
- Too many people on the monkey bars.
- Someone falling down and getting hurt.
- Someone taking your toy without asking.
- You want to play with someone else.
- Someone breaking a pencil.
- Someone accidentally knocking down a chair.
Afterwards, the students start to make their own stoplights using small squares of paper. This activity works to strengthen fine motor skills and also helps students practice patience! Look at all of this hard work!
|Taking their time!|
|We share the materials together!|
|Fine-motor skill development!|
|Wow, great work JK!|


In the Summer of 2001 Dame Marie Clay, creator of the New Zealand based Reading Recovery program, and her entourage came to the Rayburn House Office Building in Washington, DC, to speak with House Education Committee Staffer Bob Sweet. Her purpose was to ascertain whether Reading Recovery would be eligible for Reading First funding once the bill was passed. Bob explained to Ms. Clay that explicit, systematic phonics instruction had to be included in any program eligible for RF funding because it was one of the necessary key components of reading instruction that had been established through decades of carefully conducted quantitative research. ... He encouraged her to provide the leadership within the RR family to make the modifications necessary, and thus make RR eligible for RF funding consideration. With a stare as cold as ice, Marie Clay replied that RR would not be making any changes to their program; however, Mr. Sweet could be certain a new description of its components would be written in such a way as to bring it into compliance with the RF law. Momentarily dumbfounded, he maintained that Reading Recovery could not be eligible for RF funding without modification, and his initial estimation then still stands today.By Nancay Salvato in the National Ledger.
That's the peferred way to bring your curriculum into compliance with the research, rewrite the "description of its components" to make it appear like it conforms. Here's the comical fruition (doc) of those efforts.
For those of you new to the reading wars, Reading Recovery is the ultra expensive program that uses predictible text, i.e., the stories are deliberately written so that they repeat many times certain words, phrases, or sentences, and have highly descriptive pictures, which kids use to guess the words based on these contextual clues. Phonics is thrown in as an afterthought; howeer, the phonics is neither systematic nor explicit in the manner contemplated by the research.
Engelmann has written about a demonstration that he did showing how confusing the approach is to naive kids:
We went into a first grade classroom where a teacher had worked on four different selections. Each had an illustration and the text. The kids could "read" all selections perfectly. We then switched the illustrations (paired them with different texts) and tested the kids. About half of the kids pointed to the words one at a time and, with great fidelity, recited the passage that was appropriate for the picture. In other words, half the kids didn't have the faintest idea of what reading was all about.And, that would be the reason why Reading Recovery was excluded from reading First funding.


Early Childhood Investigations Webinar- Extending the Book Experience: Strategies That Promote Language and Literacy Development in Dual Language Learners, by Vera Meyerholtz
Dual language learners (DLLs), one of the largest growing populations in the U.S., will enter classrooms with little to no exposure to the English language. To successfully, gain proficiency in English, they will require explicit and systematic instruction in both the home language and the new language. Are you familiar with strategies that support DLLs in each stage of language development? Are you creating purposeful and intentional learning experiences that foster English language acquisition?
Based on the planning guide, 10 Best Practices for Developing Book Experiences for Dual Language Learners, this webinar will support early childhood educators as they improve overall academic success with language and literacy development. Join Vera Meyerholtz as she explores simple and effective tips designed to differentiate instruction, engage dual language learners in critical thinking, strengthen the use of newly learned words and promote literacy development during an interactive book experience. Learn to create purposeful and intentional books experiences that offer dual language learners many opportunities to:
• build receptive and expressive vocabulary skills
• develop comprehension skills
• participate in back-and-forth conversation
• become a part of the story
• excite creativity and imaginations
• connect new ideas and concepts to personal experiences
I. Create book experiences that are culturally and developmentally appropriate for dual language learners
II. Maximize opportunities for language and literacy development before, during and after a book experience
III. Apply proven strategies to ensure improved achievement among listening, speaking and comprehension skills
IV. Develop instructional activities that include and support dual language learners
Can’t participate in our webinars at the appointed time? Never fear! All of the webinars are recorded. To view the recording, simply register now and you will receive an email with a link to the recording when it is ready to be viewed. You can still download the certificate by watching the recording to the end when the certificate link is announced and displayed on the screen.
Only 1,000 people at one time can attend our webinars, but registration often tops 4,000. Only the first 1,000 people to click the link to attend the webinar will be able to get in. We start the webinars 30 minutes in advance of the start time. Arrive early to make sure you get in.
3/14/2018 2:00 PM - 3/14/2018 3:30 PM


The Tundra Biome is an ecosystem located near the North Pole in the Arctic Circle. It covers approximately 20% of the earth. It includes cold and treeless plains. It is the coldest climate biome on the earth. The average temperature in Tundra is around -28°C and winters are extremely cold with -34°C. This dry ecosystem gets precipitation equal to an average desert, that is around 10 inches per year. Here, winters are long and summers are very short. Sometimes they last for only 6-10 weeks. It is separated into two types that are arctic tundra and alpine tundra.
Quick Facts: –
- The regions just below the ice caps of the Arctic are called the Arctic Tundra.
- Alpine tundra is located on mountains throughout the world at high altitude where trees cannot grow.
- This biome is considered as a carbon dioxide sink because it stores more carbon dioxide that it gives off.
- This ecosystem has low biotic diversity and simple vegetation structure.
- You can fine lemmings, arctic hares, caribou etc. here. The polar bear is the largest animal living in the Tundra Biome.
- During the winters, some animals hibernate and some of them migrate south because the food is scarce.
- Only very few trees grow in the Tundra biome because it has a thick layer of frozen soil. It does not allow deep-rooted plants such as trees.
- Antarctica is not included in the Arctic Circle but it is considered to be a part of Tundra Biome because of its extreme low temperatures.
- In this biome, in the middle of winter, the sun may not rise for weeks and in the middle of summer, the sun may be up for 24 hours.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Tundra Biome ." Easy Science for Kids, May 2018. Web. 25 May 2018. < http://easyscienceforkids.com/tundra-biome/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Facts for Kids about Tundra Biome. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/tundra-biome/
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Please click on the link to see practitioner training session
Communication through Play (CTP) is a multi-layered communication, language and literacy project for Early Years Foundation Stage and Keystage One in line with national directives including; Every Child Matters (ECM), Communication Language and Literacy Development (CLLD), Every Children a Talker (ECAT) and Social Educational Aspects of Learning/Development SEAL/SEAD. The project is delivered by Dramatherapists to ensure that mental health and wellbeing were always at the centre of each intervention. This 5-stage programme uses the power of play and storytelling to support children, their parents and teachers to improve communication, confidence, and relationships with each other through the arts and improve wellbeing. It allowed practitioners and parents/carers to observe, learn about and practise storytelling skills, and reflect on their own learning through creative techniques. Importantly, it encourages parents to become more involved in their children’s education and facilitates community integration and network development. Each stage is designed to interlink and build on what participants have learnt as well as model aspects of parent/child or practitioner/child interaction. The stages are:
- The PlayStory: this interactive performance is the hub of the project and is for children, their parents and practitioners.
- Parents Workshop: for parents only.
- Practitioners’ Workshop: for practitioners only.
- All Together Arts and Crafts: for children, their parents and the practitioners who have attended stages 1 and 2 for parents and 1 and 3 for practitioners.
- On Site Coaching: this is for practitioners who have attended the CTP and it takes place during regular centre, school or nursery time with children in their normal setting


What is the purpose and value of Art education in the 21st Century? Cindy Foley makes the case the Art’s critical value is to develop learners that think like Artists which means learners who are creative, curious, that seek questions, develop ideas, and play. For that to happen society will need to stop the pervasive, problematic and cliché messaging that implies that creativity is somehow defined as artistic skill. This shift in perception will give educators the courage to teach for creativity, by focusing on three critical habits that artist employ, 1. Comfort with Ambiguity, 2. Idea Generation, and 3. Transdisciplinary Research. This change can make way for Center’s for Creativity in our schools and museums where ideas are king and curiosity reigns.
Cindy Meyers Foley is the Executive Assistant Director and Director of Learning and Experience at the Columbus Museum of Art. Foley worked to reimagine the CMA as a 21st century institution that is transformative, active, and participatory. An institution that impacts the health and growth of the community by cultivating, celebrating and championing creativity.


Welcome to Big Maths
Welcome to Big Maths. Our exciting approach to teaching core Numeracy skills!
Several Mathematics lessons taught during a week contain an element of CLIC (Counting, Learn Its, It’s Nothing New and Calculation). This will help to keep the core Numeracy skills at the heart of every Mathematics lesson taught.
Let’s take a look at each element in a little more detail:
This part of the lesson provides the opportunity for children to count, whether this be forwards, backwards, from a given number, in multiples, in fractions, decimals or negative numbers. This is a quick, pacey start to each lesson. An essential skill that can help in all areas of Mathematics.
Children will have simple ‘Learn Its’ to learn each week. These will be provided in many different ways for the children to learn. The addition and multiplication facts are essential number facts to help in all calculation work. The additions will be simple number facts up to 9+9 and the multiplication facts will look at their times tables up to 9. Your child’s teacher may provide ‘Learn Its’ to be learnt at home weekly with their homework. You can help by working with your child to help them recall their ‘Learn Its’ as quickly as they can recall their own name. Children will have a quick, fun ‘Learn It’s’ test at the end of every week where they will be encouraged to beat their previous scores.
It’s Nothing New
At this stage children will be able to make connections between their existing Numeracy knowledge to other areas. Strategies such as ‘Smile Multiplication’, ‘Where’s Mully?’ and ‘Jigsaw Numbers’ will help with this.
Each of the four areas of calculation (Addition, Subtraction, Multiplication and Division) now has a step-by-step guide which is based on the development of the child’s understanding. This area is primarily about the children understanding why they do what they do to calculate an answer, and not just completing a written method with little understanding of the process. The traditional methods often leave children confused as to why they are working this way.


What is a Clinical Neuropsychologist?
Clinical Neuropsychologists are psychologists who specialise in understanding the relationships between brain functioning, cognition, and behaviour. Clinical Neuropsychologists investigate how brain dysfunction impacts on thinking, learning and behaviour. The kinds of conditions seen by Clinical Neuropsychologists include Acquired Brain Injury (ABI), genetic disorders, epilepsy, metabolic disorders, learning difficulties (including dyslexia) and Attention Deficit Hyperactivity Disorder (ADHD).
What does an assessment involve?
Neuropsychological assessment provides a detailed profile of the client’s cognitive strengths and weaknesses. Skills assessed would generally include general intellectual ability (or ‘IQ’), attention and concentration, and learning and memory. For school aged children and adolescents, assessment also generally covers literacy and numeracy skills.
A detailed neuropsychological assessment may take several hours and be conducted over a number of sessions.


House OKs bill encouraging girls to explore computer science careers
Source: Gary Martin
U.S. Rep. Jacky Rosen, D-Nev., center, during a press conference on the mass shooting at the Las Vegas Metropolitan Police Department headquarters in Las Vegas, Tuesday, Oct. 3, 2017. Erik Verduzco/Las Vegas Review-Journal
Legislation to encourage young girls to explore careers in computer science — and push early childhood learning in science, technology, engineering and math — passed the House on Tuesday.
The legislation was a combination of bills filed by Rep. Jacky Rosen, D-Nev., a former computer programmer. The noncontroversial measure passed on a unanimous voice vote.
Rosen said the measure would “help Nevada’s students by investing in our children so they can meet the challenges of a changing economy that increasingly relies on high-skilled labor and technology.”
She said STEM education would help build a work force “that helps America’s economy stay globally competitive.” The bill now goes to the Senate for approval.
The House legislation was first filed as two bills.
The Building Blocks of Stem Act directs the National Science Foundation to fund research in early childhood education. Currently, funding is for research and programs at middle school and above.
The Code Like a Girl Act was filed by Rosen and co-sponsored by Rep. Elise Stefanik, R-N.Y.
Rosen, a University of Minnesota graduate, became a computer programmer in Nevada and was one of the few women in the industry.
She worked for some of Nevada’s largest companies: Summa Corp., Citibank and Southwest Gas Co.
“Despite the progress we’ve made, fewer than one-in-five computer science graduates are women,” Rosen said when she filed the bill. “This disparity is depriving our country of talented minds that could be working on our most challenging problems.”
The bill would create two National Foundation grants to research and fund computer programs that encourage early childhood education for girls under the age of 10.
Rosen’s bill drew initial support from the Association for Computing Machinery’s Council on Women.
“This research holds potential to address the long-standing issue of underrepresentation of women in computing and complements the efforts of the many organizations that focus on high school and post-secondary women,” said Jodi Tims, the council’s chairwoman.
Rosen said that given the increasing importance of science to the economy, “it’s critical we find ways to break down barriers and level the playing field for women everywhere.”


Learning to read is often considered the most important skill taught in school because reading is a gateway to other learning. Many children struggle to acquire this fundamental skill. Suboptimal design of books for beginning readers may contribute to the difficulties children experience as close proximity between text and illustrations could promote attentional competition hampering literacy skills. The present work utilized eye-tracking technology to examine how beginning readers allocate attention and whether these patterns are related to fluency (Experiment 1) and comprehension (Experiment 2). Results suggest when reading books in which text and illustrations are in close proximity, children frequently shift attention away from the text. This pattern of attention was negatively associated with fluency, but not associated with comprehension. This line of research aims to provide theoretical insights about design principles for reading materials that can be employed to optimize instructional materials and promote literacy development in young children.


About 50 people gathered for the unveiling of a historic marker at the Old Boone Cemetery on Sunday, Oct. 1. The cemetery contains the graves of over 160 African-Americans which had laid nearly forgotten in the open field behind Appalachian State University's Cone Residence Hall.
"We were thrilled with the marker. One of the main goals of the project was that we would let people know that the cemetery was there," said local resident and alumna Roberta Jackson '91, who has relatives buried there. "There were people there that needed to be reverenced. That's their burial site."
Jackson is a founding member of the Junaluska Heritage Association, which led the project to place the marker on site. She said she was impressed with the work of students and professors at Appalachian's Department of Geology (now called Department of Geological and Environmental Sciences) and Department of Anthropology, who used ground-penetrating radar and an electrical resistivity system to confirm the location of the African-American graves in the cemetery in 2007 and 2010. Before their work, only two well-marked graves could be identified.
The Junaluska Heritage Association works to preserve the only remaining African-American community in Watauga County. Jackson said that the $5,000 raised for the marker was embraced by individuals, Appalachian students and community organizations.
The marker lists the names of 65 people researchers have discovered were interred there. But, Jackson said, the cemetery has importance beyond those buried there – it is a community treasure.
"We want people to recognize us in the African-American community and our contributions to the town of Boone," she said. "We have a lot of people in our community who graduated from App State.
Jackson earned her bachelor's degree in elementary education and retired in 2007 as an administrative assistant in the university's Physical Plant. She said there are many ties between her organization and the university. Students were active in the effort to raise money for the marker.
Jaelyn Felder, an Appalachian senior from Columbia, South Carolina, and president of the National Pan-Hellenic Council (NPHC), said raising money for the project was a way for the council to repay the Junaluska community for its enthusiastic attendance at NPHC events through the years.
"For years the members of the Junaluska community have supported NPHC's growth and prosperity on campus," she said. "Also, we have members within our council who are from this community as well."
The project took a major step forward in 2014 when the Junaluska Heritage Association asked the Historic Preservation Commission of the Town of Boone to help improve conditions in the cemetery. The town took ownership of both the black and white sections of the cemetery in 2016. The town put in a retaining wall, cleared vegetation and commissioned another survey of the site with ground-penetrating radar that discovered 164 unmarked graves.
The cemetery had its beginnings as a burying ground for African-Americans enslaved by a local landowner, Jordan Councill. Through the years, the tombstones deteriorated or were moved and only four markers were left. Many early graves had only flat rocks as markers, and those had disappeared.
About the Department of Geological and Environmental Sciences
Located in Western North Carolina, Appalachian State University provides the perfect setting to study geological and environmental sciences. The Department of Geological and Environmental Sciences provides students with a solid foundation on which to prepare for graduate school or build successful careers as scientists, consultants and secondary education teachers. The department offers six degree options in geology and two degree options in environmental science. Learn more at https://earth.appstate.edu.
About the Department of Anthropology
The Department of Anthropology offers a comparative and holistic approach to the study of the human experience. The anthropological perspective provides a broad understanding of the origins as well as the meaning of physical and cultural diversity in the world — past, present and future. Learn more at https://anthro.appstate.edu.
About Appalachian State University
Appalachian State University, in North Carolina’s Blue Ridge Mountains, prepares students to lead purposeful lives as global citizens who understand and engage their responsibilities in creating a sustainable future for all. The transformational Appalachian experience promotes a spirit of inclusion that brings people together in inspiring ways to acquire and create knowledge, to grow holistically, to act with passion and determination, and embrace diversity and difference. As one of 17 campuses in the University of North Carolina System, Appalachian enrolls about 19,000 students, has a low student-to-faculty ratio and offers more than 150 undergraduate and graduate majors.


NONFORMAL EDUCATION IDEAS ON MAHAKAM ULU COMMUNITY AS THE EXTENSION AREA OF WEST KUTAI DISTRICT (Results of Study Activity in Mahakam Ulu District cooperation Bappeda Mahakam Ulu with State University of Surabaya)
By Gunarti Dwi Lestari
Non-formal education as part of the educational system has the same task with the formal education that provides the best service to society have targeted non-formal education. Target non-formal education is increasingly widespread that not only relate to the poor and the stupid (retarded, elementary education illiterate, drop out of formal education), but targets non-formal education continues to escalate in accordance with the development of science and technology as well as employment and culture itself. As the objectives, the program / non-formal education activities should continue to be expanded according to the needs and conditions of the society development.
Research activity on Non-formal Education in the Mahakam Ulu Regency uses descriptive quantitative approach, with the survey method. The used data are primary data and secondary data.
The results of this work show that the study of non-formal education aimed at two important things: (1) the study of non-formal education itself (internal review), this study relate to: the study of the curriculum (Non Formal Education program), models of Non Formal Education program, Non Formal Education program objectives, the Non Formal Education program's existence (roles and functions) in the middle of Mahakam Ulu community as an extension area of ??West Kutai area. (2) Non-formal education concerning to the views Mahakam Ulu communities and governments for Non Formal Education programs (recognition), this study can be referred to as external review.


How competency in visual literacy can enhance student learning visual literacy, visual communication how competency in visual literacy can enhance. What is visual literacy visual literacy is about language, communication and interaction visual media is a linguistic tool with which we communicate. The visual literacy competency standards for higher education establish an intellectual reflects on the effectiveness of own visual communications and use. Do you wish your students could better understand and critique the images that saturate their waking life that's the purpose of visual literacy (vl), to explicitly. Studies show that both the visual communication and the visual literacy are interlinked with certain differences in the areas of education and employment.
The term visual rhetoric falls under an umbrella term known as visual literacy visual thinking, visual learning, visual rhetoric/communication. In science and technology education these pictures are very visual literacy in science and technology education visual literacy is an essential component of. Visual literacy has acquired a different meaning in recent years but visual communication deserves much more respect than it is given about informed. Wkwsci: com206 visual literacy and communication 183 likes undergraduate course at the wee kim wee school of communication and information at nanyang. The term multimedia literacy and visual literacy encompass many on the need for visual literacy george lucas on teaching visual literacy and communications.
Visual literacy can impact communication and global understanding in different from cgd 218 at ashford university. 4discuss how visual literacy can impact communication and global understanding submit to your instructor your two- to three-page paper.
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Critical visual literacy: multimodal communication across the curriculum and interest in visual communication that exists across campus. What is visual literacy visual communication is a process of sending and receiving messages using images visual literacy can be defined as the “ability to. A guide to understanding visual literacy and using visual communication in your content marketing strategies to effectively engage your audience. Images of science are evident throughout the media, with new technologies playing an important role in allowing the creation of science representation by. Which of the two definitions do you believe is more accurate in today’s world discuss and support your position visual literacy can impact communication and.


Nighthawks is noted as Edward Hopper's most renowned work as well as being an important painting of American art. The art piece features three customers gathered in a diner, each of one appears to be engaged in their thoughts. Once it was finished, Nighthawks became an instant classic, and it attracted the attention of Daniel Rich who was the director of the Art Institute of Chicago.
Edward Hopper was an American born on July 22, 1882, in New York. At five years of age, Hopper exhibited skills in drawing and was encouraged by his parents. He experimented with oil, charcoal, pen and ink, and watercolor as a teenager and produced his initial signed oil painting in 1895. He received art education at the New York School of Art and Design where he specialized in oil painting. Hopper initially faced challenges in defining his individual style. The first sale of Hopper's painting took place at the Armory Show in 1913, and he managed to gain a level of recognition with his numerous etchings. Hopper's career took off in the early 1920s, a period during which he married Josephine Nivison who managed his career. Six of his Gloucester watercolors were accepted for an exhibit by the Brooklyn Museum, and The Mansard was subsequently bought by the Museum. Hopper's works primarily depicted urban as well as rural scenes using American realism style.
About the Painting
Hopper did the finishing touches on the painting on January 21, 1942, and he intended to name it Night Hawks. He admitted the painting drew inspiration from a restaurant situated on Greenwich Avenue in New York where two streets converge. He further added that he drew the restaurant bigger and also simplified the scene. At the time Hopper was painting the art piece, fluorescent lights were a new development in America. The diner in the painting is bathed in an eerie glow, and it is clear that it is lit from more than one angle. Significant amounts of light spills onto the sidewalk. The diner's windows were painted in a seamless glass, and there is no depiction of an entrance.
Current Location and Worth
Hopper placed the art piece at Rehn's gallery where his paintings were usually placed for purchase. Daniel Rich, who was then serving as the director of the Art Institute of Chicago, went to the gallery to view Nighthawks upon recommendation by Josephine Nivison and on viewing it proclaimed the piece ‘fine as a Homer.' Rich made arrangements for its purchase by the Museum at a price of $3,000. The painting is currently among the Museum's collection.
LegacyNighthawks is recognized as one of the most popular artworks of the 20th century. The painting's diner scene has been emulated widely. Some of the Photorealists who emerged in the late 1960s, as well as the early 1970s, drew inspiration from Nighthawks. Ralph Goings for example modeled a few of his diner paintings after Nighthawks. Gottfried Helnwein in a 1984 painting replaced the restaurant figures with Marilyn Monroe, Humphrey Bogart, Elvis Presley, and James Dean, all pop culture icons in America. A couple of writers have explored various scenarios in an attempt to explain how the diner customers congregated together that night or even the events which followed such as the poem by Wolf Wondratschek named "Nighthawks: After Edward Hopper's Painting." The painting has also been referenced in film, television, music, and opera.


Sociology is the study of group life. Thus, sociologists study the social and cultural forces that shape people’s behavior, beliefs, and relationships. This includes all types of social interaction—from economic to political to cultural, and the full range of social organization—from small groups to communities to nations. Sociologists emphasize the careful use of evidence and reason to expand our understanding of the social world. Sociology is a general liberal arts major appropriate for many careers in industry, education, and government as well as for graduate study in administration, health, law, social work, public policy, and the social sciences.
If you are interested in the major, or are simply curious as to what classes you should take next, here is the SOC-4-YEAR-SEQUENCE. This document will provide you with a chart that outlines the suggested courses for Sociology majors each semester. Please remember that this is a suggested guide, as you do not need to take courses exactly when the outline states. The SOC-4-Year-Sequence is available to you to insure that you stay on track in order to graduate within four years.
We have also made available 4 year suggested course sequences for Sociology-Education majors:
- Special Education/Sociology Suggested Course Sequence
- Early Childhood Education/Sociology Suggested Course Sequence
- Elementary Education/Sociology Suggested Course Sequence


PRE-KINDERGARTEN TO GRADE 5
In the elementary age group, emphasis is placed on educational experiences that develop a positive approach to learning. Purposeful and challenging experiences are designed around ideas, concepts and themes that are meaningful to students. Language Arts and Mathematics develop literacy and numeracy skills, and broad and balanced learning connections are developed through a variety of subjects. Students are required to write standardized assessments issued by the Canadian province of New Brunswick in both Mathematics and English at strategic points in their Elementary School years.
1. English Language
3. Social Studies (Grades 3 – 5)
4. Science (Grades 3 – 5)
5. You and Your World (Grades K-2)
8. Physical Education and Health
For further information, see the New Brunswick Department of Education and Early Childhood Development curriculum development webpage. http://www2.gnb.ca/content/gnb/en/departments/education.html


Comments: Spine creases, wear to binding and pages from reading. May contain limited notes, underlining or highlighting that does affect the text. Possible ex library copy, thatll have the markings and stickers associated from the library. Accessories such as CD, codes, toys, may not be included.
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Publication Date: 2006
Publisher: Prentice Hall
Tompkins, Gail E.
This book distills the information from the k-8 literacy text Literacy for the 21st Century, focusing specifically on literacy learners from pre-kindergarten through grade 4. What are the specific needs of these students? How can you predict early literacy difficulties and how best can you scaffold your instruction to prevent reading difficulties in the future? How are the PK students needs different from the older, primary grades student? FEATURES: Chapter opening vignettes-Contextualize chapter concepts in an authentic classroom, complete with photos, dialog, and samples of student work to model excellent classroom teaching and prepare readers for the classrooms in their future. Spotlights-In-depth look at a single student, peppered through chapters. Helps to detail literacy development and teacher decision making, one student at a time. Guideline features-Offer specific guidelines for implementing chapter concepts in the PK-4 classroom. Minilessons--offer ready to use skill and strategy instruction presented specifically for use in PreK-4 reading and writing classrooms. Find how the minilessons correlate to state and national standards on the texts Companion Website. The Compendium of Instructional Procedures --a robust resource of instructional methods designed to get teacher candidates up and running quickly in their first literacy classroom. The easily accessible Compendium at the back of the book offers clearly articulated instructional methods, an invaluable resource and quick reference. Assessment Tools --highlight the complete chapter on assessment and provide future teacher candidates with the means to evaluate their students progress in early literacy. They'll also find ideas for alternative assessmentTompkins, Gail E. is the author of 'Literacy for the 21st Century Teaching Reading And Writing in Pre-kindergarten Through Grade 4', published 2006 under ISBN 9780132277211 and ISBN 0132277212.
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Mongooses – The Snakes Eaters
A mongoose moves very quickly to avoid a cobra’s bite. Scientist think mongooses might be immune to snake venom so it doesn’t hurt them. Mongooses also have thick skin and fur, which protects them from a cobra’s fangs.
Besides snakes, mongooses eat lizards, insects, beetles, eggs, fruit, birds and small mammals. But you won’t see any mongooses in your neighborhood. Mongooses live in Africa, Asia and parts of Europe. People have brought them to Costa Rica and Hawaii, but it’s against the law to bring them to the U.S.
Fun Facts about Mongooses for Kids
- Mongooses are small, no larger than a cat.
- Some mongooses have banded fur.
- Mongooses often live in packs. One member of the pack stands guard. It whistles or cries to alert the other mongooses of trouble. The pack hides underground until it’s safe to come out.
- Mongooses are good moms. The babies are born in a den and stay there for a few weeks. When the babies come out, all the mongooses help care for them. It’s like a big mongoose daycare!
- Immune: Protected from
- Venom: Snake poison
- Alert: Call or inform
- Den: Cave or hole in the ground
Learn More All About Mongooses
Watch a mongoose duke it out with a cobra:
A video documentary clip of an Indian Gray Mongoose preying on a Cobra Snake.
Question: Are mongooses nocturnal?
Answer: Mongooses are diurnal, which means they are awake during the day.
Question: Are mongooses social?
Answer: Sometimes mongooses live alone, but they also live in packs. They share their food and help each other.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Mongoose Facts for Kids ." Easy Science for Kids, May 2018. Web. 24 May 2018. < http://easyscienceforkids.com/all-about-mongooses/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Mongoose Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-mongooses/
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Last week in Europe there was a solar eclipse.
Is the moon the same size as the sun? No. What you see is a wonderful illusion.
To show this, Marlaco and Fahmo photographed the big blue ball and the baseball. If the baseball is close, and the big blue ball is far away, they look the same size. But as Marlaco shows, the blue ball is much bigger than the baseball. It is the same in a solar eclipse. The moon looks like it is the same size as the sun, because it is so much closer to earth. It’s pretty amazing, and we look forward to the solar eclipse that will be coming to North America in 2017!
Fahmo and Kamron are doing track at LMMS. Writes Kamron: “In track we went to where the Red Claws play. It is so big there. At LMMS we run laps in the hallways. It is fun and many people are doing track. It is my first time with the 7th grade: it is awesome.”
“I am really enjoying it,” says Fahmo. “Practice is very hard, but we need to get ready for the track meets.”
As you can see in the picture, Fahmo is so fast she is just a blur.
Last week our students went over to Mackworth Island for the regional basketball tournament. It was good to see our old friends on the island. Several former students and staff were there for the tournament. Before the first game, we joined the second grade class before lunch, and had great fun reading to the students. Each LMMS/MECDHH student did a great job with reading to a second grader. It was a nice learning experience for everyone.
Greetings from the MECDHH program at LMMS.
We are half way through the year already, and it has been a very productive year so far.
The LMMS community is a very diverse one, and we have all been made to feel very welcome.
The students are all working hard, and we are seeing growth in literacy and numeracy skills.
We will use this blog to upload more specific information regularly for the rest of the school year, to keep you up to date with cool things that are happening here.
More soon. Rob Gillies and Christy Callahan
In science class, we stress the importance of looking carefully, observing, and predicting. The technology we have is a great tool to help develop these skills.
After such a long, cold, hard winter, it was nice to finally see spring arrive here on Mackworth Island. Earlier in the school year we made a film showing the colors of fall. Then in May we set up our camera at the same place in the cafeteria, and spliced our clips together to make this movie. You might see a fox or two at the beginning!
Here is a movie we made earlier in the year, using some vocabulary we learned in class.
Marlaco and Fahmo have been working on some new vocabulary. We used some of that vocabulary to make these short films.
It looks like we have some great budding actors!
Here is Marlaco’s short movie:
The grades 3 – 5 class has been working on developing stories with setting, characters and dialog. We use a picture as a prompt, and then students create stories about the picture. They try and consider what happens before, and after the picture. The students can take an iPad and find a quiet place to record an ASL version of their stories.
This is one of Kamron’s stories. We hope you enjoy it.
We will be adding news soon…


By Alison Daubney
Top of the range song schooling can commence youngsters on a trip that lasts an entire life. Teaching basic Music gives starting fundamental university lecturers transparent suggestions on easy methods to effectively train track with out recourse to really expert training.
this useful textual content areas track in the wider context of the first curriculum with transparent hyperlinks to the hot nationwide Curriculum in England. It additionally bargains suggestion on tips to supply proof for and investigate musical improvement and the way to devise for song schooling around the EYFS and key phases 1 & 2. valuable details on utilizing the musical assets on your local people to reinforce the possibilities provided in your college can also be provided.
this can be crucial interpreting for all scholars learning basic song on preliminary instructor schooling classes, together with undergraduate (BEd, BA with QTS), postgraduate (PGCE, tuition Direct, SCITT), and in addition NQTs.
Alison Daubney is a tune educator, researcher and curriculum adviser on the collage of Sussex.
Read Online or Download Teaching Primary Music PDF
Best Elementary Education books
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The blunders little ones make in arithmetic will not be simply ‘mistakes’ - they can be clever generalizations from earlier studying. Following numerous a long time of educational learn of such errors, the word ‘errors and misconceptions’ has lately entered the vocabulary of arithmetic instructor schooling and has develop into favourite within the curriculum for preliminary instructor schooling.
Are you operating or education to paintings within the early years quarter? do you want help and suggestions in realizing the major topics within the Early Years beginning level rfile? Are you trying to find functional tips and methods on tips on how to enforce EYFS on your surroundings? convinced? Then this can be the fundamental consultant for you!
Designed to assist basic college academics construct a multicultural size into their educating of technological know-how, this ebook offers a large choice of functional rules to be used in either multi-ethnic and all-white school rooms. The participants additionally learn the underlying cause for a multicultural method of technological know-how schooling.
Extra resources for Teaching Primary Music


Integrate the Moro Reflex to Stop ADHD Behavior
The Moro Reflex
The moro reflex, often referred to as the startle reflex, is an involuntary reflex present at birth. It usually becomes integrated by six months of age. It is a survival reflex. When an infant is startled, his pupils dilate and he throws his arms in the air. It is a sign that the baby has a healthy nervous system.
But if the reflex does not become inhibited, then the body is in a constant state of survival mode. This creates an overload of adrenaline, which contributes to hyperactivity, as well as problems with concentration and memory.
Hypertension in ADHD and Autistic Children
Children with ADHD, autism and other nervous system disorders are often extremely startled by sudden loud , high pitched or sudden noises that they did not initiate. They often have trouble knowing where there body is in space, bumping into things, or falling down. They resist change and have trouble with transitions.
It is not easy for working moms and dads to find childcare for children with such challenging behavior. It is not easy to take these children out in public, either, for fear of how they will behave.
My son was the same way until we began doing sensory integration therapy exercises from Rhythmic Movement Training. These exercises are simple to use at home. They are based on the movements that infants make in the first two years of life. The simplest exercise to integrate the Moro Reflex is rolling on an exercise ball. As the child rolls forward, he catches himself with his hands and looks up to say “Good Morning!” As he rolls back, he hugs the ball and looks down to say, “Good Night!”
Noninvasive Therapy for ADHD and Autism
I have been using these nonivasive exercises with my son and in my Montessori preschool for three years. I have seen tremendous improvement in ability to focus and to mature emotionally when children regularly participate in these exercises. Those who avoid these exercises are the ones who remain “stuck” in negative behavior patterns, and who have the least motor skill development.
Rhythmic Movement Training began in Sweden by a psychiatrist named Kirsten Linde. Then, a Swedish psychiatrist named Dr. Harold Blomberg used it to overcome the effect of polio. He used it with his patients with overwhelming success, eventually gaining the approval of the Swedish Medical Board. It is now gaining in popularity in the U.S. Harald has helped countless children with nervous disorders such as ADHD and autism to overcome their disabilities and gain control of their reflexes.
Active Primitive Reflexes and ADHD Behavior
Primitive reflexes are essential for development of head control, muscle tone and sensory integration.
The Moro Reflex, is an involuntary response to a sudden change in stimuli. A sudden change in body position , a loud noise , an intense touch, a bright light. These startle the baby and can trigger the Moro Reflex.
When the Moro Reflex is active, it hinders other involuntary primitive reflexes from becoming integrated to make way for mature, voluntary reflexes. So, the body is in a constant state of hypertension. These criteria for an active Moro Reflex are similar to the criteria for ADHD and autism.
Has a short fuse
Is uncoordinated, has poor balance
Is extremely sensitive to light, movement, sound, touch and smell
Has difficulties with vision, reading and writing.
Has trouble with transitions.
Has cycles of extreme hyperactivity and exhaustion
Working moms and dads are already exhausted, trying to juggle work, family and friends. The quick fix is to reaching for the phone and get a doctor to prescribe some methamphetamine for your child so he will calm down. But I urge you to first consider getting help to integrate the Moro Reflex and other primitive reflexes. (MARY VIDEO) Consider the development of the whole child. Rhythmic Movement Training improves learning, communication, behavior, emotional development and general well being.
Take the next step toward healing. Sign up for my free Tips and Tricks newsletter for more strategies to overcome ADHD.


Expository essay on censorship in music
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This article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. (December 2010) (Learn how and when to remove this template message)
Sung poetry is a broad and imprecise music genre widespread in European countries, such as Poland and the Baltic States, to describe songs consisting of a poem (most often a ballad) and music written specially for that text. The compositions usually feature a delicate melody and scarce musical background, often comprising a guitar or piano. Some sung poetry performers are singer-songwriters, others use known, published poems, or collaborate with contemporary writers. Artists of sung poetry include people of various occupations usually with little or no particular music education, as well as stage actors.
Sung poetry shares much in common with the author's song in Russia yet differs from it in a significant way: sung poetry performers often do not compose lyrics themselves. Similar artists in other countries are usually classified as bards, folk music or folk rock (such as Jacques Brel, Lluís Llach, Ovidi Montllor, Georges Brassens, Léo Ferré, Bob Dylan, Simon and Garfunkel, Tom Waits, Leonard Cohen, Djordje Balasevic, Bulat Okudzhava, Vladimir Vysotsky, Paco Ibáñez), or chamber pop. Artists of other musical genres may or may not be included into sung poetry category. For instance Czes?aw Niemen whose many songs are based on works of esteemed Polish poets is usually regarded as either a rock or electronic musician. The common forms of expression are individual and collective public performances, festivals of sung poetry, publication of records online and release of music albums.


Attitude and Performance in Mathematics I of Bachelor of Elementary Education Students: A Correlational Analysis
This paper determines the relationship between attitude and performance in Mathematics of 105 Bachelor of Elementary Education (BEEd) freshman students by using correlational research with the questionnaire as the main instrument. The study found that the performance in Mathematics I of the respondents was below average. Their attitudes are significantly correlated with their performance in Mathematics I. The higher their positive attitude, the higher their performance (r=.792**, p<0.01), whereas the higher their negative attitude the lower their performance (r= -.940**, p<0.01). Further, the respondents believe that working with Mathematics problems will make them better critical thinkers and they assume that they have more chance of becoming successful in life if they are good in Mathematics. However, the respondents consider Mathematics as the most difficult subject. They were scared of Mathematics problems and easily give up with answering when they cannot solve them. The overall result revealed that the respondents exhibit negative attitude towards Mathematics. The significant findings of this study provide valuable information for Mathematics teachers, administrators and curriculum planners to enhance policies and pedagogies relating to Mathematics instruction.
M.Kho. “Study Habits and Attitude Towards Chemistry: Their Relationship to Chemistry Achievement”. Unpublished Master’s Thesis, JBLF, Iloilo City, 2002.
“Learning Competencies in English, Mathematics and Science, Filipino and Makabayan”, Department of Education, Pasig City, Philippines, www.deped.gov.ph,Dep.Ed., 2004.
A.Guevarra, et.al. “A Scrutiny of the Results of the Licensure Examination for Teachers (LET) of Bachelor of Elementary Education Graduates from 2014-2016”. Amalgam Research Journal, College of Education, Wesleyan University-Philippines (WUP), Cabanatuan City:ISSN 2599-3968, vol.1.no.1,pp 45-51. (2017)
A.Mamaclay,.et.al.”Strengths and Weaknesses of Grade 6 Pupils in Elementary Mathematics. Unpublished Research Project, WUP, Cabanatuan City, Philippines, 2009.
M.L.Patten.Understanding Research Methods. Pyrczak Publishing:U.S.A., 2002.
A.Del Rosario. Basic Statistics. Quezon City, Philippines: Lexicon press, 2002.
The Quest. Nueva Ecija University of Science and Technology Research Journal. Volume 2, No.1,pp 10-21, 2002.
M.Bianco. “Why Math Is Important: The Student
M.Ashcraft. “Math Anxiety:Personal, Educational and Cognitive Consequences, Current Directions in Psycholgical Science”. 11:181-185,doi:10.1111/1467-8721.00196, 2002 [December 14, 2017].
M.Nicolaidou and G. Philippou. “Attitudes Towards Mathematics, Self-efficacy and Achievement in Problem Solving”. European Research in Mathematics Education III, M. A. Mariotti, Ed., pp. 1–11, University of Pisa, Pisa, Italy,2003.
D.Köğce, C.Yıldız., M.Aydın and R. Altındağ. “Examining Elementary School Students’ Attitudes Towards Mathematics in terms of some Variables,” Procedia, vol. 1, no. 1, pp. 291–295,2009[January 2,2018].
R.Zan and P. Martino(2008). “Attitude Toward Mathematics: Overcoming the Positive/Negative Dichotomy in Beliefs and Mathematics”, B. Sriraman, Ed., The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education, pp. 197–214, Age Publishing & The Montana Council of Teachers of Mathematics, Charlotte, NC, USA.
B.Eshun. “Sex-Differences in Attitude of Students towards Mathematics in Secondary Schools,” Mathematics Connection, vol. 4, pp. 1–13,2004 [January 2,2018].
The Importance of Maths in everyday life..https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in everyday-life/articleshow/48323205.cms.,2015[January 3,2018].
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ERIC Number: ED410110
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Structure and Form. Elementary Science Activity Series, Volume 2.
Blackwell, Frank F.
This book is number 2 of a series of elementary science books that presents a wealth of ideas for science activities for the elementary school teacher. Each activity includes a standard set of information designed to help teachers determine the activity's appropriateness for their students, plan its implementation, and help children focus on a range of exciting and relevant learning experiences. Information accompanying each activity includes developmental level, group size, key experiences, and notes to teachers. Case studies in implementing science activities with groups of students follow specific activities. This volume is divided into 11 parts: (1) "Triangles"; (2) "Structures Around Us"; (3) "Structures for Fastening"; (4) "Natural Structures and Forms"; (5) "Structure, Size, Symmetry, and Shape"; (6) "Structure and Patterns"; (7) "The Structural Properties of Materials"; (8) "Skin: A Living Structure"; (9) "The Structure of Everyday Items in the Science Context; (10) "Common Textbook Topics on Structure from a New Perspective"; and (11) "Structure and Form Case Studies: Some Classroom Experiences". Appendices contain teaching aids including communication techniques for the classroom, materials and equipment, measurement in science, testing and analysis, and safety and science and the development of problem solving skills. (JRH)
Descriptors: Elementary Education, Elementary School Science, Interdisciplinary Approach, Mathematics Activities, Science Activities, Teaching Guides, Thematic Approach, Triangles (Geometry)
High/Scope Educational Research Foundation, 600 N. River Street, Ypsilanti, MI 48198-2898; telephone: (800) 40-PRESS.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: For a related document in the series, see SE 060 502.


|My new books (provided by our division): the First Steps in Math Number Sense course book & work book.|
First Steps in Math was developed in Australia in the early 1990's as a means to identify the conceptual phases that all students go through and analyze how best to address any gaps that may occur in their understanding. In their own words, First Steps in Math helps teachers:
- build or extent their own knowledge of the mathematics underpinning
- understand how students learn mathematics so that they can make sound
- plan learning experiences that are likely to develop the mathematics
outcomes for all students
- recognize opportunities for incidental teaching during conversations and
routines that occur in the classroom
Our first full-day session, of four, focused on the background research behind the program and how the program is organized. We spent the majority of the morning discussing these introductory topics and then looked at two chapters to see how the program looks in practice. It is important to note that we are only focusing on the Number curricula for right now, but the program offers the same resources for Measurement, Geometry, Space, Data Management, and Probability.
In regards to Number, this resource centers on two main areas: the individual concept development and how it ties into a continuum of understanding. The program identifies eight Key Understandings for this topic and allots an entire chapter to each one. This chapter includes:
- a concise explanation of the key understanding
- a series of learning activities organized by grade level (K-8)
- a case study
- a "did you know" article that discusses possible misconceptions
Personally I like the way the chapters are set up as they are to-the-point and easy to follow; I can see myself being able to easily pull out information as needed without having to re-read full chapters. The program also includes a section of Diagnostic Tests that help showcase a student's understanding and pin-point possible learning activities to help strengthen weak concepts.
My only experience teaching math is in Grades 8-10 so I found it very interesting to see how the foundational numeracy skills are developed in younger grades. While I have several students I can think of that are struggling with some misconceptions I already feel more prepared in appropriately assessing their area of difficulty and recognize that their challenge most likely stems directly from a foundational concept as opposed to a higher-order topic.
Here is an example of the types of questions we analyzed today as a group:
When given a set of numbers and asked to order them from least to greatest, a student answered
303, 304, 305, 298, 299
What do you think the student's misconception was?


The Brandywine School was a style of illustration—as well as an artists colony in Wilmington, Delaware and in Chadds Ford, Pennsylvania, near the Brandywine River—both founded by artist Howard Pyle (1853–1911) at the end of the 19th century. The works produced there were widely published in adventure novels, magazines, and romances in the early 20th century.
Pyle, one of the foremost illustrators in America at the time, began teaching art classes at Drexel University in 1895. However, he was dissatisfied with the confines of formal art education, and beginning in 1898, he began teaching students during the summers at the Turner Mill in Chadds Ford. The mill, alongside the Brandywine, provided views of a scenic landscape to inspire the artists. In 1900, Pyle left Drexel and opened his own school attached to his personal art studio.
Pyle created this school so that he might train a generation of illustrators who were artistically and financially successful. He hoped that through this, he would foster an American style of painting, something he felt the country lacked. In order to develop that intrinsically American style, Pyle believed that his students must spend time outdoors, taking in the scenery and the history of their country. To help facilitate this, Pyle frequently brought his students to Chadds Ford, where he would tell his students stories about the area’s revolutionary history while they painted landscapes. Pyle advocated against studying in Europe, hoping that his students would find fame and success through an American education.
The school and studio, which are still standing, are located a short walk from the Brandywine Park, a stretch of riverside park designed by Frederick Law Olmsted. Of the 500 students who applied to attend Pyle's school in its first year, only twelve were accepted.
It was through the absorption of Pyle's particular style and teaching that the tradition known as the "Brandywine School" emerged. Pyle continued to operate the school until 1910, during which time he was mentor to such successful artists as N. C. Wyeth, Frank E. Schoonover, Stanley M. Arthurs, William James Aylward, Thornton Oakley, Violet Oakley, Clifford Ashley, Anna Whelan Betts, Ethel Franklin Betts, Ellen Bernard Thompson Pyle, Jessie Willcox Smith, Olive Rush, Philip R. Goodwin, Allen Tupper True, and Harvey Dunn. In all, 75 artists were trained by Pyle during the ten years he ran his school in Wilmington.
The Brandywine School continued on in Pyle's students even after his death in 1911. Several of his students, inspired by Pyle's example, taught the next generation of the school's students.
In 1905, Wilmington philanthropist Samuel Bancroft constructed a set of buildings to house and provide studios for four of Pyle's most successful students: Wyeth, Schoonover, Dunn, and Ashley. Schoonover remained in his studio for the next 63 years, and in 1942 he used it to open his own school, where he taught artists such as Ellen du Pont Wheelwright. After Pyle's death, Arthurs purchased the Pyle studio and continued the school from 1912 to 1950. Wyeth stayed in his Wilmington studio for a time before moving to Chadds Ford, where he taught his own children, including artist Andrew Wyeth.
- A Summer Idyll: Landscapes from the Brandywine Valley Archived September 26, 2007, at the Wayback Machine.
- Austin, Vera (1976). "National Register of Historic Places nomination form". National Park Service. Retrieved October 24, 2014.
- Pitz, Henry C. (1975). Howard Pyle. Writer, Illustrator, Founder of the Brandywine School. New York: Clarkson N. Potter. pp. 110, 138. ISBN 978-0015751661.
- May, Jill P.; May, Robert E. (2011). Howard Pyle: Imagining an American School of Art. Urbana: University of Illinois Press. pp. 99–107. ISBN 978-0252036262.
- Schoonover, John R.; Jean Athan (1978). "Frank E. Schoonover Studios". NRHP Nomination Form. National Register of Historic Places. Retrieved October 24, 2014.