What Are the Benefits of Bed Edging?
Landscape edging for planting beds comes in a variety of materials, designs and heights, all with similar purposes. The border materials typically extend several inches above and below the dirt's surface along the planting bed. Edging isn't required for a planting area, but installing a border offers functional and aesthetic benefits for your landscaping.
Landscape edging helps define the gardening space by marking it off from the rest of the yard. The border pieces create either straight or curved borders to establish the gardening area. Install the border when you initially create the garden to design the space or add it later to define further the bed already created. Edging material creates distinct areas in the landscape to divide up the space.
The edging material keeps all of the gardening components where they belong when the border is installed properly to extend above and below the soil line. The underground portion of the border prevents the plant roots from growing outside the bed, while keeping grass in the lawn. The upper portion of the edging material keeps soil and mulch from washing or blowing out of the garden area. Keeping the garden components contained helps keep the plants healthy and looking nice in the gardening bed.
A border along a planting bed makes maintenance of the landscaped areas easier for the homeowner. Edging weeds or mowing grass along a solid border is easier than along an open garden bed. The plants inside the border are less likely to become damaged from the weeding and mowing process because the edging protects them. The edging also makes it easier to control the irrigation, fertilization and chemical applications in the planting bed by separating it from the rest of the lawn.
A bed border cleans up the lines of the garden to make it look aesthetically pleasing. With several different design options available, the border is a way to add style to your garden. For example, a border of large stones creates a natural style along the garden's edge. Garden borders often are neutral in color, allowing the colors of the plants and flowers to pop against the edging. You also obtain contrast between the hard, straight lines of the border and the softer textures of the plants.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


Many parents have cringed when their children have come to them and told them they want to be a percussionist or a clarinet player for their school band. Your first thoughts are loud persistent noises at all hours of the day. But then you want to be supportive, and you want them to pursue the things in life that interest your children most.
But what you don’t know is that perhaps you should actually encourage kids to be involved with music. There is increasing evidence that children who undergo formal music education test better on standardized tests and do better in subjects like math and science. Therefore, parents should look for online music classes like bongos lessons for their kids and let them learn the skill.
A psychology study at the University of California Irvine found that music improves the spatial reasoning skills of children. They tested 19 preschool children who had been learning music for eight months and 15 preschool children who did not receive any music education training. They found that the first group’s spatial reasoning skills were much better and that they were more inclined to do better on math and science standardized tests.
Another study found that listening to music can actually improve a child’s study abilities. The researchers played a Mozart piano sonata for 10 minutes and gave them an IQ test. They then repeated IQ tests for the same group while they sat in silence, then while they did a serious of relaxation exercises. The group’s overall IQ test results were highest when they were listening to Mozart.
Further, the College Entrance Examination Board reported that students who say they participate in music-related classes and events during school score 23 points higher on the verbal portion of the Scholastic Assessment Test and 19 points higher on the math portion of the test than those who reported no music education.
There are many things to consider when deciding whether to encourage your children to learn music, from the cost of an instrument and lessons to the time commitments required in both practicing and in band performances.


If you would like to teach young children, it is important to compare the concentrations for a Early Childhood Education to choose what you would like to specialize in. There are plenty of different college degrees centered around teaching and education, but if you plan on working closely with young children it is important that you choose the right program that puts the right focus on the right topics.
Read this guide and learn what you need to know about being an early education teacher.
What Can You Do with a Degree in Early Childhood Education?
When you are comparing programs to become an educator who works with young kids, you need to decide if you want to earn a degree in Early Childhood Education (ECE) or a degree in Elementary Education. A bachelor’s degree in ECE can help you become a preschool teacher, a kindergarten teacher and may even qualify you to work with kids through third grade. If you want to work with all ages between preschool and sixth grade, earning your general degree education may be more suited for your goals.
What Do You Learn When You Study for an ECE Degree?
When you take your Bachelor’s degree majoring in ECE, you will focus on the basic skills that you need to work with younger children. You will focus on simple math tasks, reading, writing, and simple things like communicating with young children individually and in groups. There will not be a focus on advanced subjects like history or science, which kids in preschool through third grade typically do not cover.
Where Can You Teach with Your ECE Degree?
There are a long list of places you can go with your ECE degree. You can start by working at a public or private preschool where you care for children in a formal learning environment and you stimulate a child’s interest for interacting with peers. You can also work in Montessori schools where children in different age ranges work together side-by-side in a non-traditional sense. If you want to work in a public school, you can be a kindergarten teacher or teach up to third grade.
What Concentrations Are Available When Studying for Your ECE Degree?
All ECE degree programs require you to complete core curriculum. Some of the core curriculum you will cover includes: Introduction to Applied Child Development, Globalization of Family Relationships, Working with Diverse Families, Research Methods, Public Policy and Child Advocacy.
Once you complete core courses, you can focus classes on certain major concentrations. Some of these major concentrations that are most popular include: School Age Child Concentration, Youth Work Concentration, Policy and Advocacy Concentration. You may also be able to choose sub-specialities like: Literacy, Music for Children, Language, Environmental Education and Science and Math Technology.
It is important that you review the demand for early childhood teachers and where they are needed the most before you make an educational plan. With a growing demand for teacher assistants and educators who specialize in working with young kids, earning a specialized degree is crucial for success. Sift through the concentrations for a Early Childhood Education degree and then start to compare programs with a good reputation.
Related Resource: Top 10 Online Master’s in Early Childhood Education


Under you will find tons and tons of exciting activities for every of the 5 senses with hands on exploration, songs, books, art projects, and a lot far more to teach kids all about their senses. The science activities for children will be of good use in breaking their curiosity in a fantastic manner. And if you property school your young children coming up with exciting and educational science experiments that are uncomplicated to recreate at property is the great way to aid your youngsters physical exercise their minds and understand about science while possessing a lot of exciting at the very same time.
Or little ones can give the Super Science Spinner a whirl until they discover an thought they like. Get bubble wrap and cover a section of the floor with it. Let the children walk on it to make lots of noise. And there is a new forum where you can ask a question if you’re possessing problems with your experiment or science in common. Explore recipes, activities, and webcasts that will boost your understanding of the science behind meals and cooking. Beware of tendency to adapt preschool science activities from lessons made for older kids.
Space Place – Teacher’s Corner – Study blogs from scientists and engineers, get printable pictures of Earth and space, get math and space classroom activities (Adobe Reader necessary). This virtual field trip is hosted on Meet Me at the , where you can uncover far more science fair project ideas. Teaching the kids about the five senses (sight, smell, sound, taste, touch) is a good way to support them recognize their bodies. Activities that stimulate the senses aid the brain to develop and function at its peak.
This is a good experiment from Boys’ Life to aid clarify carbon dioxide and chemical reactions to youngsters. Our exciting science experiments for little ones are safe, and every single involves detailed guidelines. This notion from P is for Preschooler could potentially be the easiest of all preschool science experiments. The science lessons and hands-on activities cover a broad variety of science topics. Procedure: Invite the young children to watch, and speak about it as you fill the cup with water, and add colour to it. Location the pencil in the cup so that it sits far out of the top of the cup.
Playtime for Little ones – This website provides links to all kinds of web sites with information on climate, science, and space. Fortunately, these days you do not have to appear far to find science projects for your kids – simply do an on the internet search and you should be able to locate tons of internet sites containing details and suggestions pertaining to science fair projects and science for kids in general.


Hobbies Playing Music Musical Forms and Styles of the Baroque Period Share PINTEREST Email Print Johann Sebastian Bach is one of the most famous composers of the Baroque period. De Agostini Picture Library/Getty Images Playing Music Music Education Music History Basics Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated April 06, 2019 In 1573, a group of musicians and intellectuals came together to discuss various subjects, especially the desire to revive Greek drama. This group of individuals is known as the Florentine Camerata. They wanted lines to be sung instead of simply being spoken. From this came the opera, which existed in Italy around 1600. The composer Claduio Monteverdi was an important contributor, specifically his opera "Orfeo." This was the first opera to gain public acclaim. At first, opera was only for the upper class or aristocrats, but soon even the general public patronized it. Venice became the center of musical activity during the Baroque period. In 1637, a public opera house was built here. Different singing styles were developed for the opera, such as: Recitative: Imitating the pattern and rhythm of speech. Aria: A character expresses feelings through a flowing melody. Bel canto: Italian for "beautiful singing." Castrato: During the Baroque period, young boys were castrated before they reached puberty to avoid the deepening of the voice. Main roles of the opera were written for the castrato. St. Mark's Basilica This basilica in Venice became an important venue for musical experiments during the early Baroque period. The composer Giovanni Gabrielli wrote music for St. Mark's, as did Monteverdi and Stravinsky. Gabrielli experimented with choral and instrumental groups by positioning them on different sides of the basilica and making them perform alternately or in unison. Gabrielli also experimented in the contrasts of sound — fast or slow, loud or soft. Musical Contrast During the Baroque period, composers experimented with musical contrasts that differed greatly from the music of the Renaissance. They used what is known as a melodic soprano line supported by a bass line. Music became homophonic, meaning it was based on one melody with harmonic support coming from a keyboard player. Tonality was divided into major and minor. Favorite Themes and Instruments Ancient myths were a favorite theme of Baroque opera composers. Instruments used included brass, strings, especially violins (Amati and Stradivari), harpsichord, organ, and cello. Musical Forms From the Baroque Period Aside from the opera, composers also wrote numerous sonatas, concerto grosso, and choral works. It is important to point out that composers at the time were employed by the Church or by aristocrats and as such, were expected to produce compositions in large volumes, at times in a moment's notice. In Germany, organ music using the toccata form was popular. Toccata is an instrumental piece that alternates between improvisation and contrapuntal passages. From the toccata emerged what is known as prelude and fugue, instrumental music beginning with a short, freestyle piece (the prelude), followed by a contrapuntal piece using imitative counterpoint (the fugue). Other music forms of the Baroque period are the chorale prelude, mass, and oratorio. Notable Composers Jean Baptiste-Lully: Wrote Italian opera. Domenico Scarlatti: Composed over 500 sonatas for the harpsichord. Antonio Vivaldi: Wrote operas and over 400 concertos. George Frideric Handel: Composed operas and oratorios, the most famous of which is "Messiah." Johann Sebastian Bach: Composed thousands of works in various forms, excluding opera.


Today we have a number of Activities , Montessori toys, pretend play toys , STEM based project learning , DIY project based learning for subjects and ELA to develop learning in a more practical and interesting way. All this come very handy to develop various skills and knowledge in children from various ages with hands on experience with real life models or objects and practical learning.
Children develop skills in five main areas of development:
- Cognitive Development
This is the child’s ability to learn and solve problems.
- Social and Emotional Development
This is the child’s ability to interact with others, including helping themselves and self-control. Examples
- Speech and Language Development
This is the child’s ability to both understand and use language.
- Fine Motor Skill Development
This is the child’s ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw.
- Gross Motor Skill Development
This is the child’s ability to use large muscles.
The base of all this methods of learning is experience, do your self, see and learn . But with onset of COVID we have come closer together as family and our children see us perform multiple task through out the day .Isn’t it the right time to utilise this time and opportunity to let children be part of this process at home and learn practically .Let them be part of every small process from organizing , taking instructions , perform their part , taking their part of responsibilities, understanding the different roles and complexities to a household or people roles, ability to handle multiple roles swiping between work and personal jobs and yet maintaining a healthy communication etc. An exposure to all this helps in developing a strong language , cognitive , relation building skills , motor skills.
In the process it’s very important to explain to them this is not a part of helping but it is their equal responsibility and part of life they need to develop to bring in all round growth along with education .Not to mention to develop an independent individual a very necessity in today ‘changing new normal world.


Shared Reading Books Tips
Model Skills and Strategies with Engaging Texts
Model fluency and expression as well as close reading strategies, such as asking and answering questions and citing evidence, and a variety of literary and foundational skills with the Shared Reading Books. A five-day lesson accompanies each 'big' book, and the fun characters in the optional Projectable Book with Prompts promote discussion as students practice reading skills and strategies. The eBook versions on Kids A-Z allow students to practice independently.
Why Use Shared Reading Books
The print concepts and reading strategies that can be modeled in the Shared Reading books support the building of a variety of literary and foundational skills. Following the five-day lessons, even the youngest students can learn to read the text more closely. Students can then practice the skills independently using the read and listen versions of the books on Kids A-Z.
How to Use Shared Reading Books
Easily integrate technology into your classroom with the two projectable and eBook versions of the books for whole-class, small-group, or independent instruction. Use the projectable books with or without an interactive whiteboard. Fun characters in the Projectable Books with Prompts ask readers to complete tasks and interact with the books. The characters also present text-dependent questions that help model close reading strategies. When class time is over, students can practice the skills learned on their own using the printable versions of the books, or the eBook versions on the Kids A-Z website and mobile app.
Projectable Book Characters
Hang these posters in your classroom to introduce students to the animal characters that teach them about the essential skills associated with the act of reading.
Students interact with skill-based characters and the text in a Projectable Book with Prompts for each Shared Reading book.


RUSSIAN ACADEMY OF ART OF ST. PETERSBURG (part 1)
In 2007, the Russian Academy of Arts celebrates its 250th anniversary. November 17, 1757 (old style – November 6) – The governing Senate of the Russian Empire adopted a decree on the establishment of the “Academy of the Three Noble Arts.” In fact, such an institution in Russia was conceived much earlier, and by that time it had been successfully operating for at least thirty years. The idea of establishing a community of artists was expressed by Peter the Great and his close associates in the 1690s. After visiting the first emperor of Paris and the French academies in 1719, this idea took on a concrete form, but for many cases Peter the Great signed the necessary decree only shortly before his death, December 22, 1724. He proclaimed the creation of a single “Academy of Sciences and Arts” – a fact that is very important today, since the Russian Academy of Arts cherishes the fact that it was born simultaneously with the Russian Academy of Sciences and has been cooperating with it for almost three centuries.
True, it took another quarter of a century for an exact regulation to be created that defined the role of art in this, as one of the documents of that time read, “the social network of art and science.” The first “Meeting of the Academy of Arts” was held in St. Petersburg under the chairmanship of Academician Ludwig Dominic Schumacher on June 8, 1748. This time in the history of academic art cannot be underestimated. It covers the entire era – from the death of Peter the Great to the last years of the reign of Elizabeth Petrovna, that is, almost the entire period of the imperial baroque in Russia – one of the brilliant stages in the development of Russian art. Among the accomplishments of this time, it’s enough to name one thing: Petersburg emerged from the semi-finished, half-conceived city by Peter the Great, with its exquisite regularity and excellent prospects – artistic features that still serve as the basis for the image of the northern capital of Russia. And this was, for which there is a lot of historical evidence, the result of the joint work of people who were in a single Academy, where domestic sciences and arts developed together.
Now we are solemnly celebrating the creation of a separate Imperial Academy of Arts, especially its glorious initial “Shuvalov” period of life. The well-established Peter’s reforms allowed the people of the 1750s to engage in the creation and strengthening of the new structure and character of Russian culture, to achieve its recognition in European countries. It is no coincidence that Moscow State University and the Russian Academy of Arts consider one and the same person as their founder, Ivan Ivanovich Shuvalov. This is one of those historical events that shaped the fate of the Academy and of which it is proud. From 1757 to 1764, the Academy of Arts was a part of Moscow University, although it was decided to place it in St. Petersburg. Cooperation with Moscow State University continues today and has two and a half centuries.
The presidency of I.I.Shuvalov not only extended his favor with the Empress Elizabeth Petrovna to the institutions he headed, but also ensured, thanks to his personal contacts, the Academy’s contacts with primary figures of culture and the learned communities of Europe. No wonder the first edition of the famous collection of engravings “Vases and Candelabra” by Janbatista Piranesi indicated that it was carried out in Rome at the expense of I. I. Shuvalov. In Paris, the Russian nobleman was advised by the most illustrious architects, and the first among them, Jacques Francois Blondel, sent his cousin Jean Baptiste Michel Wallen-Delamot, who became one of the authors of the Academy building, to St. Petersburg. In London, I. I. Shuvalov was the first among the Russians to be elected to the oldest of the English academies, the London Society of Antiquities, and his gifts to this society of antique fragments, acquired by him in Italy, played a role in the formation of the British Museum. Thanks to I.I.Shuvalov, the Academy and with it the idea of Russian art education became established in Europe. The soil arose for the most brilliant of those flourishes that academic art in Russia experienced in different centuries.


ERIC Number: ED164540
Record Type: RIE
Publication Date: 1979
Perceptual and Motor Development in Infants and Children. Second Edition.
Cratty, Bryant J.
Motor behavior, motor performance, and motor learning are discussed at length within the context of infant and child development. Individual chapters focus on the following: the sensory-motor behavior of infants; analysis of selected perceptual-motor programs; beginnings of movement in infants; gross motor attributes in early childhood; visual perceptual development; body image; manipulative behavior; scribbling and drawing; motor development in children from six to twelve; social development; the child in competitive sport; the awkward child; and physique and ethnic background. Attention is also addressed to the reasons for possible individual differences in performance and learning (race, ethnic background, physique, etc.). References, questions for discussion, and suggested projects, observations, and learning experiences are provided at the end of each chapter, and an index is included at the end. The book is designed primarily for use as a text in motor and child development courses. (DS)
Descriptors: Athletics, Body Image, Child Development, Children, Early Childhood Education, Elementary Education, Infant Behavior, Infants, Maturation, Motor Development, Perceptual Motor Learning, Psychomotor Skills, Sensory Training, Social Development, Visual Perception
Prentice-Hall, Inc., Englewood Cliffs, New Jersey 07632 ($11.95)
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A


A low pupil/teacher academic ratio
A low pupil/teacher academic ratio is maintained throughout the elementary grades. Only through carefully planned assessments of individual needs may a child maximize his/her learning opportunities.
Independence and Creativity
Each class has two full time teachers, both with degrees and experience in early childhood or elementary education. The curriculum emphasizes active rather than passive learning and activities are designed to encourage independence and creativity. In addition to the classroom teachers, a resource teacher is always available to the classroom teachers to aid a child who needs to move a little faster, or who needs more in-depth work in a particular area.
Each student is taught language arts, reading, and math at his/her own level. Additional faculty members work with the children in areas of PE, Spanish, technology, logic, art, music, investigative science, math lab, and library.
Our Elementary School day runs from 8:15am to 2:30pm
We also offer optional supervised programs both before and after school. Our after school program provides a place for students to work, play and socialize in a safe & nurturing environment.


Children’s mathematical thinking: A developmental framework for preschool, primary, and special education teachers. AJ Baroody. Teachers College Press. : Childrens Mathematical Thinking (): Arthur J Baroody: Books. Fostering Children’s Mathematical Power: An Investigative Approach To K-8 Mathematics Instruction Sep 01, by Arthur Baroody, Arthur J. Baroody.
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What is the nature of arithmetic expertise? This article compares the relative merits of using Cuisenaire rods unsegmented, unnumbered, and representing continuous quantities and number sticks segmented, numbered, and representing discrete quantities to introduce number and CreativityProblem Solvingand Child Study.
The Elementary School Journal 84 2, However, when performance on theoretically barooy number tasks is taken into account, both the conventional and the modified N-P tasks appeared to underestimate competence. A Taiwanese Sample more. Between and bafoody conditions, children were significantly more accurate on the modified version than on the conventional task. Developmental Disabilities Research Reviews.
The development of young children’s number and operation sense and its implications for early childhood education. The developmental bases for early childhood number and operations standards AJ Baroody Engaging young children in mathematics: Seventy-five eligible first graders were randomly assigned to one of three conditions: Location Mahomet, Illinois, United States.
Mastery of basic number combinations: The arthyr of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations more.
The interplay of verbal and nonverbal processes in early quantitative development.
College of Education
Curriculum and Pedagogy and For. A Taiwanese sample Mathematics Thinking and Learning 9 Furthermore, subjects who received training responded to unpracticed combinations involving two with significantly more close-miss errors and correct answers than did control subjects.
Journal for research in mathematics education, This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: Mediation by numerical knowledge.
The development of kindergartners’ mental-addition strategies more. Moreover, the data indicate that success on a task involving change-add-to problems may be a more rigorous test of understanding of additive commutativity than that involving part-part-whole problems. Withoutabox Submit to Film Festivals. Psychology and Education Systems. ComiXology Thousands of Digital Comics. Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties.
Mathematical Thinking and Learning. After pretest, 81 barlody to second-grade participants were randomly assigned to one of three training conditions: An alternative baroodyy for chronometric trends of mental arithmetic AJ Baroody Developmental Review 3 2, ABSTRACT The purpose of the present study was to determine if numeral knowledge—the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities—mediates the relation between informal and formal Help ERIC expand online access to nearlydocuments More precisely defining and measuring the order-irrelevance principle more.
Similar authors to follow
Mathematics instruction that makes sense for 2 to 5 year olds. Young children’s spontaneous attention to number and verbal quantification skills. Early Childhood Mathematics more.
The effect of language on Chinese and American 2-and 3-year olds’ small number identification more. Early Education and Development. Helping struggling learners achieve mathematical proficiency. The second study entailed testing twenty-four 2. Help Center Find new research papers in: Enter the email address you signed up with and arthyr email you a reset link.
Arthur Baroody – Google Scholar Citations
The development of arithmetic concepts and skills: Number-Word and Number Development more. Purpura, and Erin E. Get to Know Us.
From protoquantitative concept to general concept?. Fostering children’s mathematical power:


By almost all socioeconomic indicators, Australia’s Indigenous young people are the most disadvantaged group in the nation.
The educational outcomes of Indigenous children are closely related to their opportunities for further education and employment. Although the retention rates of Indigenous children are slowly increasing, the most recent statistics reveal that 3 in 4 Indigenous people over the age of 15 reported leaving school before Year 12. [1, 2]
A lack of education can also lead to ongoing health problems, crime, high risk alcohol consumption, and financial and psychological stress.
Early intervention and support in literacy and numeracy skills is vital to keep Indigenous children engaged in education. Sadly, a large majority of Indigenous children in regional and remote areas struggle to read and write, and fall well below the national literacy benchmarks.
There is a significant gap in the English literacy rates of Indigenous and non- Indigenous people in Australia, which the Aboriginal Literacy Foundation is working to minimise. Non- Indigenous students out-perform Indigenous students in benchmark tests for reading, writing, spelling and numeracy in Years 3, 5 and 7. By year 9, the gap has widened, particularly for numeracy.
Research also shows that Indigenous homes have fewer books and educational resources. This is particularly an issue in remote communities, where almost two thirds of children cannot access a library. These factors are clearly linked to children’s achievements at school and in the development of English literacy skills.
The primary beneficiaries of the Aboriginal Literacy Foundation’s programs are Indigenous children aged between 8 and 16 years. They are identified by their school or community as some of the most disadvantaged Indigenous students experiencing major learning difficulties. Common characteristics of these communities include low levels of education, high unemployment rates, low income, high dependence on government support, and poor health and nutrition. The youth are disengaged in education, with schools in the region experiencing low attendance rates, as well as low literacy and numeracy levels.
The priority of the Aboriginal Literacy Foundation is to provide ongoing literacy programs and opportunities for Indigenous young people through education and community based initiatives such as the Books for Learning Program, Literacy & Heritage Camps, Literacy Resource Packs and Support Services, Literacy Tutoring and Testing, Research, and Evaluation
Australian Bureau of Statistics (ABS) 2011, Census of Population and Housing: Characteristics of Aboriginal and Torres Strait Islander Australians, 2011http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/2076.0main+features302011
Australian Bureau of Statistics (ABS) 2010, The Health and Welfare of Australia’s Aboriginal and Torres Strait Islander Peoples, Oct 2010 –http://www.abs.gov.au/AUSSTATS/abs@.nsf/lookup/4704.0Chapter365Oct+2010
National Assessment Program – Literacy and Numeracy (NAPLAN) 2013, National Reports – http://www.nap.edu.au/results-and-reports/national-reports.html


Making Maths Fun
Written by Sheila O’Reilly
I’m sure we are all pros at this homeschooling business at this stage right?!😅 Well I thought it might be helpful to share some ways to make Maths more fun, whether you are following home learning set out by school or making additional resources and activities to reinforce Maths concepts at home.
As we all know, young children learn best when they are playing and we need to make our maths activities practical and fun too. Children grasp concepts much more easily when they are meaningful and hands-on. Maths is all around us every day, when we check the time on our watch, pay for groceries, weigh fruit and veg etc. Therefore, we can introduce maths concepts to children at a young age. Real life experiences are by far the most meaningful for children and they, in turn, can imitate these situations in their play.
One of my girls’ favourite role play activities is playing shop and it is the perfect way to explore a variety of maths concepts including counting, colours and shapes, money and mathematical language. For example, ‘How many more?’ ‘Find the difference’ colour and shape words etc. Of course you can also incorporate lots of literacy development too through making shopping lists, writing price labels, designing shop signs...I could go on but I’ll stick to Maths for this blog😅. There are lots of opportunities to develop social and communication skills too through playing with their peers (and no doubt our children will be delighted to play with their friends again when they return to school).
Playing with building blocks and construction sets such as the Rainbow Architect sets also helps children to develop their understanding of shape and space and further develop mathematical language, including their understanding of words such as ‘tall‘, ‘short‘ and ‘heavy’. These activities are wonderful for developing critical thinking and problem-solving skills too, all the while making learning fun!
When exploring number concepts, young children really benefit from tangible objects rather than numbers written on a page. When I am exploring numbers with my girls, I make use of our Treasures Super Set loose parts for counting, our jumbo number pebbles and counting bees and ladybirds. All of these resources have really enhanced my girls’ understanding of number concepts and more importantly they are having fun while they learn🙌.
My seven year old is moving on to bigger numbers within 100 and I have created a variety of games to help her understanding and reinforce concepts. For example, using a picture from a colouring book or drawing a simple picture such as an animal or house to create a colour by number activity. This can be used for any age/ability level. For example, for my preschooler I would use this activity for number recognition and to reinforce colours by calling out a number and a colour for her to identify and colour in the correct part of the picture. For my seven year old, I have used this activity for number facts, adding/subtracting 1/10 from a number. It could also be used for times tables facts and lots of other number concepts.
There are also lots of fun games to play using dice. For example, Roll, Add and Colour. A game for two players. Each player chooses a colour and takes turns to roll the dice. If you work out the answer correctly and the number is available you colour that part of the picture. The winner has the most parts coloured. A good game to play with mum or dad or a sibling!
You can also use dice very simply by choosing a target number and taking turns to roll the dice, adding your totals as you go and the winner is the first to reach the target number.
There are also lots of number games you can play with a deck (or two!) of playing cards. For example, playing pairs for number recognition or to make number bonds to 10. For ‘Counting on’ addition practice you can turn over a card, then roll the dice and count on that number. If you get the answer correct you keep the card! Winner has the most cards at the end. Cards are also great for sequencing and ordering activities or finding the missing number etc.
I hope you found this blog helpful and if you try out any of the activities, I’d love to hear how you get on! You can tag @thewoodenplayden and use #wpdhomelearning for all your home learning fun!


The structure of specific organs relate to the function(s) they perform. The students explored the structure of bone, muscle, the lungs, and the stomach. As the students interacted with models, they recorded their observations and described the structure of each part.
1st Grade-Patterns of the Moon
The students learned about the moon and how we see can see it even though it does not produce its own light. Students observed and documented patterns of the moon, including the apparent movement of the moon through the night sky and phases of the moon. The students were able to explore the moon's phases using an iPad app that focuses on the moon.
2nd Grade-Water, Water Everywhere
After learning about different types of maps, students identified where bodies of water are found in both liquid and solid states using Google Earth on the iPads. We then compared and contrasted utilizing paper maps and electronic maps.
3rd Grade-All About Inheritance
Students learned that individuals have two copies of each gene, one from their mother and one from their father. They described how a person’s genes determine some aspects of their physical characteristics and abilities and given a specific genotype, determined the associated phenotype.
4th Grade-Information Highway
The students learned that computers store information in binary code (1s and 0s). Each code represents text. Using the iPads and an editable PDF, the students converted data to and from binary code.
5th Grade-Infection Fighters
In this activity student explored the body’s defenses and diagramed how the body fights invasion from germs. Students explored nonspecific defenses, defenses that are not targeted against a specific invader, such as the skin, cilia, and mucus in the nose and respiratory tract.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


In high school, everyone takes a combination of classes that are required for graduation. Some students may take extra classes in one area if they're interested or if their guidance counselor feels it will help their chances of getting into the college of their choice. Knowing how many credits one has earned, especially before graduation, is necessary for those who want to make sure they'll have the appropriate amount of credits needed.
Why Calculate Credits?
Nearly all high schools require a certain amount of credits in order for students to reach academic standards, pass state and college readiness tests and go on to higher education. Because of this requirement, most students will find that their current high school schedule already meets or exceeds the number of credits that the state requires. However, some colleges may require more credits in one area than another, especially if you're planning on applying for a specific program. Therefore, students will want to calculate their credits as often as possible to be sure they're on the right track.
Requesting a Transcript
One way to examine how many credits you currently possess and how many more you'll need is by requesting a copy of your transcript. Transcripts are required for college admissions, and this piece of paper will list every course you've taken since the first quarter or semester of high school and how many credits you've accumulated per class. A transcript is an easy way to determine how many credits you have because it should have the total number listed at the bottom.
How to Calculate Your Credits
Calculating the number of credits you have is easy. Each course that you take in high school is worth a certain amount of credits. Credits are essentially like points, which you can add together to reach a target number. Depending on the state, classes are assigned either credits or units. Units are smaller than credits, and sometimes several credits will add up to one unit. Carnegie units, as they're also known as, are currently the standard in the United States, with one unit equaling one year of coursework. Of course, some states have exceptions, though most follow this rule.
In the state of New York, for example, students are required to have 22 units in order to graduate. The amount of units is broken up by subjects, so for instance, students would need 4 units for English, 2.5 units for P.E/Health, 1 unit for Art, 3 units for Math and so on. To calculate your units, simply add up the number of units you've received for each class.
Once you've figured out the total, it's necessary that you take a look at your state's requirements via the Education Commision of the States' website to determine whether or not you've reached the requirement or if you're at least on track to reach it. Keep in mind that the site was last updated in 2007, so if you want to be completely sure about how your school calculates units and how many you need to graduate, the guidance office or main office should have this information available.
What to Do If You Don't Have Enough Credits
Before you enter high school, you'll meet with a guidance counselor to discuss what your course schedule will look like for the next four years. It's your guidance counselor's responsibility to make sure your schedule is organized and planned out so you'll obtain all the credits you need by the time you graduate.
Unfortunately, there are sometimes circumstances in which students aren't able to meet the requirements, whether they changed schools often, were absent a lot or failed a class. If you've discovered that you won't have enough units to graduate high school, there are several solutions, the biggest one being summer school. At summer school, you can take classes over the summer break to make up for what you're missing and still be able to graduate on time.
Hana LaRock is a freelance content writer from New York, currently living in Mexico. Before becoming a writer, Hana worked as a teacher for several years in the U.S. and around the world. She has her teaching certification in Elementary Education and Special Education, as well as a TESOL certification. Please visit her website, www.hanalarockwriting.com, to learn more.


According to Megan Hughes (2006) the generation that educators of the 21st Century have to deal with is referred to as “Generation Y”. They represent the by-product of the previous generation, i.e. the “baby boomers”, who heralded a “surge of new inventions and improvements” (Hughes, 2006), allowing the next generation benefits of improved technology and a much easier life.
“The Y Generation doesn't like hard work, even when it's for its own benefit, and is very much in love with anything that's 'instant'. “(Hughes.2006)
Design educators often adopt teaching and learning methods of a traditional nature. These practices may no longer be effective in the fast-paced world of tomorrow.
Recognising these challenges in our own institution and understanding what impact these may have on a national education system, a proposal of an alternative approach in skills and knowledge transfer within creative context has been implemented.
A series of interventions ranging from staff communication and wellbeing, to student development and support has been brought about through various media. Alternative interactive processes have been employed in the institution and continue to be developed. These interventions are described and discussed in this paper.
Extending the learning environment beyond the classroom and programme, contextualising the skills and knowledge gained is facilitated through the introduction of a Mentorship and Leadership Programme. A sense of ownership and responsibility has been created for the students, who have made an impact in their own communities. To date, 162 children within their communities have received input from our students, in various ways, ranging from literacy development, sporting activities to fund-raising.
Success of these interventions is evident in the following observed outcomes:
* a lower staff turnover,
* higher student and staff productivity levels
* more positive environment for both staff and students
* an improvement in positive student feedback
* improvement in student retention rates
* growth in the organisation
The outcomes are quantified by using human resource data, programme review forms, student academic results as well as growth in student numbers.
Our students have displayed openness to learning and discovering, and are exploring further than their immediate environment. Lecturers have noticed a change in attitude, class attendance and punctuality, with students taking responsibility for their own learning.


There is no written evidence which can tell us exactly who has coined the phrase educational technology. How elite graduate students allocate their time may be important. To help more children reach their potential, we connect education innovators to catalytic funding and the best of Google’s volunteer expertise and resources. Technology also allows students to cheat more easily.
Parents also have the option of home schooling their children. American parents are often driven by the belief that educational advantages will allow children to accomplish ambitious goals. The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software.
That these students record breaking performances and when they graduate are employed by the best multi-national companies and corporate bodies globally unlike today where no Nigerian University is among the top 6,000 Universities of the world (Adeniyi, Bello (2008) in Why no worry about rankings).
While children around the world are attending school in record numbers, according to UNESCO , 250 million school-age children still aren’t learning basic reading or math, and only 40% of children in low- and middle-income countries are on track to gain the skills needed for today’s workforce.
Education Policy Analysis Archives
Ideas About Education
Since 1950-51, there has been a considerable expansion in the number of educational institutions, enrollment and number of teachers at all levels during successive plan periods.
education microsoft teams, physical education artinya, education microsoft course, education bj habibie brainly, education bj habibie bahasa inggris
How Assessments Can Improve The Academic Results And Teacher Quality
Tourism is an important and most powerful tool to promote national integration and bring people from different parts of the country or sub – continents close together. In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence It is characterized by transition from the typically compulsory, comprehensive primary education for minors , to the optional, selective tertiary , “postsecondary”, or ” higher ” education (e.g. university , vocational school) for adults Depending on the system, schools for this period, or a part of it, may be called secondary or high schools , gymnasiums , lyceums , middle schools, colleges , or vocational schools.
The idea of going to school in order to acquire certificate should be denounced, if the training will improve the life of educated people. In order to achieve the goal of Universalisation of Elementary Education and to improve the quality, steps have been initiated to engage more 9,563 para teachers under State Plan.
Globalization And Education
In this paper I am going to look at the effect globalization has on education whether it is positive or negative. International examinations are available online, and with the growth of home schooling, parents can by-pass an often antiquated state system, whilst their children study for an international examination. Teachers and students communicate either through a print & electronic media or through technology.
Depending on your degree and specialisation, you may work as a primary, secondary or special needs school teacher, a physical education teacher or sports coach. When you expect more from the technology you use in the classroom and look for what’s best for teaching and learning, iPad is the clear winner over other less expensive options.
formal education artinya, education bj habibie bahasa inggris, tertiary education artinya
Education has changed significantly in the last twenty years. This year schools built by Greg Mortonsen and the CAI educated over 20,000 children in the 55 schools that have been built in the last 12 years. The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials.


Washington DC Academic Standards
DC.CC.4.RF. Reading Standards: Foundational Skills
4.RF.4. Read with sufficient accuracy and fluency to support comprehension.
4.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
DC.CC.4.L. Language Standards
Vocabulary Acquisition and Use
4.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.L.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


The new website of the English Learner Institute for Teaching and Excellence (Project ELITE2) features information on professional development, a library of tools and resources for educators and school leaders, stories from the field, and more. For more information, visit the Project ELITE2 website.
Principal Investigator Greg Roberts and Co-Principal Investigator Leticia Grimaldo presented findings from the English Learner Institute for Teaching and Excellence (Project ELITE) at a U.S. Department of Education briefing on effective practices on September 21 in Washington, D.C.
Along with other researchers from The University of Texas at Austin and the University of Colorado Boulder, Roberts and Grimaldo described the findings of the 4-year Model Demonstration Project (Cohort 5), which focuses on implementing multitiered systems of support for English learners. The presentation explored guidance to administrators, teachers, instructional coaches, and policymakers in implementing a culturally and linguistically responsive multitiered model in schools with bilingual education and English as a second language programs. Specific topics presented included the following:
Following the presentation, the panel fielded questions from a diverse audience of educators and other stakeholders.
To view an archived recording of the presentation, visit the U.S. Department of Education website.
The work of Cohort 5 is summarized in the Effective Practices for English Learners practice brief series, available in the Resources section of the Project ELITE webpage.
MCPER's Project ELITE has created a step-by-step flip book with visuals for a teacher read-aloud routine focused on vocabulary and comprehension development of English learners in the elementary grades.
The flip book guides teachers through the steps of the routine and includes strategies for supporting English learners’ literacy development. Teachers can use the flip book throughout the weekly practice. The large-format resource, posted in the MCPER Library, was a collaborative effort based on feedback received from teachers on the project.
The eye-catching and user-friendly resource and read-aloud routine have been well received.
"Since implementing the read-aloud routine in my classroom, my students' reading comprehension and vocabulary skills have truly grown," said Amanda Wilkie, a second-grade teacher at Baty Elementary School in Del Valle Independent School District, where Project ELITE has been working. "They've gained a deeper understanding and constantly make connections not only across texts we read in class, but also in their own independent reading. This routine has helped to create a community of readers in my classroom who work together to build meaningful relationships with text."
MCPER's Project ELITE has created a read-aloud routine that parents can use during the summer to increase their children's vocabulary and comprehension. And the eye-catching resource is already receiving rave reviews.
"Parents want to know how to read to their children, and this is perfect to use," said Deb McKinney, a kindergarten teacher at Baty Elementary in Del Valle Independent School District, where Project ELITE has been working. "Students are told, step by step, what to do—and exactly how to do it. Sure, you can say, 'Read a book every night.' But how should you read? This routine takes it to the next level."
The large-format bookmark, pictured at right and posted in our Library, is the brainchild of ELITE Project Director Leticia Romero Grimaldo and MCPER Senior Graphic Designer Carlos Treviño. It features the routine in English on one side and in Spanish on the other.


Each week, a handful of students pull out their cellos, violins and other string instruments for an opportunity to be teachers themselves. For the past four years, Pacific University’s Music Department has participated in the national music education program known as String Project.
Since it was established at Pacific in February 2012, String Project has not only made more opportunities for grade-aged students to learn how to play a string instrument, but it’s also an opportunity for future string teachers to get the experience they need.
“The most important thing about String Project is that it’s the only after- school music program that is actually… equally concerned with the training of future string teachers as well as the school-aged students,” assistant professor of music education Dijana Ihas said.
Pacific is the only university in the state of Oregon that has the String Project program, and out of 41 programs throughout the United States, it is one of the four locations on the west coast.
The student-teachers that are part of string projects were required to take and pass the exam for the student pedagogy courses that Ihas instructed. One of these students was senior Stephanie Landtiser.
“So I am a teacher in preparation and we are all teachers in preparation
and Dr. Ihas is the master and what we do is we teach twice a week and some of us teach once a week for about an hour,” Landtiser said. “It’s making strings accessible to kids, especially from an early age and its great for people like me who want to do music education.”
When the program first started, they originally had 12 students from Forest Grove and the surrounding areas. Now, there is a total of 62 community students, and eight teachers in preparation, ranging from 2nd grade to high school levels.
“When we started it in 2012, it was literally prompted by the budget cuts in the Forest Grove School District… at all levels but high school levels,” Ihas said. “So their superintendent reached out to us and asked if we could do something to provide for younger students classes that they can still have feeding into high school. So it helps the public school education, definitely.”
In addition, the lessons are incredibly affordable for the parents of the string students. While the average private lesson in this area would cost at least 20 dollars per half hour, the lessons in the String Project costs from 40 to 60 dollars for a period of 12 weeks.
During those 12 weeks, the student-teachers take part of every aspect of teaching, from creating lesson plans, to learning how to communicate with students and parents, preparing for concerts, etc. In doing so, the students are paid for their work, as opposed to volunteering.


Engineering a better world with girl power
Above: Madison Arebalo, 9, channels her inner engineer as she builds a filtration system to clean contaminants from water during the afternoon session of GEAR Day on Arizona State University’s Tempe campus. Photographer: Erika Gronek/ASU
Nearly 200 girls from Girl Scout troops and schools around the Phoenix metropolitan area stormed Arizona State University’s Tempe campus for GEAR Day on Saturday, March 30.
GEAR Day is an outreach initiative hosted by ASU’s Society of Women Engineers chapter. The event offers girls and boys a glimpse of science and engineering through interactive activities and design challenges, such as building solar cars and experimenting with buoyancy. Participants from second to 12th grade have the chance to explore new interests and see the impact of science and engineering on everyday life.
“Engineering is all about using different tools to solve issues facing society,” says Elizabeth Jones, the outreach coordinator for ASU’s Society of Women Engineers chapter and an electrical engineering major in ASU’s Ira A. Fulton Schools of Engineering. “If girls like building things, creating new tools and using their imagination to solve problems, we should encourage them to do so through engineering.”
This year’s event had a sustainability theme to help girls and boys understand how the work of engineers can be applied to practical applications and prominent issues in the world. The participants learned about the importance of clean drinking water from the crisis in Flint, Michigan, the need to protect marine life from oil spills and the demand for renewable energy as a clean alternative to power the world.
Equipped with newfound knowledge, the participants put their skills to the test and started building solutions. They created water filtration systems, devised methods to clean up oil pollution and constructed solar-powered cars.
“Too many girls believe they can’t do engineering simply because they are a girl,” says Kamawela Leka, a volunteer at the event and a biomedical engineering major in the Fulton Schools. “It’s important to inspire these young girls to pursue engineering because the more minds we have tackling some of today’s biggest problems, the better we have a chance to solve them.”
Girl Scout troop leader Roberta Rice and her daughter, Emma, have been attending GEAR Day for about eight years. She believes the event dispels common misconceptions about science and engineering, such as it’s for boys, it’s boring or it’s too difficult for girls. She says it’s important for girls to know these fields are fun.
“I love GEAR Day,” says Emma Rice, a sophomore at Highland High School and a Girl Scout member. “You get a taste of everything. When I was very young, I built a catapult and solar-powered car. Now, I’m creating a device to help the ocean get rid of oil and trash — a serious problem for the Earth today.”
In addition to solving pressing societal needs, Emma Rice enjoys meeting new people and learning how to collaborate and work as a team. These are critical components of the engineering design process.
“An engineering tool to solve a problem is only as strong as the diversity of the team that creates it,” says Jones.
Jones grew up in a small town where the idea of a female in engineering wasn’t accepted. She decided to pursue engineering because people told her she couldn’t even though she knew she could. Now, she is dedicated to being a role model for young girls and an advocate for getting more women into engineering professions.
Cynthia Arebalo, a bilingual elementary education major in the Mary Lou Fulton Teachers College, brought her daughter, Madison, to the event with the hope of showing her all the possible career paths available.
“Madison really likes science and math, and does really well in them,” says Arebalo. “I just want her to know she has options and she gains more confidence in her ability to do whatever she wants.”
Arebalo was also incredibly grateful the Society of Women Engineers didn’t charge admission for the event but instead hosted a school supply drive to donate to middle and high school teachers across the Valley.
Nearly 60 volunteers from the Society of Women Engineers and other student organizations in the Fulton Schools helped ensure GEAR Day was a successful event. The volunteers were committed to showing parents and participants the breadth of engineering and the importance of diversity of thought in the field.
“Young girls still see so many paths cut off for them simply because of the prejudices and stereotypes that still surround them,” says Leka. “Girls can do so much more than people believe.”


Paid family leave improves vaccination rates in infants
Parents who take paid family leave after the birth of a newborn are more likely to have their child vaccinated on time compared to those who do not, according to new research from Binghamton University, State University of New York. The effect is stronger on families living below the poverty line.
"Currently, many people do not vaccinate their child within the recommended schedule and are late," said Solomon Polachek, professor of economics at Binghamton University. "Often this might be due to parental time constraints. When an infant is really young, these immunizations are critical, since infants are at a higher risk of infection and illness if not vaccinated properly."
In 2004, California was the first state to implement a Paid Family Leave (PFL) policy, allowing private-sector employees up to six weeks of leave with partial wage replacement to care for a newborn baby. This time not only helps parents settle into their new caregiving roles, but it also allows them time to make vital parental decisions, such as ensuring their child is vaccinated on time.
Binghamton University Ph.D. student Agnitra Roy Choudhury, who conducted this study under Polachek's direction, looked at the National Immunization Survey to collect data regarding child vaccination rates between 19-35 months old. Specifically, the researchers looked at children born before and after the PFL policy was implemented in California and whether children received vaccinations on time compared to children in other states during the same time period. Vaccinations studied include Hepatitis-B (HepB), Diphtheria Tetatus Pertusis (DTP) and Haemophilus Influenza Type B (HIB).
They found that the PFL policy in California granting six weeks of family leave with partial wage replacement reduced late vaccination rates in infants.
"The research finds that paid family leave (at least in California) increases the chance an infant will be inoculated for the second HepB injection by over 5 percent relative to states not implementing paid family leave, and for the DTP injection by about 1.5 percent," said Polachek. "The effects are bigger for poorer families, who are less likely to have access to paid family leave from their jobs alone."
According to Polachek, vaccinating infants on time is vital to their future health and well-being, since vaccines can ward off diseases that can impact future attendance at school. Not only do these outcomes lead to less learning for children, but also they can lead to lower earnings power.
"Poor school attendance and less early childhood learning can have consequences regarding the widening earnings distribution," said Polachek. "Paid family leave might be a viable national policy if it mitigates these detrimental effects."
Future research will focus on using more precise survey data and analyzing other states, such as New York, that have recently implemented PFL policies.
The paper, "The Impact of Paid Family Leave on the Timing of Infant Vaccinations," was published in IZA Institute of Labor Economics.


Week 1 (July 14 – 18, 2014): Directors
Everyone has a role to play in helping children meet school readiness goals! The Office of Head Start OHS defines school readiness as “children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.”
Each week, the School Readiness Spotlight Series will highlight a different role in Head Start. Find out what school readiness means for you and how your position impacts school readiness goals. Share useful resources and identify new opportunities for collaboration and growth. This week focuses on Head Start directors.
How Directors Support School Readiness
Head Start directors provide vision and leadership in the development, understanding, and purpose of school readiness goals. They work with staff, governing body, Policy Council, and community members to develop and implement long- and short-term program and school readiness goals.
Resources for Directors
Explore the resources below to deepen your understanding of what school readiness means for you.
Guide staff, governing body and Policy Council members, and the community in the development of long- and short-term program and school readiness goals.
Establish a continuous improvement planning process that addresses all Head Start management systems. Ensure that progress toward goals is being assessed periodically, and no less than three times per year.
Employ ongoing monitoring to aggregate and analyze data. Use the data to evaluate progress toward goals and make mid-course corrections when needed.
Visit the School Readiness portal to review the steps toward school readiness. Find more resources and read stories from the field.
Please send your comments or questions to PMFOinfo@edc.org or call 1-800-763-6647.
Subscribe to receive more information about how you can support school readiness.
Thank you for the work you do every day on behalf of children and families!
Source: Early Childhood Learning and Knowledge Center and the Head Start National Centers


The Science of Reading
Reading is a special type of listening process, about 98% auditory and 2% visual. When we read, our eyes act like a second set of ears.
Why is reading English such a chore for some, while others seem to pick it up with minimal effort?
The fact is that the majority of reading problems stem from simple auditory disconnects which prevent people from matching the correct sounds to printed words. This disconnect is at the root of every roadblock experienced when learning phonics, from mastering short vowels and consonant blends to navigating through rules and exceptions.
Unfortunately, auditory problems are widespread. Something as minor as an ear infection during the second year of life, a lack of early language exposure, or a set of genes that don’t code for a strong auditory system can result in a life-long struggle with reading. Leveled books and phonics instruction are the traditional methods for addressing this issue. But while those methods work well for improving reading fluency once auditory skills are intact, they do little to help the approximately 35% of the English speaking population who have fundamental auditory issues.
With its intense focus on letters and printed words, phonics is NOT the solution to low literacy rates. According to the National Reading Panel the solution to auditory reading problems lies within the science of auditory therapy. Focusing on the auditory solution is why Sound Reading Solutions’ proprietary auditory therapy system has had such phenomenal success in classrooms around the United States.
Sound Reading’s unique methods are grounded in speech therapy, a growing field that has been correcting auditory difficulties for decades. Not just any auditory therapy will do. The key for struggling readers is making strong connections between spoken and written words. Sound Reading uses a proprietary system called Clear Code Method™, which is the only fully research-based auditory therapy program available on the market. With over a decade of in-school field testing, this method has become a leader in speech therapy solutions. After using our program, students who had been struggling with phonics for years were able to catch up and surpass their grade level in a matter of months.
Sound Reading’s Clear Code Method™ combines auditory discrimination, sequencing and processing therapy with phonemic awareness and phoneme manipulation. On top of this solid foundation we introduce letters and meaningful words. Students will learn the complex English code in weeks without memory hogging rules and exceptions. Clear Code Method is also highly effective with older students, who need deeper phonemic awareness to decipher complex words.
Solving the auditory problems is only the first step in training an efficient reader. Without fluency, the reader still remains behind his peers. Students who read less than 80 words per minute rarely pass fourth grade standardized tests. Yet those who read faster than 100 words per minute invariably meet standards of excellence. To address this next step, Sound Reading Solutions developed the proprietary Flash Fluency™ system, which is the first practical and proven deployment of rapid, automatic naming research. Students learn to rapidly and automatically read simple and complex words, sentences, and short stories in our Small Steps Reading Therapy practice.
Our system is easy to use and the pace is driven by the user through a computer interface. Sitting down for just one 20 minute therapy interval every day will show marked results in only 6 weeks of use. The program doesn’t require a specialist to administer (although it is recommended for some special needs cases), and it is equally efficient at teaching reading to those with or without auditory disorders. Ease of use and general applicability are why we have been able to successfully distribute our product to classroom teachers, speech therapists, paraprofessionals, parents, and volunteers in urban, rural and suburban areas. Whether sitting alone in the comfort of your home, or sitting with peers in the classroom, Sound Reading is equally effective at teaching reading.
As the scientific understanding of how we learn to read grows, parents and educators must evolve their methods of teaching. Sound Reading Solutions’ scientifically based Clear Code Method™ and Flash Fluency™ are at the cutting edge of the new science of reading and represent the next stage in the evolution of reading instruction.


Today's Do Now is actually preparation for a lesson on summarizing a week down the road. My English department's target for a good summary includes the use of rhetorical, or academic, verbs. Most students do not write or use such language on a regular basis (ikr, lol--they much prefer text talk or slang), so it is important to intentionally teach these words.
All too often, vocabulary "lessons" are simply, "Here is the word list; look up the definitions." I have not found this to be effective in my classroom and aim to have students do more with the words. When students USE the verbs in some way, they are more likely to remember them.
Because there are quite a few rhetorical verbs, many of which can be used for similar purposes, I elected to use a categorization activity to help students process how to use them. This will allow students to see which words are similar and which are different, and the final chart will be a helpful tool when they select verbs to use in their own writing.
Check out my approach on the video in the resources section. I give students a short selection of rhetorical verbs and ask them to categorize the verbs, or find connections between them. Students make their own lists according to how they see the verbs connected to one another, basically making their own "filing cabinets" for the words.
On our first day with categorization, I take volunteers for responses as the task is not an easy one. We will continue to add to our categories on three more class days; as we progress, I will rely more on cold call than on volunteers.
Identifying claim, evidence, and details is one of the foundational skills for all Reading for Information CCSS, so we are tackling it early in the year. We've already familiarized ourselves with the terms of informational text in our prior lessons on persuasive writing, so today we can jump right into the target.
As with all our skills, we start by examining the language of the target, noting the differences between each level of proficiency on the attached PowerPoint. To be proficient, students must be able to identify and analyze multiple claims, not just one, and offer multiple details. Advanced students will be able to pull the most significant textual details, whereas students not yet proficient may have few or poor quality details. Then I offer tips for success, being sure to present it as review so students do not feel slighted (they have, after all, studied this skill in previous classes). I also remind them that the texts they will be working with this year are more challenging than previous years so they do not feel as though they are wasting their time.
After tips for success, we take a stab at our first practice. While students may feel they are "good" on this skill, my past experience is they actually struggle quite a bit. With this in mind, I select single paragraph excerpts from simple essays to work with this first time. This gives students a higher chance for success (and the resulting confidence), but it also means we cannot practice the full skill, which requires students to identify multiple claims in a text--simple texts just do not have this.
I offer three sample paragraphs (the Paragraph Practice attached to this narrative) for practice. We read the first paragraph together, and I model how I would find the claim and the details. Then I ask students to try the second paragraph with table partners (moving to find self-selected partners, though student preference, would take too long and be less productive). I give them 3-4 minutes to work and then call on partners to share their results, asking for "additions" or "disagreements" to what has been previously said. Many students miss the connection that citations follow logos (logic, or fact-based) details, so we add that to their notes as a reminder. Others mix up claims with pathos (emotion) details, so we review that claims must relate to the whole text rather than just one section.
To close our day, I ask students to identify the claim and details in the final paragraph on their own and submit it as an exit ticket. Students remember earlier errors and correctly note cited facts as details, easily finding the claim as a result.


Our junior curriculum starts from the big ideas and enduring understandings that are central to us as human beings, a society and a global world. Over two years, curriculum study unpacks the concepts and critical thinking around Change, Identity, Social Justice, Sustainability, Belonging, Curiosity, Creativity and Survival. Learning combines cross-curricular understandings with specialist
knowledge and skills. All students continue to develop Literacy, Numeracy, Science and Physical Education skills. In addition, students take Social Sciences, Performing Arts and Technology and all Year 9 learn Te Reo Māori.
Year 9 students can then choose two other areas of learning from Visual Arts, High
Performance Sport and Spanish. In Year 10 students move to more choice and opt into
three areas of learning from Spanish, Te Reo Māori, Business Studies, Visual Art, Technology,
Music and Drama.
Literacy and Numeracy - our teaching staff are committed to developing strong literacy
and numeracy skills for our junior students to ensure success at NCEA. Through Year 9
and 10 we identify students in need of extra assistance and put plans in place to support
them. Our Learning Support Co-ordinator, SENCO, ESOL specialist and specialist Teacher
Aides work closely together to ensure girls have the basic tools they need for further
learning. Wrap-around support is provided in a smaller Learning Support Class for those who


Draw, Paint, Make and Get Creative with 53 Amazing Projects!
This lively, colourful compendium of arts and crafts for a new generation of kids features projects specially designed to spark creativity, invite self-expression, and nurture self-confidence. From finger puppets to fabric flags to shrink art, each activity uses inexpensive materials and can be crafted in less than 90 minutes. Kids love arts and crafts and every kid can be an artist with this book as their guide. Working with basic art supplies - from paint, markers, paper, and glue to household finds like cardboard boxes and fabric scraps - children learn that as long as they can imagine it, they can create it! This rich collection of 53 inspiring art projects for kids aged 6 and up is curated by two art educators with decades of experience, and offers up a ton of freeform fun. From Doodlemonsters and Painted Animal Rocks to Paper Bead Jewelry and Nature Weaving, projects vary in difficulty to engage a wide range of ages and abilities, and many can be made in under an hour. Every project featured in the book has been kid-made (and kid-approved!), and photos of the finished pieces serve as inspiration for kids everywhere to use art to express their imagination, humour, creativity, and individuality. AGES: 6 plus AUTHORS: Marion Abrams founded the Summer Art Barn in Hatfield, Massachusetts, in 1989. Hilary Emerson Lay has a BFA from Emerson College in writing, literature, and publishing, with a concentration in children's writing and illustration. SELLING POINTS: Kids love arts and crafts! Art teaches creativity, innovative thinking, and problem solving. The open-ended projects featured in this book are designed to jumpstart creativity, tap the imagination, and build a sense of self-confidence by encouraging children to collaborate and problem solve as they work with their hands and create one-of-a-kind art. The projects teach essential art skills and fit well into the STEAM curriculum. Written by art educators with 30 years of experience working with kids. Authors Marion Abrams and Hilary Emerson Lay have taught art to kids for decades at the Summer Art Barn in western Massachusetts, where they guide and encourage children to create in their own ways. The projects featured in the book were made by kid attendees of the Summer Art Barn camp, and the tone of the book captures the authors' friendly, unintimidating, and fun approach to art education. Colour photographs and illustrations throughout
- Vendor : Not specified
- Type : Books


hidden words puzzle on dragonflies is free to download. Enjoy easy science facts about dragonflies for kids by downloading this fun activity sheet that’s free to print.
This FREE dragonfly facts hidden words puzzle game will help children learn more about flying insects. This fun Free printable word seek game for kids can be used by parents to teach their child easy science at home. A great way to spend family time together is by learning fun science facts for kids and using the FREE science worksheets made by Easy Science for Kids website!
Teachers will find our science site is a great educators resource for science activity sheets for kids. Our free downloadable science activity sheet on Dragonflies is suitable for kids in grades 1-5. It can also be used for kindergarten kids as a listening comprehension activity.
There are 3,600 kinds of dragonflies. They can be found all over the world. Dragonflies prefer to live near rivers or streams. They are expert hunters. What is the dragonflies lifespan? Find out more fun facts all about dragonflies by downloading our FREE dragonfly worksheet for kids.
Dragonfly Free to Print Science Activity Sheet


By Craig Bannister | January 26, 2021
An Iowa public school district will devote February 1-5, 2021 to teaching Black Lives Matter (BLM) “guiding principles” – such as telling young children that they can choose any gender they want, even if that means making up a new one.
While it is not officially affiliated with the Black Lives Matter (BLM) movement, teachers will indoctrinate students regarding 13 BLM “guiding principles,” the Ames, Iowa Community School District (CSD) says on its website.
The “Black Lives Matter at Schools Week of Action” will focus, not just on affirming “all Black identities,” but also on transforming “non-Black, particularly white students,” the website explains:
“The Black Lives Matter at School movement, which is not formally affiliated with the Black Lives Matter Global Network or any other organization in the Movement for Black Lives, is a push to improve schools for Black students, teachers, and families. The movement is a call to schools across the nation to say and show that Black lives matter within the school walls and in the policies and practices that impact the lives and futures of Black students. The Week of Action is a time set aside to affirm all Black identities by centering Black voices, empowering students, and teaching about Black experiences beyond slavery.
“This week of action not only benefits Black students but can also be transformative for non-Black students, particularly white students. Due in large part to school and residential segregation, white students often get a narrow view of blackness from their lived experiences.”
One of the “identities” teachers will affirm and promote are non-biological gender identities chosen by students.
“Among the educational tools linked to the Ames website are the ‘Kid-Friendly’ versions of BLM’s ‘13 Principles’ for early childhood and elementary education. These principles include ‘transgender affirming’ and ‘queer affirming’ and these topics are offered as pages in a BLM coloring book for younger age groups.”
On the “Transgender Affirming” coloring page, children are told:
“Everybody has the right to choose their own gender by listening to their own heart and mind. Everyone gets to choose if they are a girl or a boy or both or neither or something else, and no one else gets to choose for them.”
The principle, as stated on the school district’s website, is less direct in its language:
“We are committed to embracing and making space for trans siblings to participate and lead. We are committed to being self-reflexive and doing the work required to dismantle cis-gender privilege and uplift Black trans folk, especially Black trans women who continue to be disproportionately impacted by trans-antagonistic violence.”
The “Queer Affirming” page promotes “freeing ourselves from the tight grip of heteronormative thinking”:
“We are committed to fostering a queer-affirming network. When we gather, we do so with the intention of freeing ourselves from the tight grip of heteronormative thinking, or rather, the belief that all in the world are heterosexual unless he/she or they disclose otherwise.”


Mississippi College & Career Readiness Standards
MS.RF.3. Reading Foundational Skills
RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
RF.3.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use
L.3.4. Determine or clarify the meaning of unknown and multiple‐meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a. Use sentence‐level context as a clue to the meaning of a word or phrase.
L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).


Greenbean – Activity Cards Connect A Cube Set 2
R72.00 Vat Inclusive
671 in stock
This set of activity cards provides primary school learners with opportunities to explore many important math’s concepts using colour cubes. These cards can be used by individuals or pairs of students. The cards are designed to be done in order so that students progress from basic skills to more advanced concepts.
– Develop colour and pattern recognition
– Understand spatial relationships
– Encourage logical reasoning
– Promote geometry and numeracy skills
– 14 x Double-Sided Activity Cards
Age: 3 Years +
Item size: 35 x 24 x 0.6 cm
All GIGO products are compliant with CE & CCCs toy safety regulations.


Inclusion Workshop W-17
Technology Tools: An Inclusive Educator’s Friend
Grade Level: K-12
Length: 3 Hours
Technology, a powerful tool in classrooms and our globe, is truly an inclusive educator’s ally! Set up lessons that allow students to demonstrate their abilities to critically think, create, connect, and collaborate with an array that ranges from speech-text programs, interactive websites and slant boards to online visual dictionaries, virtual manipulatives, virtual field trips, and interactive web tools. Explore savvy ways to increase students’ academic, social, and communicative skills with appropriate programs and tools for different populations of learners. Increase your efficiency as well by embracing the technology to catapult your organization, research, and documentation. Be a digital educational expert who uses technology to plan, instruct, assess, collaborate, and honor students’ potentials.
Experience how to effectively:
- Use tech tools to increase literacy and numeracy skills.
- Create dynamic differentiated lessons across the disciplines.
- Prepare lessons that incorporate both low- and high-tech tools.
- Use technology to connect to individual learner skill sets.
- Increase communication, documentation, and collaboration.
Pre service teachers, general and special education K-12 educators and staff.


Heartland Head Start’s approach to School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children. Heartland Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.
Historically, Head Start often has led the early childhood field with a strong, clear, and comprehensive focus on all aspects of healthy development, including physical, cognitive, social and emotional development, all of which are essential to children getting ready for school.
All Head Starts are required to establish school readiness goals which are defined as "the expectations of children's status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals" and that "appropriately reflect the ages of children, birth to five, participating in the program" (45 CFR Chapter XIII Head Start Regulation Part 1307.2 and 1307.3 (b)(1)(i), as amended).
For parents and families, school readiness means they are engaged in the long-term, lifelong success of their child. Head Start recognizes that parents are their children's primary teachers and advocates. Programs are required to consult with parents in establishing school readiness goals (45 CFR 1307.3 (b) (1) (iii), as amended). As Head Start programs and schools work together to promote school readiness and to engage families as their children make the transition to kindergarten, schools will be ready for children.


About this project
Timelines and chronological thinking
Chronology is our mental scaffolding for organizing historical reasoning. It provides us with a strong sense of the continuity and incidences of time – of when things happened – in order to understand historical causality. The Hong Kong Art History (HKAH) Timeline project is the first to provide a temporal map tracing events from the 1930s to the present. It includes relevant social and political events that have shaped the art world including the making of museums, government policies and shifts in financial or educational sectors. We aim to show how time is always in action, whether in linear directions or alternative patterns where time pauses, reflects or return. This project currently has over 400 entries and an ambition to grow in the future with contributions from our students and friends of the Department of Art History at HKU.
We acknowledge, however, that our Mothership timeline provides an overview that excludes more than it includes. Moreover, with linear timelines there is also the assumption of advances and progress, but developments can also take the shape of departures and loss. It is with the understanding of this, that we have also launched the first of five smaller “satellites.” These are case studies by students from the Hong Kong Art Workshop class (in partnership with Asia Art Archives) who explore the inconsistencies, overlaps and disruptions to speak about issues such as independent art spaces in relationship to activism, women artists as institutional builders, the presence (and absence) of minorities in Hong Kong’s art world, the development of art criticism and the relationship between grassroot art education practices and local knowledge. The aim of these smaller projects is to build different thresholds from which others may discover new ideas for future research. They also operate as standalone projects that collectively help to form the moving parts of a history of Hong Kong art.
The Department of Art History recognizes the importance of sharing, and this website is an open-access tool which we hope will be an entrance point for meaningful conversations about Hong Kong art history. We invite comments and feedbacks that are made in the spirit of critical sharing and hive-minds to help us identify any mistakes we might have made. We also ask any usage of information found on this site to follow international practice of citation.
How it all began...
If we have to trace the beginning of this timeline project, it began with a workshop, held at Asia Art Archives, on Teaching Hong Kong Art History in 2015 and many scholars’ frustrations of how often it was believed to be impossible. Part of that myth of impossibilities was the parsity of secondary literature but there was also a debate regarding who gets to write a survey history of Hong Kong art or whether we need a survey book in order to study Hong Kong art. This timeline project, produced by students of HKU and colleagues of AAA, is a response to the challenge. It is a structure designed to help visualize the possibilities of different narratives of Hong Kong art history.
More specifically, this HKAH timeline project began life in the classroom in 2020. It was an accidental project that emerged from the disruptions caused by COVID-19. The question of how to position what is Hong Kong in a post-pandemic world with shifting world powers has prompted us to make this timeline project as a response to the urgency of recording historical moments that are dynamic, slippery as well as those that are foundational to the role of art, its institutions, communities and people in Hong Kong post-2020.
We would like to acknowledge our Department of Art History’s longstanding relationship with Asia Art Archives, and in particular to Michelle Wong and other members of the AAA’s research team, Collections and Development teams. The success of this project is a testimony to the importance of collaboration and generosity of AAA.
We would also like to express out deep gratitude to Kwai Fung Art Foundation for their generous support that helped us realize the Timeline.
There were also many other partners and friends who provided helpful feedback including those who attended the students’ presentations: Claire Hsu, Anqi Li, Alex Seno, Chris Mattison, and Caroline Chiu.
Dr Yeewan Koon
The University of Hong Kong Art History Department
Associate Professor and Chair of the Department
Supervisor of the Hong Kong Art Timeline Project


As you know we at Ability Focus OT are big believers and advocates for play.
But why is play so important???
Playing is one of the most important things you can do with your child. The time you spend playing together gives your child lots of different ways and times to learn.
Play also helps your child:
– build confidence
– feel loved, happy and safe
– develop social skills, language and communication
– learn about caring for others and the environment
– develop physical skills, sensory motor skills and fine motor skills
– promote problem solving
– connect and refine pathways in her brain
– helps develop some of the building blocks for literacy development
If your child doesn’t want to play?
There might be times when your child doesn’t want to play – for example, she could be tired or bored by doing the same activity for too long. This is normal and usually nothing to worry about.
But sometimes a lack of play – or a lack of interest in play – can be a sign of a more serious developmental disorder.
What can you do when playing with your child?
- Follow your child’s lead / interests when trying to encourage their play. Things that are motivating to a child, help develop the brain’s pathways for learning and regulation.
- Model play – kids love imitating and is a great way to develop those motor plans for movement experiences.
- Be playful – have fun with your child….don’t overthink it!
- Use everyday household items…you don’t need to go buy all new toys (e.g. boxes, tubs, blankets are all great items to promote pretend play skills).
- Encourage repetition when learning to play as this helps build the skills to develop more complex play themes.
Consider speaking with a health professional if:
- Your baby doesn’t seem to get into interactive play (such as peekaboo)
- Your toddler has only a narrow interest in toys, or doesn’t use toys in a functional way – for example, is only interested in spinning the wheels of a toy car instead of driving it around the room like other children the same age
- Your pre-schooler isn’t interested in playing with other children, or isn’t interested in playing pretend games.


Crowdsourced GCSE tips
Teacher training courses often talk about pedagogies. With ‘research’ being something of a buzzword at the moment, we are all being encouraged to think about the ‘big picture’ of our work. Do we have a progression framework for KS3-5? What values are at the centre of our schemes of work? What strategies have we got in place for ‘closing the gap’? Quite rightly, teachers are being asked to think about their approach to teaching and learning.
In music education, we tend to be quite good at this. We’ve got Kodály, Suzuki, Musical Futures and a whole bunch of other approaches to teaching music.
Something that we could, perhaps, be a little better at is the simple act of sharing a few good tips. The traditional isolation of music teachers in small departments means that we rarely get to share tips with each other. Maybe that’s why the lunch breaks at INSET courses are so valuable – we share as many tips with each other as we can in one hour.
There is, however, one place where tips remain king – social media. With great character restrictions comes great brevity. On Twitter or Facebook, a question is much more likely to be answered with a tip than a pedagogy. It’s much easier to share a marking tip than to explain constructivism in 140 characters.
In an age of strategies and policies, perhaps it’s time to embrace social media’s leaning towards the value of a good, old-fashioned tip. Tips cause us to make small improvements to our work that lead to incremental improvement. Head teachers across the land are calling for strategic methods of collecting ‘marginal gains’ in GCSE results, so perhaps frontline teachers could consider a hands-on equivalent? If we gather enough tips, implement them and measure the resulting improvement, then we can all edge to being much better at what we do. Small changes and measuring gains is the strategy preferred by Silicon Valley giants like Google and Facebook, so perhaps we could learn something from this approach? Perhaps ‘tips implementation’ could be a pedagogy in its own right!
With that spirit in mind, I took to social media and asked music teachers about their top tips for teaching music at GCSE. There was no shortage of responses.
What follows is a curation of those tips, and a look at how they indicate general approaches to teaching. I haven’t judged these tips based on ‘quality’ but, instead, I’ve explained how they could be put into action in the classroom. Wherever possible, I’ve tried to balance out dramatically contrasting views by matching up seemingly contradictory tips. Nothing here should be taken as gospel. Get into that marginal gains mindset – try something out and measure the improvements.
Then share what you’ve learnt on social media – how about #MTMtips?