10 Essential Instructional Elements for Students With Reading Difficulties
A Brain-Friendly Approach
- Andrew P. Johnson - Minnesota State University, Mankato, USA
Learning & the Brain | Literacy, K-12 | Specific Learning Difficulties
Brain-friendly strategies to help all students become lifelong readers
Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.
Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:
- Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
- Strategies to promote voluntary reading, even for the most reluctant students
- Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
- Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers.
Terry Bernstein, Former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster, UK
“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator
Andy Johnson has written a unique professional text, unique because this may be the first American book to discuss reading difficulties from a top-down perspective. What Johnson does, quite eloquently, is to argue the limitations of the bottom-up perspective for developing readers. On the other hand, Johnson presents the research supporting a top-down perspective, especially for developing readers who read with understanding. He doesn't argue against developing student decoding proficiencies as much as he argues for a far more contextualized approach in the development of this aspect of emergent literacy and for a much more important role for student self-selection of texts and for the engagement of students in wide reading.
His arguments are clear and his writing is easy to read. His suggestions for instruction are research-based and cover early literacy development quite completely. Primary grade teachers, especially, will love this book, and rightfully so.
"As an educator with 30 years’ experience as a reading specialist and learning disabilities teacher, I recommend this book as a resource that pulls together divergent ideas about reading, and weaves them together in a way that makes sense."
"It has become fashionable in recent years to view the teaching of reading as being as simple as getting children to sound out words. This is understandable. When we look at a page we see words made of out of letters, so it's easy to think that that's all there is to it. And for legislators and publishers this is an attractive proposition. The fundamental job of teaching children to read becomes something simple, logical, easy to measure, and of course easy to explain to parents. However, a closer look at what really goes on when we read soon tells us that the story is deeper, more beautiful, and more complex. Those words refuse to play ball (try “give” and “hive”) and when we read we don't actually look at every letter in every word--far from it. Professor Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner."
"This book for teachers who want to help their struggling students learn to read and write includes classroom-tested reading and writing strategies and activities that students will enjoy and practice. Creating the conditions for student success is all spelled out in this book."
"This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text. He suggests reading teachers need to de-emphasize phonics and use activities that ask the student to also use semantic and syntactical cues. The text includes ten chapters of instructional elements with tons of activities to increase motivation, phonic awareness, and fluency."
Sample Materials & Chapters
Chapter 1 - Creating Meaning With Print


Fun activities for home
Out ‘n’ About:
Number Plate Recognition: When out walking you can look at different cars number plates. This will support your child’s number and letter recognition.
Food Shop: Children love responsibility so why not get them to write a shopping list with you. Then pop to the supermarket and ask them to count out the fruit and vegetables you need etc.
Shopping: When paying with money, ask your child to help. Talk to them about the coins you need or the numbers on the notes. Great for an introduction into basic money!
Road Sign Hunt: On walks and adventures, have a game of who can spot the most road signs. You could discuss what they mean and look at what shapes the signs are. This supports children’s understanding of their local environment and shape recognition.
Car Karaoke: Not only does singing make you feel great but can also support children’s rhythm and rhyme. Both are important skills to support their early reading development. So why not have some fun and get belting out those favourite tunes and nursery rhymes!
Marshmallow Gloop: Want to be like Spiderman… well put marshmallows and washing up liquid into a glass bowl. Place in the microwave for 30 secs a time until the ingredients are combined and you have stretchy gloop. Allow to cool for a minute and then let the play and fun commence!
Cooking: Baking and cooking provide excellent opportunities to support children’s mathematical development. You can explore weights, quantities, measurements, time and number recognition.
Story Time!: Reading stories together not only provides you with quality time but supports your child’s reading and literacy development. If you can spend just 10 minutes a day reading to your child you can make a huge difference on their development and learning! During the story you can ask your child to predict what they think might happen and discuss how the characters might be feeling. It also provides a great opportunity for them to recall key points in the story, therefore building up memory skills. For more information on the importance of books and storytelling in the early years plus resources check out the National Literacy Trust


Explicit teaching practices involve teachers clearly showing students what to do and how to do it, rather than having students discover that information themselves. Students who experience explicit teaching practices make greater learning gains than students who do not experience these practices.
Explicit reading instruction will support Years 7–12 students to become skilled readers, so that they can access, understand, analyse and evaluate information in order to make meaning across all key learning areas.
Explicit teaching strategies are available for teaching reading in Stages 2–5. They target specific areas in reading and suggest a learning sequence for skill development.
HSC minimum standard resources for reading are available for schools. These classroom ready teaching and learning activities can be used in Stages 5–6 to support students in developing reading skills and achieving the HSC minimum standard.
The Components of reading Years 3–8 professional learning is available and can enhance teacher capacity to deliver explicit reading instruction within their key learning area.
The NSW syllabuses (K–10 and Years 11–12) and the National Literacy Learning Progression provide support in the creation of learning intentions and success criteria for students. Teachers can use these intentions and criteria to provide students with an explicit understanding of what they need to achieve and the steps they must take to get there.
PLAN2 is an online tool designed by the department to support the use of literacy and numeracy learning progressions in all NSW schools. This tool can be used by teachers to collate and organise evidence gathered about student skill progression in the area of reading. This information can be used to identify teaching priorities and the explicit practices required for student learning.
The Learning progressions and PLAN2 in secondary schools web page provides models and examples of how secondary schools might use the learning progressions and PLAN2 to support and monitor students’ literacy development in the context of NSW K–10 syllabuses.
The Universal Resources Hub (staff only) contains a suite of evidence-based reading resources for Stage 1–Stage 5 teachers across all key learning areas. The comprehensive reading strategies are easily adapted and contextualised to classroom needs and include suggestions for tailored and differentiated learning to build and extend reading skills.
Explicit teaching resources:
- Teaching strategies for reading by learning stage
- HSC minimum standard resources – Reading
- Focus on Understanding texts: The components of reading – Blended learning
- NSW syllabuses (K–10 and Years 11–12)
- National Literacy Learning Progression
- Learning progressions and PLAN2 in secondary schools
- Universal Resources Hub – Reading and Numeracy (staff only).


At Auburn Primary School developing strong literacy and numeracy skills, ensuring learning growth for all students, is a focus and goal in our current Strategic Plan.
Our teaching and learning philosophy encourages children to:
- ask questions, be curious and creative
- take responsibility for their behaviours and a pride in their achievements
- develop an awareness of the learning strategies which enable them to become independent, lifelong learners
- develop effective decision making, problem solving and critical thinking skills
- be socially connected and develop acceptable social skills
- learn to operate effectively as a part of a team
- undertake leadership roles through a variety of whole-school and classroom responsibilities and opportunities
- strive to perform to the best of their abilities.
We take an inquiry approach to learning, moving from student interest to the unknown, actively involving students in the learning process.
Lifelong learning is fostered for all members of the school community. It is both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities are catered for through flexible teaching styles. Learning happens through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It promotes creative thinking and problem solving and participation.
Technology plays an important role in accessing the curriculum for all students and we aim to continue to stay abreast of technological developments and apply them to meet students’ learning needs.
Literacy and numeracy
We identify students’ zone of proximal development for literacy and numeracy teaching, and explicitly plan to progress each students’ learning, along a developmental continuum, providing ‘just in time’ teaching and experiences that continue to challenge and engage.
We use the Reader’s and Writer’s Workshop approaches, encouraging students to have agency in their learning, as well as target their point of need in order to ensure growth for each student.
Within each workshop lesson, students will tune in to the learning intentions and success criteria, have some time for independent work, and have focused clinics and/or conferences in small groups or individually to move their learning forward.
Word Study, incorporating phonological awareness, phonics, spelling patterns, grammar and other language conventions, is included in our literacy teaching blocks, linking both to Reading and Writing.
At Auburn Primary School we see Numeracy as an area that students can develop the dispositions of curiosity, persistence, collaboration, reflective, flexible and open-minded thinking. We embrace the 4 mathematical proficiencies of Problem Solving, Fluency, Reasoning and Understanding, all of which are incorporated into the curriculum strands of Number and Algebra, Statistics and Probability and Measurement and Geometry.
Our approach to Mathematics is research-informed and based on the fundamentals of mathematics while recognising the importance of connecting and applying our students’ knowledge and understanding in the world around them.
At Auburn Primary School, all students participate in specialist classes across the week.
Auburn Primary School’s Performing Arts program encompasses the Music, Drama and Dance elements of the curriculum. The whole school production, held biennially, provides all students with the opportunity to bring together their skills in these areas and perform to family and friends.
Auburn Primary School’s Visual Arts program encompasses the Visual and Media Arts elements of the curriculum.
Language Other Than English (LOTE) – Mandarin
At Auburn Primary School, students learn Chinese (Mandarin) as their language other than English. The establishment of a sister school relationship with Hanzhong Longgang School has helped enhance this program and provides the opportunity for students to use their language learning in a real and relevant way.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation.
Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills. The Health and Physical Education curriculum addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities.


Today we launch the next Flash Points topic, The Ethics of Art. Ethics are defined as “a system of moral principles” which constantly factor into the choices we make. However, these decisions can become confused, making this system of principles more gray than black and white, especially when competing priorities are at work. Over the next two months, we’ll explore the relationship of ethics in art from a variety of perspectives and question the role that they should — or shouldn’t — play.
In the 1970s, Gordon Matta-Clark took a critical stance against the Hooker Chemical Company with his work Bingo, which highlighted the unethical — and as a result, dangerous — decisions they made in the community of Love Canal, New York. Throughout this topic, we’ll feature artists who make this ethical debate a focus in their work, from artists who question the role of the institution, such as Hans Haacke or Marcel Broodthaers, to artists like Alfredo Jaar, who examines the disparity between an oil-rich government and a poverty-stricken populace in his work Muxima.
Ethical decisions also factor into the artistic process. Does a photographer who sells a portrait owe anything, financially or psychologically, to the work’s subject? What kind of ownership does an artist have over reproduced images of his or her work? We’ll also look at the discussions taking place around the use of animals in art, such as the range of responses — from acclaim to criticism — received during Ann Hamilton’s exhibition Accountings (which included live canaries), or the severe case of Tom Otterness shooting a dog for his art (an act for which he has since apologized). Ethical issues can even come into play after an artist’s death, especially in the handling the artist’s estate and the management of his or her legacy.
Controversies and arguments abound as ethical decisions, or the lack thereof, play a role in institutional practice. With the ever-shrinking gap between commerce and culture, the prioritization of good business over public service creates an increasingly blurry set of ethical guidelines. Collector-based exhibitions, conflicts of interest, deaccessioning practices…do museums have a responsibility to their public? And if so, is this a part of institutional culture and is it being taught in today’s museum studies programs?
Here are a few of the questions we’ll be addressing over the coming weeks. We’d love to hear your thoughts, and any ideas you have for additional sub-topics, in the comments below:
- How do ethics factor into institutional practice?
- How do artists address ethical issues in their work?
- What kind of ethical decisions are made during the artistic process?
- Are ethics emphasized in art education today?
- Must art be ethical?


Today, there are over 5 million students enrolled in elementary and secondary school programs in Canada. Yet there is no program available nationally and in both the country’s official languages to inform teachers about Canadian art history or to offer students the opportunity to learn about a diverse range of subjects through art. We want to change this. Our goal is for all Canadian students to know the names of this country’s artists and to have access to their work.
Cultural expression is a human right—one so essential that the United Nations General Assembly enshrined it in the 1948 Universal Declaration of Human Rights. Yet when it comes to access to Canadian culture, the majority of this country’s students are separated from this fundamental necessity. Only a fraction of the Canadian art in museums has been digitized, restricting visual culture to those who are able to physically travel to where it is housed. Student knowledge of our country’s artists is largely limited to their access to bricks-and-mortar galleries. To address this situation, the Art Canada Institute is dedicated to making Canadian art history a contemporary conversation, with the Canadian Online Art Book Project and the Canadian Schools Art Education Program.
HOW OUR PROGRAM WORKS
Our learning resources are accessible, inspiring, and interdisciplinary so that all educators, not just those who already have an interest in visual arts, will find them relevant and appealing. We offer easy-to-use guides for teaching a wide range of subjects. Each of our expert-authored guides follows national education recommendations and is available in both French and English. Every guide provides suggestions for class activities, individual and group assignments, and discussion topics. In addition to guides for teachers, we offer complementary independent student learning activities that are designed be distributed to students directly to use in online learning or at home.
AUDIENCE FOR THE CANADIAN SCHOOLS ART EDUCATION PROGRAM
This program is for primary and secondary school students across Canada—and their teachers. In high schools alone, there are 1.8 million active students in Canada in any given year; there are 3,400 public secondary schools and 215 private schools. As of 2017, there are 721,100 teachers, professors, and counsellors in Canada. The Art Canada Institute teacher resource guides can be used with the curricula of all provinces and territories.
Stay in Touch
We publish a bi-monthly newsletter that offers information about our guides and independent student learning activities (including new releases), special features on artworks that might be discussed in the classroom, and links to resources on Canadian artists you may wish to introduce to your students. Sign up below.
Advisers for the Canadian Schools Art Education Program include Sara Angel, founder and executive director of the Art Canada Institute; Peter Vietgen, Associate Professor of Visual Arts Education, Brock University; Hsiao-Cheng (Sandrine) Han, Assistant Professor, Faculty of Education, University of British Columbia; and Joanna Black, Associate Professor of Art Education, University of Manitoba.
WE WANT YOUR FEEDBACK
The Canadian Schools Art Education Program values the feedback of user experience. We are always looking to improve our educational materials and to make them as accessible and relevant as possible. We want to hear from you, the teachers and educators who are using our guides in your classrooms. Please send us your comments by email to email@example.com.
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THANKS TO OUR SPONSORS
The Canadian Schools Art Education Program has been made possible thanks to the support of the following lead benefactors who have generously funded this initiative:


- Numeracy at KES
Numeracy at KES
‘We use numeracy everyday in all areas of our lives. Our confidence and ability with numbers impacts us financially, socially, and professionally.’ (National Numeracy, 2022)'.
At KES, we are committed to raising the standards of numeracy for all students by equipping them with the fundamental skills required to be confident and competent with numbers.
Numeracy is a proficiency which is developed mainly in Mathematics but also other subjects. We are committed to consistently teaching and modelling mathematical methods in all subjects (not just Mathematics) using structured approaches that develop students’ understanding and ability to make cross curricular connections. We aim to promote high standards and expectations of numeracy across our curriculum and beyond the classroom.
For more information about how to support your child with numeracy at home, please read the Family Maths toolkit leaflet below.
What KES does
All students in Years 7, 8 and 9 complete numeracy ninja sessions (five per half term) as part of their Mathematics lessons. Numeracy ninjas supports learners in developing high levels of fluency with important numeracy skills. It provides an excellent opportunity for students to build confidence with mental strategies, times tables and key skills.
Bread & Butter
All students in Year 10 complete Bread & Butter numeracy skill checks (five per half term) as part of their Mathematics lessons. This provides an opportunity for students to build confidence with important numeracy skills at a Key Stage 4 level.
Tutor Time Numeracy
Students attempt different problems each week which require them to apply their numeracy skills and lateral thinking skills. Students can achieve bronze, silver and gold awards in numeracy for engaging in the KES key numeracy skills.
We encourage students to explain their numerical reasoning in lessons and at tutor time. At KES we establish a classroom culture which allows students to explore different methods and strategies to problem solve.
Look out for fun numeracy events at KES throughout the year such as Pi day, number day, national numeracy day, perfect number day.
Supporting your child
‘Our first impressions of numbers were influenced by the grown-ups around us. We can make sure our children have a positive introduction to numbers even if we didn’t (National Numeracy, 2022).’
If you would like to improve your own numeracy skills and build confidence when supporting your child, you can learn without pressure by using resources like the National Numeracy Challenge.
There is also help available for adults to improve maths and numeracy skills including fully funded maths courses up to GCSE to enable people to get the maths skills they need.


Celebrating Music in Schools Month
Music in Our Schools Month is an annual celebration of music education. It takes place in March and is organized by the National Association for Music Education (NAfME). This celebration aims to raise awareness of the importance of music education in our schools and remind us of the benefits that music brings to our lives. It is an excellent opportunity to recognize the hard work of music teachers and the dedication of their students. Music in Our Schools Month is a reminder of the power that music has to bring us all together and enrich our lives.
A study published in our White Paper Music Matters: The Importance of Music and Music Education reveals that in 2007, Christopher Johnson, professor of music education and music therapy at the University of Kansas, found that children in elementary schools (age 5 -10) who received good music education scored significantly higher grades in English and math tests (22 percent higher in English and 20 percent higher in math) than children with low-quality music programs. He concluded that the focus required in learning to play a musical instrument is comparable to the focus needed to perform well in standardized assessments. Therefore, students who learn a musical instrument will likely do better in academic tests.
The research also highlights music's positive impact on a child’s self-confidence and social development. Evidently, children who participate in musical training are more aware of others and have a greater appreciation for others. This is because when children play musical instruments alongside others, they learn to support each other and work towards the same common goal.
Percussion Play’s musical instruments can support a child’s musical education and encourage individual and group participation. Playing music in the great outdoors has also been scientifically proven to enhance people’s moods. Perhaps the essential positive psychological impacts of being outdoors have never been more apparent globally than over the last three years during the Covid-19 pandemic. The effects of lockdown, isolation, quarantine, and restricted access to public outdoor spaces — as well as increased general anxiety around engaging and interacting with these — have made clear the correlations between having access to outdoor space and maintaining a state of good mental health.
Jody Ashfield, Founder and CEO of Percussion Play, said: “We are proud to recognize and support this year’s Music In Our Schools Month. As world leaders in manufacturing outdoor musical instruments, we aim to champion learning and playing music outdoors. The pandemic has taught educators that bringing the classroom outside can have multiple benefits. We encourage schools to get outside and create and listen to music”.
You can read more research on the benefits of outdoor music in education settings here or read some Case Studies of Percussion Play’s instruments in schools.
Check out Percussion Play’s Bite-Size Beats program, which directs teachers as to how to incorporate outdoor music education into the school curriculum.


Education plays a paramount role in the process of economic development. Besides being instrumental in development, it is also an end in itself because it helps people lead better lives. For broad-based sustainable economic development, primary education is critical. Neglect of primary education is endemic in developing nations.
Public support of education is often regressive. For instance, public spending on education for a set of selected developing countries by income quintile shows that the poorest income quintile receives around 14 percent of total spending, while the highest receives around 28 percent (Source: World Development Report 2000/2001: Attacking Poverty” Oxford University Press). Systematic discrimination against the poor regarding public spending in education is also found in India. As shown in the table below, public expenditure for elementary education is only 0.17% of GDP for India.
For 2003-04 (in US$ billion) Percentage of GDP GDP $ 581 100.00 Aggregate Govt Budget $ 93 16.08 All social services and poverty alleviation $ 14 2.49 All education $ 6 1.05 Elementary education $ 1 0.17
The public support of higher education primarily benefits the urban rich and middle class. The policy choice of supporting higher education at the cost of the neglect of basic education is short-sighted. Policy makers must recognize the redressing of the imbalance as one of the most critical challenges facing them. This task is made more tractable by the wide availability of ICT tools. The leverage provided by these tools releases the severe resource constraints that bound the task of bringing primary education to the population.
Education can be categorized into primary, secondary, adult, and vocational. We will focus on primary education since the arguments can be easily extended to the other categories.
Primary education is a public good. Therefore, the level of primary education provided by the market can be expected to be lower than the socially optimal level. Therefore it is up to the government to step in and either provide primary education itself or subsidize its provision by the private sector.
The higher income groups living in urban areas have the willingness and the ability to pay for primary education. The low income groups in urban areas and most income groups in rural areas do not have the ability to pay for education
One way of solving the problem would be for the government to provide credit to the poor so that they could pay for primary education. However, given the small size of the budget allocated for primary education and the immense size of the relevant population, it is a challenge that cannot be addressed without resort to technology induced increase in productivity in the education sector.
To briefly review the broad scope of the problem of primary education , we note that literacy is only 80% in urban areas and 60% in rural India. (For urban areas, the male literacy level is 86% and for females it is 73%; the corresponding numbers for rural areas are 71% and 47%. Data from Census of India 2001 and from the Azim Premji Foundation.) About 36% of all 7-14 year old children are illiterate. That is, the total population in rural and urban areas that needs primary education is 340 million. The annual budget for primary education is only US$1 billion (See Table 1). Therefore per capita approximately $3 per year is available for primary education. This sum is clearly inadequate even if utilized most efficiently under the current method of delivering primary education. Thus if we consider that the budget constraint is hard, then the only way out is to innovate in the process of imparting primary education .
Just to provide primary education, India requires seven million teachers if one were to have a 1:50 teacher to student ratio. Not only is that number formidable, the problem is compounded by the fact that these teachers are mainly required in the rural areas where the current number of qualified teachers is extremely low.
Tomorrow: Distance Education
TECH TALK Transforming Rural India+T


Art For Children
Helping Your School-Age Child With Literacy Development
You can prepare your child for reading and writing tasks at school by giving her lots of opportunities to experience language and print in all its forms.
If you think your child is having difficulties, try the following:
Check with her teacher about progress, and work on a support plan together. The earlier you and the teacher step in to help your child, the better she’ll progress in the long term.
Give your child lots of encouragement for trying, even if he repeatedly makes similar errors.
Make sure your child is ready to learn by being organised in the morning. It will help her to have set routines and quiet times to do her reading.
Schedule times to read with your child. You can alternate between your child reading to you and you reading to your child. If he’s struggling, this will help him avoid too much frustration.
Use everyday opportunities for reading and writing. For example, read street and shop signs, menus, prices and labels at the supermarket. You could also write an email, letter or a text message to a friend. This shows your child how useful reading and writing are.
If you have concerns about your child’s progress, speak to your child’s classroom teacher.
If you’re still concerned about your child’s progress, talk to the teacher, school counsellor or GP about seeking more advice from an educational psychologist or literacy specialist


I can use collective nouns in my writing and speaking.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn about collective nouns to use when speaking and writing. They will complete several activities identifying collective nouns.
Students will be able to use collective nouns in their writing and speaking.
Students will define "noun" and name some nouns.
Explain that collective nouns are words used to represent a group of people, animals, or things. Students will look at some examples, like "flock of geese," and come up with their own examples. They will then look at collective nouns that are used for people, animals, and things.
Students will drag the correct collective noun from a word to complete labels. For example, they will see a label for a noun (e.g., "a player") and complete the collective noun label (e.g., "a team of players"). Next, they will match nouns with collective nouns, like "pack" and "wolves." They will then read several sentences and circle the collective nouns.
Review collective nouns with your students with 10 multiple-choice questions.
Have students recall what they learned about collective nouns and use collective nouns in sentences.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


This article originally appeared on Soundfly.
Improvisation looks effortless and cool – until you try to do it. In reality, spontaneously composing is one of the most difficult things a musician can attempt, and it takes practice. There are a number of crafts that a musician must master to be a good improviser. Technical ability and music theory knowledge are important, but in this article I will offer three ways to practice listening and phrasing – crafts many improvisers don’t practice often enough and critical skills for beginning improvisers.
1. Communicate an idea using only one instrument
Practice improvising completely solo – no other musicians, no backing tracks, no audience. Focus on the musical statement you want to make. Think about what this improvisation is going to say or express. Improvise until you feel you’ve made that statement. Because you’ve eliminated all external impulses, you have complete musical freedom. There are no chord progressions, no rhythmic pulse, no constraints on your playing.
Attempt, for example, to play the color yellow, the feeling of jealousy, or your favorite vacation. Use multiple attempts to help refine your playing. What matters here is not how successful you are, but that you’re working on expressing your ideas musically in real time.
2. Connect your phrases
Motivic development is a common skill among some of the best composer and improvisers – it’s one of the musical skills that Mozart and Miles Davis have in common. Train yourself to master motivic development by setting constraints on pitch (the first two notes of the next phrase have to be the same as the last two notes of this phrase), rhythm (I can only play short-short-long), or contour (all my phrases have to ascend, then descend). Not only will you get to know your own playing better, but you’ll also start connecting your phrases. Your solos will sound more complete and connected.
Ready for a more advanced version? Make the entire solo mimic the pattern you’ve assigned to each phrase. Really want hard mode? Try making each of your phrases end in successively stronger cadential material or solo using phrases that don’t match the phrases in the melody of the piece you’re improvising over.
3. Improvise with your favorite bands
People play along with their favorite records all the time – but usually to try and match exactly what their heroes are doing. Instead, join the band! Try and find new chord extensions, improvise your own countermelodies, and take a solo instead of listening to theirs. Enjoying the music means you’re more likely to let loose and let your ears guide you, leading to freer improvisation.
As you do this more and more, start writing down some of what the band plays. Rather than doing a full formal transcription, catch snippets or segments of melody and use them when playing over other tunes. Build a musical vocabulary by working with the phrases of your musical influences.
Improvisation is hard, but there are simple ways to get started. Listening and phrasing are crafts as much as they are arts, and practicing them using these three techniques can pay huge dividends when it’s time to improvise on a gig.
Next up: 5 Effective Improvisation Exercises to Practice With Your Band
Ryan Sargent is the Social Media Manager for MakeMusic, Inc., where he writes about music education technology 140 characters at a time. A graduate of Baylor University, he has shared the stage with Maria Schneider, and Wycliffe Gordon, studied jazz arranging and improvisation with Alex Parker and Art Lande, and taught classes on popular music performance, theory and history to students at middle schools, high schools, and colleges throughout Colorado. Ryan is also an active funk and jazz trombone player in the Denver area and believes all meat should be cooked low and slow. Find him on Twitter and Instagram @Ryan_N_Sargent.


Camps are retreats for children to grow and learn, both emotionally and socially, where they can discover themselves independently. After two years of upheaval, summer camps that are going ahead this year will undoubtedly be faced with more of a need to help children communicate their help them learn to socialize and make new friends.
Summer camp gives kids the chance to interact with new groups of people from all over the country with various abilities, cultures, and even languages. This is what makes camp so special — this blending of different personalities and backgrounds.
When children first arrive, camp can feel like a scary place for some kids, bringing on homesickness, anxiety, and feelings of loneliness before making friends. One way that camps are able to alleviate these feelings for children is through music therapy.
Music has long been used to help people heal, communicate effectively, and bring people together. Music transcends nations and cultures and this is why music is often referred to as the universal language. Music therapy benefits cognitive, emotional, and social issues as well as the physical needs of people. It has proven to be an effective way to help alleviate symptoms and provide a sense of inner calm to people, especially children. Music is also a really fun activity; few pleasures in this world compare to the high you feel from letting your soul flow through your body and out through improvisation and music-making.
The fact that music has been proven to enhance mood, increase feel-good feelings and improve emotion regulation are all powerful indicators that music and music therapy may provide one of the best and certainly the most accessible, holistic approaches to improving mental health available to us today. As various emerging studies are beginning to show, too, this positive effect seems to be multiplied when music therapies are engaged within outdoor environments. Therefore, music must be available in all children’s camps to help kids develop peer relationships, encourage curiosity, communicate their feelings effectively, connect with nature, and most of all, learn how to be creative, which is a valuable transferable skill needed in life.
One way this can be done is by combining the benefits of the great outdoors and music by installing outdoor musical instruments on campgrounds. Weather-resistant and long-lasting outdoor musical instruments make the perfect addition to the environment of camp. Installed by lakeshores, hidden deep within forests, or within existing playgrounds, these instruments add another way to learn and play in the wild by using sounds and vibrations. Best of all, they are totally inclusive, and camp counselors can lead the activity with no training in music needed.
The instruments can be incorporated into a camp program, teaching children the joys of learning how to play music and be creative in producing unique tunes of their own. In contrast, the instruments can be used by children in their free time, meaning that they continue to be stimulated and learn even when playing. They are also accessible to everyone and help develop problem-solving.
Outdoor musical instruments also enable "open-ended play." This means that children can go back to an instrument, time and time again, gradually enhancing their skills and working on it over time. They also enable children to learn to work with others, perhaps learning a tune as an ensemble to put on a performance to mark the end of camp.
Playing these types of instruments in the great outdoors is an easy and enjoyable way to generate a quick burst of all those feel-good endorphins, to give space for emotions to be understood and processed, and provide a distraction from the everyday stresses of life, both large and small. All of this makes outdoor music the leading therapy to help children develop, both socially and emotionally at Camp, while also having fun!
You can read more research on the benefits of music for children here.
This blog post is provided by Percussion Play. Jody Ashfield is the cofounder and CEO of Percussion Play, the leading manufacturer of outdoor musical instruments.
- White Papers From Percussion Play — Percussion Play
- Music Matters: The Importance of Music and Music Education
- Come One, Come All: The Benefits of Music-Making Within the Community
- Hitting The High Notes — The Benefits of Music for Mental Health
Periodically, the American Camp Association (鲸鱼电竞app赛事(鲸鱼电竞注册登录)) makes timely and relevant information about products and services available to its members so they can make informed decisions for their camps. However, the 鲸鱼电竞app赛事(鲸鱼电竞注册登录) does not endorse products, services, or companies.


With music education programs being cut at a record rate as school systems scramble to salvage their bottom lines, music teacher, speaker, and author Sharon Burch (www.SharonBurch.com) is available to discuss the multiple adverse implications of eliminating music education from the K-12 curriculum.
Discussion points may include, but are not limited to, the following:
- Trend alert: Major corporations are currently recruiting from music and other arts and design schools in an effort to employ out-of-the-box thinkers to gain a leading marketplace edge
- Cutting music education initiatives will actually further damage our global academic standing
- Music is among the only things a child can do to work all parts of the brain, as it causes neuron synapses to fire between all parts.


This paper discusses the implementation of the primary school history curriculum with the support of the environment and knowledge to realize the nation's aspirations, especially in promoting Malaysian self- identity among primary school students. The implementation of this primary school history curriculum is supported by the availability of infrastructure, management administration, content knowledge and pedagogy as well as history-based thinking skills assessed from the teacher's perspective. The implementation of this primary school history curriculum is evaluated on the aspects of effective history teaching methods, the use of textbooks, teaching aids where the assessment in this study involving both teachers and students. In addition, the self-identity practice as a Malaysian was assessed from the perspective of students for aspects comprises of understanding human behaviour, actions and consequences in history, the uniqueness of our homeland, glory and patriotic citizens as well as understanding of democratic practices. History subjects have become a core subject that all students must learn in the Primary School Curriculum from year 4 in the second grade. The role of this history subject is to underpin and nurture students’ patriotic souls with their knowledge on historical values. This paper therefore seeks to look at the extent to which the implementation of the history curriculum of the primary school subjects as a core subject in the primary school in implementing Malaysian citizenship practices with the support of the environment and the knowledge of teachers. This paper also discusses the position and goals of primary school history subjects. Therefore, it is vital for these younger generation to implement self-identity as a practice to create a proud citizen. This paper will also widely explore the studied constructs.
Primary School Standard Curriculum (KSSR), self-identity, Malaysian, environment and teacher knowledge


How is literacy used in everyday life?
Literacy allows us to make sense of a range of written, visual and spoken texts including books, newspapers, magazines, timetables, DVDs, television and radio programs, signs, maps, conversations and instructions.
What does literacy look like in early childhood?
Early literacy is learning about sounds, words and language. You can support early literacy development by communicating with children, reading, and playing with rhyme. Children develop and learn best through everyday, fun activities like singing, talking and games.
How does Digital Literacy affect students learning?
Digital literacy is crucial to helping students become lifelong learners. It teaches them essential life skills as well as academic skills. They help students use critical thinking skills to evaluate the quality of digital sources and information, which in turn helps students communicate better.
What counts as literacy in early childhood?
Literacy can be viewed as the product of an array of component skills, all of which are necessary to high-level performance. For example phonological awareness, letter knowledge, automaticity in reading letter sequences, and lexical access could be identified key component reading skills.
How students are affected by technology?
Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. However, tool uses of technology are highly compatible with this new teacher role, since they stimulate so much active mental work on the part of students.
What impact does technology have on literacy?
It can both support traditional literacies and introduce new forms in the classroom. Technology can help students discuss their ideas by bringing readers and writers together in the same classroom, and it can help students work together at different times through google documents and blogging.


Teach Children to Draw and Paint with our Easy Drawing Tutorials
Below are a small sample of our art tutorials such as ‘How to Draw’ and ‘How to Paint’ art videos I have available for use in schools on my YouTube Channel.
These art tutorials are aimed at children, students and beginners. They explain basic drawing and painting techniques in simple, step by step methods. Even the least artistic or creative individual will follow them with ease and produce really successful drawings.
Take a look at examples of children’s work based on my online art tutorial videos here. All my easy art tutorial videos are freely available for you and the children of your school to watch. My easy drawing art tutorials will help children learn new drawing and painting skills. As a result, students will draw and paint in more interesting and imaginative ways.
A sample of our How to Draw and How to Paint Art Tutorials available
Find many more easy drawing tutorials for beginners and painting videos on my YouTube channel: youtube.com/paulpriestleyart Everything you need to improve the art education and art skills of the children in your school.
If you want to enhance your art lessons with videos about famous artists such as; Picasso, Monet, Van Gogh and others, checkout my art history YouTube Channel; youtube.com/arthistoryschool
Check out my YouTube Channel for more easy drawing and painting tutorials designed for beginners and children
Alternatively, you can see all my drawing and painting tutorials at paulpriestleyart.com


Teaching assistant Emily Alexander (white shirt) adds weight to a Styrofoam boat designed by elementary education students Heather Sweers (right) and Kuria Reever (with glasses) Tuesday as professor and recorder Larry Genalo looks on. In this hands-on project, one of many in this fall's "Toying with Technology" course for 30 future teachers, students learned about mass, weight, volume and water displacement, as well as a simple experiment that teaches these concepts to grade schoolers.
Armed with a limited list of available supplies, a spending limit ($2.50) and knowledge, the students were challenged to build a boat and predict how much weight it would support before it sank. They were assessed on how accurate their predictions were.
"All of their experiments are meant to be something they'll do with, for example, third-graders," Genalo said. "And they're learning to set up experiments that a teacher or a school could afford to provide."
Later this semester, Genalo's students will spend a month of their class meeting time in classrooms at United Community School, west of Ames, leading hands-on experiments in technology and science with students there.
In addition to this undergraduate class, the Toying with Technology program includes a graduate summer class for teachers and a large, year-round outreach program for K-12 students and teachers. Photo by Bob Elbert.


The transition from preschool to elementary education can be challenging. Your focus must shift from helping your child develop fine motor skills and recognizing letters and numbers to introducing them to core subjects like math, science and reading. If you’re not careful you’ll lose sight of other important subjects such as art, bible, music and physical education. A comprehensive curriculum that covers all the subjects might be the place to start as you begin establishing positive home educating habits. Deciding you need an integrated curriculum is the easy part. Finding one that’s right for your family is the challenge. Kendall Hunt Religious Publishers has produced the Kindergarten Stepping Stones curriculum, which new homeschool families may find helpful.
Disclosure: I received this product for free and was compensated for my time. All opinions expressed are my own and I was not required to post a positive review.
About Kindergarten Stepping Stones Curriculum
The folks at Kendall Hunt Religious Publishers get it. They know that an early learner must be nurtured to think, learn, choose, and grow, but more importantly that the early learner was made in the image of God. The Kindergarten Stepping Stones curriculum is designed to help a parent impart that timeless truth to their children while addressing all subjects and a variety of themes. They use literature as the basis for their integrated curriculum themes.
Here’s how it works:
The school year is broken up into nine themes: Heroes, My World and Others, Living Things, Spiritual Journey, Friends and Family, Environment, Personal Feelings and Growth, Yesterday, Social Issues and Culture.
Each theme is broken up into three or four weeks worth of lesson plans. A new children’s book is used each week to illustrate the theme. Lesson plans that touch on that theme are provided for every subject matter. The subjects include: Worship/Bible, Language Arts, Math, Science, Social Studies, Physical Education, Art, Music, Dramatic Play and Technology.
It’s a unique approach that allows a teacher to be responsive to individual differences in developmental stages, abilities, and interests of every learner. The curriculum was designed for a Montessori classroom, but can easily be adapted for the home.
What Sets Kindergarten Stepping Stones Apart?
- Everything is planned out and I mean everything. This resource is great for moms who might not know where to start when planning lessons. The teacher manual gives an overview of the entire year’s worth of learning while the daily lesson guide for each theme provides a breakdown of every lesson and it’s objectives. They include the books you need, outline daily routines to follow, and provide all the printouts on a CD-ROM. Plus, you’ll also find several talking points, along with pictures of all the printouts, to help guide you through each activity. I’m telling you momma, you can’t mess this up.
- You’ll find tons of activities to choose from. What truly sets this curriculum apart is the variety of choices offered to allow you to tailor the lessons to meet your child’s needs, interests and ability. One week of lessons consists of 60-80 pages in the theme manual. That’s 60-80 pages of fully planned and scripted activities for each subject area. There are several different activities for each subject, which you can pick and choose from based on your child’s likes and abilities. Maybe you’re looking for something to get your kiddo moving, just open the daily lesson guide to the physical education or dramatic play section. It’s all right there. Searching for something crafty or creative? You’ll find several art and music activities that align with the theme book you are studying that week. You know your child better than anyone else. You know what they’ll enjoy and what might not engage them so well. So embrace the freedom to pick and choose what activities you’ll do.
The Bottom Line
Kindergarten Stepping Stones is a great choice for the homeschool mom who wants a pick-up-and-go curriculum. You can enjoy the freedom that comes from knowing everything you need has been provided for you.
Find out More About Kendall Hunt Religious Publishers
Connect with Kendall Hunt RPD
- Visit their website.
- Join them on Facebook – Kendall Hunt Publishing Company PreK-12
- Find them on Twitter – @KendallHuntRPD
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Download now for free these Grade 3 Summative Tests for Modules 1-3 based on Most Essential Learning Competencies (MELC) for Quarter 1, school year 2021-2022.
What are Summative Tests or Assessments?
Before we download the files, let us know first what is a summative test or assessment is. According to study.com, The definition of summative assessment is any method of evaluation performed at the end of a unit that allows a teacher to measure a student’s understanding, typically against standardized criteria. The purpose of summative assessment is to gauge students’ comprehension of the material presented at the end of a particular unit of work, and is often measured with a grade or percentage, depending on the subject.
Furthermore, cmu.edu said that the goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.
Grade 3 Summative Tests Quarter 1 Modules 1-3
- Grade 3 Summative Test in AP Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in English Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in ESP Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in Filipino Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in Math Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in MTB Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in Music Modules 1-3: DOWNLOAD
- Grade 3 Summative Test in Science Modules 1-3: DOWNLOAD
- Grade 3 Summative Test Answer Keys in All Subjects Modules 1-3: DOWNLOAD
Note: We update this post regularly based on the time for a new summative test, so make sure to bookmark us or like us on our Facebook page to never miss an update.
Disclaimer:This post is created for information, education and dissemination purposes only, NO copyright infringement intended, for more questions and inquiries contact us through our Facebook page, @gurophilippines.
You May Also Want To Download:
Weekly Home Learning Plan Compilation for All Grades
DepEd Self Learning Modules (SLM) for All Grades, S.Y. 2020-2021
Compiled colorful workbooks that your kids will surely love
Grade 1-6 Math Modules Compilation
Grade 1-6 English Workbooks Compilation
Grade 1-6 Workbooks for All Subjects COMPILATION
What is MELC?
These summative tests are based on the MELC provided by the Department of Education, but what are they?
According to DepEd, “essential learning competencies are defined as what the students need, considered indispensable, in the teaching-learning process to building skills to equip learners for subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance education but may not be necessary in building foundational skills.”
They continued, “with the challenges on learning delivery posed by Covid-19, the Bureau of Curriculum Development accelerated the identification of the essential learning competencies, and streamlined these further into the Most Essential Learning Competencies (MELCs).”
To learn more about MELCs, we suggest that you visit https://commons.deped.gov.ph/melc
With that, we hope that everyone will take precautionary measures against COVID-19, so that when it is time for face-to-face classes, everyone is present. Lots of love from Guroph admins.
Looking for more premium learning materials? Visit Education PH, your reliable partner for learning and success. Sa halagang P499/year, makakadownload ka na ng mga premium learning materials para sa iyong anak o estudyante.


From Screen to Field: How Sports Movies Inspire Children to Pursue Their Dreams
"I have never played Hockey, but I have seen people playing Hockey on TV. There is a movie on Hockey, Chak De India. I saw girls playing Hockey in this movie. I play badminton and carrom with my friends. I want to become a teacher when I grow up." Mona told our art instructor Moni. Mona is a class 4th student at Government Primary School, Sivpurva, Varanasi.
Through our Let's Start Session, we enable children to explore their creativity and imagination through Artistic expression. When children are encouraged to express their thoughts and experiences through drawing, they learn to pay attention to details. Art education enhances children's creativity and imagination and helps them develop the necessary skills for growth and success.
Movies based on famous sports stories have always been a popular genre among children and adults alike. These movies provide entertainment and inspire children to take an interest in sports and pursue their dreams.
In January, we conducted the let's start session on the theme "Play as an opportunity." We asked the children which sport they liked the most and encouraged them to share their stories through drawing. We were delighted to hear their stories and how movies based on their favourite sports inspire them.
A few children mentioned that they love movies like Chak de India and Dangal because they saw girls playing Hockey and wrestling in both films, which is rare. These two movies promote gender equality and challenge traditional stereotypes restricting girls from pursuing sports. It encourages children to break down societal barriers and pursue their dreams, regardless of gender.
The art sessions were conducted by Kavita Kumari, Harshita Gupta, Chandan Kumar Sahu, Radha Gupta, and Moni Gupta in Government Primary Schools at Kabir Nagar, Aditya Nagar, Orderly Bazar, Durgakund-1, Sundarpur-1, Sundarpur-2, Kodai Chowki, Nayi Sadak, Chittupur, Lolark Kund, Nariya, Bhikharipur.


Dyslexia Awareness Month, Oct 2022
Posted: 09/29/2022 - 3:29pm
Dyslexia awareness month is an annual event aimed to further understanding of dyslexia. All month long, we will be promoting dyslexia awareness by offering parents, teachers, and policymakers resources that will help them understand and address dyslexia.
Dyslexia Resources Roadmap
Watch this video for a walk-through of our dyslexia resources!
Browse all our Dyslexia Resources!
Supporting Students with Dyslexia Toolkit
This toolkit provides information about dyslexia and how to best support the literacy development of students with dyslexia. Explore the five sections to learn more about what dyslexia is, how schools can screen students for dyslexia risk, using data to identify supports for students with dyslexia, what effective reading instruction looks like, and how to intensify reading instruction for students with dyslexia.
View all Implementation Toolkits
Explore our Tools
Ask an Expert - Our experts answer your literacy-related questions.
Improving Literacy Briefs - Research summaries and infographics written by our experts.
State of Dyslexia - Dyslexia legislation and related initiatives in the U.S.A.
Resource Repository - Find dyslexia-related resources.
Adventures in Reading Comic Books - Check out our original comic, starring Kayla, a girl with dyslexia.
Story: Succeeding with Dyslexia
Meet Julianne Masser, Ph.D., who was diagnosed with dyslexia in the 1st grade.
Still Succeeding with Dyslexia
Get caught up with Julianne Masser, Ph.D.
Follow us on Facebook or Twitter for resources that will focus on a different dyslexia-related topic each week of October. Help us reach more families and schools by sharing and retweeting our posts!
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliterarcy.org


Magnetic letters are an elementary classroom must-have! There are so many fun and exciting ways to use them to build solid foundational skills with your students.
No need to get stuck doing the same thing year after year. Mix it up with our top five magnetic letter activities:
1. Discovery Bottle
Add uncooked rice and magnetic letters into an empty plastic bottle. Students can shake and discover the letters hidden inside.
Build your students’ letter identification skills, letter-sound correspondence and phonics skills! It’s a great way to make your literary center more engaging.
2. Name-Building Kit
Use pencil pouches or zip-lock bags to make personalized name-building kits for your students. Just add the magnetic letters of the student’s name, an index card with the name printed on it for reference, and you’re ready to go! Add the letters of the last name to increase the difficulty. A great morning work activity for Pre-K or kindergarten students.
3. Magnet Tray Letter Matching
Have students match letters of the alphabet or build words on a magnetic surface. Try our no prep options like Alphabet Arcs, Magnetic Alphabet Charts, Read, Build, and Write Boards or MAGtivity™ Tins.
Hands-on activities are great for literacy centers or teacher table work. You might even use the side of your file cabinet, front of your desk, or whiteboard if those surfaces are magnetic.
4. Fishing Game
Get your students up and moving while incorporating foundational skills practice. Scatter magnetic letters on the ground or in a bin, attach a paper clip or magnet to a string and let the fishing begin! Students can dangle the string to “catch” different letters. Your students will be so excited to catch letters they won’t realize they are practicing important skills.
You can increase difficulty by adding uppercase letters, magnetic sight words, or even Spanish alphabet letters.
5. Sensory Bin with Magnet Letters and Wands
Add whatever sensory fill you desire – shredded paper, beads, or sand – to your sensory table. Don’t forget to add your magnetic letters! Arm students with magnet wands and let them explore, dig, and search for the letters of their name, sight words, or spelling words.
Whichever ways you choose to use your magnetic letters, remember to have fun!


1. Pyrography is the art of decorating wood or other materials with burn marks resulting from the controlled application of a heated object such as a poker. It is also known as pokerwork or wood burning. Pyrography means “writing with fire” and is the traditional art of using a heated tip or wire to burn or scorch designs onto natural materials such as wood, leather, paper, etc. The process has been practiced by a number of cultures including the Egyptians and some African tribes since the dawn of recorded time. Pyrography is also a traditional folk art in many European countries, including Romania, Hungary, as well as countries such as Argentina in South America.
2. Fabergé Eggs are a symbol of luxury and the eggs are regarded as masterpieces of the jeweller’s art. The House of Fabergé made thousands of jeweled eggs from 1885 through 1917. The most famous eggs were the larger Imperial Easter Eggs made for Alexander III and Nicholas II of Russia. Fabergé was given complete creative freedom in creating the eggs. The only stipulations were that each egg must be unique and must contain a surprise. The eggs were made with precious metals or hard stones decorated with combinations of enamel and gem stones.
3. Environmental Art is art that helps improve and create awareness about our relationship with the natural world. It may include the use of recycled/ reclaimed materials and resources in an eco-friendly way to create art. It may also interpret nature and its processes, educate us about environmental problems, and show concern about environmental forces and materials. Artists may create artwork that is powered by wind, water, lightning, earthquakes etc. that re-envisions or propose new ways for us to co-exist with our environment. It may reclaim and remediate damaged environments, restoring ecosystems in artistic and aesthetic ways.
4. Pablo Picasso’s full name was Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la Santísima Trinidad Martyr Patricio Clito Ruíz y Picasso. He was named after various saints and relatives. The “Picasso” is actually from his mother, Maria Picasso y Lopez. His father is named Jose Ruiz Blasco.
5. Early Art Education teaches children: to be more tolerant and open, promotes individuality, and self-confidence, improves academic performance, helps develop basic mental and physical capabilities, and improves interpersonal communications. Young people who participate in the arts every week are more likely to participate and be recognized in academic activities such as math and science.
The Art Lover’s Almanac : Serious Trivia for the Novice and the Connoisseur
Facts On File Encyclopedia Of Art ( 5 vol. set)


Residents of Kwalakessi Village in a town called Hoskins in West New Britain Province, Papua New Guinea, struggle to afford education. There are no schools close to the village. The nearest ones are miles and miles away, are overcrowded, and have limited places available for the Kwalakessi children. Hence the villagers, children and adult alike, cannot read or write. Not surprisingly, unemployment in the area is high. To address their need for basic literacy and numeracy, CFC ANCOP Australia is helping finance the construction of a community hall.
The main intended use for the building is to conduct literacy school for children and adults alike.
The initial plan is to hold early childhood curriculum classes three days a week and to get trained volunteer teachers, much similar with the Markham School (in Morobe Province) which was also funded by ANCOP Australia. They are also planning to conduct adult basic literacy and numeracy skills classes two days a week. The place has three CFC members who are qualified teachers and can help deliver the classes.
The building is expected to be completed at the end of 2021 and the literacy classes are planned to commence in February 2022.


Children’s Home Musical Experiences Across the World
This book offers a fresh and diverse perspective on home musical activities of young children from a variety of countries, including; Brazil, Denmark, Greece, Israel, Kenya, the Netherlands, Singapore, Spain, South Africa,Taiwan, the UK, and the United States. Narrowing their study to seven-year-olds from middle-class families, the articles in this volume argue that home musical experiences provide new and important windows into musical childhoods as they relate to issues of identity, family life, gender, culture, social class and schooling. Though childhood musical engagement differs considerably, it has direct implications for a better understanding of music education and childhood development. Using a wiki to share data and research across time and space, this volume is a model for collaborative cross-cultural research and is centered on the home as a primary research site for children's musical engagement.
- 2016 Indiana University Press
- Book Quality:
- Indiana University Press
- Date of Addition:
- Education, Music, Nonfiction,
- Usage Restrictions:
- This is a copyrighted book.
Choosing a Book Format
EPUB is the standard publishing format used by many e-book readers including iBooks, Easy Reader, VoiceDream Reader, etc. This is the most popular and widely used format.
DAISY format is used by GoRead, Read2Go and most Kurzweil devices.
Audio (MP3) format is used by audio only devices, such as iPod.
Braille format is used by Braille output devices.
DAISY Audio format works on DAISY compatible players such as Victor Reader Stream.
Accessible Word format can be unzipped and opened in any tool that supports .docx files.


Guided Reading bundle with 6 Leveled Texts per Reading Level!
Distance Learning activities included.
24 Leveled Books Reach, Teach, and Learn is my brand new Guided Reading Curriculum that incorporates EVERYTHING that must be taught to your Early Readers.
This Guided Reading Curriculum includes Levels L - O and provides you with DETAILED step-by-step 3-day lesson plans, instructional guides, leveled texts, discussion prompts, structured scaffolded word work, sight word instruction, guided writing activities to support comprehension and SO MUCH MORE!
What's included in this bundle?
* 24 Leveled Books for Levels L - O
- 6 Leveled Books for each level
- 3 fiction and 3 non-fiction texts per level
- Professionally Illustrated Fiction Texts by Children's Book Illustrators
- DIGITAL BOOKS accessed through QR code on iPads, tablets, etc.
- 3-Day step-by-step scripted standards-based Lesson Plans
- 6 Instructional Trifolds with step-by-step Procedures to guide instruction
- Strategy Fans to teach reading strategies
- Word Work Instruction with step-by-step procedures
- Box-Its (Sound Boxes) with scaffolded phonics instruction
- Make-Its (Making Words) with scaffolded phonics instruction
- Match-Its (Analogy Charts start at Level H)
- Sight Word instruction, Progress Monitoring, and Sight Word Cards
- Vocabulary instruction
- Running Records for each leveled text
- Guided Writing Interactive Notebook activities to support Comprehension
- Guided Writing Booklet for Sentence Dictation and written responses to texts
DIGITAL OPTIONS NOW INCLUDED:
We have now added Google Slide activities to accompany each book in this unit. You can click on the Google Slides link, make a copy, and now begin using it with your students. You can add the Google Slide links to Google Classroom, via email, Microsoft Teams, and Seesaw, etc. This will give you the ability to provide the book activities digitally to your students.
Additionally, we have included DIRECTIONS on how to access the digital books. Typically, your students will scan the QR codes that are provided using their device/tablet. However, if you are teaching virtually or assigning for homework, we have now provided directions within the unit on how to access the LINKS to each individual book, so that your students can access the books digitally at home.
My Reach, Teach, & Learn Guided Reading Units will give you the step-by-step blueprint to reading success for your students. If you have ever felt UNSURE of what do during Guided Reading or how to get your students to mastery level, THIS UNIT IS FOR YOU!


A recent National Endowment for the Arts (NEA) Survey of Public Participation in the Arts data reveals that 3 out of 4 Americans participate in the arts. This participation includes a full spectrum of artistic genres and participation via electronic media and personal arts creation. The good news is that US adults are participating in the arts in more ways than ever before; the bad news is that we are depriving children of the art education needed to maintain this.
According to the report, arts education is the leading factor in arts participation. No surprise there.
“Childhood arts education has a potentially stronger effect on arts attendance than age, race, or socioeconomic status. Long-term declines in childhood arts education have serious implications for the future of arts participation in America.
- In addition to reporting higher arts-attendance rates, those who receive arts education as a child are more likely to create or perform art, engage with the arts via media, and take art classes as an adult.
- In 1982, nearly two-thirds of 18-year-olds reported taking art classes in their childhood. By 2008, that share had dropped below one-half (2.6 million), a decline of 23 percent.
- Declines in childhood arts education from 1982 to 2008 are much higher among African American and Hispanic children than among white children. In that timeframe, there was a 49 percent drop for African Americans, and a 40 percent drop for Hispanic children, compared with a statistically insignificant decline for white children.”
We are not serving these children – or this country – well.


Music Theory Flashcards and Manipulatives
Get 2 Full Printable Sets!
Get 2 full printable packs for music theory practice. These are perfect for all students no matter what type of music they are learning: music appreciation, private instrument or voice lessons, band/orchestra/choir, musical theater, etc.!
Notes of Treble and Bass Clef Manipulatives
This 13-page printable pack contains resources to help kids learn the note names of the lines and spaces of the treble clef and bass clef. Kids use the staff to put the notes on. Treble clef staff and bass clef staff are included, as well as a blank staff that can be taped to the others to make a longer staff.
Cut out the notes (ovals) to practice note names on the staff. The notes come in 3 types: black, colored, and black with note name included.
Also find staffs with the treble and bass clef note names for lines and spaces, as well as a list of words that can be used to spell words using only music note names (such as "baggage" and "deed").
This printable manipulative pack is perfect for beginning music theory, piano students, and music students of all ages.
Flash Cards of Music Notes, Symbols, & Terms
Use these simple, but effective, flash cards to help your students recognize the most common music notes, symbols, and terms. There are 13 pages with four flash cards each. Simply cut on the black line and laminate to make them last longer! 52 different notes, rests, symbols, and terms!
Included Flash Cards:
- Treble clef, Bass clef
- Flat, Sharp, Natural
- Notes: sixteenth, eighth, dotted eighth, 2 eighths, quarter, dotted quarter, half, dotted half, whole, sixteenth and dotted eighth, dotted eighth and sixteenth, 2 sixteenths, 4 sixteenths, 2 sixteenths and eighth, eighth and 2 sixteenths, triplet quarter notes
- Rests: sixteenth, eighth, dotted eighth, half, quarter, whole
- Terms: rit., decresc., cresc., a tempo, accel.
- Barline, staff, repeat signs, double barline
- Crescendo - decrescendo markings
- Dynamics: ppp, pp, p, mp, fff, ff, f, mf
- Time signatures: Common time, Cut time, 2/4, 3/4, 4/4, 6/8
Perfect for all ages and all kinds of music classrooms, homeschool, and private studios. Use the flash cards for individual study, group games, or full class drills and review!
Gena Mayo is a homeschooling mom of 8 who has been teaching music in various forms for over 25 years. She has a Bachelors degree in Music Education and a Masters degree in Vocal Pedagogy (teaching voice lessons). It has been her joy to teach elementary and junior high choir, high school voice classes, private voice lessons for teens through adults, early childhood music and movement classes (babies through preschool), elementary general music, and music appreciation for elementary through high school. But, her favorite music teaching experience has been as musical director for stage musicals such as Seussical, Shrek, Singing in the Rain, Newsies, and Beauty and the Beast. It is Gena's desire to help all homeschoolers include music in their homeschools!
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Music enriches our lives, and a music education enriches a student’s school experience in so many ways. When given the opportunity to create music with others, students develop intellectual, personal, and social and emotional proficiencies needed to engage in deep, lifelong learning.
The North Vancouver School District offers students and families a wealth of outstanding instrumental and choral programs. Through both individual and ensemble music-making experiences, students from K-12 build developmentally-appropriate technical and expressive abilities and explore their innate musicality.
Students can begin their musical journey in elementary school, developing foundational instrumental and vocal skills through explorations with a wide variety of classroom instruments and singing.
Students may then choose to pursue choir, band, and/or strings as they progress through secondary music programs. North Vancouver secondary schools offer students a variety of ensemble experiences, including Chamber Choir, Concert Choir, Vocal Jazz, Concert Band, Jazz Band, and Guitar, all of which prepare students for continued engagement with music later on in life.
Music brings diverse members of a community together, fostering connection, collaboration, and creativity. It also evokes the humanity of learning, allowing students to delve into and reflect on the human experience, expand their capacity for empathy through connecting musically with others, and gather the courage it takes to express oneself and put more beauty out into the world.
Students who are emboldened to take creative risks gain resilience, and develop the desire to take on greater responsibility and leadership beyond the walls of their music classroom. They become powerful voices in their communities, leading with the courage and compassion that they develop as musicians.


Wanneer schoolboeken die worden gebruikt om jonge kinderen te leren lezen teveel overbodige illustraties bevatten, leiden die de aandacht van de jonge lezers af waardoor ze de inhoud van de tekst minder goed begrijpen. Tot deze vaststelling kwamen onderzoekers van de Carnegie Mellon University in de VS.
Die conclusie ligt in lijn met eerdere bevindingen die reeds vanuit de Cognitive Load Theory en de Cognitive Theory of Multimedia Learning naar voren werden geschoven. De boodschap is om bij het ontwikkelen van leermaterialen goed na te denken over welke informatie essentieel is om toe te voegen om de leerinhouden optimaal te kunnen verwerken.
“Reading is the gateway for learning, but one-third of elementary school students in the United States do not read at grade level. Researchers at Carnegie Mellon University are exploring how the design of reading materials affects literacy development. They find that an overly busy page with extraneous images can draw the reader’s attention away from the text, resulting in lower understanding of content.
The results of the study are available in the September issue of the journal npj Science of Learning.
“Learning to read is hard work for many kids,” said Anna Fisher, associate professor of psychology and senior author on the paper.
The typical design of books for beginning readers often include engaging and colorful illustrations to help define the characters and setting of the story, offer context for the text and motivate young readers. Fisher and Cassondra Eng, a doctoral candidate in CMU’s Department of Psychology and first author on the paper, hypothesized that the extraneous images may draw the reader’s eyes away from the text and disrupt the focus necessary to understand the story.
The researchers sought to understand how to support young readers and optimize their experience as they become more fluent readers. In the study, 60 first- and second-grade students from the greater Pittsburgh area were asked to read from a commercially available book designed for reading practice in this age group. Half of the book consisted of the published design and the other half was streamlined, having removed the extraneous images. Each child read from the same book. The team used a portable eye-tracker to monitor the number of times the child’s gaze shifted away from the text to images on the page.
To develop the streamlined version of the book, the researchers had a group of adults identify relevant images to the text. To differentiate, extraneous images were defined as entertaining, but nonessential pictures to understand the story. For the streamlined version, the researchers kept the images that 90% of the adult participants agreed were relevant illustrations. All other illustrations were removed.
While the time each child spent on a page was similar, the researchers found that nearly all children reading the streamlined version had lower gaze shifts away from text and higher reading comprehension scores compared to the text in the commercially designed version of the book. In particular, children who are more prone to look away from text benefited the most from the streamlined version of the book.
“During these primary school years, children are in a transition period in which they are increasingly expected to read independently, but even more so in the wake of stay-at-home orders as children are using technology with less in-person guidance from teachers,” said Eng. “This is exciting because we can design materials grounded in learning theories that can be most helpful to children and enrich their experiences with technology.”
Fisher notes one limitation to this study was that her team only evaluated reading using a single book.
According to Fisher, these findings highlight ways to improve the design of educational materials, especially for beginning readers. By simply limiting extraneous illustrations, children can have an easier time focusing and better reading comprehension as a result.
“This is not a silver bullet and will not solve all challenges in learning to read,” said Fisher. “But if we can take steps to make practicing reading a little bit easier and reduce some of the barriers, we [can help children] engage with the printed material and derive enjoyment from this activity.”
Fisher and Eng were joined by Karrie Godwin at the University of Maryland Baltimore Country in the project titled, “Keep It Simple: Streamlining Book Illustrations Improves Attention and Comprehension in Beginning Readers.” The project received funding from the National Science Foundation and the U.S. Department of Education.”
Het volledige onderzoek kun je hier raadplegen.


A high school for art encourages exploring the boundaries of thinking as well as bringing fresh solutions to existing problems. Art education can be a bit complicated. Students may not be motivated if they’re exposed to art and painting the traditional way.
You can inspire your students through travel. Students will feel connected and inspired by traveling to expand their horizons. For an in-depth comprehension of art, is important to integrate notions of art into every aspect of your life. High school students must realize that art surrounds and impacts them everywhere they travel. Make a trip with your class to the nearby museum as an introduction, then explain the significance of everything in it including the building to the latest painting inside.
The art of expression is how we see the world. Your pupils will be capable of discovering new ways to look at the world and appreciate the stunning artwork that they have read about in the books. Doing this you’ll do the best job you can being an art teacher.


Source: Teachers College Record, Volume 112 Number 5, 2010, p. 5-6.
Seasonal researchers have developed a theory and hypotheses regarding the importance of neighborhood and school contexts for early childhood learning. However, the researchers have not possessed nationally representative data and precise contextual measures with which to examine their hypotheses.
This empirical study employs a seasonal perspective to assess the degree to which social context and race/ethnic composition—in neighborhoods and schools—affect the reading achievement growth of young children.
The authors ask, Were there specific seasons when context and/or composition were particularly salient for reading achievement?
Also, did accounting for context and composition challenge established appraisals of the relationship between family factors and achievement?
Data for a nationally representative sample of students proceeding through kindergarten and first grade came from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Neighborhood social and race/ethnic measures came from the 2000 Census.
This quantitative study employs a three-level model that assesses reading achievement at school entry and during three subsequent seasons. The model represents reading achievement as a time-varying process at level 1, conditional upon family socio/demographic factors at level 2, and dependent on social context and race/ethnic composition at level 3.
Neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer. The proportion of neighborhood residents from minority race/ethnic groups was not associated with reading achievement at school entry or during the summer season. During the school year, school social context was associated with reading growth during kindergarten, and school social context and race/ethnic composition were associated with reading growth during first grade.
The magnitude and frequency of contextual effects found in this national sample have considerable implications for achieving educational equality in the United States.
The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.


As the first Montessori program in Cincinnati, we have a long-standing history of providing an excellent Montessori program. Our Montessori Room is a three-year program for children ages 3-6.
Montessori Room Curriculum Overview
Language Arts – The Montessori language curriculum is based on phonics instruction. Phonemic awareness activities focus on rhyming, matching, sequencing, counting syllables, letter naming, letter sounds, and identifying beginning sounds of objects and pictures familiar to students. As letter sounds are mastered, students work to encode (compose) and decode (read) words by linking sounds together. When ready, lessons with the moveable alphabet give the child a hands-on experience isolating sounds to encode short vowel words. Written letters are introduced through environmental print, books, and the use of sandpaper letters. Through lessons with sandpaper letters, a child can feel the shape of a letter while learning the phonetic sound. Metal insets and a variety of writing materials are used to develop the fine motor skills needed for proper letter formation. The use of the “Handwriting Without Tears” program reinforces proper letter formation. Montessori Kindergarten students participate in Writer’s Workshop lessons, receiving direct instruction on the writing process.
Math – Students first acquire a visual and tactile concept of numbers by participating in activities that teach sequence, recognition, and quantity of numbers. Sandpaper numerals and counters, the spindle box, and the short bead stair provide children the opportunity for reinforcing numerical concepts and building number sense. Classroom activities and materials provide students with concrete, hands-on experience with each concept and help to encourage a sense of order and logic, as well as the practice of identifying and creating patterns. Students participate in lessons introducing concepts of time, money, fractions, and measurement. When ready, students explore the decimal system—ones, tens, hundreds, and thousands. The concepts of addition and subtraction are introduced, and in some cases, the more complex operations of multiplication and division. In the math area, as in all other areas, students progress at their own pace, according to individual needs and interests.
Science – The Montessori science materials present the subject in such a way that children can observe, experiment, demonstrate, and record what has been learned. Units of study are living and non-living, plants compared to animals, trees, the human body, food groups, nutrition, the five animal families, seeds, insects, simple machines, and magnets.
Social Studies – Montessori children work on becoming positive members of the classroom and school community and understanding the importance of sharing, manners, and respecting rules. The CCDS Character Virtues of compassion, courage, integrity, respect, and responsibility are woven into this curriculum area. Through walks on campus and cross-divisional events, children develop a sense of the CCDS community. Students are introduced to our planet’s rich diversity of people, through the study of the seven continents with an emphasis on region or population’s geography, history, music, art, and cultural traditions. Children experience concrete examples through globes, puzzle maps, and land/water forms. Students also study holidays, great Americans, the solar system, and layers of the Earth.
Practical Life – The Practical Life area in the Montessori classroom engages children in real-life activities and tasks common to our daily life. Practical life skills promote and develop independence and responsibility in the child, as well as order and concentration. Activities involve the care of the self (e.g., dressing, washing hands, buttoning), care of the environment (e.g. loading the dishwasher, dusting, sweeping), and lessons of grace and courtesy (e.g. greetings, thanks, apologies). Fine skills are built through a variety of pouring (dry and wet) and transferring activities (e.g. spooning, tongs, tweezers). The children enjoy the outdoors daily building gross motor skills. These purposeful activities prepare children for areas across the curriculum while promoting a positive and collaborative classroom environment.
Sensorial - Sensorial materials in the Montessori classroom are designed to develop and refine the five senses. Lessons include recognizing differences and similarities in size, length, shape, weight, color, and sound. Each lesson is designed with control of error, meaning that the child not only works with the material but can independently check their work rather than seeking help from the teacher. This method promotes independence and problem-solving skills. Children are refining their senses and building independence in preparation for language and math work.


On September 20th we kicked off our parent education series with Pamela Harris, author of Building Powerful Numeracy for Middle & High School Students.
Ms. Harris focuses on numeracy and number sense in math learning. Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetics like addition, subtraction, multiplication, and division. Ms. Harris stresses the importance of figuring out the math, rather than memorizing it.
She states, “when we help students construct numerical relationships, they begin to believe that mathematics is understandable, that it is not all about memorizing abstract, counter-intuitive rules, but instead an arena in which they can reason and use their intuitive sense. We can develop their numeracy and use this understanding to build higher math.”
Prior to speaking with parents, Ms. Harris spent the day working with math teachers. Hamlin teacher, Karl Yorston learned that “not everybody accesses their math connections the same way, but finding their way of accessing connection is crucial.”
If you are a Hamlin parent or faculty member, you can watch Pamela Harris’ talk here:
For more about Pamela Harris please visit: http://www.mathisfigureoutable.com
Special thanks to Mark Picketts and Gillis Kallem for facilitating Pamela Harris’ visit.


Core Strengthening Exercises for Kids
Core strength is important for all ages. For kids, it supports good posture and helps with motor skill development.
In today’s age, it is even more important. People are more sedentary than ever before. Technology continues to support inactivity, and childhood obesity rates continue to rise. Parents need to emphasize the importance of physical activity and encourage their kids to develop an active lifestyle at an early age.
A strong core builds a strong foundation. Further, it increases overall body strength. Here are our top 10 core strengthening exercises for you and your kids. Remember to keep it fun and light, so your kids don’t see the exercises as just another chore.
The Crab Walk
Instruct your child to start by sitting on the floor, with their knees bent and their feet hip-width apart in front of them. Tell them to squeeze their butt and abs, and lift their buttocks off the floor. Have them move one hand forward at the same time as their opposite foot. Tell them to alternate sides to walk forward like a crab! Make it fun for your kids and suggest crab walk races. It won’t feel like work, and your kids will have a blast doing it.
Do this core strengthening exercise with your kids! Begin lying face up on the floor, with your knees bent and your feet planted on the floor. Squeeze your abs and butt. Lift your hips and buttocks off the floor. Try to hold this position as long as you can. Who can hold longer? Add a balancing aspect to it. Set a toy on their legs and challenge them to hold it for as long as they can.
Tell your kids to pretend to be their favorite superhero! Lying face down, lift arms and legs up off the floor at the same time. Hold for as long as possible to boost core strength. To make it even more fun, your kids can do this on a swing. Make sure to supervise so they don’t fall or get hurt.
Balance on a Stability Ball
Do you have an exercise ball around? Have your kids practice sitting on it. Once they have mastered sitting, mix it up by challenging them to lift one arm or one leg up. This variation will further challenge their core strength. Have competitions to see who can hold the longest.
Have your kids start on all fours. Have a buddy, or you hold their legs up and instruct them to walk forward with their hands. This core strength exercise is another one you can race each other with! To challenge their core strength further, hold their legs closer to the ankles. To make it easier, hold their legs closer to the hips. How far can they go?
Planks are one of the best core strength exercises. Make sure to position the hands directly under the shoulders and to keep a straight back. If a full plank is hard to do, perform this exercise from the knees. Make it fun for your kids by balancing different toys on their back during the exercise.
Crawling through a tunnel or a homemade obstacle course can really work the core muscles and help with stability. Set up a fort-style course at home that they have to get through. Or take them to the local park to crawl through some tunnels!
Plan a family afternoon bike trip. When biking, balance is a key aspect. Engagement of the core muscles helps stabilize and keep your kids upright on biking adventures.
Grab some chalk and set up a hopscotch design on your front driveway. Hopping on one foot challenges the abdominal muscles and core as the person tries to stay balanced. Building core strength through games can also promote a positive association with exercise for your kids.
Use the playground to your advantage. Monkey bars offer a great set up for a core workout, without your kids even knowing it. If your child is pulling him or herself up, they are using their core. Let them explore! They’ll find new ways to challenge themselves while building that much-needed core strength.
Always make sure to keep an eye on your child, especially during climbing activities. Safety is your number 1 priority. Have a BodyICE Kids ice pack at the ready, just in case. The BodyICE ice packs help to soothe pain and provide relief for bumps and bruises.
Remember, make exercising fun. It doesn’t have to be boring. Positively support your children, and encourage healthy behaviours. Help your kids grow up into healthy adults, and help your family lead their best and healthiest lives.
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Department or Administrative Unit
Educational Foundations and Curriculum
To justify any school entertainment as an educational instrument, it must be rich in the learnings gained by day in the school through careful teacher guidance. How well does the average athletic meet express sound educational practice?
Moore, J. (1930). Building the School Entertainment Day by Day: Expressing Class Activities in Exhibits. Rural Service Bulletins, 9(11), 9-12.
Rural Service Bulletins
Curriculum and Instruction Commons, Elementary Education Commons, Health and Physical Education Commons
This article was originally published in Rural Service Bulletins.