Talking About Text Structure in the PBL Classroom
Enhance PBL by teaching students how to identify text structure how to and use it within their project-based reading and writing.
Project-based learning is often associated with STEM learning, but PBL is a powerful context for literacy learning as well. Many research-supported practices for developing literacy can be seamlessly embedded into projects. A meaningful and engaging context, as in PBL, can make instruction in research-supported practices even more effective (Guthrie et al., 2004; Guthrie et al., 2008).
Strong readers pay more attention than weaker readers to how texts are structured or organized. Fortunately, paying more attention to text structure is something that we can teach to all readers. Research shows that this practice helps many readers, even young children and those with learning difficulties (Gersten, Fuchs, Williams, & Baker, 2001; Shanahan et al., 2010). Consider the following seven steps to teach informational text structures within a project:
1. Project-Related Texts
Select a text that one or more students are using in a project. Early on, consider using shorter texts, such as articles, that have a single, easy-to-identify structure, such as compare/contrast. In later lessons, you can move to longer texts with multiple and more complex structures.
2. Graphic Organizers
Consider using a graphic organizer, such as a Venn diagram, flow chart, hierarchical diagram, or timeline, to help students learn that structure. While many graphic organizers are available online, you can also develop organizers in most word-processing software or concept-mapping apps. With young children, it may help to make a large graphic organizer and use objects rather than texts at first. For example, you might introduce the idea by sorting classroom objects into a Venn diagram made of hula-hoops.
3. Uncovering the Structure
Begin the lesson by explaining that uncovering the structure of a text can help students understand and gather information for their projects. The more students connect this skill to success in their project, the more motivated they are likely to be as they learn and apply it.
4. Identifying the Structure
Work with students to identify the structure of the text that you selected, explicitly teaching not only about the structure, but also about how to recognize it in a text. Consider using common clue words as in the table below (adapted from Improving reading comprehension in kindergarten through 3rd grade: A practice guide).
5. From Structure to Practice
Encourage students to identify the structure of texts that they'll be reading during that day's project time. Circulate the room as they work so that you can support them in this process. Consider pulling together small groups of the students using the same or similar texts to work together on text structure identification. Many students will find it helpful to draw the structure of the text.
6. Review the Practice
Pull students back together to share the structures they found and how those structures helped them understand and find information for the project. Review key points from your initial lesson, and plan opportunities to follow up in later lessons. Encourage students to let you and their peers know when they uncover particularly interesting or accessible structures, such as information organized into an alphabet book or a question-and-answer format. Just as we create a word-conscious classroom by modeling and encouraging an interest in words, we can create a text-structure-conscious classroom by modeling and encouraging an interest in how authors organize their texts.
7. Extend Text Structure Instruction to Writing
Students are likely to understand text structure more deeply if you also draw their attention to text structure in writing. For example, you might invite students to use the same graphic organizers for project writing that they have been using in their reading.
With all that we need to accomplish not only in STEM, but in literacy development as well, we should take advantage of any opportunity to incorporate practices that research has shown to be effective, and to amplify that effectiveness through a PBL context.


Classical, country, pop, hip-hop, gospel, jazz… no matter which genre of music you prefer, it can all be very beneficial for your health. Certainly everyone loves to listen to music, and for many people, music is a big part of your everyday life. Whether you like to jam out to music as you workout, listen to soothing music as you relax, or even listening to music as you watch your favorite movies, music is everywhere. As much as you listen to music, chances are you didn’t realize that it could affect your health, however, there are plenty of ways health and music can be connected. Check out these benefits below:
- Improves Your Visual and Verbal Skills
There are a number of studies about how music education early on can stimulate the mind of a child and improve various skills. Such studies have proven that children who take on interactive music lessons had higher verbal IQ as well as improved visual abilities.
- Improves Brain Health
There are also studies that prove that music can be beneficial for older adults as well. Music can help to improve the health of the brain as it ages. As listening to music can be compared to exercising the brain, it helps seniors in various ways. Music helps to improve mental sharpness and memory as the sound of music and its various melodies and rhythms can help individuals to recall certain events in their lifetime.
- Makes You Feel Happy
Music can really play on emotions. Hearing a song about a breakup can ultimately make you recall a bad breakup in your life. It drudges up feelings of sadness. However, listening to music that brings out good feelings can make you feel happy. When you listen to music that makes you feel good, it essentially releases a chemical known as dopamine often referred to as the feel good chemical.
- Great for the Heart
According to a report in Psychology Today, listening to music can be beneficial to the heart. Whatever your favorite genre of music might be, listening to it actual releases endorphins from the brain which essentially help to promote vascular health. There have been medical studies that have allowed patients recovering from cardiac surgery to listen to music. The music in turn helped to relieve feelings of anxiety and stress as well as pain. Some studies have even shown that listening to music can help to lower blood pressure.
- Better Quality of Sleep
Getting a good night’s rest is recommended for allowing the body to replenish itself through the night. However, many people report not being able to sleep through the night. Though there are varying causes, some of the most common reasons for inability to sleep are stress and anxiety. As described above, since music has a way of helping the brain to release dopamine and endorphins, it can ease the stress and anxiety felt allowing for a better night of sleep.
Incorporate Music in Your Life
Music can be very powerful. After seeing the various health benefits, you can see why it is used in various therapies and medical studies. Incorporating music into your life could essentially help to improve your quality of life. There are plenty of ways to do this including:
- Listening to music daily – Whether you’re cleaning the house or getting a workout in, turn on your favorite tunes and have a great time rocking out as you work.
- Take up a musical instrument – as described above, music education at varying ages can have a plethora of benefits. If you’re interested in developing better hand eye coordination, improving your visual and memory skills, and feeling a sense of accomplishment, playing a music instrument is ideal. It’s fairly easy to find instructors to teach you how to play instruments including the guitar, piano, or violin. By searching through online databases, you can find local listings for a piano teacher or other musical experts to teach personal classes.
Much like a therapeutic massage, music is thought to only provide pleasure and enjoyment; however, as described above, music has many health benefits. Individuals old and young can take advantage of the marvelous advantages music has as it pertains to health. So the next time you’re rocking out in your car, jamming to a tune at your desk, or even learning a musical instrument, remember that not only are you having a good time, but you’re also improving your health.


Power of 2
What is the Power of 2 website?
The Power of 2 website is an interactive resource designed to help teachers successfully include children with special needs into the general education classroom. Professionals are able to share effective strategies, complete learning modules, and have access to useful training and teaching materials. Collaboration, co-teaching, program development, and effective teaching are just a few of the topics addressed on the Power of 2 site.
What resouces are available on the Power of 2 website?
One section of the site that is helpful is the Feature Article section. The Feature Article piece spotlights articles relevant to teaching students with special needs. Some featured topics include collaboration, modifications, behavior management, and cooperative learning. When possible, authors will be available to answer questions regarding the article in an online forum. Otherwise, users will be able to engage in online discussions with peers regarding the article. The feature article provides educators with current and relevant information regarding the instruction of students with special needs.
A second area that can be utilized on the Power of 2 website is the Teacher Vista section. This section of the site is designed to allow educators to share innovative and effective strategies for teaching all students. The vistas include a variety of ideas ranging from using social stories in preschool to utilizing PowerPoint in middle school. Teachers can see student work, example modifications, and actual lessons in this section. The Teacher Vista piece serves as a helpful resource for teachers who work with students with special needs.
The Research section of the site is a very valuable tool for educators. This section contains a collection of research organized by grade level as well as by subject area. This research includes modification ideas, adaptations, lesson plans, content enhancement tools, and more. It also includes a list of links in each subject area that may be useful. This research has been collected from a variety of sources including teachers, librarians, and workshops, as well as the Internet. Some of the subject areas included are social studies, math, science, exploratory, and language arts. This section provides educators with a wealth of tangible ideas and modifications that they can utilize in their classrooms.
Perhaps the most unique component of the Power of 2 website is the Learning Modules section. This section contains several interactive learning objects designed to aid in training and collaboration. The areas addressed in the modules are program development, effective teaching, collaborative consultation, co-teaching, and teams. The training materials allow users to input personal information and in many cases to receive feedback regarding their answers. There are tools to help determine compatibility and flexibility and to aid in scheduling. The results of these activities can be saved in an online portfolio and can also be printed to provide a hard copy. These learning modules provide a flexible medium in which teachers can receive additional training in areas such as collaboration and effective instruction.
The site provides a Links section that is designed to act as a guide to Internet research. Users are given the opportunity to rate the links based upon their usefulness and to share their thoughts about the individual sites. The links are organized into categories which include national organizations, general information, technology, learning disabilities, elementary education, middle school/junior high school, and high school. The Links section helps educators sort through the plethora of Internet research available in order to find the most useful and beneficial sites that meet their needs.
Available on the site is a FAQ component where users have asked questions pertaining to the website and covered topics. Users are able to view questions and responses related to inclusion and collaboration.
Finally, the site features a Forum piece where many different types of discussions can take place. The different types range from question and answer sessions to online discussions with peers. Some of these discussions will be structured, and others will allow for more varied topics and interests.
Power of 2: A Scavenger Hunt
Complete the provided scavenger hunt in order to become more familiar with the Power of 2 website. This scavenger hunt can be downloaded as a Microsoft Word document and printed. You may also use the online form and e-mail your responses to an individual.


I'm a huge believer in art education, especially for young children. Art helps with critical thinking skills, focus, creativity, and helps with an emotional outlet before kids are able to effectively communicate verbally.
Kids don't need to paint in the lines or be neat and tidy. Messy is just fine. With Penny, we have times where we have shorter art activities with more focus to guide her fine motor skills (trying to get her to want to write letters and numbers vs type them on the iPad), but we also like to let loose.
It's summer, so get outdoors with a big canvas or piece of cardboard. Grab some washable paint and cheap brushes and let your kids play with color. You can show them how certain colors work together and what happens when you mix them all together. Demonstrate what happens when you paint on wet color compared to when the first layer has dried. Just have fun with it!
Painting outside is a fabulous summertime activity because it's easy to hose off to keep the paint from getting on floors and walls inside, and the summer sun dries the paint fast so artwork can come right inside.
Penny had an old canvas painting she never finished so I gessoed it and let her create something from scratch with a box of paints and brushes. One afternoon, we set everything out on the lawn and she had a blast experimenting with color. Penny takes her painting seriously, deliberately selecting brushes and colors, but she also likes to have fun painting herself and me.
|2-year-old Penny working on her painting|
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Scaffolding is a method of teaching that works for virtually any subject. Teachers may choose to use scaffolding for all, or only some, of their lessons. Scaffolding is starting kids out in the shallow end of the pool rather than throwing them into the deep end with no life preserver; regardless of their ability to swim.
Lev Vygotsky is the father of this concept and he coined the term ‘ZPD, or Zone of Proximal Development.’ He said that kids are moved to the next level of knowledge or ability by support from those that know, or are capable of, more. We often see visuals of a ladder depicting this; lifting us up a bit beyond what we can reach on our own.
Think about the student’s perspective in the classroom. If you are given an assignment with no examples, no modeling, and no practice, how do you feel? Very likely anxious and frustrated. If each step is clearly explained and laid out for you and you get plenty of practice with support, you will feel much calmer. When we feel anxious our brains are less receptive to learning (a concept referred to as the ‘affective filter.’) Keeping the affective filter low makes it so that students are calm and receptive to learning. Scaffolding is a key strategy for keeping the affective filter low.
Another reason scaffolding is so important is that it is engaging. Lessons that utilize scaffolding are intrinsically more interesting than those that do not. They build on what students already know and encourages them to learn more.
Pre Teach Vocabulary: read and find problematic vocabulary words and discuss them before student reading.
Picture Walk: For younger students, walk through the book looking only at the pictures to ‘tell’ the story based on the pictures.
Predictions: Based on the title/cover children make predictions. They also stop at points along the way and tell what will happen next.
Strategize: Teach strategies that students can use to self-monitor their comprehension or to use when they are stuck on a word.
Scaffolding is a vital part of teaching that should be woven inextricably throughout your instruction. Try a few of these scaffolding strategies and watch your students’ abilities take off.
By: Amy Curletto
Amy has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.
The child who is ‘left behind’ most is the one who leaves school without transition readiness.
Dr. James Stanfield, Ed.D.


Capstone Project Title
What Do Mainstream Teachers Need To Know About Bilingualism In The Classroom To Support Esl Students?
The central question that is being answered for this project is: What do mainstream teachers need to know about bilingualism in the classroom to support ESL students? This capstone project provides information about language and literacy development, effectiveness of code-switching, discussed the importance of bilingualism in education and in the classroom. The capstone presents information about bilingualism and how bilingualism can help ESL students in the classroom, how code-switching can be a useful tool if used the correct way in the classroom. The information and resources that are provided in the capstone were condensed and put into a website. The goal of the website is to provide teachers with background information and resources about bilingualism that will help them support ESL students in the classroom. The website provides information about; the importance of linguistically inclusive classrooms, code- switching, making connections between the first and second language and using bilingual books for literacy.
Westmoreland, Sandra, "What Do Mainstream Teachers Need To Know About Bilingualism In The Classroom To Support Esl Students?" (2018). School of Education and Leadership Student Capstone Projects. 245.
School of Education Student Capstone Projects


School of Music
Master of Arts in Music Education (MA)
Gamification, Game-Based Learning, Gamified System Design, Engagement
Adult and Continuing Education | Music | Music Education
Espinosa, Luis Enrique, "Gamification Strategies for Music Educators: An Online Continuing Education Course" (2020). Masters Theses. 698.
This curriculum project is designed to provide music educators in the public and private sector with introductory knowledge about the topic of gamification and game-based learning, framed within the scope of an online continuing education course. It is meant for adult learners who teach young musicians in the K-12 range. The course offers a set of strategies and step-based processes that help transform a traditional music lesson plan into an interactive and meaningful learning experience that leverages games. The games created by the students in the course can serve to motivate music students by incorporating a sense of competition and personal achievement in and out of the classroom. Research in game-based design will demonstrate the usability of gamification within music education. This project aims to provide gamified knowledge delivery methods and assessment tools that apply to students in K-12. While one of the goals of gamification is to enhance music education through the creation of fun activities, the curriculum does not lose focus on the importance adhering to the National Core Arts Standards of creating and performing. 1 Game-based learning can complement hard-work and consistent practice through the use of game elements during a music lesson. Educational games can be a valuable method of instruction when a student struggles to understand complex subjects such as music theory by helping the student develop necessary critical thinking skills. Game-based music learning can also increase student interest and participation during class. Keywords: gamification, game-based learning, gamified system design, engagement


Metamorphosis means change or transformation. Metamorphic rock always starts as another kind of rock – usually sedimentary rock, such as shale, chalk, limestone or sandstone.
Intense pressure or heat may cause the stones undergo metamorphosis and harden and develop new crystals.
Fun Facts About Metamorphic Rocks for Kids
- Many metamorphic rocks are made of layers that can be split apart. Slate is often split to make thin, durable roofing tiles.
- Magma under the earth sometimes heats rocks, causing them to change. Rocks near tectonic plates may change because of the intense pressure and heat generated where two plates meet and rub against each other.
- Marble is a type of metaphoric rock made from limestone or chalk and is usually found in the mountains. Marble often contains veins. Although durable, this rock can be dissolved by lemon juice or other acids.
Metamorphic Rock Vocabulary
- Metamorphosis: change or transformation
- Metamorphic rock: rock that has been altered
- Magma: hot, liquid rock beneath the Earth’s surface
- Durable: strong, sturdy
All About Metamorphic Rock Video for Kids
Check out this cool video about Metamorphic Rocks for kids:
Metamorphic Rock Q&A
Question: Can igneous rocks become metamorphic rocks?
Answer: Yes. These rocks are typically formed deep in the Earth’s crust where one plate is pushed beneath another plate – a subduction zone.
Question: What are the types of rocks that change into Metamorphic Rocks?
Answer: As long as the original rock or protolith is subjected to heat (temperatures greater than 150 to 200 °C) and pressure, it may undergo a physical or chemical change. The protolith may be sedimentary rock, igneous rock or another older metamorphic rock.
Enjoyed the Earth Science for Kids all about Metamorphic Rock info? Take the FREE & fun all about Metamorphic Rock quiz and download FREE all about Metamorphic Rock worksheet for kids. For lengthy info click here.


Virtual Reality Gaming Reading Comprehension Passages | Video Games Activities
or 6 weekly interest-free payments from NZ$0.58 with what's this?
Learn about virtual reality gaming with these reading comprehension passages and questions. This activity pack includes a differentiated passage and a week of unique follow-up activities. THIS RESOURCE INCLUDES A FULL DIGITAL PACK.
The differentiated non-fiction reading passages are aimed at Year 5-8. A range of text-dependent questions and higher-order thinking tasks are included. Teach the description text structure with this passage and set of activities.
When you download this resource, it comes in both US AND British English spellings and printing sizes.
Included in this Virtual Reality Video Games reading pack:
1. A differentiated passage at two levels (scaffold and extended)
Virtual Reality Gaming (Description)
2. SEVEN corresponding NO PREP Higher-Order Thinking Activities
Remember – reading comprehension text-dependent questions, including making inferences
Understand – make connections and vocabulary/word work tasks (two pages)
Analyse – a graphic organiser activity to focus on text structure
Apply and Evaluate – web-links to dig deeper into the topic, and questions to encourage critical thinking
Create – design challenges for students to synthesise their knowledge
Reading Comprehension Strategies included:
Find Facts and Details
Use and Understand Vocabulary
Using Prior Knowledge
3. A full digital set, great for Google Classrooms (Google Slides) and Microsoft One Drive.
4. Teacher Answer Key for applicable questions.
5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.
What this resource is all about:
The purpose of this resource is to provide ready-to-go non-fiction passages and higher-order thinking questions.
This resource is full of exciting, thought-provoking activities to grab your students’ attention AND hold it. The activities begin at the lower levels of Blooms Taxonomy (Remember, Understand, Apply) and move through to the higher levels (Analyze, Evaluate, Create).
These activities are great for your guided reading program, or as homework tasks. Integrate these activities into your earth science or social studies projects!


Chicago Sunday Tribune, July 23, 1933
OF all the gorgeous spectacle places witnessed by Robert and Peggy during their stay in Chicago as World’s Fair Visitors, none perhaps appealed to their youthful love for color so much as their view of the Buckingham Memorial Fountain by night. Not only children, but grownups gaze in awe as this great fountain plays its mighty streams of water into the air under a myriad changing colored lights. The children were in Grant park, just north of A Century of Progress Exposition, promptly at 9 o’clock in the evening, when the fountain !urned into a magnificent cascade of all of the co!ors of the rainbow. Uncle Jack explained that the fountain contained 134 separate jets and spouted 14,000 gallons of water into the air every minute during a major display pointing out the eight huge bronze sea horses around the margin of the great pool.
“The real sea horses at the aquarium are tiny ihings,” Peggy pointed out “These bronze ones are big enough to ride.”
Written and drawn by Professor William Garrison Whitford, Art Education, University of Chicago.
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The Suzuki Method
Dr. Shinichi Suzuki (Oct 17, 1898 – Jan 26, 1998) was
a violinist, educator, philosopher, and humanitarian.
He believed that the potential of all children can be
highly developed if they are given the proper training
and learning environment.
All over the world, children learn to speak their native language with ease because they are surrounded by the sound of their mother tongue from the time they are born. The Suzuki Method applies the basic principles of language acquisition to the learning of music.
The mother-tongue approach includes aspects such as listening, step by step mastery, observation, repetition, group activity, delayed reading (at least until the child is comfortable with the instrument), and parental involvement. The Suzuki Method is also all about encouragement, love and support.
There are numerous positive studies on the relationship between early music education and academic development. Musical education and the Suzuki Method help to develop excellent memory skills, listening and practice habits. The Suzuki Method builds confidence, concentration, discipline and self-motivation. The Suzuki Triangle (teacher, parent and student), based on care , love, encouragement and praise, helps to build a strong sense of self esteem. Dr. Suzuki never tired of saying of how adults should appreciate the privilege of helping their children to become "fine human beings with beautiful minds and high sensitivity."


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Creating ways to explore abstract art while learning about Piet Mondrian.
Skill Development: Art Education
Minimum Age: Kindergarten
Age/grade for projects are simply suggestions and may be used with other age groups.
Some activities may not be suitable for younger children. Supervise your children at all times.
A famous Dutch painter who is best known for his 1920’s abstract works of art featuring only horizontal and vertical lines.
Mondrian’s famous abstract works of art used only primary colors (Red, Yellow, Blue) along with white and black to create bold contrast.
Write your name on the back of the canvas board. Then flip the board over to the canvas side.
I choose to set the project up on an art tray but the next step might be easier if you want to remove the canvas board and place on a table.
Using painters tape, pull off pieces and stretch them across the canvas board. You’re encouraged to keep the tape as vertical and horizontal lines like Mondrian but there isn’t a wrong way in art, so this is really your interpretation of his abstract composition.
After pressing the tape down to make sure it’s secure against the canvas, you get to begin painting using Acrylic Paint.
Acrylic paint does not come out of clothing well so if you prefer, you can use Tempera or Washable paint.
You’re going to be painting in your squares and rectangles with Acrylic Paint. Piet Mondrian used primary colors (Red, Yellow, and Blue) along with White and Black colors in his abstract compositions. You won’t need to use white since the canvas under the tape will remain white.
Continue to paint in your artwork like Piet Mondrian and remember there is no wrong way to create.
I’ve found it best to remove the tape before the paint has completely dried especially if you’ve painted onto the tape. That way it won’t pull the paint off with the tape.
Now sit back and enjoy your very own creation of Mondrian’s composition of Red Blue Yellow.
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Check out more of our Art ideas here and don't forget to tag us on social when you try these out #how2playtoday
Check out our Instagram page and stories for more ideas of How 2 Play Today with your children.


Mar 05, 2015 11:20 AM EST
Smartphones May Be Linked To Lazy Thinking
The convenience of having a smartphone at your fingertips could be making it easy for you to avoid thinking for yourself, according to a recent study.
Researchers at the University of Waterloo found that smartphone users who are intuitive thinkers - more prone to relying on gut feelings and instincts when making decisions -- frequently use their device's search engine rather than their own brainpower. These mobile devices allow them to be even lazier than they would otherwise be.
"They may look up information that they actually know or could easily learn, but are unwilling to make the effort to actually think about it," Gordon Pennycook, co-lead author of the study, said in a statement.
In the three studies involving 660 participants, the researchers examined various measures including cognitive style ranging from intuitive to analytical, plus verbal and numeracy skills. Then they looked at the participants' smartphone habits.
Participants in the study who demonstrated stronger cognitive skills and a greater willingness to think in an analytical way spent less time using their smartphones' search-engine function.
"Our research provides support for an association between heavy smartphone use and lowered intelligence," Pennycook said. "Whether smartphones actually decrease intelligence is still an open question that requires future research."
The researchers say that avoiding using our own minds to problem-solve might have adverse consequences for aging.
"Our reliance on smartphones and other devices will likely only continue to rise," researcher Nathaniel Barr said in a statement. "It's important to understand how smartphones affect and relate to human psychology before these technologies are so fully ingrained that it's hard to recall what life was like without them. We may already be at that point."
The results also indicate that use of social media and entertainment applications generally did not correlate to higher or lower cognitive abilities.
The findings are detailed in the journal Computers in Human Behavior.
See Now: Facebook will use AI to detect users with suicidal thoughts and prevent suicide© 2017 University Herald, All rights reserved. Do not reproduce without permission.
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FUTURE PLANS OF DJMV:
4.1 EDUCATION DEVELOPMENT:
- To establish girls friendly resource centre in rural villages to enhance education among girls
- To establish education centers in remote villages with an aim to provide quality education to girl children.
- To establish community based computer literacy program for poor youths in semi urban, rural and coastal areas.
- To establish Village Knowledge Centers for the rural youths to access information and other e-governance services.
- To establish career counseling’s centers at gram panchyat level to provide information and trainings on personality development for jobs as well as higher education to rural youths.
- To improve educational infrastructure in rural communities to strengthening the government's efforts to meet its goal of universalizing quality elementary education for all children in form of establishing rural library, publishing books in local languages and support to girl child.
4.2 LIVELIHOOD PROMOTION:
- Plans to implement women centric market led sustainable livelihoods projects for empowering poor and marginal farmers
- Plan to establish organic manures enterprise for ultra poor in remote areas
- Establish Rural Micro Business Centers to promote self employment for women and young girls
- To establish skill development centers to enhance technical skills on diversify skills for self employment generation among women.
- To establish a Livelihood Resource center, Farmers Field Schools and organize trainings to build the capacity of Self Help Groups, Producer Company, Village Development Committees, Farmers Clubs and other community based
- Plan to promote agriculture producer groups for training, marketing linkage and other financial services
4.3 MENSTRUAL HYGIENE
- Plans to create awareness cum capacity building initiatives on menstrual hygiene management among girls and women
- Plans to establish low cost sanitary napkins through women collectives and provide affordable napkins at door step


Reading Comprehension Passages - Close Reading Passages & Activities for April
What educators are saying
Also included in
- Get an entire year's worth of close reading practice with high-interest passages and response pages. These ready-to-use close reading resources include 4 passages for each month with 3 days of response pages and an extension activity. Everything you need for close reading in your classroom is includPrice $52.50Original Price $65.00Save $12.50
Are you looking for reading comprehension practice to last you throughout the entire month of April with high-interest topics and teacher-approved response pages? This ready-to-use close reading resource includes 4 passages for the month, 3 days of response pages for each passage, and an extension activity for each topic. Everything you need for close reading comprehension in April is included.
Close reading helps build foundational skills for reading that help with critical thinking skills and beyond. Students will love the fun and engaging passages, and you'll love that they are getting meaningful close reading practice with no prep!
Here is what you will get:
- Four monthly themed passages for April
- Three reading response pages for each passage
- Answer sheets for each day of responses.
- An extension activity for each topic
- Text annotating pages
- ....and more!
April nonfiction topics included:
⭐ April Fools’ Day
⭐The Recycled Orchestra of Paraguay
⭐National Poetry Month
This resource provides engaging passages with response pages focused on:
- Day 1 is focused on the main idea and details.
- Day 2 is focused on vocabulary and text structure.
- Day 3 is focused on making inferences, the theme, and the author's craft.
- A bonus extension activity is included for each topic.
You can use the passages in small groups, as independent practice, for weekly homework practice, or in any way that you choose!
Each passage comes with print-and-go versions plus Google Slides that you can assign to students with Google Drive or Google Classroom.
Close reading allows your students to practice moving beyond their first impression of a text through repeated readings. Students will actively examine texts and draw evidence and knowledge from them.
Please note, the number of pages included in this pack includes the answer sheets, not all pages are student pages.
Digital passages are also included.
TEACHERS LIKE YOU SAID…
⭐⭐⭐⭐⭐ Julie V. says, "Thank you for the great activities. This is what I was looking for! The readings are just long enough to be engaging without overwhelming my lowest readers but also keeping everyone else interested as well. These are great passages for practicing our close reading strategies."
⭐⭐⭐⭐⭐ Barbara B. says, "This product has been one of my favorite resources this year. The passages are well written and appropriate for my students."
⭐ Bundle & save for a discount ⭐
Purchase Close Reading for the Entire Year to get this pack plus close reading for each month of the year and close reading reference materials as well!
You may also like…
→ Reading Skills for the Entire Year
Copyright © Two Little Birds Teaching
Permission to copy for single classroom use only.
Please purchase additional licenses if you intend to share this product.


Activities on Sorting Plants & Animals for Preschool
Preschool science teaches students to categorize things in our world as living and nonliving. While the concept is complex, children can learn recognize living things as those requiring food, water and air to grow and change. Plants and animals are the two most common living things children can identify in beginning science. Providing opportunities to practice sorting plants and animals into various categories leads to better understanding of the concept.
Plants and Animals Mural
Pass out pictures of various plants and animals. Talk with the students about characteristics of plants: they have roots underground, seeds and leaves. Then give characteristics of animals: they eat food, possibly have fur or scales and can move on their own. Look at the pictures together, identifying the plants and the animals. Ask the children to color the plants green and the animals red. Create a mural by gluing the pictures to a large piece of butcher paper, displaying plants on one side and animals on the other.
Fill a large baggie with plastic plant and animal sorting toys. If you do not have plastic sorting toys, you can print pictures of various plants and animals and laminate them. Provide two small tubs, labeled "plants" and "animals." Adding pictures to the labels or color coding the tubs will make the activity easier for non-readers. Have students take items from the baggie and sort them into the tubs. They can do this individually or with a partner.
Print pictures of various plants and animals. Give one picture to each child. In a large space, tape off an area for plants and an area for animals. Ask the preschoolers to look carefully at their picture and decide if it is a plant or an animal. Then have them walk to the area that matches their card. Talk about why they are standing in each area. Then have them trade cards with someone else and do the activity again.
Plant and Animal Collage
Cut out several pictures of plants and animals from magazines. Fold a piece of construction paper in half, labeling one side "plants" and the other side "animals." Ask children to sort the magazine pictures and glue them to the correct side of the paper. Have each child to tell you a sentence about their collage and record their thoughts at the bottom of the page. Then display the artwork in the classroom or hallway.
Billie Wager has been a public school teacher since 1998. She holds a Bachelor of Arts in elementary education and Master of Arts in curriculum and instruction, both from Ottawa University. Wager is licensed to teach kindergarten through ninth grade in Kansas.


Above are a selection of games, some old, some new, which have provided countless hours of pleasure for people all over the world. For each of them there are strategies for playing the game to beat your opponent. Click on one of the pictures above to find out more about the games. It is only when you start playing the games that the strategies become evident.
One excellent game suitable for pupils of a wide range of ages is called Remainder Race. It is very effective as an alternative method of practising basic numeracy skills but it also lends itself to strategy development.
This game is an adaption of The Royal Game of UR which gets its name from two game boards which were found in tombs in Iraq by Sir Leonard Wooley, who was carrying out excavations in the ancient city of Ur in the 1920s. The two boards date from before 2600 BC.
A Babylonian tablet written in the ancient cuneiform language describing the game was discovered by Irving Finkel, a curator at the British Museum in London. The tablet dates from 177-176 BC.
The game board and the instructions on the Babylonian tablet are displayed in this cabinet in gallery 56 of the museum.
There are a couple of other board games derived from the Royal Game of Ur on display at the British Museum in London. Here is an ivory senet board with a drawer for storing the glazed gaming pieces.
The photograph below shows another variation of the game. The British Museum describe the item as follows: Ivory gaming box, 1250—1050 BC. This ivory gaming box was used to play a game similar to the Egyptian 'Game of Twenty Squares'. Board games on Cyprus were enjoyed by all classes, and crossed cultural boundaries. The box was buried with a wealthy inhabitant of a major trading and manufacturing town near Enkomi in eastern Cyprus. The carving style is a mix of Canaanite, Egyptian and Aegean motifs, showing the cosmopolitan nature of Cypriot society at this time.
Transum's Remainder Race differs from The Royal Game of UR in a number of important ways. Determining the number of squares to be moved as being the remainder of a division calculation is specifically included as a required skill for this educational activity. Although the game board is the same shape as the ancient version, requiring the exact number to finish the game is not a feature of this version.
You might also be interested in our Maths Games.
Another item on display at the British Museum is this black-figured amphora (storage-jar) showing Ajax and Achilles playing a game resembling backgammon. The jar is Greek and made in Athens around 520 BC.
Games were popular with Egyptian kings around 3000 BC. First Dynasty kings were buried at Abydos with everything needed to make their huge tombs luxurious palaces for eternity. This limestone board, carved in the shape of a coiled serpent, was for playing mehen, the snake game. Two teams, with up to six players, raced marbles around the snake from tail to head and back again. From a tomb painting, we know the game also involved ivory figurines of lions. Many were found with retainers buried near the king, and might mark their owners as favoured gaming partners. Playing mehen was not merely entertainment: victory at the game symbolised success in the afterlife.
Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world. Click here to enter your comments.


One thing I found while I was decluttering my office was a short paper I wrote in grad school for the course Skills in Score Preparation. I was a music education major. The scores in question were pieces of music, especially multi-instrument or multi-voice pieces for orchestra or ensembles or choruses; the score contains all the parts for each individual instrument and/or voice. The conductor or teacher would need to carefully study all parts of the piece before beginning to rehearse or teach the piece. The conductor/teacher would want to mark the score to remind himself of important points to cover; for example, entrances that would need his cueing, or changes in time signature or key signature.
Skills in Score Preparation was by far the most memorable, interesting, and helpful class I took during my Masters program at Trenton State College (now known as The College of New Jersey). I’ve forgotten the professor’s name, but he was passionate about good conducting and helping us to become better conductors. He was everything you’d want a professor to be: wise, skillful, an excellent communicator, kind, and encouraging.
I wrote the paper in the fall of 1975. I typed it on a typewriter on onionskin paper. The assignment was to list the steps I would take to prepare a score I might use in my career (in my case, in an elementary music classroom). I’m posting it here just in case it might be useful to one of the musicians who follow ARHtistic License.
Steps in Score Preparation:
How to Prepare a Score
for Study in the General Music Class or for Performance by the Chorus
- Background Information: by whom, when, and why was the piece composed; what are the characteristics of the composer, the period, and of other pieces of music used for the same purpose; how does this piece adhere to or depart from these general characteristics; what is the meaning of the lyrics, if any; how does the music express the lyrics
- Harmonic Analysis: is the harmonic structure predominantly diatonic, modal, atonal, homophonic, polyphonic, monophonic; does a particular chord have a function other than the obvious one; identify key changes and reasons for them
- Form: identify major and subordinate themes; examine thematic development; determine pattern formed by themes
- Interpretation: determine phrasing, emphasis, dynamics, tempi, other diacritical markings
- Musical Elements: glean for terminology which might be unfamiliar to students; check for difficult melodic passages, entrances and harmonies which may require extra attention to master; look for exemplary passages which could be used to illustrate particular musical concepts being studied [After each item in the paper, the professor wrote encouraging comments, like v good, yes, and also good. After this item, the professor wrote the suggestion sustain unusual chords for memory work.]
- Fresh Viewpoints: listen to different recordings while following score to hear different interpretations, bring to light aspects that might have been overlooked; read album jackets, books, and articles for additional information
On the cover sheet of my paper, the professor wrote quite comprehensive work, which makes me happy even after 47 years.
I’m afraid i have forgotten all I ever knew about music. I’ll need to start over.
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What a great find, and useful info for any director, but especially those of us in the “fake director” category!
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This is fascinating, even for non-musical people, because it shows all the knowledge and consideration that goes into the preparation of a good performance. Looking at all the components you listed could be adapted for almost any subject matter, to help one consider all its facets.


Dyslexia is defined as a specific learning disability that is neurobiological in origin in which reading accurately and/or fluently is a struggle along with spelling and decoding abilities. This can often impact vocabulary and comprehension. Dyslexia is a language-based learning disability that is often hereditary, or runs in families. While there are common characteristics of dyslexia, each person presents these in different ways so that dyslexia may look different from person to person.
An estimated one in five students, or 15-20% of the population, has a language-based learning disability such as dyslexia. Dyslexia is the most common of these and affects boys and girls equally as well as across different ethnic and socio-economic backgrounds. (Sources: The Yale Center for Dyslexia and Creativity, International Dyslexia Association, National Center for Learning Disabilities)
No. Dyslexia has no link to intelligence. Dyslexia is unexpected, meaning that it is often surprising that these students are struggling in their learning to read and spell. People with dyslexia are intelligent and with the appropriate instruction can break the code and become proficient readers. There is not a limit on what a dyslexic student can accomplish. In fact, an estimated 35% of all entrepreneurs are dyslexic. Today there is more understanding of dyslexia and more and more people are sharing their dyslexic journey, which is wonderful.
All students benefit from structured literacy instruction, but it is essential for those who are struggling or who have dyslexia. Instruction should be explicit, systematic and cumulative in delivery, and diagnostic in its monitoring. Teachers need to understand how literacy and language are linked and how to create multi-sensory learning experiences that build upon skills in a continuous and meaningful way that leads students through a progression of concepts necessary for literacy development. Instruction should be focused around the following elements: phonology and phonemic awareness, sound-symbol association and alphabetic principle, syllables, morphology, syntax, and semantics.
Myth: Dyslexics see things backwards.
Truth: Dyslexia has nothing to do with vision, and dyslexics do not see letters or words backwards. Dyslexia is a processing issue in which students struggle with the manipulation of speech sounds to print. It is normal for beginning readers to transpose letters when learning how to read.
Myth: The child just needs to try harder.
Truth: It is not a matter of effort. A dyslexic student needs more time to read and write, it is not a matter of being lazy, or not trying. Dyslexic students need appropriate instruction and accommodations.
Myth: Dyslexics aren't smart.
Truth: Dyslexia is not an issue of intelligence. People with dyslexia are quite intelligent, and are often very fast and creative thinkers.
Myth: Dyslexia goes away.
Truth: Since dyslexia is a different organization of the brain, dyslexia is lifelong. Dyslexia is not a disease, therefore there is not a "cure" for dyslexia. With appropriate intervention, dyslexics can become proficient readers and writers.


Physical Education will focus on individual competence in movement skills, understanding the concepts of movement, and relating physical activity to lifelong health and wellness. Students can increase their awareness of the benefits of exercise and how it relates to fitness and overall health and wellness. Grades nine through twelve curricula covers topics that include: motor skill development, muscular strength and conditioning, fitness, agility, coordination, flexibility, group and individual sports and activities and personal and social competency. Students will be evaluated on their preparedness, cooperation, attitude, participation, and effort.
Physical Education Faculty Contact Information
Teacher/Athletic Director, Assistant Football Coach, Wrestling Coach


As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
Part 1: Milestones in Language and Literacy Chart
Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:
- Language development
- Reading development
Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.
Support your findings with a minimum of three scholarly resources.
Part 2: Language and Literacy Reflection
Using the “Milestones in Language and Literacy” template, summarize and reflect upon the factors affecting language development and emergent literacy in 250-500 words. Within your reflection, describe:
- The importance of building on students’ current language skills to promote language.
- The effect of language and literacy development on language acquisition.
- How you will use your findings in your future professional practice.
Support your findings with two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.


Graduate Research Papers
Open Access Graduate Research Paper
Literacy--Study and teaching (Elementary); Digital storytelling;
The dual purposes of this action research project were to investigate how the inclusion of digital learning techniques helped impact students' perceptions towards literacy instruction, and any impact on parents' perceptions. The action research was conducted in a fourth grade classroom of twenty-one participants in a rural school, engaging students in the whole process of creating a digital story.
The major results indicate that: a) student motivation towards writing increases when introduced to the concept of using some sort of digital device to write the story; and b) parents were enthused about the level of work their students submitted when using digital techniques to produce writing. This report concludes that using digital storytelling strategies and techniques helps students with learning impairments produce higher quality writing, and recommends further research be conducted on the issue.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
1 PDF file (50 pages)
©2016 Benjamin J. Feight
Feight, Benjamin J., "The effects of using digital storytelling for fourth graders' literacy learning" (2016). Graduate Research Papers. 653.
Curriculum and Instruction Commons, Elementary Education Commons, Language and Literacy Education Commons
If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to email@example.com and include clear identification of the work, preferably with URL.


There is nothing more important for the beginning percussionist than to establish the correct snare drum grip. Just like the wind player with an improper embouchure, the percussionist with an improper grip will continually be hampered in everything else he may try to learn and develop. Understandably, many non-percussionist band directors feel insecure when it comes to this essential aspect of percussion playing. I would like to offer some practical tips to help in this vital area.
Matched Grip verses Traditional Grip
The matched grip (holding both sticks the same way) is preferable to the traditional grip for several reasons. First, it is much easier to learn. Students almost never learn the left-hand traditional grip correctly. Secondly, the matched grip is a universal grip which, with very little modification, can be used to play marimba, xylophone, orchestra bells, timpani, drum set, in addition to snare drum. The traditional grip was developed centuries ago for use on a slanted marching drum. Now, with flat carriers, the matched grip can even be used for marching. However, many still choose to use traditional for its visual appeal. But I don’t believe this is a sufficient reason to teach traditional grip, especially when students who choose to play the other instruments in the percussion family will eventually have to learn matched grip anyway.
Teaching the Matched Grip
- Have the student completely relax their hands. Point out that the fingers are slightly curved and that the thumb falls against the first joint of the index finger and not against the side of the hand.
- Place the drumstick into the hand so as to maintain the hand’s natural position. Maintain the gap between the thumb and the side of the hand.
- Explain that a fulcrum is created between the thumb and the first joint of the index and middle fingers; a “three point grip”. This is extremely important. Do not allow the stick to slide up into the second joint of the index finger. This will close the natural gap between the thumb and the side of the hand and produce tension. The stick should pivot between the fleshy part of the thumb and the first joints of the index and middle fingers.
- The wrist must work in a waving motion that makes it necessary for the hands to be held palms down with the top of the hand flat.
- The grip should be relatively loose and the back two fingers should not be clamped down on the stick. (We call this the “death grip”) The stick should be free to bounce up from the drum, pivoting on the fulcrum created by the thumb, index and middle fingers.
Tom Morgan has been Director of Percussion Studies at Washburn University in Topeka, Kansas, where he teaches applied percussion and directs the Washburn University Percussion Ensemble. He holds Bachelors and Masters degrees in music education and music theory and composition from the University of Northern Colorado and a Doctoral degree in percussion performance from the University of Oklahoma. Along with his teaching duties at Washburn, Dr. Morgan has a large private studio made up of elementary, junior high and high school percussion students from the surrounding community. He is the author of A Sequential Approach to Fundamental Snare Drum, and A Sequential Approach to Rudimental Snare Drum, snare drum instruction methods, and The Drumset Reading Workbook, all published by C. Alan Publications.
As a performer, Dr. Morgan is very active in the Topeka and Kansas City areas, performing and recording with numerous groups, including the Trilogy Big Band, a seventeen-piece jazz ensemble with two recently released CDs on the Sea Breeze Jazz recording label. He has also recorded with the Boulevard Big Band and performs with them at Harlings in Kansas City. In addition, Tom has performed with the Topeka Symphony Orchestra, the Kansas City Symphony Orchestra, and the Topeka Jazz Workshop big band. He is a regional endorser for Pro-Mark drumsticks, Encore Mallets and performs regularly on Tree House Drums, which are hand made in Topeka, Kansas. He is in demand as a clinician at festivals and music camps throughout the region.
This Article Sponsored by Pro-Mark


One of my favorite moments as a parent was curling up with my son on my lap to read a book. We each picked our favorite, which usually led to another “favorite book” that needed to be read. The stack of books we read came from the library or a book sale. But some books belonged to my son.
Research shows that being surrounded by lots of books at home helps children. Demonstrates the value of knowledge and provides an environment for learning and growth. A house full of books also encourages reading for fun. Truly a book opens up a whole world to a child.
Free books to keep
Dolly Parton’s Imagination Library is the perfect way to build a home library for your child. If you enroll your child at birth, he will have a home library of 60 books by the time he turns 5. Any child born up to their fifth birthday who lives in Shawnee County is eligible. It’s quick and easy to register – all you need is your child’s name, date of birth, postal address and parent or guardian’s name.
Imagination Library ships a high-quality, age-appropriate book directly to your child every month. Books include classics like The Little Engine That Could and newer books like A Gift for Nana that are sure to become your child’s favorites. Find more information and enroll online or stop by the library and we will be happy to help you enroll your child.
View the full list
As an Early Childhood Learning Coordinator, Sherry focuses on engaging children and their families in play-based early learning experiences. The Learn & Play Bus and her service are at the heart of her work. Sherry has a background in early childhood education.
Posted in Books, Movies & Music, Parenting & Teachers and tagged early childhood development, early literacy, early reader, early reading, free books, forehead, preschool.


RSA NCS CAPS Grade R Life Skills Curriculum
In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in Foundation Phase (Grades R-3) has been organised into four study areas: Beginning Knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way in order to ensure that the foundational skills, values and concepts of early childhood development and of the subjects offered in Grades 4 - 12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated in the topics.
Life Skills is a cross cutting subject that should support and strengthen the teaching of the other core Foundation Phase subjects namely Languages (Home and First Additional) and Mathematics.
Outline Of Course Material
Disclaimer: This site is not responsible for correctness and completeness of the curriculum content presented above. In case of any doubt, please refer to the information and/or document on the official website.


Artistic creation comes in many forms, but one of the most popular with professionals of the past was painting. This may have been due to the lack of tools and ease of mixing colors, but it could also have been a way to decorate homes and buildings easily. Art is a progressive genre, so today’s proliferation of many different venues is likely due to the exploration of creation by artists of the past. In any case, painting is still an art form many people are interested in learning.
Children are generally given some art education in elementary school, and a few of them continue to pursue the subject as they grow and learn. Only a few of them will master the art of painting while in school, and some of them will choose a career as a painter when they become adults. There are very few artists who are wildly successful, but that has never stopped anyone from enjoying it as a hobby.
Learning to paint as an adult has few requirements other than purchasing the items needed to paint, and it can be an inexpensive hobby after an investment in canvas, paints and an easel. It can be done almost anywhere, and there are no time limits on the completion of a painting. Taking classes is generally easy because may artists and studios supplement their creative income with teaching.
Art classes are held for beginners, but those who are updating their techniques are also welcome to sign up for them. While easy lessons are planned for those just starting their adventure in this beautiful art form, lessons for more experienced painters depend upon the technique they are interested in learning. Those classes will be much more technical, and the students are expected to already know all the basics before it begins.


Improvement measures for literacy and numeracy
Your school will have a range of improvement measures within your Strategic Improvement Plan (SIP) that relate specifically to literacy and numeracy improvements.
While all schools will have system-negotiated targets embedded within their SIP, your situational analysis will highlight your school’s contextual needs and inform the identification of school-determined targets and improvement measures.
Examples of contextually relevant literacy and numeracy improvement measures, which are intended to guide your thinking as you develop your Strategic Improvement Plan (SIP), are provided in the following material on specific equity groups.
Principals have the responsibility for determining the most appropriate ways of using the total annual school funding to meet the identified learning and support needs of all students, and those who meet the specific criteria related to each equity loading or targeted funding area.
The skills developed in the first 3 years of formal schooling enable students to take on progressively more demanding learning tasks and successfully progress through upper primary and secondary school.
There are some key considerations in the early years of school when planning for literacy and numeracy improvement, such as:
- variance in student capabilities in literacy and numeracy on entry to school within classes or year groups – (see Best Start Kindergarten)
- diverse experiences of transition from preschool to Kindergarten
- diverse cultural backgrounds or family expectations
- variance in teacher knowledge of and expertise in early years literacy and numeracy research and classroom practice.
Students in the early years of school require key literacy and numeracy skills to ensure success in learning across the curriculum.
Effective reading instruction in the early years of school summarises research and concludes that to be most successful, 5 key components must be taught explicitly, sequentially and systematically. The components identified as essential to reading instruction in the early years are:
- phonological awareness
Research highlights the importance of oral language as an additional component that is essential to reading development.
To know what to teach first, schools should examine their Best Start Kindergarten Assessment results to identify areas of strength and then target teaching to areas of concern. These will inform tailored approaches to planning and programming. PLAN2 Areas of Focus can be established and used to support targeted teaching and monitoring of identified literacy and numeracy priorities.
Best Start Kindergarten Assessment identifies students' literacy and numeracy skills on entry to Kindergarten and feedback is used to develop and implement plans and programs for the targeted teaching of identified literacy and numeracy priorities at cohort, group and individual student levels.
The Best Start Year 7 Assessment has been retired and will be replaced with the Transition to Year 7 assessment from Term 1, 2023 – this new assessment is only available to students who did not complete the Check-in assessment in Semester 2 of the previous calendar year.
Access the learning progressions for:
- Literacy and Numeracy learning progressions
- Literacy and numeracy teaching strategies for Stage 2 to Stage 5 - linked to NAPLAN task descriptors, syllabus outcomes and literacy and numeracy learning progressions
- EAL/D learning progressions.
The HSC minimum standard is set at Level 3 of the Australian Core Skills Framework and describes skills in reading, writing and numeracy that are useful in everyday life, for work and further study.
Examples of effective practices secondary schools have used for supporting student literacy and numeracy development from Year 7 through to Year 12 can be found within the School discoveries modules.
See more information on explicit literacy and numeracy teaching and learning activities on the HSC minimum standard resource.
Support for schools can be accessed through the School Services Finder. Specialist staff are available to advise schools on existing resources and provide professional learning and classroom practice support for schools P-12 to implement curriculum priorities and programs.
Literacy and numeracy professional learning
- Professional learning resources are available to support teachers and school leadership teams in the teaching of literacy and numeracy in Primary and Secondary schools.
- Teaching and learning resources are available to support the teaching and learning of literacy and numeracy in schools.
- Assessment advice provides essential information for teachers. A suite of assessment resources tools are also available to assess students' literacy and numeracy skills at different stages throughout schooling.
- NESA's work samples aligned to grades - collaboratively reviewing work samples that have been aligned to syllabus expectations is an effective way to assist teachers to have a clear understanding of the standards at each stage level.
Find out more about School Excellence in Action.


There are four moons within the Inner Moons or the Amalthea group. All rights reserved.
… Continue reading "How Many Moons Does Jupiter Have?" October 8, 2019 Hilman Rojak Leave a Comment on How Many Moons Does Earth Have 2019 How many moons nasa e place science for kids venus moons how many does have science abc how many moons does venus have universe today jupiter will get so close to earth this month that the earth usually has more than one moon e Finally,
Jupiter has 79 moons and 53 moons have been officially named. 2. Cut off by the right edge of the frame, Rhea is Saturn's second largest moon at 1,528 kilometers across.
Jupiter is the fifth planet from the sun, and has the most moons out of all the planets in our solar system.
International Astronomical Union (IAU). These are just the known moons – so there’s always a chance that more will be discovered!The four largest of Jupiter’s moons are known as the Galilean moons: Callisto, Europa, Ganymede, and Io. Saturn . These grooves are still being investigated by NASA today.
analysis to the scientific community. Earth only has one moon, but dozens of natural satellites revolve around Jupiter, the biggest planet in our solar system.And new members in the Jupiter posse are still being discovered. Instead, Callisto’s surface is primarily comprised of ice, and is covered in cracks and marks from collisions with objects hitting it from outer space.The unmanned Galileo spacecraft was sent to study Jupiter and its moons in 1989, by NASA. It is believed that water is a vital component for alien life, but the water that potentially lies on Europa is covered by a thick layer of ice. As NASA describes, with its "windy clouds of ammonia and water, floating in an atmosphere of hydrogen and helium," Jupiter packs more than double the mass of all the other planets in the solar system combined.
It’s even bigger than Mercury! Some moons of Jupiter is lost. So how many moons does Saturn have? Io is named after a figure in Greek mythology: a priestess of Hera, one of Zeus’ wives.Europa is the second-closest Galilean moon of Jupiter. Jupiter is the fifth planet from the sun, and has the most moons out of all the planets in our solar system. These names are from official acceptance) may take several years. These moons are named the Galilean moons after Galileo Galilei. Jupiter has four main moons Io, Europa, Ganymede, and Callisto which is called Galilean moons. As of January 2009, Jupiter has 49 official, named moons and 14 more unofficial ones still under consideration.. Answer: Lately, this question has had a changing answer! The big find happened last year.
One of their jobs
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HELPING KIDS TRANSITION TO SCHOOL WITH NEW RESOURCES
As children around NSW begin preparing for their transition to school, the NSW Government has developed new resources to support early childhood educators as they guide children in care services through this critical phase of their learning.
Minister for Education and Early Childhood Learning Sarah Mitchell said the Government is committed to ensuring that all children across the state get the best start they can, especially given this year’s challenges including the COVID-19 pandemic.
A storybook featuring native Australian animal characters, ‘Daisy’s First Day,’ has also been developed to help children learn about what they might experience in a typical school day.
Please click on the book cover below to access this resource:


Did you know that school is not the only place that is ideal for your child’s learning? Activities and warm interactions in the home environment actually promote positive developmental outcomes. The Conversation highlights research results from a study on early learning experiences: simple activities such as storytelling, singing, and playing with household objects can have an impact on what children can learn and do, what they respect and believe, and how they interact with their peers. As a parent, you might be wondering how you’ll be able to supplement your child’s learning — check out 4 home activities that can help kids perform better in school.
Arts and Crafts
Activities related to arts and crafts will not only be a fun way for your children to unleash their creativity, but these can also assist with core skills and improve cognitive thinking immensely. Dr. Amrita Vohra explains that interest in arts and crafts improves bilateral coordination, which is the ability to utilize both sides of the brain. This coordination ability is enhanced by tasks that activate several areas of the brain, such as using play-doh tools and lacing yarn or threading beads. Additionally, sketching, painting, and sculpting can heighten kids’ focus and visual learning, which can aid memorization abilities.
If your child has a special interest in science, art, or reading, among others, you can challenge them with a passion project. The project can be in any form — some suggestions from ‘3 Fun Activities for Kids During the Pandemic’ include writing a short storybook or redesigning part of their room. It can be a fantastic way to help your children develop what they want to do in the future. Moreover, it teaches them independence and the importance of working hard for good results. Similar to school projects, try to make the project realistic and time-bounded, so set a deadline depending on the level of difficulty. You may also want to set a reward after completing the project to give them additional motivation.
In our list of ‘Fun Activities for Children After School’, we mention how letting kids assist with cooking can help them learn new skills and imitate good behaviors. Learning to follow recipes and instructions allows for a hands-on application of core subjects such as reading and comprehension, while measuring and observing the cause-and-effects of cooking methods draws on math and science concepts. A study in the Journal of School Health shows that students that underwent food-based nutrition activities revealed significant improvements in their science and mathematics knowledge. Assign easy, supervised tasks for your children such as measuring ingredients, mixing batter, and watching out for the cooking timer the next time you’re in the kitchen.
Yoga and Meditation
Keeping children entertained can be a grueling task, especially for those with high energy levels. An activity that is often recommended for both fitness and relaxation is yoga. It is a mix of meditation, breathing exercises, and physical postures that help with sleep, flexibility, and emotional wellness. It also improves their physical capacity and their balance, which is useful if they were to pursue sports. Some easy positions include the child’s pose, upward and downward-facing dog, and the sun salutation. In Edmunds Elementary School where yoga is implemented daily, test scores have actually increased more than 18%, and the number of students being sent to the office has also decreased by more than two-thirds.
Music and Instruments
A lot of children are enrolled in extracurricular music classes — while this can serve as a great hobby and creative outlet, it can also make students better mathematicians and readers. Findings published in the Journal of Research in Music Education indicate that music education is vital in boosting general learning processes in different areas. Music is a great way to supplement a holistic approach to education. Making your children listen to different genres, introducing them to various instruments, and playing musical games are all simple ways to start incorporating music into their learning.
We hope we were able to prove how learning at home doesn’t have to be limited to homework and studying. These simple, creative activities will allow you to bond with your kids while also encouraging them to keep learning and discover
Article written by Jaime Riggins


Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis
This replication study of Hebrew versus Dutch electronic books for young children was
based on De Jong & Bus's content analysis, which explored whether e-books are appropriate
supports for young children's literacy development. Our criteria for analysing 43 Hebrew
e-books for young children included book processing, multimedia in pictures, multimedia
connected to printed or spoken text, interactivity of pictures, interactive legibility, printed
text quality, and congruence to story content. Like Dutch e-books, currently available,
Hebrew e-books have no uniform components design and are unsatisfactory supports for
children's literacy. Although most Hebrew e-books did not include hidden hot-spots that
could be activated, when included, their congruence with the storyline was good. Recommendations for CD e-storybook designers and practical implications for educators are
Korat, O., & Shamir, A. (2004).
Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20 (4), 257-268.
Last Updated Date : 29/10/2018


The Civil Rights History Project: Survey of Collections and Repositories
Norman Merrifield oral history interview
Repository: Indiana Historical Society. William H. Smith Memorial Library
Collection Description (Extant): Norman Merrifield, born 19 August 1906 in Louisville, Kentucky, was the son of Clarence and Henrietta Merrifield. The family moved to the south side of Indianapolis on 5 July 1913, where the elder Merrifield worked as a coal and ice delivery man. Norman graduated from Tech High School in 1923, and later Northwestern University where he earned degrees in Music Education. He served as the Dean of the College of Music at Florida A&M, and taught music at Crispus Attucks High School from 1933 to 1967. His teaching was interrupted by his military service in WWII. He married Estelle Perry in 1943, and the couple had one son. He was a respected member of the Indianapolis community. Merrifield died on 3 February 1997 and is buried in Crown Hill Cemetery.
Transcript and tape of an oral history interview conducted by Florabelle Wilson, concerning Norman Merrifield's family and his upbringing on the south side of Indianapolis. Merrifield discusses his family and his father's business, friends, and church. He talks about race relations and the rise of the Ku Klux Klan in his neighborhood.
Digital Status: No
Existing IDs: SC 2728; CT 1514
Extent: 1 folder, 1 cassette tape
Finding Aid URL: http://www.indianahistory.org/our-collections/collection-guides/norman-merrifield-oral-history-interview-9-january.pdf
Interviewees: Norman Merrifield
Rights (Extant): Permission to reproduce or publish material in this collection must be obtained from the Indiana Historical Society.
African American churches
African American musicians
African American veterans
Crispus Attucks High School (Indianapolis, Ind.)
Ku Klux Klan (1915- )--Indiana


Elementary Atoms Participate in Youth Art Month
Tuesday, March 1st, 2022—Syracuse Academy of Science elementary school celebrated Youth Art; a program started in 1961 by the Art & Creative Materials Institute, Inc. (ACMI) - cooperating with the NAEA - a program administered by the Council for Art Education (CAE). Schools participating in Youth Art Month each March focus on the following goals.
- Direct attention to the value of art education, which develops divergent and critical thinking skills, multicultural awareness, and technical communication and expressive skills.
- Increase community, business & governmental support for art education.
- Recognize that art is necessary for the full development of better quality of life for all people.
- Expand art programs in schools & stimulate new ones.
- Increase community understanding & interest in art & art education through involvement in art exhibits, workshops & other creative ventures.
- Provide additional opportunities for individuals of all ages to participate in creative art learning.
- Encourage commitment to the arts by students, community organizations & individuals everywhere.
- Recognize art education as a viable component in the comprehensive education curricula that develops citizens of a global society.
We invite you to click here to visit our Facebook page to view the complete art collection from the Syracuse Academy of Science elementary school Atoms. These projects are all one-of-a-kind and truly express the creativity and thought of each artist.


Standards for Music Education
Georgia Standards of Excellence in General Music – Elementary
|Creating||ESGMK-2.CR.1: Improvise melodies, variations, and accompaniments.|
ESGMK-2.CR.2: Compose and arrange music within specified guidelines.
ESGMK-2.CR.3: Share creative work.
|Performing||ESGMK-2.PR.1: Sing a varied repertoire of music, alone and with others.|
ESGMK-2.PR.2: Perform a varied repertoire of music on instruments, alone and with others.
ESGMK-2.PR.3: Read and notate music.
|Responding||ESGMK-2.RE.1 Listen to, analyze, and describe music.|
ESGMK-2.RE.2 Evaluate music and music performances.
ESGMK-2.RE.3 Move to a varied repertoire of music, alone and with others.
|Connecting||ESGMK-2.CN.1 Connect music to the other fine arts and disciplines outside the arts.|
ESGMK-2.CN.2 Connect music to history and culture.
South Carolina Standards for General Music
|Creating||Anchor Standard 1: The student can arrange and compose music.|
Anchor Standard 2: The student can improvise music.
|Performing||Anchor Standard 3: The student can sing alone and with others.|
Anchor Standard 4: The student can play instruments alone and with others.
Anchor Standard 5: The student can read and notate music.
|Responding||Anchor Standard 6: The student can analyze music.|
Anchor Standard 7: The student can evaluate music.
|Connecting||Anchor Standard 8: The student can examine music from a variety of stylistic and historical periods and cultures.|
Anchor Standard 9: The student can relate music to other arts disciplines, other subjects, and career paths.


Those who say that will robots replace teachers are ignoring the human element of education. The human educator is an integral part of societyContinue readingWill Robots Replace Teachers? The Human Element of Education
Category: Education Technology
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Educational Technology Research and Development – (ETR&D) is a scholarly journal that focuses entirely on educational technology research and development.Continue readingJournal of Educational Technology Research and Development
Educational Technology Research and Development – (ETR&D) is an international scholarly journal concerned with the application of learning technologies and their ongoing development in education and universities worldwide.Continue readingEducational Technology Research and Development
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America’s STEM Teacher Crisis
America has one of the lowest percentages of graduating STEM majors in the developed world, and few of these graduates go on to be primary or secondary school teachers. Black American and Latino students are less likely to study STEM disciplines, and their classrooms are less likely to include materials such as health education products or a female reproductive system model labeled with definitions. However, STEM education should not start in high school: just like reading, it needs to be built into early childhood learning.
Only 16% of college graduates in the United States have a degree in a STEM field, and few of those graduates go on to teach science or mathematics in primary or secondary schools. The issue is particularly severe in minority-majority schools or in low-income areas. According to Melissa Mortiz, vice president of the National Math and Science Initiative, up to 33% of districts that primarily serve black American and Latino students don’t offer Algebra II or chemistry, which are prerequisites to college-level STEM courses.
The issue in this instance is twofold. Ninety percent of school districts that serve predominantly black American and Latino students struggle to find qualified STEM teachers. They have an even greater challenge finding science and math teachers from their own community, meaning that teachers are more likely to be whiteand to come from different communities. Students who do not learn STEM disciplines in high school won’t go on to study them (much less teach them) later, and the lack of diversity among STEM instructors reinforces the notion that science and math fields are “not for them.”
However, school districts that try to force advanced science and mathematics on their older students will probably be met with considerable push back. Rather than forcing teens into STEM fields in the interest of improving test scores or graduation rates alone, experts agree that STEM education should be integrated into all other forms of education and play. It also needs to start as soon as children are born.
Nearly two thirds of all children are visual learners, and in the first few years of life they learn a lot through experimentation and play. Parent Melanie Pinola writes that many turn STEM into a “love it or leave it” subject, forgetting that we use science and mathematics everyday. Children who speak Spanish at home can learn about their own bodies by looking at a female reproductive system model labeled both in English and Spanish, or they can play games with their parents where they name the muscles in Spanish. Parents can demonstrate fractions with partially drunk glasses and a meal portion plate, which can relate back to a child’s interests in music or poetry.
Ultimately, science and STEM fields in general are about experimentation, exploration, observation, and critical thinking. Even if you don’t have access to a male reproductive system activity or a female reproductive system model labeled with all of the parts, early childhood education should include free play and experimentation with the world around us.


Degrees and Certifications:
Academic and Behavioral Strategist Elementary Education
Mrs. Carolyn Huff
Period 1:Communication Skills
Period 2: Prep
Period 3:Intermediate Algebra (With Ms. Griswold)
Period 4: Vocational Communication Skills
Period 5:Algebra Skills
Period 6: Communication Skills
Communication Hour: Period 2 9:37-10:32
Our Communication Skills class helps students with Autism learn communication techniques and skills to help them in their everyday life. Here is a link to the syllabus if you would like more information.
Our Algebra Skills class is an Algebra class that teaches all the same concepts as a general education Algebra class, but with the added benefit of individualized pacing and support.


As the COVID-19 crisis has forced schools all over the world to close, more children are out-of-school than ever before. But even before the crisis, many children enrolled in school weren’t learning well.
Learning assessment data from across the PAL Network shows that on average, half of all children in Grade 5 were unable to read a simple Grade 2 level text. The results for numeracy follow a similar dismal pattern. Many low and middle-income countries were already seriously off-track to meet the Sustainable Development Goal 4 (SDG 4) by 2030. The COVID-19 pandemic now threatens to increase school dropouts and make learning outcomes even worse.
UNESCO predicts that learning losses could be disproportionately larger in the first two or three years of primary school, compared to children in older grades. As nearly all types of learning assessments have been affected by school closures, obtaining reliable data on learning for all children (particularly the most marginalized) remains a major challenge.
The citizen-led assessment (CLA) model was born in India in 2005 with Pratham’s Annual Status of Education Report (ASER). Traditionally, CLAs have been conducted in the household and not in schools, offering a method of assessing learning that is grounded in the realities of the Global South where not all children are enrolled in school or attend regularly. Over the past 15 years, this approach has been borrowed and adapted by several countries across the Global South, known as the People’s Action for Learning Network (PAL Network).
However, the CLA tools have also been used all over the world in a variety of settings, including classrooms and accelerated learning intervention programs where teachers and instructors integrate the assessment tool into learning activities to help them understand children’s progress and target instruction to the level of the child.
In many Global South countries, the hardest-to-reach children are often found in the hardest-to-reach areas and are unlikely to be in school.
Before the COVID crisis, school-based assessments could not answer the question of whether all children were learning, and are even less likely to be able to do so now.
The following four features of CLAs demonstrate why it is the best approach to collect data on foundational learning for all children, both during and after the COVID crisis:
Once schools reopen, the most disadvantaged children are likely to drop out, and the number of out-of-school children is likely to rise. Unlike school-based assessments, CLAs conducted in households ensure representation of all children (regardless of their schooling status) and can monitor changes in enrollment patterns for the most marginalized children, once schools reopen.
CLAs assess foundational reading and numeracy
Measuring foundational learning both during and after the COVID crisis is critical to ensure that corrective measures can be taken early, ensuring that no child is left behind. CLAs focus on foundational reading and comprehension, and numeracy, rather than implementing the subject-wise, grade-level tests that assume children have already aquired foundational skills.
CLAs involve parents and the local community
While school systems are disrupted, engaging parents and local communities is critical for continued learning at home, particularly in low resource settings. CLAs are implemented by local organizations, using simple tools to engage parents and community members in discussions about learning. These discussions can spark home or community-based learning activities, playing an important role in regaining the lost instructional time.
When used in classrooms, CLAs allow targeted teaching to the level of the child
The instructional time lost due to school closures will have to be regained through accelerated learning programs. When schools reopen, teachers will need to understand learning loss among children in their classrooms, and target instruction to the level of the child to help them catch up. CLAs are simple, easy-to-use tools that produce easily understandable data that can be effectively translated into actions to improve learning.
Even before the COVID-19 pandemic, the world was struggling with a learning crisis. With schools closed, most learning assessments have halted. In the absence of learning assessment data, countries will struggle to measure progress towards ensuring all children receive a quality education.
This blog was originally posted on the Global Partnership for Education website and has been re-posted with permission.
RISE blog posts and podcasts reflect the views of the authors and do not necessarily represent the views of the organisation or our funders.


Is the Sight Word Mastery Method already simplifying your reading instruction? This is a resource that will guarantee that your students will master their sight words and that brings a lot of peace of mind! What’s incredible is that this is a method that I have created and simplified so that any teacher will know that no time spent teaching sight words will ever be wasted!
A Quick Recap of Steps 1 & 2
In Step 1, you need to pinpoint which words you will teach using either the Fry or the Dolch sight word list. You will also need to determine which words you will expect students to master by the end of the year. There is a big distinction between introducing and mastering when it comes to these words. Our focus is always mastery.
In Step 2, you need to make a plan. Using a calendar to map out your year, you will plug in which words you will introduce each week. Then you will go back and build in time for students to review words as they have the chance to read them in text.
Diving into Step 3: Teach!
Once these steps are completed, you are ready to tackle Step 3, which is teach! You need to begin teaching sight words when students can read CVC words within 3 seconds.
If this step is done before students are confident with letter names and letter sounds, the process of reading can become very confusing. Students don’t need to be fluent, but they need to have the basic understanding that sounds should be blended to form words.
It is also critical to provide direct, explicit instruction. This means that you have decided which words kids need to know. You have also systematically laid out when you are going to introduce those words. Now you are going to provide direct, explicit instruction.
You will say to the students, “Boys and girls, today we are learning a new word: was. What’s the word? Let’s spell was: w-a-s. What’s the word?”.
This is very different from writing the word on the board and asking “Who can tell me what this word is?” This is not an effective way to teach sight words. When we do this, some students may know the word, but other students are going to guess the word.
Other students who have never encountered the word before may also become confused between correct and incorrect input. We never want to create confusion for students in this way. Instead, we are showing them the word, telling them what it is, and practicing spelling it.
Forget the Drill and Kill When Teaching Sight Words
It’s also very important to make sure you are teaching sight words in conjunction with phonics instruction-not in isolation. We will pull out the irregular sight words for students so we can teach them explicitly. Then we can teach students to decode the regular sight words.
For example, students can learn the word “had” when you are teaching short a in phonics instruction.
To be clear, drill and kill is not an effective method for approaching sight word instruction.
Teaching Sight Words: Practice Makes Mastery
Lastly, when teaching sight words, make sure you are providing ample opportunity for kids to practice their sight words in context. There are so many effective ways for students to practice their sight words that include things like air writing, coloring the sight word, or writing the word in sand.
More importantly, students need the opportunity to practice reading their sight words in decodable books that contain words they have already mastered. These types of books will be limited to text that contains words and phonics patterns that have already been taught.
Are you ready to put these elements in play in your classroom? I can’t wait to hear about your results! The next step of the Sight Word Mastery Method is so critical! Don’t miss step #4!
And if you haven’t already, make sure to grab you FREE Sight Word Intervention Quick Start Guide!