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Preschoolers have the potential to understand things and express themselves well. You can help your child develop her initial literacy by cajoling her into reading books and writing. Learn how!
Most parents think that literacy development in kids happen only once they join school. Well, to be honest, they couldn’t be more wrong. Literacy in a child develops way before she joins the school. In fact, even before a child learns to read or write, she learns sounds, words, language, pictures, etc., and all this learning happens at home. Hence, it can be said that parents play a major role in developing literacy in kids.
Let’s see how parents can help develop literacy in your preschooler.
Make a habit of reading books to your child every day. It helps in building your preschooler’s vocabulary. It also helps to develop your child’s interest in books and reading. Here are a few tips to keep in mind while reading books to your preschooler:
- Buy books with clear images (they fascinate your child) and small story lines.
- The font size should be bigger, bolder and clearer for your child to understand and learn words.
- Point out easy and small words from the book to your child. Seeing the word frequently will make her recognize it easily.
- Create phonological awareness which will help her in understanding the sounds of the alphabets that make up words.
- Read books with a variety of characters. They love complexity.
Teach the Correct Language
A preschooler who is experimenting with new words and language may make mistakes in pronunciation or grammar. Do not correct her or else she will hesitate and be conscious while speaking. Instead, repeat her sentence in the correct way. This will teach her the correct language without making her feel embarrassed. Similarly, kids learn a lot from conversations and listening. Make sure you speak the correct language before her.
Encourage Drawing and Scribbling
The silly doodles that your preschooler makes might be more valuable than you think. So don’t stop her. It not only teaches her to hold the pencil/pen correctly but also encourages her to write. Show her how to write. Then ask her to watch you and copy. Label things in bold letters around the house to teach her words. You may label her books, objects, bedroom door etc. Provide your child with crayons, pencils, markers or anything which might interest her to write. You might have to hold her hand initially. Also, she may be scribbling more than actually forming letters initially. But that’s nothing to worry; it actually encourages her to write.
Make Up Stories
Narrating stories is an interesting way to develop literacy in your preschooler. Make up stories for your child. Just make sure that you repeat the same story using different vocabulary for the same word/context. This way your child will learn more vocabulary. Ask her questions about the story. For example, while narrating a jungle story, ask her what sort of animals she would like to have in her courtyard or which animal she doesn’t like and why. Encourage your child to make up stories. You will be surprised by her vivid imagination. Alternatively, you may also indulge in some role plays (milk man, shop keeper, her favourite animated character) with your preschooler. It helps build vocabulary and speech.
Encourage and Enjoy Rhymes
Rhymes help your child understand the difference between various sounds that words make. They also build vocabulary. Make up rhymes on daily activities (bathing, brushing teeth, eating etc.), things around her, etc. You can encourage her to rhyme words for you, for example, give her a word ‘bat’ and ask her to rhyme it.
Teach through Everyday Experiences
Make everyday experiences a learning platform for your preschooler. As you go to the supermarket, shopping mall, park or hair salon, start conversations with your child around the subject. Also, ask your child to observe things around her and narrate them to you. You may also ask her questions about her daily activities like what she did at the school or in the activity centre.
Activities and games like dumb charades, magnetic letters, Bingo, picture cards are a good way of teaching your child vocabulary.
Remember, you are not required to invest a lot of money, the only investment that is required for developing literacy in your preschooler is time and involvement.


As one whose passion is blended between literacy and technology, I seek out the best EdTech resources to share with educators to support literacy in their classrooms. Most of my teaching and learning experience involves both Google and Apple options, but recent investigation and application allow me to say, without a doubt, in the area of Assistive Technology to support struggling readers in the classroom, Microsoft Learning Tools wins, hands down, and offers students a comprehensive option.
Adolescents who struggle with reading face multiple challenges throughout the school day. They are constantly confronted with a text they cannot read in almost every discipline, motivation and peer acceptance play a major role in identity and self-esteem, diagnostic tools to pinpoint exact deficits are difficult to locate, and many of their teachers have had little to no training in foundational skills of reading. While many adolescent readers may have difficulty in comprehension and vocabulary, a rising number of older students are diagnosed with Dyslexia and experience decoding issues.
Dyslexia is not a visual issue; kids don’t see letters and words backward or in reverse. Dyslexia is a specific learning disability in reading; which impacts learning, not intelligence. It’s mainly a problem in reading accurately and fluently. Decoding issues are a sign of dyslexia and direct instruction beginning with letter-sound correlation is often needed, but there are immediate things all teachers can do to help students, even if they have no understanding of how to teach phonological awareness, phonics, and fluency. This support can come in the form of Assistive Technology. “In a broad sense, assistive technology (AT) is any device, piece of equipment or system that helps a person with a disability work around his challenges so he can learn, communicate or simply function better.” (Understood.org)
As previously stated, I believe that Microsoft Learning Tools provides students who struggle with reading, including those with dyslexia, a comprehensive set of free tools to support their daily literacy needs. If the goal of AT is to provide students tools for independence, I recommend all teachers become familiar with the top 5 ways I see these tools helping students:
- Text to Speech – Text to Speech provides both the visual and audio needed to support fluent readers. By seeing the words and hearing it read aloud, students are not only able to access text that may have been too difficult to read independently but are reinforcing vocabulary and fluency.
- Display Controls – Display Controls allow students to customize their reading experience by font, size, color, and language. But, Microsoft Learning Tools takes it a step further, allowing students options with spacing, syllables, and parts of speech. There is also an option to mask part of the screen minimizing distractions and focusing on the line read. (Slideshow below highlights options available)
- Annotation Tools – Many struggling readers often use all of their cognitive energy decoding text and can’t remember what they had just read. Annotation tools allow students to take notes as they read. simply by switching browsers, students can use Microsoft Edge to annotate and save images directly from web pages into their OneNote Notebook. While there are many annotation tools out there, this one was so simple, streamlined and provided many annotation options! Plus…
- Optical Character Recognition – Microsoft also allows students to the option to capture text from pictures and pdf when shared to OneNote. So not only can students annotate digital text, they can save their notes, share them, and then extract the text in the image to customize with text to speech or display controls.
- Dictionary – Finally, Microsoft Learning Tools allows students to learn unfamiliar words with the built-in dictionary. Not only does the dictionary define the word, but it also provides a picture and an audio clip to hear the word.
All students should have the tools and resources needed to access content in the classroom. Microsoft Learning Tools allows students to not only access information but provides customization, annotation tools, OCR, and a visual and audio dictionary for FREE. The beauty of these Learning Tools is the ease and compatibility they have to work together. Supporting struggling readers in multiple areas not only supports their literacy development but provide options for future learning that they do in and out of school.


Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.
Music education encourages active involvement in different forms of music-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context.
Music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgements about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfilment.
At Key Stage 3 students will…..
- experience performance activities in a range of contexts within and beyond the classroom
- experience a range of live and recorded music from different times and cultures
- experience a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension
- learn to use staff notation and other relevant notations in a range of musical styles, genres and traditions
- learn to consider contextual influences that affect the way music is created, performed and heard
- experience the use of music technologies to create, manipulate and refine sounds
- learn about the role of music and musicians in society, of the music industry and of artistic and intellectual property rights.


Health literacy in South Africa was studied by a team of local researchers who wanted to understand the knowledge levels and competence of people within lower health literacy levels.
What is health literacy?
as a population-based skill was first introduced four decades ago.
Over the years, the meaning of health literacy has changed from applying reading, writing and numeracy skills in health to a multidimensional concept that includes accessing health information from multiple sources, and understanding and communicating health information.
Although the definition has evolved, the existence of a relationship between health literacy and behaviour change outcomes remains unchanged. Generally speaking, people with low health literacy have poorer health outcomes.
As health writers, we need to recognise and understand the social factors that limit health literacy so we can help our readers understand our health information. We can do this by looking at the key outcomes from a range of health literacy research into both local and global communities.
Health literacy in South Africa – an investigation
Recent research conducted on health literacy in South Africa looked at a range of measures.
The researchers noted this population group would have marginal or limited health literacy. Yet the team wanted to understand the knowledge levels and competence of individuals within these lower health literacy levels.
The South African researchers took into account local culture, language, socioeconomic environment, literacy and unique disease burden to assess local health literacy skills in Eastern Cape Province.
Study participants were from the small South African town’s local primary healthcare clinic, most who had a chronic health condition and were poorly educated.
Using a literature survey of published health literacy tests, local experts who were familiar with the local healthcare system, created an item bank of knowledge-based and self-reported questions that had relevance to the local population.
The researchers then aligned the questions to 14 scales of health literacy measures, which focused on health literacy strengths and limitations for local individuals and communities, acknowledging the multidimensional nature of health literacy.
What can we learn about health literacy in South Africa?
The researchers grouped the 14 scales of health literacy measures into three domains of health literacy knowledge and cognitive skills:
- Basic understanding of health information and ways to approach health topics to make informed decisions
- Reading and numeracy skills, including procedural based questions
- Access to information on health services, social support and from healthcare providers, and other resources
As expected, there was a significant increase in individual skills-based health literacy questions as education increased.
However, not a single participant could calculate the 20% chance of getting a cold if four out of 20 people are at risk.
Reading and numeracy skills – interpreting health information
Questions grouped to reading and numeracy skills found only 33 out of the 120 participants had no difficulty understanding written information and only 23 participants needed no help to read instructions, pamphlets and health-related materials.
A third of the 120 participants reported always requiring help when reading general health information.
This finding speaks to the importance of tailoring health information to appropriate reading levels to optimise comprehension.
Although study questions were translated into the local dialect, a small minority may only comprehend English.
As writers we may not have the skills to write in other languages; however, it’s important we ensure our writing is easily translatable.
Literacy is not the sole determinant of health literacy in South Africa
The study also demonstrated literacy was not the sole determinant of health literacy, particularly in populations with widespread low education.
Questions grouped to access to health information and services found the social environment has a significant influence on health.
Only 20% of participants reported being able to use the internet for health information on the computer and devices.
We also need to consider how we deliver health information to low to middle-income populations.
Using printed pamphlets, patient-provider communication and social support instead of electronic communication can help us effectively deliver high-quality content to low and middle-income countries.
Your take-home message
As health writers, we need to understand local social influences for our target audience to provide context to our writing.
Before writing, it’s important to undertake research that includes understanding language barriers, disease burden and social support in the local population.
- World Health Organization (2009b): The Nairobi Call to Action for Closing the Implementation Gap in Health Promotion. Geneva: WHO.
- Marimwe C. & Dowse R. Development of an item bank of health literacy questions appropriate for limited literacy public sector patients in South Africa Journal of Communication in Healthcare 2017;


The governments and the academic institutions under them, like the NCTE, NCERT, SCERTs and so on will ensure the quality of education. This will be done by ensuring that the norms and standards of the schools are adhered to within three years, all teachers are professionally trained in a maximum of five years, curriculum, content and process follows principles laid out in Section 29, a comprehensive and continuous evaluation system is in place, and children learn in an atmosphere free of fear, anxiety and trauma.
The governments would be well advised to seek collaboration from university education departments and civil society groups that have experience in quality elementary education in this effort. These would be monitored by the NCPCR/SCPCRs and civil society institutions.
In addition, as per the model rules 21(3), the appropriate governments must undertake systemic quality reviews periodically through renowned institutions. These checks will not be confined only to testing children’s achievement scores, but will also include assessment of teacher quality, curricular issues, social discrimination, infrastructure and other parameters that impact on quality. The involvement of institutions of higher learning on a continuous basis would be critical in this respect.


PreK Lesson 5 – Frog Songs (a.3)
In this lesson you will
Learn to sing two frog songs
Sing Mm Ah with loud and quiet voices
I can sing and do actions I can make loud and quiet music I can show low and high
1 Sing the Time for Music Song
Sing Time for Music with the lyrics video.
Count the beats at the end of each verse.
Count the beats out loud.
Think up new ways that you could keep a beat, and sing your new verses.
Numeracy: Counting is numeracy! Cut out 8 hearts and have children tap on the hearts as they count. Take 2 away. Have them count the hearts now - 1-2-3-4-5-6.
• In a study at Northwestern University, researchers have linked the ability to keep a beat to reading and language skills. Read more here: https://news.northwestern.edu/stories/2013/09/the-importance-of-keeping-the-beat/
2 Watch and Listen to the Jellybean Song. (Review)
Watch and Listen to the Jellybean Song
After you hear the chorus for the first time, can you sing along?
3 Print and Cut out the Frog Cards
Print and cut out the Frog Cards.
If you don't have a printer, draw and color 5 frogs.
When the sing the song, have five frogs in front of you.
When you sing, "One jumps into the pool" put one frog card in a pretend pool in front of you.
4 Watch and Listen to "Five Green and Speckled Frogs)
Listen to Verse 1 of the song.
Create actions to go with the words of the song.
Play the video again and sing along, creating actions to go with the words.
5 Watch the Kids in the video Jump Frogs into the Pool
Did you make the frog cards?
The kids in this video have plastic frogs.
When they sing, "One jumps into the pool" put one frog card in a pretend pool in front of you.
6 Practice Printing Letter F
If you have a printer, print the Practice Printing Page.
Have your child practice printing letter F.
If you don't have a printer, draw and color a frog and print the letter F.
7 Sing, "Mm Ah Went the Little Green Frog"
Listen to the song, "Mm Ah Went the Little Green Frog"
Play it again and sing along.
Notice how the 1st note of the song is low, and the second note is higher.
8 Learn the Actions for the song, "Mm Ah Went the Little Green Frog"
Watch the kids singing and doing the actions for the song.
Sing quietly the second time through the song.
sing louder the third time -- but remember to still use beautiful singing voices.
9 Sing our Goodbye Song, "Skinnamarink"
Sing our Goodbye Song, "Skinnamarink"
If you're not sure of the actions, watch the next video.
10 Sing and do Actions to our Goodbye Song, "Skinnamarink"
Sing and do Actions to our Goodbye Song, "Skinnamarink"
11 Music IS Literacy
Parents, Teachers and Administration:
Music education is important for children.
Whether in class or at home, keep our children singing, playing, moving, listening and creating music!
Online Resources for Elementary Music Teachers


Special Education Program
Welcome to Special Education
The field of special education has undergone dramatic shifts since passage of the first federal law mandating public education for students with disabilities in 1975. Special education today centers on the belief that children of all learning abilities, including those with physical, cognitive, sensory, and emotional differences, are most successful when they learn together, have equal access to the general education curriculum, and have the supports they need to lead fulfilling lives. Today’s special educators must be able to implement academic and behavioral evidence based practices (EBPs); employ culturally responsive practices; embed technology to enhance the effectiveness of their instruction; know and follow federal, state, and local special education policies; and work collaboratively with families and interdisciplinary teams.
The COE Special Education Program is at the forefront of this new approach to educating students with disabilities. Our forward thinking educators and researchers champion these new, more effective democratic school communities. We have the resources to conduct innovative research that helps shape special education practice and policy. We offer a wide range of special education courses that prepare educators, researchers, and other practitioners to work effectively in this new model of special education.
Dr. Susan Copeland,
Special Education Program Coordinator
The vision of the Special Education Program is to facilitate the development of supportive, effective, and culturally responsive environments for individuals with special needs and their families.
The mission of the Special Education Program at the University of New Mexico is to improve educational opportunities and services for the following individuals and their families.
- Persons with exceptionalities
- Students at risk of school failure
- Others facing significant life challenges
The mission of our program is accomplished by the study and practice of teaching, research, and service in a variety of multicultural environments.
- We recruit and prepare competent and caring professionals and other personnel who serve individuals with exceptionalities and their families. Implicit in these activities is the belief that learning is a lifelong process.
- We conduct inquiry and disseminate research and information related to issues affecting individuals with exceptionalities and their families.
- We provide professional services to individuals with exceptionalities and their families, as well as to other stake holders who play a key role in their lives.
In carrying out our mission we remain consistent with the College of Education in valuing excellence in all we do; diversity of people and perspective; relationships of service, accountability, collaboration, and advocacy; discussion and dissemination of ideas; and innovation in teaching, technology, and leadership.
Degree and Certificate Programs
- Special Education, B.S.Ed. (Dual Licensure Preparation in Elementary Education and Pre-K–12 Special Education)
- Special Education, M.A. (Non-Licensure Program or Pre-K–12 Licensure Preparation Program)
Concentration I — Intellectual Disability and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners
Concentration II — Learning and Behavioral Exceptionalities: Studies in Instruction, Curriculum, Collaboration and Transition of Diverse Learners


Graphic Design is all around us! Words and pictures—the building blocks of graphic design—are the elements that carry the majority of the content in both the digital world and the printed world. As graphic design becomes more visible and prevalent in our lives, graphic design as a practice becomes more important in our culture. Through visual examples, this course will teach you the fundamental principles of graphic design: imagemaking, typography, composition, working with color and shape... foundational skills that are common in all areas of graphic design practice. I don't just want you to watch a video of someone talking about design, I want you to MAKE design! If you want to be a designer you have to be a maker and a communicator, so this course will offer you lots of opportunities to get your hands dirty with exercises and with more practical projects. At the end of this course you will have learned how to explore and investigate visual representation through a range of image-making techniques; understand basic principles of working with shape, color and pattern; been exposed to the language and skills of typography; and understand and have applied the principles of composition and visual contrast. If you complete the course, along with its optional (but highly recommended) briefs, you will have a core set of graphic design skills that you can apply to your own projects, or to more deeply investigate a specialized area of graphic design. To succeed in this course you will need access to a computer. You can complete this course without one but it will be tougher. Access to, and a beginner's level knowledge of Adobe Creative Suite programs, such as Illustrator, Photoshop and InDesign will help you, especially if you want to complete the optional briefs.


Purpose of Study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talents and musician, and so increase their self-confidence, creativity and sense of achievement. It is a unique form of communication that can change the way pupils feel, think and act. It transcends different cultures, abilities and generations. Listening to and making music fulfils an instinctive human need for self expression and creativity. It stimulates responses both emotional and at intellectual levels. Music is a lifelong source of pleasure and is education for life.
Aims of the National Curriculum
The National Curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notation
Here at Brentnall we aim to teach exciting and interactive music lessons by bringing together great music from all musical periods and using modern teaching methods to ensure the success of our pupils.
We currently follow the Sing Up music curriculum that supports all aspects of music in school, including the new music curriculum.
Children also enjoy whole-class instrumental tuition through the MAPAS Wider Opportunities programme. They develop their performance skills throughout the year by performing for a range of audiences and at concert halls including the Lowry Theatre and at the Bridgewater Hall with the world-class Halle Orchestra.
We have a fantastic school choir for children of all ages which practises every week with Miss Wills. The highlight of the year is their participation in the Young Voices Concert with thousands of local school children at the Manchester Arena.
Singing assembly is held each week for all children from year 1 to year 6 where we learn to appreciate a wide range of musical artist and genres.
We have very recently pledged our school to work towards the Sing Up silver award in which will further develop our whole school approach to music and particularly our love for singing.


Our Lady of the Blessed Sacrament’s Early Childhood Program offers creative activities that are developmentally appropriate and follow NYS Common Core Curriculum. The Early Childhood Program is planned with a keen awareness of the special characteristics, needs, differentiated learning styles and interests of children ages 3-5. We recognize how vital this period is as a foundation for the child’s total development. Our early Childhood program seeks to promote a safe and nurturing environment where children are given the opportunity to develop spiritually, socially, intellectually and physically.
All Early Childhood students participate in the Music Together Program which parents are invited to attend. The Music Together Program is a research-based music education program that includes singing, movement, and playing instruments in an environment that is child- centered and focuses on exposing children to many styles of music. In addition to music, Nursery, Pre-Kindergarten and Kindergarten receive instruction in technology, Spanish and in Physical Education.
We firmly believe that a child’s first experience in school should be both positive and stimulating!


The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through second grade. The DIBELS measures were specifically designed to assess the Big Ideas in Reading. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. These research-based measures are linked to one another and predictive of later reading proficiency. The measures are also consistent with many of the Common Core State Standards in Reading, especially the Foundational Skills. Combined, the measures form an assessment system of early literacy development that allows educators to readily and reliably determine student progress.
Type of assessment: Standards-based, i.e., how well a student has learned a specific body of knowledge and skills
Subjects: Early literacy only, specifically: Phonological Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text, Vocabulary, and Comprehension
How administered: Administered in a one-on-one setting by a specially trained tester.
Type of score received: Students are scored based on the number of items answered correctly, which corresponds to a benchmark. The benchmark provides the risk level assessment: Low Risk (also called “Established”), Some Risk (also called “Emerging”), and At Risk (also called “Deficit”).
For more information, please contact our State Assessment and Data Analysis department.


Hobbies Playing Music A Musical Chord Defined Anyone can play a chord on a piano Share PINTEREST Email Print Vladimir Godnik/Getty Images Playing Music Playing Piano Tutorials Piano Chords Buying Advice Music Education Playing Guitar Home Recording By Brandy Kraemer Updated April 04, 2019 For those who are not musicians or who are not familiar with music theory, a chord is simply two or more notes that are played together at the same time. For example, if someone was to place one hand on a piano and hit two keys at the same time, that would be a chord. A Chord Defined A chord or grouping of notes played simultaneously can create harmony, which is when two or more notes complement one another. Chords add texture to a melody, and can even provide rhythm to a song. The most frequently played chords are triads, a grouping of three, so called because they consist of three distinct notes: the root note, and intervals of a third and a fifth above the root note. Different Kinds of Chords There are many kinds of chords. Some sound dissonant, meaning not harmonious. Some are two-note chords, others are more than three notes and some chords can be "broken." Let's look at a variety of different musical chords. Chords With Two Notes Two-note “chords” are referred to as intervals. In music theory, an interval is the difference between two pitches. An interval is named according to its number and quality. For instance, a "major third " is an interval name, in which the term "major" describes the quality of the interval and "third" indicates its number. The number of an interval is the number of notes it encompasses. Both lines and spaces of a musical staff are counted, including the positions of both notes forming the interval. For instance, the interval from the note C to G is a fifth because the number of notes from C to the G is five (C, D, E, F, G), which occupy five consecutive staff positions, including the positions of C and G. The name of any interval is further qualified using the terms perfect, major, minor, augmented, and diminished. Dissonant Chords Some chords have different qualities to their sound, which may not sound in perfect harmony, and these qualities are known as diminished and augmented chords. They may sound bizarre or unbalanced. These are "dissonant" and although these chords are not usually pleasing to the ear in the traditional sense, they are quite captivating when placed strategically in music. Chords With More Than Three Notes Chords can have more than three notes, these chords are known as tetrads or tertian chords. These can include seventh chords, added tone chords, extended chords, altered tone chord, and tone clusters. Broken Chords The notes in a broken chord are not played simultaneously, just as it sounds, it is broken up into a sequence of notes. A broken chord may repeat some of the notes from the chord, too. The musical term arpeggio means to play a broken chord in rising or ascending order. Every arpeggio is a broken chord, but not every broken chord is an arpeggio. Chord Progressions An ordered series of chords is called a chord progression or a harmonic progression. Chord progressions are the foundation of harmony in American music and classical tradition.


Adult & Workplace Literacy Training
Please contact the Saskatchewan Literacy Network for more information or to arrange for any of the following trainings.
Orientation to Saskatchewan Adult Benchmarks Levels 1 & 2
This one-day training presents the background and rationale for the development of Benchmarks for Level 1 & 2 literacy learners in Saskatchewan. It is open to literacy practitioners and those interested in developing a further understanding of how intake and assessment principles, portfolio use, and theme-based planning relates to the Level 1 & 2 Adult Literacy Benchmarks.
Learner Centred Intake and Assessment Guide for Literacy Programs in Saskatchewan
This one-day training provides an overview of the Learner Intake and Assessment process and provides participants with practical demonstrations on how to create an intake and assessment process. This is an adaptable tool that can provide an indication of the knowledge, skills, and progress of learners. The training is open to anyone interested in helping learners develop the skills necessary to build confidence and take charge of their learning outcomes.
Practitioners Guide to Numeracy Benchmarks Levels 1 & 2
Math is everywhere – in music, dance, banking, cooking, and recreation. This one-day workshop takes participants through a process that demonstrates how much math they apply and use every day and introduces lots of fun ideas about how to engage Level 1 & 2 learners in improving basic numeracy skills. Tools and ideas will help participants bring fresh ideas into their work with numeracy learners and reduces common fears about math.
Portfolio Development for Saskatchewan Adult Literacy Benchmarks Levels 1 & 2
This one-day workshop helps participants answer many questions: What is a portfolio? Why use a portfolio? How do you create a portfolio with your learners? This hands-on training will demonstrate the value of holistic or specific use portfolios. Participants learn how to help learners create a portfolio that affirms their strengths and skills that provides the foundation for their learning journey.
Essential Skills Training
This training provides participants with an understanding of essential skills and their importance in enhancing safety and productivity in the workplace. It is open to those interested in improving workplace safety, training, competency, job satisfaction, and employee retention.


明治期の小学校唱歌科における唱歌教材に関する研究 : 音楽的要素に着目して
MusicCultEduc_26_65.pdf 537 KB
Research on Song Teaching Materials in the Department of an Elementary School Song in Meiji Era : With a Focus on Musical Elements
In Japan, school music education was started in Meiji 5 as Singing. And in Meiji Era, some educational thought entered from foreign countries.
The purpose of this study is to reveal features of five song books: “shougaku-syoukasyu”, “shougakusyouka”, “kyouka-tekiyou-younen-syouka”, “shinpen-kyouiku-syoukasyu”, “jinjyou-syougaku-syouka” by analyzing them. And in a main subject, changes of the song teaching materials in Meiji Era are discussed. Those song books were main teaching materials in Meiji Era, and they were widely dealt with by elementary education. Analytic viewpoints are time, key, musical range, note value, and musical interval. Analyzing those song books, the following features were revealed. First, as time and note value, music which considers children’s sentiment and a developmental stage generates a light tune by using short note value, dotted rhythms, and two-four time and so on. Second, as it becomes in the second half of Meiji, song teaching materials take children’s developmental stage into consideration more. Concretely, the following point is mentioned : as it becomes in the second half of Meiji, musical range becomes narrower and the proportion of complex musical interval and long note value which require children of high technique to sing decreases more.


News / grimms
For many of us growing up, play was reserved as a reward for something accomplished - “Finish your homework and you can go play.” Even now, it is rarely seen as an accomplishment in itself. However, many early childhood educators testify that much can be gleaned from play time. Basic milestones, like fine motor skill development, are achieved during play. Critical thinking and problem-solving skills are vital in many situations, as is the determination necessary to sustain certain play scenarios. As such, many good toys are made to make the most of play.
The best toys meld learning and fun at their core. Here are some we believe to provide holistic play value in learning environments both in the classroom and at home:


Bullying prevention in schools has arguably met with limited success in the United States. Diversity negatively impacts the success of bullying prevention programs. Furthermore, researchers do not agree upon intervention timing and appropriate grade-level to implement bullying prevention and social-emotional learning and skill-building programs. Urban schools faced with high poverty have an increased need for bullying prevention programs to alleviate bullying and aggression. The purpose of this study was to test for significant differences between urban elementary schools after a treatment group participated in a targeted bullying prevention and social skill-building program and to test for grade-level differences from fall to spring using a quantitative causal-comparative design. The sample included four urban schools in Ohio with 24 grade-levels and six time points each. The data generated were analyzed retrospectively in a causal-comparative research design. A two-way mixed ANOVA BBW was conducted on the summary totals of the number of students disciplined for bullying and aggression using six time points with three for fall or before treatment and three for spring or after treatment comparing a treatment group to a control group. Significant differences were not found between control and treatment or between grade groups (p > .05). Bullying and aggression started the school year and ended the school year slightly higher in the 4-6th grade group. Significant differences were found from fall to spring (F (5,16) = 7.704, p = .001). Overall the study findings indicate the targeted bullying prevention and social-skill building program did not result in reducing bullying and aggressive behavior in the sample population.
|Commitee:||Downes-Morris, Patricia L., Wright, Lawrence|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Social research, Elementary education|
|Keywords:||Aggression, Bullying, Bullying prevention, Social-emotional learning, Urban elementary schools|
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By Teachers, For Teachers
As a teacher, you should always educate students to respect differences among people in the world by providing them with activities that promote racial and cultural awareness. The activities and classroom games outlined below promote tolerance and understanding, and can help familiarize students with different religious and ethnic traditions.
Activities that Promote Racial and Cultural Awareness
In the early years, children begin to develop social skills, ask questions, and enjoy exploring other cultures. Around age 7 or 8, children begin to understand racial consistency and are aware of racism. They are able to empathize as well as have feelings of shame. They can also feel pride for their heritage and understand that people can be a part of many different groups.
Here a few activities/classroom games to help encourage elementary-age children to accept and celebrate their differences.
An easy way to show young children that all people are alike and different is to have them compare and contrast their fingerprints. Have each student press their fingers onto an ink pad and stamp them on an index card. Then have students take a magnifying glass and discuss how their fingerprints are alike and different. Point out how everyone has the same lines on their fingers, but that each fingerprint is unique and on one has the same fingerprint.
Names from Around the World
Help children feel positive about their cultural identity by encouraging students to talk about their cultures and traditions. Encourage students to discuss with their families the traditions that only they do in their culture, and what name they call their grandparents. Then, as a class, have students compare and contrast how each students' culture is similar and different. Ask each student to come to the front board and write down the name they call their grandparents. Create a chart that displays each grandparents’ name and where it originated from. Then ask students to watch and see who uses the same name as they do. Students will be fascinated to discover how alike and different they are.
Sample grandparent names:
Middle School Students
Middle school-aged children are at a greater risk for being bullied because of their race or heritage. You can help children discover that people from different cultures hold similar values and beliefs as they do.
Use the following activity to help middle-school students accept and respect differences among all types of people.
Tolerance of Differences
For this activity, have students sit or stand as you say each statement. Students who "love" your statement must stand up, and students who "dislike" your statement must remain sitting (tip: Have someone record all of your findings on the front board). Read each of the statements below and allow time for students to look around at their classmates after each statement is presented.
After you have announced each item, come together as a class and ask students if there was a time during the activity that they felt differently about the concept stated, and why. Have students pair up and discuss how they can still be friends regardless of how they answered the questions. Discuss as a class how some things unite us together and other things divide us.
High School Students
A growing number of neighborhoods in the United States contain mixed races and cultures. It's important for today's youth to be able to interact and work with people of all cultures and race. High school students need to be able to accept and have an understanding of all people regardless of their diverse backgrounds.
Here is an activity that will help high school age students explore prejudice and discrimination.
Prejudice and Discrimination
This activity will help students become aware that everyone has experienced some type of discrimination. To begin, divide students into small groups. Tell students their goal is to go around the table and each talk about the following statements.
Once group discussions are over, come together as a class and share stories. Make a point to go first to show students that you too have experienced prejudice and discrimination in your life.
Do you have any activities that you would like to share that promote diversity awareness? We would love to hear your ideas in the comment section below.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, where she provides educational information and lesson plans for teachers around the globe.


The Seven Hills Kindergarten program is a full day of exploration and discovery. It is a place for developing both academic skills and an active learning stance, which means that students will learn to develop questions and pursue answers independently. Play and inquiry are important components of developing burgeoning academic sensibilities, as well as the main way that children sustain and refine the larger stances of critical thinking, problem-solving, independence, and questioning. Children enter at a variety of developmental stages and emerge reading, writing, and applying number sense to the world around them.
Kindergarten is a time of important social-emotional growth and each classroom is a community that values empathy, kindness, joy, and respect. Just like reading and writing, these skills are taught in our classrooms as we grow citizens of the world.
Kindergarten at Seven Hills offers a balanced literacy experience. Students first engage in a study of the alphabet, focusing on letter recognition, formation, and sounds. During reading workshop, students use letter-sound knowledge to decode words and simultaneously develop reading comprehension strategies. Children engage in independent, partner, and small group activities to build positive reading identities.
During writing workshop, children learn to generate topics, plan across pages, and elaborate on ideas by adding labels and details. Kindergartners focus on phonetic spelling and include high frequency words. Writing genres include narrative, opinion, and informative/explanatory. The Handwriting Without Tears program facilitates correct writing tool grip and letter formation. Other literacy components include phonics instruction, shared reading and writing, interactive reading and writing, and structured word inquiry. Literacy instruction draws from the work of Lucy Calkins and the Teachers College Reading and Writing Project, Stephanie Harvey, Irene Fountas, Gay Su Pinnell, Pete Bowers, and Kathy Ganske.
Math at Seven Hills is a dynamic program that draws from developmentally appropriate practice and current research. Students learn and practice one-to-one correspondence, identifying and writing numbers to twenty, and exploring number combinations to 10. Students add and subtract numbers to 10 and learn concepts of greater than, equal to, and less than. During Math Workshop, children extend their math schema through hands-on activities. In keeping with best math practices, the children learn to use appropriate tools, determine multiple ways to solve problems, and explain their thinking. Deep and careful attention is paid to mathematics content and to student thinking and understanding. Making sense of mathematics is the heart of the work, for students and teachers. Math materials include Investigations 3 as well as work developed by Jo Boaler and Marcy Cook.
Kindergarten social studies topics are centered around the concept of community. Students study themselves and develop identities as empathetic, kind citizens of the world. Kimochi
friends help guide social and emotional growth. The study of community expands into global interdependence as we welcome our 8th grade Japanese exchange students in November. We learn about Japanese culture and develop a deeper understanding of the diversity of our world. Kindergartners discuss, read about, and experience the impact that heroes commemorated with calendar holidays have on our local community and world.
Kindergarten scientists begin the year by learning to ask questions. As time progresses, they learn to ask open-ended questions that can lead to scientific investigations. Children observe, describe, label, and sketch organisms and phenomena. They define problems and use tools to find solutions. Children research a variety of creatures to determine their needs and the effect that human choices have upon nature. They design and conduct inquiry-based investigations. Kindergartners develop botanical theories by designing, planting, caring for, and harvesting a class garden. As part of their study of meteorology, the students track and examine the effects of different types of weather. They send “weather bears” around the globe to learn more about different climates. They develop a sense of respect for and responsibility to our world.


We are teaching young men and women for a brighter tomorrow….
Literacy, the first component, involves DISD teachers working with a small number of students. The aim is to raise each student’s literacy proficiency by providing direct, explicit, and systematic instruction in the following areas: critical reading skills, comprehension, vocabulary, fluency, phonics, phonemic awareness,and the reading and writing connection. Reading, Writing, and Mathematics lessons are delivered bycertified instructors. The instructors follow a curriculum specifically designed for the LCC program that systematically addresses the literacy and numeracy skills that are taught in the regular school day core instruction. The goal of the Literacy component is to raise each student’s proficiency as indicated by test scores. Our history is one of success. In 2008, 76% of 3rd graders met the standard or better rating on the TAKS without LCC. In 2009 with LCC, 85% met the standard or better rating. Reaching beyond TAKS requirements, only 10% achieved Commended level in 2008, while over 39% reached that level in 2009.


Nevada Academic Content Standards
NV.CC.RF.K. Reading Standards: Foundational Skills
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2(d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Phonics and Word Recognition
RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3(b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
NV.CC.L.K. Language Standards
Conventions of Standard English
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2(b) Recognize and name end punctuation.
L.K.2(d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


If a desk job just isn't for you, consider a career in music. This is a tough industry, characterized by intermittent, part-time work and unusual schedules. But for the dedicated musician or music-loving entrepreneur, there's no substitute. Online career training in music or music business can help you compete for gigs or jobs in the recording industry. A formal education in music can help sharpen your knowledge of music history and the technical aspects behind music itself.
Music Career Training
The music degree curriculum attempts to give students a foundation in both theoretical studies and music skills to comprehend and appreciate music through an intellectual method. A degree program in art & design in music can help to develop your existing talent as well as your personal enjoyment of music. Some may consider the love for music as a leisure activity, but it can often lead to a career in the music industry. A degree in music should allow you to explore the technical knowledge behind music, music theory, instruments, composition, general music performance, and more. In addition, due to growing technological advances, you can expect your studies to include computer based knowledge of music as well. A formal degree in music is typically not a requirement for success in the music industry, but it may help to distinguish you from the crowd.
Music Career Opportunities
Contrary to popular belief, a degree in music does not mean you are confined to a career of performance music or singing. The opportunities are much broader and you can find work in media production, musical journalism, studio management, music recording development, and more.
In addition, those with a degree in music often teach private lessons or offer individual coaching session. If you find that you are truly interested in the formal teaching of music, you should also explore the possibilities of graduate studies of music education. One career opportunity that inevitably comes with a music degree is the networking and relationships you can develop while in school--imagine being surrounded by peers who all share your passion and interest for music.
The job outlook for individuals with career training in music looks bright. From music teacher to performer, director to producer, the music industry is diverse and competitive. With the right career training, dedication, and creativity, you can find your place in the heart of the music world.


Invest in the future of children with the power of education.
Access to education helps people build skills to innovate and leads to healthier lives. Yet, it is still a challenge for children in many countries.
Over 265 million are currently out of school.
Sometimes it's because of the lack of infrastructure in a community or gender inequality. It could also be because of poverty or gender inequality.
Good Neighbors has advocacy initiatives in small communities to prevent and stop child labour and marriage. We believe that no child should be deprived of an education, regardless of their economic or social situation.
Save a School
For the second year in a roll, we are running our Save a School campaign, to remodel schools that are struggling and give kids a good learning environment.
Our first project was for the Mirpur School in Bangladesh, which helped 200 children.
In 2020, we are raising funds for La Palangana Primary School in Guatemala. We want to build new classrooms, provide electricity and replace all 326 damaged desks.
Building new schools
Good Neighbors builds and operates education facilities, providing tuition, materials, books and teacher training.
We also ensure adults have opportunities to learn literacy and numeracy skills when they were not able to receive proper education.


Creative Play: Music & Music Education
When I was a kid, my Uncle John gave me a record that introduced the symphony. While I don’t remember the name of the album (if you are under the age of 30, you might want to ask your parents or grandparents about what is now a defunct technology), but I can still, nearly 50 years later, still hum the opening bars to Crumpet the Trumpet. The album Mitch Miller’s (ask your grandparents) Instruments of the Orchestra started off as a collection of 45s (put out by Golden Music — yep, the same folks who did Golden Books) and was later released as a 33 1/3 album. It was one of my favorite albums as a kid. I have, however, long suspected that my mother, after listening to a five year olds rendition of Crumpet, broke down and hid the album in the attic of the Presbyterian manse in Otterville, Missoui or Hilger, Montana.
While lps and 45s have long since disappeared from the average American household, the internet provides a great tool for introducing kids to music. While we encourage kids to learn an instrument, there are some terrific activities online that will help them learn scales, keys, instruments, and music appreciation. Certainly, YouTube has some excellent recordings available and provides an opportunity given children access to a broader range of genres and performances than were available to their parents or grandparents. That said, YouTube can also provide some real challenges. We have listed some very cool recordings from a number of different genres below to get you started. We have also scoured the internet to find some sites to help out with music education at home. Enjoy.
Music and Music Education Websites:
- Children’s Music Web. A good starting spot for exploring music with kids.
- SFS Kids Fun With Music (San Francisco Symphony Kids Sites). We especially like the “Meet the Notes” and the Music Lab.
- Classics for Kids. Includes some really nice recordings, including J.S. Bach’s Brandenburg Concerto No. 2, Movement 1. The site also includes some excellent materials on music history and musical styles, as well as a music dictionary and an introduction to instruments and orchestras. The site also includes some excellent materials, including jazz.
- San Francisco Symphony: Watch. Listen, and Learn. One of our favorite symphonies, and one of our favorite classical music sites.
- Jazz (PBS Kids Go!). It has a good overview of the history of jazz, important jazz musicians, and some interesting interactive activities, but it doesn’t provide examples of the different styles or periods. Still, if you want to know more about the background to jazz, this is a good place to go.
- Jazz (Smithsonian, National Museum of American History). The site includes excellent information, oral histories, and some really wonderful recordings. Go to the “Explore” pages to find most of the resources.


George William Eggers (1883-1958), Untitled (Figures on House Tops in City), undated; lithograph on paper, 14 3/16 x 13 inches; Gift of Bernard Karpel, 1975
George William Eggers (1883-1958)
On View Saturday, June 26–Sunday, October 10, 2010
George William Eggers was born in Dunkirk, New York on the shores of Lake Erie in 1883. He was trained as an artist at the Pratt Institute Art School in Brooklyn. He studied lithography with master printer Bolton Brown, who assisted him in printing several works. In 1906 he began teaching at the Chicago Normal School, an institution established for the training of public school teachers. He served there as the head of the department of graphic arts. Incidentally, Buffalo State College was founded as a Normal School in 1871 and is still a leading institution in the field of education.
In 1908 at a conference for the National Education Association in Cleveland, Ohio, he presented a paper that argued for the importance of art education in public schools. He said that later in life the student would go “into far subtler discriminations, hearkening to those whispered preferences within his own nature … making himself sensitive to finenesses in things beyond the mere adequacy of them.” He began the paper by saying “A land gifted by nature with fabulous resources is awakening after a century of wastefulness to the fact that those resources are not boundless.” He argued that art education would help us become a more efficient nation.
In 1913 Eggers wrote a number of articles for The School Arts Magazine called “Just How to Do It.” In these essays he explained formal procedures for creating a watercolor wash, using color scales, and drawing trees. He also explained the process of planning and mounting an exhibition, and wrote about decorating a Christmas tree as a problem in applied design.
In 1916 he was hired as the director of the Art Institute of Chicago where he served until 1921. During his tenure he oversaw the reorganization of the institution and the first permanent installation of works from the museum’s collection. He was instrumental in bringing a comprehensive exhibition of American sculpture to Chicago from the Albright Art Gallery in Buffalo, New York. He was also central to the creation of the Institute’s Art Extension program which was “A program of exhibits and accompanying lectures … designed to emphasize the claims of art, not only as a record of human achievement, but also as a vital factor in the formation of the character of the individual, an absolute essential in the education of the child, and a potent force in the welfare of the community.” The program relied on the notion that “Any educational effort, to be of definite and permanent value, should appeal to the interest of every class in the community. The program of work should be cumulative in interest and should be continued from year to year.”
Eggers served as director of the Denver Museum of Art from 1921 until 1926. During his tenure there he wrote and edited a column called “Artists and Art Notes” for the Rocky Mountain News. He was director of the Worcester Art Museum from 1926-30, and chairman of the Fine Arts Department of the College of the City of New York from 1930-48. Eggers focused his “anointed eye” (see “Elements of Beauty in Printing” in the Collection Study Room cases) on contemporaries with essays for museums and publications including renowned printer Gustav Baumann. In 1931 he wrote a biography of American artist George Bellows, who also collaborated with printer Bolton Brown.
George Eggers was a committed educator, arts administrator, and an accomplished artist. He was awarded the Logan Prize for Drawing by the Art Institute of Chicago in 1932. His artwork is in numerous private collections and in the public collections of the Museum of Art at the Rhode Island School of Design, the Los Angeles Art Museum, the Art Institute of Chicago, the New York Public Library, and the Honolulu Academy of Arts.


The Diagnostic Assessment of Numeracy Skills (DANS) is a set of multi-sensory, diagnostic tests for Key Stage One and Key Stage Two students who are struggling with maths. It enables teachers to determine the essential number concepts that their students have fully grasped and those concepts that they have only partly understood. The tests are largely activity based, using games and concrete resources rather than just pen and paper exercises. This allows the teacher to gain insights into the students’ knowledge, thinking, language and underlying skills, and starts their journey to a more positive view of maths.
The assessment will provide teachers with a clear map of their students’ knowledge and highlight areas that need to be reinforced in future lessons, thus enabling planning and focused support.
DANS is available from SEN Books at £180 incl. VAT


Pakistan has been ranked third in the world for having the largest children’s workforce.According to the report by ILO, in 2012, around 12.5 million children in Pakistan were involved in child labour while 264,000 were reported in domestic child labour.
The child is father of the man. It is the small kid that will control the whole nation in near future. Children are the softest souls, they are flowers, if we force on these then their stems, petals and corolla will be broken and dispersed before they blossom. It is mostly, the problem of the third world country, that how children can be saved from labour. Only the kids from poor family are being compelled to work hard to live the hard life on the fertile and colorful planet—the earth. Much other country like Pakistan where the poor class is too big to be controlled easily, the labour through children is common. Pakistan is an underdeveloped country with the seventh biggest population. The national child labour survey conducted in 1996 by the federal bureau of statistics, found 3.3 million of the 40 million children (in the 5—14 years age group) to be economically active on a full-time basis. Of the 3.3 million working children 73 percent (2.4 million) were boys and 27% (0.9 million) girls. Children’s contribution to work in rural areas is about eight times greater than in urban areas. The number of economically active children in the 10—14 year’s age group.
Rural children are mostly engaged in agriculture sector (74%) while the urban ones are busy in manufacturing areas.
According to the survey main causes behind the child labour in Pakistan are:
High population growth in poor families.
- The disguised unemployment in agriculture sector in Rural Areas.
- Low productivity and low prevalence of poverty.
- Unpaid family helpers.
- Inadequate education facilities.
One third the working flowers are literate which show that mere completion of primary education is not an effective deterrent to child labour. School enrolment depicts that working kids who are not enrolled in school (34.2%) are higher than economically active children combined with school (13.2%). It shows that enrolment is negatively correlated with the involvement of kids in economic activities.
The surrey states also that most cogent reasons given by parents or guardians for letting their child work were to supplement household income: to pay outstanding debts; assist or help in household enterprise; and no one else available for household chores.
According to UN convention on the rights of the child (CRC) on November 20, 1989, “sate parties recognize the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education or to be harmful to the child’s health or physical, mental, spiritual, moral or social development.”
Another convention was adopted by ILO in 1973. It defined the age limit of is years for working of a children after the completion of schooling. In 1997, the US congress passed “the Bonded Child Labour Elimination Act”, introduced by Rep. Bernard sanders. The low amended section 3.7 of the US Tariff act of 1930 (19 USC 1307). After its passage imports of articles produced or manufactured with bonded labour, which are under the age of 15, are prohibited.
The constitution of Islamic republic of Pakistan sates “No Child below the age of fourteen shall be engaged in any factory or mine or in any other hazardous employment.” Also, “All forms of forced labour is prohibited.” A number of laws contain provisions prohibiting child labour in Pakistan are:
- The West Pakistan shops and Establishment ordinance 1969
- The employment of Children Act 1991
- The Bonded Labour system Abolition Act 1992
- The Punjab Compulsory Education Act 1994
The present government in Pakistan has made elementary education compulsory. Along with this, the government has announced some policies to eliminate the child labour.
The agreement that has been approved last year by Pakistan, Norway and ILD to eradicate child labour must be given importance and hopefully in the near future, Pakistan will be able to dispose the child labour.


English Language Arts
Epic! The Leading Digital Library for kids 12 & under. With libraries and schools closed, I signed you all up for Epic! It's a free digital book library. You can read/listen to AR books from your devices. There is a great selection of books. I will be creating optional topic collections around school topics we have studied. You can read those or anything that interests you. READ! READ! READ! The login information for our class is on our Team C-1 Google Classroom. Looks like you can only login during regular school hours when you would be in my classroom (9:00 a.m. to 3:30 p.m.).
Scholastic Learn at Home. Even when schools are closed, you can keep the learning going with these special cross-curricular journeys. Every day includes four separate learning experiences, each built around a thrilling, meaningful story or video. Kids can do them on their own, with their families, or with their teachers. Just find your grade level and let the learning begin!
- Khan Academy 5th Grade CCSS Math: Learn fifth grade math—arithmetic with fractions and decimals, volume, unit conversion, graphing points, and more. This course is aligned with Common Core State Standards and has instructional videos, self-grading practice, and quizzes.
- SolveMe Puzzles. Logic and intro algebra puzzles to solve and create.
- Math at Our House: Math at Our House shares ideas for how you can raise awareness and share mathematics using everyday experiences and resources found around your home. It includes ideas for supporting your children’s learning in all areas of mathematics: geometry, measurement, statistics, algebra and number.
- NASA's Space Place --NASA Science for Kids: NASA's award-winning Space Place website engages upper-elementary-aged children in space and Earth science through interactive games, hands-on activities, and videos.
- Mystery Science: Open and go lessons that inspire kids to love science! Free. Just click on a topic.
- Code.Org: A great option for students getting started on their own. You'll learn the fundamentals of computer science with drag & drop blocks. Create your own drawings and games.
- PHET Interactive Simulations: PHET creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
- The Jamestown Online Adventure: Can you do any better than the real colonists? You will have a copy of the London Company's Instructions to help guide you. Also, you can ask your fellow colonists and the Native Americans for advice. Be careful, though, because some advice is better than others!
- Digital History-The Colonial Era: A comprehensive collection of historical data on United States history. This site has it all and includes online textbook, interactive learning modules, timelines, flash movies, virtual exhibits, etc. This site is dedicated to using technology to enhance learning and is the perfect compliment to extend learning for students.
- Flocabulary: Hip-hop videos and creativity tools give teachers new ways to captivate students while engaging them in academically rigorous content. Team C-1 students can login through the Team C-1 Google Classroom using their EPS Google Account.
- EdHelper. Looking for worksheets and printables to do? EdHelper has lots of them for all subjects and in many grade levels. AND it is free right now.
- BrainPop: Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology. It's Free right now.
- Art for Kids Hub: A student favoite site. Step by step guided art lessons with popular characters and topics.
- Toy Theater: Kids use virtual tools to build, create and animate.
- Chrome Music Lab: Kids can explore musical concepts and sounds.
- Classics for Kids: Offers videos, games, quizzes and activities about classical music composers.


In 2010, in my 7th year of teaching, I found myself in a tricky predicament. Teaching K-2nd grade students, I’d always infused a bit of regular phonics instruction into my classroom. A worksheet here, a phonics game there. A sprinkling, if you will. But in 2010, working at a Harlem charter school, we had 150 first grade students set to receive one full hour of systematic phonics instruction every day for the entire year. I was tasked with providing instruction to a group of 12 students with the most severe reading difficulties in the grade, many of whom had additional attention-related issues that impacted their learning. I knew I had to change the game. I knew that if I wanted these students to make reading gains, I had to make this hour the most engaging hour of their day. But teaching phonics? How could that be done?
Fast forward to 2016 when I was serving as Principal of a K-8 Brooklyn charter school: we were implementing the Core Knowledge Skills program, for an hour a day for all K-2nd grade students. We had noticed gaps in phonics and decoding skills in our 3rd to 8th grade students, and decided that a more systematic approach to teaching these foundational reading skills in the younger grades was necessary. How were we going to show teachers that phonics instruction could be fun to teach? And even more importantly, how were we going to keep 180 four- to seven-year- olds engaged and interested as they learned the difference between a short and long “o” sound and how to recognize a digraph?
The answer, I found, as both a teacher and a school leader, was incorporating specific strategies to make phonics time exciting and fun for little ones! Over the years, I’ve noticed a collection of strategies that can transform phonics, regardless of the program, into the most engaging part of the school day. Here’s a list of some of the best I’ve seen:
- Call & Response – In a Silly Voice! – In many phonics programs, call and response is a key component to practice the sounds. A fun and engaging twist is to use different “voices” when you do this – so that you sound silly, and students get to sound silly, too. Because let’s face it –students love silly! A few of my favorites are a Robot Voice, a Baby Voice, and an Opera Voice, but coming up with them is half the fun!
- Guess the Covered Word/Sound/Letter – This game comes from the book series Month-By-Month Phonics, which I find to be a great resource overall! The basic premise of the game is to cover up portions of the word and have students guess what is covered by using their phonics knowledge and “clues.” For example, if you are trying to work on digraphs, you can cover the word “shock” and then reveal the “sh” sound only. Allow students to guess a few words that start with “sh,” writing them on the chart. Then reveal the “ck” sound and have them check their list and revise with only the words that fit both the beginning and ending sound. This game is really fun, highly effective, and can be adapted to many different phonics concepts.
- Give It Some Rhythm– Many things in phonics have to be repeated or done with a tight routine to maximize time. Many times you can liven these things up by adding some rhythm to what you are saying, in a predictable way. For example, when asking students to use chalkboards or wipe boards, you can say “Say it, Say it, Tap it, Tap it, Write it, Write it, Show it, Show it” and put a little rhythm to the work.
- Making Words – In all the program I’ve seen, I’ve noticed that giving kids their own manipulatives to make words and sounds is much more engaging than just having them sit and listen to the teacher. The more you can do this, through the use of letter cards, magnet boards, or stickers, the better!
- Segment It with Ritual – Typically, phonics instruction incorporates many short activities. This is great for the attention spans of the little ones, and you can add to the fun by starting each section with a ritual – a cheer, a clap, one line of a song, or even just a drum roll as you reveal the sound or focus of the day.
To see additional enhancements, download Achieve the Core’s Effective Enhancements for Foundational Skills Instruction document. You can also find more foundational skills resources here.


How to Use the Second Grade Common Core Workbook
Look at this workbook for 2nd grade. It’s 599 pages! That’s like an epic novel, only… not… epic? Well, actually it is kind of epic. We battle through the ELA standards with activities and worksheets in all the Literature and Informational Text standards. Then, we strike off toward the Reading Foundational Skills. That is a brief pitstop before turning our attentions toward Writing and then Speaking & Listening. Finally, we end our epic quest at Language, where we battle the evils of grammar and other fun stuff of the sort!
Oh, yeah. We’ve got the sequel ready, too. It’s the Math standards. Your quest begins this time in the lonely village of Operations and it’s nearby suburb Algebraic Thinking. From those humble beginnings, you head out into the uncharted lands of Numbers & Operations in Base Ten. What’s next for our young hero/heroine? Why, it’s Measurement & Data, everyone’s favorite math topics. After such a hefty chore, we end on the easier topic of Geometry.
Are you ready for this adventure? Remember, we have created at least 2 worksheets and 1 small group or center activity in each of the standards in these headings. Yes, it’s a great deal of work and effort, but it is for an entire year.
Take a look at our free previews of the Second Grade Common Core Workbook to find things that you can use in your room in your own particular style. Every teacher has their own way of doing things, and we just want to support you! Hopefully it’s an adventure for everyone involved.
Second Grade Common Core, Second Grade Core Standards, Second Grade Common Core Standards, Second Grade Common Core Activities, Second Grade Common Core Workbook, Second Grade Common Core Worksheets


Facts About Jupiter for Kids Video
Do not miss out on this selected and really easy to understand Facts About Jupiter easy science for children video:
Facts About Jupiter Video Information
This is a great video that shares 7 of the best known facts about planet Jupiter. You will be able to learn how Jupiter is the 4th brightest object in the sky from the Earth, how one year in Jupiter is equal to 12 years on Earth, and how the name “Jupiter” originated from the king of the Roman gods. Find more fun facts about planet Jupiter with this short video.
This is an fantastic Facts About Jupiter for kids video and enjoyably grow your kids’ curiosity to find out easy science facts about Facts About Jupiter.
This Facts About Jupiter video is made for children, from those participating in early learning programs for pre-K kids, till children in grades 1-5, undoubtedly encompassing pre-school youngsters and parental guided academic programs.
So, find plenty more our available free of charge educational videos for kids, one-by-one suggested by our professional editorial staff. These videos are a considerable hoard of science for kids videos freely available on our science kids website. Take a look at lots more engaging as well as educational yet fun and simple science facts on our kid’s science enrichment website about the world around us, and let your kids delight in doing our numerous COMPLETELY FREE enjoyable worksheets, FUN online science quiz games and games.
Liked our selected Facts About Jupiter video? View much longer related information on the subject of Facts About Jupiter.
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MLA Style Citation
Declan, Tobin. " Facts About Jupiter for Kids Video - ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/facts-about-jupiter-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Facts About Jupiter for Kids Video -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/facts-about-jupiter-for-kids-video/
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Academic Success: Reading Comprehension
Reading comprehension is a key skill for any college student. Here are some quick and easy tips to help you better retain and comprehend your reading assignments.
- Read in short periods of time. Periods over 45 minutes can cause mental fatigue and interfere with your studying.
- Avoid marathon study sessions.
- Read in a quiet location.
- Avoid multi-tasking. Instead focus on reading exclusively while studying. Trying to read while you watch TV, text and/or listen to music will make comprehension difficult.
- Use reading comprehension strategies such as the SQ3R to structure your reading.
- Remember if you are having trouble with some of your reading material, you should seek help from your instructor or from the Student Success Center.
SQ3R is a time tested method for improving reading comprehension. The acronym stands for Survey, Question, Read, Recite, and Review. It is a structured sequence that students can use with any subject.
Look over the text. Think about the issues that the text or chapter will address. The purpose of this step is to identify the format of the text or chapter. It is helpful to identify:
- Titles, headings, subheading, etc.
- Italicized or bold faced words.
- Any visual material
- Terms you are unfamiliar with
Once you have surveyed the material, it is most helpful to pursue the material with a curious attitude. Ask yourself questions about the material that interest or intrigue you, such as "What can you learn from this material?" Use the 5W's (who, what, where, when, and why) and the question how, as prompts to develop your questions.
Additional useful methods include:
- Turn headings into questions.
- If the chapter or section has questions, rewrite the questions in your own words
- Develop questions about the italicized or bold faced words.
- Ask yourself why a section is important.
- Consider what your professor might want you to know
Read the text while keeping the results of your surveying and questioning in mind. Note any terms or vocabulary you are unfamiliar with. Often you can determine the meaning of a term from the context in which it is being used. Though, sometimes it is best to use a dictionary (or the glossary if the text has one).
Recite / Reflect
After you have read the section or chapter, stop and summarize the main points in your own words. Answer the questions you developed in the question section and answer any questions in the text. Make sure you understand what you read. If you have trouble, reread the section. If you still have trouble, do not be afraid to seek assistance from your instructor.
Note, how does the material connect with what you already know? What is the main point or points of the section you read? What are the supporting points? Create notes of your reading based on this step.
Periodically review the notes you developed from the reading. Also, try quizzing yourself on the material.


What makes A Child’s World different?
The latest studies of the brain are giving educators tremendous insight into how we can create optimal learning environments for our children. Studies now show that areas of the brain are stimulated and developed with specific activities, different environmental stimuli and the effect our emotions have on our mind and body. The arts and physical activity in learning energize the body and the mind while increasing intellectual potential.
A Child’s World provides children with the optimal learning environment they need to succeed.
Brain-Based Teaching Methods
Exclusive Living Education Series Curriculum Implemented according to the Unique 4BELS Instructional Process.
The 4 Brain Essential Learning Steps (4BELS) of the Living Education Series is a consistent instructional approach used to teach children curricular content that is reinforced and retained through their interpretations and applications of the materials. The 4BELS can be used with any topic, theme or learning unit and is research based. Teachers are engaged in ongoing professional development that allows them to create an intellectually stimulating environment that helps children develop lifelong essential skills. The learning environment and instructional style is individualized to adapt to every child’s unique learning style. A Child’s World promotes an integration of all subjects: Language Arts, Math, Science, Technology, Engineering, and Social Studies are taught alongside the arts, music, and physical education. Children are introduced to a variety of ways to communicate, including sign language and foreign languages. Tactile art, music, and movement programs enrich curricular content for all age levels. A Child World’s schools are designed with age-appropriate classrooms equipped with learning stations and exploration centers.
Brain Exercises and Yoga
The children’s day begins with brain exercises and yoga movement. These exercises relax the brain to better access cognitive awareness for maximum focus. Yoga movements connect body and mind to reinforce concentration readiness.
STEM – The Integration of Science, Technology, Engineering, and Math
Science experiments and literacy exploration engage children in the wonders of our environments both locally and globally
Technology brings the knowledge of the world into the children’s classrooms with iPads, computers, projectors, and screens. Children can visually experience curricular topics up-close. They develop technology skills that are valuable throughout grade school and college
Children develop skills that relate to architectural design, to building structures, and to exploring and creating their own original inventions
Fine motor skills are developed and math concepts come alive with activities, materials, and games for maximum math readiness opportunities and fine motor skill development.
The Musical Minds™ Living Education© curriculum engages children in the learning process in a way that integrates the basic skills of reading, math, social studies and the sciences into themes that are relevant and meaningful to their lives. It is common for our children to graduate from A Child’s World kindergarten program with the ability to read at a second or third grade level, and with a comparatively advanced understanding of mathematical concepts. A Child’s World builds essential skills and develops important cognitive assets for lifelong success.
Living Education in All Seasons
Contact one of the ACW school locations to get information on the summer program options that include; weekly trips and swimming for older students and fun programs designed for outdoor and indoor activities for all ages.
A Child’s World Learning Stations
Children choose from many options to learn and explore in the classroom
Building and Construction – Mind and body are engaged in building and constructing structures with varieties of objects that contribute to encouraging the children’s ideas and creativity.


Port of Shanghai
The Port of Shanghai is the largest port in the world in terms of cargo tonnage. It is located in Shanghai, China at the mouth of the Yangtze River and covers an area of 3,619.6 square kilometer. For more than a century, this port has been a very active international trade hub. It flourished only after China allowed for economic reform.
The warehouses cover an area of around 293 thousand square meters and more than 4.7 million square meters of storage yards. In 2010, it became the busiest port in the world. Before that, the Port of Singapore held that position.
Quick Facts: –
- Approximately 2,000 container ships depart from the Port of Shanghai every month.
- It became a treaty port in 1842 and was opened up to foreign trade.
- The Port of Shanghai was initially known as Shen or Hudu between the 5th and 7th centuries AD.
- The Shanghai Port was given the status of an official city in 1297 by the Yuan Dynasty.
- There are a total of 125 berths in this port with a total quay length of about 20 kilometers.
- The public terminals in the port are managed by The Shanghai international Port Group and they have the sole authority.
- The operating depth of the deepwater area of the port complex is approximately 16 meters.
- It is connected to the Yangshan deep water port by the 32.5 kilometers long Donghai Bridge.
- The water channel depth of the port ranges somewhere around 26 to 30 feet.
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Declan, Tobin. " Amazing Facts about the Port of Shanghai ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/port-of-shanghai/ >.
APA Style Citation
Tobin, Declan. (2020). Amazing Facts about the Port of Shanghai. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/port-of-shanghai/
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- How To Make Popcorn Dance
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- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
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- Using Distillation to Purify Water
- Filter Water with Dirt
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- Build Your Very Own Seismograph
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We pool musical, visual and numerical motifs. Sounds, hand gestures and movements link two school subjects within a single session; and more subjects wherever this approach lends itself to being integrated into a curriculum.
The “Musical Lotus Pond” is a biotope where beauty flourishes in unexpected ways. Each participant embellishes a sheet of paper containing numbers and shapes. These form the basis for musical activities. At the conclusion, the sheets are folded into small cones resembling the “school cones” traditionally used to entice European children to attend school. Children will spontaneously share their experiences with peers and family members.
Application for integrated education
Analytical thinking, self-expression and teamwork are cultivated. For this purpose, motifs derived from Indian music are combined with those belonging to subjects as diverse as visual arts, geography, biology, physical education and maths.
Pure maths is a religion and in the East, valued for more than merely its technical application – Novalis (1799)
Indian culture is permeated by synesthetic associations that make learning both enjoyable and (cost) effective. Moreover it fosters concentration and teamwork. It is therefore no coincidence that the ubiquitous lotus motif symbolizes the aspiration to rise above the ordinary and beyond predictability.
The presenters work with the motto “Adapting Indian Universals in Music Education” (AIUME); and this in response to the needs of children and music students. Contributions to exhibitions (e.g. Museum Rietberg Zürich and Royal Tropical Museum Amsterdam) complement their artistic and scholarly pursuits: one is a singer, composer and multi-instrumentalist; the other trained and performed as flautist in India, and authored The Oxford Illustrated Companion to South Indian Classical Music.
I surely know the hundred petals of a lotus will not remain closed for ever and the secret recess of its honey will be bared. – from Gitanjali by Nobel Awardee Rabindranath Tagore


Tuesday, March 19, 2019
Not Just a Number: Critical Numeracy for Adults :: Numeracy Mathematics Education Essays
Not Just a Number Critical Numeracy for AdultsIt is difficult to understand why so many people must struggle with c at a timepts that be actually simpler than most of the ideas they jalopy with every day. It is far easier to calculate a percentage than it is to drive a car. (Dewdney 1993, p. 1) To many people, the words maths and simple do not fail in the same sentence. Math has such an aura of difficulty or so it that even people who are quite competent in separate areas of feel are not ashamed to admit they cant do math. Innumeracy is to a greater extent socially acceptable and tolerated than illiteracy (Dewdney 1993 Withnall 1995). Rather than discussing specific ways to memorise math to affluenty growns, this Digest looks at emerging perspectives on numeracy and their social, cultural, and political implications as a context for new ways of thinking about adult numeracy instruction.What Is Numeracy?Numeracy involves the functional, social, and cultural dimensions of mat hematics. Numeracy is the type of math skills accepted to function in workaday life, in the home, workplace, and community (Withnall 1995). Although not always recognized as such, math is used in many everyday situations-cooking, shopping, crafts, financial transactions, traveling, using VCRs and micro-cook ovens, interpreting training in the media, taking medications. Different people need different sets of math skills, and their numeracy needs change in response to changes in life circumstances, such as buying a car or house or learning a new hobby (Gal 1993 Withnall 1995). equivalent literacy, numeracy is not a fixed entity to be earned and possessed once and for all (Steen 1990, p. 214), nor a skill one either has or doesnt have. Instead, peoples skills are situated along a continuum of different purposes for and levels of accomplishment with numbers.Beyond free-and-easy living skills, numeracy is now being defined as knowledge that empowers citizens for life in their part icular society (Bishop et al. 1993). Thus, numeracy has economical, social, and political consequences for individuals, organizations, and society. Low levels of numeracy limit approaching to education, training, and jobs on the job, it can hinder performance and productivity. Lack of numeracy skills can gravel overdependence on experts and professionals and uncritical acceptance of charlatans and the claims of pseudoscience (Dewdney 1993). Inability to interpret numerical information can be costly financially it can limit full citizen participation and make people vulnerable to political or economic manipulation.


Technical Assistance (TA) Papers highlight best practices in providing services to Early Head Start and Migrant and Seasonal Head Start children and families. Developed primarily for management staff (e.g., directors, supervisors, coordinators), TA papers provide clarification and in-depth information on a particular topic as well as guidance and strategies for putting the information into practice.
- EHS TA Paper No. 2: Early Head Start Home-Based Program Option: Recruiting, Training, and Retaining Qualified Staff
- EHS TA Paper No. 3: Giving Children the Earliest Start: Developing an Individualized Approach to High Quality Services for Pregnant Women
- EHS TA Paper No. 4: Developmental Screening, Assessment and Evaluation: Key Elements for Individualizing Curricula in Early Head Start Programs
- EHS TA Paper No. 5: Linguistic Diversity and Early Literacy: Serving Culturally Diverse Families in Early Head Start
- EHS TA Paper No. 6: The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years
- EHS TA Paper No. 7: A Holistic Approach to Health and Safety
- EHS TA Paper No. 8: Early Head Start and Head Start Partnerships: Building a Birth-to-Five Head Start Program (Program Design & Planning, Community Partnerships)
- EHS TA Paper No. 9: Supporting Infants and Toddlers in the Child Welfare System: The Hope of Early Head Start (Program Design & Planning, Community Partnerships)
- EHS TA Paper No. 10: Strategies for Understanding and Managing Challenging Behavior in Young Children: What Is Developmentally Appropriate and What Is a Concern?
- EHS TA Paper No. 11: Family, Friend and Neighbor Care in Early Head Start: Strengthening Relationships and Enhancing Quality
- EHS TA Paper No. 12: Honoring Cultural Traditions: Early Head Start Programs in American Indian and Alaska Native Communities
- EHS TA Paper No. 13: Reflective Supervision: A Tool for Relationship-Based EHS Services
Source: Early Childhood Learning and Knowledge Center


Enjoy this Easy Science for Kids Longest Rivers Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Longest Rivers. You need to answer all the questions to be able to get your score. You can do this fun quiz about the longest rivers again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the longest rivers.
About the Longest Rivers Quiz & FREE Quizzes
Our fun Earth Science quizzes are a free quiz online resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Longest Rivers Geography quiz helps your kids learn fun facts about longest rivers while enjoying this FREE online quiz for children.
If your kid is being home-schooled, or is interested in learning about the world we live in, then this is a fun yet educational activity, with reading comprehension benefits for first graders all the way to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this free and fun online Earth Science quiz for children on longest rivers.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you restrict the number of times the kids can read about the Longest Rivers quiz topic, before they do the actual online earth science quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this online quiz for kids and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Longest Rivers quiz answer they think is correct, and at the end you get the Longest Rivers quiz score. Your child can try unlimited times doing the Longest Rivers quiz, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this fun earth science quiz about the Longest Rivers? Check out all our other fun science quiz questions for kids and learn about the world for kids. Visit our Free Geography Kids online resources all about the Top 10 Longest Rivers page. Get lengthy info here.