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The Smithsonian American Art Museum offers annual Summer Institutes, professional development workshops that present educators with innovative methods for incorporating American art and technology into their humanities curricula. The Institutes are designed for middle and high school core-subject teachers, especially those who teach social studies, history and English/language arts. Held twice each summer, each five-day Institute gives 30 selected participants the chance to collaborate with museum staff, content experts and technology professionals and to explore models for integrating art across the curriculum.
A mix of gallery talks, lectures, discussion groups and hands-on activities encourages constructive dialogue among participants. Participants learn to use art to foster critical thinking skills, experiment with a range of digital tools and develop and share lesson ideas with their colleagues.
A high school English teacher from Logansport, Ind., said of the program, “[The Institute] was a stunning success. I have become visually literate, I have learned new teaching strategies and I have access to an amazing collection of resources.”
Through an online networking website, the museum forges relationships with participants before, during and after the sessions. Educators receive preparatory assignments before each session to become acquainted with the museum and with using a collaborative website. Attendees are required to participate in the entire on-site program and to share their lesson ideas. They leave with a teaching tool kit of strategies, reproductions and museum publications. After returning to their schools, participants continue to correspond with staff and alumni through the collaborative website. Alumni are encouraged to visit the museum with their students.
The Institutes were established in 2009 as part of The Clarice Smith American Art Education Initiative, supported by a gift from the Robert H. Smith Family Foundation. Since then, 274 educators from 42 states and Washington, D.C., as well as Canada, China, Ghana, Guam, Puerto Rico, South Korea and Thailand have participated. To learn more about the Institutes and how to submit an application, visit americanart.si.edu/education/dev/institutes/.
About the Smithsonian American Art Museum
The Smithsonian American Art Museum celebrates the vision and creativity of Americans with artworks in all media spanning more than three centuries. The museum is recognized as a leader in providing electronic resources to schools and the public through its national education programs. Its National Historic Landmark building is located at Eighth and F streets N.W., above the Gallery Place/Chinatown Metrorail station. Museum hours are 11:30 a.m. to 7 p.m. daily (closed Dec. 25). Admission is free. Follow the museum on Twitter, YouTube, Tumblr, Instagram, Facebook, Flickr, Pinterest, iTunes U and ArtBabble. Museum information (recorded): (202) 633-7970. Smithsonian information: (202) 633-1000. Website: americanart.si.edu.
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Month one of a baby’s life is preoccupied with survival, in effect, the needs for food and sleep. As that first month progresses, he will be increasingly interested in communicating and interacting. Entering the second month, emotions other than crying will begin to appear, including smiling at those he recognizes as providers of comfort. He is also developing motor skills by discovering the use of his hands and fingers. He is definitely by this stage interested in discovering the world outside the womb. Personality is taking shape. Physical strength is increasing, evident in a growing ability to control head movements. He is developing an interest in play.
At three months, there is increasing awareness of his surroundings and physical strength, increasing movements of the head and limbs, usually accompanied by visible efforts at independent movement. There is better control of hands, which are used more in attempts at play and self-feeding. His digestive system is developing to the point where increased intake of formula or milk becomes the norm. Sleep patterns sometimes begin to change during this phase of the baby’s life, with longer periods of sleep during the night, and the baby becomes more aware of his senses.
By month four, he is increasingly alert and anxious to interact with his surroundings, and is more expressive of happiness. His weight should have, by now, reached twice what it was at birth, and his motor skills will have continued to develop to the point of using both hands interchangeably. The desire to taste items increases and he will be able to control his upper body better, including his head. He will sit upright if enabled and may have begun to roll over on his own.
Finally, the four-month-old baby is beginning to develop more normal eyesight, including color recognition and distance.
At five-months, he is making greater efforts at speech, and may begin to make efforts at propelling his body across the floor. Upper body strength continues to develop, and he should be capable of rolling over. Routine becomes important. Eyesight continues to improve, as does ability to distinguish colors. Speech will show more noticeable improvement and he will begin to understand sounds.
At six months, a baby’s rate of growth will slow relative to the first five months. He can now sit upright by himself, and should be propelling himself across the floor. Diet will now begin its biggest transition, with solid food introduced. Personality will continue its development, as will physical characteristics like eye color and speech. Most noticeably will be the increased recognition of family.
Month seven will reflect noticeable changes in the baby’s independence with more visible signs of personality. Mobility will have continued to improve, and he may begin to pull himself to a standing position while holding on to furniture. Teeth will begin to appear, which is accompanied by irritability, and diet continues its evolution toward greater emphasis on solids.
At eight months, he could be crawling. Motor skill development involves advancements, with toys becoming more important in terms of his ability to understand their purpose. The baby should now be familiar and comfortable with his surroundings and routines. He is beginning to formulate the most basic of words. Mobility continues to develop and he should be more actively pulling himself up and remain standing while supported by furniture.


Basedow, Johann Bernhard
Basedow, Johann Bernhard yōhän´ bĕrn´härt bä´zədō [key], 1723–90, German educator, b. Hamburg, educated in Hamburg and at the Univ. of Leipzig. Later he taught in Denmark (1753) and Germany (1761) but became involved in controversies aroused by his unorthodox religious writings. In 1774 his Elementarwerk was published with funds raised by popular subscription, and Basedow opened at Dessau a school called the Philanthropinum, where the methods of elementary education outlined in this text were employed. Drawing upon the writings of Comenius, Locke, and Rousseau, Basedow emphasized realistic teaching and introduced nature study, physical education, and manual training. He resigned in 1778 because of disagreements with his staff, and the school closed in 1793. His reforms were widely influential, however, and similar institutions were established throughout Germany and Switzerland.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
See more Encyclopedia articles on: Education: Biographies


A Framework for Cultivating Student-Led Discussions
This book details a framework for implementing student-led classroom discussions that improve learning, motivation, and engagement across all levels and subject areas.
When educators provide explicit instruction, guidance, and feedback to students and let them steer the dialogue, students develop essential critical-thinking, problem-solving, and self-directed learning skills. This book details a framework for implementing student-led classroom discussions that improve student learning, motivation, and engagement across all levels and subject areas. The text features tools, tips, and exercises, plus unrehearsed videos of student-led classroom discussions.
- Implement the student-led discussion framework and measure progress with the rubric for student-led discussions.
- Watch videos of real discussions among K–12 students and convey how educators and administrators can best prompt students to engage in their own productive conversations.
- Explore questions for stimulating students’ critical thinking in multiple subject areas.
- Examine students’ thoughts about being involved in their own student-led discussions.
- Follow “Take Action” prompts to exercise newly acquired knowledge.
- Access free reproducible versions of tools and rubrics featured in the book.
Product Code: BKF725
Published By: Solution Tree
Page Count: 184
“Deep Discourse provides a much-needed resource for classroom teachers and coaches in establishing a structure and process to support rich, in-depth discussion about challenging texts, concepts, and ideas. The book focuses primarily on literacy classroom conversations, but the framework provides a scaffold to guide students’ inquiry and critical thinking in any subject area. The text establishes a foundational design that allows for both intentional questioning and problem-solving as well as open and fluid conversation. The accompanying resources and video examples build on that foundation to show educators how to develop a classroom culture that values discourse and dialogue. Shifting the leadership of collaborative discussion to our students maximizes the potential of the overall learning experiences. This is exactly what we seek to offer in 21st century classrooms! Novak and Slattery have developed an essential resource for classroom teachers who honor the learning process over simple content delivery and can truly foster students who can generate thoughtful questions and articulate insightful responses, as well as defend their own point of view.”
“When you work in a school like mine, where 70 percent of the students come from poverty and where class sizes are astronomical, you need all the help you can get to keep students engaged and learning. This book provides the theoretical and practical information teachers need to build success for all students in their classrooms, no matter what those students' backgrounds are. I have worked with Sandi Novak for several years and this year my school was selected as a Reward School by the state of Minnesota for the fifth year in a row. The tools I gained through my work with Sandi, and the tools my students have honed in creating meaningful discourse, contributed immeasurably to our success!”
“Are student led discussions happening at your school? Do you know how to empower students to lead and engage in rich discourse? In Deep Discourse, Sandi Novak and Cara Slattery have written a must-read for all educators that explains how to inspire students to use their own voices to drive their literacy learning to higher levels through student-led discussions. This book gives educators the tools they need to implement a schoolwide initiative that raises the literacy achievement of all students through the power of discourse. As an elementary school principal I felt empowered by the descriptions, tools, and resources in this invaluable book to immediately take action to lift the literacy culture in my building. With the demand of Common Core and the increasing need for students to think deeply about what they read and articulate that thinking, this book is a perfect addition to the bookshelves of all teachers and literacy leaders in elementary education.”


We provide a broad and balanced curriculum relevant to primary school children. Hearing-impaired pupils follow the Early Learning goals or the National Curriculum, differentiated to meet their individual needs. The curriculum is also modified to suit the specific needs of deaf children. The National Primary Curriculum is followed with necessary adaptations.
The development of literacy skills is of central importance to deaf children and expectations for achievement are high. English is taught on a daily basis. Teachers of the Deaf work in close consultation with the Speech and Language Therapist to address wider language and communication issues. Children are encouraged to be active in their own learning and to read for pleasure and information.
We aim for children to develop a sound understanding of numeracy skills while also developing powers of reasoning, problem solving and creative thinking. We acknowledge the importance of practical activities to support mathematical understanding.
The science curriculum is concerned with observing and examining our environment, interpreting evidence, investigating and testing simple hypothesis. Much of the children’s knowledge is gained through hands-on experience in order to extend their independence skills.
All other subjects are taught with appropriate modification through topic based work.
At Warren we believe that children are more likely to achieve their potential when home and school work in partnership. Homework is given and it is intended that child and parent/carer work together to complete it.
Warren has specialist resources and staffing to meet the needs of pupils who have significant hearing impairment. Some children may have additional needs. Arrangements are made to meet these needs following school procedures (see SEN policy for further information).
An Individual Education Plan (IEP) will be written for every child with a hearing impairment and these are reviewed on a termly basis by all involved. Parental involvement is strongly encouraged and the contribution of the parents incorporated into planning. Children also have the right to express their opinions and are involved in the review procedure at a level appropriate to their age and ability.
Assessment is regarded as an integral part of the learning process. It provides information for the teachers about the child’s strengths and weakness and is a useful
basis for setting individual targets. For a full and accurate picture of each child’s development, teachers continuously monitor and assess all aspects of their work and development, and incorporate this into daily planning.
On admission to the school, children are assessed and targets are set. Informal teacher assessment is used in conjunction with formal assessment.


This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M-age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.
- EMERGENT LITERACY
- PRINT KNOWLEDGE


ERIC Number: ED465605
Record Type: RIE
Publication Date: 2002-Jan
Teacher Explanations for Discourse Variations in Elementary Science Methods.
Newman, William J., Jr.; Hubbard, Paula D.; Abell, Sandra K.
The development of a scientifically literate society is dependent upon effective communication. Accordingly, the Benchmarks for Science Literacy, which defines science literacy goals for United States students K-12, contains an entire section on communication skills. One of the skills described in the Benchmarks is that "students should be able to participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarifications or elaboration, and expressing alternative positions." The ability of students to achieve this goal is dependent upon a teacher's ability to incorporate such opportunities into lessons. Teachers need the experience of proposing answers, explanations, and predictions and communicating the results as often accomplished by classroom discourse. Classroom discourse is necessary for teachers to determine what students understand and misunderstand, what they are thinking, and what they are learning. A teacher preparation program must model and teach how to facilitate high quality classroom discussion. To do so, science methods instructors must examine, understand, and explain their own roles, intents, and actions during classroom discussions. One of the first steps in improving the preparation of teachers' skills in leading discussions is to understand and explain science classroom discourse as it occurs in science teacher education courses. (Contains 60 references.) (MVL)
Descriptors: Discourse Analysis, Discussion (Teaching Technique), Elementary Education, Higher Education, Inquiry, Methods Courses, Preservice Teacher Education, Science Education
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.


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There’s no denying that the use of social media holds a powerful presence in the lives of both teachers and students. However, the platforms you think are cool and the platforms your students think are cool are probably totally different. In the eyes of students, if you have a Facebook account, you’re “old.” Do you use Twitter? Yep, still old. Although Snapchat is the most used social media platform of choice by students, I’m not brave enough to incorporate it in my classroom just yet.
There is one platform, however, on which students and teachers can come together. That platform is Instagram.
If you don’t have an Instagram account for your art department, I’d encourage you to start one. It establishes a community and provides other ways for students to engage and interact outside of the classroom setting.
If you’re already using Instagram in the school setting, I’d encourage you to add to the ways you use it. Sure, showcasing student artwork and classroom happenings is great, but have you ever thought of using Instagram as a resource to inspire student learning?
There are some art movements that students are just naturally more intrigued by. For example, I’ve never come across a student that hasn’t been fascinated with surrealism, but when it comes to minimalism most would rather just pass it by.
If you’re looking for a fun way to teach your students about the power of minimalist design, #candyminimal won’t disappoint. These candy-colored posts emphasize the importance of a “less is more” design and will fascinate your students. When in doubt, you can always use the hashtag literally and incorporate actual candy. Your students will be hooked before you even bring out the gummy worms!
If you’re incorporating calligraphy or typography into your classroom, #typespire will provide fresh, new ideas to challenge students. Both digital designs and hand lettering are featured.
Do your students moan and groan when you emphasize the importance of setting up a quality composition? How about the casual eye roll at the mere mention of the rule of thirds? If you’re looking to switch things up a bit and add a little excitement, #thingsorganizedneatly will certainly add a different perspective and make the concept of composition exciting again!
Sometimes our students just need a good challenge. The #kolboalphabetchallenge provides just that! This hashtag, created by high school art teacher Alex Kolbo, uses a subject that is commonly familiar, the alphabet. Exploring this hashtag with your students will have you looking at themes in a creative, innovative way. You never know, it might just inspire your class to create their own challenge!
Color theory is a constantly-taught concept in the field of art education, as it should be. However, at times, it can be challenging to get our students excited about it. If you’re looking to go beyond the color wheel, #crafttherainbow is your ticket out! Here you’ll find an innovative take on color that is sure to engage your students.
The incorporation of social media in your classroom will certainly pique the interest of your students. Seeking new and fresh ways to engage students will always be a challenge, so start by incorporating what they already know. Social media will continue to be a constant in the lives of students, so if you can’t beat them, join them! #winning
Do you use social media with your students? How has it transformed your teaching?
What innovative instructional techniques do you use to capture student engagement?


This is a super simple, fun activity for learning about the body. It’s great for kids of all ages too. Young children can draw features like eyes, nose, mouth, nails etc. Older children can draw body parts, organ systems or even bones and muscles!
A roll of paper – something like this from Melissa and Doug
Felt tip pens
A person to draw around!
All you do is draw around a willing volunteer and decide what body parts you want to learn about!
Ideas for preschoolers
Draw around several children and talk about who is the tallest, who has the longest legs and arms etc!
Children can measure body parts too!
We didn’t worry too much about everything being perfectly drawn or placed, but it was a great start to learning about where different organs are.
My little girl chatted away as we did this about her ‘wires’ ( veins ) and the bugs in her tummy which she hoped were awake eating her food. We spent a lovely half an hour just making observations, and for me it was great to get an understanding of how she sees herself.
Ideas for older children:
Draw and label bones
Draw and label muscles
Draw and label different organ systems
Draw and label parts of the body that help to fight germs.
More Human Body Science for Kids
Work out how many of your own feet tall you are.
Make a pumping heart model.
Discover why cleaning teeth is so important with eggs!
Test your reaction time with a ruler! This is a great investigation as you can investigate to discover if reaction time can be improved.
Great for KS1 Science – exploring the body
You could easily adapt this activity for older children, by asking them to draw and label major organs themselves. Maybe even plotting the route of food through the body?
It also works really well as a preschool science activity and for Early Years Foundation Stage
Physical Development → Health and self-care → ELG
- Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


ERIC Number: ED434355
Record Type: RIE
Publication Date: 2000
Checking Out Nonfiction K-8: Good Choices for Best Learning. Bill Harp Professional Teachers Library.
Bamford, Rosemary A.; Kristo, Janice V.
Noting that nonfiction literature for children came of age in the 1990s, this book is a comprehensive tool for K-8 teachers, librarians, and students to use in learning to make good decisions about the quality of nonfiction titles. Each chapter in the book describes a specific aspect of the complexity found in nonfiction literature: the various types, how the writing is organized, issues of accuracy, styles of writing, the array of visual features, and access features. Examples of classroom applications are included throughout the book. Chapters in the book are: (1) Less Is More: The Quest for the Best Nonfiction Children's Literature; (2) Types of Nonfiction Books; (3) The Importance of Checking Nonfiction for Accuracy; (4) Exploring the Content and Organization of Nonfiction; (5) Building Understanding and Clarity through Style and Language; (6) Features of Nonfiction that Support Accessibility of Content; and (7) Understanding Content Through Visual Information. Some "Parting Thoughts" conclude the book. (Contains approximately 400 references. Appendixes contain advice on making discriminating choices in nonfiction; places to look for the best award-winning nonfiction; a 75-item annotated list of Orbis Pictus award-winning nonfiction; and recommendations for dynamic teaching using nonfiction children's literature.) (RS)
Descriptors: Childrens Literature, Elementary Education, Literary Genres, Nonfiction, Reading Material Selection, Text Structure
Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 ($15.95). Tel: 800-934-8322 (Toll Free).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Media Staff; Teachers
Authoring Institution: N/A


Nine-Note Recorder Method
~Learn soprano or tenor recorder with this self-standing music book with large, easy-to-read standard notation.
~Uses the 9 easiest notes to play on recorder with simple rhythms.
~Fold-out fingering charts for quick reference.
~Arrangements include accompaniment for glockenspiel, xylophone, or resonator bells.
~Over 160 songs, many with lyrics; includes 16 rounds, 43 duets, and 48 non-Western songs.
~Promotes music literacy, mastery, and ensemble playing.
~76 pages. Spiral bound along top edge.
~Teacher Lesson Plan Manual available.
Overview, Contents, and sample pages.
Sound files of every song in music book.
Go to free rhythm lessons.
See Recorders in Music Education.
Wholesale price schedule
Retail: $14.95 Website special: $10
Learn the rest of the notes with the intermediate book, Beyond the Nine-Note Recorder Method.
Nine-Note Teacher Manual
Teacher Manual for Nine-Note Recorder Method contains 35 lesson plans, meeting National Standards for K-6 Music Education. Builds music literacy by creating, performing, and responding. Student-center music-making and self-evaluation. These lesson plans promote music literacy, mastery, and ensemble-playing while saving the teacher time and work. Bound, 50 pages with convenient
2-page spread for ease of use. Appendix (unbound, 65 pages, 8.5 x 11) includes: posters; fingering exercises; reproducible bonus songs for concerts; worksheets; sight-reading and rubric for assessment, and full-size fingering chart for each note. See Table of Contents. Appendix is also sent as a PDF to print and project.
Retail: $29.95 Website price $15
FREE with classroom order of books.
Nine-Note Recorder Method, 2nd edition


Personally, I haven't gotten enough questions to fill out this section. So I have included what I find to be questions people frequently ask in general.
Why is the sky blue?
The sky is blue because of the way sunlight interacts with our atmosphere.
To learn more visit: The Conversation
Why do some objects sink, while others float?
Whether an object sinks or floats depends on its density. Everything is made of molecules. Molecules are tiny particles that can only be seen with a microscope. Some objects have molecules that are packed closely together. Others have molecules that are packed more loosely. This is density. Objects with tightly packed molecules are denser and sink. A paper clip or a penny is dense. Objects with more loosely packed molecules are less dense and float. Wood, cork or sponges float.
Thanks Easy Science for Kids


Early childhood education in the pre-school years is critical to a strong start in life.
However, a detailed analysis of a national census of children starting full-time school has found that children from culturally diverse backgrounds in Australia are missing out on early childhood education and are more likely to be developmentally vulnerable.
Stronger Starts, Brighter Futures, to be launched on March 31, examines trends in how children from culturally and linguistically diverse (CALD) backgrounds are faring in comparison to other Australian children in terms of their development and participation in early childhood education.
Settlement Services International (SSI) – a community organisation and social business that supports newcomers and other Australians to reach their potential – partnered with the Telethon Kids Institute – a leading children’s research agency – to carry out the research drawing on data from the Australian Early Development Census, conducted every three years since 2009.
The research found that in 2018 almost 1 in 4 (24 per cent) of children starting school across Australia were from CALD backgrounds, up from 17 per cent in 2009.
“We know that participation in early childhood education benefits children, families and the economy and society in the long term,” said Professor Sally Brinkman from the Telethon Kids Institute.
“With Australia becoming more culturally diverse it is imperative that we examine the developmental trajectories of culturally diverse children and their participation in early childhood education.”
The analysis of the census of children found that:
- children from CALD backgrounds in Australia continued to be more likely to be developmentally vulnerable at school entry than children from non-CALD backgrounds in each census since 2009, but that the gap has narrowed over time
- children from CALD backgrounds across Australia are less likely to attend any type of early childhood education compared to non-CALD children in each census and the gap has remained unchanged over time
- attendance at early childhood education makes a difference for the development of all children: in 2018, CALD children who did not attend were 1.8 times more likely to be developmentally vulnerable compared to CALD children who had attended; non-CALD children who did not attend were 1.9 times more likely to be developmentally vulnerable, compared to their peers who attended
The research points to ways to improve attendance by children and families from CALD backgrounds at early childhood education through a mix of universal and targeted approaches involving governments, policy makers, early education providers and providers of settlement services.
“Children from CALD backgrounds should be able to access early childhood education that is culturally responsive and meets their needs and preferences,” said Yamamah Agha, who leads Settlement Services at SSI.
“We all have a part to play in this.
“Settlement services that work with newly arrived migrants and refugees can help to improve understanding of the benefits of early childhood education with the families and communities that we work with.”
The research recommends government and policy makers plan more effectively for increasing cultural diversity in the early childhood population and implement stronger inclusion efforts to address the lower participation of children from CALD backgrounds.
Early childhood education providers need to embed a more culturally responsive approach to support children and families from CALD backgrounds and promote awareness of the benefits of early childhood learning.
Similarly, settlement programs and others working with migrants and refugees need to actively promote the benefits of early childhood education with families and communities from CALD backgrounds.
Stronger Starts, Brighter Futures will be launched by Anne Hollonds, the Australian National Children’s Commissioner, as part of an online event and panel discussion on Wednesday, March 31, 10:30-12.00pm (AEDT).
- Sally Brinkman, Telethon Kids Institute
- Jay Weatherill, Thrive by Five
- Yamamah Agha, Settlement Services International
- Myra Geddes, Goodstart Early Learning
The moderator will be Adam Carey, The Age's education editor.
Registration information here.
More information on the event and panellists here.
The report can be found online here.


Children’s Day: Feed their potential as the leaders of tomorrow
Children are the telescope into a beautiful future, the substance of an unending hope, the sure sign that the best is yet to come. Through their eyes we see the window of endless possibilities, and from their intelligent curiosity, we see courage that makes the world a better place.
We long to see them fulfill their potentials, to help them grow smart and be ready to take on the challenges that would become stepping stones to greater heights.
We hear our children speak without flinching, “I’m going to be the best Doctor, I’m going to be the finest of Pilots, I’m going to change the world for good, and a long list of specific dreams, goals and ambitions that aim at making the world a better place.”
As they grow, they are exposed to a number of factors that determine if they hold on to and become all they aspire to be. It isn’t so much as to what they are exposed to, but much more on how they respond to their experiences and adapt to an ever-changing world; and this we regard to as “intelligence!”
According to the National Institutes of Health (NIH), intelligence is a complex human trait that is influenced by both genetic and environmental factors and although most studies are inconclusive, they broadly lean on environmental factors as a bigger influence in a child’s intelligence over genetic factors. Some environmental factors include a child’s home environment and parenting, education and availability of learning resources, nutrition, among others.
Nutrition plays a vital role in the intelligence levels of children and will determine the effectiveness of the other environmental factors that also determine intelligence; There are brain-supportive nutrients that help in brain development of children and by extension, intelligence levels.
Research shows that 90% of brain growth and crucial aspects of its development occurs in the first five years of life and this is a critical window of opportunity to maximize a child’s learning potential through nutrition.
The role of nutrition cannot be overemphasized! Docosahexaenoic acid, or DHA, a major building block of the brain, is a key nutrient needed for optimal brain growth and development. DHA is an omega-3 fatty acid and is plentiful in oily fish, such as salmon. The human body can only make a small amount of DHA from other fatty acids, and thus the need to consume it directly from food or supplements.
Several studies have shown the link between DHA and better school performance. Some studies done by Bryan J. et al 2004 and Kuratko et al 2013 showed that improving DHA status contributes to brain development by supporting these parameters: visual recognition, positive effects on motor skill development in early childhood, problem solving ability, improvement in short-term memory, reasoning and cognitive speediness. Furthermore, the European Food Safety Authority (EFSA) also acknowledges the well-established role of DHA in brain function.
Most scientists agree that DHA plays an important role in brain development in a review of some 50 studies by McCann JC and Ames BN. This review concluded that higher DHA in children’s diets translates into better brain function, especially for cognitive and visual function which in turn translates into better school performance of children. Examples of DHA-rich foods include fish and sea foods, poultry and eggs as well as DHA- fortified milk.
Milk has been known for ages as one of nature’s most nutrient-dense foods. Although, world-wide dairy is seen to play an important role in nutrient security, we see that in some parts of Nigeria, children have little or no milk in their diet.You need to get your child covered through their formative years by giving them their age- appropriate milk that has been fortified with DHA and other nutrients crucial for brain development to support their learning ability and memory.
Peak 456 Growing-up milk is specially formulated with DHA and other key nutrients to support optimal brain development in children aged 4-6 years.
In the words of Anthony Lake, the sixth Executive Director of the United Nations Children’s Fund, “The children are tomorrow’s citizens, consumers, workers, thinkers, innovators and their abilities will drive tomorrow’s businesses. Their productivity will fuel tomorrow’s economies and their capacity will shape tomorrow’s society”.
As a smart parent and a smart caregiver, you definitely want to raise a smart child. Feed their potential with the right nutrition!
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Are You STEM Ready?
Being STEM ready requires that you push your science and math preparation as far as possible during your high school years. You must start now if you plan to be a Biologist, Mechanical Engineer, Chemist, Computer Scientist, Electrical Engineer, Physicist, Civil Engineer, Mathematician or Geologist.
WHY SHOULD YOU THINK ABOUT THIS NOW? FOUNDATIONAL SKILLS!
STRONG MATH SKILLS
Particularly important is being prepared to start in at least College Trigonometry/Pre-Calculus (science majors) or Calculus I (engineering majors). At Georgia Southern, determining if a student is prepared to begin in a course above College Algebra is based on either AP or dual enrollment math courses, or else the evaluation of a student’s high school records. Based on studying student performance from prior year, to start in these critical math courses and be successful a student will typically need:
- College Trigonometry: 3.0 GPA, 530 (new) SAT-Math
- Calculus I: 3.0 gpa & 630 (new) SAT-Math, or 3.5 GPA & 560 (new) SAT-Math
Students not meeting these requirements must start at a lower math course to strengthen these foundational skills in order to be successful.
STRONG STUDY SKILLS
STEM majors will always have multiple math and/or science courses every semester in order to graduate on time. Practice and learn good study skills. If you don’t really challenge and grow yourself during high school, then you aren’t really developing the study skills you need.
SCIENCE CONTENT AND ANALYTICAL SKILLS
Just like you can’t run a marathon or win a tournament if you don’t build up and train your body… train your brain! The more scientific content and mathematical skills you develop now, in the slower pace of high school courses, the better you will adjust and the more successful you will be in fast-paced college STEM courses!
What is a typical first semester schedule for a STEM major:
English Composition I (3 hrs)
College Trigonometry or Calculus I (3-4 hrs)
STEM MAJOR Lab Science (4 hrs)
Computing for Engineers or Area E Social Science (3 hrs)
FYE 1220: First-Year Seminar (2 hrs)
TOTAL 15-16 HRS
SO CAN I FINISH MY STEM DEGREE IN FOUR YEARS?
Yes. You must take full loads (15-16 credit hours) each semester, but your graduation date will also depend on how well prepared you are, and on your math placement. However, our Academic Advisors help our students create a personalized schedule (if needed) to stay on track toward a four-year graduation by their sophomore year (although it typically requires a
TIPS TO GRADUATING IN FOUR YEARS
• Seek out your professors Ask questions in class, work on assignments early, and go to your professors when you have questions.
• Manage your time maturely STEM students jump right into their major. Everyone has the same four years. Balance social time wisely.
• Build a relationship with your academic advisor. Your advisor knows lots of other tips to succeed in your major, and will also keep you informed of special opportunities that come along.
• Use the Student Success Center. It’s free extra tutoring! Good students use it to improve (even the “B” student wants the “A”)
• Prepare for a research internship or COOP experience in your junior or senior year. Real experience provides practice to apply what you have
learned and also adds to your skills.
• Earn a “B” or higher grades in all of your classes Yes, ALL of your college courses are part of broadening your talents and increasing your overall education, skill, and adaptability.
HOW TO CAN I PREPARE?
- Work hard in your math classes. You should aim to be in calculus by your senior year, or joint-enrolled at a college near your home.
- Take extra science classes. Many STEM degrees require multiple areas of science foundation, and seeing it in high school will really help when taking the faster college-level classes.
- Take classes that challenge you. Push yourself. You are training your brain for challenging academics. Don’t wait for the main event (college) to begin practice.
- Take all your classes seriously. Even STEM majors must be able to read, write and communicate well.
NEED ADDITIONAL ADVICE OR INFORMATION?
Our advisors work specifically with STEM majors and love to answer questions to help you succeed and be STEM READY! You can reach our advisors through either of the websites listed below:
Last updated: 7/28/2021


EYFS - Seven Areas of Learning
COMMUNICATION AND LANGUAGE DEVELOPMENT children will have opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
PHYSICAL DEVELOPMENT children will have opportunities to be active and interactive; and to develop their co-ordination, control, and movement. Children will be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT children will be helped to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
LITERACY DEVELOPMENT children will be encouraged to link sounds and letters and to begin to read and write. Children will be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
MATHEMATICS children will have opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
UNDERSTANDING THE WORLD children will be guided to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
EXPRESSIVE ART AND DESIGN children will explore and play with a wide range of media and materials, as well as having opportunities to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.


Much was made about how virtual learning was an imperfect substitute for in-person education that left many sociodemographic groups behind. When schools reopened for in-person education, were those groups left behind again?
When the debate over reopening school raged last fall, one of the key points of discussion was how virtual learning along with the patchwork of reopening plans could worsen pre-existing inequalities in students. An investigation in JAMA Network Open looked at the sociodemographic characteristics and inequities linked to access to in-person or virtual school in elementary schools in New York State.1
The investigator included all students in 2498 public elementary schools from 704 school districts in New York State. Administrative databases were used to collect the sociodemographic characteristics, which ranged from race/ethnicity to students with disabilities.
Among the 1,140,540 students included in the study, 658,205 came from a low-income family; 208,416 with a disability; 131,002 English language learners, and 49,488 homeless. At mid-October 2020, 271 of the school districts had schools that were open full-time for in-person learning. This re-opening meant that 343,303 White students had access to in-person schooling, but just 92,384 (8.1%) Hispanic students and 60,449 (5.3%) Black students had that access. Additionally, children who were low-income (119,757 [10.5%] vs 326,194 [28.6%]), lived in an urban area (urban vs rural/suburban: 44 481 [3.9%] vs 809 783 [35.5%]), were learning English (74 135 [6.5%] vs 224 686 [19.7%]), were experiencing homelessness (31 935 [2.8%] vs 215 562 [18.9]), or had disabilities (164 238 [14.4%] vs 216 703 [19.0%]) were less likely to be able to have access to in-person instruction than those who were not similarly disadvantaged.
The investigators concluded that most of the districts that provided full-time, in-person elementary education were ones that were predominately attended by rural/suburban students, White students, or students who were not disadvantaged. Variations in COVID-19 burden were frequently not a factor in the reopening decision and those decisions were instead predicated on the ability for the school to pay for mitigation strategies that allowed safe school attendance. Other research indicates that students lost roughly one-third of a year’s learning between Fall 2019 and Fall 2020 and the impact on test scores were felt more significantly in Black students who saw declines that were roughly 50% greater than those seen in White students.
1. Fox A, Lee J, Sorensen L, Martin E. Sociodemographic characteristics and inequities associated with access to in-person and remote elementary schooling during the COVID-19 pandemic in New York state. JAMA Netw Open. 2021;4(7):e2117267. doi:10.1001/jamanetworkopen.2021.17267


In the News
History is being made this weekend as the last-existing, flight-qualified external fuel tank for NASA’s Space Shuttle Program makes a 16.5-mile crawl through the streets of Los Angeles to its new home at the California Science Center. On Saturday, May 21, the tank, a nearly 154-foot long, more than 65,000-pound behemoth dubbed ET-94, will be towed from the port in Marina del Rey (where it arrived after another epic voyage) to the science center. Eventually, it will be displayed with the space shuttle Endeavour and two solid rocket boosters in launch configuration – looking like it’s ready to blast into space.
How They’ll Do It
Transporting a large object such as the external tank is no small job. Shuttle external tanks were routinely transferred from their manufacture and assembly point at NASA’s Michoud Assembly Facility in New Orleans to the Kennedy Space Center in Florida by way of barge. However, the trip to California is a bit more involved.In April, ET-94 boarded a barge as usual, but this time traveled west, through the Panama Canal to Marina del Rey in Los Angeles. On May 18, the tank is expected to arrive, and three days later, will be towed through the streets of Los Angeles – streets that were not designed to accommodate a giant rocket fuel tank!
Los Angeles has some experience with this sort of challenge as the space shuttle orbiter Endeavour traveled a similar route from Los Angeles International Airport to the California Science Center in October 2012. Though Endeavour is wider, taller and heavier, ET-94 is longer. Resting on its side, the tank is half the length of a football field. So it presents a different set of navigational challenges – which, coincidentally, make for some great math problems.
As does this bit of external fuel tank history …
A Slice of History
Most people will recognize the external tank as the giant orange structure that was attached to the shuttle to supply fuel to the shuttle’s main engines during liftoff. Space shuttle external tanks carried freezing cold liquid hydrogen and liquid oxygen and were the only non-reusable part of what was called the Space Transportation System, or STS. But the tanks weren’t always orange.
Ever striving to lighten the load of the STS to make room for more science payloads, engineers developed the next iteration of external tanks, called lightweight tanks, or LWTs, using weight-shedding techniques including eliminating portions of stringers (structural stiffeners running the length of the hydrogen tank), using fewer stiffener rings, and modifying major frames in the hydrogen tank. This new tank provided a 6,426-pound reduction in specification weight that further evolved to an actual weight of 65,081 pounds for ET-94.
The final iteration of the external tank, called a super lightweight tank, or SLWT, shed an amazing 18,586 pounds from the very first specifications by using a new aluminum-lithium alloy (Al-Li 2195) and some new welding techniques.
Why It’s Important
In 2003, disaster struck space shuttle Columbia during the STS-107 mission. The shuttle was fueled by ET-94’s sister tank, ET-93, and as the only remaining lightweight tank in existence, ET-94 was heavily analyzed to examine the role played in the incident by the tank’s external insulating foam. Several chunks of foam were removed from the tank during the analysis, necessitating future repair work to return it to its original appearance.
After analysis was complete, the tank resided at the Michoud Assembly Facility, awaiting an opportunity to fly to space that never came, as it could not compete with the svelteness of the new super-lightweight tanks and would require some weighty upgrades to meet new safety standards. Eventually, NASA donated ET-94 to the California Science Center for public display. When finalized, the display will be the only complete stack of STS flight hardware in existence.
Help your students apply their math problem-solving skills to this history-making event. While considering the challenges encountered in moving a giant fuel tank through the streets of Los Angeles, younger students can practice their number sense skills and older students can solve problems using formulas – plus use mapping technology to help ET-94 find its way to the California Science Center!
By Ota Lutz


Teaching the guardians of our youngsters in the estimation of music instruction is similarly imperative to the next teaching we do in the study hall. The estimation of music instruction is being addressed more than ever.
When thought about unimportant, music training is back on the plan at educational committee gatherings in numerous networks.
Be that as it may, getting a music training is a choice accessible to all. In case you’re searching for an approach to give your youngster a wellspring of long lasting bliss, fulfillment, and achievement, youth music training is a phenomenal initial step.
Learning music in our schools is significant on the grounds that it creates abilities required by the 21st century workforce, for example, basic reasoning, inventive critical thinking, successful correspondence and collaboration, keeps understudies occupied with school and makes them bound to graduate, and assists understudies with accomplishing in other scholastic subjects, for example, math, science and perusing.
Regardless of whether it is band, ensemble, or understudies on their own learning the guitar or different instruments, it’s a brilliant method to appreciate life as well as to improve their abilities. Figuring out how to play an instrument may likewise keep youngsters in the clear by giving them something to do after school. Finding out about the estimation of notes, timing schemes, and exits and doors will assist them with being an individual from a group. No other single instrument coordinates the piano for its wide use of melodic ideas.
The House passed a simultaneous goals expressing that music guidance “is a significant segment of a balanced scholarly educational program and ought to be accessible to each understudy in each school. National Association for Music Education, has seventy thousand music teachers working for the training of America’s kids; The Music Educators National Conference, and International Society for Music Education advances music and contends for the incorporation of music as a major aspect of the youth educational plan; incorporates advantages of early music guidance and educational plan suggestions.
Music instruction is a basic component in an even educational plan. Music instruction is a pleasant encounter and fills understudies with eagerness, sustains their innovativeness and energizes their cooperation. Managers with a foundation in music either through a school music program or an extracurricular program are bound to concur that music training is critical to scholastic achievement… 23 percent, versus 11 percent for the individuals who don’t have a melodic foundation. The most questionable issue when talking about music instruction is whether music ought to be educated in schools. The significance of building up the creative mind and innovativeness is perceived in numerous social orders… examination into how these might be cultivated and how we perceive and assess such characteristics in music training is required.


As an intermediate digital artist, you may be comfortable creating your sketches using an online paint program but perhaps still a little shaky in the ability to add color that stands out or looks realistic. So, what’s the best way to improve your skills? And is digital art truly the way to go? Will it be respected in the art world? Let’s look at some basic information.
Is It Better to Practice Your Artistic Techniques on an App or on Paper?
It all breaks down to what kind of artist you want to be and what stage you’re at. If you’ve hit the intermediate level of digital drawing, then you’re probably comfortable with that medium and should continue with it to improve your skills, while beginners who are just starting to understand character posing might do better with pencil and paper to get the hang of basic sketching as it can cause less eye strain.
Are You a “Real” Artist If You Only Work in an Online Paint Program?
Some traditionalist artists might tell you that digital painting isn’t a real medium, but just because they prefer to work on canvas doesn’t mean you have to follow their lead. Digital art is becoming more respected in the art world, especially since the world went into quarantine. It’s also a highly sought-after skill for the TV and movie industry, design firms, and video game production companies. Picture your name on the next Disney Pixar credits! However, achieving that kind of success means becoming an expert in the field. You’ll need to know the ins and outs of how to paint digitally which means putting time and effort into some type of art education.
Are Digital / Photoshop Painting Techniques Something Anyone Can Learn?
While most people can improve their artistic skills if they put some serious dedication in, not everyone will be able to produce professional results. There needs to be some sort of underlying talent as well as a daily practice. You also need to be someone who enjoys putting lines down on a page, whether that page is paper or electronic. Since you’re already familiar with digital art and you’re past the sketching stage, we’re guessing you have the gumption to keep going. In that case, art classes, like Laws of Color, can really up your game.
Do You Need to Go to Art School to Learn How to Paint in Photoshop at a Professional Level?
Attending a university that teaches the fine arts can teach you much, but depending on your goals it’s not always necessary. However, to truly succeed in bringing your skills up to an expert level, you’ll most likely need some sort of training. Instead of paying thousands of dollars for an art school education, consider taking courses online from a proven leader in the art field at a much more reasonable price.
What Is the Laws of Color Course and Why Is It for You?
Laws of Color by Chris Legaspi is a 2-part course with over 4 hours of video instruction, exercise guides, homework, and bonus demonstrations which focus on digital color and painting techniques. Chris is a professional artist who has worked for over a decade with movie houses such as Netflix, Warner Bros. Pictures, Disney, and Marvel, as well as working on TV shows and video games and teaching at some of the world’s best art schools. His own education was achieved in Los Angeles at private art academies where he was mentored by American masters like Steve Huston and Nathan Fowkes.
Chris understands better than anyone what it takes to create great digital art, and his years as a teacher allow him to present this knowledge to you in a way that is accessible and easy to grasp. If you are serious about putting the effort into becoming a better artist, Chris’s Laws of Color course can help you raise your skills to another level. The best part is, you won’t pay art school prices for this expert course. Right now you can purchase this Photoshop painting class taught by a juggernaut in the entertainment industry for only $99!
Don’t have Photoshop? No problem! The Laws of Color class teaches the fundamental principles of digital painting that can be applied to any painting medium, even on traditional canvas! Chris provides demonstrations in Photoshop, but you can follow along in any digital paint program that has the same capabilities, like Painter or Sketchbook Pro. There’s no need to purchase additional software.
So, are you ready to improve your artistry and bring it to a more professional level? Chris helps you breathe life into your digital paintings with color at an unbelievably low rate compared to what he commands teaching at fine arts schools. This is something you can’t pass up! Click here now to make a purchase and get serious about your art!


Life in a new light
Cutting-edge research into the use of light and optics in healthcare by the University of St Andrews will be showcased in a new state- of-the-art education programme.
Physicist Professor Kishan Dholakia will head the development of “Seeing Life through a New Light,” a lecture and interactive demonstration programme designed to be accessible to school pupils, adult groups, clubs and charities.
The £250,000 project, in conjunction with the award-winning exhibit design company FifeX, will show various ways in which light is used in biological and medical research. Funding for the project has been provided by the Engineering and Physical Sciences Research Council (EPSRC).
Various new scientific techniques will be on display, including examining specimens that would normally be invisible, and using lasers to make ‘optical tweezers’ to manipulate biological particles.
Some of the presentation will be based on an existing travelling outreach programme, the feedback from which has helped researchers shape the latest endeavour. Participants have been able to learn about diffraction and light with a collection of real hands-on exhibits including working ‘tweezers’ and the bending of light in prisms and water.
For the new programme, Professor Dholakia and his colleagues will add demonstrations of how microscopes work, endoscopes for imaging inside the body and a new method of ‘seeing the unseeable’ using light to examine biological specimens. The presentation will also include an interactive model of a cell and explanations of how light can now be used to help detect and treat cancer.
Professor Dholakia said, “It’s very important to enthuse and educate the general public in these areas of science that have a major impact on the quality of life. It will give everyone an exciting insight into the importance and relevance of research”.
‘Seeing Life through a New Light’ will include public lectures at the University of St Andrews, visits to schools and trips to national science festivals. The team hopes also create presentations for groups not generally considered part of the audience for such projects, such as the Rotary Club, the Women’s Institute of Scotland, and charities like Help the Aged.
The project will begin later this year. Enquiries for visits may be made to Kishan Dholakia on 01334 463184 or email@example.com or FifeX on 01382 554400 or firstname.lastname@example.org
Issued by Press Office, University of St Andrews
Contact 01334 467227 / 462529
Ref: life in a new light 170407
View the latest University press releases at http://www.st- andrews.ac.ukUniversity news


THE FILIAL PIANO METHOD
a home school piano method
NOTICE: THE FILIAL PIANO METHOD IS STILL IN THE TESTING PHASE. COMPLETION DATE IS CURRENTLY UNDETERMINED.
WHAT IT IS
The Filial Piano Method (FPM) is new and unconventional method of learning the piano teaches the non-musical parent and child together how to play piano. As parental involvement in a young child's music education and home practice is essential for success, this method runs with that concept and makes the parent's involvement essential with minimal outside teacher help.
The FPM is focused mainly toward the home-schooling parent and child but is suitable for any parent who is willing to take a little time out of their day to give their child a solid musical education. The FPM also addresses common problems associated with numerous other piano method books and prevents them before they start.
HOW IT WORKS
The lessons of the FPM are organized like many other curriculum books. The format was inspired by Seigfried Engelmann's Teach Your Child to Read in 100 Easy Lessons. The lessons are generally one to two pages long and are divided into three sub lessons, each to be done on three separate days during the week. Each sub lesson takes generally 5 to 15 minutes each, depending on the child's age, focus and natural understanding. This gives a very structured plan for the parent which is essential to any home schooling program.
WHAT PROBLEMS THE FPM ADDRESSES
Dependence on finger numbers
Dependence on note letter names (ABCDEFG)
Introduction of intervals too late
Hand and finger independence
Various rhythmic difficulties
These are just a handful of the many problems with learning the piano the FPM faces and (hopefully) solves for future students.
HOW ELSE THE FPM IS DIFFERENT
Clefs are introduced as they once were over 400 years ago, as a "movable C clef" fostering a deeper understanding of what a clef really is.
The Staff is introduced as three lines instead of five, making it easier to notice the different note locations.
Time Signatures are introduced in a way that makes more sense especially to children who haven't learned fractions yet.
WHAT IT INCLUDES
Purchasing the FPM package includes lifetime downloads to all lessons (final number of lessons is TBD) and worksheets in pdf format and all updates that are made to the FPM for life. Video evaluations of student are given by myself or another professional piano teacher for every level of lesson (usually every 10 lessons) to track their progress and provide help and support if needed. Lastly, access to the FPM youtube channel for all lesson exercises and instructional examples and any updates that are made to these videos or added videos for life.
WHAT ELSE YOU'LL NEED
You will need to obtain a suitable piano or keyboard on your own. If you are in the market for an acoustic piano, it is highly suggested that a local piano store or piano technician be consulted on purchasing a good condition piano. If you are in the market for an electric keyboard, which I happen to recommend, the most important thing is to get a full sized new or gently used keyboard with fully weighted keys. Here are a few models to consider: Casio Privia PX160BK, Roland FP-30, Yamaha P45. I myself own the Roland.
Second, if you are buying an acoustic piano, you will also need to obtain a metronome or metronome app for smartphone or tablet/ipad (all digital pianos now come with a built in metronome). Many great free apps exist out there so if you already have a "smart" device, this is a great alternative to buying a separate device. Other than those two things, having a printer to print the lessons is the only other necessary item you need.
WHO IT IS FOR
The FPM is intended for children ages 4 to 12 with the constant help of a parent or guardian, especially the younger they are. This is because the language is very basic and the progression is very slow, allowing the youngest learner to grasp onto concepts and master musical skills that will enable them to be successful. Methods for teens and adults will progress at a much more appropriate pace.
Please feel free to contact us if you have any questions or would like to participate in a trial.


Hai. Selamat datang di halaman LOTE. Saya Pak. Rikh, guru Bahasa Indonesia di Sekolah Dasar Meadow Springs Primary School.
Hi. Welcome to the LOTE (Languages other than English) page. I am Pak. Rikh, specialist Indonesian Language teacher at Meadow Springs Primary School.
Research has shown that learning another language can:
- Stimulate brain development
- Improve memory and concentration
- Enhance Literacy and Numeracy skills
- Improve overall performance in school
- Encourage respect and facilitate cultural awareness
Reasons to study Bahasa Indonesia:
- One of the easiest second language to learn
- Forming and maintaining new relationships
- Opens the door to a rich, fascinating and intriguing culture
- Better means of communication during travel to Indonesia
Interesting facts about Bahasa Indonesia:
- Apart from Britain, Indonesia was also a Dutch colony. During the period under the Dutch, the Latin alphabet was used for written texts. Dutch spellings were implemented.
- Bahasa Indonesia was standardised after the Independence Movement in the 1930s
- President Suharto made an official set of changes to the Bahasa Indonesia spelling system in 1972
- Bahasa Indonesia is enriched by loan words from different languages such as Austronesian languages, Sanskrit, Tamil, Arabic, Persian, Chinese, Japanese and European languages such as Portuguese, Dutch, Greek , Latin and French.
- Bahasa Indonesia is spoken by over 230 million people in the Indonesian archipelago and is the ninth most commonly spoken language in the world
The specialist LOTE Indonesian program at Meadow Springs Primary School provides all Year 1 to 6 students with the opportunity to attend a languages session each week in a well-resourced classroom. Students participate in a learning program which supports their acquisition of the Indonesian Language through speaking, listening, reading and writing activities. This is further reinforced through the use of the KETAWA Indonesian program, a comprehensive language learning program offering resources and lessons which are aligned to the Western Australian Languages Curriculum.


ERIC Number: ED451483
Record Type: RIE
Publication Date: 2001
Read-Alouds with Young Children.
Regardless of a child's experience with or exposure to books when he or she enters elementary school, teachers can greatly extend a child's literacy development through interactive classroom read-alouds. Reading a story aloud presents endless opportunities for related activities such as classroom discussions, role plays, shared readings, group writings, arts and crafts, and songs. This book explores read-alouds in both home and school settings and encourages the use of read-alouds as a starting point for further learning in several curricular areas. The book finds that read-alouds provide many types of literacy support for children: children learn about literacy through an adult who provides a model of reading; form an understanding of how print functions and how it is used; develop a knowledge and understanding of letters and letter-sound relationships; learn new words, new sentences, and discourse patterns; learn about the structure of stories; and develop a positive attitude toward books. Following an introduction, the book is divided into these chapters: (1) Interactive Read-Alouds; (2) The Importance of Narrative and Quality Books; (3) Read-Alouds and Print Features; (4) Activities Based on the Read-Aloud; (5) Interactive Reading Activities; (6) Interactive Writing Activities; and (7) Interactive Math, Science, and Social Studies Activities. (Contains an afterword, 105 references, and 30 children's literature references.) (NKA)
Descriptors: Beginning Reading, Childrens Literature, Class Activities, Elementary Education, Learning Activities, Literacy, Reading Aloud to Others, Reading Strategies, Young Children
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($17.95). Web site: http://www.reading.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Authoring Institution: International Reading Association, Newark, DE.


Things You'll Need
Black face paint
White hair paint
White lab coat or men's shirt
Charcoal or fireplace soot
Science for kids can be fun! Dress up children as mad scientists and complete kid science experiments. A homemade mad scientist costume can also be used for a science birthday party theme, on Halloween, for school presentation or during a science fair. Create a mad scientist costume by using some items you may already own.
Splatter a white lab coat or long-sleeved, white, men's button-front shirt with soot from the fireplace. This makes the coat look like a lab explosion occurred all over it.
Spray the child's hair liberally with hair spray, and use your fingers to comb the hair upward.
Write the letters "e = mc2" using a black permanent marker on the white lab coat or shirt.
Dress the child in a lab coat or shirt, tie, dress pants, work shoes and goofy socks.
Add several accessories, including pens, a pocket protector and a protractor, to the front pocket of the lab coat or shirt.
Add a clipboard or beaker that the child can carry in hand.
Place eye goggles on the child for "protection." Smear the child's face with black face paint to give it that dirty, explosive look.
You may use red paint as fake blood instead of fireplace soot for a more ghoulish look. If you do not own a lab coat or men’s shirt, check the local thrift store for a great buy. Add a tie or bow tie for a professional look. Purchase a flask full of candy that includes fake eyeballs and fingers. Have the child wear rubber gloves for extra protection in the "lab."
Wear non-flammable clothing for Halloween.


Published at Wednesday, April 01st 2020, 08:55:19 AM by Chantell Gonzalez. Worksheet. This section contains all of the graphic previews for the Differentiation Applications Worksheets. We have rate of change, graphing, graph properties, differentials, optimization, Newton’s Method, and related rates worksheets for your use. These Calculus worksheets are a good resource for students in high school.
Published at Friday, March 27th 2020, 10:34:59 AM by Aubrey Simon. Worksheet. Produce visuals of accounting information for shareholders or executives using PowerPoint, the Office suite’s presentation component. A PowerPoint slideshow is an ideal way to share accounting information. You can display graphics such as pie charts and slides with information on where money went for the year. PowerPoint presentations are built slide-by-slide. However, the software comes complete with preset template designs so you can just drop in accounting information and be good to go.
Published at Friday, May 28th 2021, 09:25:26 AM. Worksheet By Andrea Rose.
Area Perimeter Worksheets Finding Perimeter And Area Worksheet Decimal Word Problems Word Problem Worksheets Area And Perimeter
Area Perimeter Word Problems Pdf Word Problems Word Problem Worksheets Math Word Problems
Published at Friday, May 28th 2021, 05:32:08 AM. Worksheet By Andrea Rose.
Pin On Matek
Pin On Stuff For The Classroom And Kids
Published at Friday, May 28th 2021, 04:40:15 AM. Worksheet By Andrea Rose.
20 Sequence Comprehension Reading Passages From Ian 39 S Reading And Math Stuff On Teach Reading Passages Reading Comprehension Passages Comprehension Passage
Sequence Of Events Reading Passages Bundle Printable Digital Reading Passages Teaching Reading Comprehension Reading Comprehension Strategies
Published at Thursday, May 27th 2021, 17:16:28 PM. Worksheet By Andrea Rose.
Welcome to Handwriting Worksheets where you can print alphabet and number tracing activities for free. Who is the girl in the picture. Explicit teaching of handwriting over an intensive period can improve the automaticity of students handwriting both in a primary and secondary settings Christensen 2005.
Dysgraphia is a deficiency in the ability to write primarily handwriting but also coherence. What does it contain. Where has it come from.
Published at Thursday, May 27th 2021, 09:04:22 AM. Worksheet By Andrea Rose.
Excel Freeze Panes To Lock Rows And Columns
How To Freeze Panes In Excel Easily Cells Rows And Columns
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Logarithmic Functions Logarithmic Functions Functions Math Teaching Algebra
Logarithmic Equations And Inequalities Study Guide School Algebra Teaching Mathematics College Math
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Lesson Plan Ideas To Use In Close Reading Lessons Text Dependent Questions Aligned To Common Core To Elic Close Reading Passages Passage Writing Close Reading
I teach sixth grade. Improve your students reading comprehension with ReadWorks. They look close to what I need a Lexie around 1000 or greater.


Evaluating Which Classroom and Student Variables in an Early Childhood Program Best Predict Student Language and Literacy Achievement
Carlis, Lydia Janeva
Silverman, Rebecca D
MetadataShow full item record
Sufficient evidence exists that early intervention for students at-risk of school failure may prevent reading difficulties. In addition, research has identified several teacher, classroom, and student variables that correlate with students' academic progress in language and literacy domains. This research aimed to expand on existing research by analyzing the relationships between teacher and peer characteristics and language and literacy achievement, and change in achievement, for 431 three and four-year old children attending three Early Reading First funded public charter school programs in 29 Washington, DC classrooms. Four research questions were posed to answer the following: What are the peer and teacher variables that predict achievement, or change in achievement, on norm- or criterion-referenced language and literacy measures for children enrolled in a federally supported universal preschool program? Two-level hierarchical linear modeling (HLM) was conducted with students nested in classrooms. Results from the HLM indicate that peer and teacher characteristics helped predict three and four-year olds' achievement on nationally normed standardized language and literacy assessments. Peer and teacher characteristics also predicted achievement and change in achievement on curriculum-based measures of language and literacy development. These findings expand the research on teacher and peer characteristics predictive of student language and literacy achievement. Implications from these findings, strengths and limitations of this dissertation research, and future research directions are discussed.


There is no better teacher than life. A teacher, who could probably introduce the best chapters of learning to you, and at the same time, might prepare you to embrace change and uncertainty in the simplest way. It’s neither absolutely black nor completely white. It is grey because it does both the things- teaching and punishing you for the purpose of self-good.
Do you remember the moral lessons learned during the elementary education? How far have you taken or absorbed them in your respective lives? If not every bit of it, then at least cherish a few parts of thesemoral leanings to calm your soul. Embrace these 10 moral lessons of life in your mind because sooner or later, you are definitely going to face them.
Lesson 1: Appreciate but not absorb
Have a sense of appreciation for people but never let their behavior influence your mannerism. Let your uniqueness fly high in the reigns of this universe. Your uniqueness makes the world diverse! Have the courage to take the responsibilities of your actions.
Lesson 2: Help others to help yourself
While healing somebody’s brokenness, you are healing your own withered parts. All human being are connected and if we are helping someone else, we are just helping ourselves. The same story goes with hatred too- hurt others to hurt your own self!
Lesson 3: Pain is evident and inevitable
You are more likely to face it. You can’t help it. But you can always prepare your mind for the lessons learned during the painful experiences. Pain is more or less depended on your response mechanism. It is the way you deal with it.
Lesson 4: Expectation is the root cause of pain:
May be you have started expecting too much from a situation or a person. May be you are too obsessed with your desires. May be this is the reason why you are hurting yourself too often.
Lesson 5: Death has a lesson to teach
Unless and until you have not acquainted the idea of death, the fear will continue to haunt you. All human fears get ultimately summed up with the fear of death. Thus, it is vital to gain familiarity with the idea of death to live free.
Lesson 6: Listen to the call of your heart
If you want to know someone deeply, know yourself first.The better you will be able to understand yourself, the better you will accept others. Befriend your souls, listen to the call of your heart, accept your weaknesses, and grow more profoundly.
Lesson 7: True love is giving and forgiving
If you are truly in love with someone, there are least chances of getting hurt. It is because true love is all about giving and forgiving. So even if your love is rejected or unrequited by those at whom it is directed, feel free to shower it. You are both the origin and destination of your love.
Lesson 8: Pleasure and Pain are two sides
They are two different sides of the same coin- so expecting one in life while dejecting the other is not possibly valid. With pleasure, there is always pain and vice versa.
Lesson 9: Truth is the ultimate Divinity
We cannot see God but we can always befriend an honest man. There is no better reward in the life of a man than the gift of trust and honesty.
Lesson 10: Don’t isolate your loneliness:
We are destined to visit and leave this world alone but still throughout our lives, we fear being alone. Embrace your loneliness and nurture it with the comfort of self-actualization. Confront your fear to stay alone.


ERIC Number: ED491858
Record Type: Non-Journal
Publication Date: 2005
Trading Cards to Comic Strips: Popular Culture Texts and Literacy Learning in Grades K-8
Hong Xu, Shelley; Sawyer Perkins, Rachael; Zunich, Lark O.
International Reading Association (NJ3)
Incorporating popular culture texts in the classroom can motivate students--particularly reluctant or struggling readers. This resource gives the reader everything they need to use television, movies, video games, music, magazines, and other media to enhance students' literacy learning. The reader will find a balance of research, theory, and practice, along with numerous classroom teaching ideas and student work samples. This book is organized into two parts. Part 1: Learning From Research and Classroom Teachers, contains the following chapters: (1) New Literacy Studies and Popular Culture Texts; (2) Integrating Popular Culture Texts in Primary Grades; (3) Integrating Popular Culture Texts in a Fourth-Grade Class; and (4) Integrating Popular Culture Texts in Developmental Reading Classes for Sixth-to Eighth-Grade Students. Part 2: Integrating Popular Culture Texts in Your Classroom, contains the following chapters: (5) Gaining Knowledge of Popular Culture Texts; (6) Using Popular Culture Texts to Enhance Literacy Learning; and (7) Managing an Integration of Popular Culture Texts. The following are appended: (1) Resources for Teachers; and (2) Reproducibles. An Index is included.
Descriptors: Video Games, Literacy, Popular Culture, Reading Problems, Student Motivation, Reading Materials, Reading Instruction, Developmental Programs, Classroom Techniques, Films, Music, Television
International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: firstname.lastname@example.org; Web site: http://www.reading.org/publications/index.html.
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Intermediate Grades
Authoring Institution: N/A


The power of storytelling lies not only in the way it builds strong bonds between you and children, but in the fact that stories are the building block to literacy development. This Literacy Month, Nal’ibali is encouraging you to tell the stories that you love and share the stories that matter!
To kick off the campaign, the organisation spearheading stories, storytelling and reading in South Africa asked 4 local loved authors and personalities to share what stories mean to them and their kids. Watch writers Sindiwe Magona and Lauren Beukes, Solli Philander and Rob van Vuuren tell us why they're each a Story Bosso.
You can be a Story Bossy too!
Sharing stories with your children opens them up to big and beautiful worlds, made even more beautiful by showing them that you value spending this time with them! After a a day at work, or before school, here are 10 quick and easy ideas to get storytelling with your little ones:
1. Tell them about your day:
Whether it’s about what you dreamt the night before, what happened during your day, or perhaps something that someone else told you, repurpose it for your children. Make it exciting, add voices and animated actions to get your child completely involved and interested!
2. Retell an old story you remember:
If you remember a story that was told to you when you were a child, or a children’s book you had read all those years ago, you should share it with your children. Storytelling stimulates children’s imagination and their use of language.
3. If you have a teen or older child, ask questions:
Ask older children what they liked about a book they read, and if there is anything they wished was different. Talk to them about the characters, nuances about the story.
4. Tackle hard topics with stories:
Sometimes talking about difficult topics with children can be a challenge. Whether you’re talking about dealing with grief, anger, sadness, or bullying, using a story to discuss the topic is a great way to get your child to open up!
5. Tell personal stories:
Stories are a powerful way for children to get to know who you are as a person. Tell them about your life, your childhood, memories that meant a lot to you. The more you share, the more they’ll share with you!
6. Share stories about different cultures:
Stories can transport and connect them to the lives of people they’ve never known, who come from different cultures and speak different languages. Stories are key in building empathy – the most important factors in teaching tolerance and understanding in children.
7. Get dramatic:
Act out a portion of a story together! Let the little ones choose the character/s they want to play and have fun!
8. Create your own library:
Build up a bank of stories to tell and then keep finding new ones by looking in books or on the internet. Translate and adapt stories that may only be available in one language. Keep them in a special folder or a book. If you make it a part of your every day life, you’ll slowly begin to instil a culture of reading and sharing in your home!
9. Practise together:
Storytelling is a fun interactive activity. It’s never one-sided or something that children should see as a chore. When you tell a story, practise it with your little one beforehand and tell it together to another family member! During this process, your child will ask questions, show their personal quirks and improvise.
10. Write down your favourite story:
If there’s a story your child loves to hear or tell, why not write it down with them? Create your own little book for stories! If they’re too young to write, then get them to draw the pictures! This will become a treasured book in your household.
Get your story published and win cash prizes!
If you feel inspired enough, record your story and upload to stand a chance to win Nal’ibali’s Story Bosso talent search. Adults AND children can enter. If your story wins, you’ll win cash prizes and have your story published as a book!
Visit www.nalibali.org for more information.
How do you use stories in your home? What are your children's favourite stories? Do these all come from books or do you tell family stories as well? Send your comments to email@example.com.


Strategic Planning Initiatives
STRATEGIC PLANNING INTIATIVE
Identify the essential content within the Common Core State Standards and align curriculum accordingly.
Design lessons that develop the student behaviors outlined within the Cheshire Performance Standards.
Integrate more web-based experiences and assignments that provide authentic problems, real world scenarios, and increasing levels of challenge that align with the essential ideas of each curricular area.
Increase the use of teaching strategies that engage learners and enhance motivation (e.g. flexible grouping, co-teaching, choice, and active learning, etc.).
Expand and refine the use of effective differentiated instruction for diverse learners.
Use effective intervention strategies to increase the percentage of students working at or above grade level, with a special emphasis on primary grade reading.
Engage students in rigorous learning tasks that embody the Cheshire Performance Standards.
Create and implement individual student plans that begin in the intermediate grades to foster postsecondary and college guidance and support the capstone experience.
Enhance student exposure, respect, and appreciation for cultural diversity in order to prepare students for global citizenship.
Assessment and Evaluation
Use the Cheshire Curriculum Council review process to analyze and evaluate the extent to which curriculum revisions align with the Common Core State Standards and the Cheshire Performance Standards.
Revise and implement a teacher evaluation system that aligns with the Connecticut Common Core of Teaching and focuses on the use of research-based instructional strategies, evidence of learning progress, coaching, feedback, observations, and collaboration.
Analyze student assessment data and make instructional decisions that address individual student needs.
Develop a plan and monitor the instructional impact of personal computing devices in the elementary, middle school, and high school classroom.
Increase the use of nonfiction reading and writing materials and content-based web resources to enhance student understanding and application of essential concepts, academic vocabulary, and related world events and issues.
Improve communication between families, students, and faculty using current and emerging technology.
- Cheshire Public Schools’ staff will work collaboratively to research, plan and initiate the integrated use of academic standards, assessments, instructional strategies, resources and grouping practices for the implementation of a K-12 personalized learning approach to support advances in academic achievement and learner engagement.
Our academic core beliefs are fundamental to the development of lifelong learners who will be successful in an ever-changing global society.
We believe the teaching and learning process is built on a strong curriculum that focuses on the fundamental skills of literacy, critical thinking and problem solving skills as articulated in the Cheshire Performance Standards.Each student deserves to be challenged at his/her highest level in a safe, caring and positive environment.Our educational excellence depends on the shared goals and high expectations for achievement by our community.
Our social and personal core beliefs provide the foundation for a positive learning environment and are necessary for the success of the learning process.
We strive to provide a learning environment that promotes the development of social skills and emotional well-being.We believe that the education community has a responsibility to respect the individuality of each learner.We believe in the importance of promoting: character and personal responsibility; citizenship; service; and leadership.
Our community core beliefs support partnerships that foster educational opportunities.
We believe the involvement and partnership of parents, students, staff, and community is critical to student success. Effective communication and accountability among stakeholders are essential to ensure a healthy school system.Financial support is imperative to operational success and to the achievement of our shared goals.
VISIONOur Vision for the Cheshire Public Schools includes:
- A curriculum built on sound foundational skills that promote lifelong learning, critical thinking, community involvement and global awareness.
- High standards of achievement for all learners based on vital concepts and skills and the Cheshire Public Schools performance standards.
- Effective, engaging and varied teaching strategies and learning tasks that promote appropriate challenge and rigor for each student.
- A learning community that embraces diversity and promotes respect, trust, and self-esteem, and is safe and free from alcohol, drugs, and violence.
- Classrooms in which learning is inspired and celebrated.
- Ongoing and effective communication and interactions between school, home, and the greater community.
- Students, teachers, parents use technology to enhance learning, teaching, and communicating.
- Facilities that are clean, well-maintained and meet the needs of today’s learner.
- Appropriate resources to support the community’s goal of educational excellence.


There is a wealth of contemporary research in Music Education, Music Psychology and Music and the Brain available online.
Here is a selection of papers, abstracts and articles that I have found useful in informing many projects in schools:
Musical Training Influences Linguistic Abilities in 8-Year-Old Children
Music and the brain: three links to language (A D Patel)
Relating Pitch Awareness to Phonemic Awareness in Children: Implications for Tone-Deafness and Dyslexia
Does Music Education Enhance the Developing Brain and Academic Achievement?(R P Martin)
Benefits of Music and Movement for Children
Implementing a Musical Program to Promote Preschool Children’sVocabulary Development ( I Moyeda)
How non-music majors experience the value of participating in music. R.Bures
The Effects of Singing and Chanting on the Reading Achievement and Attitudes of first graders. K.H.Cochran 2008
The Effects of Music Instruction on Emergent Literacy Capacities among Preschool Children: A Literature Review
Phonemic Awareness and Musical Pitch Discrimination: Related? A Strout 2004
Can Music be used to teach Reading? R.Butzlaff 2000
Can Music Instruction Affect Children’s Cognitive Development? (Commentary)
The power of music: its impact on the intellectual, social and personal development of children and young people S. Hallam (Summary)
Music Psychologists Adrian North and David Hargreaves have written many fascinating papers on the effect of music on consumer behaviour.
Their book is highly recommended:
The Social and Applied Psychology of Music by A. North and D. Hargreaves
OUP 2008 ISBN-10: 0198567421
Here are some links to abstracts of individual papers:
The Effect of Musical Style on Restaurant Customers’ Spending
Adrian C North, Amber Shilcock, and David J Hargreaves
The influence of in-store music on wine selections.
By North, Adrian C.; Hargreaves, David J.; McKendrick, Jennifer
And this very interesting discussion of the potential dangers of a systematic explicit approach to teaching social and emotional skills:
The curious case of the tail wagging the dog
Carol Craig, Centre for Wellbeing, Glasgow. Feb 2009.


Science, Technology, Engineering, and Mathematics (STEM) education has received increased interest in the past decade. Integrated STEM education can provide students with relevant and meaningful experiences that develop STEM knowledge and 21st century competencies. The world is increasingly becoming more reliant on STEM knowledge which makes quality integrated STEM education imperative for students.
There are five main tenets for assessing or developing integrated STEM curriculum.
One of the main concerns that has been raised in regards to integrated STEM education is the need for further curriculum development where the STEM disciplines are integrated in a meaningful way. At the elementary education level there is great potential for this to occur.
I analyzed and described integrated STEM curriculum from articles in two elementary education journals: Science and Children and Teaching Children Mathematics. Both of these journals are published by leading organizations in mathematics and science education. Science and Children is published by the National Science Teaching Association (NSTA). Teaching Children Mathematics is published by the National Council of Teachers of Mathematics (NCTM). I identified 85 articles that included integrated STEM curriculum. Click below for a full description of curriculum. The table below that has a description a few of the articles.


The Learning Breakthrough Program™ addresses brain processing issues that are critical to brain injury and stroke rehabilitation by improving sensory integration coordination that directly impacts optimal motor skills and cognitive function so that one’s internal control system is balanced and repaired along with the outside (or physical) repair.
Traumatic Brain Injury (TBI) occurs when a sudden trauma causes damage to the brain. Symptoms of a TBI can be mild, moderate or severe depending on the extent of damage to the brain. Stroke and brain surgery patients are often treated with the same types of therapies as TBI patients since the brain often suffers from the same types of deficits and requires the same types of treatment in order to be healed.
Activities like those of the Learning Breakthrough Program that involve precise balance, space-time judgments, and a feedback component are likely to be the most powerful and effective activities available for improving brain processing efficiency and sensory integration ability. When a person engages in balance activities that require motor skill and sensory integration abilities, the brain utilizes neural networks to organize and execute the activities effectively. As the difficulty of an activity increases the number of neurons the network requires to perform the task increases. As the number of neurons in a network grows, the network becomes more efficient. Consequently, balance activities, which incorporate increasing levels of difficulty on the Belgau Balance Board, have the effect of constantly building and creating more extensive neural networks. Because the neural networks that are affected by balance activities are the same ones that are responsible for the resolution of the brain’s visual, auditory, motor, and sensory processes, balance activities that promote motor skill development improve the efficiency of the brain.
The existence of these processes give us the ability to lead normal productive lives. It follows that therapies which increase the resolution and efficiency of these systems can have a dramatically positive impact among those working to rehabilitate a traumatic brain injury or stroke.
Rehabilitation professionals who treat stroke and brain injured patients know the important role sensory integration and balance therapies have in improving the quality of a patient’s life. The Learning Breakthrough Program is a program designed to improve brain processing function through the integration of motor skill activities and balance at the brain’s most foundational level.
The Learning Breakthrough Program™ effects the brain’s neural networks in order to:


Language Proficiency Benchmarks for English Language Learners with Limited Formal Schooling have been developed to support teachers to set learning goals, determine appropriate programming and report progress. The LFS Benchmarks align with the conceptual framework of the Alberta K-12 ESL Proficiency Benchmarks with learning indicators for the strands of listening, speaking, reading and writing based on four communicative competencies: discourse, linguistic (vocabulary/grammar), strategic and socio-linguistic. The LFS Benchmarks identify in more detail, early foundational skills that are precursors to the “Beginning” indicators of Levels 1 and 2 of the Alberta K-12 ESL Proficiency Benchmarks. View Alberta Education’s
Benchmarks, Strategies and Resources for Teachers of English Language Learners.
Open the links below to view the Benchmarks indicators for Listening, Speaking, Reading and Writing.


Head Start’s 50th Anniversary
This year, we celebrate 50 years of Head Start. It is an historic milestone that presents a perfect opportunity to reflect on how we have evolved. It also encourages us to renew our continued passion and commitment for providing high-quality services to our families.
Throughout 2015, we are reflecting on, and celebrating, five key themes:
- Head Start Is a Community Effort. Community partners are essential for success.
- Families Are Powerful Partners. Parents are lifelong educators, nurturers, and advocates of their children.
- Staff Are the Heart of Head Start. We transformed the teaching of infants, toddlers, and preschoolers into a profession.
- Staff, Children, and Families Are Rooted in Culture. Community diversities are integral and reflected in our Head Start programs.
- 32 Million Reasons to Be Proud. Head Start and Early Head Start have prepared 32 million children for school and life through comprehensive services that develop the whole child.
Explore the resources in this portal to enhance your celebrations of Head Start past, present, and future. We also invite you to continue sharing your success stories on the Early Childhood Learning and Knowledge Center and with your Head Start families, community partners, and local media.


First grade is full of exciting changes as children begin to flourish as they continue to develop the foundational skills they learned in kindergarten. In first grade they are taught are learning to be students, gaining in-depth knowledge and an ability to apply scripture to their daily lives.
First grade is an important time for reading. Emphasis on reading skills is increases because it is such an essential part of the learning process and a gateway for academic success. With increased literacy reading comprehension improves and allows students to grow into independent learners. Each day 1st graders learn through Bible, reading, math, spelling, science, social studies, and health. Learning is an engaging process that involves a variety of approaches including hands on activities, projects, small group discussions, and learning centers
Teacher: Mrs. Taylor Rigby