AB 37 – Media Arts Education Q and A
Top line summary: This bill promotes arts education for the digital age.
What does the bill do?
- Promotes art education for the digital age by creating the state’s first set of standards in the subject of media arts.
- Authorizes the state to adopt instructional materials in media arts, giving teachers access to high quality media arts teaching materials.
What is media arts?
- Media arts is technology-based art for creative expression, communication, and design.
- Examples include video production, sound design, game design, online and mobile media design, multimedia live production, and virtual and augmented reality.
Why is the bill needed?
- Dramatic changes in technology are enabling new forms of creative expression. These forms of technology are more accessible than ever before. There is a high workforce demand for these skills.
- California, the world leader in technology and innovation, should establish standards in media arts in order to support and promote this important subject matter.
- Current law authorizes standards for four arts subjects: music, visual arts, dance, and theatre. Legislation is needed to establish media arts as a distinct subject.
- The National Core Arts Standards (the arts education equivalent of the Common Core standards) establishes media arts as a separate subject. So far, nine states have adopted media arts as a subject.
Does this bill create a new credential?
No. Statute would have to be changed to do so and that is not part of this bill.
Why do we need these standards if there are media arts standards in CTE?
The CTE media arts standards limited to grades 7-12, and are geared towards specific career skills. Media arts standards authorized by this bill will be broader, deeper, and approach media arts as a platform for artistic expression.


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Literacy is traditionally defined as being able to read and write.
Today, the definition of literacy includes many other skills, known as the “essential skills”
Family Literacy programs focus on the importance of parents and caregivers as their child’s first teacher. These programs provide parents with skills and strategies to create a literacy-rich environment in the home and use daily activities to strengthen the emergent literacy skills of their children.
Family Literacy programs are free and directed to the parents and caregivers of children up to six years of age.
DID YOU KNOW . . . . . ?
Over 700,000 adult Albertans lack the basic literacy and essential skills to function effectively in our society.
It is estimated that there is a return of $7.16 for every dollar invested in early literacy intervention programs.
Children aged 2 to 3 who are read to several times a day do substantially better in kindergarten than youngsters who are read to only a few times a week or less.
It is estimated that low literacy levels cost Canadian business about $4.1 billion annually — $1.6 billion in lost time due to workplace accidents and $2.5 billion in lost productivity.
“It is hard to identify any other single issue that can have such a large payoff to individuals, the economy and society than literacy.” Literacy Matters: A Call to Action TD Financial Group.
- Reading text means reading material that is in sentences or paragraphs. It usually means notes, letters, memos, manuals, specifications, regulations, books, reports, or journals. Did you use this skill at all today?
- Refers to getting information from displays or documents, which use words, numbers, icons, lines, colour, and shape to give meaning. For example, graphs, lists, tables, blueprints, schematics, drawings, signs, and labels are documents. If a documents includes a paragraph of text, then the essential skill you would use is reading text. Have you used the skill of document use today? You probably have! Documents are all around us. Try to find three.
- Numeracy refers to numbers and thinking in quantitative terms. This includes things like telling time, estimating, scheduling, rounding up, and rounding down, measuring, counting, using money, and calculating. When have you used your numeracy skills today?
- Writing means writing sentences and paragraphs. This refers to the thinking behind the writing not the handwriting. So you can write on paper or on a computer. If you fill in a document with one or two words that is Document Use. Have you written any sentences or paragraphs today?
- Oral Communication means speaking to exchange thoughts and ideas with other people. How often do you use this skill in a day? Think about the complexity level changes when speaking with different people or groups.
Working with Others
- Working with others is the skill to carry out tasks and get things done. This takes skill.
- Continuous Learning is important in our life and our work. Things are always changing and we need to learn to keep up. Part of continuous learning is knowing how to learn, understanding your style of learning and knowing how to find materials, resources and learning opportunities.
- Thinking skills refer to problem solving, decision making, critical thinking, planning and organizing, using your memory, and knowing how to find information. Give an example of each of these skills.
- Computer use means knowing how to use a computer effectively in your life and your work. It is the ability to use computer applications and other related tools that include but are not limited to cell phones, ATM, cash registers, and calculators.


As a progressive educator, I have the privilege of weaving in many philosophies in my teaching practices. One thing that I really love about Waldorf curriculum is the slow awakening to the instruction of literacy. The philosophy lends itself to inspiring creativity and imagination first, foundational components to literacy development that often are underestimated.
But the truth is that with the more opportunities to listen to and to create their own tales and stories using props and imagination, the more children find joy in literature and stories. Joy is the most important step in the early years of reading and writing. It is motivation. Motivation for knowing and wanting to learn more. A child is ready to learn the characters of the alphabet and enhance their comprehension skills when they ask for the information. When the ask for you to scribe their stories, how to write a letter from their name, to read a book… then they are ready.
Many Waldorf practitioners refer to storytelling play as “learning for the heart” and not learning by rote memory or practice. This is critical in preschool. Our most important job as a teacher is to create connections and relationships, to create moments for “learning for the heart”. There are many ways to do this.
Providing invitations for children to connect to the world of stories and imaginary places is one way to support their natural journey to literacy based learning opportunities. Waldorf often does this with props for storytelling. Their characters are made of natural materials such as wood, wool, felt, fabric, and pieces from nature. I have often been enchanted by these little small world props. I have created some of my own in the past – fairy worlds, castle scenes, farm worlds, and forest scenes. But recently the children have been in love with a small autumn fairy and pumpkin village. It is a decorative one set up in the front of the school entryway. They check on it often and seem to be so connected to the idea that it is a real living village! So this weekend I spent a little time creating some props for their very own pumpkin gnome/fairy village. I quite like the way it has turned out. But, I think next time I will stick with keeping the props faceless. Although it looks eery at times, the intention behind the expressionless faces is to allow the children to imagine their own expressions and feelings of the characters – uninfluenced by the pre-created details of a doll/character. I actually am intrigued by this and would like to try it. I leaves the whole story in the hands of the child.
But, for now I have a little pile of gnome people with wood platforms and a real carved pumpkin house. I will stage the invitation on the light table. I can only wonder what stories and conversations that will happen here, a place designed for “learning for the heart”.


Education Actslegislation enacted in Parliament which has resulted in significant changes to the organization of the public education system, either as a whole or in certain sections of it. Such Acts have tended to follow, or sometimes herald, major changes in welfare or social policy. Thus, the 1870 Act provided school accommodation ‘for all the children for whose elementary education efficient and suitable provision is not otherwise made’, and followed other social reform legislation. The 1902 Act introduced a secular framework for the education system by placing it under the control of local education authorities, with some exceptions, which allowed for the existence of sectarian, Christian schools under specified conditions.
Probably the most important Act was passed in 1944, which laid the foundation of the contemporary education system. Its major contribution was to attempt to put into effect the notion of EQUALITY OF OPPORTUNITY through the provision of free secondary education for all, together with other support measures.
During the 1950s and 1960s, dissatisfaction with the tripartite secondary system grew significantly. The election of a Labour government in 1964 brought commitment to universal COMPREHENSIVE EDUCATION which was consolidated into the 1976 Act. This Act was repealed in 1979 on the election of the Conservative government.
Education Acts introduced during the 1980s continued to emphasize the extent to which they represented instruments of social policy and reflected contrasting political philosophies. These Acts quite specifically abandoned the principles of equality of opportunity and universal comprehensive education. Thus, the 1980 Education Act strengthened the provision of private schooling by introducing an Assisted Places Scheme which would reimburse fees for independent schools, but there is little evidence that poorer families benefit from it.
The 1980 Act extended the ‘market economy’ principle, the cornerstone of Thatcherite conservatism, in the system. The Act allows parents to send their children to schools of their choice. Critics argue that this will lead to the creation of a two-tier system of education in which the poorer classes will suffer. The 1988 Education Act, apart from introducing a National Curriculum, extended the ‘market’ philosophy by allowing schools to apply to become state, grant-aided schools by opting out of local authority control. see also SOCIOLOGY OF EDUCATION.


FOR IMMEDIATE RELEASE:
The NCTE gives The Doublespeak Award annually to those "who have perpetuated language that is grossly deceptive, evasive, euphemistic, confusing, or self-centered." Previous winners include George W. Bush, Newt Gingrich, Rush Limbaugh, Exxon, the National Rifle Association, and the Tobacco Industry.
NCTE deserves the award for its document, "The LEARN Act and NCTE," signed by NCTE's Executive Director and the Director of the NCTE Office in Washington. The LEARN Act would spent 2.35 billion on literacy programs that spanning birth to grade 12. NCTE voiced its strong support of LEARN and urged NCTE members to support it as well. The article responded to criticism of NCTE's position and easily meets each of the requirements of Doublespeak:
It is grossly deceptive: In response to the claim that the LEARN Act involves too much testing, the NCTE article points out that LEARN includes formative testing, but only mentions in passing that LEARN will also include all the other dreaded and unnecessary uses of testing. In other words, they argue that because one kind of testing is ok, all the others can be included as well. Nor is it clear that formative testing done by outsiders is a good idea; see comments by J. Lucido, following the prize-winning NCTE paper (sources below).
It is evasive: Critics have pointed out that LEARN assumes that direct instruction is the only path to literacy development. The NCTE paper asks us not to worry, there will be no phonics in high school, evading the question of whether intensive phonics should be included anywhere, whether direct instruction is the only path, and ignoring the evidence that shows that literacy competence is largely acquired through reading, not through direct instruction.
It is also evades all research showing the powerful effect of libraries on children's reading ability and literacy development in general, noting only that the word "library" does in fact occur in the LEARN act.
The NCTE evaded all direct mention of the criticisms of its position, denying readers the chance to read the original statement and judge for themselves as to the validity of the points made as well as the accuracy of NCTE's characterization of these points (see below for locations of all relevant documents).
It is euphemistic, in that it uses the term LEARN Act without criticism or comment. The LEARN Act has nothing to do with learning.
It is confusing, in that it comes from NCTE, an organization that has, in the past, opposed the very points that the LEARN Act emphasizes.
It is self-centered. NCTE is clearly proud of its association with LEARN and with the fact that they were invited by a US Senator to approve of LEARN, along with a number of other groups. They suggest that they (in contrast to critics) have taken LEARN "seriously," a strange conclusion given that NCTE has ignored important research that has obvious relevance to the LEARN Act and its methods.
NCTE. 2009. Ask Your Senator to Cosponsor S. 2740, the LEARN Act. http://www.ncte.org/action/alerts/learn
Krashen, S. 2009. The LEARN Act: Reading First on Steroids. http://www.ncte2008.ning.com/profiles/blogs/the-learn-act-reading-first-on
Cambridge, B. and Williamson, K. 2009. The LEARN Act and NCTE. http://www.ncte2008.ning.com/forum/topics/the-learn-act-and-ncte.
— Stephen Krashen & Susan Ohanian


Origin of the People of Pohnpei
Excerpted from “Micronesian Legends” by Bo Flood, Beret E. Strong, & William Flood
Read about Nan Madol
A canoe came from beyond the horizon in search of the “Eaves of Heaven.” Sapikini, a master canoe builder from the southern land of Eir, slipped away from home with seven men and nine women.
The people on his cane asked the wind to help them on their journey. They sailed until they met the octopus Lidakihka, who told them to follow the swells until they came to a submerged reef so long it began where the sun touched the sea at dawn and ended where it disappeared at dusk. The people called upon the gods to help them build a stone alter on this holy reef…
The people who sailed from far beyond the horizon finished their work. They stood together and watched as the land beneath the alter spread and rose up to form an island with mountains and swamps. To honor the divinely blessed island, they named it Pohnpei, which means “upon a stone altar.”
Pohnpei State is one of the four states in the Federated States of Micronesia. Pohnpei State includes the main island of Pohnpei and the outer islands of And (uninhabited), Pakin, Sapwuahfik, Mwoakilloa, Pingelap, Nukuoro, Kapingamarangi, Oroluk, and Minto Reef (uninhabited). Less than 4% of the state’s population lives in the outer islands; however, these islands have cultures and languages that differ from the main island of Pohnpei.  And Atoll is actually inhabited now year round! The people who live there are part of my extended host family in Pakin and Sokehs. They work for the chief in Kitti who owns And, maintaining the land and the marine protected area.
In general, FSM has two seasons — a dry season from November to April and a wet season from May to October. The region sees very little seasonal variation in temperature, with only a 3oF difference between the average hottest and coolest months. Rainy season in FSM is from May to November and dry season is from December to April. Pohnpei itself is one of the rainiest places in the world, with an average of over 200 inches of rain per year.
 Student Atlas of the Federated States of Micronesia (iREi, 2014)
As of 2013, the Pohnpei State Department of Education oversees 40 schools (33 elementary, 5 high, 2 all grade) with 545 teachers and 10,451 students (7,707 elementary, 2,744 high).
The College of Micronesia (COM) serves about 3,000 students and offers associate degrees and certificates in health careers, liberal arts, teacher preparation, technology, nursing, marine science, business, agriculture, criminal justice, culture, and trades. COM also offers a Bachelor’s degree in Elementary Education. COM’s main campus is located in Palikir. It also has 4 state campuses and a FSM Fisheries and Maritime Institute in Yap and a Cooperative Extension Service in Pohnpei.
For additional information about weather and climate in Pohnpei
|Land Area||345 sq km (133.2 sq mi)|
|Languages||Pohnpeian, Ngatikese, Mokilese, Pingelapese, Nukuoro, Kapingamarangi, Mortlockese, English|
|Indigenous Ethnicities||Pohnpeian, Ngatik (Sapwuahfik), Mokilese (Mwoakilloa), Pingelapese, Nukuoro, Kapingamarangi|


Nanaimo Ladysmith Public Schools’ Early Years Program works with community partners to enhance programs and provide services and support for families and young learners, in order to meet the developmental needs of children prior to entering school.
Programs include Ready, Set, Learn; Parent Child Mother Goose, StrongStart Centres, and Welcome to Kindergarten. StrongStart Centres provide a drop-in program for children under 5 and their parents or caregivers.
Ready, Set, Learn events for 3 and 4 year olds and their families – this free program is designed to assist parents in supporting their child’s early learning while connecting families with the school system and other families. Check with your neighbourhood school for dates and times.
Early Years Contact
For more information about the Early Years programs in Nanaimo Ladysmith Public Schools, contact District Vice-Principal Jane Carroll email@example.com, 250 741-5237.
Inclusion in NLPS
Inclusion is the belief that all students should, where possible, receive their education in age-appropriate regular classrooms in their neighbourhood schools. The school district, together with parents, determines the support(s) needed for successful inclusion.
Inclusion is a continuum of options designed to foster the feelings of belonging, acceptance and community.
Play has a positive effect on early childhood learning. Play is imagination – it allows children to explore and discover. Play stimulates healthy brain development and nurtures literacy and numeracy.


“Your read-aloud suggestions include so many of my favorite books! I love the quality of the illustrations and the connection that the materials make to children’s literature.”
The foundation of literacy lies in the unhurried time spent reading to and with our children.
The Read-Aloud Connection is a conversation devoted to the importance, the documented benefits, and the joy of the classroom read-aloud. This conversation includes articles on current research and best practice; book reviews; and ideas for incorporating children’s literature into the everyday work of your primary or elementary students.
While focus is placed on the Montessori classroom, it is our hope that the information shared will encourage read-alouds in all venues of early childhood learning, including the home. You are invited to share your experiences, ideas and comments.
More about our read-aloud suggestions
The human brain loves story. Using works of fiction and creative non-fiction as classroom read alouds engages the child’s interests, bringing information and knowledge to life for young learners. To that end, at least one work of fiction or creative non-fiction is suggested for each activity.


Free Online Course: Content Literacy Instruction
I recently learned of a free online professional development course available called “Reading and Writing in the Disciplines”. It was produced by WGBH Educational Foundation and made available by the Annenberg Foundation. It can be accessed for free at the website Annenberg Learner: Teacher Resources for Professional Development Across the Curriculum.
The course consists of eight units that are divided into two parts:
- The first part (Units 1-4) is intended for teachers in all subject areas and provides an overview of disciplinary literacy, essential concepts related to proficient writing and communication, and general instructional and assessment practices that promote literacy development.
- For the second part (Units 5-8), educators select a subject area and focus from these areas: history/social studies, mathematics, science, English. They are then guided to content that is devoted to literacy demands in that subject area.
Embedded throughout are readings, reflections, interactive activities, and video clips of classroom instruction. The content is excellent and based on best-practices research. In addition, educators who take the course can participate in a “Teacher Talk” email discussion. They can also purchase graduate credit for taking the course.
After reviewing the full course, I have to say that it is an excellent introductory course about content literacy instruction in grades 6-12. It provides the kind of background knowledge that I wish every content teacher who we work with would have before they participate in Keys to Literacy training. Check it out!


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


Even though you may not think that the domestic worker will benefit from numeracy training, the opposite is true. You will also benefit when your domestic worker becomes skilled in day to day Mathematics through numeracy training. Take for instance, the calculation of the correct measurement of detergent to use or making measurements when baking. What about instances where she needs to do shopping or calculate the costs of groceries? These are just the basics, but by empowering your domestic worker through numeracy training for the domestic worker to understand and apply her numeracy skills in the workplace, you also improve your quality of life as more tasks can be delegated to her. Our social responsibility is to improve the skills of our employees and thus helping them to reach their full potential. Contact Triple e to book an ABET numeracy training for the domestic worker course.


There are a growing number of children in America who are personally affected by the ongoing war in Iraq. Children in particular are subject to media and conversations that often result in them obtaining knowledge that is perhaps too complex and serious for their age. I would argue that this burden of knowledge and worry affects children on a daily basis. While traditional research suggests that children exhibit aggressive behaviors during such times, this qualitative analysis suggests otherwise, claiming that children deal with their emotions in idiosyncratic ways. This study looks at the effects that the Iraqi war has had upon one eleven year old boy; specifically examining the efficacy that the internet has exercised in this boy’ s life.
Amy Schneider, ’07 Darien, IL
Major: Elementary Education
Sponsors: Jill Heinrich, Kerry Bostwick


Equipped for LIFE: Meeting Today’s Physical Education Needs
Today’s sound physical education programs are designed to help each child reach their individual potential in motor skill development, fitness, play and movement concepts. The most outstanding programs also provide opportunities for learning competency, sportsmanship, understanding and personal responsibility. The goal is not the activity itself but rather the complete development of the child.
SNAG® is a modified golf game created to be an important and essential part of the physical education curriculum. But its benefits do not stop there. Because of its design and adaptability, it can aid in teaching academic concepts in the classroom, as well as develop the important life skills that are often missing from today’s educational system. This is why SNAG® Golf has developed the iPE™ School Program.
More than just a game, SNAG’s iPE™ School Program K-5 curriculum offers teachers an opportunity, in a single activity, to meet many of the standards set by the National Association of Sport and Physical Education (NASPE). The physical education programs which are the most educationally sound contain objectives in the three domains of student learning: Psychomotor (physical skills), Cognitive (knowledge of concepts, rules and strategies), and Affective (emotional well-being). The iPE™ School Program curriculum includes objectives in each of these three domains, as well as ideas for academic integration.
All three of these areas are important for successful development of the whole child in physical education. What further makes the SNAG® iPE™ curriculum unique is the Life Skills section that addresses the emotional health issues of the students in each lesson, kindergarten through fifth grades. Setting boundaries, making decisions, resolving conflicts and managing stress are just a few of the affective objectives detailed for each “Life” lesson. Basic concepts such as personal behavior, decision-making, appreciation and consideration are focused on in the K-2 years, while more advanced concepts are explored in the grade 3-5 years.
The availability to incorporate academic lessons within the curriculum makes SNAG’s iPE™ School Program a valuable tool to support classroom learning. SNAG® can be used to help teach concepts in mathematics, English and literature, social studies, geography and science. The SNAG® iPE™ School Program curriculum includes lists and descriptions of games that can enhance instruction in all of these subject areas. In addition, the mere playing of the game itself helps students develop creativity and understanding of spatial relationships by learning to design their own holes (called Stickys). For Ed Pros with approved status, the iPE™ Instructional Video and Elementary Lesson Plans are available as a free download through the online store. Ed Pros also have the opportunity to register through the site for upcoming iPE™ webinars as they come available.
Golf In Our Schools
It has been said that the game of golf is a microcosm of life itself. The sport, more than any other, truly reflects the well known adage, “It’s not whether you win or lose. Its how you play the game.
Golf’s dependence on the integrity of the individual is responsible for solidifying the character of the millions who have played it. Unfortunately, this character- building sport has rarely, if ever, been effectively offered as a curriculum option in the world’s school programs. Until now.
Developed by former PGA Tour players Terry Anton and Wally Armstrong, SNAG® provides an excellent entree for kids into the game of golf, beginning at the earliest stages of the educational system. The SNAG® curriculum, incorporates the teaching of all-important academic parallels and life skills that will not only make better students, but better human beings and more solid citizens.
The SNAG Adopt-A-SchoolTM – Flip Book


Have you ever been at a dinner party, a baby shower, or at book club when a conversation erupts concerning occupations? One guest talks about being a financial planner, another details the daily grind of some medical profession and then the spot light turns to you. Caught, like a deer in the headlights, you mutter something along the lines of “I am just an art teacher.” You get the standard responses “Isn’t that fun/cute/precious!” “I bet the kids love coming to play/finger-paint/make macaroni necklaces with you!” “Summers off! Must be nice! What do you do with all your free time?” Or, even worse, the conversation segues into you helping pick out a paint chip for the bathroom. Ugh!
When you arrive home later that evening, your mind is reeling with a thousand things you should have said.
You do SO much more than “just teach art!” Art teaches creativity, problem solving and application of real-life skills! Art class combines visual literacy with cross-curricular connections in every field while also teaching life skills like empathy and meaning. Students design and create self-portraits, paint landscapes, and draw from direct observation (and that is just in Kindergarten!). Millions of employees in this country work in a creative field. Want to talk about job development? Creative minds are the future of this nation! By the way, I rarely (if ever) use finger-paint and have not once made a macaroni necklace! Ahhh!
As art teachers, we are VERY passionate about the arts. We have to be. This field is unlike any other in that it constantly needs to be advocated for, especially in the current economic downturn. As budgets are thinning and spending is cut we, now more than ever, need to unite to keep the value of our programs clear and support strong. You can help this cause. I am not asking that you run for office, create a picket sign or burn your bra, I am asking that you take a few simple steps to advocate for Art Education.
3 Simple Steps to Start Advocating Today!
Step 1: Create a goal. Why are you teaching art? What do you believe in?
Step 2: Stay informed. What current research supports your goal?
Step 3: Spread the word. Write down 2-3 sentences that sum up your goals and beliefs, with a sprinkling of hard facts and MEMORIZE IT! The next time you are asked what you do, you will be prepared to share your insight and dazzle your peers. We can all help to spread the world and together, we will be heard! To learn more about advocacy check out AOE’s new Advocating for the Arts class this November.
How do you respond when you get comments about your profession as an art teacher?
Share with us your 2-3 sentence advocacy plug in the comments!
[author] [author_image timthumb=’on’]https://www.theartofed.com/content/uploads/2012/07/Screen-Shot-2012-07-01-at-5.59.44-PM.png[/author_image] [author_info]Heather is a member of the AOE Team and teaches several of our online classes, and will now also be writing articles! Welcome aboard, Heather! Learn more about her on the About Page, along with our other writers! [/author_info] [/author]


Look-say, whole language, phonics…what approach do you use to help your child who is learning to read? What method were you taught as a child? I am going to date myself here, but that’s alright. I grew up learning to read with Dick and Jane. Oh how I loved baby Sally, Spot the dog and Puff the cat, Mother, Father, and of course, Dick and Jane. I loved the pictures in the series, too. The problem is that I was not exposed to any phonics instruction until after second grade. YIKES!
My family moved to a different town, and thus a new school, when I was going into third grade. My new school didn’t embrace sight words, they were very much into phonics. Uh-oh, that spelled trouble for me. Not having a basic understanding of phonics made completing worksheets in third grade a bit of a challenge. I was expected to know stuff that was foreign to me. I survived somehow.
When I was in college learning to be a teacher, whole language was riding high. I didn’t think I was the total answer though. My gut tells me that kids need a healthy mix of phonics, sight words for those that can’t be decoded, and great literature. Using a healthy mix of resources produces balanced kids who are ready to attack anything that comes their way. It’s a little like math. There are sometimes multiple ways to learn to do a specific problem. If you have been exposed to some of the various methods, the likely hood of you successfully solving the problem is high.


We often hear a lot about children and development, their key milestones and reaching targets. We often consider the traditional elements of reading and writing and physical skills as topics. However, the two actually go hand-in-hand and we should consider combining these areas.
Integrating physical activity into young children’s daily lives is essential for creating a good foundation of activity that will inspire them to continue throughout the rest of their lives. The positive habits that children learn greatly increase the likelihood they will remain physically active in their later years.
There are many reasons that promoting structured physical activity in children will benefit them throughout childhood and their later years.
• Associated benefits of physical activity – e.g. reduced health risks, stronger development.
• Social Development – e.g. sharing, taking turns, listening.
• Emotional Development – e.g. forming friendships.
• Mental health and wellbeing – e.g. self-esteem and confidence.
Children are naturally active and will move, run, kick, throw, and play on their own in nearly any environment. However, children today are faced with a variety of challenges that reduce their natural ability for physical activity, including: Childcare, sedentary lifestyles, car seats, buggies, technology etc.
Those children who do participate in physical activity are more likely to have:
• Better social and motor skill development
• Increased school readiness skills
• Well developed muscles, bones, and joints
• Reduced fat and lowering blood pressure
• Reduced depression and anxiety
• Increased learning capacity
• Developed healthier social, cognitive, and emotional skills
• Built strength, self-confidence, concentration, and co-ordination from an early age
• Have fewer chronic health problems, are ill less frequently and miss less school
• A significantly reduced risk for a number of childhood and adult diseases, including heart disease, diabetes, obesity, depression and mental illness.
With all of the evidence pointing towards the benefits of movement, at Fit and Healthy Kids we have developed a series of sessions to get your tots moving, whilst integrating areas of the Early Years Development Programme. Each of the classes cover both fine and gross motor skill development with a Class Leader. With a changing theme each week the ability to adapt and change tasks, use their vivid imaginations and integrate elements of Early Years learning we feel this is a fantastic active way to allow your young children to develop.
In each session there are lots of opportunities to take part in team games and activities as well as time for free play and discovery. New ideas and traditional elements run side by side to create a fun and active environment. There is lots of kit to try out, obstacle courses, balance beams, parachute games as well as ball skills and hurdles. Listening to instructions, making friends, taking turns are all part of the session. As well as working on the physical attributes such as speed, balance and agility we will be colour matching, counting and using both fine and gross motor skills.
Classes available from walking up to 5 years.
Classes currently being held in Abingdon and Didcot.
Why not book a free taster session?


Flying Dragons or Draco Lizards – The Lizards That Can Fly
Most myths have a grain of truth in them, including the myth of winged dragons that can fly. In Asia, there is a small lizard that can fly, called the flying dragon. Flying dragons don’t have wings though. They have flaps of skin on either side of their bodies. The flaps spread out to make a sort of glider.
Flying dragons can leap from trees and glide more than 50 feet. They can even turn around and glide back to the same tree! Flying dragons use this skill to escape from predators or catch food. Flying dragons are insectivores. They eat ants and other insects.
Fun Facts about Flying Dragons for Kids
- Flying dragons lay between one and five eggs. The mother doesn’t stick around to care for the babies.
- The skin flaps that give flying dragons flight are often brightly colored. They might be yellow, blue, red, spotted or striped.
- Flying dragons grow to about 12 inches.
- Flying dragons have a skin flap under their throats called a dewlap. It might be yellow or blue.
- Flying dragons are sometimes called Draco lizards. Draco means dragon in Latin.
Flying Dragon Vocabulary
- Myth: pretend story based on truth
- Glider: a type of plane that glides on air currents
- Insectivore: eats bugs
- Dewlap: flaps under the throat
Learn More All About Flying Dragons
Watch this video to see the flying dragon glide in slow motion:
A video documentary about flying dragons.
Flying Dragon Q&A
Question: Do flying dragons come down to the ground?
Answer: Flying dragons are safer in the trees. They only come down to lay their eggs in a hole in the ground. The mothers cover the hole with dirt and stand guard for about a day.
Question: Are flying dragons poisonous?
Enjoyed the Easy Science for Kids Website all about Flying Dragons info? Take the FREE & fun all about Flying Dragons quiz and download FREE Flying Dragons worksheet for kids. For lengthy info click here.
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When one is taking a look at the music of the UK it has to be recognized for its importance not only as a form of entertainment in general but how it affects various age groups. While this holds true of music being presented in any part of the world in some ways the UK is unique in its offerings. This is based on its wide range of traditional music that still seems to remain as popular today as it was in era’s gone by.
One of the great attributes about the music industry in the UK is that it has gone beyond the boundaries of entertainment and has taken on an important role in the educational fields.Throughout the learning years of young students in the UK they are exposed to the teachings of music at a very young age. These teachings have instilled many of the needed characteristics that musicians need to possess. Some of these attributes are developing a passion for music, enhancing their natural skills and perfecting their weaknesses. Then added to this is character building for dedication and the application of hard work that is a demand that the music industry places on any of its categories.
With the importance of music being so highly recognized throughout the UK it has opened the doors for private businesses to gain a foothold through the offering of what have become very prestigious music schools. Some of these schools have become so highly recognized that they entertain students from other parts of the world with their teachings.
Music is highly regarded in the UK at all levels including the government chose to become involved in a National Plan for music education.
It should be recognized that music also plays an important role in the UK economy. Not only does it open doors for potential employment opportunities but it can indirectly affect many other industries and a prime example of this is the tourism industry.


Reading aloud isn’t just for beginning readers. Expressive oral reading is a foundational reading skill that all students should be developing between first and fifth grade. Find out why.
Phonics teachers know that knowledge of word families can help students sound out many words such as tall, call, calling, west, crest, tallest, etc. It’s much the same with Latin and Greek morphemes, which not only provide clues to the pronunciation of words, but also help students determine the meaning of words.
You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.
Why is it that some children learn to read faster than other children, and what foundational skills can be strengthened to improve a child’s ability to read?
Reading comprehension skills go hand-in-hand with reading fluency. Learn more about how the two are related, and find out how to help students develop reading comprehension skills by becoming more fluent readers.
Automaticity in reading is the ability read without consciously thinking about it. Find out why automaticity is the foundation for student learning success.
Student test scores from St. Mary Parish School District have steadily increased after Fast ForWord and Reading Assistant implementation, surpassing the state average score on the LEAP.


Transition Pathway Leader: Mrs M Jones
Years 7 and 8
Year 7 is the beginning of Key Stage 3 and the beginning of an exciting journey through secondary school education. Throughout the year pupils are nurtured and our school values are constantly reinforced. Good practice is established, enabling pupils to develop the necessary skills to become excellent pupils.
Success is rewarded and pupils strive to achieve their full potential in all areas of school life. Pupils in both Years 7 and 8 are encouraged to participate in a wide range of extra curricular activities that take place both in and outside of school time. All through the year there are many opportunities for pupils to take part in drama, music and sport. Pupils are also offered the opportunity to partake in various residential visits. As pupils move from Year 7 into Year 8 they mature and become responsible role models for the new intake.
Pupils in Years 7 and 8 are set end of Key Stage 3 targets. These are based on a combination of pupils’ Key Stage 2 results from Year 6 and any extra progress made in Years 7 and 8. In the summer term, Years 6 to 9 sit National Literacy and Numeracy Tests. The results of these are analysed and intervention strategies are used to support Year 7 and 8 pupils whose literacy and numeracy skills fall below expectation, in order that they develop the skills necessary to access and enjoy their wider curriculum. Year 8 pupils are encouraged to have ownership of their end of Key Stage 3 academic targets, enabling them to achieve at the highest possible level as they move towards Year 9.
Year 9 is the final year of Key Stage 3, and as such, it is a crucial year for achievement and choice. The National Curriculum levels that pupils achieve at the end of Year 9 are used to initially group them into sets and to identify GCSE targets for them to aim towards during their Key Stage 4 studies.
The Year 9 options process begins in the latter half of the autumn term where pupils are given a number of presentations in assemblies from the Deputy Headteacher in charge of the curriculum, from Subject Leaders and from outside agencies for courses they may not have experienced at Key Stage 3. Pupils complete their options process in the spring term which begins with a pre-options evening. The Deputy Headteacher, Subject Leaders and guest speakers from outside agencies give details of the curriculum and courses and parents have the opportunity to speak with them to discuss the suitability of those courses for their children.
Careers Wales advisors are also available to give further guidance on career, further and higher education pathways. In the summer term, pupils sit National Literacy and Numeracy tests. The school submits End of Key Stage 3 validated results to the Welsh Government and Interim Reports are issued to parents informing them of these results.
In this section:
Once you get your GCSE results you can apply online for your Year 12 Sixth Form place. This application form is to be used to apply to Year 12 only. […]
Congratulations to our Y13 students who have worked so hard and achieved fantastic results: 100% of them have achieved 2 A* – E (Level 3 threshold) (the 3rd consecutive year […]
Good luck to all our sixth form students today! Results are available for collection from Castle Canteen from 9.30am. Please note only the MAIN GATE is open and there is […]


By Teachers, For Teachers
In order to reach all learners, teachers use differentiated instruction strategies. These techniques are meant to accommodate each individual student’s learning style, readiness, and interest, and they involve using a variety of different instructional methods, such as flexible grouping.
Flexible grouping is not anything new. Teachers have been grouping students in varying ways since back in the schoolhouse days. Back then, teachers grouped students based on their age or ability.
Today, teachers are discovering that grouping and regrouping students in a variety of ways throughout the school day actually makes their job easier, and makes their students more productive. Flexible grouping is more than just moving a students’ seat, it is practical way to differentiate as learning needs dictate.
Here we will take a look at what flexible grouping actually is, what to consider when using differentiated instruction strategies, and how you can create and manage your groups.
Flexible grouping is a range of grouping students together for delivering instruction. This can be as a whole class, a small group, or with a partner. Flexible grouping creates temporary groups that can last an hour, a week, or even a month. It’s not permanent, but it is a temporary way for students to work together in a variety of ways and configurations depending upon activity and learning outcomes.
In order to successfully differentiate instruction through flexible grouping, teachers must consider student learning profiles. In order to promote maximum learning, students need to move frequently among groups according to their specific needs.
There are a number of instructional benefits to flexible grouping. Teachers use this strategy because it’s a great way to meet the academic, social, and emotional needs of each student, and it allows the teacher to zero in on any specific needs of one student. It allows students to have the opportunity to work with, and learn from, their peers in a way that lets them feel comfortable contributing. When students work in a variety of groups, they learn to work independently and cooperatively with a variety of personalities.
Flexible grouping means a lot of preplanning. Teachers need to look at assessment data, test results, student needs, and abilities in order to determine the group size. It’s essential when grouping students to not place them in the same group for every activity. The key to successful grouping is to be flexible so you can meet each individual’s needs. Here are a few things to consider as you create your flexible groups:
Managing Flexible Groups
Successful grouping does not happen overnight. It take a little bit of planning and classroom management skills. As you group your students for differentiated instruction consider the following tips:
Flexible grouping is a strategy that is developed over a period of time. To ensure successful grouping and promote maximum learning, it is essential that assessment is frequent, and that students are moved into appropriate groups regularly. To avoid any classroom chaos and disruptions, effective classroom management skills must be set into place.
How do you differentiate instruction in your classroom? Do you use Flexible Grouping? Share with us in comment section below, we would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


By Teachers, For Teachers
In order for students to inquire, it’s important for you to use teaching strategies that enable you to ask the right questions. In fact, many teachers feel that teaching strategies revolving around questioning are the foundation of education (when done effectively, of course). To help your students develop the skills of inquiry, as well as extend their learning, consider asking them the following questions.
As a teacher, it’s important to monitor your students’ understanding of a concept and make sure that no one is falling behind. When you ask a blanket question like “Does everyone understand?” to your whole class, then you will most likely get a blanket response of the students nodding or saying yes, even though a few of the them still don’t understand. That’s why it’s important to go around the classroom as the students are working and ask each student personally. If you think that will take up too much of your time, then you can set up a system where students can show you that they still have questions by flipping a card to red at the end of their desk, meaning they still need help.
As you go around the classroom, extend your questioning to include questions like “How do you think you are going to tackle this question?” and “Would you like me to go over something again?” For some students, asking for help is embarrassing, so by asking these types of questions, you are giving the student the opportunity to ask for help without really coming out and asking for help.
Another great question to ask is “Why is this important?” Oftentimes, young students don’t grasp why they have to learn something. Many children will often question what the purpose is for learning algebra or fractions. Make them understand why they are learning each concept, and why it’s important for them to learn it. By doing this, you are giving them the tools to develop a healthy attitude about learning. When you ask students the question “Why is this important?”, you are giving them the chance to explain to themselves why they need to learn something, which will help reinforce the concept in their mind.
This question gives students the opportunity to have a voice and an opinion about what they are learning. When you get student feedback, you can transform your lessons into lessons that students are interested in and engaged in. By simply asking the question “What do you think about this lesson?” or “What do you think was the best part or the worst part?” you are learning what students liked and disliked, and can apply all of the things that they loved into your next lesson.
This simple-yet-powerful question can help lead students to succeed. Your students may have many questions, so this one simple question can help you figure what the student needs in order to understand the concept and/or complete their task.
Questions help to lead students to inquire more questions about what they are learning. By simply asking students what other questions they still have, you are opening up the offer for them to ask even more questions about the concept, idea, information or evidence that they are learning. A great way for students to feel comfortable asking questions is to use the Think-Pair-Share cooperative learning strategy. After you ask students a question, give them a moment to think about the question, then allow them to share their thoughts with a partner. If they have more questions, then they can discuss that with their partner as well.
Ask your students these questions daily. Be sure to give your students time to think about the question, then to respond to it. Be aware of the tone of your voice when you are asking the questions. Your goal is to use a higher pitch in your voice so students will understand you are inquiring and asking a question versus a statement.
Do you ask your students any of these questions? If not, then what teaching strategies work well in your classroom? Please share with us in the comment section below.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


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Origin of the Waldorf Method
The Waldorf method of teaching was inspired by Rudolf Steiner, a noted Austrian philosopher. Rudolf Steiner is possibly best known as the founder of Anthroposophy, a philosophy some describe as esoteric and on which Waldorf Schools are based. Originally developed for private charter schools in Europe, homeschoolers now apply the same principles to teach their children in a home education setting.
To provide a little background on the Waldorf method, it began in 1907 when Steiner wrote The Education of the Child. In 1919, as a result of his writings, he was invited to discuss his theories on education with employees at the Waldorf-Astoria Cigarette Company. The first Waldorf School was founded shortly after to teach the children of those employed by Waldorf-Astoria in Stuttgart, Germany. The school taught children based on Steiner’s theories on the three stages of child development and the need for human beings to live with an inward purpose and drive.
- slide 2 of 4
The Waldorf Approach
Waldorf homeschooling does not require a specific curriculum. However, many curricula have been developed to be in tune with the Waldorf approach. Waldorf methods seek to encourage a child’s natural development, using artistic expression and imagination, while encouraging inner growth and social responsibility. A Waldorf School is similar to traditional educational environments in that trained teachers lead a small group of students. However, many Waldorf homeschooling families follow what is known as a “Waldorf inspired" educational program if they do not live close to a Waldorf School.
Using the Waldorf approach at home, parents combine a variety of story books, visual aids, natural materials, and craft supplies to teach their children. The focus is less on academics and more on teaching the child to learn by example, exploration, and imagination. Education can begin long before the child is of "legal" school age, during the early development years before age six or seven.
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The First Eight Grades
The Waldorf method is based on three stages, preschool from birth to 7, elementary education from age 7 to 14, and secondary education from 14 until graduation. During the preschool years, children are taught through guided free play. They are encouraged to imitate by example. The goal is to teach the child in the most natural setting possible, encouraging them to take part in a productive manner in all activities. Parents are advised to restrict preschooler’s exposure to television, gaming systems, computers, and other media influences that could stifle the child’s creativity and intellectual growth.
Children begin their formal education around the age of six or seven. During early education, curriculum is arts-based, encouraging children to learn through drama, dance, art, music, and crafts. Foreign language studies begin almost immediately. Subjects are taught through storytelling, reading, artwork, and other forms of artistic expression and exposure.
Rather than textbooks or formulated curriculum, parents use themed lessons that change monthly. Children track their learning through a main course book they create and illustrate themselves. This approach is consistent through the eighth grade, when children advance to secondary education. Secondary education presents a more academic focus, with creative thinking, intellectual understanding, and social responsibility taking primary focus.
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Parents as Teachers
In a traditional Waldorf school, teachers begin teaching a group of children transitioning from preschool to elementary education. The teacher will then follow the group and continue teaching all subjects throughout their time in elementary school. This practice is called looping and is intended to help the child form a long-term relationship with their teacher. In adolescence, as the child moves to a more academic focus, teachers change based on subject specialty.
In Waldorf homeschooling, the parent acts as the looping teacher, although following along with the student through secondary education and beyond. In such instances, the methods of teaching are the same, focusing on artistic presentation of learning materials and creative imagery illustrated by the student. Parents can follow the same principles and educational recommendations at home as Waldorf teachers do in Waldorf schools.
Waldorf-inspired curricula provide an organized roadmap to help parents. These curricula provide the same encouragement and development as described by Robert Steiner in his writings on education. Depending on the supplier, these curriculum options range in price from $10 for single books or visual aids, up to several hundred dollars for science kits including lab supplies and instructions for secondary education students. However, there are many options available to parents that include free unit studies, learning aids, and lesson-planning guides.
- The Steiner School, First Waldorf School in N. America
- Image courtesy of Wikimedia Commons http://commons.wikimedia.org/wiki/File:Steiner_um_1905.jpg
- The Association of Waldorf Schools in N. America (AWSNA).


The Necessary Centrality of the Arts
This presentation argues there is an urgent need for new teaching methods to engage childrenwith Autism Spectrum Disorder in the visual arts. The historical record shows that the ability to establish relationships with others based on the underlying presence of affect, on shared common interests, and on creative activity contributed significantly to the artist Jessica Park’s developmental progress as a person with autism. One method that seems especially effective is to combine behavior modification techniques with an interpersonal relationship. Intervention should not be a strict template on how to teach art to children with ASD but rather a flexible guide that supports the unique interests, talents, and skills of these artists. At the same time, it should consistently support their art process as a fluid and dynamic creative pathway of learning in the visual arts. This intensive social environment ensures a successful artistic experience in which learning in the visual arts can occur over time, with all the depth, layering, and complexity art can provide to innately creative autistic minds.
Gillian Furniss, Ed.D.
Assistant Professor of Art Education
Art and Design Department
Mississippi University For Women
Gillian J. Furniss, Ed.D. is an art educator and visual artist. She is Assistant Professor of Art Education in the Art and Design Department at Mississippi University For Women in Columbus, Mississippi. As a doctoral student at Teachers College, Columbia University, in New York City she wrote her dissertation on the role of intervention in the early art process of Jessica Park, an artist with autism. She taught art to children with Autism Spectrum Disorder. She writes articles in scholarly journals and presents at conferences about issues concerning how to teach students with ASD to engage in the visual arts.
More about Gillian Furniss at www.gillianfurniss.com


Juan Grajales is currently located in Odisha India and on behalf of the World Literacy Foundation he is collecting research data on issues relating to literacy in the region.
Odisha is one of the poorest states in India. A densely populated region with limited food, water and educational resources. These challenges and issues are becoming more prevalent in the region. With limited access to educational resources, children are vulnerable to labour exploitation, early marriage, abuse and intergenerational poverty.
According to UNICEF, 11.9 million children in India between ages 6-13 are not in school. Those living in rural areas and communities are less likely to be attending school. The sufficient educational resources are not available to children living in rural areas, marginalizing them out of the mainstream school system in India. More so, poverty, cultural traditions and family values are rejecting their attendance to school. Without the necessary literacy and numeracy skills, poverty may remain widespread and inevitable.
Suban is five years, and his brother Krishna is three years old. They live in Gopalpur, a small, rural community in the Odisha state, India. In Gopalpur, many children and youth do not have their own books to read or appropriate learning materials.
Everyday, Suban is faced with the challenge of finding books and educational resources in his village. He hopes one day he can achieve his dreams of becoming a doctor and helping the people in his village. However, without any educational resources, Suban is likely to drop out of school and help his family in the fields. This is a common issue in many rural communities in Odisha. Many classrooms are lacking the educational resources children like Suban, need and desire for.
Suban is one of the thousands trapped along a poverty chain in Odisha. The limited amount of educational resources available in his school and books to read in his village are hindering his opportunities at becoming a doctor.
Education is a basic human right, right? As children are being pulled out from school to the support their family, their right to education is being violated. More so, their hopes, dreams and aspirations are being dismissed.
Every child, regardless of where they were born, the situation they were born into, deserves the opportunity to learn. The United Nation’s Sustainable Development Goal 4 outlines “education is the sustainable base for improving people’s lives”. We believe, education is one of the most powerful tools for eradicating poverty, injustice and inequality. Without education, a child or community can not develop and grow.
The World Literacy Foundation aims to advocate for better global literacy standards. We envision in a world in which every one of us can read and write, in which there is free access to education for all.
Over the past month, we have been visiting the rural communities in Odisha, India. The demand for educational materials are more apparent than ever. We have been distributing books to children. But now, we believe that blending traditional learning methods with digital tools will provide a greater outreach and impact.
We postulate that implementing a low-cost, solar panel tablet designed for ‘off the grid’ classrooms is the most valuable solution for decreasing India’s illiteracy rates. A tablet with preloaded educational content and a digital library has the ability to transform India’s classrooms, especially those among rural areas. An educational tablet has the potential to bridge the literacy gap in India and in many other developing countries.
One educational tablet costs $170. That’s all it costs to provide 20,000 digital books for one classroom in India.That’s all it costs to support 30 children for a hopeful future. That’s all it costs to prevent 30 children from entering a cycle of illegal exploitation, abuse and poverty.
Ensuring all children have the right to education can only be achieved through joint collaboration. The World Literacy Foundation invites others to join us in achieving this sustainable development goal in providing quality education to all. Let’s make sure that children can have access to sufficient educational materials.
Written by Jamie Kay


Welcome to the 4-5 year olds at The First Steps. The children in this age group will have their fifth birthday during the academic year, which starts late August or early September. The following information will give you an insight into the curriculum for this age group and the way in which it is taught.
Topics – usually lasting half a term – are selected as a focus for learning and for the development of skills. Details of Topic – based activities in which your child will be involved will be sent to you during the year.
On going experiences which focus on the individual acquisition of literacy and numeracy skills are planned and taught according to the children’s needs. Children learn at differing rates and we are always aware of the need to recognize this in planning for individual development.
During the year, the use of themes and topics also allows us to work on the 7 areas of development;
Personal, social & emotional
Communication & language
Problem solving, reasoning & numeracy
Knowledge & understanding of the world
About the Lessons: In this foundation stage the children are exposed to literacy and numeracy skills, which are well planned and taught to the children. During the year the jolly phonics knowledge is introduced on daily bases where the child learns the phonetic sounds and is able to blend them correctly. They children are able to use the phonic knowledge in writing and reading from simple growing to complex words. They are able to understand the uses of punctuation in writing simple sentences independently.
In numeracy the children are able to recognize the numerals up to 20 and are also introduced to addition and subtraction with the help of objects and counting through fingers and the mental recall of number bonds.
They are able to use words like bigger/smaller, heavier and lighter and also understand the quantities through the problem solving.
We also provide children with a wide selection of books that we read with them individually and in groups. We encourage them to listen and ask questions about the story. We give them opportunities to make up stories themselves. Books are also chosen to take home each day to read with the parents. The child is able to read the books with accuracy and fluency by the end of the year. We use the oxford-reading tree books to the children.
There is time set aside each day for play in the garden, as well as weekly Physical education classes, music and swimming lessons.
ICT: Appropriate computer programmers are used to support the children’s learning.


Children are busier today than ever. You may not think you have time to add music education to their schedules, but a paper towel flute you or your child can make is one way to help younger children learn about and foster an interest in music. The paper towel flute is a project for an introductory music class, a homeschooling assignment or a scouting activity.
Things You'll Need
- Paper towel tube
- Small cutting blade
- Clear tape
- Assorted colors of electrical tape
- Permanent marker
Designate one end of the tube as the top and one end of the tube as the bottom.
With a pencil, draw a straight line from the bottom end to the top end on the outside of the tube. You will place all of the holes on this line.
Measure 1 inch from the bottom tube end and place a dot on the line using a permanent marker. Next, measure 2 inches from the bottom of the tube and mark a second dot. You now have two dots on the line: one is 1 inch from the bottom, and the other is 2 inches from the bottom. Continue the process by marking three more dots, each 1 inch from the previous one, until you have five dots.
Trace a small rectangle 2 1/2 inches from the top end of the tube. The dimensions of the rectangle are 3/4 inches by 3/8 inches. Place the rectangle, centered, on top of the same line that connects the dots.
Penetrate the five dots with the cutting blade to make a small hole. Cut out the rectangle with a cutting blade.
Cut five pieces of electrical tape, each 2 inches long. Place one piece across the bottom end of the tube, stretching it across so it bisects the open end. Place another piece of tape across the bottom end, forming a cross with the first piece of tape.
Rotate the tube slightly and add a third piece of tape, forming an asterisk shape. Continue rotating the tube and placing pieces of tape until the end of the tube is completely sealed.
Put a 2-inch strip of clear tape across the first longer edge of the rectangular blowhole. Press the tape around the edge, to the inside of the flute, and squeeze it with your fingers to stick it down. Repeat with the opposite long edge of the rectangle. The tape creates smooth edges for the best acoustics.
Decorate the tube with the rest of the electrical tape, if desired. Be sure not to cover any of the holes.
Hold the flute with the rectangular blowhole just below the lips and the end of the flute facing your right, just as a musician holds a real flute. Adjust for optimal sound by experimenting with the distance you hold the flute from your lips. Sporadically cover and uncover the five holes with your fingers to hear different tones.
- Photo Credit beautiful woman playing flute image by Galina Barskaya from Fotolia.com christmas psaltery with recorders image by Robert Yoder from Fotolia.com
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By the time many kids get to second grade they're already wondering whether they'll ever be "good at math." Yet researchers at the University of Michigan say all kids understand a lot more math than adults usually give them credit for. Last week they published results suggesting that children are capable of learning and understanding basic mathematical concepts and operations at a much earlier age than previously thought.
Does this mean 5 year olds can do calculus? Not quite. But it does suggest states could step up math instruction for preschoolers — and offers further proof that well-designed pre-K programs serve a much more important educational function than simply providing free day care for busy parents. Helping children develop a stronger sense for numbers early on could even reduce the embarrassing gap in mathematical ability between U.S. students and their foreign peers that international standardized tests have revealed.
The recent study by the Michigan researchers found that children as young as 3 can understand the meaning and value of multi-digit numbers and manipulate simple mathematical concepts. The finding was surprising because it contradicted decades of previous research based on the assumption that very young children do not have the capacity to fully understand place values or to add and subtract multi-digit numbers, both of which are crucial prerequisites for learning higher order math.
Maryland may be ahead of the curve in seeking to make the new view of children's mathematical abilities part of its early education curriculum. State Superintendent Lillian Lowery is urging educators to take into account the new research indicating that not only can very young children can grasp basic principles of counting, sorting and sequencing numbers, they're also capable of recognizing geometrical relationships and performing some mathematical operations.
Now that the state is moving to adopt the more rigorous math and reading requirements to meet the new Common Core standards, Ms. Lowery wants to incorporate the new findings regarding childhood brain development into Maryland's early education curriculum as quickly as possible, starting in child care centers, Head Start programs and other early childhood learning centers. She says it's past time teachers freed themselves from preconceived notions of what children can or can't accomplish because all the evidence points to even very young children being ready to absorb far more instruction in higher-level, critical thinking than the state's schools have been delivering up to now.
As a result, educators are looking to expand the tools they use to assess the math skills of students in preschool. For example, Ms. Lowery wants all pre-schoolers to be able to count to at least 20, be able to put numbered cards on a table in sequence and to know how to perform simple operations regarding quantities, such as adding and subtracting blocks. Schools have long used blocks and other objects children can hold in their hands to help them understand the concept of numbers. Surprisingly, the latest research suggests that can also learn as fast or faster from manipulating abstract quantities such as numerals. One of the more fascinating ideas to come out of the University of Michigan study was that for some reason children found it easier to manipulate Roman numerals than their Arabic counterparts.
Ms. Lowery also believes even very young children can be taught how to sort and classify various objects using numbers — for example, how many students are wearing hats or something red today? Likewise, the curriculum needs to address children's capacity to recognize geometrical shapes and properties — not just whether something is a triangle or a square but also why one is fundamentally different from the other. For instance, if a teacher puts three triangles on a table and two are oriented one way while the third is differently, the child has to understand that all three are nevertheless still triangles.
All children come to school with different degrees of development and ability. But Maryland's approach is based on the principle that its always better to accelerate their instruction than wait for everyone to reach the same developmental level before moving on. It turns out that accelerated instruction benefits even those who are less developmentally ready because the faster students help them catch up.
Poor children often come to school with underdeveloped language skills and smaller vocabularies than their middle-class peers; some studies have suggested that poor children hear fewer than half as many words spoken at home during their first five years as children from more affluent families.
But almost all children are continually exposed to multi-digit numbers, which they hear from adults in the form of phone numbers, calendar dates, street addresses, bus routes and the like. It turns out they're constantly processing that information and as a result develop a surprising familiarity with numbers long before they arrive at school. It's the job of early childhood educators to build on those experiences so kids develop the solid skills they will need to expand their knowledge later on, and Maryland's children need to start that process as early as possible in quality kindergarten and pre-K programs.
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CALGARY, Alta. Mar. 22, 2017/ Troy Media/ – Over the last few years, the importance of music to education has been called into question. Many teachers, parents and politicians have been calling for music to be replaced, with a greater focus on computers and sciences going forward. Many wonder what music can give to the curriculum when so few students end up in a related career.
However, school and education aren’t just about preparing children for a future career; they are about building a rounded education, and allowing children many different learning experiences. Here are just a few of the reasons music is so important in schools.
Very young children cannot express themselves effectively through speech. Even older children, and some adults, struggle. So, offering them as many ways to express themselves as possible helps them learn, develop, understand, and grow their own personalities. Music is a wonderful, creative, form of expression, which gives children a chance to improve their emotional development.
Music is fun and fun is an essential part of a child’s development. Schools are growing more serious all the time. There is more homework, more tests and exams, and less play than there used to be. Having fun is a necessary part of a child’s life. It helps them learn and reduces their stress levels.
Music helps to develop the left side of the brain, which is important for language development. Children who learn with music from an early age often have better language and reasoning skills, and a wider vocabulary.
Many of us remember the lyrics to our favourite songs and can sing along as soon as we hear them. But, we’d struggle to recite a book in the same way. Music is an exceptionally good way at improving memory, which assists education generally and helps students perform better in exams.
Music lessons are a way for children to enjoy school and become more involved in extracurricular activities. Children that enjoy school and are involved in school life often do better. Music and sports are two of the best options.
For children that don’t enjoy sports, there often isn’t much chance for them to work on their team work skills. Music gives them this opportunity. Playing as part of a band, orchestra, or joining the choir allows children to work on their organization, team work, and teaches them to have respect for others.
Children who play an instrument often have greater levels of self-confidence. Music offers them attainable learning goals, which they enjoy meeting. They then feel a sense of pride and accomplishment. Music also offers them an alternative way to deal with anxiety as they get older.
If you are interested in learning more about music, or how music can help in schools and other walks of life, consider an online MME degree. A masters in music education can broaden your career options as well as giving you a greater understanding of music and its uses.
Music is a wonderful thing, so why shouldn’t it be a part of our children’s schooling?
The views, opinions and positions expressed by all Troy Media columnists and contributors are the author’s alone. They do not inherently or expressly reflect the views, opinions and/or positions of Troy Media.
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Try WhichWord? Definitions
with a sample word list!
Note: Although this activity is designed for the grade levels above, it can also be used as a remediation or enrichment activity at any grade level with an appropriate word list.
- Foundational Skills
In addition to reading words in context, students benefit from reading words in student-friendly definitions, rather than in formal dictionary definitions. Vocabulary and spelling lesson plans should include opportunities for both reading words in contextually rich sentences and in student-friendly definitions.
Vocabulary lesson plans include activities that require students to learn definitions at different stages of reading. For example, some words are taught before reading while others are taught during reading.
Some words are explicitly taught, while others are defined in the text. With regard to definitions, using student-friendly definitions rather than standard dictionary definitions is a research-based best practice. Research also shows us that using games is an effective way to make vocabulary instruction engaging.
Both the definition and the choices are read to students, which is helpful for struggling readers. If the wrong word is chosen, students are given additional chances to choose the correct word. Students are not permitted to move on until the correct word has been identified.
It can be used as a whole group lesson where the teacher acts as a game show host and students can test their vocabulary knowledge as a review. WhichWord? Definitions is available as an online activity or as a printable worksheet.


Speaking of the emergence of modernism, author Virginia Woolf famously said: "On or about December 1910, human character changed." But was the shift to modernism really so revolutionary? J. M. Mancini argues that it was not. She proposes that the origins of the movement can in fact be traced well into the nineteenth century.
Several cultural developments after the Civil War gradually set the stage for modernism, Mancini contends. New mass art media appeared on the scene, as did a national network of museums and groundbreaking initiatives in art education.These new institutions provided support for future modernists and models for the creators of the avant-garde. Simultaneously, art critics began to embrace abstraction after the Civil War, both for aesthetic reasons and to shore up their own nascent profession. Modernism was thus linked, Mancini argues, to the emergence of cultural hierarchy.
A work of impeccable scholarship and unusual breadth, the book challenges some of the basic ideas about both the origins of twentieth-century modernism and the character of Gilded-Age culture. It will appeal not only to art historians but also to scholars in American history and American studies.
"Pre-Modernism by J. M. Mancini is . . . a beautiful, thoughtfully designed book. . . . It is written by a historian venturing into one of the most hotly contested areas of art history--the origins of modernism. She does so with considerable verve and the result is a fascinating exploration of the American art world in the late nineteenth and early twentieth centuries."--Ludmilla Jordanova, The Historical Journal
"This book will have an audience far beyond the boundaries of art history. It is a refreshing and much-needed change from narrowly focused monographic works and it holds new insights for both specialists and general readers."--Katherine Manthorne, City University of New York
Table of Contents:
Introduction: Interrogating Modernism 7
Chapter 1: Modern Art and Modern Art: From the Christmas Card to the Avant-Garde 17
Chapter 2: Building an American Art World 45
Chapter 3: Professionalism and a New Aesthetic Order 99
Chapter 4: The Armory Show in Critical Perspective 133
Chapter 5: Camera ork : Organizing the Avant-Garde 159
Chapter 6: Continuity and Rupture 181
Postscript: Pre-Modernism and Postmodernism: Reflections on the Tilted Arc Crisis 215
Selected Bibliography 244
Photography Credits 256


Individualize Instruction to Provide Targeted Remediation
“68 percent of 8th graders score below proficient in reading, and 66 percent score below proficient in math.” — National Assessment of Education Progress (NAEP), 2009
Skills deficiencies in literacy and math must be addressed for many secondary students before they are prepared for success in grade-level courses. GSN’s digital curriculum offers the opportunity to individualize instruction to address the unique remediation needs of each student.
Develop Basic Skills with Age-Appropriate Content
GSN’s Foundations courses are specifically designed to address the interests and maturity of students ages 13 and older. Moving at an individual pace, each student is able to take as much — or as little — time as they need to acquire skills appropriate to grades 3 to 8. Interactive multimedia instructional content, extensive scaffolding, frequent opportunities for practice, and integrated formative assessment help students succeed where they did not in the past.
Prepare Students for Success in Algebra I
Success in Algebra I is an important predictor of whether a student will drop out or remain in high school and graduate, yet many secondary students are ill prepared for the rigors of Algebra I. Math Foundations courses integrate carefully paced, guided instruction with interactive practice to remediate math skills required for students to succeed in Algebra I and beyond.
Support Literacy Development for Struggling Readers and Writers
Literacy issues pose significant challenges to preparing students for success in high school. Offering solutions for below-basic and below-proficient readers, English Foundations courses are designed for adolescents who need structured remediation in reading and writing. Scaffolded instruction and extensive practice focus on the development of reading comprehension skills and strategies, as well as writing and composition.


Help children learn 'under' and 'over' by singing and reading "Going on a Bear Hunt" - then turn into Messy Play Style by including a sensory play session. The book is full of descriptive language! The song provides motor skill development as well!
Literature "Bear Hunt Sensory Bags" Bags are filled with different materials to represent the wavy grass, water, snow, etc. This activity allows children to connect with the story because they can see and feel the materials. It extends the book's atmo
spelling For this spelling activity the teacher writes a word on the chalkboard and the students write over it with a paint brush and water. This helps the students get familiar with spelling words and helps them practice writing them.
Button Sorting Cups - What a brilliant idea for your toddler/preschooler! Adding this to our collection of activities to promote fine-motor skills and color recognition! ≈≈ Great idea for a busy bag party


One of the first steps for appropriate literacy development in young children is to provide meaningful activities that will prepare them for successful and enjoyable reading experiences. Book reports allow the young reader to share their thoughts about the stories they have heard or have read themselves. As well, students need the opportunity to demonstrate their understanding of the materials.
This resource contains six sections: Vocabulary Development, Identifying Important Information, Character Analysis, Summarizing & Sequencing Events, Reasoning & Critical Thinking, and Creativity & Design. Each section begins with a Teacher's Notes page that will provide suggestions to help you to introduce the sections and to obtain the best results from your students. Aligned to Common Core! 64 pages.
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At The Unicorn School every child receives one-to-one tuition.
Pupils in year 1 to year 8 are given one-to-one tuition every day. From year 9 there is greater emphasis on GCSE preparation, older pupils are therefore given a mix of one-to-one tuition and of focussed study sessions in pairs or in small groups.
One-to-one tuition provides pupils with a daily intensive 30-minute lesson with their own personal specialist teacher. Tuition is tailored to each pupil’s individual needs and may focus on improving reading skills, spelling skills, numeracy skills or study skills.
Our multi-sensory one-to-one teaching practices help unlock pupils’ learning potential by accessing their preferred learning style. By finding the way that each individual learns best we can use the pupil’s strong learning channels to support the weaker ones: Kinaesthetic techniques use the sense of touch as a learning channel, for example learning spellings by writing in sand or in shaving foam. Mnemonics can help memory recall by using auditory phrases or visual images to make information more memorable. Colour can be used as a visual aid to help break down words into “phonemes” or individual sounds.
Multi-sensory hands-on teaching encourages pupils to use all of their senses to learn, and makes learning fun along the way. Our pupils love their one-to-one lessons and really appreciate the progress they make.
One-to-one teachers, class teachers, Occupational Therapists and Speech and Language Therapists work closely together to build an integrated, nurturing support network for each individual pupil; helping to bridge the gap between the pupil’s current performance and their potential achievement.


Sarva Shiksha Abhiyan (SSA) has been implemented for universalizing elementary education which mainly includes universal access and retention, bridging of gender and social category gaps in education and enhancing learning levels of children. The RTE Act, 2009 provides for the right of children to free and compulsory education till completion of elementary education in a neighborhood school.
Most States/UTs have included a variety of interventions for quality improvement as envisaged in RTE Act. Quality Monitoring Tools (QMTs) have been implemented to institutionalize quality monitoring system in elementary education in the States and UTs. QMTs are used to collect information on various quality parameters related to school and classroom process and provide appropriate feedback for improvement.


In recognition of Montessori Week, we asked our two high- school age boys what they considered memorable from their Montessori education. Without much hesitation they both said the math materials — in particular the Golden Bead Material and the Binomial and Trinomial Cubes. Concrete, hands-on materials for learning abstract concepts — wasn't Dr. Montessori a genius?
In reflecting on our reasons for pursuing a Montessori education for our children, especially beyond the preschool/kindergarten years, the Montessori hands-on materials were certainly a large factor. More so, and what we came to preach to our peers, was the physical movement that a Montessori classroom offered our boys. No long rows of desks to sit at all day, but rather options to work sitting at a table, standing at an easel, or lying on the floor with a mat.
Celebrating Montessori Week - Montessori for Our Family
Additionally, we valued the opportunity for our children to be participants in their own learning and to choose and repeat, repeat, repeat work that engrossed and captured them. We also appreciated that every activity, even simple lessons such as unrolling a mat, incorporated both the direct aim of the actual activity (unrolling a mat) and indirect aims (hand-eye coordination; motor skill development) that the boys did not even know they were learning!
We first came to Montessori with misconceptions of “work” and how discipline was used to maintain the peaceful, yet busy workplace. What we soon learned was that the method, the Montessori trained teacher, and the Montessori didactic materials all worked together to guide and channel the children’s energy from potential chaos and boredom into a state of focused, enthusiastic learning.
Initially, we started with a traditional approach to schooling. Before our eldest son began kindergarten in a traditional school, he was an enthusiastic child full of wonder. However, it was a different child that we picked up at day’s end — a child who seemed fearful and had tears in his eyes. After one month of this failed experiment, we were told to “come back next year.” We knew we needed to search out other options. Luckily, that is when we learned of Montessori. We were impressed with what the Directress shared with us and can truly say that from the very first day in the Montessori setting, our boy was transformed. We did not make the same mistake with our second son! We only wished we were familiar with Montessori from birth and knew we had to continue with Montessori right through the elementary grades.
As we grew to be more involved with Montessori, including working in a Montessori school and now here at North American Montessori Center, I find that we are continually in awe of the work that Dr. Montessori envisioned and put into practice. We are always learning something new about her method, such as the benefits of Montessori for seniors living with Alzheimer’s disease and for children with disabilities.
Although we do not have a Montessori high school available to us, we still find the Montessori method alive and well in our home. Much analysis, discussion, and a critical thinking approach occur with our boys’ high-school studies — not simply the completion of assignments. They are excelling at learning with a thoughtful and creative approach, thanks to the foundation they received in Montessori.
© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Thursday, February 28, 2013.