A Success Story
Giving Every Child A Voice
ETM believes music education as a core subject work as a catalyst to improve academic achievement, motivation for school and self-confidence. Music education provides the tools necessary for students to succeed in school and life.
This year, ETM’s program is reaching a record number of children across all five boroughs of New York City. Our teachers are working hard each and every day to give all of their students a voice.
For Michael, a first grader in the Bronx, music has given him so much more than a voice; it has given him the stamina and self-confidence to succeed in school and life. Adjusting to first grade has been difficult for Michael. He lives in a homeless shelter and lacks the stable support of a home life many of his peers have. In addition, as a child with autism Michael faces daily obstacles in the classroom. He rarely speaks or participates in class, and does not absorb information as easily as his peers.
When Education Through Music partnered with Michael’s school this fall, every child in the school began receiving general music instruction, including children with special needs. This allowed Michael to start taking music classes, which helped him unlock a talent he didn’t know existed. Despite rarely participating in his other classes, Michael eagerly participates in his music class. Music has provided Michael with a new level of engagement he hadn’t previously experienced, and his love of music continues to grow. Even his other classroom teachers have noticed and commented on Michael’s newfound passion.
Michael’s music teacher noticed how quickly he was grasping the lessons she was teaching in her class. For instance, she’s been teaching rhythm and tempo to her first graders. When most of the class struggled to understand a new rhythm, ‘ta and ti ti’, Michael was the first student to master it. As a child with special needs, Michael often has challenges in the classroom that his peers do not. This moment of understanding a concept, and being the first student in his class to do so, has given Michael a tenacity for learning that he hadn’t experienced before. Through his general music classes and the support from his teacher, he has discovered a natural talent and is gaining confidence in himself. Without Education Through Music, Michael may never have found this passion that is helping him to engage more deeply with school each day.


How to Dig Holes for Plants
Digging the hole sounds easy enough, but incorrect sizing or spacing of planting holes puts your garden's health at risk. A hole that is too deep means your plant crown dips below the soil line, which may hurt growth. A shallow hole doesn't give the roots enough space to grow and may result in exposed roots or a wobbly plant without the support of the soil. Knowing where and how to dig holes for your plants gets your garden off to a strong start.
Choose a digging tool that fits the job. If you're digging a hole for a small tomato seedling, a small garden trowel does the trick. If you're planting a shrub or tree, a larger shovel or spade works best to dig a larger, deeper hole.
Mark the spots for the holes. If you're digging holes for several plants, determine the spacing you need between plants, which varies based on the type. Small plants, such as lettuce or marigolds, may need only a few inches between plants, while trees need several feet. Refer to the plant tag for spacing specifics.
Inspect the root ball of the plant to get an idea of how large you need to make the hole. The width and the depth of the hole should be large enough so that the roots can spread out in their natural growth pattern. As a general rule, the crown should be at the soil line. The hole should allow the plant to sit at the same level in the soil as it was previously.
Position the trowel, shovel or spade in the location of the hole. Dig down and remove the soil in the area to the approximate size needed.
Remove any rocks you dig up in the area. Break up dirt clumps remaining in the hole to avoid air pockets during planting.
Place the plant in the hole to check on the size. Spread out the roots as you would for planting. Make adjustments to the hole. Add more soil if it is too deep. Dig out more soil if it is too shallow.
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.


Music is at the heart of the curriculum at Catherine Infant School. It is a universal language that embodies one of the highest forms of creativity. We aim to provide a high-quality music education that engages and inspires children to develop a love of music and their talents as musicians and so increase their self-confidence, creativity and sense of achievement. As children progress, they develop a critical engagement with music, allowing them to compose, and listen with discrimination to the best in the musical cannon.
All children from Reception to Year 2 take part in a weekly singing assembly where key singing skills are taught and the children learn different types of music. Religious festivals, cultural festivals and assemblies are also celebrated with music. The children participate in and celebrate National Sing Up Day every year. Their musical experiences are also enriched by musical workshops and outside performances.
music Curriculum and Provision
The National Curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
In the Early Years Foundation Stage, music is used to support pupils’ learning across all areas, especially in Expressive Arts and Design of Development Matters in the EYFS to ensure challenging, playful opportunities across the prime and specific areas of learning and development.
In Key Stage 1, pupils will be taught to:
- use their voices expressively and creatively by singing songs and speaking chants and rhymes -play tuned and untuned instruments musically
- listen with concentration and understanding to a range of high-quality live and recorded music
- experiment with, create, select and combine sounds using the inter-related dimensions of music.
We deliver the Music Curriculum using the Charanga scheme of music.


by Roger Sams and Beth Ann Hepburn.
“Purposeful Pathways: Possibilities for Elementary Music Classrooms” is an extensive collection of curricular materials for learning music by making music. Based on the philosophies of Orff Schulwerk, Kodály, and eurhythmics, this collection of developmentally sequenced learning activities offers elementary general music educators diverse choices for how to present folk song from diverse cultures and original material, including lessons in singing, literacy, movement, improvisation, composition, and instrumental ensemble. Each lesson is a collection of learning pathways, to be selected by the teacher, that unfold over time offering possibilities for differentiated instruction and flexibility in diverse classroom settings. This flexible design makes this resource helpful to all teachers, first year to seasoned educators!
Printable manipulatives for composition activities are available as a free digital download with the purchase of the book.
Electronic visuals (in SMART Notebook, Promethean ActivInspire, and PowerPoint formats) are available as an additional purchase in CD-ROM and digital download formats.
Purposeful Pathways 1 Curricular Content
two eighth notes
Engine, Engine Number Nine
Mince Pie Fly
Rain on the Green Grass
The Mill Wheel
Barber, Barber Shave a Pig
Bubble, Bubble, Bubble!
Duérmete, Mi Niña
High in the Pine Tree
Jelly in the Bowl
Hickory Dickory Dare
Charlie in the Tub
Johnny’s Gone to Tea
Pease Porridge Hot
Wee Willie Winkie
Johnny on the Woodpile
Little Sally Walker
Counting Out Rhymes
Purposeful Pathways is endorsed by leading experts in all three pedagogical approaches utilized. Here’s what the experts are saying:
“This book is a collection of music lessons to introduce beginning students to the excitement of discovering and learning music by making it. The variety of musical pathways presented becomes a road to rhythmic and melodic literacy, with clearly mapped goals and objectives. The journey is enriched by the variety of musical elements and behaviors included, providing many choices for exploring each of the 30 examples in the collection. Movement ideas enhance opportunities for students to actively explore musical material.
The expert guidance of two experienced author/teachers is evident on every page, and is highlighted in special inserts called Teacher Talk. Icons, charts, and drawings add to the playful presentation of the material ñ many of which are available in an optional CD-ROM. The carefully selected collection of songs and rhymes provides artful early encounters with music, establishing a solid foundation for future musical experiences.”
Founding Director, Graduation Programs in Music Education, University of St. Thomas
Past President, American Orff-Schulwerk Association
“Purposeful Pathways provides the music specialist with valuable tools to integrate singing, playing of instruments, and creative and purposeful movement. While these lessons can be used across many elementary grade levels, Roger and BethAnn have created movement ideas for young children to imitate animals or characters and explore rhythmic pathways, and movement for later grades that coordinate specific durations or rhythmic ostinato patterns with the text and music. This book would be helpful not only for new teachers, but for experienced music educators interested in learning how to integrate our learning approaches.”
-R. J. David Frego, Ph.D.
Chair of the Department of Music, The University of Texas at San Antonio
Past President, Dalcroze Society of America
“Whimsy all but leaps off the pages of this wonderful collection of creative activities for developing music reading, improvisation, composition, and instrument playing skills. Fresh melodies composed to time-honored rhymes are paired with clever ostinati leading to simple and effective instrumental arrangements incorporating movement and song. The Teacher Talk sections contain gems and jewels of advice that can only come from extensive experience with children. I am excited to use many of the ideas with my education majors! You will certainly be successful with these pathways in your classroom!”
-Jill Trinka, Ph.D.
Adjunct Professor, Coastal Carolina University
Past President, American Association of Kod·ly Educators


A matter of race and gender: an examination of an undergraduate music program through the lens of feminist pedagogy and black feminist pedagogy
Grissom-Broughton, Paula A.
MetadataShow full item record
Theoretical perspectives of feminist pedagogy provide an alternative lens to examine the teaching and learning process within music education programs in higher education. Music programs have traditionally emphasized formal constructions and static content, which typically are associated with Western European, patriarchal ideologies. Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. When examining the music education literature, particularly as it relates to diverse groups, a feminist instructional approach addresses the interconnections of race and gender as social and cultural constructions, which are almost absent from higher education research altogether. Using the intrinsic case study model and qualitative data, I examine ways feminist pedagogy and Black feminist pedagogy, are integrated into the undergraduate music program at Spelman College, a historically Black college for women. I also investigate how course curricula are inclusive of both traditional feminist and Black feminist pedagogical principles. I explore how discourses of gender, as well as race, play a role in the pedagogical practices of teachers within a single-sex institution committed to the education and empowerment of women of color. Furthermore, I describe ways in which students are influenced by both traditional feminist and Black feminist pedagogical approaches, and how music educators are fulfilling the need to teach music outside their own experiences, which are in some cases, a Western European patriarchal approach. Using Barbara Coeyman’s (1996) four principles of traditional feminist pedagogy for women’s studies in music and the general music major curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action), as a theoretical framework the following three components were examined in this study: context (structural influences of gender and race), content (curriculum and course design), and pedagogy (classroom instruction and goals). Data was ascertained through triangulated measures of interviews with faculty and students, observations of class time and performances, and document collection of relevant data sources (e.g., course syllabi, music department handbook, and performance programs). I used findings from the research to demonstrate how discourses of gender and race permeate the institutional environment at Spelman College, and have direct links to curricula structure, as well as the institutional mission of the teaching and learning process of its students. I also used findings to further enhance the knowledge base of music education literature and implications for African-American females in higher education. Finally, suggestions were given as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.


According to The Annie E. Casey Foundation, the annual average learning gain from kindergarten through second grade is higher than at any time during a child’s years in school.
The outcomes of early elementary education – particularly whether or not a child can read proficiently by third grade is so important that not doing so often puts kids on track to drop out of high school – are a powerful predictor of later school and life outcomes.
Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response, so it is important to design educational activities that will stimulate them accordingly, encouraging them to unlock their potential even in their early years.
The Study Huddle recognises two different streams of learning for their student’s needs.
In Curriculum Enrichment, students are coached to grasp a deeper understanding of the concepts taught to them in school. In Gifted and Talented programs, students explore and learn advanced concepts in Math, Science, Coding and Writing.
Let us help your student unlock their full potential, contact us for more information regarding our elementary school programs.
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Date(s) - Thursday, July 29, 2021
6:30 pm - 8:30 pm
A Play on Literacy discusses the literacy developmental milestones for ages 6 months through 5 years. It is an in-depth training on how to implement literacy into the classroom environment for more meaningful activities, and how to assess children’s literacy development. It also includes information on how to implement adaptations for children with disabilities.
Core of Knowledge Area: Curriculum (2 hours)
***THIS TRAINING IS AN ONLINE TRAINING FORMAT***
You will receive an email with the webinar, handouts, and Zoom link 24 hours before the training. If you do not receive an email by that time, please contact Kim Locke at firstname.lastname@example.org.
Each participant will need individual access to a computer, smartphone or tablet. Specific webinar access details will be sent prior to the training.
PLEASE MONITOR YOUR EMAIL FOR UPDATES
Webinar Platform: ZOOM
For download options- please click the link below.
There will be a knowledge measure and training evaluation provided via Survey Monkey. The knowledge measure and training evaluation are required components of the webinar and have to be completed in order to receive a certificate of completion.


The Starkville Oktibbeha Consolidated School District employs a modified 10-point grading system for grades 2-12 and a standards based report card for grades k-1. Please refer to the Student Handbook for the District’s comprehensive grading policy.
MKAS2 3rd GRADE READING SUMMATIVE ASSESSMENT
The Literacy-Based Promotion Act requires 3rd grade students to take the MKAS2 3rd Grade Reading Summative Assessment to ensure they are reading at grade level by the end of 3rd grade. The 3rd Grade Summative Assessment is a multiple-choice test that will be given online via a computer or tablet in your child’s school. All 3rd grade public school students are required to take this assessment.
The assessment covers the Mississippi College- and Career-Ready Standards of reading for foundational skills, informational text, literature, and language.
This test is scheduled for the spring semester, and it consists of 50 multiple choice questions.


STAAR 7TH GRADE REVISING AND EDITING
STAAR Writing and English I, II, III Resources | Texas
Feb 13, 2019This webpage contains STAAR resources for grades 4 and 7 writing, English I, English II, and English III assessments. To see all available STAAR resources, visit the STAAR Resources webpage. Sample writing items for grades 3 - 8 revising and editing are now available on the new Reading Language Arts STAAR Sample Items page .
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STAAR Practice Test TSA - Thinking Skills Assessment CAAT Test Level-D drafting, revising, and editing. MAP 7th Grade. Get 490+ 7th grade MAP Test practice questions, quizzes, study Guides &
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Revising and Editing - 2 minutes Keep in mind that eyeing your watch every two seconds to ensure that you’re on track will not be of help to you, and will, in fact, hurt your progress on the essay. But having a general sense of how you should be progressing will prevent you from leaving the essay section with little more than a well-developed
ACT English Practice Tests - Varsity Tutors
Our completely free ACT English practice tests are the perfect way to brush up your skills. Take one of our many ACT English practice tests for a run-through of commonly asked questions.
How to Write a Report: Lesson for Kids - Video - Study
Nov 09, 2020After editing or revising, proofread again for typos and grammar issues. You might even have someone else proofread as well. After all, it's easy to miss mistakes when you're the writer.
How to Write a Descriptive Paragraph or Essay: Lesson for
Nov 29, 2019Heather has a bachelor's degree in elementary education and a master's degree in special education. She was a public school teacher and administrator for 11 years.
Online Curriculum - Texas Connections Academy
The student will continue to use effective planning tools such as graphic organizers and outlines to create well-organized compositions. Through the five-stages of the writing process: prewriting, drafting, revising, editing, and publishing the student will write narrative and informative compositions.
Essay Writing Service - EssayErudite
We value excellent academic writing and strive to provide outstanding essay writing service each and every time you place an order. We write essays, research papers, term papers, course works, reviews, theses and more, so our primary mission is to help you succeed academically.
Ask for players’ emails to identify them. By enabling player identifier, you'll know the real person behind the nickname in your game. We'll track players' scores
Dianna - Teaching Upper Elem. on Instagram: “#anchorchart
Oct 19, 2019Dianna - Teaching Upper Elem. shared a post on Instagram: “#anchorchart for teaching students how to write a paragraph. Easy #teacherhack for


ERIC Number: ED486599
Record Type: Non-Journal
Publication Date: 2005
Education Reform and Content: The Long View
Hirsch, Eric Donald, Jr.
Brookings Institution, The: Brown Center on Education Policy
Longitudinal analysis of early childhood education, such as that in Project Follow Through, shows the superiority of explicit skill instruction for the acquisition of basic reading skills. But these early gains do not eventuate in significant progress in reading achievement in later grades, especially among disadvantaged youth. This is not for lack of trying, or lack of accountability or competition, but primarily for lack of an adequate guiding theory. The content-indifferent theories of formalism (reading ability is a general, transferable skill) and naturalism (reading is learned naturally, as we learn to speak) are inadequate. Nonetheless, the theories are protected and their failures glossed over by a third theory, social determinism, which argues that social factors outside the school must determine reading results. In fact, naturalism and formalism are themselves the chief causes of low reading achievement after grade 3 because they protect a content-indifferent and content-incoherent curriculum that cannot develop knowledge and vocabulary effectively. Significant vocabulary growth is inherently slow, a matter of years rather than months, and so, therefore, is growth in reading comprehension. This language growth can be accelerated for all students only by a carefully devised, coherent, and cumulative curriculum. This is illustrated in comparative longitudinal studies of Core Knowledge schools against controls. Based on these considerations, more studies of Core Knowledge schools should be undertaken. Meanwhile, we need to recognize that language growth is slow, and so, too, is the process of changing wrong ideas. [In: Ravitch, Diane, Ed., Brookings Papers on Education Policy, 2005. Washington, DC: Brookings Institution Press, 2005. p175-207. See ED488830.]
Descriptors: Grade 3, Early Childhood Education, Educational Change, Disadvantaged Youth, Reading Comprehension, Reading Ability, Longitudinal Studies, Reading Achievement, Learning Theories, Vocabulary Development, Time Factors (Learning)
Hopkins Fulfillment Service, P.O. Box 50370, Baltimore, MD 21211-4370. Tel: 800-537-5487 (Toll Free); Tel: 410-516-6956; Fax: 410-516-6998.
Publication Type: Information Analyses
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3
Authoring Institution: Brookings Institution, Washington, DC. Brown Center on Education Policy.


The Small Steps Early Learning Centre Kindergarten Program is an enriched JK and SK Program with low teacher/student ratios, allowing for maximum learning while the children are most receptive. The focus is on foundational skills in beginning reading, writing and math while ensuring continued development of the whole child, socially, emotionally, physically and intellectually. Children will learn in a stimulating environment that recognizes that children learn at their own pace. Activities are planned based on teacher's observations and the needs of the children to help them reach their full potential. Children are encourage to develop a creative thinking process with basic literacy and numeracy skills.
The program is for childrens 3.5 years to 5 years old.


Try Sentence Unscramble
with a sample word list!
Note: Although this activity is designed for the grade levels above, it can also be used as a remediation or enrichment activity at any grade level with an appropriate word list.
- Foundational Skills
- Sentence Structure: Syntax
It has a subject and a verb, and it conveys a statement, question, command or exclamation. There are only so many different ways to construct a grammatically correct sentence. Students benefit from playing with and creating sentences, including manipulating the word within the sentence to see how their order changes the meaning of the sentence. The ability to recognize sentence structure or syntax will help students become stronger writers.
When? Students can begin to unscramble sentences as soon as they have the ability to read them. When students unscramble sentences, they become cognizant of the fact that words have an order in a sentence and without that order, the sentence does not make sense.
For example, write the words of a simple sentence on index cards and ask them to arrange the words in order so that the words make a complete thought. Once students understand that words need to be in a particular order to make sense, teachers can deepen the level of instruction to meet the needs of the students. For students who need additional practice with hearing grammatically correct simple sentences, use Sentence Unscramble as a small group lesson.
Students drag and drop words into a box in the same order they hear it read in the sentence. When they are finished and submit their sentence, words that have been arranged correctly turn green. If students make an error, they are given another chance to rearrange the words to form a complete sentence. To provide extra support, students can hear the sentence read aloud multiple times, and roll over a word to hear it in isolation.
It is also perfect for small group instruction and independent practice. It is especially helpful as additional support for English Language Learners whose native languages have different syntax rules than English. Sentence Unscramble is available as an online activity or printable worksheet.


To continue responding to the results of NCLE’s “Remodeling Literacy Together: Paths to Standards Implementation” survey findings:
• Teachers feeling most comfortable tend to be those more frequently working with others to analyze student work, design curriculum, and create assessments (NCLE).
Change involves risk-taking. It is essential to have respected and trusted partners when taking professional risks.
Who can help? A 21st-century school librarian must have the dispositions and skills to work with all her/his colleagues in the building. Everyone deserves support, especially when expectations change, and school librarians, who are required to work with all of our colleagues, are perfectly positioned to supply that support. When classroom teachers and school librarians coplan and coimplement lessons, and coassess student learning outcomes, librarians are providing the support teachers need and improve their own practice in the process. This is a win-win-win-win situation for all students, teachers, librarians, and administrators.
• Teachers engaged in cross-discipline conversation about literacy are making greater shifts in their instruction (NCLE).
In many secondary schools, in particular, the disciplines have been working in silos: language arts teachers talking with language arts teachers, social studies with social students, science with science, and so on. Some schools have made strides in breaking down the institutional barriers between the disciplines because they know our brains do not learn or function in discrete-discipline-based ways.
Who can help? The work of school librarians has always been and will always be interdisciplinary. Reading and language arts are integrated into every aspect of the processes in which students engage while learning through the library program. Whether teaching reading comprehension strategies or inquiry-based research, school librarians must be knowledgeable about how students employ multiple skills and strategies to interact with ideas and information.
School librarians also have a global view of the learning community and can bring educators in different disciplines together to coplan, coteach, and coassess interdisciplinary units of instruction. This is a strength that school librarians bring to the table that can increase rigor and alignment in the academic program in any school.
• When given the opportunity, teachers are owning the change by innovating and designing appropriate lessons and materials (NCLE).
Again it is no surprise that when teachers “own” the changes in their work environment, they bring their creativity, expertise, and experience to bear and design lessons and integrate resources that are more engaging and effective for learners.
How can school librarians contribute? School librarians must be experts in instructional design. They have experience working with students at various grade levels and in all content areas. School librarians keep abreast of the latest resources, print, digital, and human, and should always be seeking innovative ways to integrate resources into the curriculum for the benefit of students and teachers.
As a poster from the national Dewitt Wallace-Reader’s Digest Library Power initiative of the 1990s noted: “Teaching is too difficult to do alone. Collaborate with your school librarian!” I hope the results of the NCLE report will bring all the members of your school’s academic program together to coplan, coteach, and coassess student learning and that your school librarian will be among the leaders at your table.
Thank you to NCTE Executive Director Kent Williamson for being the catalyst to form the NCLE literacy coalition. This is survey is just one example of the power of organizations joining forces and working together to improve literacy learning and teaching for all.
“Remodeling Literacy Learning Together: Paths to Standards Implementation.” Literacy in Learning Exchange. 18 Feb. 2014. Web. 29 Mar. 2014. <http://www.literacyinlearningexchange.org/remodeling-together>.
Coteaching Photograph of Librarian Jean Kilker and her Colleague from the Personal Collection of Judi Moreillon – Used with Permission


The IOE Library has always collected documents published by government and other relevant bodies in the areas of education, training, children, and families. Today, the Official Publications Collection here at the Library is the largest of our special collections and is highly valued by our users.
In some ways official publications are no different to other areas of publishing and we have witnessed a rapid transition towards a “digital by default” approach. You may already have read our recent blog post about DERA – our online repository founded on the traditions of our printed Official Publications Collection, dedicated to preserving the digital output of government in relation to education – where we highlighted content on the subject of music education. This month, we are highlighting DERA resources that focus on transgender guidance for schools and colleges. The resources, produced by a mixture of unions, councils and charities, are designed for educational staff to support and assist trans pupils, students and colleagues.
*It is important to note that the guidance documents use the words ‘trans’ and ‘transgender’ as umbrella terms for those whose gender identity or expression differs in some way from the sex assigned to them at birth.
Written in 2012, Schools Transgender Guidance produced by The Intercom Trust and Devon & Cornwall Police, was the first transgender guidance of its kind to be incorporated into schools and colleges. Designed to inform educational staff how they can support, inform, protect and enable pupils and students questioning their gender, its chapters cover a broad range of subjects including, identity, discrimination and the school environment. The guidance also contains a small introduction to trans history and a useful booklist for children and teenagers, featuring titles that challenge gender stereotypes, introduce children to a range of family structures and are written from the perspective of trans teen characters.
Many of the suggested titles can be found in the Curriculum Resources section of the IOE Library:
For children: The Sissy Duckling Harvey Fierstein, William’s Doll Charlotte Zolotow, My Princess Boy Cheryl Kilodavis, The Turbulent Term of Tyke Tiler Gene Kemp, Tutus Aren’t My Style Linda Skeers, The Boy in the Dress David Walliams
Regularly updated, The Trans Inclusion Schools Toolkit (Version 3.3) produced by Brighton & Hove City Council and the Allsorts Youth Project, was created in consultation with children, young people and their families and features case studies describing the experiences of trans students, plus parent and carer perspectives. In addition to providing information, the toolkit includes practical exercises for educators, such as a Guide to challenging homo / bi / transphobic language and gender stereotyping.
Supporting Trans and Gender Questioning Students, is a short document from The National Education Union, NEU, which discusses the first steps that teachers can take to support gender questioning students in the classroom and across the school. Trans Equality in Schools and Colleges for Teachers and Leaders, from The Teacher’s Union, NASUWT, primarily focuses on supporting trans teachers in the workplace but also discusses best practice guidance for assisting trans pupils and staff and students with family members who are transitioning.
Supporting Transgender Young People: Guidance for Schools in Scotland, produced by LGBT Youth Scotland and The Scottish Trans Alliance is a general guide designed to help primary and secondary education staff in Scotland support transgender children and young people. Covering steps for good practice and providing practical support, it also contains information specific to Scottish Government policy and legislation. There is also a list of suggested book titles for primary and secondary pupils, some of which can be found here in the IOE Library, in Curriculum Resources:
Primary school pupils: Introducing Teddy: a story about being yourself by Jessica Walton, Are you a boy or are you a girl? by Sarah Savage and Fox Fisher, Who are You? The Kid’s guide to gender identity Brook Pessin-Whedbee.


ChildCare Education Institute® (CCEI), an online child care training provider dedicated exclusively to the early care and education workforce, is proud to introduce SOC112: Reducing Exclusionary Discipline in Early Childhood Education to the online child care training course catalog.
It has been well established for many years that quality early childhood education benefits young children′s cognitive (thinking), social (human relationships), and emotional (feelings) development. However, sometimes young children in child care and preschool programs behave in ways that are difficult for educators to manage. These behaviors may even be unsafe to the student and others. Disciplining young students and improving their behavior requires specialized training and skills.
Exclusionary discipline refers to common practices in early childhood education, such as removing children from their classrooms, sending them home from school early, suspension, and expulsion. This course will explore the harmful nature of these practices and explore how exclusionary discipline impacts different populations of students. The course will also identify strategies early childhood professionals can take to reduce the incidence of exclusionary discipline within early learning environments.
Years of research have shown that early childhood education helps students to reach critical developmental milestones. High-quality early childhood education also helps to prepare young students to begin their elementary education years ready to learn. This belief is especially true for students who experience poverty. With students of color being more likely to live in poverty than their white peers, students of color are also most likely to need and benefit from early childhood education yet lack access to it. Exclusionary discipline further prevents access to education.
Reduced access to education means less access to the additional support services schools offer and how educators refer to students and families in need. Examples include mental health services and social services (e.g., assistance with meeting food security, housing, and medical needs). Students with disabilities and developmental delays are more likely to receive the services they need while in school.
Services such as speech and language therapy, physical therapy, occupational therapy are often performed in early learning environments as part of early intervention services. When families in need receive these types of services, children experience more success in school as the challenges they are facing can be addressed before growing into more significant issues.
“When schools exclude students, even in the name of discipline, they send the message to students that they are not wanted,” says Maria C. Taylor, President and CEO of CCEI. “Having a deep understanding of child development provides teachers with the capacity to plan how they can effectively respond to children′s behaviors, for instance, by using language they will understand.”
It may seem overwhelming for individual teachers to carry out effective, unbiased discipline given all the systemic challenges. Indeed, when an entire school works cooperatively to support student behavior in unbiased ways, the best outcomes for students occur. And, teachers are an essential part of these efforts. Even if a school has not committed to this work school-wide, teachers can do much to make their classrooms more supportive of all students, including those who struggle with undesirable or unsafe behaviors.
SOC112: Reducing Exclusionary Discipline in Early Childhood Education is a two-hour, intermediate-level course and grants 0.2 IACET CEU upon successful completion. Current CCEI users with active, unlimited annual subscriptions can register for professional development courses at no additional cost when logged in to their CCEI account. Users without subscriptions can purchase child care training courses as individual or block hours through CCEI online enrollment.
For more information, visit www.cceionline.edu or call 1.800.499.9907, prompt 3, Monday – Friday, 8 a.m. – 5 p.m. EST
ChildCare Education Institute, LLC
ChildCare Education Institute®, a division of Excelligence Learning Corporation, provides high-quality, distance education certificates and child care training programs in an array of child care settings, including preschool centers, family child care, prekindergarten classrooms, nanny care, online daycare training and more. Over 150 English and Spanish child care training courses are available online to meet licensing, recognition program, and Head Start Requirements. CCEI also has online certification programs that provide the coursework requirement for national credentials including the CDA, Director and Early Childhood Credentials. CCEI, a Council for Professional Recognition CDA Gold Standard™ training provider, is accredited by the Distance Education Accrediting Commission (DEAC), is recognized by the Council for Higher Education Accreditation (CHEA) and is accredited as an Authorized Provider by the International Accreditors for Continuing Education and Training (IACET).


Here are some resources for teachers who are interested in supporting the reading of digital books in their classrooms
Evaluation tools and Quality criteria
Researchers in Norway and England developed frameworks and criteria for guiding teachers in evaluating children’s digital books.
The VEBB Tool (available in English and in Norwegian) helps teachers reflect on the value of a digital book for classroom dialogue. It can be used by simply entering the book’s title.
This project is run by the faculty and students in the School of Communication Sciences and Disorders at McGill University, Canada and is focused on interactive and participative reading on the iPad, including interactive story books and tools that help children tell their own stories. The group maintains an excellent blog site with tips and reflections for parents, teachers, designers and scholars.
OU’s TESSA ‘Teaching Early Reading in Africa’ Badged Open Course
This course helps early childhood education (ECD) teachers and practitioners to develop effective and active teaching approaches to teaching early reading in a structured and supported way. ‘Teaching early reading in Africa’ is a free, self-paced, online, Badged Open Course (BOC) developed by The Open University UK’s TESSA programme in partnership with Saide South Africa’s African Story Book.
University College London and the National Literacy Trust created a course for kindergarten and primary school teachers interested in using digital books in their classrooms. The course consists of one day face-to-face training and one day online self-paced study. You can check details and sign up here.
International guides based on research in classrooms. These guides are available in many languages and feature step-by-step recommendations on how to introduce digital books to your classroom.
Digital libraries we like
A Library for the World’s Children
Free original digital stories in 202 languages
Unite for Literacy offer narration in no fewer than 43 different languages
A growing collection of stories from around the world.
Multilingual stories from the African Storybook
Reviews and recommendations
Expert reviewed apps for young children’s literacy development
Carefully reviewed apps with tips for parents and educators
Expert-reviewed apps for reading and literacy
Reading for Pleasure Recommendations
Teachers know best which digital books work in their classrooms. The UKLA Children’s Digital Book Award is judged entirely by UK teachers and focuses on digital books for children in primary schools. Teachers use shortlisted digital books in their classrooms for a term and select the winner based on the UKLA evaluation criteria.
The Award is growing into an international award, please contact the Award Chair if you are a teacher interested in taking part in 2020.
The American Association for library service to children administers several awards, including The Notable Children’s Digital Media, which rewards ‘real-time, dynamic, and interactive media content for children 14 years of age and younger that enables and encourages active engagement and social interaction while informing, educating, and entertaining in exemplary ways’.
The BolognaRagazzi Digital Award is run in partnership with the Children’s Technology Review and it focuses on ‘the latest trends and developments in children’s digital content. Interactive publishing and Augmented Reality + books are key points of the BolognaRagazzi Award: titles where the two components come together to deliver an enhanced reading experience.’


As the weather gets colder and the days shorter, parents and caregivers often are searching for ways to keep their children engaged and learning. One great way to promote your child’s literacy development is to have them cook with you in the kitchen. You can teach them new vocabulary words as you introduce them to different foods and ingredients. Helping your child read a recipe is another way to get them to learn in the kitchen. In fact, reading a recipe not only improves literacy skills but math skills as well! Strengthen their gross (large) and fine (small) motor skills by allowing them the opportunity to stir ingredients into a bowl, roll dough into different shapes with their hands or a rolling pin, or measure out ingredients. You can also help your child make connections with the world around them by sharing stories about family recipes or memories of your own time in the kitchen when you were young. For many reasons, cooking together is a fantastic way to make new stories and memories together with your child!
For further information on how to incorporate food and cooking into your child’s learning development, check out this article from Scholastic!
Need some recipe inspiration or ideas on how to introduce your child to cooking in the kitchen? Check out these titles and more at La Porte County Public Library!


B.Ed (Distance Education)
B.Ed. stands for an undergraduate academic course known as Baccalaureate of Education. It is a course offered for those who are interested in pursuing career in teaching and related fields. Baccalaureate of Education (B.Ed) Course can also be pursued through Correspondence or Distance Learning which is generally of 1 Year duration. While students from Arts Stream are trained to teach subjects like History, Civics, Geography and Languages. The students from Science Stream are trained to teach Mathematics, Physics, Chemistry and Biology. The B.Ed. degree course is mandatory for teaching in higher primary schools and high schools.
There is a shortage of about 1.2 million teachers at the primary and middle levels and about two lakh at secondary level (i.e. classes 9 and 10), according to official data, suggesting the huge demand for B.Ed and other teacher training courses. These shortages should be seen in the context of the Right to Education Act which lays down the teacher-pupil ratio of 1:30 and prescribes strict standards of recruitment of teachers. Educational administration & Consulting: Today, a B.Ed. degree can be matched to a variety of career options other than just school teaching, thanks to the fast changing economy. If you try, you may land a job at organisations that are engaged in educational administration, promotion, research, regulatory and consulting work
DURATION: 1 Year.
1. Trained in-service teachers in elementary education.
2. The school teachers with a Bachelor’s degree in Tamil/ English/ Mathematics/ Physics/ Chemistry/ Botany/ Zoology/ History/ Geography/ Computer Science/ Economics/ Commerce/ Home Science/ Sociology.
FEE: Registration Fee: INR 1,000 and Course Fee: INR 9,000 per annum
|Sl.No||Subject Code||Course Description|
|01||B.Ed1||Teacher In Emerging Indian Society|
|02||B.Ed2||Development of Learner And Teaching – Learning Process|
|03||B.Ed3||Development Of Educational System In India|
|04||B.Ed4||Guidance And Counselling|
|07||B.Ed7||Assessment of Learning|
|08||B.Ed8||Essentials Of Educational Technology And Management|
|09||B.Ed9||Elective Subject: Tamil/ English/ Mathematics/ Physics/ Chemistry/ Botany/ Zoology/ History/ Geography/Computer Science/ Economics/ Commerce/ Home Science/ Sociology|
For Model Question papers, Click here to Download


Basic Code, in phonics instruction, refers to the one-to-one relationship between one letter and one sound. For single consonant letters, their most common sound is the one associated with them in the Basic Code. Thus, even though the letter "s" can be the sound /z/ in was or has, its Basic Code sound is the sound /s/.
The single vowel letters all have multiple sounds associate with them, but their Basic Code sounds are /a/ (cat), /e/ net, /i/ (hit), /o/ (hot), and /u/ (cut).
Teaching the Basic Code
Whenever a child with whom I worked still required some Basic Code instruction, I always used the curriculum in Chapters 3 and 4 of Reading Reflex by Geoffrey and Carmen McGuinness. I'm convinced that every teacher in the lower grades should be familiar with the content of the first chapter of that book. In the first chapter the authors clearly explain the level of logic required to learn English phonics, and show that a five-year-old child can easily master that level of logic. They then went on to design Basic Code lessons consistent with that logic, not necessarily an easy task.
Chapter two instructs parents in how to set up an instructional environment in the home and goes over potential problems that might be encountered and how to handle them if they occur.
Chapters three and four present in detail their Basic Code curriculum for use by a parent or teacher.
Excellent Instructional Choices in Reading Reflex
The instructional choices made in Reading Reflex are excellent as well. What I mean by choices is that they chose to first cover three-sound CVC (Consonant-Vowel-Consonant) words, then VCC words, and then CVCC words and finally CCVC words, because research has shown that to be the order of increasing difficulty to learn. And, indeed, I observed time and again that my younger clients had an easier time blending CVCC words like hand, fast and lift than they did blending CCVC words like trip, flat and brim.
As many parents of young children can testify, the sounds represented by the letters “l” and “r” are some of the harder basic code sounds to learn to pronounce correctly. Unfortunately, they are quite common in many of the words that start with two blended consonant sounds (bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sl, tr, shr and thr plus three-sound blends like scr, spl, spr and str.) In fact, the letters “l” or “r” are found in well over half of the permissable initial blends in English words. It makes sense then that children just learning to read would have an easier time working on VCC words like ask and then CVCC words like task before being exposed to words of the CCVC and CCVCC construction.
The next page will cover Advanced Code Instruction, the point where confusion begins to multiply rapidly when it comes to English phonics instruction.


The nine books in the No Nonsense Phonics Skills programme provide a comprehensive step-by-step method of teaching reading, handwriting and spelling in the English language. Author Debbie Hepplewhite guides the learner and the teacher through a series of carefully designed systematic phonics routines to master the complex English Alphabetic Code. Each book is rich in content providing phonics instruction and exercises with ‘cumulative’ code, words and texts developing language comprehension and building up knowledge of ‘spelling word banks’. High-frequency and tricky words, and additional letter/s–sound correspondences, are drip-fed into the teaching and learning sequence of the 109 included ‘Mini Stories’. Each boxed No Nonsense Phonics Skills set includes 6 copies of each of the nine pupil workbooks, an accompanying Teacher Book for each of the nine pupil workbooks containing additional guidance and example comprehension questions for the Mini Stories, six copies of a laminated A4 table-top Alphabetic Code Chart, and a USB stick containing additional resources and video guidance from author Debbie Hepplewhite. No Nonsense Phonics Skills: • Provides systematic and rigorous phonics teaching and practice with a rich vocabulary • Teaches handwriting linked to the alphabet and to the English alphabetic code • Applies and extends phonics to reading and writing cumulative texts, developing language comprehension at the same time • Includes high-frequency and tricky words, and builds up spelling word banks • Covers the national curriculum requirements for phonics and spelling in Years 1 and 2 • Involves and engages the learner fully and routinely in formative assessment THIS PRODUCT IS VATABLE.


Throughout the 1960’s and 1970’s that the vast majority of public colleges in america had routine music and art applications as part of the program. Art instructors and music teachers have been used by the universities and kids as young as Kindergarten received education in both art and music.
Each week, kids would have singing classes, be introduced into tools, and heard about the fantastic composers.
Art education included using mediums like watercolor, charcoal, and tempura paints, in addition to art history classes and vulnerability to artists from throughout the centuries. Kids were provided with of the materials they’d want, and musical instruments have been leased to households who didn’t possess their very own, for a minimal fee.
At some point in time across the early 1980’s, art and music education in the public schools came to a conclusion. Budget cuts were also blamed and colleges had been left scrambling to get the money to keep their music and art programs from the schools.
Art and music instructors weren’t rehired and classroom educators tried to shoot over. Much of what they taught was based on what they’d learned in the expert art and music instructors in years ago. Faculties in more affluent area could continue with their apps, in substantial part due to the contributions of supplies and time made by their own parents who may financially sustain them.
Throughout the 1990’s they had been a resurgence of art and music applications as a result of efforts of their big musical and artistic communities that saw the demand for this sort of education in the public schools.
Do art and music programs at the schools help our kids learn academic subjects readily?
Music is connected with math, patterns, and memory function.
Art stimulates portion of the brain that’s been associated with writing proficiency.
Music and art applications do add to our children’s academic progress and needs to be a normal part of the college program.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
These colorful little castanets are perfect for little fingers to explore. Not only will your child experiment with rhythm, but he'll also work on developing his fine motor skills!
Sturdy Paper like poster board or a manila folder
Pairs of Buttons
Hot Glue Gun or Elmer's School Glue
Cut the paper into rectangles that measure anywhere from 4 to 6 inches long and 1/2 to 1 inch wide. Fold each rectangle in half so there's a crease in the middle. Next, choose two buttons and glue one on each end of the rectangle. The buttons will need to be the same size, and if your child is like my son, they'll have to be the same color too! Allow the glue to dry.
Let the fun begin! What types of rhythms can you create with your new instrument? Can you click the buttons together fast and slow? Can you make a steady beat? How about tapping the rhythm of your favorite song with your castanets? Turn on some music and experiment with all different types of rhythm!
***If doing this craft with young children or with young children present, do be careful to keep an eye on the buttons. Don't let young children put them in their mouths!***
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


Kagan Cooperative Learning
Kagan Cooperative Learning is a dynamic approach to teaching based on ensuring active participation in the learning through the range of cooperative learning structures. Teachers use their professional judgement to match the structures to the learning content and simultaneously build the social skills of the children. They compliment and add to the teacher’s toolbox of teaching methods and strategies. Over time, the range of structures used and the fluency improve to the point where lessons become multi-structural, where children switch between pair, group and whole class work with in-built support. The structures are cleverly designed to ensure that all children have equal opportunity and responsibility to actively engage in their learning within a safe environment where they can take risks and learn from their peers. Not only do high achievers see a rise in attainment, but the gap between them and the middle and low achievers is narrowed.
The approach itself comes from America, pioneered by Dr Spencer Kagan (a research academic in the field of psychology) and Laurie Kagan (former Director of Elementary Education for the state of Nevada) and developed over the last 30 years. Kagan Cooperative Learning has been adopted by hundreds of thousands of schools across America and the world, and more recently here at Tiverton Academy.
Our first experience of Kagan was around 9 years ago when Elaine Brown of Teacher To Teacher UK Ltd delivered our first day of Cooperative Learning. It was as if a whirlwind had been set off in our school: teachers became energized; classrooms became reconfigured and a buzz settled around the staffroom with teachers sharing their experiences of their first ever structure! It was a time for a fundamental rethinking of our pedagogy and basic classroom practice. As a school, we have not looked back since!
If you want to find out more, take a look at the UK Kagan website.


You Can Lead a Child to Books…
Language and literacy are the tools with which knowledge is built. Without their acquisition, no child has the chance to become an astronaut, a scientist, a doctor, a movie star, or even a musician. Without aspirations, children cannot flourish and life loses some of its magic. Yet, we continue to deny so many of our children the opportunity to develop their own language and literacy skills by refusing them access to books that are suitable for them and might even excite them.
According to a newly released study (see News, p. 10 by the American Association of School Librarians (AASL), in more than 90 percent of school libraries, books in languages other than English account for less than five percent of the collection and, in nearly 60 percent of school libraries, they account for less than one percent. While nearly 14 percent of responding schools reported that at least 25 percent of their students were English Language Learners (ELLs) and a quarter of all respondents rated free-choice reading as the most effective ELL initiative.
Now, I can already hear the English-only brigade proclaiming that all books in school libraries in America should be in English because that’s the language spoken here, but even the most hardened English-only advocate must appreciate that children will never become literate in any language if they don’t enjoy reading. And reading in a second language is hard work at first —imagine being obliged to pick up War and Peace every night for your bedtime read.
Librarians consider “school-wide reading initiatives that encourage free choice reading” to be the most effective teaching strategy for ELLs. Many teachers and experts agree (see Opinion, p.26). Restocking our school and public libraries with books that will interest today’s kids is a relatively low cost policy with no drawbacks and an enormous upside. Not only is it a long term investment which will serve children for many years to come, but, for those who are counting, nearly all the money will end up with American publishers (yes, there are many American publishers of books in languages other than English) so the investment will satisfy stimulus package requirements.
Britain’s Cambridge University recently released the results of a three-year study (see News p.11) into elementary education, which warns “that prescribed pedagogy combined with high stakes testing and the national curriculum amounted to a ‘state theory of learning.’ Prepackaged, government approved lessons are not good for a democracy, nor for children’s education…Pupils do not learn to think for themselves if their teachers are expected to do as they are told.” This completely contradicts the blindly accepted notion that more standards and testing make better schools —the basis for the federal education funding.
Another $250 million was allocated to science, technology, engineering and math (STEM) teaching earlier this month. About the same amount of funding would buy an appropriate library book for every child in public school across the nation. Instead of pinning all its hopes of school reform success on standards, assessment, and incentive schemes, the government, like all wise investors, should spread its bets.
The French Ambassador to the United States, the Honorable Pierre Vimont, talks to Language Magazine about the renewed interest in his language
Islands of Achievement
Maria Quezada offers examples of educational excellence for English learners and the promotion of biliteracy in California despite the odds
Andrea Honigsfeld and Sharon Lupeke share the value of exploring emotions while teaching English
Stimulus Bill for Thought
We ask leading language experts: “What should be done with the stimulus windfall of $4 billion that is being earmarked for the Race to the Top program?”
Argentina’s Passionate Language
Guillermo Piñon explains how Lunfardo and the Tango have shaped the Spanish of Buenos Aires and Rio de la Plata region
Agentina’s Spanish Schools
The eighth largest country in the world offers students a wealth of cultural and language learning opportunities
Richard Lederer with a timely message
Plus all the latest news in language learning technology, book reviews, and source information on language funding


Strengthen foundational reading skills with leveled reading and high-interest topics!
Guided Reading: Summarize for third and fourth grades features 36 readers—six each for below-level, on-level, and above-level reading skills. Filled with charts and photos, this resource book enhances language arts lesson plans with informational text about topics such as renewable energy, cockroaches, and more.
Guided Reading: Summarize provides you with a comprehensive guided reading program. The book includes:
- discussion guides
- graphic organizers
- leveled readers with intriguing topics
- prompts to encourage students to work with the text and text features
Separated into three readability levels, informational readers capture students’ attention with graphic charts, appealing topics, colorful photos, and detailed maps. Students are encouraged to apply reading strategies to the text and complete writing prompts to show what they know.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies:
- Determine Importance
Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


Authors: Rauno Parrila, George K. Georgiou Timothy C. Papadopoulos.
Publication: Dyslexia (Wiley). 26: 343– 358 2020 | DOI: 10.1002/dys.1650
Studies in consistent orthographies using reading‐level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek‐speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.
Parrila, R, Georgiou, GK, Papadopoulos, TC. Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia. 2020; 26: 343– 358. https://doi.org/10.1002/dys.1650
We examined whether children with dyslexia learning to read a highly consistent orthography (Greek) experience phonological awareness, phonological memory, rapid naming, and orthographic processing deficits compared with RL matched younger peers, and whether the possible deficits are the same or different at two different time points of elementary education. The results of the study are clear: When comorbidity associated with reading deficits is con-trolled in sample selection and the groups are matched on both verbal and nonverbal GA and on more than one taskrelevant for the diagnosis of dyslexia, the older dyslexic children perform as well or better than the younger RL matched control children in all administered tasks.
Our results also showed that when GA and word RL are matched more rigorously, reading comprehension of children with dyslexia is comparable with what we would expect on the basis of their age (see Protopapas & Skaloumbakas, 2007, for comparable results) and indeed better than the comprehension of younger RL controls, as would be theoretically expected (Gough & Tunmer, 1986)
One possible conclusion from these results is that phonological awareness, rapid naming, phonological memory,or orthographic processing skills are not causally related to dyslexia in a consistent orthography, at least during the elementary school years.


What is fluency? Fluency is one of the five main components in a good reading program. If you speak a language fluently, you are able to speak it easily and without effort, and your speech flows smoothly. You do not have to stop and think about each word you want to say. Likewise, if you read fluently, you are able to move from word to word, from sentence to sentence, and from paragraph to paragraph easily and with little effort, just like you do when you are speaking your native language.
Can we teach students to read fluently? Yes, we can. If students have a solid phonics foundation, they will be able to decode words easily because they will quickly recognize the letter-sound patterns they have been taught. A student must be able to decode words easily to be able to read fluently. But reading fluently involves more than having good phonics instruction and decoding words. It also includes expression, intonation, and proper speed while reading.
When a reader reads a passage aloud with expression, a listener will hear the excitement of the story in the voice of the reader. Intonation means the tone of the reader’s voice goes up and down—and there will be a different vocal sound at the end of a statement than at the end of a question. Students may learn intonation intuitively if parents have been reading aloud to them frequently. This is one reason why reading aloud to children is so important.
We can teach proper intonation to beginning readers who do not know how to do this. The fluency instruction in a good reading program will direct teachers to teach students how to use proper intonation by demonstrating it for them and asking them to follow the model.
Reading material should not be above the decoding level or the speaking and listening vocabulary level of beginning readers if they are to become fluent readers. A reading selection should not have many words that beginning readers do not understand. It is very important that we include vocabulary instruction when teaching beginning readers, struggling readers, and ELL students. A vocabulary level that is too advanced in a reading selection reduces both fluency and comprehension.
Fluent reading also requires practice reading aloud. This is why repeated reading of the same material is helpful. When re-reading stories, the student is able to put less effort into decoding the words and more effort into having smooth and expressive reading.
Fluent reading leads to better comprehension!


The new finding published today in Pediatric Anesthesia, is based on a data-linkage study of over 210,000 children in New South Wales, Australia.
Compared to children unexposed to general anaesthesia, those exposed to general anaesthesia had a:
When the researchers restricted their analyses to children who’d had only one hospitalisation involving a procedure requiring general anaesthesia, they found no increased risk for poor development or reduced reading scores, however the risk of poor numeracy scores remained.
There are some procedures where alternative approaches or management may be possible, but the majority of surgeries in young infants and children cannot easily be postponed.
“There are many reasons why a child requires surgery or investigation, and, in some cases, this may be lifesaving or unavoidable,” said the study’s senior author, Professor Natasha Nassar of the University of Sydney's Charles Perkins Centre.
“For these children, our findings suggest that it is important to follow-up and monitor their literacy and numeracy skills when they reach school, and ensure early intervention, if required.”
Co-author Dr Justin Skowno, a clinical lecturer at the University of Sydney and senior staff specialist in Paediatric Anaesthesia at the Children's Hospital, Westmead said:
“Determining exactly what is causing this effect is not easy.
“The children receiving a general anaesthetic in this study also had surgery, and often had other associated medical conditions.
“There are some procedures where alternative approaches or management may be possible, but the majority of surgeries in young infants and children cannot easily be postponed.”
“Parents can certainly discuss with their doctor and explore whether these procedures can be avoided, combined with other procedures, delayed to older ages or treated with alternatives to surgery, or other methods of sedation,” said Dr Skowno.
The researchers say further investigation of the specific effects of general anaesthesia on numeracy skills, underlying health conditions that prompt the need for surgery or diagnostic procedures is required, particularly among children exposed to previous or long duration of general anaesthesia or with repeated hospitalisations.
Our findings suggest that it is important to follow-up and monitor their literacy and numeracy skills when they reach school, and ensure early intervention, if required
The 211,978 children included in the study were born in New South Wales at 37-plus weeks’ gestation without major congenital anomalies or neurodevelopmental disability. Of these, researchers had data on their school entry developmental assessment in 2009, 2012, or their Grade-3 school test results in 2008-2014.
The researchers compared the developmental and school results of children exposed to general anaesthesia during hospital procedures (37,880) up to 48 months of age to same-aged children with no exposure to general anaesthesia or hospitalisation (197,301).
Child development was obtained from the Australian version of the Early Development Instrument (AvEDI), a nationwide triennial assessment of child development. It includes results from teachers’ assessment of five developmental domains: physical health and well-being, emotional maturity, communication skills and general knowledge, language, and cognitive skills (numeracy and literacy) and social competence.
Based on national percentiles, children with domain scores in the bottom 10 percent are classified as developmentally vulnerable in that domain. Children who are vulnerable in 2 or more domains are classified as developmentally high risk.
Children’s Grade 3 school performance was ascertained from the NSW Department of Education National Assessment Program-Literacy and Numeracy (NAPLAN) conducted in public schools in 2009- 2014. NAPLAN tests cover 5 domains: reading, writing, spelling, grammar and punctuation, and numeracy.


Standards, what learners should know (content) and be able to do (skills), serve as the framework for curriculum development. Standards in NAD Seventh-day Adventist schools reflect the Adventist worldview across the K-12 curricula as well as the integration of national and provincial/state standards. The Adventist worldview accepts the Bible as the standard by which everything else is measured. Four key concepts emerge from a biblical worldview that can be used as a lens for curriculum development, as well as informing the essential questions and big ideas of any content area: Creation (What is God’s intention?), Fall (How has God’s purpose been distorted?), Redemption (How does God help us to respond?), and Re-creation (How can we be restored in the image of God?).
The Core of Adventist Curriculum
The standards have been coded so that educators can easily refer to them in their curriculum, instruction, and assessment practices. The coding system that precedes each standard uses the following system of abbreviations:
Essential Question: What role does culture play in God’s plan for our relationships with others?
Big Idea: Human beings should create, learn about, share, and adapt to cultural diversity and perspectives in an interconnected world within God’s plan.
Essential Question: What role does God play in the development of communities, nations, and the world?
Big Idea: God is active in history and ultimately His unfolding plan will triumph.
Essential Question: How does God respond to man-made changes in the environment and their impact on human life?
Big Idea: The damage that sin has done to the earth causes God pain and injures humans; however, God, who created and sustains the world, has promised to restore the Earth and humans to their original harmony.
Essential Question: What role does choice play in the development of individual identity?
Big Idea: God created humans with the power of choice and gave us the gift of the Holy Spirit to guide us as we make choices that shape our development.
Essential Question: What is the role of the Seventh-day Adventist church?
Big Idea: The church is God’s agent to reach individuals, groups, and institutions with the good news of the gospel.
Essential Question: What is the foundation of the sovereignty of God and how does it compare to the sovereignty of human government?
Big Idea: Unlike human government, God’s power, authority, and governance are absolute and rooted in His everlasting love.
Essential Question: How does God expect us to use the resources He has provided?
Big Idea: God supplies all of our needs and allows us to choose to be responsible stewards.
Essential Question: How has God enabled humans to develop science and technology to improve society?
Big Idea: God designed humans with wisdom, inquiring minds, and varied talents to discover ways to enrich life.
Essential Question: How do global issues and connections impact the gospel commission?
Big Idea: God expects us to use global connections to address world issues through service to others, while sharing the good news of His love and His imminent return.
Essential Question: According to the Scriptures, what are the civic responsibilities of a Christian to the government of God and the governments of man?
Big Idea: Followers of Jesus have a dual citizenship with responsibility first to God and then to civil authorities.
View a single PDF file of all elementary Social Studies standards.
View a PDF file of each elementary Social Studies standard correlated to the corresponding textbook content.
The following resources were referenced in developing Elementary Social Studies Standards for Seventh-day Adventist Schools: National Curriculum STANDARDS for Social Studies – A Framework for Teaching, Learning, and Assessment (NCSS), NAD Curriculum Guide for Social Studies K-8, and The Core of Adventist Education Curriculum.
Veronique L. Anderson - Washington Adventist University
Ileana Santa Cruz-Espinosa - Columbia Union Conference Associate Director
Randy Gilliam - Southwestern Union VP for Education
Shiela Mercado - Hinsdale Adventist Academy
Mark Mirek - Piqua S.D.A. Christian School
Dennis Ramsarran - Southwest Junior Academy
Patti Revolinski - North Pacific Union Director of Elementary Education


Curriculum, Assessment & Screening
The Parent Child Center uses the Creative Curriculum for Infants, Toddlers and Twos and the Creative Curriculum for Preschool.
In our application of developmentally appropriate practice, we have sought to highlight the important balance between applying a general knowledge of child development the particular knowledge a teacher gains by forming a relationship with each child and family. We have also incorporated new information about the content in literacy, math, science, social studies, the arts and technology that preschool children can and should learn. The curriculum describes each subject area and shows how to teach it in ways that support children’s academic progress while respecting the way they grow and develop.
—The authors of the Creative Curriculum
The Parent Child Center believes that authentic, ongoing assessment of children is a key to planning appropriate early childhood learning experiences and helping all children succeed. The PCC using the GOLD system of assessment. Teaching staff observe the children on an ongoing basis recording their observations. These observations are used to determine the developmental milestones that children are meeting and to plan activities and curriculum. The GOLD assessment is endorsed by Washington State’s Department of Early Learning and the Office of the Superintendent of Public Instruction as the kindergarten readiness assessment known as WAKIDS.
Upon enrollment in the program parents complete the Ages and Stages Questionnaire (ASQ). The ASQ is a questionnaire designed to help parents check their child’s development. Parents and teaching staff use the results of the ASQ to talk about any concerns they may have about their child’s development. Early diagnosis and treatment of development can help give a child the best opportunity to reach his/her full potential.


Alto/Bari Sax Improv Pathways Book
18 interactive lessons guide you through 9 pathways to develop jazz improvisation skill on the alto sax or bari sax - 48 pages + 2 CDs. Dozens of audio tracks makes it fun and exciting to practice and to learn to improvise.
Improv Pathways: Beginning Jazz Improvisation Method for Alto/Bari Saxophone
Improv Pathway’s 18 lessons will guide you along 9 critical “pathways” to mastering jazz improvisation on the alto and baritone saxophone. You can understand complex concepts through step-by-step Vocabulary, improvise instantly in Group Improv exercises, and learn to play your instrument with soulful Expression. Memorize great jazz licks and learn to play-by-ear through 15 levels of call-and-response Patterns. Master important Comping skills and explore ways to build a solo while Improvising. Become familiar with the History of jazz, and easily Transcribe great solos. Lastly, show off your amazing improvisation skills through Performance with six exciting songs. The included CD is packed with inspiring solos, examples from each lesson, and motivating play-along tracks. Improv Pathways will get you on the road to becoming a master jazz soloist!
About the Author: Curtis Winters
Curtis Winters studied music education at Brigham Young University, playing and soloing in the elite Synthesis jazz ensemble. After graduating he settled into his dream job as a junior high band director in Orem, Utah. During his 16 years in public music education he also taught improvisation at summer jazz camps with award-winning director Caleb Chapman and Grammy award-winning saxophonist Jeff Coffin. In 2009 Curtis returned to BYU and devoted several years to scholarly research while developing and testing the ultimate jazz improvisation method: Improv Pathways. Curtis continues to teach junior high band, and loves working with young musicians, composing, and playing jazz trombone.


Ginger offers a variety of opportunities to connect children, and the adults who care for them, with the enriching world of rhymes, songs and stories.
The Gingerbread Way Program is now offered as online, two hour workshops:
Nursery Rhymes & Child Development
Early Literacy & Books
Oral Storytelling Basics
Additional Programs, Presentations and Workshops
Ginger tailors the content and length of workshops, presentations and performances to your unique audience.
Why take the Gingerbread Way Program, Presentations and Workshops?
- Rhymes, songs and stories are an engaging way to help children develop skills that they need to succeed in kindergarten and beyond.
- They learn important early literacy and numeracy skills.
- Actions help to hone their fine and gross motor skills.
- They broaden their emotional understanding.
- A group setting offers a positive social experience.
- They are immersed in rich language and communication experiences.
- Their use of working memory helps to build intellectual/cognitive skills.
- They understand more about the world around them.
If you want your children to be intelligent, read them fairy tales. If you want them to be very intelligent, read them more fairy tales.Albert Einstein, as told by Jack Zipes
Run, run, as fast as you can. You can’t catch me, I’m the Gingerbread Man.


‘Family learning’ refers to any learning activity that involves both children and adult family members, where learning outcomes are intended for both, and that contribute to a culture of learning in the family.
It may be informal, through events such as family fun days or more formal with family learning courses in children’s centre’s and schools.
Family learning is important as all the evidence shows that parents’ engaging and working in family learning has a positive impact on children’s learning, giving children greater confidence and self-belief and it provides measurable benefits to their literacy, language and numeracy skills.
All family learning programmes value the family as a learning environment. It supports and builds on home cultures and experience, supports the growth of family relationships and promotes a culture of raising aspiration in adults and young children.
Most importantly the programmes provide a positive and welcoming space for families to have fun learning together.
For more information on our Family Learning courses please contact the Balsall Heath Children’s Centre.
- Launch of Bookshare
- Family Learning English Party
- The importance of reading with your child
- New Year, New Start January 2017
- Let’s Just Do It!
- To the Library we went. Quality time we spent…
- Not your average Friday!
- Come rain or snow, it’s off to the library we go….again!
- Make Time To Share A Book
- Inspirational Women of Our Time
- For Daughters
- Our Theatre Trip
- Family Learning visit Parliament
- 22nd May 2017
- Ahoy Captain!
- Teddy Bear Hospital
- Summer Fun at Balsall Heath Library!
- Summer Fun with Bright Sparks Science Day
- Parliament visits Balsall Heath!
- Mr Godsiff, MP visits St Paul’s Community Development Trust
- Snow Days!!!
- OH YES WE ARE!!


Numeracy and Mathematics in Windygoul Primary School
In Windygoul Primary School we believe that Maths and Numeracy should be delivered with a learning environment that supports discovery, questioning, relevance, experimenting and most of all enjoyment.
Our approach to Numeracy is based on the shared understanding of the Number Counts approach. Using approaches that promote problem solving in numeracy, we strive to ensure that all children develop high levels of numeracy skills. We use a framework that helps identify an individual’s numerical knowledge and which outlines clear guidance in teaching approaches to nurture their understanding.
Through the Learning and Teaching experiences the children will realise that Mathematics is important in our everyday life, allows us to make sense of the world around us and enables us to manage our lives. By engaging in real-life situations children will be given opportunities to make connections and informed predictions.
Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum.
Numerate people rely on the accumulation of knowledge, concepts and skills they have developed, and continually revisit and add to these. We aim to provide our learners with experiences that will ensure numeracy skills are not only developed from early levels and beyond, but are revisited and refreshed throughout schooling and into lifelong learning.
Curriculum for Excellence promotes the development of Numeracy across Learning as the responsibility of all teachers. Where appropriate, we provide opportunities to apply mathematical concepts and skills on other curricular areas and particularly in Science and Technology.
Mathematics permeates all aspects of modern life and we aim to develop all aspects of mathematical capability by providing opportunities where learners can;
- become familiar and fluent with numbers
- use and apply skills in the real world, including the use of ICT
- be open to new ideas and alternatives, and appreciate the importance of evidence and critical reasoning
- be curious, imaginative and diligentFrom the early stages onwards, learners will experience success in numeracy and mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts.
- A rich and supportive learning environment will support a skilful mix of a variety of approaches, including:
- active learning and planned, purposeful play
- development of problem-solving capabilities
- developing mental agility
- frequently asking children to explain their thinking
- use of relevant contexts and experiences, familiar to children and young people
- using technology in appropriate and effective ways
- building on the principles of Assessment is for Learning, including understanding the purpose and relevance of the activities
- both collaborative and independent learning
- making frequent links across the curriculum, so that concepts and skills are developed further by being applied in different, relevant contexts
- promoting an interest and enthusiasm for numeracy.


The following advocacy guidelines appear in the High School Director’s Communication Kit. Permission is granted by the Hal Leonard Corporation to reprint them.
What parents can do:
Music parents are often willing to help, but may not know what to do or where to begin. Here are a few starting points.
- Ask school board members about their views on arts and music education. Be positive. Do not be defensive if an administrator or school board official opposes arts education. Simply get the facts, preferably in writing. Ask questions.
- Organize your parent group. If you are an independent group (not under the auspices of PTA or other parent groups), you’ll need to develop by-laws, appoint a board of directors, and apply for charitable deduction status.
- Attend school board meetings. Observe the process, personalities, and effective persuasive techniques. Always be polite and cordial to school board members.
- Work with the music staff to develop a mission statement. Keep children’s education as the focal point, not entertainment events or music trips.
- Organize and print a calendar of local music events for all nearby schools. Include all school concerts, festivals, as well as professional groups appearing in the area. Send the calendar to school board members, administrators, all school parents, government officials, and your local newspaper.
- Assemble the concert program for the music teacher. Offer to enter type on a computer disc, or take responsibility for producing the entire program. Be sure to include the correct spelling of every student, director, administrator, and custodian who helped with the event. The music teacher may also provide composer backgrounds and program notes for the concert program.
- Invite officials to speak and/or conduct at concerts. Develop a rotating schedule with the music teacher, and include administrators, school board members, community leaders, and government officials. Write thank-you notes to every person who speaks or conducts the group during a music concert.
- Start an after-school lesson program. Offer scholarships for first- and second-year students to study with local or area teachers.
- Help establish a student mentoring program. The music teacher might want to “pair up” an elementary or middle school student with a high school student. During post- concert refreshment time, mingle with other parents to make them feel they are a part of the music family.
- Call the music teacher(s) regularly, and simply offer to help. Often, there is typing to do, ticket sales, bookkeeping, distributing uniforms, arranging trips, helping with the props for musicals, etc. A number of important tasks always await the music teacher.


My research seeks to understand children’s lives in late-nineteenth- and early-twentieth-century Britain. Most historians have studied childhood through the writing of adults. This is principally because the vast majority of evidence about childhood in the past is created by adults, either because they sought to prescribe what children ought to be like or because adults recalled what they remembered from when they were young fifty or sixty years earlier. But, these adult-authored sources offer us very partial and potentially inaccurate insights into what it meant to be a child. To try to learn more about what people really did, felt, and thought when they were still young, I started working on a research project using participatory children’s columns that were maintained in some weekly local newspapers, including the Manchester Weekly Times, between the 1870s and the 1930s.
The columns were partly the result of a revolution in working-class education across the nineteenth century. From 1870, schooling was made available to children across England. From 1880 attending school was made compulsory between the ages of 5 and 10, and in 1891 elementary education was made free. These legislative changes had a particular impact on the ability of poorer children and girls to access education, and, as a result, by 1900 almost all children were able to read and write. In the same way that young people today are often better at using computers and spend more time online than their parents or grandparents, these late nineteenth working-class children were more able to read and write than older generations. They were excited by these new literacy skills and journalists like ‘Uncle Oldman’ sought to attract this new group of young readers, writers and artists, who might persuade their parents to pay a penny for the newspaper every week. As a result of this transformation in the power and visibility of children, these decades are the earliest period in British history when we can learn what large numbers of ordinary children thought about their lives. You can listen to me talking more about these transformations here.
When I started working with these letters, poems, stories and pictures created by these literate child consumers, the ideas they expressed raised an important wider historical issue for me. When we think about how social change happens, we often assume that the whole population changed at the same time. These columns, however, show how powerful generational change can be in explaining how changes happens. The younger generation, born from the 1870s onwards, benefited from more education, had contrasting experiences, and expressed different values to their parents. I argue that many of the central changes in early twentieth century society were the result of this generational transformation in working-class childhoods. When they became adults in the early twentieth century, many argued for a more democratic political system, for the need for more social welfare and education, and for their rights to more money, space and time for leisure. Ernest, Ethel, Margaret, and Alfred were part of this generational change. The aspirations and expectations they expressed in adulthood were partly the result of their distinctive experiences in childhood.
At Oxford the research we do is closely linked to the courses we teach to undergraduates who study in the History Faculty. Two colleagues also work on later nineteenth century childhood, Christina de Bellaigue and Kathryn Gleadle, so we created a new course that explores these questions, called Becoming a Citizen, c.1860-1902. It is a Special Subject and the third-year students research an extended coursework essay and take an exam in which they make sense of these primary sources. These children’s letters are included in the set texts, so the final-year undergraduates may be asked questions on the same passages that you have been reading! Oxford’s History Faculty is also home to the UK’s only Centre for the History of Childhood. We organise seminars and events, so that undergraduate and especially graduate students, as well as Faculty members, can work together in thinking about children’s lives in the past and how we can best find out about them!


Degrees With High Job Placement Rates
- Agriculture and Natural Resources
- Physical Sciences
- Industrial Arts
College graduates know that most job markets are highly competitive, so it’s important to know which fields offer the best job placement rates. Academic research clearly shows which majors have the highest and lowest unemployment rates. Here are five degrees that will guarantee the holder better career opportunities and stability.
Agriculture and Natural Resources
A Bachelor of Science in Agricultural Business prepares graduates for a variety of careers. These could include agricultural lending, commodity marketing, agribusiness management, retail farm marketing, machinery and equipment sales, and production agriculture management. The curriculum may include classes in agronomic crop science, agribusiness basics, farm product marketing, seed farm management, and agriculture commodity marketing. Some students may take classes in agricultural law, policy, finance, technology, and computer applications.
A Bachelor of Science in Physical Sciences may emphasize either a physics, geosciences, or chemistry focus. Students who select the chemistry concentration may take classes in chemical analysis, organic chemistry, biochemistry, and environmental chemistry. Students who choose a geosciences emphasis may study various classes on historical, contemporary, and applied geology. Students who a physics emphasis may study anything from atomic to applied to astrophysics. These students will learn to develop innovative solutions to complex problems. The rewarding career possibilities include research assistants at military bases, project engineers at manufacturing firms, and teachers in higher education facilities.
A Bachelor of Science degree in Elementary Education qualifies students to become teachers of kindergarten through 6th grade. These degree programs teach students about professional development, educational curriculum, pedagogical theories, and classroom experiences. Many degree programs are offered online but still provide internship and teaching opportunities. These immersive educational experiences help students expand their knowledge and skills while gaining feedback from professionals and improved performance. Because each state has its own licensure requirements, these degree programs should prepare and qualify graduates to take teaching licensure exams.
The industrial arts include manual, highly technical positions that rely on tools, creativity, equipment, and materials. Common degrees include welding, carpentry, and automobile science. Students who take an industrial maintenance technology program will be ready to install, inspect, repair, and troubleshoot a variety of industrial machinery. Many of these programs maintain a partnership with production and manufacturing organizations in order to provide apprenticeship and internship opportunities. These businesses may rely on machinery to finish, assemble, or manufacture various types of products. Students may take classes in electricity, electronics, pneumatics, hydraulics, and mechanical power.
While nursing is one of the most popular degrees in the country, there are alternatives that come with excellent job placement rates. For example, a Bachelor of Science in Health Studies is a clinically-based degree program available through community colleges and technical schools. These general degrees prepare students for career entry and academic advancement in non-medical service positions. The health studies core curriculum will include classes in epidemiology, emergency response, nutrition principles, medical terminology, and health care consumer education. Some students may select a gerontology concentration that introduces them to the psychology, sociology, and physiology of aging.
The two additional degree areas that promise high employment rates are business and engineering. Readers should note that the majors with the lowest job placement rates include art, architecture, social science, psychology, public policy, liberal arts, and statistics.