Tired of Illiteracy, States Prescribe Phonics
Although a panel of national experts on reading recently called for "an end to the reading wars," their plea for a cease-fire came too late for many lawmakers, who had already concluded that the battle was over, with phonics triumphant and whole language in retreat.
Impatient with the student illiteracy spawned by whole language reading instruction, state legislatures and school boards across the country are ignoring protests from educators and prescribing explicit phonics instruction to boost reading skills.
After California embraced whole language reading instruction in 1987, the state's reading scores plunged, tying Louisiana for the rank of worst in the nation by 1995. In response, the state legislature approved "ABC" laws that required instructional materials to include "systematic, explicit phonics, spelling, and basic computational skills."
Ohio, North Carolina, Texas, Virginia, and Wisconsin have passed similar laws in recent years, and the trend is continuing as lawmakers grow increasingly impatient with the continuing failure of educators to solve reading problems in public schools.
In Maryland's Anne Arundel County, for example, almost two-thirds of third- and fifth-graders, and almost three-quarters of eighth-graders, cannot read at the required state standard for their grade. State Delegates Janet Greenip and Nancy Jacobs cite these results as their reason for introducing a bill that would require elementary teachers in public schools to use phonics as the primary method of teaching reading.
Although many school district officials oppose the idea, Nebraska State Senator Kate Witek introduced in January a one-sentence bill requiring schools to use phonics to teach reading through second grade. Her bill reads: "School districts shall include the use of explicit systematic phonics instruction with decodable text as a part of the reading curriculum in kindergarten through grade two."
In Mississippi, State Representative Rita Martinson has sponsored legislation that would offer $5,000 federal grants to public schools that use a nationally recommended phonics instruction program, an idea supported by Governor Kirk Fordyce. Another bill would require the State Department of Education to include phonics programs in its revised strategy for teaching children how to read.
"If all children in Mississippi could be reading at their own grade level at the end of the third grade, our economic status would shoot high," said Martinson.
In February, the Washington state legislature sent Governor Gary Locke a bill that calls for a phonics grant program for schools with poor readers. In Arizona, the state legislature is considering a bill mandating that K-3 reading programs emphasize phonics instruction. The North Carolina legislature has appointed a committee to develop a more phonics-based curriculum.
In Georgia, Governor Zell Miller has asked the legislature for $19 million to fund the phonics-based Reading First program in the state's elementary schools, despite school officials’ claims that such decisions should be left up to local boards of education. Sixteen districts are already experimenting with the program, which is supported by the State Board of Education and State Schools Superintendent Linda Schrenko.
School boards are already returning to phonics. At a February retreat, administrators and school board members from Georgia's Effingham County agreed to institute the Saxon Phonics program as part of a renewed focus on teaching pupils how to read. Last fall, Milwaukee Public Schools board member Leon Todd introduced a resolution to re-establish comprehensive phonics literacy instruction in that city's schools, calling whole language reading instruction "a failed reform initiative."
Parent groups are also actively promoting phonics. In Tennessee, the Eagle Forum is pushing a bill to require phonics instruction in all classrooms. A group of churches in Jacksonville, Florida, in January petitioned public school officials to expand the use of the "direct instruction" phonics method. Two years ago, in what was called a "rebellion against 'whole language,'" hundreds of Chicago parents hired private tutors after finding their children read far below grade level.
"The swing toward whole language, the substitution of whole language for phonics, has done a lot of damage," Chicago Public Schools CEO Paul Vallas told the Chicago Sun-Times.
George A. Clowes is managing editor of School Reform News. His email address is firstname.lastname@example.org.


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A new game from Budding Biologist created in collaboration with scientists at UC Davis teaches first- and fifth-graders to think like a scientist using inquiry-based tools on a fun adventure.
The game, Lizard Island Observation, was created by Dr. Kristine Callis-Duehl (who has a PhD in Biology from the University of Florida), Katy Castronovo (holds a Bachelor of Fine Arts in Painting & Drawing from Ohio State University) and Karen Boley (who holds a BA in elementary education from the University of Mount Union and an MS in language education from Indiana University, with a focus on ESL and reading). All three are part of Budding Biologist, a company that creates books and video games for youngsters with a focus on teaching skills that are in line with Next Generation Science Standards, as well as Common Core Standards.
Lizard Island Observation sends players on an adventure to search micro islands for brown anole lizards. Players must find, catch, tag, and measure each one they find. Along the way, players can tap on various island life to learn more about it. All of these facts, questions, and answers are recorded in a field notebook.
The game is also tailored for use with non-readers or children with learning disabilities because it offers the option to have the text read aloud. The game is recommended for children in grades K-5. A school version of the game will also have lesson plans and assessment tools for teachers and homeschoolers.
Lizard Island Observation is available for iOS and Android devices and costs $4.99. For more information, check out www.buddingbiologist.com.
Lizard Island: Observation is the first in a series of three video games created in collaboration with scientists at UC Davis, who have been studying the ecology of a series of micro islands in the Bahamas. The data from that study has been used to make Lizard Island as scientifically accurate as possible, according to its creators.
Budding Biologist received a $150,000 grant from the National Science Foundation to support the development of the project. The NSF was a SBIR (Small Business and Innovative Research) grant, which means that the game will be marketed for profit and the government will eventually get its investment back. Budding Biologists tells us that 100 percent of the profits from this first game will go back into research and development for future games and books.


By Jim Scheppke
The Oregonian has done a good job of calling our attention to the fact that thousands of members of the class of 2012 are at risk of not graduating next year because they have not demonstrated that they are proficient readers.
When this happens, there will be many asking why. How could a child complete 13 years of schooling and not become a good reader?
This question was addressed by Prof. Stephen Krashen when he delivered a commencement address to the graduates of the Graduate School of Education and Counseling at Lewis & Clark College in June. Krashen is an emeritus professor of education at the University of Southern California and one of the nation's foremost experts on the subject of how all children can become good readers.
It has been well documented that poverty is at the root of all our problems in education, Krashen said, but until we can solve the problem of poverty, we must do several things to mitigate it. One of the most important, Krashen said, is to give at-risk children much greater access to books, beginning at birth and all through school. What makes books the answer?
After decades of researching how children learn to read, Krashen has come to a very simple conclusion: "When children have access to interesting and comprehensible reading material, they read. Reading for pleasure, self-selected reading, is the major cause of literacy development."
"Without it," Krashen said, "literacy development is impossible." If Krashen is right, then public and school libraries are a big part of the solution when they provide at-risk children with access to books and with the motivation to read for pleasure.
Public libraries in Oregon are already doing their part. They have plenty of books and story-time programs for parents and children of all ages, even babies. They have summer reading programs that are designed to motivate students to keep reading when school is out.
The Oregon State Library supports this with our Ready to Read Grant program, which funds these programs in every public library. School libraries are another story.
School libraries with adequate book budgets that are staffed by teacher-librarians are no longer the norm in Oregon. In 1980 we had 818 teacher-librarians working in 1,284 schools. Today we have fewer than 300 teacher-librarians working in about the same number of schools.
When students in the Salem-Keizer School District start back to school, they will find no teacher-librarians in any of the elementary or middle schools. In what will prove to be a terrible decision, they were all laid off last spring to help balance the district budget. Our children deserve better.
They deserve strong school libraries and strong public libraries. The evidence is clear. If we want all our children to become proficient readers and earn their high school diplomas, we must do everything possible to fund both public and school libraries that can put books in the hands of all our children, beginning at birth.
Jim Scheppke is the Oregon state librarian and works at the Oregon State Library in Salem.


Carpenter, Thomas, P., Fennema, Elizabeth and Franke, Megan L.
Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction, The Elementary School Journal, 97 (1), 3-20.
Teachers need to understand students’ thinking to provide coherence to their (the teachers’) pedagogical content knowledge and their knowledge of subject matter, curriculum and pedagogy. Children do, according to the writers, have a great deal of informal or intuitive knowledge of mathematics when they enter school. This can serve as the basis for developing much of the formal mathematics for the primary school curriculum.
The writers describe how the knowledge base in a teacher development programme called Cognitively Guided Instruction (CGI), which focuses on children’s understanding of specific mathematical concepts, can provide a basis for teachers to develop their knowledge more broadly. Addition and subtraction, multiplication and division and multi-digit number concepts and procedures are examined to demonstrate how children think, learn and solve problems. CGI analysis focuses on students’ thinking and forces teachers to confront their own understanding of numerical properties from a new perspective. This leads to the teacher understanding how students develop problem-solving strategies and thus to developing their own teaching strategies.


Early childhood education serves as an important building block for children’s future. It is imperative that children build a firm foundation so they have success in school. Our English worksheets are designed for preschoolers’ cognitive and literacy development. The worksheets consist of five categories: the alphabet, phonics, reading, rhyming, and spelling. These worksheets are flexible learning tools that can be used as a part of lesson plans or learning games. However you choose to use them, they will serve as the foundational learning tools that kids can build on.
Please help us spread the word:
A Few of Our Free English Worksheets for Preschool
What Free English Worksheets Would You Like to See?
Please let us know using our contact webpage, via email, or through our social media channels.
How to Use Our English Printables
We want daycare providers, parents, teachers, and everyone else involved with early childhood education to have an easy time printing our free English worksheets. This is why we created two different printing options. The first way is to download the PDF of the English worksheet and then print it using free software like Acrobat Reader. The Chrome and Safari web browsers have a PDF viewer plugin already installed so you can actually print the PDF version directly in those browsers. We recommend using the PDFs. The second and easiest way to get our preschool English worksheets into the hands of your students is by selecting the “Print” icon. This will take you to a page on our daycare website where you can printout the image version of the free worksheet.


Amateur Architect is a hands-on math project that requires students to read directions and compute fraction operation problems. Students use the resulting measurements and a ruler to construct a house and garage. (See pictures below.) This is one of my all-time favorite math projects!
(View Actual Pages from the Amateur Architect Fraction Project)
(42 Math Lessons, Projects, and Games – 438 pages)
(9 Number Sense Lessons and Projects)
Lesson Description: Amateur Architect is a hands-on math project that requires students to read directions and compute fraction operations problems. They use the resulting measurements and a ruler to construct a house and a garage. Students use pencil and ruler to draw and center parts of the house and garage. This project combines the foundational skills of solving fraction operation problems with the practical application of ruler measuring skills.
Math Content: Fraction Operations, Measuring and Constructing Drawings with a Ruler
Suggested Grade Level: 5th-8th
Time Required: This project usually takes about 4-7 class periods, depending on whether or not the Ruler Skills worksheets are used and if you allow any part of the project (such as the final title and drawing) to be done at home.
Materials Needed: Rulers (class set), two transparencies, construction paper (optional)
Teacher Testimonial: This is one of my all-time favorite math projects. Amateur Architect was created over 10 years ago and has been used in the classroom many times by a number of teachers. Students combine their knowledge of fraction operations with the practical application of ruler measurement in order to create a house and garage. It has been amazing to see how many students did not previously know how to read a ruler or to construct and center objects accurately. The project also provides a real-life context for the use of fractions. The students enjoy the project and the finished projects make a great display for the classroom.
The Amateur Architect Project includes:
- 1 Amateur Architect project cover sheet
- 3 Ruler Skills worksheets (for optional preparation prior to the Amateur Architect project)
- 3 Ruler Skills worksheet answer keys
- 2 Amateur Architect project pages
- 1 Amateur Architect project Fraction Calculations worksheet
- 1 Amateur Architect project Fraction Calculations worksheet answer key
- 2 Amateur Architect Grading Templates (one with dimensions included)
- 1 Amateur Architect project Terms Transparency
- 2 Amateur Architect Teacher Tips pages
- 1 Amateur Architect Grading Rubric
17 pages in all!!
VERY IMPORTANT: When printing Amateur Architect be sure that “NONE” is selected for Page Scaling in the Adobe Print Box. Otherwise, templates of the project and the lengths of the segments on the Ruler Skills pages will not be accurate.
Enjoy your lesson!!
Mark P. Tully
“I’ve taught for 30 years and this is the best project, using fractions, that I have ever used. The kids love it! I love it!”
-Judy Arlotti, Suzanne Middle School, Walnut, CA
“I recently bought your book of projects and I am in the process of doing the Amateur Architect with my class. I love it! The students have found it to be challenging and fun. The student discussion has been great. I can hear the math as they discuss how to figure out the dimensions.”
-Cheryl Blum, Mandarin Middle School, Jacksonville, FL
“I just collected the Amateur Architects that I used with 7th math. Students really worked hard and were motivated. Again, I like the reinforcement and practical application of fractions. I think they may actually be able to measure with a ruler on their own….The teacher directions were perfect. I was able to follow your directions and feel successful at it the first time around.”
-Linda Adrid, Suzanne Middle School, Walnut, CA
“My students loved working on the Amateur Architect project. The project allowed them to practice their fraction skills, collaborate with classmates and realize yet again how relevant math is in everyday life!”
-Bethany Korn, The Archer School for Girls, Los Angeles, CA


Dolch Sight Words Flashcards for Android by TeachersParadise.com Studios.
Dolch Sight Words Flashcards for Android is intuitively designed for children learning to read. A simple and easy to use app that help teach the 315 most common English language words using visual and hearing stimulation. In 'standard mode' children will see the words and hear the words pronunciation; in 'quiz mode' the word will be seen but the sound will only play once the word on the screen is touched.
Background and importance of using the Dolch Sight Words:
The original Dolch Sight Words List is a list of frequently used words compiled by Edward William Dolch, PhD. The list was first prepared in 1936. Though Dr. Dolch compiled the list based on children's books of his era. The list contains 220 "service words" that have to be easily recognized in order to achieve reading fluency in the English language. The original word list excludes nouns, which comprise a separate 95-word noun list.
Many of the original 220 Dolch words cannot be learned by pictures or "sounded out" using common sound/letter phonics patterns and have to be learned by sight; hence the term, "sight words." The original Dolch words which compromise of 220 words and the additional 95 nouns is usually divided into grades, though for native English speakers, all the Dolch Sight Words should be learned before elementary education begins.
★ 315 words
★ Free Ad-supported version
★ Language: US English
★ Age Level: 1+
★ Title: Dolch Sight Words Flashcards
★ Copyright 2012 TeachersParadise.com, Inc.


WELCOME TO SATURDAY STORYTIME!
* Books * Rhymes * Crafts * Music * Movement *
Join us on the 1st and 3rd Saturday this month as we celebrate and promote early and emergent literacy at the Transylvania County Library.
Open to all children 5 years and under.
11:00 – 11:30 Storytime
11:30 – 12:00 Craft
Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become increasingly more complex. During early speech and language development, children learn skills that are important to the development of literacy (reading and writing). This stage, known as emergent literacy, begins at birth and continues through the preschool years.
From birth, babies listen to language patterns in everyday speech, as well as in rhyming, chanting, and singing – all of these play an important part in literacy development. As they develop, children see and interact with print in everyday situations. In everything from books and magazines to grocery lists, whether at home or in preschool, they are (and should be) encountering language in print well before they start elementary school.
Parents can see their child’s growing appreciation and enjoyment of print as he or she begins to recognize words that rhyme, to scribble with crayons, to point out street signs and symbols, and to name some letters of the alphabet. Gradually, children combine what they know about speaking and listening with what they know about print and become ready to learn to read and write.
That’s what Saturday Storytime at the library is all about. Babies, Toddlers, Preschoolers, in all stages of development are welcome to our morning of celebration. We realize that there will be some individual variance and we ask that you pay attention to your child’s signals to know what he/she is ready for, or ask us if you are not sure.
There a place for you here – we’ll be waiting for you.


Strengthening Basic Education
Through our Strengthening Basic Education program we target government primary schools located in small rural villages. Some of the major issues that keep the level of education low in these schools are high teacher-student ratio, lack of materials, and poorly planned education programs.
To help reverse this situation, Karuna-Shechen recruits additional teachers, supplies teaching-learning materials and creates Parent-Teacher Associations. As part of program, we also organize Yoga classes for children.
Karuna-Shechen runs two small informal primary schools in the villages of Masuribar and Dema, Bihar. They are completely free and offer holistic elementary education to underprivileged children. We opened both schools in 2014 and call them “Babua” schools as a reference to the loving nickname given to children in this part of the world.
Early Childhood Development
Recognizing the vital role that Early Childhood Development (ECD) plays in ensuring proper physical, emotional, cognitive and social growth of a child, Karuna-Shechen has introduced an ECD program in our partner villages, in the District of Gaya (Bihar).
Through this program, and in partnership with the French association Inter’Lude, we organize training sessions for childcare workers in under-served villages. We teach them how to organize various types of activities for preschool children (aged 3 to 6 years old).
We also design and donate games, toys and craft supplies to the centers, and organize “free play” sessions for the children.
Our programs are done through the government’s early-childhood education program and the Anganwadi Centers.
Video: Meet our youngest beneficiaries
For more similar videos, visit Inter’Lude Youtube page.


Amanda Fortson - Certification: B.S. Degree in Early Childhood and Elementary Education
Kindergartners are an “active” community of learners! Our Kindergarten program encourages students to ask questions, solve problems and express their thoughts and feelings, as they engage themselves in meaningful discussions and learning activities.
Language development is encouraged by social interactions and language-rich experiences. Morning messages, shared reading, writing prompts, and phonemic skills are utilized to enhance literacy skills. Students will be able to blend letter sounds together to form words, identify and spell sight words, and begin to read simple sentences.
Our hands-on math experiences provide opportunities for observing, exploring, predicting and problem solving. The students manipulate concrete objects to explore number and calendar concepts, measurement, time telling, counting money, addition and subtraction.
The foundation of Social Studies begins with Student's personal experiences and the relation to their families, homes, and schools. Their knowledge will expand to understanding the community we live in and the larger world around us. Students will understand the differences in cultures and lifestyles around the world, as well as our countries symbols and history.
Science is an exciting and fun part of our curriculum, because students have a natural curiosity for the world around them. Observing real life objects, such as seeds, and experimenting with various materials help students develop early science concepts.
The foundation of Social Studies begins with the student's personal experiences and the relation to their families, homes and schools. Their knowledge will expand to understanding the community we live in and the larger world around us. Students will understand the differences in cultures and lifestyles around, as well as our countries symbols and history.
General Skills and Concepts
- Listening and following directions
- Alphabet Skills
- Phonemic Awareness
- Emergent Reading Skills
- Handwritting Skills
- Calendars / Days / Months
- Counting / Writing Numbers
- Patterns / Shapes
- Clocks / Telling Time
- Money Value
- Addition / Subtraction
- Scientific Discoveries
- Knowing the World around us
- Knowing Countries
- Learning History
Our Bible curriculum focuses on helping students understand that God is their creator, who loves and cares deeply for them. The students continue to develop and deepen their relationship with God as they listen to Bible lessons, memorize scripture, sing praise songs and pray together during a morning devotion and Bible class. Scripture memorization is utilized and Bible characters are studied so students will learn to trust in God's promises and apply Godly virtues to their lives.


May 19, 2009
Since 1978, Eva Kor has taught thousands of young people about the Holocaust and changed many lives. Now, she will offer her Holocaust teaching philosophy to K-12 educators in a course at Indiana State University.
Kor is a survivor of the Auschwitz-Birkenau German Nazi Concentration and Extermination Camp and was instrumental in gaining passage of an Indiana law requiring Holocaust education in secondary schools.
Kevin Bolinger, professor of elementary education at Indiana State and a board member of the CANDLES Holocaust Museum in Terre Haute, will team up with Kor to teach curriculum and lesson plans for grades K-12 in conjunction with new Holocaust education standards.
The course, ELED 595A for elementary school teachers and CIMT 595 for middle and high school teachers, will meet from June 8 through July 9. Class time is Monday through Thursday, from 9:30-11:30 a.m. Participants can earn undergraduate, graduate, and continuing education credits. Registration is limited to 25 participants.
For more information and assistance in registering for the class, contact Bolinger at 812-237-2884 or Contact: Kevin Bolinger, associate professor of elementary education, Indiana State University, 812-237-2884 or email@example.com. firstname.lastname@example.org; or Kiel Majewski, museum coordinator, C.A.N.D.L.E.S Holocaust Museum, 812-234-7881 or email@example.com
Eva Kor, a survivor of a Nazi concentration and extermination camp, and Kevin Bolinger, professor of early childhood education, will team up to offer a Holocausut curriculum class at Indiana State University this summer to help teachers meet Indiana's new Holocaust education standards.


Phonics worksheets are available to download on both LCF Babelzone (French and Spanish) and LCF Englishzone. Phonics for kids is a tried and proven method for learning to read. Although English is not purely a phonetic language, phonics sounds are an important tool for beginners learning to read the language. Due to the effectiveness of phonics-based instruction, more public and private schools have emphasized phonics instruction in recent years. Parents who teach their children at home also frequently report satisfaction with instructional materials for phonics, and LCF phonics provide a fun way of learning through phonics games and songs and inspirational worksheets.
With LCF phonics worksheets, students practice learning vowels, beginning consonants, ending consonants and plurals, beginning blends, ending blends, consonant digraphs, long vowel sounds, R-controlled vowels, diphthongs, ph and gh, silent consonants, and more.
LCF Englishzone and Babelzone form a comprehensive teachers resource for K1 – K6 and support children learning English, French or Spanish online.


The Impact of Supplementary Math Courses for Girls in Benin
Girls’ education lags behind boys in many countries, particularly in the fields of math and science. Improving girls’ numeracy skills could give them the opportunity to pursue advanced education in these fields and improve their employment prospects. Can adding supplementary math teachers and sessions to classrooms improve girls’ numeracy skills and professional aspirations?
Girls’ education lags behinds boys’ across Sub-Saharan Africa, with only 21 percent of girls completing secondary school (compared to 28 percent of boys)1 and 66 percent able to read and write (compared to 76 percent of boys).2 Better numeracy skills could give girls the opportunity to pursue higher education in traditionally male-dominated fields such as science and engineering, and thereby improve their employment prospects. However, teachers are often insufficiently trained and overburdened with work. In such contexts, adding temporary supplemental teachers trained to teach math could improve learning outcomes and employment prospects. Can supplementary math teachers improve numeracy skills and professional aspirations among girls?
In Benin, 42 percent of secondary-school aged youth are enrolled in school and girls are one-third less likely to be enrolled than boys. For those who do attend school, quality of instruction is often low. Despite the importance of quantitative skills in the 21st century, Beninese students’ enrollment in math and science courses has declined since the 1980s and, in some schools, the math and science track has been cancelled completely.
In partnership with the Institute for Empirical Research in Political Economy (IERPE), the National Institute for Math and Physics (IMSP), and the Ministry of Secondary Education, researchers are evaluating the impact and cost-effectiveness of temporary supplemental math teachers on girls’ numeracy skills, professional aspirations, and early career labor market outcomes. From a subset of schools that the Ministry of Secondary Education classified as having inadequate math instruction, researchers randomly selected 90 schools to compare how different variations of this intervention affected girls’ math skills. Researchers assigned schools to one of two supplementary teacher program variations or to a comparison group.
- Supplemental math teachers: IERPE and IMSP trained older male students to serve as supplementary teachers for three-month periods. Supplemental sessions were available to all students (both boys and girls) in an eligible class.
- Girls-only math and life skills supplement: IERPE and IMSP trained female supplemental teachers, but supplemental sessions were only available to girls and designed to cater to the specific needs and learning levels of female students. The female teachers in this group were also trained to give life skills training to the girls.
- Comparison group: No supplemental sessions were made available to students.
In 2018, researchers plan to conduct an endline survey and gather school administrative data to measure each intervention’s effects on student performance and aspirations. Researchers also plan to compare the cost-effectiveness of the two approaches.
Project ongoing, results forthcoming.
1UNICEF Global Databases. 2016. “Education: Upper secondary completion rate among population aged 3-5 years above upper secondary graduation age – Percentage.”
2UNICEF Global Databases. 2015. “Education: Youth literacy rate – Percentage.”


Patriotic Art Activities
||Celebrate your students' patriotism in an artistic manner! Patriotic arts and crafts make great activities for civic holidays. The printables below include coloring pages, puzzles, mobiles, mini-books and more for the study of the American flag, heroes, and U.S. political figures. You'll find resources appropriate for Presidents' Day, Memorial Day, Veterans Day, Flag Day, and Independence Day. There are fun patriotic art activities for primary, intermediate, and secondary students.
- Patriotic Book
Create a patriotic book by coloring different U.S. symbols, including a flag, a top hat, and a log cabin. This is a great arts & crafts activity to enjoy around Presidents' Day, the Fourth of July, Veterans Day, or Memorial Day.
Flag Day Art Activities
- 50 Stars and 13 Stripes
Students will learn the meaning of the colors on the USA flag. This printable will be useful when celebrating U.S. and military history, like Independence Day, Memorial Day, Veterans Day, and Flag Day.
- Star Design
Create a picture using the stars and stripes as basic elements. This arts & crafts activity is a fun way to celebrate a patriotic American holiday such as Presidents' Day, Memorial Day, the Fourth of July, or Flag Day.
Heroes & Art Connected
- Patriotic Shield
This project will help kids express their patriotism, by honoring a hero on Presidents' Day, Memorial Day, Independence Day, Veterans Day and other national holidays.
Presidents' Day Art Activities
- All About the Presidents Mini-Book
This printable highlights facts about 11 U.S. presidents, including George Washington, Abraham Lincoln, and John F. Kennedy. Have students complete and color this mini-book for Presidents' Day.
- Art Resources for Teachers
Emphasize the importance of art education across the curriculum with TeacherVision's art lesson plans, printables, activities, quizzes, and references, for grades K-12.
- Veterans Day – Teacher Resources
These cross-curricular lessons, printables, and resources about Veterans Day (November 11) will help students understand the contributions veterans have made. You'll find plenty of fun and educational activities for your students.


Our Digital School
Kimbolton is a Digital School with modern technology a core feature of school life and a positive addition to traditional teaching methods. With wi-fi connectivity across our campus, integrated classroom technology, and online courses and resources we actively embrace the huge potential of the Internet Age – while remaining aware of its challenges.
iPads, used by pupils and staff throughout the school to varying degrees (see below), are our gateway to the online world, with resources available in seconds and apps that make previously specialist skills – such as film-making – accessible to all.
iPads at the Prep School
At the Prep School, children in all years have access to a range of devices to help support and develop their reading, writing and numeracy skills. These include class sets of iPads, along with laptops and desktop computers. When appropriate, under the supervision of their teachers, children are able to engage with exciting technology that truly supports their learning.
iPads at the Senior School
Senior School pupils have their own iPads – either privately purchased or lease-buy – and these are now part of everyday school life for our First to Upper Sixth Formers. Be it conducting, marking and recording spelling or vocab tests within a couple of minutes; using an app to create and edit an image before making it in clay; recording a playlet to see it from the audience’s viewpoint; or collaborating on a mind map while researching a topic and then sharing it, iPads make learning more engaging, memorable and fun. They also ensure that, regardless of learning style, every child can make sense of a topic.
In the same way as smart phones have assimilated themselves into our daily life over the past decade, iPads have become similarly de rigeur. They slip seamlessly into every pupil’s toolkit, just like the pencil case, PE Kit and textbook. Pupils use them to organise themselves and their notes, to communicate, to study and to collaborate at home and at school. We use an online medium to host lessons documentation, homework, extension work and activities.
Pupils also learn to program, writing code and building robotics from scratch, to give them an insight into the technology that underpins the digital world.
e-Safety and support
Learning to use devices responsibly and to navigate the online world safely and effectively is a key part of our teaching. This is reinforced by regular internet safety messages and events across the whole school - for pupils, staff and parents alike.
Children are quick to grasp the intricacies of new technology, often leaving their parents feeling ‘behind the drag curve.’ We fully support parents through the acquisition, set-up and ongoing management of their children’s iPads and have a team of e-safety staff to deal with any concerns.
For our current parents, more detailed information about iPads and e-safety can be found here.


ERIC Number: ED104531
Record Type: RIE
Publication Date: 1974-Jun
Reference Count: 0
Oregon State Dept. of Education, Salem.
This handbook is designed to help local school districts in Oregon plan and administer kindergarten programs. Outlined are the administrative steps for starting a public kindergarten and suggestions for assessing classroom space and facility needs, developing a budget, employing kindergarten staff, planning an instructional program, purchasing instructional materials, preparing for registration, and facilitating teacher-parent communication. Also listed are some general resources for planning kindergarten curricula, and some learning activities and learning objectives in a variety of areas: language arts, reading readiness, writing readiness, social studies, environmental education, music education, science education, health education, physical education, and art education. (CS)
Descriptors: Curriculum Development, Educational Administration, Educational Planning, Kindergarten, Language Instruction, Learning Activities, Organization, Reading Readiness, Resource Materials, Writing Readiness
Oregon State Department of Education, 942 Lancaster Drive, Northeast, Salem, Oregon 97310 (no price quoted)
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Oregon State Dept. of Education, Salem.


Kokotsaki, D. (2011) 'Student-Teachers' conceptions of creativity in the secondary music classroom.', Thinking skills and creativity., 6 (2). pp. 100-113.
This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding on creativity in the secondary music classroom. Data were collected through questionnaires and semi-structured interviews and were subject to in-depth qualitative analysis using Atlas.ti software. All student teachers seemed eager to teach for creativity as they thought it was a vital component of their pupils’ musical engagement and development. However, some held richer conceptions than others or tended to overlook significant areas of musical involvement, such as improvisation, group work and engagement in evaluating and refining the creative musical product. Creativity was generally expected but it would emerge on an intuitive level as a by-product of a learning objective rather than being explicitly considered in the planning process. These narrow conceptions of the meaning of creativity in the music classroom need to be taken seriously and explicitly addressed in music education programs in order to maximize the expression of pupils’ creative potential in the music classroom and beyond.
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Date of Award
Doctor of Philosophy (PhD)
Middle and Secondary Education
Patrick K. Freer
The purposes of this study were (a) to explore the individualized meanings of creativity of students within choral ensembles; and (b) to identify the effects that teachers’ perceptions and classroom environment have on helping students shape the meaning of creativity. The study took the form of the Explanatory Sequential mixed methods design of Creswell and Plano Clark (2011). The first phase of research was a survey administered to middle/high school chorus students (N = 314) and middle/high school chorus teachers (N = 11). Participants were selected from 6 middle schools and 5 high schools across 3 different school districts in the southern United States. The Measures of Creativity Perceptions Assessment survey was researcher-created and validated by an earlier pilot study. It consisted of Likert-scaled questions measuring the importance of purposes of music education and frequency of certain musical topics address in class. Participants also rated their perceptions of how they found certain activities to be creative, as well as how much student input and musical decision making were present in chorus class. Findings showed that most students found their chorus class to contain creative activities. They were unable to explain through which activity creativity occurred. Findings from the quantitative survey helped to form a qualitative second phase, including teacher interviews and student focus groups. 2 teachers were interviewed. 2 focus groups were conducted, comprised of 4 students from each of the interviewed teachers (total of 8 students across the 2 focus groups). Qualitative findings suggested that middle school students viewed creativity differently inside chorus than they did in general. This likely came from the influence of their teacher as well as a process-oriented view of creativity. High school students had traditional understandings yet noted that creative activities, like improvisation and composition, were absent from their chorus classes. Teacher participants stated that they felt unconfident in leading such lessons, and were most affected by their undergraduate professors. Implications include additional focus on creativity in undergraduate music teacher preparation programs. This would also address the recent revision of the music education national standards. Further research involving student perceptions of creativity is necessary.
Langley, David W., "Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes." Dissertation, Georgia State University, 2014.


This is the second of a series of comics that embed mathematics appropriate for grades 4 through 6 in story told in comic book format. Printed versions of this comic are being used by students at Cumberland Trace Elementary in Bowling Green, KY. The comic is available as an e-book for the Nook at the link provided above. Hard copies of the comic are available at www.operationcomics.com. Supplementary materials are available for free below. For more information on the origin and goals of this comic, see the pre-print of the paper "Comic Books That Teach Mathematics" at http://works.bepress.com/bruce_kessler/8.
In this issue, Wonderguy encounters a villain named the Shape Master. He used to be Ernie Schwump, a shiftless worker at a government research facility, until he messed with some equipment he should not have. Now he is able to change shapes at will, and he decides to use this power. It's up to Wonderguy, Claire, and Dillon to find his weakness, and put a stop to his shenanigans.
The mathematics concepts of the volume of a rectangular prism, cylinder, and sphere are presented.
- math comics,
- Operation Comics,
- elementary education
Available at: http://works.bepress.com/bruce_kessler/68/


Tammy is delivering a one-hour session on her grade 4-6 football unit, in which she strives to incorporate both inquiry-based learning and technology.
In the past, when Tammy taught this unit, she was often frustrated because playing traditional games of football with this age group (grades 4-6) often left out a sizable chunk of students, due to either athletic ability or interest in the sport. Tammy was looking for a way to teach the foundational skills of football in a way that would invite participation from all students, as well as allow for creativity and technology.
The unit she designed is built around 'football routines.' Over the course of a few weeks, students are introduced to a number of foundational skills (throwing a spiral, kicking, catching, running plays, etc) and are asked to build a one-minute routine that incorporates all the skills. Tammy introduces a rubric of the skills at the beginning of the unit, and throughout, students have the opportunity to self-assess their own skills, as well as performing their routines for their peers to receive feedback on how to improve the skills and routine.
Throughout the unit, Tammy finds that all students are now fully engaged in the sport. Students have the opportunity to build the skills in an environment that is both safe and creative for all students. As students are building and practice the routines, they are constantly receiving advice from teacher and peers.
At the end of the unit, after receiving feedback and improving their ideas, students perform and record their final routines. Students then upload their final routine to their digital portfolios, and are asked to self-assess their improvement over the course of the unit. Students can capture this self-assessment either in written form, or by creating a voice-over on top of their video file.
In this way, Tammy is attempting to bring technology into the P.E. class by mirroring the use of video recording in professional sports. Students are able to watch themselves performing the skills, and can point out areas for improvement. Through the entire unit, the self-identification and improvement of skills is the goal.
Here's one of the grade 6 student written self-reflections:
This year I learned a lot of things in football. What I learned was some techniques like run moves when my teammates yelled hut. In this video I did the buttonhook . I have improved on my punting the ball. I can punt the footballs farther and more accurate and can sort of get a spiral on it, but in this video the punt at the end did not have a spiral. I was a good teammate because I gave out suggestions for what to do in this video and told the rest on my teammates what they could improve on. My favourite part of the football was making a routine with a group and watching my video. I know that next year I need to improve on remembering to throw with my left foot forward.
Below are some of the materials used by Tammy during her presentation:
This is the presentation given by Tammy:
This is the video of students working on their routines. You can see the involvement by all students in the class:
This is the video of one group performing their routine to receive feedback from their peers:
This is one of the final videos, with student voice-over:
Finally, here is Tammy's football unit plan, complete with the rubric for the football routines:


(by Krishna Pokharel, The Wall Street Journal, wsj.com) NEW DELHI – India’s government brought into force a new law [this month] that makes education free and compulsory for every child from age 6 to 14—the latest government initiative aimed at harnessing the economic potential of its young population.
Revamping its education system is an economic imperative for India, which is seeking to reap its demographic dividend. About a third of India’s 1.2 billion people are under the age of 14, one of the highest ratios in the world.
But while India’s well-educated middle classes have powered economic growth in recent years, the caste system has been blamed for creating huge disparities in education levels between different social groups. Almost half of Indian women are unable to read. The government sees erasing those disparities as key to reducing social tensions and boosting economic growth.
In a televised address to the nation, Prime Minister Manmohan Singh said the law would secure India’s future as a “strong and prosperous country.”
The Congress Party-led governing coalition has staked its reputation with rural voters on delivering education to the masses and other populist legislation, such as laws guaranteeing jobs and access to public information. The number of Indian children not enrolled in school decreased to an estimated 8.1 million in 2009 from 25 million in 2003, according to the World Bank, which says providing schools for these 8.1 million children-and making sure they don’t drop out without at least completing elementary education-remains a key challenge.
The law, which Parliament passed last year, provides legal enforcement for a 2002 amendment to the national constitution that made education a fundamental right for all children 6 to 14. The law puts the onus on government authorities to ensure that within the next three years there are schools for all children within two miles of their neighborhoods. The law also prohibits physical punishment and mental harassment of children in schools.
Challenges remain. The government is short of cash to fund key social initiatives. The budget deficit for the year ended March 31 was 6.9% of gross domestic product, the highest level since 1994. The government heavily subsidizes petroleum products and agriculture, which use up a large share of spending that is politically difficult to roll back.
The law has also been criticized by private schools, which, under the legislation, will from 2011 have to admit 25% of their new students from socially and economically deprived groups. The government will reimburse schools for the cost of educating such students.
Some private schools have challenged the law by filing a petition to India’s Supreme Court. These schools contend that the law goes against the key provision in the constitution that provides autonomy to privately funded schools.
“It’s not just difficult but impractical from the point of view of providing quality education,” says Jayshree Periwal, director of Step by Step High School, a private school with 1,500 students in the western Indian city of Jaipur. “Admitting students randomly without considering their age and academic level disturbs the atmosphere of the classroom,” Ms. Periwal says.
Write to Krishna Pokharel at firstname.lastname@example.org.
This article was published at wsj.com on April 1, 2010.
1. Define the following words used in the article:
-compulsory (para. 1)
-initiative (para. 1)
-imperative (para. 2)
-disparities (para. 3)
-caste system (para. 3)
-onus (para. 6)
2. What new law is India’s government bringing into practice this month?
3. What is the government’s motive for passing this new law?
4. a) How many of India’s 1.2 billion people are under the age of 14?
b) How many Indian women are illiterate?
c) How many children in India are not enrolled in school today (and as compared to 2003)?
5. What is the reason for the huge disparities in education levels between different social groups in India?
6. What are the biggest challenges to implementing this new law on education?
7. How does this information cause you to view your own ability to go to school in the U.S.?
Major religions in India as of the 2001 census (per wikipedia):
CASTE SYSTEM: (from studentnewsdaily.com/news-issue/left_behind.)
Go to worldatlas.com for a map of India.


Originally known as Mark Creek Crossing and then, for a short period as Clark City, the settlement that sprang up along Mark Creek as a result of the mining development in the area was given its third and final name; we believe it was named in June of 1896, although the first mention of Kimberley in any records is May 8th, 1897.
Col. William Ridpath, President and General Manager of the Sullivan Group Mining Company, christened it Kimberley after South Africa's rich diamond mine. If he hoped the name would bring luck to the area, he was right!
The discovery of mines in the Mark Creek hillsides resulted in an influx of workers and by January of 1899 nearly 200 claims surrounded Kimberley. The township had been surveyed and subdivided in 1898, boundaries being Boundary St. to Leadenhall and Jennings Ave. to North Star Ave.
First settler was rancher Robert Q. Jennings, whose farm was situated below today's Bank of Montreal along the creek. Hotels such as the North Star, the original building today housing Welland's Electric, and the Ontario Hotel, where the Pioneer Block is today, were in operation. The Kimberley Hotel had opened its doors in 1897, according to The Prospector.
By February of 1899 the same newspaper said; "Since the branch railway to Kimberley is practically assured, the camp is experiencing considerable activity both in real estate and mining deals. In the town of Kimberley considerable building activity is evident. Mr. Estmere's office and residence on the corner of Spokane St. and Deer Park Ave. are completed. J. M. Carroll has started his new store, to open April 1. Mr. A. Beale is erecting a house and North Star Mine Manager N. W. Curran and Supt. Kellogg have purchased three lots. H. W. Drew has finished putting up 200 tons of ice."
Racial discrimination was already evident as the Aug. 18, 1899 edition of the Prospector carried this ad: "Wanted — White laundry. Support of citizens guaranteed. Object being to get rid of Chinese. For information contact the Secretary of the Kimberley Citizens Committee."
1909 and 1910 were tough years with both the North Star and Sullivan Mines closed down. However, with the purchase of the Sullivan in 1910 by the Consolidated Mining and Smelting Company, now Cominco, things got better and Kimberley again became the operational centre of a world-famous mine.
During the difficult years, Government Agent Wallinger refused to allow people to go hungry, writing official chits for what were probably the first welfare payments on record. Wallinger Avenue bears his name.
In the early days the mining activities of the Company were centred on Sullivan Hill, generally referred to as the Top Mine, and until 1921 most of Kimberley's residents lived there. A recreation hall, ball diamond, tennis court, soccer field and open air rink provided for the settlement's recreational needs. A school built in 1922 provided elementary education, until the people were moved out in the early 1930's. Today the scars of open pit mining mark this once busy residential area.
Jack Kavanagh's father was in charge of hauling supplies up to this settlement. Many Kimberley people have fond memories of coming down "to town" in winter on a Swede sleigh!
Spokane Street, being the main road from the North Star Mine and the start of the McGinty Trail, was Kimberley's first "street". The first store, operated by a Mr. and Mrs. Estmere, was where Field's is today. A board sidewalk running from the North Star Hotel to Mellor's (now the Bavarian News) had a six foot drop off into swampy land towards Mark Creek.
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By: Deonta Wortham
Imagine being a child using tech instruments to assist you with your homework. Imagine being a 6th grader and using your cell phone to help with math homework. For many of us, the idea of doing so is a memory rather than an obscure concept. It is something that is tangible, we’ve done it. We know how it feels to use a computer to assist in our learning process; we’ve done so for countless years. But children residing in developing nations, particularly those in Sub-Saharan Africa, the ability to access tangible forms of technology made for education purposes is a mere luxury; something that is scantly accessible.
However, an extraordinary phenomenon is taking place across the African continent. African tech startups are increasingly launching programs that aim to bring educational resources to African students outside of a classroom setting. Most importantly they are doing so by utilizing tech instruments that are readily accessible to African students.
In Tanzania, Ubongo, a children’s program, is using “edutainment” to equip young Tanzanians with literacy and numeracy skills that are overlooked in African classroom setting. The reach of Ubongo is breathtaking. On Saturday mornings thousands of young Tanzanians gather around their family’s television sets and directly interact with characters of Ubongo by sending text messages to answer math and reading questions. Due to the immense impact that the organization has had since its launch has led Ubongo is currently in the process of expanding it broadcast across the East African region.
Sterio.me a Nigerian tech start-up, focuses on engaging African learners outside of the classroom using a model that is similar to that of Ubongo’s. Sterio.me tasks students with the responsibility of using their mobile devices as a means of reinforcing the lessons that they learn in the classroom, on a daily basis, through the uses of skill specific quizzes that are then sent to their instructors.
Both of these enterprises are transforming the way that young Africans are learning across the continent. Innovative ideas, such as these, will play a pivotal role in transforming the African narrative. In their efforts we are able to see the possibility of developing sound methods of learning reinforcement vital to the development of the African youth population. e-Education is laying the foundation for a learned and prosperous African continent, let’s collectively work together to ensure that their work does not go unmerited. Let’s encourage the establishment of enterprises of this sort, knowing that they broaden the capacities of the African continent and its people while strengthening the African continent’s development effort.


Making links 2002: Guidance for summer schools and Year 7 support programmes
You will need to have Adobe Acrobat Reader installed in order to open these files. This is available to download free from Adobe.
- Making links 2002: Guidance for summer schools
- Activity sheets - Set 1
- Activity sheets - Set 2
- Activity sheets - Set 3
- Activity sheets - Set 4
- Units of work - Set 1
- Units of work - Set 2
- Units of work - Set 3
- Units of work - Set 4
Summer schools are an integral part of the Key Stage 3 National Strategy. They are an important element in a range of provision which supports pupils who are performing below national expectations. They play an important role in giving pupils, who are still at level 3 in the National Curriculum tests, a flying start to their secondary school career by making links between the Year 6 and Year 7 curriculum. Pupils are expected to achieve the targets the summer school coordinator negotiates with them and their Year 6 teachers.
Summer schools strengthen the transition from Key Stage 2 to Key Stage 3 and incorporate approaches to teaching and learning which pupils are familiar with in the primary strategies but which are applied in the context of the secondary school curriculum and the Frameworks for English and mathematics. Those pupils who leave primary school still at level 3 are given additional support to improve their literacy or numeracy skills during summer school. This support continues throughout Year 7 through well-structured and focused catch-up programmes to enable these pupils to reach level 4 by the end of the year.
This guidance is for those running summer literacy and numeracy schools. It is written specifically for managers and coordinators in schools. It may also be of interest to local education authority (LEA) officers, headteachers and their staff, and other teaching and support staff involved in providing courses for Year 6 and Year 7 pupils.
The guidance seeks to ensure that lessons learned from the summer schools programme in previous years are applied in planning for this year. It highlights the importance of integrating summer schools with the catch-up programmes in Year 7.
The guidance is accompanied by teaching units that provide hours of teaching. Summer school co-ordinators may wish to draw on these units as they provide a balanced scheme of work.


"Even well meaning, dedicated teachers can make it difficult for students to learn if they don't know who their students are and the cultures of their students' communities." If the previous statement is true, does it follow that only teachers from within the community should teach children of that community?
I agree with the above statement. However, I don't think that only teachers from within the community would be effective in reaching out to at-risk students. Bilingual or multilingual teachers, for instance, could also be successful in enabling students' literacy development and socialization. Those teachers may be more sensitive to cultural differences than their monolingual counterparts (of course, there may be exceptions...).
That being said, I think schools should promote diversity in their hiring practices.
How could teachers facilitate students' learning and success?
Regardless of the teacher's linguistic and ethnic background, she should be "willing" to work with disadvantaged students. How, you might ask?
She should be open-minded and make a conscious effort to learn about other cultures. She should learn a foreign language and visit the country of the target language.
She should hold one-on-one conferences with her students (and the parents, maybe) in an attempt to understand "why" those students are having difficulty in school.
She should also encourage students to write personal stories, which may be used as a means of getting to know the students and creating in-class discussions.
She should also create an environment in which students feel free to discuss and write about their home literacies, their lived experiences in their communities, and their future goals. I think it is important that classroom assignments be meaningful so that students can participate in such activities.
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Instilled with romance and intrigue, Marc Chagall’s stunning color lithograph series Daphnis and Chloe is based on the ancient pastoral tale of Daphnis and Chloe, which captures the triumphs and tragedies of young love. Eloquently composed by the Greek poet Longus in the second century A.D., this remarkable tale follows the lives of Daphnis and Chloe as they journey on a path towards true love and happiness. Set on the Isle of Lesbos, Daphnis and Chloe recounts the tale of two orphaned infants who are discovered, two years apart, on a mountainside. They are draped in luxurious garments and surrounded by tokens of wealth, suggesting that they may be of noble birth. A goatherd and a shepherd respectively find Daphnis and Chloe and raise them as their own children. Daphnis and Chloe grow up tending their parents’ flocks on the rolling hills and green pastures of the Grecian countryside, unaware of each other’s existence until Eros, the god of Love, brings them together.
Overwhelmed by their sudden desire for one another and naive in the ways of love, Daphnis and Chloe endure countless trials and tribulations before fulfilling their true fate as soul mates and lovers. Throughout the novel, Chloe is courted by various suitors, two of whom, Dorcon and Lampis, attempt to abduct her. She is also carried off by raiders from a nearby city and saved by the intervention of the god Pan. Meanwhile, Daphnis faces his own hardships. He falls into a pit, is abducted by pirates, and fends off innumerous foes. In the end, Daphnis and Chloe reunite, meet their true birth parents, get married, and live out their days peacefully in the lush Greek countryside. A rich source of artistic inspiration, Daphnis and Chloe is a timeless romance. Daphnis and Chloe’s love survives abduction, piracy, war, and predatory suitors, proving that true love conquers all.
Marc Chagall’s Daphnis and Chloe was commissioned by Teriade in 1956 to illustrate the ancient pastoral romance of Daphnis and Chloe. Chagall spent the next five years of his life, from 1956-1961, creating 42 color lithographs to visually narrate this classic tale. Marc Chagall’s Daphnis and Chloe coincides with Chagall’s second marriage to Valentina (Vava) Brodsky at a time of new beginnings and new romance for Chagall. On the newlyweds’ honeymoon to Greece, where they visited Delphi, Athens, and Poros, Chagall gathered inspiration for this series of color lithographs.
Both technically and aesthetically, Marc Chagall’s Daphnis and Chloe series is a resounding achievement. Each stunning Chagall color lithograph within this series was printed with 20-25 individual colors. From a technical standpoint, separately pulling 20-25 colors per print requires a vast amount of patience and precision. From an aesthetic viewpoint, the incorporation of a 20-25 vibrant colors within each Chagall lithograph inspires awe and brings each work to life.
Chagall’s Daphnis and Chloe is best known for Chagall’s use of color and his romantic, whimsical imagery. Renowned as a master of color, Chagall’s impressive skill shines through in these exquisite color lithographs. Reflective of his painterly style and rich color palette, Chagall’s Daphnis and Chloe is often considered one of his most important graphic series.
MORE MARC CHAGALL SERIES:
- Marc Chagall, Drawings for the Bible Series, 1958-1960, Color Lithographs
- Marc Chagall, Windows for Jerusalem Lithograph Series
- Marc Chagall, Nice and the Côt’d Azur Lithograph Series
OTHER MARC CHAGALL WORKS:
- Patrick Cramer. Marc Chagall, The Illustrated Books.
- Distributed Art Publishers, Marc Chagall The Lithographs, La Collection Sorlier
View our complete inventory here: Masterworks Fine Art Current Inventory
Please visit our Art Education page here: Masterworks Fine Art Gallery Art Education


Sometimes, you need to step away; and, I stepped away for nearly three years. Here is what I’m currently working on:
For decades, it has been widely agreed that engagement in schools refers to students’ behaviors with which they intensely apply themselves to learning. Attributes of students’ willingness and desire to participate play a role, but contemporary perspectives on engagement in school include students’ ability to persevere through challenges and for sustained periods of time (Fletcher, 2015; Loveless, 2015; NSSE, 2013; Strong, Silver, & Robinson, 1995). Fletcher (2015) adds that successful educators are the ones who create conditions within classrooms that allow opportunities for students to engage. Through academic challenges, or rigor, collaborative activities, and meaningful relationships and interactions with the teacher and adults, students are more likely to feel supported and will participate willingly in the learning activities.
Importance of engagement
The National Survey of Student Engagement (2013) results in mathematics suggest that self-reported high engagement is not an indicator for high achievement; however, high engagement is an indicator for school connection. Students who are engaged in the school process are more likely to stay in school, are more likely to learn skills around problem solving, and are more likely to acknowledge a sense of belonging to the school community. These positive factors contribute to higher graduation rates and generally higher grades. Low engagement tends to be prevalent in higher poverty communities, increasingly evident as students move through the system and into higher grade levels (Fredricks et al, 2011).
Relevance of engagement to music education at the middle school level
I am a middle school instrumental music teacher with over 18 years of experience in music education. I have come to support the position that visual and performing arts classes, including the school bands, must coexist as both an artistic experience, with a focus on aesthetics and musicianship, and as a utilitarian, academic support experience. The classes cannot exist – dare I say should not exist — as only one or the other, but as both, simultaneously.


Art Brokerage: Diego Rivera Mexican Artist: b. 1886-1957. Diego Rivera was one of the great hero-figures in the history of twentieth-century Latin American culture. Rivera, born in the mining town of Guanajuato, was the son of a school-teacher. Rivera's art education was thorough, and thoroughly conventional. His family had moved to Mexico City in 1892, and he studied at the official Academia de San Carlos (established in 1781) for seven years. In 1906 he was awarded a government travelling scholarship, and went first to Spain, then to Paris, arriving there in 1908. He gradually absorbed the Parisian avant-garde styles of the day, moving from Neo-Impressionism to Cubism. By 1918 Rivera, still working in Paris, was well known in avant- garde circles. In common with a number of leading artists of the time (they included, for a brief period, Picasso) he had abandoned Cubism and was working in a consciously 'classical' style inspired by Cezanne. The first murals in his fully mature style, a fusion of many elements taken from the Cubists, from Gauguin, from Rousseau, from Pre-Columbian narrative reliefs and perhaps most of all from fifteenth-century Italian fresco painting, were done for the east patio of the Secretaria de Educacion Publica in Mexico City in 1923. Rivera found ingenious ways of telling stonestaking hints from Mexican popular engravers. These borrowings cannot disguise the fact that his aims remained fundamentallv opposed to basic Modernist concepts. His work had tremendous impact on the American painters of the time, most of all upon the Regionalists, such as Thomas Hart Benton (1889-1975). Because Mexican law, Rivera's art CAN NOT Be exported from Mexico Since 1982. In Other Words, it is illegal to sell Diego Rivera Without HAVING Proof that they were in outside of the country before 1982. Sometimes the Mexican Government the right to Claim Exercise Those paintings. Please do not list any paintings without full authentication, provenance and proof of export date!
ALL INFORMATION CONTAINED IN THESE WEB PAGES IS TRADEMARKED AND COPYRIGHTED BY ART BROKERAGE INC. 1995-2015. ALL VISUAL COPYRIGHTS BELONG TO THE ARTISTS. ALL RIGHTS RESERVED. 1000 N. GREEN VALLEY PKWY, SUITE 440-235, HENDERSON, NV 89074 -


Special Release No. 193
About one in every 10 Filipinos 10 to 64 years old cannot read and write
According to the results of the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), about one in 10 of the population 10 to 64 years old cannot read and write or basically illiterate (Table 1).
Basic literacy rate among females is higher (90.4 %) as compared with males (86.8 %) (Figure 1). Among regions, NCR has the highest basic literacy rate with 97 percent. It is followed by Ilocos (Region I) and CALABARZON (Region IVA) with around 94 percent each. ARMM has the lowest rate with seven out of 10 persons aged 10 to 64 years considered as basically literate (Figure 2) and (Table 2).
In the 2003 FLEMMS, a self-administered functional literacy questionnaire was accomplished by persons 10 to 64 years old in order to determine their literacy status. Literacy was categorized into four levels based on the individual responses in the self-administered questionnaire. Persons who cannot read and write are considered illiterate (Functional Literacy Level 0 in Table 1).
Persons who can only read and write are considered basically literate (Level 1). Persons who can read, write and compute (Level 2) and persons who can read, write, compute and comprehend (Level 3) are considered as functionally literate. Hence, a functionally literate person is one who can read, write and compute or one who can read, write, compute and comprehend. Persons who graduated from high school or completed a higher level of education were automatically considered functionally literate in the tabulations.
Eight out of 10 Filipinos are functionally literate
In 2003, 51 million or 88.6 percent of Filipinos aged 10-64 can read and write. Of those who can read and write (51 million), 5.1 percent cannot compute or lack numerical skills (Table 1).
The 2003 FLEMMS revealed a functional literacy rate which is similar to the 1994 rate of 84 percent. Of the estimated 58 million Filipinos 10 to 64 years old, around 49 million are functionally literate. The functional literacy rate among females is higher than among males (86.3 % vs. 81.9 %) (Figure 3).
Among the regions, NCR ranks first in terms of functional literacy rate (94.6 %), followed by CALABARZON (90.4 %) and Ilocos (88.6 %). ARMM has the lowest functional literacy rate (62.9 %) (Figure 4).
As to be expected, functional literacy rate of the population increases with an increasing level of education. Nine out of 10 persons who had reached high school level but did not complete it are functionally literate. By comparison, eight out of 10 elementary graduates are functionally literate while around six in 10 persons with some elementary education are functionally literate. Only around two percent among those with no formal education are functionally literate (Table 3). Among those who have had at most elementary education, those who are in the age group 10-14 are more likely to be functionally literate than those in the older age groups.
With respect to age, the age group 20-24 has the highest functional literacy rate followed by the age groups 15-19 and 25-29. The age group 60-64 has the lowest (Figure 5).
About three out of 10 of the poor cannot compute or lack numerical skill
Survey results also showed that seven out of 10 of the population aged 10 to 64 years who are poor are functionally literate compared to nine out of 10 among the non-poor. In the 2003 FLEMMS, ownership of household amenities and conveniences were used as a substitute for income in order to classify the households into either poor or non-poor.
An examination of the data on functional literacy among the poor and non-poor populations in each of the regions shows that the functional literacy rate of the poor is lower compared to the non-poor. Regions in Mindanao generally show lower functional literacy rates among their poor population compared to most of the other regions. In four out of six regions in Mindanao, the functional literacy rate among the poor population is below the national average of 69 percent. Bicol (68.5 %), Central Visayas (69.2 %), and Eastern Visayas (64.3 %) have functional literacy rates which are lower than the national average (Table 4).


Teaching English Language Learners in Early Childhood and Elementary Settings (TELL) - Minor
Today’s early childhood and elementary classrooms are more diverse than ever. Nearly 1 in 5 students in New Jersey’s public schools comes from a home where a language other than English is spoken. Many of these students are in the process of learning English as a second language and require expert teacher support to achieve their potential in school. School districts are seeking teachers with this expertise.
The TELL minor will provide candidates planning to teach in general education or inclusive education classrooms with the specialized knowledge and skills to work effectively with students who are English Language Learners. Through a series of 6 classes taken alongside your Early Childhood (P-3), Elementary Education (K-6), Dual Degree/Dual Certification Inclusive Education, or P-12 Subject Area certification courses, you will learn:
- How children in early childhood and elementary education settings acquire English as a second language and how to support this process using developmentally appropriate teaching practices
- How to support literacy development and meet the rigorous Common Core English Language Arts standards with young bilingual students
- How to teach academic content in English in ways that build success across the early childhood and elementary curriculum
- How to bridge cultural differences and build strong partnerships with ELL families
The TELL minor can be taken with any approved P-3, K-6, Dual Degree Dual Certification or Subject Area teacher education major.
Additionally, courses in the TELL Minor Program are open to students who do not plan to enroll in the minor, but who are nonetheless interested in enhancing their knowledge and skills in working with ELL children. Students wishing to enroll in a single TELL course should contact the TELL program coordinator for further details.
To learn more about the course requirements please click here.


These years are best summarized as “Active Moulding”. Children at this stage are experiencing and understanding the world actively. At Homerton, we focus on the following
Reading, Writing and Numeracy Skills
Fundamental skills which will provide the foundation for all complexities and challenges in their journey of education.
Self Directed Learners
Spark in them an interest in learning and more importantly independent learners. They do not need constant supervision but are self- motivated led by their curiosity and enjoyment in learning.
Our focus is to get students to participate in character building activities. This is primarily done by celebrating UNESCO calendar activities in school.
Children at this age need as many platforms as possible to express themselves. School actively aids children in this process of discovery.
Creativity and Imagination
Creativity and Imagination are central to our existence. All around us, in Nature, we are surrounded by examples of these two phenomenons. They are the basic building blocks for all human society innovation and development. These traits are equally valued by employers all around the world.


The Korg Education Curriculum includes lesson plans written specifically for the Korg Group Education Controller (GEC) and intended for students of all levels. These lesson plans serve as a guide for incorporating a GEC keyboard lab into the general music classroom setting. The curriculum includes lessons in the following units: Music Fundamentals, Piano Performance, Exploring New Cultures, Composition, and Music Production.
Written by experienced educators and clinicians who teach in a keyboard lab environment, these classroom-tested lessons are presented as a complete curriculum designed for immediate implementation into the music classroom. The musical experiences in each lesson address the National Standards for Music Education and both the 1994 and 2014 NAfME Standards are highlighted in each lesson.
All lessons can be purchased and downloaded on the Korg Education page:


(Last Updated on : 05/08/2011)
Education in India is amongst various other elements that have supported and helped the nation to achieve development. Indian education system is fascinating and it has gradually reached the present status with several other contributions. The history of education in India is equally enthralling. Historical Background of Indian Education includes the involvement of Vedas
, Puranas, Ayurveda
's Arthasahtra which has significantly contributed to the development of Education in Modern India. The present education system in India is also influenced by the spread of different religions such as Buddhism and Jainism as well as Bhakti and Sufi movements.
Education in modern India gained a whole new facet with the promotion of western education in India, which almost inevitably started with the coming of the British. The British employed the strategy of emotional and intellectual colonisation in India, to consolidate the political immigration. It was the affinity of the elite section of Indian society to English culture, ideology and education, which facilitated the British to psychologically harness the nation's outward mindset. The British wanted the malleable Indians to learn, speak and believe English and become shadows of Englishmen.
In the Charter of 1833, English was announced to be the official language in India. The advent of English education in British India was thus a reformation movement of the 19th century which provided opportunity for the women and people belonging to the lower castes for education. Thus, the British is credited for bringing a revolution in the Indian education system. The colonial period, from 1757 to 1947, were the period for the uprising for various scholars and reformists. The introduction of institutions, for Western education based learning, was introduced by the beginning of the early nineteenth century. Thus the education system involved the British curriculum and English as the medium of instruction.
India saw the rising of various government universities at Bombay (Mumbai
), Calcutta (Kolkata
) and Madras (Chennai
). Apart from the Indian Universities and Governmental colleges, several Non-Government and Private schools were also established by Western Christian missions, to provide opportunities for elementary education. Women education became prevalent with the advent of the British and different Women's colleges were founded and Female education in British India
flourished. Education in Modern India emerged gradually from the prevailing medieval period education. The curriculum in private girls' schools ranged from the Urdu, Persian, writing, arithmetic, needlework, and Islamic studies of Punjabi. Moreover English language became the medium of instruction because it was believed that English language would make Indians capable of receiving knowledge across international borders
Education in Modern India comprises of primary education, secondary education, senior secondary education and higher education. Elementary education consists of eight years of education, while secondary and senior secondary education consists of two years of education respectively. Higher education in India starts after passing the higher secondary education and Post graduation courses are generally of two to three years of duration. After gaining independence in 1947, India made a rule that education is made available to all.
Post-independence, with the further development of the nation, education system in India has also improved drastically. Numerous colleges and institutes have emerged all over the country to provide better educational opportunities to the students. Development of Education in India is one of the factors driving the nation towards further enhancement.


Many organizations do not require you to have any special skills; simply a good work ethic, an open mind, and a willingness to learn. Here are five voluntourism opportunities that are sure to be eye-opening and impactful.
Volunteering in Mexico: Teach English to University Students
Many non-English speakers in Mexico would like to learn the language, and the most effective way to learn any language is to study it with a native speaker. In Global Volunteers’ host communities of Queretaro and Guanajuato, volunteers teach conversational English to college students, either individually or in small groups, in a fun, informal environment for several hours a day for two weeks.
Volunteers build relationships with the students, and learn about their country and culture while helping them build their English language skills. Here, the emphasis is not on grammar, but on conversation. No previous teaching experience is required. The class will use a syllabus and textbooks.
Volunteering in India: Community Development in New Delhi
Women worldwide are striving for equality in their societies. In New Delhi, you can volunteer at women’s organizations to help provide forums and resources for local women. Ways volunteers can contribute include exchanging ideas on ways to fight for women’s rights, coming up with income-generating projects, teaching basic computer skills, helping with small businesses, providing shelters for victims of domestic violence, or even providing childcare services while mothers run errands.
There is strength in numbers, and when women are fully integrated into their communities as equal citizens, their communities, local economies, and the world at large benefits. Volunteers must commit to at least three weeks and can stay for a maximum of twelve weeks.
Volunteer Vacations in the US: Helping and Exploring New Orleans
Six years after Hurricane Katrina devastated the Gulf Coast, there’s still much work to be done in rebuilding many of the areas affected. In New Orleans, Sierra Club volunteers work under the inter-faith group, Center for Ethical Living, and focus on housing construction and repair, and wetlands restoration. In addition to learning about the importance of wetlands to the environment and the issues that have stalled restoration, volunteers will also have ample opportunity to explore the city on their own and in groups, as well as listen to and facilitate dialogue with speakers on the history of race and class politics in New Orleans.
The trip’s duration will be one week. Check the website for the itinerary, and keep in mind that the program may be subject to change due to weather or other conditions.
Volunteering in Poland: Witness to History
Sixty-six years ago, one of the darkest periods in human history ended, leaving six million Jews, along with millions of other Europeans, dead in its wake. Volunteers who participate in this 10-day journey will help preserve the memory of those who perished during the Holocaust and learn about modern-day Jewish life in Poland.
The program starts in Krakow, where volunteers take a guided tour of the city and are introduced to Jewish culture. Next, they take the bus to Oswiecim, the location of the Auschwitz-Birkenau Concentration Camp. Here, volunteers will work on projects at Auschwitz and the nearby Jewish Cemetery that range from groundskeeping, to working with artifacts. After volunteers complete their service, they return to Krakow.
Volunteers are sure to come away with a deeper understanding of the resilience of Jewish people, and people in general, and humanity’s capacity to triumph over devastating tragedy.
Volunteering in Jamaica: The Music Project
The arts are a vital part of every culture. If you play an instrument and love a wide variety of music, this program is an opportunity to use your expertise to teach music education to children in Jamaica. Volunteers will teach children between the ages of 6-18 how to play keyboard, guitar, drums, flutes, and violins, as well as instruct children on how to read and notate music, improvise melodies, and compose and arrange music. The education and experiences children gain from this program have the potential to not only bring them a greater appreciation of music, but also a better understanding of the connection between music and culture.
This program focuses primarily on traditional Jamaican music, but volunteers will also be encouraged to develop workshops on different music genres for students. Volunteers can choose their own start and end dates, but they must commit to at least two weeks.


- Art of Video Games - Meet Georgina Goodlander, an exhibition coordinator for the Smithsonian American Art Museum. Learn about this exhibit and how video games are an art form.
- Arts Edge - The family section offers articles, activities and advice for parents on getting their kids involved in the arts.
- Family Visit to the Smithsonian - Activities created by a family who visited the Smithsonian.
- How Parents Can Support Arts Education - Eight steps you can take to make a difference.
- National Gallery of Arts Family - Discover a variety of multi-generational programs and resources that engage children and adults in active exploration of art.
- Parents as Partners in Art Education - Read about this parent art program, how it works, and ways to implement it.
- PBS Activities and Crafts - Educational arts and crafts projects parents can do with their kids.
- Smithsonian Education - Families - Plan your visit to the Smithsonian in Washington, DC.
- Smithsonian Family Tours - Provides advice on planning a trip to the Smithsonian museums, including a colored map.
- Visiting the Smithsonian with Kids - Great tips for visiting the Smithsonian museums and the zoo in Washington, D.C.
- Kids Classical Countdown - A top ten list of classical masterpieces for parents and their kids
- Music - Library of Congress Collection - Recordings of a variety of types of music from the Library of Congress.
- Music and Your School-Age Child - Gives the benefits to children who actively participate in music.
- Music at Home - Search for activities and articles you can use with your children to encourage creativity and help them build on their artistic and musical talents.
- Music for Kids That Even Parents Might Love - A wide range of tunes for the small set is climbing the music charts — and much of it is acceptable to adult ears.
- Sing-Along - Learn about environmental health science through song.
- What Music Should My Child Listen To? - An article for parents.
- When the Show Biz Bug Bites - This resource is for parents who want to support their child's in a musical theater career.


Music Certification K-12
B.M. Music Education
Music Education is crucial to personal success as we move forward in the 21st Century. In preparing to enter today’s ever- changing workplace, students are asked to demonstrate skills in communication, technology and teamwork. Music Education is a tremendous vehicle to develop these highly- desired skills. Music is a rich and fundamental subject with a compelling history and vibrant culture. Music is a common language that reaches across boundaries to bring cultures together and creates a global understanding. Ted Turner, of Turner Broadcasting System said “Music has a great power for bringing people together. With so many forces in this world acting to drive wedges between people, it’s important to preserve those things that help us experience our common community.” Music allows all students to explore the vast area of feeling and emotion beyond the limitations of words. These experiences inspire them to become lifelong learners who appreciate and value music. “Music Education opens doors that help children pass from school into the world around them; a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” Gerald Ford, former president of the United States of America.
Singing, Dancing, Musicals, Drama
As your Music Teacher, you can expect the following from me:
To give each child the opportunity to reach there full musical capacity, Through programs and performances.


CD 1000 - Introduction to Childhood Studies
Provides an overview of the skills, knowledge and dispositions necessary for working with school-age children in various community settings. Students begin to develop the concept of the "whole child" in the context of today's society, including the impact of technology on children and learning environments. Explores the various ways professionals can positively contribute to the lives of children. Introduces students to the Childhood Studies and Elementary Education majors and the Conceptual Framework for Teacher Education. Introduces students to the institution's electronic portfolio tool and course management system. Students are exposed to educational technologies that relate to managing learning activities, delivering materials to learners and assessing learning through the development of an electronic portfolio as an example of authentic assessment. Falls and Springs. (TECO)
*All course information is from the 2014-2015 Catalog.


For all of us, transitions work better when we know what to expect. By planning transitions, we can help children adjust to new settings and approach new experiences in a positive way. A Transition Plan can support continuity in the care and services children and their families receive by making sure that critical information goes with them.
Learning to read and write determines a child's success in school and beyond. A child's very early experiences shape their future literacy development.
Watching television occupies many kids for several hours each day, and can result in less physical activity, more overeating, and a higher risk for becoming overweight. Setting limits on kids' TV time is important for their health and development now, and as they grow into adulthood.
This video includes highlights from the recently released Joint Position Statement on Early Childhood Inclusion as well as bite-sized information on big ideas about inclusion. The video was produced by CONNECT, a Office of Special Education Programs-funded national center that is developing web-based resources and modules on effective and evidence-based practices to support professional development. (8 min. 19 sec.)


By Anne Ryan
The executive council of the American Federation of Teachers recently passed a resolution supporting the “promise and the potential of the Common Core Standards.” This was reinforced a few days later when SUNY Chancellor Nancy Zimpher and SUNY colleges and universities also announced unanimous support of the standards. Both are encouraging developments.
The Common Core is not a curriculum – it is a set of aligned expectations of what children must learn at each grade level to be successful in a global economy. If students and teachers are to be successfully measured against these standards, they must be supported starting in prekindergarten.
Unfortunately, too many students simply do not have the foundation to meet these evolving standards, which in turn puts a tremendous burden on teachers. Nor have teachers had access to training or classroom support to change their practices based on the new standards. It’s no wonder the roll out of the Common Core has been so controversial and misunderstood.
What has been encouraging in the 14215 neighborhood in Buffalo has been the implementation of Community Alignment for Reading Excellence (CARE). CARE provides teachers and students, pre-K through first grade (and through third grade when fully implemented in 2015-16) with data-driven information, support and the necessary coaching skills to build a research-based foundation for teaching and learning language and literacy skills.
By integrating science-based reading research strategies, and age-appropriate assessments emphasizing the predictors of reading success, CARE’s innovative approach supports teachers in personalizing and sequencing instruction based on specific learning needs of individual students.
Data-informed instructional strategies provide CARE-coached teachers with information to support students effectively. The success of the program was recently recognized by the U.S. Department of Education and the national Promise Neighborhood Institute.
In 2014-15, CARE will provide literacy supports to 22 pre-K through second-grade classrooms. This means 450 students will be in a better position to achieve a higher standard because their teachers will have real-time data and classroom support.
While this is a positive development, we must remain vigilant in building this foundation of success for early childhood learning for both teachers and students in order to meet these demanding standards. We can continue the uproar or we can choose to work constructively to meet the challenges that the new standards present, in order to provide a strong foundation from which our children can compete on a national and international scale.
Anne Ryan is executive director of Read to Succeed Buffalo.