Complete set of 2 nos. of commemorative postage stamp on the International Year of Human Rights :
Issued by Pakistan
Issued on Jan 31, 1968
Issued for : The United Nations General Assembly, noting that the year 1968 would be the 20th Anniversary of the adoption and proclamation of the Universal Declaration of Human Rights, designated that year as “International Year for Human Rights”. To commemorate this important event, Pakistan Post Office, alongwith a number of other countries, is bringing out two postage stamps of 15 and 50 Paisa denominations.
Design : The Central feature of the stamps portrays the flame, which has been adopted as the symbol of human rights, encircled at the base by the wreath of the United Nations, printed in red on both denominations. The year ‘1968’ appears at the summit of the flame whilst the wording “International Year for Human Rights” is printed at the foot of the stamps. This wording is also printed in red on both denominations. The word “Pakistan” in English is printed at the top of the stamps while the Bengali and Urdu versions appear vertically on the right. The denominations 15 and 50 Paisa respectively appear at bottom left of the stamps immediately below the wreath while word “postage” appears vertically at the top left.
Type : Stamps, Postal Used
Denomination : 15 & 50 Paisa
15 Paisa : Light Blue, Dark Blue and Red
50 Paisa : Yellow Ochre, Grey and Red
Size of Stamps : 26 x 30 mm
Size of Prints : 23 x 27 mm
Perforation Gauge : 12½ x 14 (c)
Quantity Printed :
15 Paisa : 15,00,000
50 Paisa : 10,00,000
Number of Stamps in each sheet : 50
Process of Printing : Photogravure
Printers : The Pakistan Security Printing Corporation Ltd., Karachi
- Meeting in Paris on December 10, 1948, the General Assembly of the Nations unanimously adopted the Universal Declaration of Human Rights. Undoubtedly the Universal Declaration has had a profound effect throughout the world. Its influence is reflected in a number of national constitutions promulgated since 1948. Its direct influence is evident in national laws and decrees issued in various countries and it has been cited in a number of court decisions. The Universal Declaration states :–
1. “All human beings are born free and equal in dignity and rights.” This is the simple but profound principle from which all other human rights and freedoms flow.
2. “Everyone has the right to education” – everyone, without exception, young and old, rich and poor, male and female.
3. “Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.”
4. “Technical and professional education shall be made generally available …”
5. “Higher education shall be equally accessible to all on the basis of merit.”
6. “Education … shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”
7. “Everyone is entitled to all the rights and freedoms set forth in this declaration, without distinction of any kind, such as race, colour …., language, religion, political or other opinion, national or social origin, property, birth or other status.”
8. “Everyone is entitled to all the rights and freedoms set forth in this declaration, without distinction of any kind, such as… sex…”
9. “Everyone has the right freely to participate in the cultural life of the community … (and) to enjoy the arts…”
10. “Everyone has the right…. to share in scientific advancement and its benefits.”
11. “Everyone has the right to freedom of opinion and expression… and to seek, receive and impart information and ideas through any media and regardless of frontiers.”
12. “Everyone has duties to the community in which alone the free and full development of his personality is possible.”
- All of UNESCO’s efforts are directed towards realization of the above rights. The purpose of this Organization, as defined in its constitution, is “to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion by the Charter of the United Nations.
- Pakistan Post Office, Karachi.


Early Learning Framework
B.C. has updated the Early Learning Framework to recognize the new realities of children, families and communities. The new framework was developed in collaboration with early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government and other professionals. It includes several key changes:
- Expanded focus to children from infancy to eight years of age (previously five years of age)
- Increased focus on reconciliation and Indigenous worldviews
- Increased focus on inclusive practices
- Connects with new K-12 curriculum, core competencies and primary program principles
- Focus on integrating theory with practice
- Updated inquiry questions address all early learners
View B.C.’s updated Early Learning Framework to see what’s new.
- British Columbia Early Learning Framework (PDF, 11.4MB)
- Cadre pédagogique pour la petite enfance de la Colombie-Britannique (PDF, 9.8MB)
Help families learn about the Early Learning Framework:
B.C.’s Early Learning Framework guides and supports early childhood educators, primary school teachers, principals and vice-principals, college and university educators and researchers, post-secondary students in early childhood and elementary education programs, StrongStart BC facilitators, other early years professionals, communities, governments and families.
The Framework establishes a vision for respectfully living and learning together. It supports the rich early learning experiences of children, provides a focal point for dialogue among British Columbians, and creates a common language and greater understanding of the vital importance of early learning for all young children.
The Early Learning Framework applies to all learning environments, from StrongStart BC programs and primary classrooms to child care settings, preschools and other early childhood development or child health programs. It also
- Supports dialogue and reflection on the importance of the development and learning of young children
- Guides early learning programs and activities
- Encourages discussion with families about their child’s early learning
- Shapes professional development
- Creates a shared image of children to guide the promotion of early learning
Learning Resources for the Early Learning Framework
- B.C. Early Learning Framework Poster (PDF, 10.4MB)
- B.C. Early Learning Framework Resource List (PDF)
An online course, Introducing the Early Learning Framework, now provides learning support for the revised Early Learning Framework (2019). These free online learning modules can provide up to 8 hours of professional development for those who work with or spend time with early learners (0-8 years), or can be a resource for those who wish to know about the framework.


Why might music education matter? We’ve asked this question before. And it’s a serious question that every music educator should ask and answer multiple times every single day.
So, why might music education matter? In previous blog posts, we have noted that added-value claims like “music makes us smarter” and “music improves tests scores” are problematic for lots of reasons. We won’t go into that again now.
However, what we do know for sure is this: “Happiness” matters! More carefully stated: How you feel impacts how you do! So, it’s not that music makes us smarter. Musical experiences – of many different kinds – can impact students positively in many different ways. Therefore, if/when students are positively “tuned” through active music making and listening, they tend to do more things “better.”
So, what seems to propel students’ improved performance in schools—including the ever-dulling experience of “test taking”—is being in a positive state, which can result from many forms of stimulation during the time it takes to complete cognitive tests. As the eminent researcher, Ellen Winner says:
It turns out that if they [test takers] prefer to listen to a Stephen King story, and you let them listen to a Stephen King story, they also do better and rate themselves as more positively aroused. This is entirely consistent with what many cognitive psychologists have shown: that being in a state of positive arousal [or flow experience] improves performance on cognitive tests.
Logically, then, if students are engaged in something they deem to be positive, they are more likely to want to participate in whatever “it” is, both inside and outside of school. So, it makes perfect sense when Brian Kisida, an assistant professor of public affairs at the University of Missouri’s Truman School, says:
Take away message: Allow students to experience joy of many kinds. And importantly, we don’t teach the arts in schools so students will do better on tests. We teach the arts in schools so students will experience personal, artistic, social, empathetic, and ethical growth and fulfillment; health and well-being for oneself and others; social capital; self-efficacy and self-esteem; happiness for oneself and others; and a means of engaging positively with/for one’s community and the world.


Born: ?? March 1605
Died: 17 April 1669
From Wikipedia, the free encyclopedia
Antonio Bertali (probably March 1605 – 17 April 1669) was an Italian composer and violinist of the Baroque era.
He was born in Verona and received early music education there from Stefano Bernardi. Probably from 1624, he was employed as court musician in Vienna by Emperor Ferdinand II. In 1649 Bertali succeeded Giovanni Valentini as court Kapellmeister. He died in Vienna in 1669 and was succeeded in his post by Giovanni Felice Sances.
Bertali's compositions are in the manner of other northern Italian composers of the time and include operas, oratorios, a large number of liturgical works, and chamber music. Particularly his operas are notable for establishing the tradition of Italian opera seria in Vienna. Approximately half of his output is now lost; copies survive made by Bertali's contemporary, Pavel Josef Vejvanovský, some of the pieces are currently in possession of Vienna's Hofbibliothek, the library of the Kremsmünster Abbey and the Kroměříž archive. The most important source for Bertali's work is, however, the Viennese Distinta Specificatione catalogue, which lists several composers of the Habsburg court and provides titles and scoring for more than 2000 compositions.
The "Chaconne" or Ciaccona is perhaps his best-known work.
View the Wikipedia article on Antonio Bertali.
List of choral works
Click here to search for this composer on CPDL


District/School: New Albany-Plain Local School District
Location: New Albany, OH
Research Methodology: Social-Emotional Learning Survey
The New Albany-Plain Local School District (NAPLS), one of the top 10% of districts in Ohio, seeks to create a culture of accountability that achieves the best academic and developmental outcomes for each student. Starting in June 2019, the Ohio State Department of Education adopted social-emotional learning (SEL) standards to guide districts in evaluating students’ SEL proficiency. NAPLS wanted to evaluate their own SEL offerings to ensure they were best meeting the social-emotional needs of their students.
“The State of Ohio has begun embracing the idea that, in addition to measuring foundational skills like reading and math, districts should also measure students’ SEL competencies. These competencies have always been at the heart of our district, but now that they are being included on the state report card, we’re leaning in hard to measure this and see if students are improving. It’s important to us to measure if we’re doing well so students can fully engage in their academic performance,” said Jon Hood, Director of Student Services, Safety & Security.
NAPLS enlisted Hanover Research to measure the efficacy of their SEL strategies by conducting a survey of student SEL competencies.
- Determine if students feel that their school provides a supportive and inclusive culture
- Measure students’ level of emotional intelligence and resilience in areas such as determination, wellness, confidence, compassion, and ethics
- Gauge if students have at least one staff member they feel comfortable approaching with problems
“We have really appreciated our partnership with Hanover, particularly in being able to do longitudinal work—we like being able to look at work from years ago to see school improvement shown through data-driven insights. The survey team has given us solid research that we can lean on to make informed decisions driven by what our community is showing and saying; we plan to use these survey results to see how we can best support our students in their social-emotional learning. We’ve done substance use, SEL, and staff climate surveys with Hanover, and have found that our partnership helps us be better at what we do.”
Director of Student Services, Safety & Security
Hanover Research designed and administered a survey to NAPLS students across grades 3 through 12 to assess their SEL performance on feelings of support, student resilience, cultural acceptance, wellness, confidence, compassion, ethics, emotional intelligence, emotional disposition, and anxiety. Hanover’s survey broke down each SEL focus area into several statements, presented on a five-point agreement Likert scale to allow students to express how much they agreed or disagreed with each statement.
The study found that NAPLS students were well-equipped with positive character traits, skills, and resources/ supports overall. However, while strong on most indicators, the results showed room for improvement in areas related to anxiety, stress, and emotional intelligence.
Based on the findings, Hanover recommended that NAPLS focus on providing students with further guidance in coping skills and emotional self-awareness and opportunities in the classroom to learn about other cultures.
Informed by Hanover’s SEL survey analysis, the New Albany-Plain Local School District:
- Plans to direct significant resources to identified SEL needs, specifically management of anxiety and stress
- Seeks to learn more strategies on supporting students struggling with stress and anxiety
- Plans to launch a mentor program to increase the number of students who feel they have an adult they trust and can turn to for help


Since our plan is to do fun, language-based literacy circles on the bus, we thought it would be informative for parents to know about literacy milestones for their youngsters. The article that follows discusses literacy development in children from birth to age 6. Read on!
Literacy Milestones from Birth to Age Six
Most children learn to read by age 7. Learning to read is built on a foundation of communication skills that children start learning at birth—a process that is both complicated and amazing.
Most children develop certain communication skills as they move through the early stages of learning language. The following list of such accomplishments is based on current research in the field, where studies continue and there is still much to learn. As you look over the list, keep in mind that children vary a great deal in how they develop and learn.
If you have questions or concerns about your child’s progress, talk with your child’s doctor, teacher, or a speech and language therapist. For children with any kind of disability or learning problem, the sooner they can get the special help they need, the easier it will be for them to learn.
From birth to age 3, most babies and toddlers become able to:
- Make sounds that imitate the tones and rhythms that adults use when talking.
- Respond to gestures and facial expressions.
- Begin to associate words they hear frequently with what the words mean.
- Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming and nonsense word games with a parent or caregiver.
- Play along in games such as “peek-a-boo” and “patty-cake.”
- Handle objects such as board books and alphabet blocks in their play.
- Recognize certain books by their covers.
- Pretend to read books.
- Understand how books should be handled.
- Share books with an adult as a routine part of life.
- Name some objects in a book.
- Talk about characters in books.
- Look at pictures in books and realize they are symbols of real things.
- Listen to stories.
- Ask or demand that adults read or write with them.
- Begin to pay attention to specific print such as the first letters of their names.
- Scribble with a purpose (trying to write or draw something).
- Produce some letter-like forms and scribbles that resemble, in some way, writing.
From ages 3-4, most preschoolers become able to:
- Enjoy listening to and talking about storybooks.
- Understand that print carries a message.
- Make attempts to read and write.
- Identify familiar signs and labels.
- Participate in rhyming games.
- Identify some letters and make some letter-sound matches.
- Use known letters (or their best attempt to write the letters) to represent written language, especially for meaningful words like their names or phrases such as “I love you.”
At age 5, most kindergartners become able to:
- Sound as if they are reading when they pretend to read.
- Enjoy being read to.
- Retell simple stories.
- Use descriptive language to explain or to ask questions.
- Recognize letters and letter-sound matches.
- Show familiarity with rhyming and beginning sounds.
- Understand that print is read left-to-right and top-to-bottom.
- Begin to match spoken words with written ones.
- Begin to write letters of the alphabet and some words they use and hear often.
- Begin to write stories with some readable parts.
At age 6, most 1st graders can:
- Read and retell familiar stories.
- Use a variety of ways to help with reading a story such as rereading, predicting what will happen, asking questions, or using visual cues or pictures.
- Decide on their own to use reading and writing for different purposes.
- Read some things aloud with ease.
- Identify new words by using letter-sound matches, parts of words, and their understanding of the rest of a story or printed item.
- Identify an increasing number of words by sight.
- Sound out and represent major sounds in a word when trying to spell.
- Write about topics that mean a lot to them.
- Try to use some punctuation marks and capitalization.
Authors: Andrea DeBruin-Parecki, with Kathryn Perkinson and Lance Ferderer.
Source: Helping Your Child Become a Reader, U.S. Department of Education.


Special Issue 5 (2) 2013 – Article
Universal Design for Learning: Special Educators Integrating Orff Approach Into Their Teaching
Music and the arts are powerful tools for reaching children with severe disabilities. Most often music educators and therapists are the professionals responsible for working with students with disabilities through music. Special educators sometimes use music to complement their teaching if they are comfortable modelling for their students. This article describes two special educators in the Chicago, Illinois Public Schools and their process of learning to integrate music into their curriculum as part of a semester-long project. Students in the project came from two schools (one high school and one K-8 elementary school) in low-income neighbourhoods. Two teachers were introduced to the Orff approach by using rhythmic speech and un-pitched percussion. The Orff approach naturally uses principles of Universal Design for Learning (UDL). The focus of UDL is providing a flexible means of presentation, expression and engagement (Rose & Meyer 2006) This article will highlight examples of UDL and how, through this process, I learned how to better implement UDL with students who have severe disabilities. Guidance and collaboration with special educators is essential for music educators and therapists to learn how to better sequence tasks for students with severe intellectual disabilities. Students with autism presented challenges with an inability to maintain focus to learn and some students had a lack of speech, which made it impossible for students to sing or to perform rhythmic chants in typical ways.
Universal Design for Learning (UDL); Orff-Schulwerk; special educators
Kimberly McCord is Professor of Music Education at Illinois State University. She is the past chair of the ISME Commission on Music in Special Education, Music Therapy and Music Medicine and the founder and past chair of the National Association for Music Education Special Research Interest Group on Children with Exceptionalities. She was a teaching artist at the Henry Viscardi School for Students with Physical Disabilities 2006-2008. She is on the Board of the International Society for Music Education (ISME). Her research focuses on music assistive technology, collaboration between music and special educators, jazz and improvisational thinking in children.


Delmare Yasmine July 14, 2020 worksheets
2. To Pay or Not to Pay?
There are many ways you can choose to obtain budgeting worksheets for yourself or for your household, and the best way is through the internet. Also, you have the option whether you like to purchase highly optimized worksheets that are designed and distributed by certain companies or you would like to simply get free worksheets. You must know that just because some worksheets are free does not mean they are not credible and reliable. In fact, if you do not really need the specialties of advanced and complicated budgeting, you don’t have to buy worksheets at all. Then again, the decision is on you.
4. NEVER use ”skill and drill” worksheets. These are the worksheets just made up of columns of problems. There are better materials out there, so don’t resort to skill and drill. The very worst problem of skill and drill worksheets is the greatly increased chance of a practiced mistake. The same problem will likely appear several times on the same sheet. A wrong answer once means a wrong answer several times; and a practiced mistake takes hundreds of correct repetitions to fix. This danger alone is important enough to never use any worksheet. I am quite serious about how difficult it is to repair a practiced mistake. Learning is hard enough. Re-learning is much more difficult.
To know if you are on the right track with worksheets in your classroom, answer (honestly) these simple questions:
Both lower-level-thinking worksheets and too many (even high quality) worksheets can hold students back by not providing stimulus and challenge. Studies have shown for years (just do a Google search!) that children learn best through active involvement and real-life experiences. Virtually every teacher knows that children learn to read by being exposed to books and by being read to, NOT by completing worksheets. The same applies to all areas of learning.
Some free worksheets are not good quality – the pictures are fuzzy, backgrounds print grey or speckled – and children tend to notice these things. If you are using the worksheets to educate your child, you may want to choose good quality worksheets that encourage your child to produce good quality work. After all, it’s a little difficult to ask your child to color within the lines and work neatly when the worksheet they are filling in hasn’t done the same.
Tag Cloud4th grade worksheets children\'s printable activity sheets free printable math worksheets for kindergarten addition and subtraction free numeracy worksheets k worksheets for kindergarten in out worksheets for kindergarten 2nd grade worksheets free printable math for kindergarten additional practice worksheet answers primary 4 maths worksheets english worksheets for grade 4 free printable math printables free easy math worksheets numeracy sheets math sheet generator school worksheets to print match worksheets free printable worksheets free activity sheets primary maths worksheets best worksheets printable worksheets for elementary students educational printouts exercise worksheets for kids free math drill worksheets free printing worksheets for kindergarten free printable preschool math worksheets worksheets for prep students fun worksheets for children age 7 maths worksheets free free math worksheets math worksheets by grade level printable preschool math worksheets numeracy skills worksheets learning worksheets for pre k children\'s activity sheets to print make a worksheet free easy worksheet answers simple math sheets free exercise sheets math worksheet websites abc worksheets extra math problems elementary math worksheets numeracy exercises free school worksheets 3rd grade worksheets free printable preschool worksheet packets writing practice for kindergarten fun educational worksheets


Explode The Code® is a research-based, multisensory program geared to improving literacy with direct, systematic, phonics instruction. Explode The Code’s classic print program includes a sequence of student books with coordinating placement tests and instructional support. Build the essential literacy skills needed for reading success: phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling with the Explode The Code series.
This proven Orton-Gillingham based program has helped millions of students gain early literacy skills.
The Explode The Code Difference
• Research-based, multisensory instruction
• Abundant practice and reinforcement opportunities for greater retention
• Development of comprehension skills through reading in context
• Accommodations for English Language Learners and struggling readers


The famous German music educator Orff said: music education should start from movement. In children's music education, body movement and music are closely related, and both are indispensable, because movement is the most direct way for children to express their thoughts and emotions. Movement is the baby's earliest heart activity, as early as in the prenatal movement began, that is, pregnant women feel the fetal movement. When many babies are lying in the cradle, many mothers will hang things like wind chimes by the crib. The baby will unconsciously swing his or her hands or roll his or her eyes with the hanging bell, which is an instinctive reaction.
As early as in 1981, an American study found that the most basic movements of children appeared before the age of five, indicating that the cultivation of children's artistic gymnastics ability is an important part of childhood music practice. In addition, it can help children to accumulate sports vocabulary.
Music appreciation is an important part of music activities and an important way for children to listen to music and exert their imagination. Many studies at home and abroad have shown that the moment a child is born, it responds to sound. There is now scientific evidence that a child in the womb can actually hear sounds. Orff encourages children to find the target of the sound.
At the age of three, the child can swing with the music, if it is a quiet melody, will gently shake the body, hear the strong melody, the movement will be larger. When I was 4 years old, I had the concept of music type, and my creativity would become stronger and stronger. I began to understand simple lyrics and generate some imagination.
Height offer a variety of Ukulele，Kalimba，Cajon box……Choose a nice musical instrument for your children！
Edit by Hodor Wong


Resources › For Students and Parents Essential Standardized Test Taking Tips for Parents Share Flipboard Email Print Getty Images/The Image Bank/Jamie Grill For Students and Parents Test Prep Test Prep Strategies Test Registration Study Skills SAT Test Prep ACT Test Prep GRE Test Prep LSAT Test Prep Certifications Homework Help Private School College Admissions College Life Graduate School Business School Law School Distance Learning View More By Derrick Meador Education Expert M.Ed., Educational Administration, Northeastern State University B.Ed., Elementary Education, Oklahoma State University Derrick Meador, M.Ed., is the superintendent for Jennings Public Schools in Oklahoma. He previously served as a school principal and middle school science teacher. our editorial process Derrick Meador Updated January 14, 2020 Standardized testing will be a significant part of your child's education typically beginning in 3rd grade. These tests are crucial not only to you and your child, but also to the teachers, administrators, and school your child attends. The stakes can be extremely high for schools as they are given a grade based on how well students perform on these assessments. In addition, many states utilize standardized test scores as a component of a teacher's overall evaluation. Finally, many states have stakes tied to these assessments for students including grade promotion, graduation requirements, and the ability to receive their driver's license. These test-taking tips can be followed to assist your child to perform well on the test. Standardized Test Tips Reassure your child that he or she does not have to answer all the questions correctly to pass. It is not expected that students answer every question correctly. There is always room for error. Knowing that they do not have to be perfect will help eliminate some of the stress that comes with testing.Tell your child to attempt to answer all of the questions and not to leave any blank. There is no penalty for guessing, and students can get partial credit on the open-ended items. Teach them to eliminate ones that they know are wrong first because it gives them a higher chance of getting the correct answer if they are forced to guess.Remind your child that the test is important. It sounds simple, but many parents fail to reiterate this. Most children will put forth their best effort when they know it is important to their parents.Explain to your child the importance of using time wisely. If your child gets stuck on a question, encourage him or her to make the best guess or place a mark in the test booklet by that item and go back to it after finishing that section of the test. Students must not spend too much time on a single question. Give your best attempt and move on.Ensure that your child gets a decent night's sleep and a good breakfast before taking the test. These are essential to how your child performs. You want them to be at their best. Failing to get a good night's rest or good breakfast can cause them to lose focus quickly.Make the morning of the test a pleasant one. Do not add to your child's stress. Do not argue with your child or bring up a touchy subject. Instead, try to do extra things that make them laugh, smile, and relax.Get your child to school on time the day of the test. Give yourself extra time to get to school that morning. Getting them there late will not only throw off their routine, but it could also disrupt testing for other students. Remind your child to listen carefully to the instructions from the teacher and to read the directions and each question carefully. Encourage them to read every passage and every question at least two times. Teach them to slow down, trust their instincts, and give their best effort.Encourage your child to stay focused on the test, even if other students finish early. It is human nature to want to speed up when others around you are already finished. Teach your child to start strong, stay focused in the middle, and finish just as strong as you started. Many students hijack their scores because they lose focus on the bottom third of the test.Remind your child that it is okay to mark in the test booklet as a help in taking the test (i.e. underlining keywords) but to mark all answers as instructed on the answer sheet. Teach them to stay within the circle and to erase any stray marks completely.


Science Games for 1st Grade & Kindergarten – This page features fun games and activities to review and practice first grade and kindergarten science knowledge in the primary school curriculum. You will find activities to reinforce core science knowledge such as living vs non-living things, life cycles, space, plants and seasons, differences in animal and plant species and more. Simply pick an activity, then practice and play!
Highest Rated Games
- Daily routines verbs space (5.00 out of 5)
- Subtracting from 10 to 20 – Math Game for 1st Grade (5.00 out of 5)
- Addition of numbers up to hundreds – 3rd Grade Math Game (5.00 out of 5)
- Money Addition Kids Math Game – Dragon Game (5.00 out of 5)
- Hundreds, tens, units, place value math game for 3rd Grade (5.00 out of 5)
Subscribe for offers
We will appreciate your feedback.


Bones in the Human Body Video for Kids
Bones in Human Body
The human skeleton is something that gives shape to a person. It is entirely made up of bones. Humans are born with 300 bones in their body. Over time these bones start fusing with each other and in adulthood, we end up with 206 bones. Every 7 years human bones are slowly replaced over a period of approximately. 14% of our body weight is made of the bones. They also produce red and white blood cells. The point where two bones meet or connect is known as a joint. Femur, the thigh bone is the longest bone in the human body. The stirrup bone located in the middle ear is the smallest bone in our body.
Quick Facts: –
- The medical branch that includes the study of human bones is known as Orthopaedics.
- Our hands and feet contain almost half of the total bones in the body. There are 27 bones in each hand and 26 bones in each foot.
- The Ankle is the most commonly broken bone.
- Osteoporosis the most common disease in humans related to bones.
- The human face is made of total 14 bones.
- Our skull has only one movable part that is the lower jaw bone called mandible.
- A broken takes usually 12 weeks to heal completely.
- Bones and teeth contain almost 99%b of the calcium in the human body.
- X-ray is the best way to look at bones. Doctors use this method to find out at which place a particular bone got fractured.
- The Hyoid bone located in our throat is the only jointless bone in our body.
- Every second, two million Red Blood Cells are produced by our bone marrow.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Bones in Human Body ." Easy Science for Kids, Oct 2020. Web. 28 Oct 2020. < https://easyscienceforkids.com/bones-in-the-human-body-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Bones in Human Body. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/bones-in-the-human-body-video-for-kids/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph


March 5, 2018
We may brush away infants ability to learn, observe and retain but a new study reveals that infants are capable of learning patterns from simply looking at the world around them. Infact, the study published in the journal PLOS One, researchers examined a group of infants and revealed that three to four month old infants can successfully detect visual patterns and generalise them to new sequences. The study also talked about rule or pattern in one domain,such as alternating pattern of lights which is known as “abstract rule of learning.” On similar lines, Washington Post was quoted saying, “Nobel Prize winner James Heckman’s research has played an important role in establishing that high-quality public preschool for 3 and 4 year-olds can more than pay for itself over the long term, as low-income children who attend are more likely to live productive lives. It’s an economic argument that has persuaded lawmakers from both parties to support early education initiatives,” Taking cognisance of the above, the renowned program Your Baby Can helps kids reach their maximum potential by giving them an ideal start to the journey of their learning. Do you remember reading an article on Beyonce praising Baby Blue for reading flash cards just in 13 months. You were surprised, weren’t you? Well, that’s the magic of this program. A lot of celebrities have been known to use this program for their babies. Popular celebrities like Mariah Carey, Beyonce’ and Alicia Keys are teaching their babies written language too. It is important to understand the science behind the magic.”It has come to quite a few cities in India. The researches validate that infants can and do pick up a whole lot of things, only you have to believe that they do,” says Meenakshi Kumar, a new parent.
With more than 2 decades of global experience in Early Childhood learning, ‘Your Baby Can’ helps kids reach their maximum potential by giving them an ideal start to the journey of their learning. YBC works closely with lot of reputed brands offers a range of unique mother-toddler programs designed to establish literacy skills from early age of about 3 months onwards. Your Baby Can program,Kits are designed to teach language skills in a way that is similar to how babies learn about toys. It has got launched in South India across Bangalore, Hyderabad, Pune and Coimbatore. “When babies learn about toys or other objects, they explore and learn by touching, seeing, hearing, smelling, tasting, and moving the toys or objects. YBC allows children to use multiple senses while learning language skills and encourages them to interact with their environments. That’s what I have read and plan to give it a go for my child,”says Sandhya K, a mother to a 2-year-old girl.
Dr. Robert Titzer is the creator of globally acclaimed “Your Baby Can” program which focuses on reading amongst the young kids. Under its initiative to create awareness about the importance of Early Brain Stimulation and Brain Development amongst the Indian parents, Learning Mojo Pvt Ltd, the Indian partners of Your Baby Can recently conducted Workshop across 4 cities in South India. Dr. Titzer’s sessions focused on educating Parents about the importance of the Early Brain Development and how it can have long-term positive impacts on the lives of children. The workshop gave insights to parents about the importance of “Window of Opportunity” for Early Language Learning.


I teach an Algebra 1 class that meets every day (our block schedule means classes usually only meet every other day) so I needed twice as many openers for that class. The reason they meet every day is due to substantial learning disabilities, and the majority of the class has a language based learning disability on top of challenges with math. Based on all of this I decided to start each of their bonus classes with the simple question: "How many?" followed by an image. I started with the idea of doing number talks but was quickly captivated by Christopher's simple question (blog post, book coming soon?!) The best part of this activity was the blend of math and language. Wait, maybe the best part was the low entry. Or perhaps it was the opportunity to share all sorts of cool things that helped build foundational skills (ex: subitizing and multiplicative thinking) that these students struggled with? Okay there were too many best parts!
The first week kids declared this baby work. They were in high school, they didn't need to practice counting! They definitely said this because they didn't see the value, but also because it was hard. Many days I would see kids standing at the board counting individual items. My co-teacher and I encouraged students to come up with strategies so they didn't have to count every item. We shared strategies such as counting rows and columns, looking for repetition and grouping nice numbers. Here's one we did in September:
First kids counted each item (green numbers). Then kids recognized that two halves made a whole and so they counted the number of wholes (red numbers over the image). I remember discussing "what do we call this?" since it wasn't an object we recognized (lime? grape fruit?) but it was important to differentiate between the 8 and the 16. We decided it was definitely a fruit and so we were able to apply that word - language in math class! Then someone (probably me since it was the beginning of the year but not necessarily) pointed out that there were four rows and four columns. One of my students would consistently yell out "array!" when we were discussing rows and columns, I love that he had that word in his vocabulary. We connected counting pieces one by one to multiplying rows by columns. Importantly, I did not belittle anyone for counting one by one. I was happy to hear any and all quantities and strategies. Early in the year I did not get as many contributions, but as students felt more comfortable they stopped complaining and started getting creative.
Just last month we did another image of sliced fruit:
The list on the right is the initial brainstorm (the class is down to six students so one idea from each of them). Then we wanted to get more specific - how big are those two slices? It was an incredibly happy coincidence that we were practicing exponential functions that day, I couldn't have planned that better if I tried! If I hadn't been so focused on the fractions I'm sure they would have added "two seeds" and "one brown background" to their list. Naming the background became the default if someone had already said what they wanted to share. I love that this activity encouraged them to think creatively and pay attention to details.
One day in December we had a particularly vocabulary-rich discussion:


First Schools Teaching
The project, which we call "First Schools Teaching", involves members of the VIth form going into one of several local primary schools each Wednesday afternoon to assist in the classroom or offering time to supporting the teachers in their work. Typically, suporting the children developing their literacy and numeracy skills is what the project involves. The other schools where this project runs on a weekly basis are:
St Andrew's Benn C of E Primary
St Oswald's C of E Primary
Clifton-on-Dunsmore C of E Primary
St Matthew's Bloxam C of E Primary
Aim of the partnership is to support the local community and to assist primary pupils in the development of their learning.
This partnership has been around for at least 20 years.
The primary pupils' ages range from 6-11.
The project takes place each Wednesday afternoon between around 1.30-3.15pm


Eleanora Fagan (April 7, 1915 – July 17, 1959), professionally known as Billie Holiday, was an American jazz musician and singer-songwriter with a career spanning nearly thirty years. Nicknamed "Lady Day" by her friend and music partner Lester Young, Holiday had a seminal influence on jazz music and pop singing. Her vocal style, strongly inspired by jazz instrumentalists, pioneered a new way of manipulating phrasing and tempo. Holiday was known for her vocal delivery and improvisation skills, which made up for her limited range and lack of formal music education.
After a turbulent childhood, Holiday began singing in nightclubs around Harlem. After being heard by producer John Hammond, who commended her voice, Holiday was signed to Brunswick Records in 1935. Collaborations with Teddy Wilson yielded the hit "What a Little Moonlight Can Do", which would later become a jazz standard. Throughout the 1930s and 1940s, Holiday booked mainstream success with labels such as Columbia Records and Decca Records. By the late 1940s, however, Holiday was beset with legal troubles and drug abuse. After a short prison sentence, Holiday performed a sold-out concert at Carnegie Hall. However, due to her drug and alcohol problems, her reputation deteriorated.
Billie Holiday ( MG C-161) is the third 10 inch LP album of original material by jazz singer Billie Holiday, released on Clef Records in 1954 (her final album would also be given the same title, prior to being changed to Last Recording instead). The recordings took place in 1952 and 1954. Holiday never entered the recording studio in 1953.
In a 1954 review, Down Beat magazine praises the album, saying:
In 1956, when the 10inch format was phased out, Clef reissued the contents of this album on two different newly released 12inch compilation LPs. Five songs (tracks A1-B1) were added to A Recital By Billie Holiday (MG C-686), and the other three (tracks B2-4) were added to Solitude (MG C-690 ).
This was Fannie Brice's feature film debut at the age of 37. She was a star in the Ziegfeld Follies before she started acting in motion pictures. At the time this movie was made there were still some silent movies in production and being released. It would not be until 1929 for talking movies to completely take over, but Warner Brothers had completely stopped making silent movies and switched to sound pictures by the end of that year, either part talking or full talking. Warner Brothers would also start making movies in color as well as sound movies.
Fannie Brand, an industrious girl who supports her brother and sister by working in a theatrical costume house, falls in love with Joe Halsey, a young fellow who earns a precarious living demonstrating an elastic exerciser in a drugstore window. Fannie and Joe set a date to be married, but the wedding is called off when Fannie finds Joe making love to her unprincipled sister, Edna. Fannie auditions for Landau, a theatrical producer, and goes on the Broadway stage. Fannie is a great success, and she and Joe soon find their way back into each other's arms.
The ballad version recorded by Brice was modified by Billie Holiday, who introduced a jazz/blues recording of "My Man". Holiday's version was also successful, although the song continued to be associated with Brice. Over the years, other artists from both the United States and abroad covered the song, though none of the artists achieved as much success as Brice and Holiday. One notable version was a 1940s recording by Edith Piaf, the most notable recording of "Mon Homme" in its original language.


- A glass
- Pins (different shapes & sizes)
WHAT TO DO
Fill up the glass of water right upto its brim. And then start dropping the pins into the water one by one.
You will see that the water does not spill out of the glass, even though it is filled right up to its brim.
WHY THIS HAPPENS
The surface tension of the water doesn’t allow the water to spill out and is the key reason for holding the water in the glass.
Now that you know how much external force the surface of a liquid can resist, try the same experiment with vegetable oil. Does oil have a greater surface tension or water?
For more such science experiments and articles, visit Science for Kids.


Not sure where to start with setting up a hands-on STEM learning space in your home or classroom? Here are three simple & affordable ways to create a mini makerspace!
All of these projects were made using our Peel 'n Stick Baseplates. These are ideal for DIY hacks because there is no glue required, simply peel off the backing and stick down the baseplate. Simply click the title of each project to see the full blog for all of the materials used and directions.
We added a Peel 'n Stick Baseplate to the lid of a colorful container from Michaels and filled the box with StoryBricks®. We also included some sight word cards for our elementary schooler and flashcards for our toddler.
Both kids carefully picked out the correct letters to match their cards which was great for letter recognition and spelling. Using the StoryBricks is perfect for fine motor skill development. It was great that both a three-year-old and seven-year-old were able to enjoy these literacy boxes because they are so easily adapted to be age and ability appropriate. As parents we also love that all of the contents of the box can be neatly and securely stored when not in use!
Are your kids obsessed with whiteboards too? Ours love to use whiteboards for learning and just for fun doodling as well. In this hack we used a small whiteboard from Walmart which cost a little over $1 to make a word writing and building makerspace with our StoryBricks.
The great thing about this hack is that there is space to build and write. Our First Grader loved picking out a high frequency word, attaching it to the whiteboard, building it with StoryBricks and then writing it. To challenge him further we then asked him to use the word in a sentence, build it and then write it.
Our little toddler found another great use for the mini whiteboard, she enjoyed drawing pictures and then using Pixel Bricks to build her masterpiece. Here you can see her building and drawing Daniel Tiger (in case it's not too obvious, ha!).
Last, but not least - another affordable project using $1 clip boards from Walmart, a Peel 'n Stick Baseplate and our StoryBricks. These would be great for using in literacy learning groups as multiple kids can easily share one set of StoryBricks and a baseplate will easily make four clipboards.
Our first grader enjoyed choosing sight words to clip to his board and then spelled them out with the StoryBricks. He also enjoyed writing his own words to then spell rather than just copy the words in front of him. We also gave the same set up to our toddler to enjoy and she did a great job with a few simple words. This was good letter recognition for her, as well as using her fine motor skills.
We hope these simple DIY hacks have given you some inspiration for mini makerspace making in your classroom or homeschooling room. We love how these projects were so easy to put together and can be enjoyed by kids of all ages. Don't forget to tag us with your Peel 'n Stick creations on social media, @creativeqt!
Creative QT designs quality + innovative toys that declutter homes and inspire creative play. Founded by parents of five, Adam and Dana Sue Hinkle, Creative QT’s vision is to empower parents and encourage a culture of families that Make Time Together. All products are designed to enrich families’ lives through active, creative play and play based learning. Creative QT products are laboratory tested for compliance with CPSC requirements and are free of lead, cadmium and phthalates so you can play with confidence. So, go ahead … today is the day: be your kid’s hero.
"LEGO® is a trademark of the LEGO Group of companies which does not sponsor, authorize or endorse this site."
Shared materials are a thing of the past this school year so we've been getting creative with ways to make individual learning resources with our products. In this blog we share how to use ourStoryBricks® andPeel 'n Stick Baseplates to turn a small $1 container into a multi-purpose learning box which fits conveniently inside a student's desk.
Hoping to give your kids a great play table to create on whilst also solving the never-ending problem of storing building bricks? We've got a great IKEA hack for you which ticks both play and storage boxes!


Aristotle once said “Music has the power of producing a certain effect on the moral character of the soul, and if it has the power to do this, it is clear that the young must be directed to music and must be educated in it.”
Several studies have found that listening to music and singing together can directly impact neuro-chemicals in the brain, many of which play a role in closeness and connection. Furthermore, singing is meant to make people 40% happier. From improved reading skills, attendance, concentration skills to securing successful communication skills and a passion for creativity, music education opens up a multitude of academic avenues for young learners.
The creative industries are growing faster than any other sector in the UK. Moreover, the UK music industry offers an array of job opportunities for those with passion, talent, tenacity and drive. Year-on-year the sector continues to grow – the latest music industry figures suggest it employed around 142,208 people and generated £4.4billion for the UK economy.
Lastly, music can encourage pupils to work together both socially and musically, as they have a common understanding and interest. Depending on the projects covered pupils can also explore other musical genres linked to current and traditional World cultures.
Our Music curriculum is implemented by:
Through clearly structured progressive projects including listening, appraising, performing and composing tasks. Year 7 – Rhythm, The Pentatonic Scale, A Christmas Song Performance, Folk Music, The Earth (composition), The Four Chord Song and Composing a Character Motif.
Year 8 – Linked to ‘Chicken Run’ – ‘The Wanderer’, The Blues and Film Music
Year 9 – Chords into Jazz, From Transylvania to the Balkans, Polyrhythms into Minimalism, Improvisation and Organisation, Music for Special Occasions, Making Arrangements. Pupils will also need to be having regular music tuition and learn keywords/signs and symbols on a regular basis.
To allow pupils to gain a broad experience of music from the music they already listen to and may experience every day to styles and pieces they may never know about unless they are exposed to them during their schooling. Also, to try to build their skills and experiences from Year 7 – 11.
The impact of our Music Curriculum is:
To engage pupils in musical activities which should develop their curiosity in the Art Form as well as a degree of familiarity of basic music signs, symbols and language.
Pupils will have the opportunity to gain experience of and confidence in some familiar but also some unfamiliar genres. Furthermore, they will hopefully have had their experiences broadened and their level of music appreciation questioned and then developed. Music requires many skills other than just performing skills as it encourages ‘hard-thinking’, teamwork, co-operation, discussion, negotiation, creative thinking and inter-personal skills, visual skills, oral skills, aural skills and physical dexterity.
Key Stage 4 Assessment
GCSE Exam Board: Edexcel Music GCSE
At the end of Year 11 current pupils will complete a 1 hour 45 minute written exam (based mainly on 8 Set Works) which equals 40% of the overall level alongside recording at least 4 minutes worth of solo / group performing to gain 30% of the marks and two compositions (one free choice and the other based on a brief set by Edexcel) to achieve the final 30% of the marks.
“We have lots of opportunities to perform therefore it is much easier to gain a higher level and make progress if you have regular instrumental lessons, with a specialist teacher.”
“You need to be prepared to learn how to read and write music, and you will have to take notes on lots of different styles of music.”
“There is more computer work than I expected – notating and developing compositions using Sibelius Software.”


Summer Resources Grades K-3
Summer is the perfect time for fun and relaxation and we wish that for you and your family! We want students to unplug and enjoy the outdoors- to be safe, and curious, and happy this summer.
Considering that this school year ended very differently than most, we also want to provide you with a variety of options to keep students engaged and learning during the summer months.
If you’re interested, please check out the robust list of resources to help support your child’s growth. Enjoy the summer- we can’t wait to welcome you back!!
Click here for the full list of K-12 resources, and/or click below on the links provided.
Students entering grades K-3
DreamBox (until 6/30) Students should log in using Clever, as they did while in school
Dreambox is an online math program that is both engaging and proven to boost your child’s math performance. Whether your learner is a math whiz or needs help filling in some gaps, the Dreambox platform will provide your child with the individual math support they need.
Lexia (until 7/31) Students should log in using Clever, as they did while in school
Lexia Core5 is a fun, computer-based program that helps students improve their literacy skills. The activities in Core5 support and build on your child’s classroom curriculum and focus on developing reading skills in six areas: phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension.
Art for Kids Hub
This free site offers hundreds of directed drawing lessons and craft ideas. It is an excellent resource for not only art activities, but also great practice of the fine motor skills necessary for school readiness.
Florida Center for Reading Research
This group put out a series of videos on its YouTube channel, demonstrating foundational skills activities and comprehension lessons that parents can do at home with their children at different grade levels. https://www.youtube.com/channel/UCq2Fmhb-Gr5xQoXPvKSkejQ
JumpStart Academy Math
Until August 31, this math program for K-6 is free. Students learn math concepts through parent assigned lessons or by independently progressing through a series of practice levels across four math domains: operations, measurements and data, fractions and geometry. Get a jump start.
Our students have loved working through Second Step this year! If you’d like to work through some activities at home, or would like some ideas to support your children through the summer, please check out these book lists for students and for parents, along with this list of activities.
Achieve3000 Literacy at Home Digital provides access to non-fiction articles at three reading levels. Topics range from science and social studies to current events. Literacy printable packets contain comprehension questions that have been differentiated for students who are at-, below-, and above-grade-level readers.
Code Break episodes
Code.org is hosting new “Code Break” episodes with special celebrity guests every Wednesday to teach students about computer science. Tune in.
Learning Without Tears (new)
The early childhood education company is offering learning packets organized by subject and grade level, which will be updated with new material monthly, and learning solutions for preK-5 students. Free materials and family resources are available in both English and Spanish. Learn more.


Once or twice a year every music educator needs to go recharge their batteries a bit by attending a conference or convention in their field. I have always been blessed with administrators that understand the importance of these events, and I just returned from my yearly visit to the Iowa Music Educator's Association Convention at Iowa State University in Ames, Iowa. I want to tell you a bit about what I saw and learned along the way. In one session by Dr. S. Daniel Galyen of the University of Northern Iowa , I learned that the concept of mental practice and imagery is becoming much more accepted and useful in the field of music education.
I had the chance to take in several very good sessions at the IMEA conference including a very interesting one having to do with mental practice and imagery. Basically it has to do with concepts used for many years by professional athletes but that has only in the last ten years or so been applied as a tool for helping musicians and other performance artists. Musicians can use these techniques in a variety of ways and for many different purposes.
I have used the basic concept of mental repetition with my beginners (and even with high school students) for many years. My favorite among them is what I call "Say It, Think It, Fake It, Play It." I first read about this concept in one of the music education magazines a few years ago and have adapted it to my own needs. I apologize that I do not have a specific reference for the original article.
Using Mental Imagery To Help Students Learn Note Names:
For me, "Say It, Fake It, Think It, Play It," has always made my students show immediate and obvious improvement during lessons when I have students that are unable to learn the notes of the staff on their own. Many of these students insist that the only way they can play is if they write in the letter names of all of their notes. Whenever I have a student like this I pull out an easy finger exercise (without anything written on it) and have the student say the names of the notes. Even if it takes them thirty seconds to go one measure, we still say the note names and do not write them down. Next, we say the note names again while combining this with fingering the notes. Third, we move the fingers while thinking the note names in our head. Finally we play the notes while actively thinking the notes in our head at the same time. In each of these cases if a student is having difficulty you repeat that segment until they are able to do it cleanly and quickly. As an assignment the student is asked to practice the fingering exercises, one or two measures at a time but they are not allowed to write in any notes.
In most cases using this strategy will be painfully slow at first, but the more they do it the better they get at it. In many cases the results are immediately obvious, although one often wonders if the initial improvement is due to rote repetition or to true learning. Over time it does work, especially if you can convince the student that doing the same thing at home will help him progress that much faster. If you are looking for something to use with a student that is having difficulties with learning notes or with playing a difficult passage in an etude, try it out and see if you get similar results.


A Harbour Seal in Halifax
by Doretta Groenendyk
Nimbus Publishing, 2016
$22.95, 32 pp, ages 4– 8
A Harbour Seal in Halifax tells the true story of a harbour seal’s adventure in downtown Halifax. The comic book style frames in this picture book support the text beautifully and make for a great read aloud and read along book about a seal on the streets of Halifax at night. Luckily for Seal, the compassionate Officer and Constable were working and were able to help her out. Seal liked the lights of the city, but the puddles were too small to swim. With some quick thinking and a blanket, Seal was moved safely to the harbour where she happily performed a show of thanks and swam away. The story uses simple words and clear descriptors of the seal, the night, people and Halifax, making it an easy to read book. The detailed images and comic book style layout will catch the attention of older readers as well.
Classroom Connections: Great for reading aloud, independent reading and for teaching illustration techniques. Reading Comprehension Strategies: Making Predictions, Making Connections, Inferring.
Review by Amanda Forbes.
This review is from Canadian Teacher Magazine’s Apr/May 2017 issue.


Flagship programmes derive their origin from the term flagship which is the main or most important ship of a country's navy and is symbolic of the main thrust of the nation's developmental policy.
Flagship schemes of the government of India are those schemes which are declared so by the union cabinet or the Development Evaluation Advisory Committee (DEAC) of Planning Commission. The list of flagship programmes can be modified by the DEAC or the Government from time to time.
While creating the Independent Evaluation Office (IEO), the following programmes have been identified as flagship programmes by the Cabinet:
1. Mahatma Gandhi National Rural Employment Guarantee Programme: The Act was notified on 7 September 2005 and is aimed at providing livelihood security through employment for the rural poor.
2. Sarva Shiksha Abhiyan (SSA):This programme was started with the objective of providing elementary education for all children in the age group of 6–14 years by 2010.
3. Mid Day Meal Scheme (MDMS): The MDM Scheme launched in 1995 aims to give a boost to universalization of primary education by increasing enrolment, retention, and attendance and simultaneously impacting upon nutritional status of students in primary classes.
4. National Rural Health Mission(NRHM): The main aim of NRHM is to provide accessible, affordable, accountable, effective, and reliable primary health care, especially to poor and vulnerable sections of the population. The programme sets standards for rural health care and provides financial resources from the Union Government to meet these standards.
5. Jawaharlal Nehru National Urban Renewal Mission (JNNURM) (Since 2015, Atal Mission for Rejuvenation and Urban Transformation (AMRUT) has been launched and JNNURM is to be subsumed into it.The Cabinet on 29 April 2015 approved Central funding under AMRUT to the projects sanctioned under JNNURM and not completed. JNNURM projects relating to urban development sanctioned during 2005 -2012 and achieved physical progress of 50 percent availing 50 percent of central assistance released and those sanctioned during 2012-2014 will be supported till March, 2017. Accordingly, 102 and 296 projects respectively will get Central support for balance funding to complete these projects. )
6. Integrated Child Development Services (ICDS)
7. Rashtriya Krishi Vikash Yojana (RKVY)
8. Prime Minister's Gram Sadak Yojana (PMGSY)
9. Indira Awas Yojana (IAY)
10. Accelerated Irrigation Benefit Programme (AIBP)
11. Water and Sanitation Mission [National Drinking Water Supply Programme & Total Sanitation Campaign]
12. Rajiv Gandhi Grameen Vidyutikaran Yojana (RGGVY) (Since July 2015 this Scheme has been subsumed in the Deen Dayal Upadhyaya Gram Jyoti Yojana (DDUGJY) as its rural electrification component)
13. Skill Development Mission
14.Bharat Nirman: The objective of the Bharat Nirman Programme is to give top priority to rural infrastructure by setting time-bound goals under various schemes to develop rural housing, rural roads, irrigation, rural drinking water and rural electrification. The Programme imposes a responsibility on sub-national governments to create these facilities in a transparent and accountable manner .
In India's federal system of government, both the Union and State Governments have a defined role to play in achieving developmental goals. The Govt. of India in recognition of the role played by infrastructure in poverty removal has taken up massive all India programmes for development of physical infrastructure (rural housing, rural roads, rural electrification, irrigation, drinking water, urban infrastructure etc.) and human capital formation under different flagship programmes, mainly to promote education and health care.


Scientific review shows children can gain an average of 7.7 full IQ points
A new paper published by a group of 13 leading dietary fats scientists highlights the tremendous health benefits from consuming seafood for infant and adolescent brain development. Among the key findings of the systematic review is an average 7.7 IQ point gain in children whose mothers ate seafood during pregnancy compared to mothers who did not eat seafood.
“Relationships between seafood consumption during pregnancy and childhood and neurocognitive development: two systematic reviews” (PLEFA) uncovered 44 scientific studies since 2000 that collectively show the importance of consuming seafood by moms to support the brain development of their babies as well as the need for children to consume more fish and shellfish.
The 13 scientists formed a technical expert collaborative to address two questions posed by the 2020 Dietary Guidelines Advisory Committee (DGAC), and utilized the USDA’s Nutrition Evidence Systematic Review to evaluate the science following the DGAC prescribed review process.
Highlights from the paper, which evaluates studies on 102,944 mother-offspring pairs and 25,031 children, includes:
- Twenty-four studies reported that seafood consumption among mothers was associated with beneficial outcomes to neurocognition on some or all of the tests administered to their children. The beneficial outcomes appeared on tests administered as early as three days of age and as late as 17 years in age.
- In the studies that reported beneficial associations with IQ, children gain an average of 7.7 full IQ points when their moms ate seafood during pregnancy compared to moms that did not eat seafood. The size of benefits for IQ ranged from 5.6 to 9.5 points.
- In addition to IQ, measures of neurocognitive outcomes included verbal, visual and motor skill development, scholastic achievement, and four specifically looked at hyperactivity and ADHD diagnoses. One finding showed that children of mothers not eating oily seafood had nearly three times greater risks of hyperactivity.
- Benefits to neurocognitive development began at the lowest amounts of seafood consumed in pregnancy (one serving or about 4 oz per week) and some studies looked at greater than 100 oz. per week. No adverse effects of seafood consumption were found for neurocognition in any of the 44 publications.
- Seafood contains nutrients including zinc, iron, choline, folate, iodine, selenium, vitamins A, D, B6, and B12, and omega-3 fatty acids that may contribute as a whole package to these important outcomes. The systematic review focused on studies that examined seafood consumption rather than studies that focused on individual nutrients.
“The risk is not eating enough seafood — the benefits are substantial for the development of baby brains, eyes and overall nervous system,” said J. Thomas Brenna, PhD, an author of the paper and a member of the 2015-2020 Dietary Guidelines Advisory Committee.
These findings are consistent with a technical report from the American Academy of Pediatrics earlier this year that emphasized the importance of fish and called attention to the fact that U.S. children are not eating enough seafood. Additionally, Health Canada, the European Food Safety Authority, and World Health Organization have all stated the importance of seafood for brain development.
An additional paper, “An abundance of seafood consumption studies presents new opportunities to evaluate effects on neurocognitive development,” published in PLEFA provides more background on the systematic review paper.
The authors of the papers include: Capt. Joseph Hibbeln, MD; Philip Spiller, JD; J. Thomas Brenna, PhD; Jean Golding, PhD; Bruce Holub, PhD; William Harris, PhD; Penny Kris-Etherton, PhD, RDN; Bill Lands, PhD; Sonja Connor, MS, RDN, LD; Gary Myers, MD; J.J. Strain, PhD; Michael A Crawford, PhD; Susan Carlson, PhD; Gretchen Vannice, RDN; Robert McNamara, PhD; Michael Tlusty, PhD; and Norman Salem Jr., PhD. None of the scientists were paid to conduct this review, all were voluntary, and do not have a conflict of interest.


Comparing units (ratios, rates and proportion) description
This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. For example, if the ratio of boys to girls in a class is 2 to 3, the comparison is the number of boys to the number of girls. Knowing that there are 30 children in the class, proportionally, the number of boys is 12 and the number of girls is 18. Applying the base comparison to the whole situation uses proportional reasoning. Proportional reasoning is knowing the multiplicative relationship between the base ratio and the proportional situation to which it is applied.
Learning to reason using proportion is a complex process that develops over an extended time. Proportional reasoning also includes numerical comparison tasks involving a comparison of different rates or ratios. For example, if one dog grows from 5 kilograms to 8 kilograms and another dog grows from 3 kilograms to 6 kilograms, which dog grew more?
The sub-element of comparing units applies to Measurement, Interpreting fractions and Representing data.
Some students will communicate using augmentative and alternative communication strategies to demonstrate their numeracy skills. This may include digital technologies, sign language, braille, real objects, photographs and pictographs.
Each sub-element level has been identified by upper-case initials and in some cases lower-case letters of the sub-element name followed by ascending numbers. The abbreviation for this sub-element is CoU. The listing of indicators within each level is non-hierarchical. Subheadings have been included to group related indicators. Where appropriate, examples have been provided in brackets following an indicator.
 Cramer, K & Post, T 1993, ‘Connecting research to teaching proportional reasoning’, Mathematics Teacher, 86(5), May, pp. 404–407.
- uses knowledge of fractions as part-whole relationships to divide and compare quantities
- represents and models ratios using diagrams or objects (in a ratio 1:4 of red to blue counters, for each red counter there are four blue counters)
- interprets ratios as a comparison between the same units of measure (students to teachers in a school is 20:1)
- expresses a ratio as equivalent fractions or percentages (ratio 1:1, each part represents ½ or 50% of the whole)
- uses a ratio to increase or decrease quantities to maintain a given consistency (doubling a recipe)
- interprets rates as a relationship between two different types of quantities (money per unit of fuel)
- uses rates to determine how quantities change
- interprets proportion as the equality of two ratios or rates
- uses common fractions and decimals for proportional division
- demonstrates how increasing one quantity in a ratio will affect the total proportion
- performs operations with negative integers involving rates (rates of descent or cooling)
- explains and applies the difference between direct and indirect proportion (direct – working more hours will result in earning more money; indirect – travelling at a greater speed will mean the journey takes less time)


PreK – Kindergarten Readiness
Ages 4/5 entering Kindergarten the following year
The few years before kindergarten are the most important learning years in a child’s life. Our Kindergarten Readiness class for 4 and 5 year olds provides a well-rounded approach based on the Maryland Model for School Readiness. Domains of learning include Personal and Social Development, Language and Literacy Development, Cognition and General Knowledge (Science, Mathematics, Social Studies, Art, Music, Dance, Physical Development and Health). Our curriculum is approved by the Maryland State Department of Education.
Our goal is to give our Pre-K children the best start to their academic education as we can. Our Pre-K program embraces classroom learning experiences using hands-on learning and teachable moments. There is ongoing focus on building character skills and independence.
We provide a myriad of hands-on learning opportunities for the students. Our qualified teachers get to know each child as an individual and understand there are various learning styles and needs. The materials provided encourage learning through play experiences as well as teacher directed experiences. We strive to provide interesting challenges to help children develop a love of learning for a lifetime of learning.


A Career Exploration Guidance Plan for Elementary Students
by Nicola Dayes and Natasha Khan
Launching Students' Career Imaginations!
Some specific career needs targeted at elementary school-aged students include:
A systematic process that will enable children to develop sound educational and career plans (Starr, 1996), exploration of how self fits with specific careers (McIntosh, 2000), and a focus on values, interests, and abilities-- not on gender role stereotypes (Lupaschuk & Yewchuk, 1998).
The goals of our guidance plan include:
- Increasing familiarity with different careers
- Exploring careers of interest
- Enhancing self-awareness
- Identifying specific values students have that fit with specific careers
- Learning about specific career requirements (such as training or education needed)
- Promoting the importance of staying in school.
The tools needed to complete this classroom guidance lesson include:
6 sets of occupational card sorts (representing a wide variety of well-known and less familiar careers - created by the counselor or purchased), access to the Internet, Careership website, pencils, and paper.
The recommended procedure for this program is:
- Breaking students into groups of 5 (approx. 6 groups)
- Give each group own card sort
- Each student in a group will pick one career from the card sorts they would like to learn more about (More than one student may choose the same career)
- Each student will then explore the Careership website. (Students with the same career may partner together on the same computer at the same time).
- Each student will research their career choice from the Careership website and write down 4 things they found on the website relating to their career. For example, education needed, brief description of career, entry salary.
- At their desk, each student will then write down 5 values they posses from a list given on a transparency worksheet that would fit well with their career choice.
- Three to five volunteers (more or less depending on time allotted) may present their findings to the class and the counselor will discuss values and abilities involved in each career presented.
Some suggestions for follow up include: Having students create a collage that represents their career choice, inviting guest speakers from different occupations, or advertising a "Career of the Week" where teacher creates a bulletin board with important information about each career. This is an interactive board where students can share, comment, and research about each career. The school counselor will want to meet with class again at end of the year to see student progress, and compare similarities/differences of career choices from the first visit.
Lupaschuk, D., & Yewchuk, C. (1998). Student perceptions of gender roles: Implications for counselors. International Journal for the Advancement of Counseling, 20, 89-101.
McIntosh, I. (2000). Life career development: Implications for school counselors. Education, 120, 621-626.
Starr, M. F. (1996). Comprehensive guidance and systematic educational and career planning: Why a K-12 approach? Journal of Career Development, 23, 9-22.
Nicola Dayes was born in Clearwater, Florida. She graduated from Florida State University in 2002 with a BS in Psychology. She is currently attending graduate school at the University of South Florida in the Counselor Education program (school counseling track).
Natasha Khan was born in Baltimore, Maryland. She graduated from Western Maryland College in 2001 with a BA in Elementary Education and Psychology. She is currently attending graduate school at the University of South Florida in the Counselor Education program (school counseling track).


MusicRings provides a wide range of music courses for students of all ages. Not only is music proven to stimulate brain development, but it also serves as a medium for a child to explore the world safely and positively. For these very reasons, music education should be included in a child's learning process. With these elements interlocking like rings, music can enhance a child’s abilities in communication, socially, academically and in other areas.
Our programs are designed using different teaching methods such as Karl Orff, Kodaly and Montessori, along with support from established early childhood music therapy theories, to create an enjoyable and healthy music learning experience.
Our mission is clear and can be concluded as SPECIAL.
S: Sense of Music
Music is not only about technique, but also about developing musical sense of a student, which is crucial for any music learner to progress.
P: Parent Education
Effective parental involvement during a student's early stage of music learning is beneficial for life. We encourage bilateral involvement between parents and teachers in order to help music beginners to achieve more.
Children express tremendous potential in their enjoyment which helps to advance their potential into talent. We combine teachers' innovation and the beauty of music, which allows students to enjoy lessons with more fun.
Exposure to multi-national cultures is essential to music learning. Not only can students gain more, it will help broaden their knowledge of these cultures.
To build students initiative in developing music as a long-term interest, we adopt diverse channels in music learning which can bring extra delight to their childhood.
A&L: Aural and Listening skills
Aural and listening skills are often neglected throughout the music learning process. We value these skills as a music basis for beginners to pick up musical sense and interest. Aural development requires comprehensive understanding of music history, theory and musical style, while listening focuses on a high level of concentration and sensitivity to the music students performance.
Together with our well-structured program and cooperation with parents, it all comes together to create an enjoyable learning journey at MusicRings.
Causeway Centre Promotion Offer
Sign up for one discounted trial lesson at $200 in our Causeway Bay centre.
*All trial playgroups and music foundation classes will be hosted by our lead teacher - Daniel Milard.


- B.S. in Elementary Education / Special Education and M.Ed. in Special Education
- Master's and Graduate Certificate Programs in Special Education
- Online Master of Science in Special Education
- Online Master of Education (M.Ed) In Special Education Intervention
An orthopedic impairment is defined by the Individuals with Disabilities Education Act (IDEA) as “a severe orthopedic impairment that adversely affects a child’s educational performance.” IDEA specifies that this term “includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).” Put directly, orthopedic impairments involve physical disabilities which could affect the academic process.
As IDEA’s definition demonstrates, orthopedic impairments can stem from various causes. While most of the causes listed are fairly self-explanatory, “burns that cause contractures” warrants further explanation. The National Institutes of Health’s Medline Plus Medical dictionary defines “contracture” as “a permanent shortening (as of muscle, tendon, or scar tissue) producing deformity or distortion.”
An evaluation is required for a disability to be classified as an orthopedic impairment. While the exact requirements for such an evaluation vary by location, this process generally includes a medical assessment performed by a doctor, detecting how the impairment may impact a child’s academic performance and observing the child in his or her educational atmosphere.
Considering the diversity in conditions that are embodied by the orthopedic impairments category, educational challenges will differ case by case, and the strategies used in each case should focus on a student’s unique needs. Possible academic barriers include:
- Non-accessible transportation
- Trouble maneuvering around the classroom
- Difficulty navigating school hallways
- Earning mandated physical education credit
- Communicating effectively
Tips for Teachers and Parents
Parents, know your child’s rights! For instance, IDEA requires schools to provide accessible transportation to and from school, as well as within and in between school buildings. Teachers, you will want to keep in mind mobility devices (such as wheelchairs, walkers, crutches and canes) when arranging classroom furniture and assigning seats. For example, placing a student who uses a walker close to your room’s entrance is usually more practical than placing him or her in the middle of the classroom.
Navigating school hallways is an especially prevalent issue for junior high and high school students because they move from class to class throughout the day. However, an individualized education program (IEP) can indicate that a student’s schedule should be arranged to eliminate excessive walking back and forth. In addition, students can be granted access to the school’s elevator to allow them to travel safely between floors.
Solutions to the physical education requirement should correspond to the student’s particular physical abilities. A student with a more mild orthopedic impairment may be able to participate in gym class, while a doctor’s note can excuse a student with a severe limitation from participating.
Finally, the same strategies that are used to address communication difficulties in students with a range of disabilities can be helpful for students with orthopedic impairments. These include communication-based assistive technology and speech therapy.


As we have noted, Covid-19 has exposed and exacerbated inequities in schooling; this moment calls on us to lean into the fundamentals of equitable instruction. In thinking specifically about teaching English/Language Arts, we’ve developed three tenets to guide you as you navigate remote instruction. They don’t require online access, but they do require books. A number of organizations focus on getting books into the hands of children who need them. If your students need books, look into Dolly Parton’s Imagination Library, First Book, Kids Need to Read, and The Book Foundation.
Here are the tenets:
Reading begets reading
Make sure students are reading. For all ages, reading improves reading. Once children learn the code, a reciprocal cycle of improvement follows. The more you read, the better you decode. The better you decode, the more you can read. With continued reading, decoding becomes word recognition. Novel words become learned vocabulary. Reading content becomes background knowledge. Background knowledge fuels interest, interest fuels motivation, and the cycle of improvement continues.
Read-alouds should also be encouraged. Remember, read-alouds are a supplement to, not a substitute for, students doing their own reading. Read-alouds are a great way to build language, knowledge, and vocabulary. They do less to teach the decoding and word recognition that keeps the reciprocal cycle of reading improvement moving.
Foundational skills are the foundation
To read, students need to know the sounds in speech and how they link to letters. This includes the ability to manipulate sounds. That is, the ability to blend and segment sounds to make up or break apart words. Students also need the ability to blend letters to form words and the ability to segment written words into their component parts. An aligned (and systematic) program in grades K to 2 is the best way to teach these foundational skills.
Otherwise, aim to reinforce K-2 students’ existing knowledge of letters, sounds, and words. If you do have time with students, check out the Student Achievement Partners Foundational Skills Guidance document. If you lack time and/or touchpoints with students, encourage letter, sound, and word games. Caregivers can play games that have children rhyming, making up silly words, clapping syllables, and finding known letters and words in their environment. These games reinforce foundational skills.
For older students who are not fluent with decoding or word recognition, word games are also a worthy activity. Word ladders, crossword puzzles, and word searches along with games like Scrabble, Boggle, Wheel of Fortune, and Bananagrams strengthen the word-level skills that underlie reading.
Fluency is the bridge between word recognition and comprehension
Fluency is a critical link between word recognition and comprehension. When students do not decode with automaticity, they cannot build a store of recognized words. Now is the perfect time to focus on students’ reading fluency. Fluency refers to how smoothly an individual reads. Fluency has three characteristics:
- Accurate decoding and word recognition
- Reading at a conversational pace
- Reading with appropriate prosody, or expression
Fluent reading doesn’t guarantee comprehension, but disfluent reading hinders comprehension. Disfluent readers spend a disproportionate amount of time sounding out words. Disfluent readers also wrestle with sentence complexity. As a result, disfluent readers often lack the focus to comprehend what they’re reading. The good news is that fluency improves quickly with some attention and practice. Fluency-building activities (e.g., choral reading, partner reading, reader’s theater) provide caregivers an easy way to support children with reading.
To learn about fluency building activities, check out the UnboundEd Building Fluency guide and Student Achievement Partners’ Weekly Reading Practice Routine. The routine is appropriate for virtual asynchronous learning or limited access/technology situations. Both documents provide the knowledge you need to strengthen fluency development remotely.
If you have an aligned curriculum and have found suitable ways to deliver it remotely, power on! If not, use these tenets as a guide. Even without an explicit standards-based focus, progress in reading skills makes addressing the coming year’s unfinished teaching and learning that much easier.


Shaw Montessori Music is a classroom for fun and learning. All students have the opportunity to experience music. Kindergarten through second grade have general music, third grade learns the recorder, and fourth through eighth grade take part in one of our strings or band programs. All music courses are structured to help the student learn about music and most importantly, to learn through music. Through creating, instrumental practice, music theory, music history and performances, all students receive a well-rounded music education. Students also learn about commitment, patience, taking risks and how to work in groups. Every day in music is an opportunity to learn and grow as young musicians and as individuals.
“Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.” –Plato


Arachnids Family – Download Free Science for Kids Activity Sheet
Get Arachnids family worksheet – Download this free science for kids activity sheet.
This printable science activity sheet for kids is suitable for Grammar school kids in Grades 1-5 as well as Kindergarten and Pre-K kids.
Kindergarten and Pre-K kids can enjoy this hidden word puzzle game as a listening comprehension activity while learning to recognize letters and words.
Grammar & Primary school kids can use this easy science worksheet for kids as a fun reading comprehension activity.
This science word seek puzzle game is a great way to learn all about fun facts on Arachnids. Kids will enjoy learning about Arachnids with this fun printable science activity puzzle game.
What are Arachnids? Arachnids are eight legged animals that can only eat liquid foods. An example of arachnids are spiders. There are several other types of animals that belong to the Arachnids Family.
What types of Arachnids exist? Do all these animals have eight legs?
How do these eight legged animals transform their foods into a liquid substance? Do all arachnids spin webs?
Find out more about the Arachnids Family by downloading this activity sheet for kids!
FREE Arachnids Family Words Search Puzzle for Kids
Get the other FREE Arachnids Hidden Words Puzzle for Kids![/sociallocker]
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Arachnids Family - Download Free Science for Kids Activity Sheet - ." Easy Science for Kids, Oct 2020. Web. 30 Oct 2020. < https://easyscienceforkids.com/arachnids-family-download-free-science-for-kids-activity-sheet/ >.
APA Style Citation
Tobin, Declan. (2020). Arachnids Family - Download Free Science for Kids Activity Sheet -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/arachnids-family-download-free-science-for-kids-activity-sheet/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


A new systematic review from researchers at Durham University explores the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children aged 3-16, especially disadvantaged children.
The authors found 199 studies that met their inclusion criteria. They considered arts education to include a broad range of subjects, from traditional fine arts to modern dance and movement, hip hop, poetry and creative writing. The majority of studies were about music education or a combination of art forms.
The review found no convincing evidence that demonstrated a causal relationship between arts education and young people’s academic and other wider outcomes, although music (instrumental, music education and music integration) showed promise across all age groups.
The authors rated almost all the studies in the review as providing weak evidence because of serious design flaws, meaning it was difficult to state conclusively what the impact of arts activities in education might be. However, they point out that as a large number of the studies suggest positive effects more rigorous and robust evaluations would be justified.
The Education Endowment Foundation, who commissioned the research, argue that whether or not there is a causal link to attainment, schools should still find space in their day to ensure all children benefit from a stimulating arts education.
Source: Impact of Arts Education on the Cognitive and Non-cognitive Outcomes of School-aged Children: A Review of Evidence (2015), Education Endowment Foundation.


rdng510 | Graduate
Content Area Reading And Writing For Adolescents
This graduate-level course is 4 To enroll, speak with an Enrollment Representative.
topic title goes here
Instructional Strategies and Techniques for Reading in the Content Area Classroom
- Describe vocabulary activities to foster comprehension of content area text.
- Analyze how comprehension strategies both guide and extend critical thinking skills.
- Explain the need for academic vocabulary use across content area lines.
- Determine instructional strategies and techniques to enhance adolescentsâ comprehension.
Instructional Strategies and Technology Used for Writing in the Content Area Classroom
- Explain the role of technology in writing.
- Determine how the use of technology enriches the teaching of writing.
- Compare instructional writing strategies to determine their effectiveness in the content area classroom.
- Explain how writing strategies enhance content area instruction.
Differentiating Instruction and Assessing Reading and Writing in the Content Area Classroom
- Create reading and writing activities that meet the needs of adolescents with varied abilities and learning preferences.
- Select pre-reading, guided reading, and post-reading activities that heighten comprehension and retention for diverse learners.
- Determine the best formal and informal assessments needed for reading and writing instruction across content area lines.
- Explain the use of digital assessments such as portfolios, rubrics, and self-assessments.
Teaching Reading and Writing in the Content Area Classroom
- Define the various terms associated with literacy types: adolescent literacy, critical literacy, information literacy, media literacy, multicultural literacy, multiple literacies, new literacies, and content literacies.
- Analyze adolescent literacy development.
- Describe learning with new literacies, multiliteracies, and texts.
- Compare teaching and learning literacy in an age of multiple literacies with teaching for college and career readiness.
- Determine what is meant by writing to learn, writing to read, and reading to write in the content area classroom.
- Analyze how students use writing to create and solve problems.
- Explain the similarities and differences between writing to read and reading to write.
- Compare formal and informal writing in the content area classroom.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.