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Take curriculum control Radical curriculum innovation is never easy. My only attempt as a teacher, in a bid to avoid post-national tests inertia, involved asking Year 6s to identify one new skill each would like to develop, and one weakness they would like to improve before secondary school. The most common weakness was fractions and the most popular skills were first-aid and self-defence. I then gave pupils the resources to focus on their choices, whilst worrying about what their choices told me about my classroom climate. With literacy and numeracy standards perceived to have risen and the focus of government reforms switching to secondary education, now is the time for primary schools to take control of their destiny with some creative thinking about the curriculum. Rising standards mean that the primary sector has collectively earned its autonomy. However, earning autonomy, and having the will and skills to use it, are two different things. As the chief inspector of schools David Bell said in The TES recently, primary teachers "have to regain the initiative and not see themselves as helpless victims in the context of instructions from 'above' ". The key challenge for primary schools is to ensure that the literacy and numeracy strategies, which have brought undoubted benefits, act as foundations for deeper learning, rather than barriers. As children who experienced literacy and numeracy hours from reception onwards begin to enter junior classes, the success of these strategies could create some genuine space for innovation. For instance, could a group of primary schools use the power to innovate - granted in the new education Act - to slim down national curriculum requirements and do something more meaningful and motivating instead? A new project by the Institute for Public Policy Research and the Royal Society of Arts aims to find this out. The primary baccalaureate would be a qualification children could work towards throughout their primary years, but might lead to them dedicating much of Years 5 and 6 towards it. Its main purpose would be to allow every pupil, armed with good literacy and numeracy skills, to discover and pursue a few learning passions in much greater detail. In aspiring to offer breadth and balance, the current curriculum spreads itself far too thinly, especially at key stage 2. The primary bac would aim to substitute some of the breadth to promote deeper, applied knowledge and skills around specific, but not necessarily subject-based areas. We are not promoting a return to what David Bell called "woolly-headedness about vaguely defined project work". Far too often, the "let a thousand flowers bloom" approach amounted to "random acts of kindness", with insufficient evidence and informed judgment. A well-designed qualification, making full use of new technologies, other "expert adults" and places of learning outside the school, could give a rigour and robustness that the child-centred vision of a generation ago often lacked. At the moment, our plans are deliberately half-baked. We are looking for a group of pilot schools with the confidence not only to be guinea pigs, but also to devise their own experiments. Learning from the RSA's work with secondary schools in their Opening Minds project, we aim to create a network so that best practice is shared, and lessons are learned and disseminated. At the same time, some ground rules are already set. First, any additional qualification should never be made compulsory; too many good ideas have suffered death by prescription. Second, the creation of a bac must involve parents and pupils as well as practitioners. Third, the assessment for any qualification would be formative, focusing on "assessment for learning". And finally, any qualification should never be used as a basis for selection to secondary school. National tests, targets and league tables are not going to disappear, and any form of innovation must work within these realities. Even confident primary schools, celebrated in the recent Office for Standards in Education report, feel squeezed for time. Yet the best way to counter the pressures of targets may be to develop some alternative success criteria, so that, when faced with local education authority advisers giving a suggested target for a school, a headteacher can assert a different set of priorities, and express them through a robust qualification framework. A primary bac may seem like a distraction, but if schools do not take the chance to change the curriculum for themselves, within the next decade somebody, yet again, will do it for them. Joe Hallgarten is an education researcher at the IPPR. The first project seminar takes place on November 18. For further information, contact [email protected]

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Voice of America In Vichea, who recently received a PhD in critical literacy in elementary education, says elementary school is not too soon to start critical thinking skills. “Even though elementary school students cannot analyze political and socio-economic issues, they have the ability to know some issues in their class, such as group division as well as discrimination,” he told “New Voices,” a VOA Khmer radio call-in show. “They can also talk about social issues directly facing them every day.” In Vichea said these are small steps to prepare them to critique more complicated issues. In order for that to happen, he said, they need the ability to analyze a problem. And they need a sense of curiosity. In Vichea said teaching materials for Cambodian elementary schools are good, but teaching methodology needs to change, because teacher’s books introduce rote learning rather than encouraging students to think critically. “This kind of learning process goes along with the spirit of democracy,” he said. “Critical literacy goes beyond simply parrot learning, which focuses on memorization. Instead, it engages students in activities and encourages them to question the articles and critique the articles they read and the purpose of the articles and their impacts, etc.” “They need to learn about searching for information, searching for the truth,” In Vichea told VOA Khmer's Im Sothearith in a skype interview.

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The Internet's influence on literacy instruction and literacy development in a middle-school language arts classroom Abstract (Summary)This instrumental case study explored how one exemplary eighth-grade language arts teacher’s use of the Internet influenced literacy instruction and literacy development in her classroom. A transformative view of literacy and technology, suggesting a continual redefining of literacy as it converges with new technology, was the theoretical perspective that guided this investigation with 23 students and their teacher. The study attempted to capture the participants’ own words by collecting the data during a fourmonth period in six formats: (a) descriptive fieldnotes of classroom observations; (b) email with the teacher; (c) transcriptions of informal interviews; (d) print outs of students’ online discussions; (e) open-ended questionnaires; and, (f) samples of students’ projects for which they used the Internet. The findings of this study are reported as a set of five assertions: (1) The use of the Internet influenced the teacher’s literacy planning and instruction by facilitating the location of appropriate instruction material; (2) The use of the Internet facilitated a learning environment that encouraged student-centered, collaborative learning; (3) The use of the Internet positively affected aspects of students’ reading and writing, specifically their motivation to read, their critical reading skills, and their sense of audience and word choice; (4) The use of email influenced the learning context by expanding the teacher’s contact with students and parents beyond the classroom; and (5) The use of the Internet promoted new instructional outcomes and learning goals related to using digital materials, although the teacher did not abandon conventional goals. Innovations in technology are as ongoing as is the process of transformations in the use of technology in the classroom. This study’s close observation of how and why the teacher created new possibilities for literacy and learning with the Internet may inform other teachers as they continue to address the problems associated with using the resources of today’s technology such as the Internet in their classrooms to enhance literacy learning. Further examination is needed, however, to explore the Internet’s influence of students’ literacy development. School:The University of Georgia School Location:USA - Georgia Source Type:Master's Thesis Date of Publication:

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Census Bureau Report Reveals Need to Increase Awareness on the Value of Reading to Infants and Toddlers Washington, January 11, 2007—New figures on how often family members read to their children ages 1 to 5 underscore the importance of expanding early childhood literacy awareness among families and caregivers in lower income communities, said Carol H. Rasco, president and CEO of Reading Is Fundamental (RIF), the nation’s oldest and largest nonprofit children and family literacy organization. The U.S. Census Bureau report, A Child’s Day: 2003, reported that about 50 percent of children ages 1 to 5 were read to seven or more times in the previous week. However, among children living in families below the poverty line, only 41 percent of children ages 1 to 5 are read to that often. Additionally, some 16 percent of 1 to 2 year-olds and 11 percent of 3 to 5 year-old children living in poverty were not read to at all by family members during the previous week, about twice the rate of those children from higher income families. According to the Census Bureau, 3.4 million children under the age of five are living in poverty in the U.S. "Research has demonstrated the importance of verbal interactions, such as reading, in the development of a child’s brain during the critical first three years of life," said Rasco. “We also know that when parents and caregivers are provided with literacy tools such as books, instruction and support, they are likely to read to their children more often. At RIF, we’re working to expand outreach to those children and families who most need access to books and literacy resources.” RIF currently provides a number of literacy programs to support parents and caregivers of young children, particularly underserved children. Among these programs are: Family of Readers—A program that provides training and motivational support to help parents or other family members become more active in their children’s literacy development. Shared Beginnings—A program to give young parents the skills and self-confidence to nurture their children’s readiness to read. Parents and babies both receive books and participate in motivational activities. Care to Read—A series of workshops RIF conducts to help train childcare staff to better support children’s emergent literacy. Gateways to Early Literacy—A four-part video training series with print and web-based support materials that explores the critical ways family childcare providers can enrich and support children’s early language and literacy development. RIF also provides a range of educational materials for children, parents and educators, both in English and Spanish, on its website: www.rif.org. Reading Is Fundamental, Inc. (RIF), founded in 1966, motivates children to read by working with them, their parents, and community members to make reading a fun and beneficial part of everyday life. RIF’s highest priority is reaching underserved children from birth to age 8. Through community volunteers in every state and U.S. territory, RIF provides 4.6 million children with 15 million new, free books and literacy resources each year. For more information and to access reading resources, visit RIF’s website at www.rif.org. Discover the Joy! For more information, contact: Media Relations Manager

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Volume 11, Issue 3 (1982) Stephen N. Elliott, Wayne C. Piersel Reading is a complex process involving many learning behaviors and cognitive skills. The acquisition and refinement of these skills is a primary focus of elementary education, yet many children experience difficulties and frustration when learning to read. Gibson and Levin (1975) estimated that as many as 25% of school children read below their grade placement. If these children’s reading skills are not improved, they have a greater chance of failure in other school tasks (Cawley, Goodstein, & Burrow, 1972; Gillespie & Johnson, 1974). A significant number of children are referred to school psychologists because reading problems have hindered academic achievement and may have resulted in disruptive classroom behaviors. Thus, it is important that psychologists who work in educational settings have knowledge of factors which influence reading, of various reading problems, and of techniques for assessing and remediating problems. NASP Members Log in to download article.

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So, you want to make your own tornado in a bottle? Then this article is for you. Have fun and enjoy! 1Take one plastic bottle and remove the cap and add 1/3 of the water .Ad 2Add one small drop of glitter (optional) 3Put a single drop of dish-washing soap in the water. 4Put the cap back on the bottle very, very tightly. 5Spin the bottle in a circular motion. You should now have a tornado. 6You may add food coloring to the water or "Monopoly" houses or be creative! These are optional.Monopoly house are the best for houses that could be floating with the tornado. 7You may experiment with more or less water, or change the amount of dish-washing soap, or the brand of dish-washing soap. This is optional. See if a particular brand works better than another or if more or less water or soap makes a difference. 8You may try spinning slower or faster. See if that makes a difference. We could really use your help! - Try adding different things to the mixture such as oil and food coloring. Experiment with different liquids. - Add salt and anything you want! - Hold the bottle tops so they don't break. - Try sprinkles. You could also use feathers. - Things could get messy. Try creating this over a sink. Things You'll Need - One, empty plastic bottle. - Dish washing soap. - Optional items: - Food coloring - Monopoly houses Categories: Science for Kids In other languages: Español: hacer un tornado en una botella, Deutsch: EInen Tornado in einer Flasche erzeugen, Português: Fazer um Tornado Dentro de uma Garrafa, Italiano: Creare un Tornado in una Bottiglia, Русский: сделать торнадо в бутылке Thanks to all authors for creating a page that has been read 259,106 times.

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Impact of Alternative & Innovative Education Programmes: A Study of Bridge Course Centres in Bardhaman District Education is the basic requirement and the ‘Fundamental Right’ of the citizens of a nation. Elementary Education system also serves as the base over which the super-structure of the whole knowledge system is built up. This calls for bringing all children under coverage of Elementary Education, which sadly has not been possible yet in India. Policy makers have responded through various programs – two latest examples of which are the Sarva Shikhsa Mission and the Right to Education Bill. The former have been hailed as a successful instrument to remove all ills plaguing the elementary education system in India through some of its alternative, innovative, and flexible programs. In this paper we examine the performance of one of the Flagship programme under SSA – the Bridge Course Centres – in selected areas of West Bengal to evaluate its performance, identify the shortcomings, and suggest some steps for improving them. This is extremely important as the SSA is now being extended to Madhyamik Shikhsa Mission and mistakes of the former should not be repeated in the latter. |Date of creation:||May 2009| |Date of revision:||Oct 2010| |Contact details of provider:|| Postal: | Web page: http://mpra.ub.uni-muenchen.de More information through EDIRC When requesting a correction, please mention this item's handle: RePEc:pra:mprapa:45845. See general information about how to correct material in RePEc. For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Ekkehart Schlicht) If references are entirely missing, you can add them using this form.

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Henry Spencer Moore OM CH FBA (30 July 1898 – 31 August 1986) was an English sculptor and artist. He is best known for his abstract bronze sculptures which are located in various prominent public places. He became the most influential and famous sculptor of his generation. Henry Moore Short Biography Now I really make the little idea from clay, and I hold it in my hand. I can turn it, look at it from underneath, see it from one view, hold it against the sky, imagine it any size I like, and really be in control, almost like God creating something. – Henry Moore Henry Moore was born on 30 July, 1898, in Castleford, Yorkshire. He was the seventh child in a family of 8 children. His father worked in a colliery in Castleford but wanted his children to avoid working down the mines, so as much as possible given the family’s poverty, the children were educated at a local school. It was in his teenage years that he developed an interest and talent in art. This helped him to get a scholarship to Castleford Secondary school. Aged 18 he was called up to the army and in 1917 was injured during a gas attack at the Battle of Cambrai. After his injury, he spent the remainder of the war behind the line training new recruits. Moore later said the war was for him not a traumatic experience – unlike that of many of his contemporaries. After the war, he continued his education and in 1921 won a scholarship to study at the Royal College of Art. He didn’t regret his late opportunity to attend art school. I’m very grateful that I was too poor to get to art school until I was 21… I was old enough when I got there to know how to get something out of it. – Henry Moore Henry Moore was a talented student, but already he was experimenting with new styles and this often conflicted with his teachers who were trying to teach the classic style – of perfection in form and composition. Moore was attracted to a more spontaneous art form with imperfections evident in the sculpting. In 1924, he spent time travelling in Italy and later Paris. Here he could view the great Masters such as Michelangelo and Giovanni Pisano. But, Moore was also influenced by his studies of primitive art, and at the Louvre he was particularly influenced by the Toltec-Maya sculptural form, the Chac Mool. A sculptor is a person who is interested in the shape of things, a poet in words, a musician by sounds. On his return to London, he took up a teaching post at the Royal College of art. This part time post enabled him to work on his own art, leading to his first commissions such as the West Wind – 1928-29. In the 1930s, Moore became an active member of the informal modern art movement, centred around the ideas and innovation of people like Pablo Picasso and Jean Arp. He also briefly flirted with the surrealist movement. The Second World War led to more traditional commissions and Moore worked as a war artist producing memorable pictures such as images of civilians fleeing the Blitz in the London underground. This helped Moore’s reputation and after the war led to numerous awards and opportunities in America. In 1948 he was awarded the International Sculpture Prize at the Venice Biennale. Significant commissions included. - A reclining figure for UNESCO building in Paris 1956 - A Nuclear energy sculpture at the University of Chicago. (to commemorate 25th anniversary of nuclear reaction) - Knife Edge – Two Piece in 1962 for College Green, London around Houses of parliament. “The secret of life is to have a task, something you devote your entire life to, something you bring everything to, every minute of the day for the rest of your life. And the most important thing is, it must be something you cannot possibly do.” – Henry Moore In 1972, Henry Moore established his Henry Moore Foundation – a charitable trust to promote art education and the support of young artists. He was a man of modest means. Despite his wealth and fame he lived frugally remembering his Yorkshire roots. Art is not to do with the practical side of making a living. It’s to live a fuller human life. – Henry Moore He even turned down a knighthood in 1951 because he didn’t want to be seen as an establishment figure. Yet, during his lifetime he became one of the most influential sculptors of his generation. Henry Moore art

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For years there have been a number of not-for-profit organizations committed to saving music education in schools nationwide. A new study conducted at the Emory University School of Medicine’s Department of Neurology, demonstrates why music is necessity to life. Brenda Hanna-Pladdy, Ph.D, lead study author and clinical neuropsychologist, discovered that those who have had instrumental musical training for more than 10 years remained cognitively sharp. Results demonstrated musicians between the ages of 60-80 years' old experienced cognitive benefits including a variety of verbal and nonverbal functions. Researchers assessed musical engagement to determine whether there is key connection in the period of musical training for optimal cognitive advantages in advanced age. Though it was displayed that having years of musical instrumental experience can lead to the best cognition in advanced age, there are time periods over the span of one’s life where music aids in cognitive development. For instance, before the age of nine, predicted verbal working memory functions such as remembering and reorganizing digits in your head, consistent with early sensitive periods in brain development. Continued musical activity in advanced age suggests other non-verbal abilities such as being able to determine visual representations and their spatial relationships. While for those who have low educational levels, instrumental musical training can help cushion out the lack of a higher education. Furthermore, for musicians who played for more than 10 years, the benefits do not rely on sustained activity. "This is an exciting finding in light of recent evidence suggesting that high educational levels are likely to yield cognitive reserve that may potentially delay the onset of Alzheimer’s symptoms or cognitive decline," Hanna-Pladdy said. "This also highlights the promising role of musical activity as a form of cognitive enrichment across the lifespan, and it raises the question of whether musical training should eventually be considered an alternative form of educational training." Hanna-Pladdy suggest to achieve the most results out of instrumental musical training one should begin before the age of nine and play for at least 10 years. She also reaffirms that it is "never too late so keep at it." This study was published in the Frontiers in Human Neuroscience.

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2011 CREATE ConferenceEducating Middle School English Language Learners for College and Career Readiness |2011 Conference Materials |Conference Agenda||Materials by Presenter||Recommended Readings| The 2011 CREATE capstone conference, held in Austin, Texas on November 3-4, 2011, highlighted current research on methods for building literacy skills and oral language development for English language learners across the content areas. CREATE researchers described their work on a school-wide intervention targeting 7th grade English language learners in science, social studies, English language arts, and math. Other top scholars discussed the implications of their research on supporting English language learners' language and literacy development across the curriculum. This conference was attended by leaders in state and regional agencies, school districts, schools, and colleges of education. The conference supported participants’ learning with essential readings on the central themes of the conference, keynote presentations, question-and-answer sessions with presenters, and small group interactions with colleagues. PowerPoint presentations and handouts from the conference are now available. Explore the materials using the navigation bar above. Browse by type (handout or PowerPoint presentation), by the order of presentation at the conference, or by presenter name. Note about permission These materials were provided by the authors for the convenience of our web visitors. If you would like permission to use any of this material, CREATE will be glad to help you contact the author.

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1 Kindness has an amazing ability to increase happiness, self esteem and optimism, improve mental and physical wellbeing, lower stress and anxiety levels, create better social and academic outcomes, and reduce bullying in schools and the community. Sounds good, doesn’t it! That’s because kindness is a natural remedy for a multitude of ailments! Our primary school curriculum has gained International attention as a positive alternative to traditional anti-bullying programs. We aim to inspire generational change with lessons and activities for the classroom, home and community to take kindness outside the school gate. A need for change within school communities is evident, so it’s time to rethink our approach and stop the negative talk about bullying. Blaming and shaming isn’t the answer and asking children to be kind to their peers isn’t enough to stop anti-social behaviour. Students need to be shown how to be a good friend and kindness taught on an on-going basis so that it becomes a natural and instinctive part of life. Our school curriculum is a positive step towards changing cultures in schools by promoting a healthy outlook at an early age and building an armour of goodness that encourages happy, positive, well rounded individual who care for others. “There is substantial empirical evidence that systematic, on-going, and fully infused emotional learning programs are essential to nurture mental health and reduce bullying in a sustainable way. There must be a long-term commitment to teaching emotional literacy as a priority in every classroom. The research is clear that teaching kindness, and other emotional content, has significant positive effect on mental health, academic accomplishment, and overall well-being.” – Patty O’Grady, PhD, Professor at the University of Tampa Our community project motivates people to make changes in their lives to enable growth through positivity, an awareness of self, compassion for others and the addictive feel good emotions that being kind generates.

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Copyright For Musicians, Music Educators And Students [tag]Copyright[/tag] can be confusing, especially for well meaning [tag]musicians[/tag] and [tag]music[/tag] [tag]educators[/tag]. It is unbelievable how quickly [tag]intellectual[/tag] [tag]property[/tag] went from being something fairly hard to duplicate and reproduce to something that can be done virtually instantaneous, at almost no cost and distributable to literally millions with little effort at all. 25 years ago the cost of doing something like this would be staggering indeed! When you stop to think about it, a person can “rip” a form of media (video, print, audio) into a perfect duplicate in seconds. Take the duplicate and replicate it (as many times as imaginable) and send it out to millions- all from the comfort of their favorite chair, at home! The cost of doing something like this 25 years ago would be staggering! Now, it costs literally 10ths of a cent, Euro, Ruble or whatever! Fortunately, there are many [tag]free[/tag] [tag]resources[/tag] available online to help with the understanding of copyright as it pertains to those involved with music. Below is a list of great resources and help about this topic: MENC’s Copyright Center- A great resource specifically for music educators: Music Publishers’ Association- A copyright resource center with many links and articles: Artists House Music- What Music Educators Should Know About Copyright, A video featuring Danny Rocks (VP at Alfred Publishing): The Music Education Madness Site- A short primer by Paul Jennings (Plank Road Publishing): Bands of America- A concise article for musicians, by Ted Piechocinski, J.D., about the “Copyright Monster”: Harry Fox Agency- The foremost mechanical licensing agency for the US (get your rights here!): Copyright Clearance Center- Another distribution company for licensing and information: United States Copyright Office- The “horse’s mouth” for US copyright information: Downhill Battle- An interesting site with a somewhat different point of view about copyright and fair-use: James Frankel on “Copyright or Copywrong”: http://jamesfrankel.musiced.net/2007/01/19/copyright-or-copywrong/ and http://jamesfrankel.musiced.net/2007/02/02/copyright-or-copywrong-part-2/ International Copyright Information= World Intellectual Property Organization: Comments, Suggestions and Additions are Welcome!

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Researchers from the UK’s Royal Academy of Music (RAM) and University of Birmingham and the University of Münster in Germany say they have discovered a way of analysing how musicians in a string quartet stay in time. Musicians in a conductorless group continuously make millisecond timing corrections to stay together. The team of scientists found that by examining how each musician made these adjustments, conclusions could be drawn as to whether or not a group was autocratic, where the musicians followed a single leader, or democratic, where corrections were made equally across the group. In the study, published in the Journal of the Royal Society Interface, two unidentified established string quartets were invited in turn to play 48 beats (bars 12–24) of the fourth movement of Haydn’s String Quartet op.74 no.1. Spot microphones were attached to each instrument under the strings close to the bridge to pick up the sound from each player. Time series analysis software allowed the researchers to examine variations in the players’ timing to one thousandth of a second, and note how each player corrected their timing to the rest of the group. ‘On a given note we looked at the asynchrony between a given pair of players, then looked at what happened on the next note,’ said co-author Adrian Bradbury of the RAM. ‘If a player had tried to correct the asynchrony, by catching up or by waiting, we gave them a high correction strength – they were more of a follower. If a player allowed the others to adjust to them, their correction strength was deemed low – they were more of a leader.’ The team found that the quartets employed different strategies to achieve synchrony. ‘In one quartet the players all had similar correction strengths – synchrony was maintained through democracy. But in the other the first violin had a low correction strength, with the other players having to follow her,’ said Bradbury. ‘These different strategies would project different characters – I’m sure longer excerpts would show that the hierarchy was fluid, used as an interpretative tool to highlight the shifting drama in a musical score.’ Lead author, professor Alan Wing from the University of Birmingham, said the hierarchy in the autocratic quartet could be explained by the fact that in the excerpt the first violin carries the melody. He also pointed out other factors that could have affected the findings: ‘The fact that one quartet has been together longer, that they’re from different countries, how well they knew the music, whether they were playing the excerpt in or out of context – all these factors come into play.’ Wing said that while it would be difficult to draw conclusions from two case-studies, the project represents a methodological step forward: ‘So far we have looked at expert players, but it would be interesting now to take this research into the field of music education, to see how a newly-formed student quartet develops their timing over the course of a year.’ The authors now want to examine the way audiences react to hierarchies within a group, whether it affects their enjoyment of a performance, and how musicians playing music of other genres approach timing. To view the musical excerpt and a diagram showing the timing adjustments within each string quartet, click on the PDF below. Photo Rita Taylor

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A chronology of teaching This is a short chronology of teaching and education from the ancient world until modern times. 468 (circ.) Birth of Socrates. 440 Birth of Xenophon. 429 (circ.) Birth of Plato. 384 Birth of Aristotle. 342 Aristotle, tutor to Alexander the Great. 300 (circ.) Zeno founded the School of Stoics. 46 (circ.) Birth of Plutarch. 121 Birth of Marcus Aurelius. 480 Birth of St. Benedict, the founder of Western monasticism. 641 Sack of Alexandria. 1135 Hospital of St. John the Evangelist established at Cambridge. 1218 First European university established in Salamanca, Spain. 1231 Charter constituting Cambridge a university granted. 1248 Charter constituting Oxford a university granted by Henry III. 1264 Birth of Dante. 1448 Glasgow University founded. 1441 Eton School founded. 1484 Birth of Ignatius Loyola. 1456 Birth of Erasmus of Rotterdam. 1473 Birth of Martin Luther. 1567 Publication of Ascham's “The Schoolmaster”. 1595 Birth of Descartes. 1624 Birth of John Locke, founder of the English School of Psychology. 1632 Publication of “The Discourse of Method” by Descartes. 1637 The Jansenists or Port-Royalists founded the "petites ecoles" in France. 1643 Publication of Milton's Tractate on Education. 1657 Royal Society incorporated. 1663 Charity Schools first founded in England. 1698 Birth of Jean Jacques Rousseau. 1712 Birth of Diderot. 1748 Publication of the first volume of the French Encylopaedia, under the direction of Diderot and D'Alembert. 1770 Birth of Johann Friedrich Herbart, the German educationalist. 1802 Publication of Herbart's “General Pedagogy”. 1832 First British Government Grant made in aid of elementary education. 1836 First Kindergarten School opened in Germany by Froebel. 1875 Elementary Education Act (United Kingdom). A short history of teaching

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"I want my students to learn from different people, formulate their own value system, and make something of it with their own style. With a concept like pedal tone, for example, I might start by playing a Duke Ellington piece, but then I'll bring in something by Stravinsky that uses the same technique. The next week I'll do a little bit of George Gershwin, then we'll listen to an Allman Brothers piece. Then students begin to hear it and learn ways that they can play it as a performer and apply it to their writing." "In my writing classes my students have to not only write tunes, but also write their own arrangements for them. Even students who have never written a tune before, I'll tell them, 'Well, you've got to start at some point, so were going to start now.' So we start out simple, but by the end they write an arrangement, record it, and perform it in class." "In my methods course it's important for my students to know they can get in front of a group and teach something, whether or not they have electronics in front of them. So one of my exercises is to pull the plug and ask students to teach me something anyway. Technology may be able to make the material more visual and more interesting, or you can gather information quicker—all of that is true—but the basic bottom line is, even without technology, you still have to be able to tell me something about music that I can come away with." "When my methods students go into their proficiency exams in front of a panel and present a unit lesson plan, if I see that they can communicate, feel comfortable, and look like teachers, then I feel I've been successful. I often hear from them much later when they write, 'At the time I didn't understand it, but I get it now—thank you Mr. C.' Feedback like that is proof, I think, that we're doing something positive." - B.M., Berklee College of Music - M.A.T., Connecticut College - Performances on radio and television and live with Herb Pomeroy and Charlie Mariano - Arranger and director of musicals for Eugene O'Neill Theater - Author of Teaching Guide for General Music: Grades 7-12 and articles in music education publications - Composer/arranger, Duxbury Jazz Band - Music director, South Shore Bay Band, Massachusetts - Treasurer, Faculty Federation of Teachers

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https://www.berklee.edu/people/charles-cassara

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When students are able to choose which images best represent the content of the lessons, they are instantly more engaged and they become far more active. Students can tailor the themes to their particular interests, or the general interests of their classmates, far better than a teacher can select relevant photography and illustrations. This bottom up learning style is particularly useful in encouraging visual students and passive students. It has the further benefit of allowing them ownership of opinions and sparks creativity. This approach also benefits the teacher in several ways from my experience. The teacher is able to quickly learn about the concepts presented from the students’ perspective as they are the ones doing the selecting. The teacher is also able to bypass the learning materials they believe to be inadequate or out-dated. The number of relevant discussions and questions that come from this activity are numerous. Students learn concepts in less time and study more. Think about this logically from a student’s perspective. Are you more likely to study flashcards and workbooks that were created for you, by professional educators that you have never interacted with? Or, are you more likely to study lesson materials that you created with your classmates and with your teacher based on the framework of those same professional materials? - Open image search results with the computer facing away from the students so you can scan image results for inappropriate pictures before the students see the search results. - Be conscious of time and allow the students to make reasonable selections in a timely fashion. If their search goes on too long, they will ruin the team dynamic and disengage other students. Students have a stronger attachment to the materials and the concepts that they have assisted in creating. When their parents ask them, “What did you in English class today?” they can smile and tell them that they found a picture of a dog in a cup, and perhaps even show them the picture/slide/ worksheet or flashcard they designed and made for the class. Review is also less time consuming and more productive if students can instantly identify with aspects of the lesson that they helped design. Of course, as a teacher you will be required to set achievable goals for the lesson and guide the students through this creative process, so that you can properly harness their creative insight and energy. Additional ideas for this type of image selection and content creation teaching style: - If you have access to a digital camera, you can use students to pose for pictures and even allow other students to try their hand at photography. Then you can incorporate the photos of the posed students to illustrate concepts. - You can use a stronger class to design materials for a weaker class. This will allow the stronger class to gain confidence in their skills while assisting the weaker class in their development with age and interest appropriate materials. Note: I am currently using a tablet computer with a built in camera for this type of lesson. I am using common presentation software. I am teaching small groups between the ages of 6-13. A standard laptop or a desktop would suffice and the concepts could be adapted for larger groups with a projector. I have been teaching ESL for three years in Japan. I am currently working in Osaka, both developing and teaching extensive children’s programs. I am most interested in Bilingual studies, Immersion programs and Literacy development in young learners. - Remembering - March 11, 2015 - Teaching less, recycling more - May 5, 2014 - Why I love Teachers 2014 - February 16, 2014 - Help! I just got another new student! - January 18, 2014 - When kids don’t want to be there - June 10, 2013 - A very bad, horrible, no good class - May 28, 2013 - International conferences, for free - April 10, 2013 - More than five ways to use milk carton cubes - April 6, 2013 - It’s all about reading - March 16, 2013 - Boisterous Boys and Bored Girls - February 19, 2013

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http://www.teachingvillage.org/2011/05/21/students-picking-pics-by-randy-poehlman/

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Bad ideas in education are like horror movie monsters. You think you’ve killed them, but they refuse to stay dead. A generation ago, the infamous “reading wars” pitted phonics-based instruction in the early grades against “whole language,” which emphasized reading for meaning instead of spelling, grammar, and sounding words out. In 1997, the National Reading Panel was tasked to settle the fight once and for all. Phonics won. That should have been the end of it, but whole language never really died. It morphed, grew a new head called “balanced literacy,” and lived on. In New York City, it grew even stronger. Finally, last year, there was hope: Balanced literacy was left for dead yet when the city Education Department recommended two reading programs for elementary schools as they prepare to meet the rigorous new Common Core State Standards in English: New York State’s Core Knowledge Language Arts curriculum and Pearson’s ReadyGen. The Teachers College Reading and Writing Project—the balanced-literacy program developed by Prof. Lucy Calkins, which had dominated city classrooms for more than a decade—notably failed to make the cut. Why? Under the shift to Common Core standards, reading programs are explicitly expected to teach strong foundational skills, including phonics in the early grades, while building background knowledge and vocabulary, which are especially important for low-income children most at risk of reading failure. To match the Common Core, reading programs must also encourage students to grapple with challenging texts that are worth reading. None of these is emphasized in...

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West Philadelphia middle-school students learn about careers in STEM through hands-on activities, field trips and mentors at Drexel's Summer STEM Camp Nearly 25 local rising fifth graders interested in the fields of science, technology, engineering and mathematics (STEM) built a bridge, blew up a watermelon and made ice cream, as part of a Summer STEM Camp from July 28 – August 1, the third and final week of the camp this year. The camp is hosted by Drexel University's School of Education and funded by a grant from PECO. “Summer STEM Camp allows children to experience a variety of STEM careers and career pathways,” said Hope Yursa, PhD, camp director and an assistant clinical professor in the School of Education. “Each day the children participated in a variety of hands on activities, but then they actually got to go into the field to experience real-life applications.” For example, decked out in hard hats, lab coats and goggles, the students were actively engaged in building different types of bridges from limited materials, before visiting the Ben Franklin Bridge to learn from bridge engineers about what their job entails and how they entered the field. While on a trip to learn about hydroelectric power, the campers took advantage of what they learned about bridges to find and identity the many bridges that cross the Chesapeake River Basin. The campers took home the bridge-building kits to continue their learning. The camp also provided each camper with a fiction book and informational book about the various STEM fields and the people involved in them. During a unit that provided an introduction to thermodynamics and heat transfer, teams of campers developed plans to save penguins. They then traveled to the Philadelphia Zoo to learn more about what is endangering penguins and polar bears, and saw a variety of people engaged in careers that involved educating the public about loss of habitat due to global warming. The students, who attend nearby schools, including Morton McMichael Elementary School, Martha Washington Elementary School and Samuel Powel Elementary School also toured the Boeing Co., the Franklin Institute and Lancaster Science Factory as part of the camp. The Summer STEM camp was developed to introduce children in West Philadelphia to careers in the STEM areas of construction, transportation, energy and communication. The camp engages students with hands-on workshops and activities. The camp is free for students, and includes breakfast and lunch each day. In 2012, PECO awarded Drexel a $1 million grant to help create a collaborative education program that invests in the local community. About $150,000-$200,000 of the grant was dedicated to the STEM camp, which is now in its third and final year. The camp began as a one-week initiative focused on rising fifth-graders. The second year, Drexel increased it to two weeks, for fifth- and sixth-graders, respectively. This year, the camp is three weeks, and catered to fifth-, sixth- and seventh-graders. The camp’s staff is made up primarily of faculty and students from the School of Education. The lead counselor was Mike Franklin, a graduate of the School of Education, who currently teaches at Arthur Elementary School in Philadelphia. Other counselors included Jileesa McFadden, a 2013 graduate of the School of Education, who has a secondary certification in biology and is currently teaching biology at a Mastery Charter High School; Lindsay McArdle, a 2014 graduate, who received her bachelor's degree in elementary education; Sarah Anderson, who is finishing a combined bachelor’s and master’s program this year; and Cynthia Casebere, who is currently pursuing her master’s degree in education. Counselor Shane Miller, who is not a student in the School of Education, is interested in educational research and is currently working with Drexel to develop an application for mobile devices called the Adolescent Comprehension Evaluation (ACE) to measure reading comprehension for sixth to 12th grade students. Also integral to the program was Obinna Otti, Drexel’s RAD Lab manager, who took photos and videos, and Joel Rodriguez, videography instructor and associate director of innovation, who teaches part-time in the teacher education program. The principle investigators on the grant, Yursa and William Lynch, PhD, dean of the School of Education, are looking into funding sources to keep the camp going after this year.

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posted by Thom Holwerda on Tue 17th Oct 2006 22:00 UTC, submitted by anonymous "When it comes to computers, the average person usually believes that 'newer is better'. After all, you can get more memory, a faster processor, and a larger hard disk, merely by waiting a few months. Old hardware is usually shunned as being of little value. In contrast, the elementary education sector has consistently found traditional educational methods to be superior to the newest, latest, and greatest methods. Some of the most knowledgeable and capable children are produced by the schools that use seemingly antiquated techniques. So what happens when the world of technology collides with the world of education? Why, the Commodore 64 makes a comeback!"

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Modern jazz bands come in many different sizes and styles. Each variation is dependent on several factors, the most important being the type of music being played and the venue in which the performance takes place. Smaller jazz bands called combos are more common in night clubs, jazz clubs, and other similarly confined spaces. Larger full size jazz bands are more common in larger venues and in traditional dance hall style gatherings. Again, the question of what defines a jazz band depends largely on where and what the group is playing. The smaller jazz band combo groups are often made up of 3 to 4 musicians. An acoustic bass player is almost always present in such a group, but the remaining members can be in almost any combination. A bass, sax, and piano trio might work well with some small jazz bands. In others, the bass, a trumpet, and a drum set player may be used. The beauty of such small jazz band ensembles is that the musicians tend to do almost all of their music from memory, improvising their rhythms and melodies on the spot. When the musicians of a jazz combo work well together and are sufficiently talented they can perform an entire evening's show and have it never be exactly the same on any 2 nights. Other musicians may often "sit in" on the performance, adding their improvised melodies to the music, creating even more variations to the size and makeup of the jazz band combo. Although there are other variations on the jazz band combo instrumentation the more widely recognized jazz band ensemble is the full big band style jazz band. Made up of a much larger contingent of musicians, the traditional big band is made up of up to 5 saxophones (2 alto saxes, 2 tenor saxes, and a baritone sax), 4 or 5 trombones (one of which is often a bass trombone), and 4 or 5 trumpets. Complimenting the brass and woodwinds is a rhythm section consisting of a drum set player, pianist, acoustic or electric bass player, and an acoustic or electric guitar player. As with the jazz combo, the instrumentation of a full-size jazz band may vary based on the music. Many of the early jazz bands employed clarinetists instead of the full contingent of saxes. The many different variations of jazz band styles and instrumentations is one of the many things that makes jazz band music so exciting and fun to listen to. No other mainstream music form is so dependent on improvisation and personal interpretation. That simple distinction is what has helped make jazz band music become an integrated part of music education programs in all 50 states and around the world.

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It’s True! Babies Learn Language While In Utero For years and years, soon-to-be parents have asked themselves the same question, “Can baby hear us?” and for just as long the question has gone unanswered. Now, however, researchers have finally come to a conclusion and it’s sure to be one that mom and dads-to-be are over the moon about! Newborns are much more attuned the the sound of the native languagethan we ever thought, linguists say. Newborns can pick up on distinctive sounds of their mother tongue while in utero. The unbelievable research was led by Christine Moon, a professor of psychology at Pacific Lutheran University. “We have known for over 30 years that we begin learning prenatally about voices by listening to the sound of our mother talking,” Moon said. “This is the first study that shows we learn about the particular speech sounds of our mother’s language before we are born.” Prior to the study, it was widely believed that infants learned small parts of speech after they had left the womb. This study states the opposite. “This study moves the measurable result of experience with individual speech sounds from six months of age to before birth,” she said. Seriously — how incredible? All the time the proud parents have spent singing and talking to their little babe are worth every moment (not like we’d suggest you stop doing it otherwise – it’s important to have a connect to your child pre-birth). For her study, Moon tested newborn infants shortly after birth while still in the hospital in two different locations: Madigan Army Medical Center in Tacoma, Washington, and in the Astrid Lindgren Children’s Hospital in Stockholm, Sweden. Infants heard either Swedish or English vowels and linguists could control how many times they heard the vowels by sucking on a pacifier connected to a computer. In both countries, the babies listening to the foreign vowels sucked more, than those listening to their native tongue regardless of how much postnatal experience they had. This indicated to researchers that they were learning the vowel sounds in utero. “These little ones had been listening to their mother’s voice in the womb, and particularly her vowels for ten weeks. The mother has first dibs on influencing the child’s brain,” said Patricia Kuhl, Endowed Chair for the Bezos Family Foundation for Early Childhood Learning and Co-Director of the University of Washington’s Institute for Learning and Brain Sciences. “At birth, they are apparently ready for something novel.” But we’re not the only ones amazed by what the research showed, “This is a stunning finding,” said Kuhl. “We thought infants were ‘born learning’ but now we know they learn even earlier. They are not phonetically naïve at birth.” Prior to the kinds of studies like this one, it was assumed that newborns were “blank slates” and now, we know that is not the case. So, as if you needed any more incentive to hum, drum or even chat with baby on the side, here’s fool-proof scientific reinforcement that it’s good for baby! Would the findings of this study have mattered to you one way or the other? Plus, more from The Bump:

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If someone were to give you a maths textbook, what would your reaction be? What about if you were faced with a set of sums to do? Or told you cannot graduate until you have taken a certain number of maths classes? If these scenarios make you feel nauseous, you are probably an HMA – someone with a high level of maths anxiety. For some people, the threat of a maths test is equivalent to the prospect of walking down a dark alley in an unfamiliar city. People with extremely high levels of mathematics anxiety even experience physical pain. We know this thanks to a study published, appropriately enough, on Hallowe’en. The research involved recruiting volunteers who rated high and low in maths anxiety. They were put into a magnetic resonance imaging scanner and given a range of tasks to do. Some involved maths quizzes; some tested verbal skills. In the most illuminating part of the study, the volunteers were told whether it was maths or language tests coming up. The prospect of having their verbal skills tested provoked nothing remarkable in the brain scans. For those who were highly maths-anxious, the signal that a maths test was coming up created a surge of activity in the bilateral dorso-posterior insula. This is a region of the brain associated with the presence of physical pain and the reaction is the same as to a physical threat – you experience the urge to get the hell out of there. Though many papers reported the research as justification for a fear of maths, it goes far deeper than that. The most important finding from the study is that when the volunteers started to do maths, all that anxiety and pain went away. The prospect of maths scares and sometimes pains us; doing maths is strangely enjoyable. Proper maths, that is – not the endless repetition of learned techniques such as multiplying fractions or ploughing through long division. The way we teach mathematics is leaving many people mentally scarred. Allow students to develop a feel for numbers by letting them solve puzzles, and everything changes. The message from the Computer-Based Math™ Education summit held at the Royal Institution in London this month goes even further. Allow children to learn maths by using computers to solve problems and not only does the subject get easier, but they leave education ready to work in a world increasingly dominated by digital technology. This idea is anathema to traditionalists, but something has to change. Just under half of the adult population can’t complete even primary-school maths problems. Adults with poor numeracy skills are twice as likely to be unable to find work; it’s no wonder they are also twice as likely to suffer from depression. Innumeracy leads to poor money management and problems with debt. On 7 November, the charity National Numeracy launched a partnership with the Nationwide Building Society to help people develop numeracy skills to manage their finances. Innumeracy will affect Britain’s ability to compete in a global economy, too. At the beginning of October, the Royal Academy of Engineering announced that the UK can maintain its industrial output only if British universities produce 10,000 more science, technology, engineering and maths graduates every year. It’s not clear where they are going to come from, because each one will need to leave school with decent maths skills. If things carry on as they are, we can abandon hope of a role on the world economic stage in the future, all because we’re inflicting pain in maths class. As a doctor might say, if it hurts that much, you’re probably doing it wrong. Michael Brooks’s “The Secret Anarchy of Science” is published by Profile Books (£8.99)

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But I did not propose this morning to talk to you about science as a part of our educational curriculum, but rather about the scientific spirit and the scientific method as effective instruments for the solution of our own peculiar educational problems. I have tried to give you reasons for believing that an adoption of this policy does not necessarily commit us to materialism or to a narrowly economic point of view. I have attempted to show that the scientific method may be applied to the solution of our problems while we still retain our faith in ideals; and that, unless we do retain that faith, our investigations will be without point or meaning. This problem of vocational education to which I have just referred is one that is likely to remain unsolved until we have made a searching investigation of its factors in the light of scientific method. Some people profess not to be worried by the difficulty of finding time in our elementary and secondary schools for the introduction of the newer subjects making for increased vocational efficiency. They would cut the Gordian knot with one single operation by eliminating enough of the older subjects to make room for the new. I confess that this solution does not appeal to me. Fundamentally the core of the elementary curriculum must, I believe, always be the arts that are essential to every one who lives the social life. In other words, the language arts and the number arts are, and always must be, the fundamentals of elementary education. I do not believe that specialized vocational education should ever be introduced at the expense of thorough training in the subjects that already hold their place in the curriculum. And yet we are confronted by the economic necessity of solving in some way this vocational problem. How are we to do it? It is here that the scientific method may perhaps come to our aid. The obvious avenue of attack upon this problem is to determine whether we cannot save time and energy, not by the drastic operation of eliminating old subjects, but rather by improving our technique of teaching, so that the waste may be reduced, and the time thus saved given to these new subjects that are so vociferously demanding admission. In Cleveland, for example, the method of teaching spelling has been subjected to a rigid scientific treatment, and, as a result, spelling is being taught to-day vastly better than ever before and with a much smaller expenditure of time and energy. It has been due, very largely, to the application of a few well-known principles which the science of psychology has furnished. Now that is vastly better than saying that spelling is a subject that takes too much time in our schools and consequently ought forthwith to be eliminated. In all of our school work enough time is undoubtedly wasted to provide ample opportunity for training the child thoroughly in some vocation if we wish to vocationalize him, and I do not think that this would hurt him, even if he does not follow the vocation in later life.

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We recently stumbled across this great article about parents roles in their children’s development: how parents keying in to their progress in school during this crucial time is “a determining factor in [the child’s] success as an adult.” They stress the importance of actively aiding a child’s progress: “Parents … should also take the time to learn what’s being covered under the lesson plan and what’s up next on the curricular agenda. Make a point of working on those skills at home, too … Remember, education and learning don’t stop the minute your child walks out the door of her preschool or child development center.” Keep your kids’ brains active with playful learning games and toys with foundational skills. Melissa and Doug offers great supplements for providing educational fun in the home. Block play is a great foundational skill for stacking, counting, and sorting. Plugging in shapes is great for hand-eye-coordination skills. Whether they are building predetermined patterns or exploring with shapes, they will learn about space

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Focus on Education A documentary looks at global education |The second installment in the multi-year documentary project follows children in seven countries to update their progress in school. Pictured: Joab from Kenya. (Photo: Frederick Rendina/Thirteen/WNET New York)| May 22, 2007 Each year, millions of children around the world are unable to go to school. To draw attention to this widespread problem, the United Nations (UN) is putting education first. Recently, the UN screened a documentary film called Back to School. The film is the second in a series of documentaries for the project Time for School, in partnership with Wide Angle—a program from the Public Broadcasting System. These films follow seven children from seven different countries. This 12-year project began in 2003, when the children first started school. “This is something we could do to help the education crisis in the world,” said producer and writer Judy Katz. “Documentary filmmakers can get deeply involved in a problem and do something about it.” More than 100 million children will never set foot in a school. Sixty percent of those children are girls. Cheryl Faye, a panelist at the screening event, is head of the UN Girls Education Initiative. She spoke about the many factors that prevent girls from getting an education. |Joab Onyando, a 10-year-old who lives outside of Nairobi, Kenya, considers himself lucky to crowd into a 70-student first grade classroom without desks or chairs. (Photo: Frederick Rendina/Thirteen/WNET New York)| One problem is the long distance many children must travel to get to school. Also, girls in many cultures are traditionally expected to marry early and work to help their families. ”We need to make a special effort for girls,” Faye said. As part of the UN’s Millennium goals, the organization wants every single child to get at least an elementary education by 2015. They hope the documentary will draw attention to this problem and raise awareness of the need for global education. Students from Lawrence Middle School in New York were inspired to take action when they saw the film. The seventh-grade class is raising money to help build a library on the outskirts of Nairobi, Kenya, where Joab—a child in the documentary—lives. The class teacher, Karen Weiner, and the class are known in their school as the “Kenya crew.” All the kids were really happy to support Joab and said they felt great about their fund-raising efforts. Joab is 10 years old. When his mother died, he dropped out of school to help out at home. Fortunately, his principal was able to find him and get him back on track with his education. But even in class, Joab has to learn with 70 other students and only one teacher! His first-grade classroom does not have desks or chairs. But like the seventh-graders at Lawrence Middle School, kids can work together to make a difference in places like Nairobi. By raising money for education, kids can help children on the other side of the world have a chance at a better, happier life. To learn more about how you can get involved, visit this Web site. Critical Thinking Question Read today's news story, and then answer the following question. Samantha Group is a member of the Scholastic Kids Press Corps.

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Earth Science—Elementary, BAEd What is the study of Earth Science—Elementary? A geoscientist is someone who studies the Earth’s physical makeup and history. Geology is the science that provides the key to finding new sources of useful Earth materials and to understanding Earth processes that affect our lives. Geoscientists provide basic information to society for solving problems and establishing policy for resource management, environmental protection, public health, safety and welfare. Geoscientists are curious about the Earth. How was it formed? How is it changing? What effects will shrinking glaciers have on the oceans and climate? How do islands form? What makes a continent move? Why did the dinosaurs become extinct? What makes a mountain? Geoscientists are concerned about the Earth. Is there a global warming trend? How and where should we dispose industrial wastes? How can we fill society’s growing demands for energy and conserve natural resources for future generations. This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in Elementary Education offered through Woodring College of Education. Why Should I Consider this Major? Do you like to know why and how things work? Do you enjoy the outdoors? Are you concerned about the environment? Are you interested in travel? Do you like to analyze things? Are science and nature among your favorite subjects? Have you ever wondered why the Earth appears as it does? If you answer “yes” to most of these questions the geosciences may be the career for you. - Elementary Teacher

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About the Data Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs®), a comprehensive and standards-driven system designed to improve the teaching and learning of English language learners (ELLs) for K–12 students. One purpose of ACCESS for ELLs® is to monitor student progress in English Language Proficiency (ELP) on a yearly basis and to serve as a criterion to aid in determining when ELLs have attained language proficiency. Another purpose is to meet the requirements of the NCLB accountability. The test is carefully crafted to be representative of the social and academic language demands within a school setting as exemplified in the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency/Development Standards (2004, 2007. 2012). Access for ELLs® test results are available in WISEdash beginning with the 2006-07 school year. The results are submitted directly to the DPI by Metritech Spring of each school year Limited English Proficiency/ELL. For students that have not taken the exam (reported empty booklets), DPI still receives the result and reports as “Not Tested” on the Dashboard. Exam results are included for students that cannot be positively identified from the record. These records are included in aggregate charts with unknown student demographics. Students normally take four language domain tests Listening, Speaking, Reading and Writing. Based on the combination of language domain tests actually taken, they will receive up to four different composite scores (Oral Language, Literacy, Comprehension, and Overall Score). If all four of the language domain tests are not taken then the student will not receive Overall Composite scale score, but can receive up to three other composite scores. For example if a student took listening and speaking only, then he will receive only the Oral Language Composite score. The other three composite scores require reading and/or writing, which were not taken. - Oral Language: The Oral Language composite score combines equally weighted scale scores from Listening (50%) and Speaking (50%). - Literacy: The Literacy composite score combines equally weighted scale scores from Reading (50%) and Writing (50%). - Comprehension: The Comprehension composite score combines the scale scores for Listening (30%) and Reading (70%). - Overall (Composite) Scale Score: The Overall Scale Score reflects a weighted score based on the scales scores for Listening (15%) , Speaking (15%), Reading (35%), and Writing (35%). The weighting of the scores reflects the differential contributions of each language domain required for academic success, with heavier emphasis placed on literacy development. Composite scores should be used with caution after careful consideration of their compensatory nature. The same Overall Scale Score for two students can reflect two very different profiles. For example, one student may be very strong in Listening and Reading, but weaker in Speaking and Writing, while another student with the same Overall Scale Score is strong in Reading and Writing, but weaker in Listening and Speaking. Proficiency Level Scores: The proficiency level scores are interpretive scores. That is, they are an interpretation of the scale scores. They describe student performance in terms of the six WIDA language proficiency levels (1-Entering, 2-Beginning, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching). Scale Scores: Scale scores allow raw scores across grades to be compared on a single vertical scale from Kindergarten to Grade 12. With the vertical scale, scale scores across grades can be compared to one another within (not across) a language domain (Listening, Speaking, Reading, or Writing). There is a separate scale for each domain and are reflected in a scale from 100-600. Raw scores: Raw scores indicate the actual number of items or tasks to which the student responded correctly out of the total number of items or Tasks. Raw scores should be used with caution and are not appropriate to track students’ progress between school years or compare different students on different grade levels of ACCESS for ELLs.

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| || || || || || || | 2013; 340 pp; hardcover List Price: US$49.95 Member Price: US$39.96 Order Code: XYZ/1 This book is a comprehensive compilation of all the problems and solutions from the 2003 to 2012 Purple Comet! Math Meet contests for middle and high school students. The problems featured not only employ an extensive range of mathematical concepts from algebra, geometry, number theory, and combinatorics but also encourage team collaboration. Any student interested in mathematics--whether looking to prepare for contests or, even more importantly, to sharpen math problem-solving skills--would cherish and enjoy this unique and pertinent collection of meaningful problems and solutions. A publication of XYZ Press. Distributed in North America by the American Mathematical Society. Middle and high school students interested in mathematics competition preparation. Table of Contents AMS Home | © Copyright 2014, American Mathematical Society

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Use consistent in a sentence - I shall try to go through the rest of my description of our boarders with as little of digression as is consistent with my nature. - Yet, I have neither adopted nor proposed any measure which is not consistent with even your view, provided you are for the Union. - He will have it that they cannot be consistent else. - And there are dreams that are rational, simple, consistent, and unfantastic? This page helps answer: how do I use the word consistent in a sentence? How do you use consistent in a sentence? Can you give me a sentence for the word consistent? It may also be related to read, learn English exam, preschools, course, school district worksheet, school uniforms, elementary education, school, and teaching resource. Example sentences with the word consistent, a sentence example for consistent, and consistent in sample sentence.

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A comprehensive new report out Monday outlines the benefits and limits of arts education by digging into the data and outlining what research has been established in the field. Among the findings: Learning music can boost students' IQ scores and visual arts likely help students' understanding of geometrical reasoning. But the report also notes that there's no evidence theater and dance help with overall academic skills. The report, called "Art for Art's Sake: The Impact of Arts Education," is from the Centre for Educational Research and Innovation based in Paris at the Organisation for Economic Co-operation and Development. The authors reviewed research databases in a variety of languages including Dutch, English, German, Italian, French and Korean. Here are a few of the findings from the executive summary: - Music education strengthens IQ (intelligence quotient), academic performance, word decoding and phonological skills and there is preliminary evidence that music education might facilitate foreign language learning. While there are a number of studies showing a positive impact of music education on visual-spatial reasoning, the sole longitudinal study on this question detected no persistent influence after three years of music, which suggests the need for caution. There is also no evidence that music education has any causal impact on mathematics scores, even though mathematicians may be attracted to music. - Strong evidence shows that theatre education in the form of enacting stories in the classroom (classroom drama) strengthens verbal skills, but there is no evidence for a link between theatre training and overall academic skills. - While there is no evidence that training in visual arts improves overall academic skills or verbal skills (literacy), two new correlational studies reveal that students who study the visual arts are stronger in geometrical reasoning than students who do not study the visual arts. However, causality has yet to be established. And one experimental study found that learning to look closely at works of visual art improves skills in observing scientific images – a typical instance of close skills transfer. The 270 page report calls for additional study on arts education. "There is far too little research on the impact of arts education on student outcomes of creativity, critical thinking, persistence, motivation and self concept and this prevents us from making strong conclusions about the outcomes," wrote Barbara Ischinger, director for education and skills, in the report's foreword. "The arts can be taught in a way that enhances these outcomes, or they can be taught poorly." You can also listen to a podcast covering the report with coauthor Stéphan Vincent-Lancrin.

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Now more than ever, today's teachers are grappling with the question of how to reach struggling readers. While there are no quick fixes, thousands of teachers are combining the principles of differentiated instruction and guided reading with unparalleled success. Mixed in the right proportion, these popular strategies will help you build a balanced literary framework that gets results with even the most challenged learners. Differentiated instruction tactics will help you understand how your students learn so you can teach in a way that makes sense to them. When you apply those tactics within the guided reading framework, which helps you lead students through new ways of approaching text, great things start to happen. The result is a classroom full of students who are able to negotiate increasingly challenging texts with unprecedented fluency. This course is critical for today's educators, who often have to teach on the run with limited resources and unlimited demands on their time. Get ready to reach your readers with ease in no time flat! About The Instructor A veteran educator who has taught every grade but third, Marsha Spears has spent 35 years teaching students and training teachers. Spears earned a bachelor's and master's degree in educational administration with a specialty in curriculum and literacy development, training that would prepare her to take on the toughest of classrooms. And tough classrooms are where she made her mark, helping a wide variety of at-risk learners read with renewed confidence. Over the years, thousands of students and teachers have learned how easily they can incorporate Spears' reading techniques and activities into their daily routines.

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Story Telling Vs Reading Stories There is more to telling stories than meets the eye. I spend a good deal of time and effort finding and recommending books for you guys to read with your kids and parents and teachers around the world are likewise encouraged to read stories to their children and classrooms to enrich the imagination and introduce literacy. There is so much more to explore through storytelling than simply reading the words aloud off the page of a good book! Of course, reading is essential to literacy development but storytelling delights and encourages children to listen to the music of words in different ways. Why Tell a story as opposed to Reading one? Both reading and telling are great ways to communicate stories to children but the differences between the two are quite considerable for both the parent/teacher and the children listening. When reading stories, the reader must always be focused on the printed words while occasionally looking at the audience. In contrast, telling a story gives the teller freedom to speak directly to the children, remaining in eye contact while having the opportunity to watch for their reactions to the story. It is the teller who makes the story come to life through the sound of their voice and personality combined. The storytelling becomes almost a personal experience for all involved. 3 Basic rules of children’s stories - There are three essential elements involved in storytelling; - the story - the storyteller - the audience - The story itself should be a narrative short enough to be told in one sitting. - It can be a fiction or non-fiction but more importantly something that the teller is interested in and enjoys. There really are no limits to what type of story can be told. Before the written word, storytelling was the only way a person could relate events to other people. Traditions were passed down from one generation to the next with the use of oral stories. Even today, libraries are filled with books containing the different folk tales from cultures all over the world. If it were not for storytelling, these may have been lost and never recorded. Linking the story to your audience Linking the story to the audience is up to the storyteller. The best stories are personal stories because they come from within the teller and I find that my memory (and imaginative additions) is much clearer and provides a wider base for everything from descriptive surroundings to sub-plots and hidden lessons. However, an experienced teller can learn any story and make it their own (and reading and practicing the tips and hints in the free storytelling technique course will set you on the right path). The beginner may feel more comfortable with a traditional well known story like Goldilocks and the Three Bears, or Little Red Riding Hood. Personal stories however, usually hold the greatest interest for a teller and have the potential to produce the inner most enthusiasm while reciting remembered events – plus : The audience will enjoy the story just as much as the teller enjoys telling it. Some people are natural born storytellers, but anyone who is willing to practice and devote time and study can become a good one. There are certain characteristics that a natural storyteller may possess that gives them an advantage. A creative imagination and a flair for drama will help bring a story to life so the children will be able to visualize in their own minds the characters and setting of the story. It is also better to be prepared for the sometimes unexpected tidbits the children will want to add to the story themselves. Including their ideas and engaging with the audience will truly make for a successful storytelling session. There is clearly more to telling children’s stories than one at first thinks and indeed the same can be said of reading stories, but you have to start somewhere right? I want you to be able to feel confident to tell stories to your children from your memory or made up from your incredible imagination that speak directly to the third piece of the storytelling : your audience! The great thing is that generally we know our audience quite well which gets us off to a great start and I hope that in coming weeks you’ll start to gain some ideas and confidence and a structure around how you can formulate and tell your own stories to your kids.

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Classroom teachers are trained to use rhythm and simple musical instruments to aid in teaching core curriculum. When music is used as a learning tool, students are more engaged in the learning process. What is the issue, problem, or challenge? Music programs are being cut across the country - just as the educational community is coming to understand that music is a key to learning and creativity, helping children make connections in math, science and other curricula, thus increasing grade point average, increasing self-esteem and building life skills. The benefits of learning through music are especially important for the under-served children we serve, who may not be good at sitting still. How will this project solve this problem? Just one teacher training followed by four visits from a musician throughout the year is enough to transform a classroom into a music room with its own set of rhythm instruments. By partnering with school districts, we are able to stretch every dollar. Potential Long Term Impact Music in Schools Today is finding solutions at this time of devastating budget slashing that will increase the amount of music in schools, improve California music education, and serve as a model for other districts nationally. This project has been retired and is no longer accepting donations.

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Students in three Fall 2009 courses are pilot-testing an interactive, computer-based tutorial developed at UW-Superior’s Center for Excellence in Teaching and Learning (CETL). The tutorial aims at increasing student skills in searching for, selecting, and citing online videos and images, and incorporates a section on the ethics of using information accessed on the Internet. It can be assigned as homework or used in-class as a preparatory activity for class discussion. Work on the tutorial began in Fall 2008, when instructor Kay Biga asked students to incorporate videos and images into their semester-end presentations for her First Year Seminar on business ethics titled “Swimming with the Sharks.” Through CETL’s Teaching with Technology Program, instructional developer Lisa Larson worked with Biga to develop a tutorial to help students select engaging videos and images that would bring to life their presentations on historical business ethics cases. Data generated for the Fall 2008 pilot project included student surveys at semester start and semester end to provide self-assessment data on the assignment’s impact on their learning of both information literacy and course topics. At semester start, 10 out of 13 of the First Year Seminar students responded “yes” to the statement “I understand copyright laws.” However, only half of the students said they knew how to use video clips and pictures in a presentation, and only three students said they knew the proper citations for videos and pictures. After using the tutorial and completing the assignment, over 90% of students said that using the tutorial and the online search engines not only helped improve their searching and citing of online video and image sources, but also helped them learn more about the course topic. For Fall 2009, the tutorial has been redesigned for greater interactivity and for use across disciplines. It is currently being pilot tested a Freshman English II course and an American Government course, as well as in Biga’s First Year Seminar. Students in each course will complete the tutorial and an assignment that involves incorporating video and images into presentations. As in Fall 2008, results of the Fall 2009 preliminary survey are mixed. Seventy-seven percent of the 31 students surveyed so far agreed with the statement “I am able to use online search engines effectively and efficiently.” However, 42% of students agreed that “I probably miss some good online resources because I don’t look at many of the results of online searches.” Furthermore, only 10 out of 31 students agreed that “I often use AND, OR, NOT, or quotation marks in my online search terms.” Just over half said that they often follow links to find more information about the source of online materials they view and use. And only 35% said that they often go to online news sources or archives from well-known sources to find online videos. For the Fall 2009 project, students will be surveyed again after completing the tutorial and assignment to gain further insights into student skills and needs in information literacy for academic purposes. A focus group will provide additional information on student perspectives and ideas for further tutorial redesign. Additional results from UW-Superior’s pilot project on information literacy development will be available in Spring 2010. Submitted by Lisa Larson, Ed.D, UW-Superior

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Five Apps Designed To Help Develop Children’s Learning Skills Anyone with a child knows that smart devices are highly addictive. It seems as though children (especially mine) have this inbuilt antenna/radar thing that sends signals every time an iPhone or iPad is within a two metre radius, and they’ll move the earth just to get their pea-covered hands on it. Any parent would also know, that denying them such device is a futile experience. So, instead of preventing the use of technology, you can make their usage time a productive one with one of these educational apps. Designed for three to six year olds, Little Digits is an entertaining app that combines finger counting with technology. Confused? Little Digits displays a series of numbers, which each one requiring your little one to place down the corresponding number of fingers onto the touch pad. It’s not just about finger counting though, there are games that start to introduce basic addition/subtraction calculations and others that require a collaborative effort from you to work together to calculate a series of mathematical concepts. Coupled with cool graphics and animations, this app puts a great twist on regular ol’ finger counting. Dexteria – Fine Motor Skill Development Many occupational therapists have praised Dexteria for helping young children or kids with special needs develop their fine motor skills. Recommended for use in short periods of time, this app stresses that it’s three therapeutic modes – writing, tapping and pinching – are designed to be exercises to improve finger dexterity, hand strength, and finger control. The inbuilt tracking system is just one of the valuable features for parents and teachers that tracks your child’s performance when using the app. Foster your child’s inner artist and writer while teaching them key storytelling concepts with the Toontastic app. Promoting creativity from a young age, Toontastic allows the little ones to bring their story to life through drawing and animating their own cartoons to then share with family and friends. We all know that kids are naturally full of wild ideas, so why not let them project that energy and spark their imagination into a world full of virtual pirates, princesses, and far away galaxies. More than just a pairing game, The Opposites challenges children to understand the concept of word context and how words they use in day-to-day life oppose other words. Consisting of ten different levels, ranging from easy to difficult; this app spits out a series of words which then need to be paired with the corresponding antonym. Also offering an inbuilt dictionary, your child can learn the definition of the words they have just paired in a kid-friendly context. To put a fun spin on developing your child’s reading comprehension and cognitive reading skills, why not send them on a riveting journey to complete the story in Aesop’s Quest. Young readers must follow the clues and remember important parts of the Aesop’s tale to help him progress through to the next level. Each completed level is rewarded with a puzzle piece, and once the puzzle is solved, your child can continue on to the next story in the series. If you are one of the special few hoping to tap into the educational mobile app market, it can be tough getting your app to the top of the pile. We recommend companies like Brus Media who pretty much do all the heavy lifting when boosting your app in the online sphere, you can check out their site at www.brusmedia.com/ . Do you have an educational learning app you’d like to share? Let us know in the comments below.

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Recently, there has been a great debate around the creation and implementation of an online platform that allows high school students to take classes and obtain their degrees. Advocating for children to stay in their own four walls and study the necessary subjects one would need to obtain a degree – a degree that is clearly not holistic and cannot equate to being in a high school atmosphere. One example of this system in our society is, Memphis, Tennessee. They require its students to take an online course to graduate. It is understandable why policy makers, teachers and parents are promoting this system – the educational atmosphere is no longer a safe environment and the ever-increasing budget cuts. Online classes still may not be the best solution to the problem and seems like a cop out resolution. I am not dismissing the great strides and efforts to reduce bullying and gun violence don’t think they should go unnoticed but it does leave many with questions like: Are those the sole reasons for an online high school degree? Are those reasons sufficient? How are educators and parents going to ensure the “typical high school experience”? Are online courses comparatively cheaper? All great questions to consider, however not the questions that I want to focus on in this post; the question that I will be discussing is how does obtaining a high school degree from the internet effect the arts and how/if a child receives art education. The transition from a conventional high school education to online classes can be extremely problematic. It removes half of a child’s education, the humanistic aspects and simply reduces it to reading, writing and arithmetic. The arts & crafts component of school has been eliminated. Are children going to have an online application for painting, sculpture and pottery? I don’t believe that is possible and would not be hands-on and interactive. I often here my father and his friends talking about their “home ec” classes, learning to cook apple pie or fix a flat tire but all skills transferable to the real world – real life competency. These home ec courses taught high school students how to care for a life-like baby doll, manage money, reading an apartment lease and attain car insurance. Contrary to practical, hands-on examples, there are also disciplines that focus on the human condition and foster critical, innovative thinking. Fine arts, performing arts, literature, philosophy, religion and history are examples of humanistic study, subjects that require students to use core skills (reading, writing and arithmetic) as a tool and foundation that enables innovation. An educator can teach a student that 1+1=2 but if that student doesn’t know what 2 means or the different components that went into creating that 2, how can anyone expect that student to effectively and efficient use that 2? In other words, learning that 1+1=2 is a success but how can an individual take that 2 and make it a significance?

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The Education section provides teachers with tools to create lessons exposing K12 students to architecture. These Discipline Based Art Education (DBAE) units can also be used in a general education (cross-disciplined) setting for students at all levels: Elementary/Emerging; Middle/Proficient; High/Advanced. The tools provided here include: - Unit Plans: Form and Function, Styles & Elements of a Building, What is an Architect, Design and the Human Experience - Timeline: Paul R. Williams, News Headlines, Social History, American Architecture - Glossary of basic architectural terms with illustrations - Bibliography for teachers - Bibliography for students Paul R. Williams was a successful architect. He overcame obstacles to achieve his dream and eventually become known as the “architect to the stars.” Teachers can use our GALLERY for examples of Williams' architectural designs or the TIMELINE for milestones in American architecture. The GALLERY essays and the TIMELINE provide a context for the buildings. Paul R. Williams wanted to be an architect. He was told by his teachers that because he was African American he would not succeed. Williams proved them wrong and found a way to reach his goal. He is an example of a resilient role model for students. In 2009 The Paul Revere Williams Project conducted an educational workshop for teachers on using architecture in the classroom. Feedback from these sessions is incorporated into the Unit Plans found in this section. Photograph: Rebekah Laurenzi at the 2009 Paul R. Williams Summer Institute.

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Educator blogs provide teachers to share and document their knowledge, ideas and experiences with others. Almost anyone can set up a blog and begin to self publish and share their ideas with the public. The blogs listed below provide examples on how valuable blogs can be to gain inspiration and ideas which can greatly contribute to the improvement of any educator. Not only reading/following other teacher blogs but creating your own blog in order to share your own ideas is important to the professional development as a teacher. Below is a list of art educator blog that I found to be inspirational, full of valuable information and new ideas. THE TEACHING PALETTE – http://theteachingpalette.com/ This blog has gained a reputation as one of the top teacher blogs online. Its focus is on art education and provides as a great resource for new ideas. Previous blog post topics include lesson plans, art projects, classroom management strategies and technology. One paticular post that I found interesting was called There’s an App for That: iPads in the Art Room. Two art teachers provided their insight on how they implemented the use of iPads in their own art classrooms. If your an art teacher and want to use more technology in the classroom, this article provides some useful tips to get you started. URL: http://theteachingpalette.com/2012/02/24/theres-an-app-for-that-ipads-in-the-art-room/ ADVENTURES OF AN ART TEACHER – http://artteacheradventures.blogspot.com/ Katie Morris is a elementary art teacher in Kansas and uses this blog to document her experiences in the classroom. The blog also contains photos, artwork, student examples and reflections. Katie’s blog is a good example of how teaching blogs can be used to share information and ideas with other educators. Her post entitled Texture Hunt is a great lesson idea to teach children about texture. Blogs not only provide an opportunity to share ideas but also reflect on past experiences in which others can learn from. URL: http://artteacheradventures.blogspot.com/2012/09/texture-hunt.html LEARNING IS MESSY - http://learningismessy.com/blog/ The author of this blog is Brian Crosby who has had over 30 years experience in teaching. He shares his extensive knowledge throughout this blog and has even written a book about utilizing blogging in the classroom. He discusses the importance of blogging in which it can help motivate students and teach them to become better writers. He suggests that blogging can help to create meaning and connect students to the outside world as they share what they have learned to other via online. URL: http://learningismessy.com/blog/?p=1352 As an educator, becoming more involved in the world of online blogging can be extremely beneficial. I have already started to follow many other online blogs that are specific to art and art teaching and have gained a lot of new ideas and resources. Blogging allows for a quick and convenient ways for teachers to share and document both good and bad experience so others can learn and benefit.

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Thomas Paine Park Triumph of the Human Spirit In 1991 construction workers excavating the foundation for a Federal office building at 290 Broadway and Reade Street made a startling discovery—they came across the intact remains of more than 400 persons interred long ago at the African Burial Ground. Following an extensive archaeological survey, a portion of this historic site was preserved as a National Historic Landmark, and the entire burial ground as well as other sites of archaeological sensitivity, from the southern portion of Foley Square to the northern precinct of City Hall Park was designated the New York City African Burial Ground and Commons District. Triumph of the Human Spirit, a monumental sculpture by Lorenzo Pace, and other commemorative features in the vicinity are intended to honor this important legacy of the city’s early history. The African Burial Ground covered more than two acres, and it is estimated that as many as 10,000 men, women and children were interred in the graveyard that was nestled between two hills. Residents of African descent in New Amsterdam and later New York were enslaved from the city’s modern birth in 1625 to their emancipation in New York State in 1827. The burial ground itself was closed in 1794, and later subsumed by centuries of development, as the city’s growth advanced northward from the Financial District of Lower Manhattan. In the late 1990s the City extensively renovated Foley Square, de-mapping cross streets and consolidating the various smaller park properties into a single unified, more gracious five-acre public space. This sculpture was commissioned through the City’s Percent for Art program as the centerpiece of the new park. Contained within a large circular fountain, it consists of a 50-high upright abstract granite sculpture inspired by the “Chi Wara” carved antelope headdresses of the Bamana people in Mali, West Africa, and is set within an elongated boat-like structure that symbolizes canoes used by Native Americans, as well as the “middle passage” or overseas journey of enslaved Africans. Pace was born in Birmingham, Alabama in 1943. As a child his family moved to Chicago, and Pace later earned a BFA from the Art Institute of Chicago, as well as a doctorate in art education from Illinois State University. He maintains a studio in Brooklyn, and has served as the director of the Montclair State University Art Gallery. Working in diverse media, the artist has dedicated particular attention to themes of voodoo, African iconography and urban issues. His work has been exhibited widely, including at the Smithsonian Institution and the Museum of Contemporary Art in Los Angeles. Soaring high above the square, the sculpture symbolizes freedom and endurance. Besides its universal message, it was created with the artist’s own personal ancestry in mind, and its granite base contains a replica of the inherited lock and key which were used to enslave his great-great grandfather Steve Pace. Radiating from the fountain are five granite paving bands that terminate with large bronze relief medallions, each representing an epoch in the history of Foley Square and its environs. They were designed by R.G. Roesch and realized by sculptor Gregg LeFevre. The medallion at the intersection of Reade and Lafayette Street commemorates the African Burial Ground, complementing Pace’s sculpture and providing additional images and historical context. Directions to Thomas Paine Park Thomas Paine Park Weather - Park in Tribeca Renamed In Memory of Activist Albert Capsouto - Last Chance To View Landscapes Of The Future In City Parks - Landscapes Of The Future - Foley Square - Triumph Of The Human Spirit

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Real reading progress in K-3 The research-based system trusted nationwide How can K–3 teachers identify struggling readers early, deliver data-informed instruction targeted to students’ needs, and make sure their interventions are really working? Now there’s a simple answer: TPRI®, the research-based system that helps teachers teach and helps ensure that students make real reading progress. Shaped by the feedback of thousands of educators and used successfully in more than 75,000 classrooms across the country, TPRI® solves key challenges for everyone: - teachers are empowered with everything they need to link assessment data with targeted interventions and solve their students’ reading problems. - students who may be at risk for reading failure get individualized help before problems escalate. - schools get a detailed overview on every student and classroom, so they’ll have the accurate data they need to make critical decisions about instruction and professional development. TPRI® and Tejas LEE® are registered trademarks of The Texas Education Agency. Monitoreo del progreso para lectores emergentes™ is a trademark of The University of Texas System and The University of Houston System. Progress Monitoring for Beginning Readers™ and Monitoreo del progreso para lectores principiantes™ is a trademark of The Texas Education Agency. Administer the screening section to your students. (Classroom teachers should administer TPRI to their own students; if there are multiple teachers, the teacher most responsible for reading instruction should administer TPRI) Once you identify children who may be at risk, conduct a more in-depth assessment of struggling students’ skills in key areas Target instruction to your students’ needs with the Intervention Activities Guide, which gives you hundreds of activities linked to the reading skills assessed with TPRI With the brief, effective progress monitoring assessments, monitor student progress and make any necessary adjustments to their instruction Administer TPRI at the beginning, middle, and end of the school year to catch reading problems before they become chronic—and help all your students make real reading progress! At a glance Who is TPRI® for? K–3 students receiving primary reading instruction in English What does it assess? TPRI® assesses student progress in critical reading domains, including phonemic awareness, graphophonemic knowledge, word reading, comprehension, accuracy, and fluency. What are the steps of TPRI®? There are 4 steps: screen, diagnose, intervene, and monitor progress How long does it take per student? Approximately 10-30 minutes in kindergarten, 10-45 minutes in Grade 1, and 10-15 minutes in Grades 2 & 3 Who’s using TPRI®? More than 75,000 classrooms nationwide have successfully used TPRI®. Does TPRI® align with the new Common Core State Standards? TPRI® helps teachers assess and improve the foundational skills for reading identified by the Common Core State Standards Initiative, including print concepts, phonological awareness, word recognition, and fluency. Does it fit with response to intervention? Yes—TPRI® perfectly complements your RTI efforts. It was specifically developed to help teachers target and differentiate instruction. Can TPRI® be used with my current reading curriculum? Yes. Because TPRI® targets all of the foundational reading concepts and skills, it can work successfully within any reading curriculum.

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Connections and Constructions If we traced the rich histories of play and beginning literacy as topics of study in the area of early childhood, we would see straight away that their paths have only recently crossed. Prior to the 1980s, studies of play in early childhood largely examined relationships between playing and children's cognitive development. The goal was to determine if certain processes of play, such as pretending, influenced specific mental processes, such as symbolic representation. Studies of beginning reading, on the other hand, pursued the identification of reading readiness factors, such as visual discrimination, that might support the learning to read process (Bond & Dykstra, 1997). What children gained from playing and what they needed for learning to read and write seemed distant cousins. But in more recent times, the discovery that literacy develops before schooling and includes a lengthy emergent phase has turned attention squarely on the role of play in this process (e.g., Jacob, 1984). For nearly two decades now, researchers have described different facets of literacy-play links, with fruitful results. Several observations seem valid based on descriptive research and suggest that literacy and play are more closely related than once thought (see, e.g., Christie, 1994; Morrow & Rand, 1991; Neuman & Roskos, 1990, 1992, 1997; Pellegrini & Galda, 1993; Pellegrini, Galda, Dresden, & Cox, 1991; Roskos & Christie, 2000; Rowe, 1998): At this historical juncture then, where literacy and play clearly cross paths, we can derive at least two strong inferences about the play-literacy relationship without stretching too far beyond the facts. One is that play makes sense as a curricular tool for teaching literacy in the early years. Play obviously presents an attractive opportunity for children to demonstrate what they know about reading and writing and to encounter new ideas about literacy. As straightforward as this seems, however, incorporating play into the learning-to-read process faces some tough challenges. Traditional views of play as children's business and a recess from the mental work of difficult learning are pervasive and deep-seated. Parents, many teachers, and adults in general do not view play as a real opportunity for academic learning (such as learning to read and write) to occur -- even though, as I have observed, the play context can be enriched to provide such opportunity. To adjust this perception in favor of play as a genuine curricular tool in early literacy education will require considerable persuasion and explanation. How play connects to literacy needs to be widely broadcast in plain terms, and we need to work harder to provide evidence of the benefits of play for literacy development. A second strong inference we can draw is the constructive power of language to build relationships between reading, writing, and playing. Language is the energy, so to speak, of the literacy-play link. It is the mental process that carries the connections between play activity and literacy activity. As fundamental to interaction, language sparks the organization of ideas, the narrating of events, and the naming of objects associated with literacy in the play setting. In play, children use language to realize their own purposes and potentials, but in so doing they also practice (a lot) the essential communication skills that underlie literacy -- telling, narrating, and describing. Rich, elaborated play demands rich, elaborated talk that gives rise to the dynamic use of language in ways that build the foundations of literacy processes and skills. These two inferences lead us to a practical realization, I think, and that is the importance of creating conditions for language-filled play in literacy-rich classroom environments. While we know some about the critical features of these conditions -- such as time for play, access to print and literacy resources, and opportunity to engage in literate acts -- we need to learn more from research and from one another to realize the literacy potential of play. This involves not only systematic inquiry, but also discussing, thinking through, questioning, and sharing ideas with one another, often and thoughtfully, so as to expand our vision of what literacy teaching and learning in play can be. In the next section I take up this matter in the format of what the Japanese term a koukai kenkyuu jugyou, or public research lesson (Lewis & Tsuchida, 1998). The research lesson is an actual classroom lesson, but it also embodies a particular goal or vision of education -- in our case, the play setting as a context for literacy teaching and learning in the early years. The purpose is to observe this goal brought to life in a real classroom, to critically discuss what we see, and to take away from this discussion new ideas and insights that deepen personal understanding. Go to the next page Reading Online, www.readingonline.org Posted May 2000 © 2000 International Reading Association, Inc. ISSN 1096-1232

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How to Become An Elementary School Teacher Would you like to play a role in the education of children, so that they may be better prepared for making a difference in the future? If you are interested in how to become an elementary school teacher, continue reading to get more information. What Do Elementary School Teachers Do? As an elementary school teacher, your responsibilities will include: Preparing lesson plans, class activities, homework assignments, and tests Teaching basic subjects like science, mathematics, reading, social studies, English, and history Grading tests and assignments to evaluate progress of the students Providing individual attention to students Communicating with parents regarding their child’s class performance, behavior, and other school related activities and events Preparing students for taking standardized tests which are required by the state Supervising children outside the classroom - lunch-breaks, assemblies, recess, or field trips What Are The Educational Requirements? American InterContinental University Online University of the Rockies There is no single definite set of requirements for becoming an elementary school teacher . It varies depending on the state and school district where you want to teach. Most states require teachers to have a bachelor degree in elementary education. Some school districts would prefer specialized knowledge in a certain area like science or math. If you are specializing in a specific area, you could enroll in a teacher’s preparation program at a university. These programs also enable you to take courses in education and child psychology. The programs are designed in such a way as to teach you the skills necessary for dealing with children of different abilities and backgrounds. In addition to classroom instruction, most programs require students to complete student teaching during their last year of their undergraduate program. If you want to teach at a private school, you may not have to comply with state requirements. But remember to check the specific requirements of each school and state. Are There Any Licensure Requirements? If you intend to teach in a public school, you will be required by your state to be licensed. Before granting a certificate, some states will require you to fulfill several additional conditions: Your undergraduate GPA must be above their minimum requirement Pass a general teacher certification exam Take a specialized test related to check your knowledge of the subject you want to teach Complete an annual professional development class Pass a background check What Does It Take To Become A ‘Good’ Elementary School Teacher? Many elementary school teachers have additional skills and traits that help them be successful. Teaching might initially come across as a very pleasant and rewarding profession, but it is also challenging and stressful in several ways. Some useful qualities include effective communication skills, patience, steadfastness, creativity, sense of responsibility, and the ability to view a situation from different perspectives. What Is The Employment Outlook? According to the US Bureau of Labor Statistics, there is going to be a 17% growth in the employment of elementary school teachers from 2010 to 2020. In 2012, elementary school teachers earned a median salary of $56,130 on a yearly basis. There is a shortage of teachers in several subspecialties like special education and English as a Second Language (ESL). To enhance your employment prospects, you might consider focusing on these areas. Opportunities, however, will vary in different states and school districts. Questions / Answers Q:How long does it take to become an elementary school teacher? A:At least a 4 year bachelor degree is needed to become a teacher in any state. You can opt for a bachelor in education with specialization in elementary teaching. Most bachelor degrees take four years to complete. Apart from this, you will also have to apply for a teaching license in your state.

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The Kodály Method The Kodály method is a complete program of music education that contributes to the emotional, intellectual, aesthetic and physical development of the child, providing the child with tools to help him/her achieve a fuller life. This method is a structured and sequenced approach to music education that is related to the child’s own development, physically and intellectually. The principal objectives of Kodály musical training are: - To develop to the fullest extent possible the innate musicality present in all children. To make the language of music known to children and to help them become musically literate (able to read, write and create music, to “sing what they see and see what they sing”). - To make the music of a child’s own culture known to him through the folk songs of his/her language and culture. - To make the great art music of the world available to a child through performing, studying and analyzing music while developing a love and appreciation for all types of music.

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Dyscalculia: A Quick Look By: National Center for Learning Disabilities (NCLD) What you should know about dyscalculia - Dyscalculia refers to a wide range of learning difficulties involving math skills. - There is no single form of dyscalculia - difficulties can vary from person to person and can change throughout a lifetime. - Two major areas of weakness that are responsible for learning disabilities in math are - Visual-spatial difficulties - which result in a person having trouble processing what the eye sees - Language processing difficulty - which result in a person having trouble processing and making sense of what the ear hears. - Like all learning disabilities, dyscalculia is a life-long challenge. - Using alternate learning methods, people with dyscalculia can learn how to achieve success. Dyscalculia: Warning signs by age - Difficulty learning to count - Trouble recognizing printed numbers - Difficulty tying together the idea of a number (4) and how it exists in the world (4 horses, 4 cars, 4 children) - Poor memory for numbers - Trouble organizing things in a logical way - putting round objects in one place and square ones in another - Trouble learning math facts (addition, subtraction, multiplication, division) - Difficulty developing math problem-solving skills - Poor long term memory for math functions - Not familiar with math vocabulary - Difficulty measuring things - Avoiding games that require strategy Teenagers & adults - Difficulty estimating costs like groceries bills - Difficulty learning math concepts beyond the basic math facts - Poor ability to budget or balance a checkbook - Trouble with concepts of time, such as sticking to a schedule or approximating time - Trouble with mental math - Difficulty finding different approaches to one problem If a person continues to display difficulty over time the areas outlined above, testing for dyscalculia should be considered. Copyright 2007 National Center for Learning Disabilities, Inc. All rights reserved. Used with permission.

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Have you ever wondered what the benefits achieved through the study of music? Read on to discover the many benefits of music education. Learning music is hard work, but also very useful, which can lead to an increase in the true inner self. This can occur when a student of master of many steps along the way to become proficient, and when they have a successful recital or concert. One of the many benefits of music education is that it is a good exercise to improve memory students learn to identify the different notes. Music can be a creative outlet for self-expression. This may take the form of music learning that mimics the experience of emotion. Or can be expressed in creating music and lyrics, which can then be passed on to family and friends. Bring Together People Music can be a great catalyst to unite people in a common experience, where friends can be made, and a sense of belonging can be available. Improved Academic Achievement When talking about the benefits of music education are often also believe that learning music can improve academic achievement. Although the exact mechanism of this is often not understood, the belief is that learning music stimulates parts of the brain which then has an impact carry-over at all academic fields. It also provides a structure and a focus that may benefit other areas of learning. Learn to work well with others is one of the things that currently is often overlooked, but when the timesheet is often painfully obvious. Live music requires skills relating to teamwork an extremely valuable throughout life. In order to play a musical instrument students must successfully tuned in to what people around them do so as to form a cohesive unit for various instruments. The structure, organization, and discipline When talking about the benefits of music education is very important to recognize the value that can be found in the structure, organization, and discipline which offers. Structure and organization are important skills to be learned. They can be brought forward in many areas of life, not just a musical education. When talking about the discipline here we discuss the discipline needed for the child to set aside time each week to practice. Learn to discipline yourself to eliminate delays, and like its structure and organization, can be valuable in all areas of life. Pleasure may not be a top priority for many when considering the benefits of music education, but it can be a great asset to consider. If playing an instrument is considered pleasant may take time away from things that are less desirable, such as watching television or playing video games. In addition to this, any fun activities can be a stress-busting, which may be very important for our kids now because they are living in a world of ever-increasing stress.

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January 23, 2014 A Texas Tech student reads to preschool-aged children in the Lubbock community. Today is National Reading Day, an event celebrating and encouraging young readers across the country, but Texas Tech University’s College of Education celebrates young literacy every day with their Jumpstart program. Jumpstart is a national organization that provides educational programming for preschool children in low-income communities. The Texas Tech chapter was established in 2002 and has now grown to more than 50 students who volunteer. Nationally, 50,000 children have been impacted by the organization’s support, and Dawn Burke, site manager for Jumpstart Lubbock at Texas Tech, said the goal is that one day every child in America enters Kindergarten prepared to succeed. “We provide essential early literacy skills to preschool children who are lacking in those language and reading skills,” she said. Texas Tech students who volunteer for Jumpstart are trained to engage preschool students in different activities such as singing songs, playing word and letter games, and reading poems. Volunteers teach lessons on concept knowledge, vocabulary and reading retention. “We have been able to help more than 150 students each year in the Lubbock community,” Burke said. “This past year, 96 percent of the children who participated gained one developmental level within the September thru May time period.” Student volunteer Hugo Ontiveros said it’s a great opportunity to get to know the Lubbock community and to make an impact on a child’s life. “It’s awesome seeing them grow throughout the year,” said Ontiveros, a senior psychology and biology major from El Paso. “We’re lucky to be able to be in the same classroom all year because we get to see firsthand the huge progress the kids make with our help. “It’s impacted me personally because each time I teach something new the kids give me satisfaction when they show they’ve learned something.” Recently, Texas Tech’s College of Education was rewarded a grant from the U.S. Department of Education for the East Lubbock Promise Neighborhood. The grant will allow Jumpstart to expand its services and help more children in need. The College of Education at Texas Tech University offers a full range of programs, including eight doctoral degrees, 12 master's degrees and two bachelor's degrees with numerous specializations leading to careers in public or private education as teachers, professors, administrators, counselors and diagnosticians. Programs in the college are housed in two departments. The Department of Curriculum and Instruction offers undergraduate programs leading to initial teaching certificates and graduate programs in bilingual education, curriculum and instruction, elementary education, language literacy and secondary education. The Department of Educational Psychology and Leadership offers graduate programs in counselor education, educational leadership, educational psychology, higher education, instructional technology and special education.

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BABY BUILDERS STIMULATES MOTOR SKILL DEVELOPMENT “Developmental psychologist have long recognized that perceptual-motor development in infancy [is] the foundation of all mental life.”1 BABY BUILDERS BUILDS STRENGTH,BALANCE AND COORDINATION “. . .The processes by which infants learned to control and coordinate their bodies. . . set the stage for all further development.”2 BABY BUILDERS STIMULATES COGNITIVE DEVELOPMENT BABY BUILDERSWORKS TO PREVENT DEVELOPMENTAL DELAYS “Early care and nurture have a decisive and long-lasting impact on how people develop, their ability to learn, and their capacity to regulate their emotions.”4 BABY BUILDERS POSITIVELY IMPACTS CHILDREN PSYCHOSOCIALLY “Parents who have a broader understanding of their infant’s development and his capacities, improve their ability to cope and interact with their infant.”5 Campbell FA, Pungello EP, Miller-Johnson S, Burchinal M,, Ramey CT. “The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.”, Dev Psychol 2001 Mar;37(2): 231-42. Elkind, D. “Authority of the brain.” J Dev Behav Pediatr, 1999, 6, 432-3. Palmer, et al. “The Effects of Physical Therapy on Cerebral Palsy.” New England Journal of Medicine, 1988, 318, 803-8. Copyright 2003 – 2014 Leadership Vision, LLC. All rights reserved

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Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken. Kathryn Cascio wrote in response to B. Reed's questions: <"Why is it important to have a complete understanding of the elements and principles of art in order to carry out a successful work of art?" I'm not so sure it is important. My graduate program focused heavily on the need for an understanding of the elements and principles but my more recent experience teaching teachers proves otherwise. When we visit the classrooms of teachers who attend our professional development institutes, we recognize how limiting lessons on the elements and principles can be. They are very comfortable lessons to teach because they are so definite but that is not what art is all about.> I guess I have kind of a problem with that kind of belief, although I suppose in the grand scheme of art education I can certainly concur that an over dependence on priciples and elements is not good, it IS important! I have always tried to teach conceptually, even in elementary school, and the "Big Questions" were usually a part of each lesson and activity I presented to my class. But are the foundations really "not important?" My question stems from two recent encounters: 1. Somewhere (maybe even this listserv) I came across the example of music composition. Are musicians expected to write music without the foundations---meter, time signature, key, rhythm, etc.? Or can they just explore emotions, ideas, and the "Big Issues"? Somewhere there has to be a balance---those foundations can't just be written off as not important. 2. I just had lunch with an ex student of mine attending a graphic design/illustration school in Madison, WI who had some strong criticism for the UW-Madison art department's approach to teaching art. He felt that the "anything is art" attitude that predominates the campus really shortchanges those students. Yes, the art is trendy and filled with angst. It tends to be controversial for the sake of controversy, so heavily idea laden that the fact that a lot is just bad drawing and naive primitivism is lost on most people. Lots of feeling and very little consistent talent. This is from a very talented printmaker and painter whose own style is generally loose and almost neo-primitive as well, but has had a lot of foundation work in design of late --- anatomy, P&E, studio techniques, etc. He said that this background in structure didn't harm his own style, but has refined it and enhanced it so that he can make intelligent decisions about his own work. I by no means am advocating a studio only approach --- that IS awful, but somewhere out there, there HAS to be a balance between ideas, criticsm, and technique so that our discipline can move forward with the respect and importance it deserves. While it's true that musicians like John Cage and artists like Barnett Newman can get away with a kind of nihilist approach to their art, they are the exceptions, not the rule, and art educators need to shore up the foundations so that the art product (no matter which direction it takes) will be enhanced AND our students will also be able to discuss and critique art intelligently as well. Keep on thinkin', gang! * Mark Larson, Art Teacher * * Lincoln High School * * 1801 16th Street So. * * Wisconsin Rapids, WiI 54494 * * School: 715.423.1520 * * e-mail: mlarson * See you soon on the World Wide Web!

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The project name, Comienza en Casa | It Starts at Home, was suggested by one of the parents involved during the first year of the project, 2012. The first year, there were many logistics to figure out related to the various components of the program. Initially, units were two weeks long, the home visitor would visit with families every two weeks, and there were no evening meetings. The focus was on working with families to support their child’s early literacy development and develop school readiness skills while becoming familiar with iPad use and the importance of dual language learning, reading and having conversations in their home language. At that time, there were not many ebook apps available in Spanish, so written translations in Spanish were provided later in the spring. As part of our third module in Spring 2012, “Growing Things”, we all went on a field trip to a local farm (every child in the project milked a cow!) A list of the children’s questions about farms were gathered and consulted during the trip. After visiting the farm, children created stories about the trip and what they learned. One child was inspired by feeding sheep and created this digital story: Below are more photos of the popular farm field trip: Before taking a break for the summer, each family worked with Ana to develop a personalized learning module for their child. Parents identified a learning goal and a high interest topic for their child, and used this information and the READ, PLAY, CREATE framework to plan activities they would do together. The final module didn’t introduce any new material on the iPad, making it easier to transition into the summer when iPads would not be available or were being used for other Mano en Mano programming. Resources from Spring 2012 Pilot Project: - Comienza en Casa | It Starts at Home: Program Components Image Map - Comienza en Casa| It Starts at Home: Activities (and Apps) Overview - Comienza en Casa | It Starts at Home: Activity Sheet Sample (Growing Things 2) - Finding, Selecting and Purchasing Apps on a Limited Budget (Includes App list) While the overall framework of program components remained the same (READ, PLAY, CREATE, and so on), changes in the fall included: - Learning goals were identified at the top of activity sheets given to families each month, with a focus on early math skills - Units switched from bi-weekly to once a month - Monthly group meetings were held at the Mano en Mano office, to discuss learning goals with parents, and try out activities and apps - A school readiness checklist was discussed with each family prior to and following the season, to better understand what families felt each child knew and learned related to identified learning goals. Additionally, Suzen Polk-Hoffses, Kindergarten teacher at Milbridge Elementary School, became involved as a collaborative partner, joining evening meetings to explain how she might present a concept to young children in her classroom, to model story reading and join in discussions and conversations. Community visitors, including the local dentist and a yoga instructor, gave short presentations to parents, and then visited and offered activities to the children, who were meeting in the Kindergarten room doing activities coordinated by an Americorps worker and volunteers. The home visitor would visit once a month, after the first two weeks of the unit, to get feedback about how well activities worked to help their child meet stated learning goals. Parents were asked to identify what they felt was a learning priority for their child for the final two weeks, plan learning activities to help their child learn and to use the iPad to record a video reflection about how well this worked out, to be handed in with the iPads between units. Family feedback on how helpful it was to have apps in both English and Spanish, to help their children learn (Fire Safety story) and the importance of seeing educational practices modeled, such as expressive story reading, informed planning for 2013. Additional details about the Comienza en Casa (CEC) program, including activity sheets, app lists and selection tips, field trip photos, student work samples and resources used, can be found by clicking on Comienza en Casa 2012, Comienza en Casa 2013, and Comienza en Casa Resources Page. Visit the Community Partnerships page to learn about other efforts to expand early learning opportunities for children and families at the library.

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Submitted On: Monday, June 23, 2014 Analyst: Stephens, Diane Effective July 1, 2014, South Carolina established state-wide reading policy via a law known as the Read to Succeed (RTS) Act. The law is intended to increase the number of K-12 students who are able to comprehend grade level text. The law requires that students have knowledgeable teachers, administrators, and school psychologists; access to diverse texts; time to read; and, as needed supplemental support. The law requires all pre-service K-5 teachers have 12 hours in reading and pre-service 6-12 grade teachers have six hours in reading. These courses must address a set of “essential competencies” designed collaboratively with faculty from Institutions of Higher Education (IHE) and the about-to-be-established state-level RTS Office. In-service K-5 teachers and all special education teachers who teach reading are required to add-on state certification as a Literacy Teacher. They have ten years to do so but must take at least once course every five years. In-service middle level and secondary teachers have six years to take one of the courses which leads to Literacy Teacher. Principals and school psychologists also have six years to take at least one course. All elementary schools must have Literacy Coaches. State monies were provided to either fully or partially cover this cost. Coaches have six years to obtain the state’s Literacy Coach add-on endorsement. All districts must develop a district-wide reading plan. The plan consists of their answers a set of questions about how they will provide what is needed (e.g., books, time to read, knowledgeable teachers, knowledgeable staff, involved and informed parents) to help ensure that all students progress as readers and are able to comprehend grade-level text. Within K-5 schools, students must have 90 minutes a day of literacy instruction and all students who need additional support are required to have 30 minutes a day of supplemental support (e.g., book clubs. Across the K-12 continuum, schools are required to provide appropriate supplemental support until students are able to comprehend grade level texts. Summer reading camps are provided, without cost, to all K-5 students who cannot yet comprehend grade level text. Schools are expected to work collaboratively with parents/guardians to help them understand how to best support their child(ren) as readers. Schools and communities are expected to collaborate to increase the volume of reading that students do in and out of school. Pre-school programs are also required to help parents learn how to support the literacy development and children. Third grade students who read at the equivalent of Not Met 1 on the state test (which equates to reading about two years below grade level) are required to attend a summer reading camp. While there are several good cause exemptions, students who are still reading two years or more below grade level by the end of the summer will not be promoted to the fourth grade but will spend a year in a specially designed literacy rich classroom. The decision about grade level competency can be determined by portfolio rather than by a standardized test.

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Art and Creative Development for Young Children ART AND CREATIVE DEVELOPMENT FOR YOUNG CHILDREN, 7th Edition, is a comprehensive, must-have resource for establishing and implementing a developmentally appropriate art program. Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, the text takes a child-centered approach to art education. The book blends theory and research with practical applications as it discusses important topics and issues related to creative experience, including art and the developing child, special needs and diversity, and children's artistic development. Also discussed are planning, developing, implementing, and evaluating art along with strategies for integrating art across the curriculum. The updated Seventh Edition gives greater emphasis to communication with families, and includes such new topics as digital camerawork and the use of recycled materials in art. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. What people are saying - Write a review Young Children as Artists A Developmental View Art and Aesthetics Providing Art Experiences Roles and Strategies Where to Go in Your Local Community for Artistic Junk 2010 Cengage Learning adults aesthetic approach appropriate art art activities art center artistic elements artwork blocks book’s Website brushes cardboard chapter chil child child’s Children enjoy children’s art classroom clay cognitive collage color convergent thinking copied Copyright 2010 Cengage crayons creative expression creative thinking cultural curriculum developmentally appropriate Discuss dramatic play drawing dren Due to electronic duplicated early childhood art easel eBook and/or eChapter(s electronic rights Encourage children example experiences explore feel Figure finger food coloring glue help children Identify involves markers Martika movement objects observe Older children one’s paint paper papier-mâché pattern picture pieces plastic play dough puppet Reggio Emilia Rights Reserved scanned scissors scribbles sensory skills social space stage suppressed tape teacher teaching texture third party content three-dimensional visual watercolor whole yarn York young children

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Allen D. Glenn Strategies for teaching social studies and the arts through integrated thematic units of curriculum and instruction. Prerequisite: elementary TEP student. After completing the course you will be able to: (1) identify the core learning outcomes for social studies education; (2) develop strategies to integrate social studies learning into the school curriculum; and (3) develop instructional strategies appropriate for a diverse group of students. We focus on three core questions: (1) What is social studies? (2) What is taught in elementary social studies? And (3) what are appropriate instructional strategies? During the course you will be asked to read the text and related materials, participate in instructional activities designed to illustrate a pedagogical strategy for teaching social studies, develop lessons, critique each otherís work, and participate in on-line discussions. You will need access to the Internet. If you do not have a personal computer, the College has a computer lab on the fourth floor of Miller Hall. During your school placement you will also be asked to talk with your teacher about units and lesson plans in social studies, examine one or more teaching units, and explore how technology is being used in the classroom. Student learning goals General method of instruction Lectures, small group work, micro teaching, and threaded on-line discussions will be used in the course. Course is for elementary education majors in the College of Education. Class assignments and grading Four assignments: (1) Teacher led presentatioin; (2) Concept lesson; (3) Inquiry lesson; and (4) Final examination. (1) Grades received on four assignments; (2) Attendance and participation in class activities; and (3) Professional conduct

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Written especially for parents, Growing Readers (formerly Ed Extras) provides monthly tips for raising strong readers and writers. Schools and PTAs can add these preformatted briefs to their parent newsletters. Growing Readers is also a great resource for libraries and community literacy organizations. The one- or two-page articles are available as a PDF in both English and Spanish. Sign up to have Growing Readers delivered monthly to your inbox! Download and print the latest Growing Readers article: Got a newspaper? You've got learning! We've archived all of our past Growing Readers articles by topic: Nursery Rhymes: Not Just for Babies! Finding and Sharing Great Kids' Books Rediscover Your Public Library Early literacy development Tips for Teaching Your Child About Phonemes Simple Yet Powerful Things to Do While Reading Aloud Good Night, Sleep Tight: Preschoolers and Sleep How to Read With a Squiggly Baby (or Toddler!) Does My Preschooler Have Delayed Development? One, Two, Buckle My Shoe: Math and Literacy for Preschoolers Building Your Child's Vocabulary Handwriting: What's Normal, What's Not Beginning Readers: Look! I Can Read This! Emergent Readers: Look! That's My Letter! Families and schools Supporting the Common Core Writing Standards How Parents Can Support the Common Core Reading Standards Children and Digital Media: Rethinking Parent Roles Flipped Classrooms and Flipped Lessons: What Does It Mean for Parents? When to Call Your Child's Teacher Choosing a Preschool Listen and Look at Back-to-School Night Preparing Your Child for Testing The Parent-Teacher Conference (Pre-K) The Parent-Teacher Conference Literacy activities for the family Getting the Most Out of Nonfiction Reading Time Mission Critical: Reading Together to Build Critical Thinking Skills Use a PEER When You Read Aloud Picture This! Using Mental Imagery While Reading Playing with Word Sounds: Stretch and Shorten The Night Before the Museum Grocery Store Literacy for Preschoolers Grocery Store Literacy Developing Writing and Spelling at Home Reading for Meaning with Your Child A Fresh Look at Your Home Library Playing with Words Creating a Home Library The Role of Fathers in Their Child's Literacy Development: Pre-K The Role of Fathers in Their Child's Literacy Development: K-3 Developing Writing and Spelling at Home: Pre-K Making Reading Relevant: Read, Learn, and Do! (K-3) Making Reading Relevant: Read, Learn, and Do! (Pre-K) Reading Aloud to Build Comprehension Writing and Spelling Ideas to Use with Kids Back-to-School, for Parents! Is My Child Ready for Kindergarten? Easing Into Preschool Easing Back Into School Ready to Read Five Literacy-Based Ways to Celebrate Earth Day with Your Child Start the New Year Off Right: Resolve to Raise a Reader! Creating Holiday Learning Traditions Learning That's Hands-On Holiday Fun (Pre-K) New Year's Resolution: Help Your Kids Do Great in School Summer Learning, Side-by-Side Use Summer Fun to Build Background Knowledge Take a Break, but Bring a Book! Struggling readers and learning disabilities Learning Disabilities, Dyslexia, and Vision Successful Transition to Kindergarten for Learners Who May Be at Risk for Learning Disabilities Recognizing Reading Problems Common Signs of Dyslexia Developing Research and Information Literacy Share What You Discover! Publishing Your Work Making Inferences and Drawing Conclusions Recording Observations: Capturing and Sharing Images Recording Observations: Journals and Field Notes Sign up for Growing Readers Once you have signed up you will receive an e-mail every month, letting you know that a new article is available. You can then either cut and paste the text of the article from the Word document into your newsletter, or you can print out the already formatted PDF and staple it in with the rest of your newsletter and distribute it to parents. Enter your e-mail address above and then click Subscribe. You'll then be taken to our easy-to-use sign-up page. * To view this file, you'll need a copy of Acrobat Reader. Most computers already have it installed. If yours does not, you can download it now.

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Career Facts - Education Program Elementary Education (Teacher) What They Do: Elementary school teachers work with children ages 5 to 13. Most are assigned to one grade level, K-6, with a classroom of about 20-25 children. They teach a broad range of subjects such as reading, math, geography, and science. Teachers who specialize in subjects such as Music, Art or Foreign Language, might move from class to class and grade to grade. Teachers also serve as counselors, role models, and disciplinarians, and regularly spend time outside of class communicating with parents, preparing lessons, grading papers and improving their own knowledge and skills. School administrator, school counselor, sign language interpreter, university professor. Who Would Enjoy It: You will probably enjoy being an elementary teacher if you: - Are interested in a career in a human services field, - Enjoy being around young children, - Like solving problems and sharing what you know, - Think it is important to explore new ideas - Hope to make a difference in someone's life. What They Earn: Certified elementary teachers work 10 months per year with a median salary of $45,570 in May 2006, according to the U.S. Department of Labor, Bureau of Labor Statistics. Specialties such as math, science, special education and bilingual education are currently in high demand. Teachers who have taught for many years and have earned advanced degrees could earn up to $85,000. How Many Jobs Available Nearly 30% of Michigan's teachers will be retiring over the next decade, creating available positions for newly certified teachers in all fields. There are current and projected shortages for urban school districts and special education. How Much Schooling, Training, or Skill Development: To earn certification as an Elementary Teacher you must complete a Bachelor Degree (B.A.) in teacher education from an accredited college or university and pass the Michigan Tests for Teacher Certification (MTTC). Most degree programs require completion of two minors or a major in subjects normally taught in K-8. To become qualified to teach special education, pre-school (early childhood), or bilingual education, you must earn a degree in the field or take supplementary coursework. Teachers are expected to earn six professional development credits every five years. What They Study at LCC: Follow the Curriculum Guide for Associate in Arts Degree, Elementary Education LCC has articulation agreements for Elementary Education with the following schools: Central Michigan University Spring Arbor University For information about transferring to other Michigan colleges and Universities: Transfer Guides. Social Science and Humanities Department Arts & Sciences Building, Room 201 Phone: (517) 483-1018 Additional contact information »

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How to Ensure That Your Baby Gets Enough DHA and ARA Providing DHA and ARA for Your Baby Infants must obtain DHA and ARA from their diets, so it is important that parents provide them a diet that includes adequate amounts of both nutrients. Research has shown that infants who consumed adequate amounts of DHA and ARA, either through breast milk or DHA and ARA supplemented formulas, had higher levels of DHA in their bodies which may lead to improved developmental outcomes, including improved mental, visual and motor skill development. DHA and ARA through Breastfeeding Breast milk naturally contains DHA and ARA. Therefore, it is important that breastfeeding women consume a healthy diet that includes these important nutrients to support both their health and the health of their developing infant. While most women typically consume enough ARA in their diets, many do not get enough DHA. The primary source of DHA is fatty fish, a dietary choice that is not a staple of the typical Western diet. Fortunately, a growing awareness of the dietary sources of DHA and the recent inclusion of DHA in certain prenatal products and fortified foods are making it easier for women who are breastfeeding to include this important nutrient in their diets every day. DHA and ARA through Infant Formula Although breast milk is the best source of nutrition for infants, some mothers are either unable to breast feed or choose to use infant formula for various reasons. Fortunately, over 90% of the infant formula sold in the U.S. now includes DHA and ARA. In fact, expert bodies such as a joint Expert Committee of the World Health Organization and the Food and Agricultural Organization (WHO/FAO) have recommended the inclusion of DHA and ARA in infant formulas. Supplemented infant formula has been shown to be a good source of DHA and ARA for formula-fed babies. Certain studies have shown that infants who were fed formula supplemented with DHA and ARA at recommended levels showed improved mental development and exhibited better visual acuity than infants who were fed formula without these fatty acids. What is ARA and Why It's Important for Your Health Arachidonic acid (ARA) a long-chain omega-6 fatty acid, is the principal omega-6 in the brain, representing about 48% of the omega-6 fats in the brain. It is also abundant in other cells throughout the body. Like DHA, ARA occurs naturally in breast milk and is important for proper brain development in infants. It is also a precursor to a group of hormone-like substances called eicosanoids that play a role in immunity, blood clotting and other vital functions in the body. Supplementation beyond infancy is generally not required because adults obtain ARA by eating a balanced diet containing foods such as meat, eggs and milk.

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Scoil an Teaghlaigh Naofa, Easca,Ceatharlach Word Processing Resource CD ROM In order to raise badly needed funds we are making the following resources available on CD ROM. These sheets have all been created within the school and are based on class experience. On the WP Resource CD ROM you will find the following. A:135 individual Word Processing lessons for children. These lessons are grouped thematically. They can be printed up and are ideal for photocopying. You do not need any new software on your PC to get the children to use these lessons. They are all based upon Wordpad which comes free with the Windows operating system. The basis for these WP worksheets may be found in the second last paragraph on P.46 in the Primary School Curriculum [Introduction] Also, on page 36 Point Two you will find a further reference.There are also significant referances to specific exercises which are replicated below. See Broad Objectives - English Language Curriculum Manual.P11 and 12. This provides the basis for the grouping of the 125 worksheets provided on the CD ROM. These sample worksheets give an indication of the resources to be found on our WP Resource CD ROM B: 40 sheets that cover some of the more basic PC skills e.g. Arranging Icons, Maximise and Minimise, Creating shortcuts etc. They focus on one item per sheet and are written in language suitable for children.These can be printed up as a general reference for the children. C:Over 300 categorised educational internet links which can be placed on the desktop. This gives direct access to the site you or the children are looking for. D: Over 100 fonts and dingbats. While the actual worksheets use very few "odd" fonts we have included these fonts and dingbats as they should prove very useful. The site we downloaded these fonts from said they were freeware. E:Computer Literacy Board. This is a dummy coloured keyboard which can be printed up and laminated. I have found it extremely useful when it comes to teaching children the keys on the keyboard. e.g. Sean! What colour is the SHIFT key on your CLB? If he says orange then I know he has the right key etc. F:Pictiuirí. This folder contains categorised clipart images which you may find useful re Irish History, Nature, Children etc How to order: Please send a minimum donation of 40 Euros -cheques only- to Mr. John Farrell, WP Resources CD ROM, Holy Family BNS. Askea, Carlow. Cheques should be made out to Holy Family BNS development fund. Do not send any personal cheques. Thanking you all for your support. Please note, if you wish to order the Gaeilge Resources disk for children also, then a minimum donation of 60 Euros will suffice. We get 80 hits on average per week from schools in America. If you wish to get a copy of this disk, any donation in the region of $40 will suffice. "These sheets are very useful for teaching kids word processing." Kidsdomain.com The WP lessons are excellent..I particularly liked the Creative and Descriptive ones.- P.M. Dublin. Worksheets much appreciated.- J.M. Drimnagh. Thank you for your worksheets. They are excellent.- F.M. S.Treasa. Very user friendly. J.C. Limerick. Excellent Resources.- R.W. Bromley Wonderfully simple. Mrs. G. Philadelphia. Thank you for your site. It has given me some hope! Y.S. Santa Cruz New Mexico. The children seem to be able to work ahead by themselves with just a briefish introduction on my part. S.L. Dublin. Wonderful resources. Children enjoy them very much. JL. California.

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Teach children the power of activity! Teaching children physical education fulfills a unique role in their overall development. Learn activities and games that provide kids with the knowledge, skills, and attitudes necessary for a healthy lifestyle. You'll learn from professors such as Kathy Haas, who says, "Our vision is to communicate the importance of balancing a healthy lifestyle that includes exercise, physical activity, or just play - a challenge in today's society!" In addition to the Teacher Education Candidate Proficiencies, physical education candidates demonstrate their ability to develop and plan physical education curriculum (K-12) that includes developmentally appropriate instructional strategies targeting state and national standards. "I know this is where I belong." - Hannah McCormish Elementary Education, 2012 A major in Physical Education consists of the following: - PE 215 - Anatomical Structure and Function - PE 265 - Introduction to Fitness, Physical Education, and Sport - PE 282 - Individual Sport Instruction - PE 283 - Team Sport Instruction - PE 284 - Dual Sport Instruction - PE 320 - Physical Education for Children - PE 332 - Motor Behavior - PE 345 - Sociology of Sport - PE 383 - Curriculum and Instruction in Physical Education - PE 424 - Adapted Physical Education - EXSC 313 - Kinesiology - EXSC 413 - Physiology of Activity - HED 220 - Core Concepts of Health - BIOL 273 - Introduction to Human Biology Professional education courses totaling 35 hours are also required for licensure: - EDUC 112 - Foundations of Education - EDUC 232 - Psychology of Human Learning - EDUC 262 - Instructional Technology - EDUC 312 - Principles of Secondary School Instruction - EDUC 357 - Content Reading Strategies - EDUC 405 - Applied Instructional Technology - EDUC 415 - Assessment in Education - EDUC 460 - Student Teaching Seminar - EDUC 472 - Teaching Physical Education in the Secondary School - EDUC 495 - Multi-Age (PreK-12) Student Teaching - SPED 243 - Inclusion and the Schools - Valid Red Cross First Aid & Safety Certification is also required. Acquiring licensure in both Physical Education and Health Education: Acquiring licensure in both Physical Education and Health Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive health education licensure valid for teaching health education in PreK-12. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs. - HED 200 - Philosophy and Foundations of Health Education - HED 300 - Community and Consumer Health - HED 330 - Organization of School Health: PreK-12 - HED 342 - Introduction to Illness and Diseases - HED 361 - Drug Education - HED 425 - Health and Sexuality Education - HED 431 - Program Planning and Evaluation - HED 442 - Biostatistics and Epidemiology - EDUC 245 - Teaching the Young Child - EDUC 436 - Methods and Materials in Health Education

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Tuesday, January 8th, 2013 | education, ICT in Africa | Comments Off After the 2012 matric results were announced last week, the media – particularly the social media – were abuzz with comments from education authorities celebrating the results and defending the not-so-good aspects, and with criticisms from those who believe that education is failing the country. A though provoking article written by Professor Mary Metcalf appeared in The Sunday Independent of 6 January 2013, highlighting the things that are amiss in our education system but giving clear suggestions of what can be done to improve matters. Her recommendations are succinctly summarized by a paragraph towards the end of the article: The five challenges are clear: improve success from primary school; reduce the dropout rate in Grades 10 to 12; increase the proportion of pupils who are passing at higher levels; focus on the provinces which have inherited the greatest portion of the apartheid devastation, and where the largest numbers of the poorest children live; and reduce the huge inequalities that are pervasive across the system. This is a tall order! And it will require us to pull out all the stops to overcome these challenges. While addressing these issues, don’t overlook the possible contribution of technology. How can technology help? In some way, it can address each of the five challenges: Improve success from primary school: Many teachers are already using technology in their classrooms to develop and improve literacy and numeracy skills of learners from Grade 1 up till Grade 12. Reduce the dropout rate in Grades 10 to 12: After introducing technology, many schools have reported that it serves as a way of regaining and retaining interest in learning among learners who might have given up on their education. Increase the proportion of pupils who are passing at higher levels: Technology can help to fill the gap where skilled teachers are not available, or where big learner numbers make it impossible for teachers to provide individual guidance. Focus on the provinces which have inherited the greatest portion of the apartheid devastation, and where the largest numbers of the poorest children live: An injection of technology in these provinces, alongside other interventions, will accelerate the rate of improvement in the qualityof education. Reduce the huge inequalities that are pervasive across the system: Technology has proved to be a great equalizer. Who is responsible to address these challenges? Professor Metcalf says that the state has a responsibility: The Department of Basic Education has diagnosed these and other challenges, and has a clear and credible plan to address them in its Action Plan to 2014. The National Development Plan reinforces this. Achieving these goals requires strong educational institutions. Both the Action Plan to 2014 (see Chapter 7: The Importance of e-Education) and the National Development Plan include the use of technology as important elements of a strategy to improve education. But will the State be able to pull this off on its own? The article concludes by appealing to all of us to make a play a part: The first line of responsibility is with the department and its political and executive leadership. But it is also through citizens actively supporting teachers and schools, and working in partnership with provincial and national leaders, that implementation can succeed, and we can progressively make access to a quality public education for all a reality. To give this support is our individual and collective responsibility as parents and citizens, as is our parallel responsibility to hold officials accountable, to ensure fairness and that promises are kept. The question now is: how can the private sector – particularly technology companies – work along with the national and provincial education departments to fix South Africa’s education? Follow me on Twitter A calender of all posts to date

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London UK (PRWEB UK) 19 March 2014 The Gruffalo launched into bookstores in 1999 (and screens in the UK in 2009), since then it’s become one of Britain’s best loved children’s picture book. Playground Basics today announces its collaboration with the Gruffalo team; producing a new range of outdoor school signs to encourage play by learning. Playground Basics adds this new collection to an already established group of products which aim to reinforce literacy and numeracy skills in children, during playtime. Chantal Onur, Brand Manager at Playground Basics says: “We are ecstatic to be partnering with the world-famous Gruffalo team to present this range of exclusive outdoor playground signs to inspire and bring imagination to life within school and nursery playgrounds”. According to a survey by Learning Through Landscapes school grounds improvements were seen to have had a positive impact on overall attitudes to learning; academic achievement; behaviour; social interaction; self-esteem; and a significant reduction in bullying.(Learning through Landscapes, 2003) Playground Basics’ Gruffalo range features an extensive mix of playground cut-outs of the characters, interactive spin wheels, full story boards, alphabet and number friezes, personalised welcome signs, chalkboards and whiteboards for children and teachers. Extensive research from Ofsted states when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development. (Ofsted, 2008). Popular children’s picture book and film; The Gruffalo, by Julia Donaldson and Axel Scheffler, is an award-winning and modern classic tale of a little brown mouse who imagines a Gruffalo creature, only to later discover he actually exists. The picture book takes children on a journey through the forest to meet an array of woodland characters using rhyme and rhythm to enchant its readers. Playground Basics emulates this experience through their creative signs – offering school children an interactive way to learn rhyming text from the book and trigger their imaginations. Daryl Shute, Brand Director at Magic Light Pictures says "We're delighted to be partnering with Playground Basics on the new range of outdoor signs. Reading and learning is at the heart of the programme and we're always looking for great opportunities to bring The Gruffalo to local schools and nurseries to inspire young minds." The Gruffalo products are available online at http://www.playgroundbasics.co.uk. For more information or a copy of their latest catalogue contact Playground Basics on 01509 211 953 or admin(at)playgroundbasics(dot)co(dot)uk. Playground Basics are market leaders in the UK, supplying schools and nurseries with high quality outdoor playground signs. Our colourful designs support the delivery of the national curriculum and create an exciting outdoor learning environment which encourages interactive play. Our exclusive range is manufactured using the latest digital technology and are UV light and weather resistant.

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The importance of encouraging your children to read at a very young age. That's what we'll be covering for the next few weeks, as part of Scholastic Books' campaign "Read Everyday...Lead a Better Life". We spoke with Debbie Battles, the Director of Elementary Education for the Palm Beach County School District. When asked how important early reading really is, Battles said "It is crucial...the first months and years of life really set a course for lifelong learning and development, and the brain develops most rapidly between birth and age five. Some will actually say...even more importantly between birth and age three." According to Scholastic, research has found: 1) A connection between the amount of time a child reads for fun on their own and reading achievement. 2) Wide and frequent reading of trade books increases a student's reading achievement. Scholastic offers a wide variety of trade books. 3) Children in classrooms without literature collections read 50% less than children in classrooms with such collections. You can win a new Scholastic library for your child's class. Click Here to find out more. Meanwhile, the school district has a program of its own going on. Battles tells us it's called "Happily Ever After Begins with Reading". She says "Every child in Palm Beach County in elementary school was given a book. And not only were they given a book, they were able to select a book of their choice" She says research shows that if a child selects his or her own book, they will be more likely to read it over and over again. Click Here for more on the Palm Beach County School District's campaign and get tips on encouraging your child to read more often.

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Los Angeles, CA (PRWEB) January 31, 2010 Today BAM Radio Network, the education station online, released a segment aimed at helping teachers identify developmentally appropriate approaches to fostering creativity. The program features a robust discussion between Kathy Hirsh-Pasek, PhD, a professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory, and Rebecca Temple Isbell, Ed.D, the Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University. The program looks at wrong and right ways to teach creativity, debunks several myths and lays out clear guidelines for pursuing developmentally appropriate approaches. The program is underwritten by HighReach Learning Systems and the segment is the first in a series of five. Produced by Jackstreet Media and syndicated through the BAM Radio Network at http://www.bamradionetwork.com, the program is also available at http://www.highreach.com. “We are delighted to help HighReach bring this series of programs to educators. During our research we found considerable confusion and disagreement about fostering creativity and are confident this program will be appreciated,” said Holly Hagler, segment producer at Jackstreet Media. “There are indications that creativity in this country peaks at age four-and-a-half,” said Rae Pica, cofounder of the BAM Radio Network and host of the program. “Considering the creativity and problem solving that will be necessary to succeed in the 21st century and beyond, this is obviously not acceptable. I’m very pleased that we’re able to help HighReach bring insights into this important topic to our listeners.” About High Reach Learning HighReach Learning is a creator and direct supplier of early childhood educational materials for children 3 months to 14 years of age. The company is focused on making developmentally appropriate practice easy. HighReach currently serves customers in all 50 states in the US, as well as international customers in Canada, Germany, Mexico, Italy, Taiwan, Japan, and the Virgin Islands. The HighReach Learning customer base includes public and private schools, Head Start programs, child development centers, family daycare providers, YMCA centers, church-based preschools and more. About BAM Radio Network The BAM Radio Network is an online, education-focused, radio network for parents, teachers, administrators, advocates, journalists, legislators and all people interested in education-related topics. The site offers 20 channels of education programming available on demand and hosted by leading educators. The network is a joint venture between privately held New Hampshire-based Moving & Learning and Los Angeles-based Jackstreet Media Ventures LLC. The programming is produced by Emmy-winning broadcaster Errol St. Clair Smith and distributed through the Affiliate Nanocasting Network. The Best Educational Reporting Team BAM Radio Network has assembled the heads of the education community's leading associations to bring you the most insightful, accurate, relevant and up-to-date information on the education issues people really care about. The on-air hosts include: These education advocates are at the center of their respective communities and have their fingers on the pulse of what is going on moment by moment. Their programs are an invaluable resource for reporters, advocates, activists, legislators, analysts, parents, educators, administrators and anyone interested in transforming education. # # #

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Reading Comprehension Software Programs End reading frustration with our reading comprehension software for all ages Our reading comprehension software programs online with oversight use brain training and reading exercises to build decoding efficiency and reading comprehension skills. Here is what is required to meet current 8th grade reading comprehension standards: - Understand the main idea - Comprehend the sequence, context and/or characters - Clarify parts of the text which have confused them - Connect the text to prior knowledge or experience Essential Reading Comprehension Skills In addition to decoding automaticity, our online reading comprehension programs build these foundational comprehension skills: Familiarity with Language While most children learn the language by listening, struggling readers tend to have processing delays that impede language familiarity and dexterity. Using our reading comprehension software programs online helps improve language skills, specifically vocabulary and language structure, including syntax, spelling and grammar. Thinking While Reading Accomplished readers constantly compare the text to their understanding of the world. For most struggling readers, occupied with decoding, this is difficult. Our program develops thinking while reading using reading comprehension exercises where students learn to decode subconsciously while the mind focuses on an analytical task. Our reading comprehension software for kids and adults develops reading stamina by: - Making reading easier. Our programs automate decoding so that it does not require concentration — this makes reading less exhausting. - Improving reading comprehension. An ability to comprehend the text makes it more interesting and engaging, even enjoyable. - Building reading speed. Our programs improve focus, reducing the need to re-read text, and improve vocabulary — recognizable words — creating less reasons to pause while reading. Better progress through the text makes engagement easier. Fast ForWord also helps selective attention, helpful for reading stamina. We aim to make our students more avid readers, so that they will keep reading and keep improving reading comprehension through practice. The final step to mastering reading is metacognition, the ability to read critically and self-correct as you go. Metacognitive reading comprehension strategies require years of practice, which can only start once a student is reading with comprehension. This is a reason to improve reading skills sooner rather than later. Explore Our Reading Comprehension Software Online Our online reading comprehension software programs accelerate reading skills for all ages. To find out more call one our specialists for a free consult.

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MAE ELEMENTARY EDUCATION The goals for the MAE in Elementary Education Program are drawn from the National Board for Professional Teaching Standards. The program goals are premised on the NBPTS CORE PROPOSITIONS. I. Knowledge of Students Accomplished teachers draw on their knowledge of child development and their relationships with students to understand their students’ abilities, interests, aspirations, and values. II. Knowledge of Content and Curriculum Accomplished teachers draw on their knowledge of subject matter and curriculum to make sound decisions about what is important for students to learn within and across the subject areas of the middle childhood curriculum. III. Learning Environment Accomplished teachers establish a caring, inclusive, stimulating, and safe school community where students can take intellectual risks, practice democracy, and work collaboratively and independently. IV. Respect for Diversity Accomplished teachers help students learn to respect and appreciate individual and group differences. V. Instructional Resources Accomplished teachers create, assess, select, and adapt a rich and varied collection of materials and draw on other resources such as staff, community members, and students to support learning. VI. Meaningful Applications of Knowledge Accomplished teachers engage students in learning within and across the disciplines and help students understand how the subjects they study can be used to explore important issues in their lives and the world around them. VII. Multiple Paths to Knowledge Accomplished teachers provide students with multiple paths needed to learn the central concepts in each school subject, explore important themes and topics that cut across subject areas, and build overall knowledge and understanding. Accomplished teachers understand the strengths and weaknesses of different assessment methods, base their instruction on ongoing assessment, and encourage students to monitor their own learning. IX. Family Involvement Accomplished teachers initiate positive, interactive relationships with families as they participate in the education of their children. Accomplished teachers regularly analyze, evaluate, reflect on, and strengthen the effectiveness and quality of their practice. XI. Contributions to the Profession Accomplished teachers work with colleagues to improve schools and to advance knowledge and practice in their field.

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born to a slave father and free mother near Berlin, Maryland Composer of many Christian Hymns including "We Shall Overcome" which became the anthem for Civil Rights Movement of the 1960's Known as the Father of Gospel Music. Charles A. Tindley was born in the Town of Berlin, in Worcester County on Maryland's Lower Eastern Shore on July 7, 1851. He was born on the Joseph Brindell farm where his father was a slave and his mother was free born. His mother died when he was young and he was raised by his sister until he was old enough to be hired out for work. He worked along side slaves, though he was free and his free status was recognized. He had no formal elementary education and taught himself to read and write. Eventually he worked as a janitor to put himself through night school while simultaneously earning a Divinity Degree via a correspondence course. In 1902 he became a pastor at the very church where he formerly served as a janitor. It had 130 members when he took it over. The congregation grew to about 10,000 members under Charles and included both Blacks and Whites. Charles was a powerful preacher, a superior pastor (known as "the people's pastor") and a pioneering song writer. His soulful lyrics, rooted in the depth of feeling that rises from an oppressed people, chanted love - not hate, patience and tolerance - not revenge or retaliation. One of his hymns, "I Shall Overcome" was modified and became the now famous "We Shall Overcome" which served as the anthem for the Civil Rights Movement of the 1960's and is widely sung in Christian Churches all over the world.. Charles Tindley's hymns still appear in hymnals and songbooks used by all Christian Denominations. Technically, he was a musical illiterate. Evidently, he dictated the tunes and lyrics to a transcriber. He noted for writing over 30 hymns and is often referred to as the "Father of Gospel Music."

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Preschool learning environments offer prime opportunities for establishing healthful attitudes and knowledge about food and nutrition. Often, however, more emphasis is placed on flavor than on the teachable attributes foods offer like colors, shapes, food origin, texture, and smell. When introducing nutrition concepts to preschoolers, it is important to build upon their pre-existing knowledge and integrate nutrition education into other activities. Let the following ideas inspire you to incorporate nutrition education into all areas of the curriculum. One of the basic nutrition concepts for preschoolers is identifying new foods. “Smelly Socks” is an excellent way to teach the identity of various foods. Begin by presenting five fruits: an apple, an orange, a banana, a kiwi, and a pear. Then ask the children a variety of questions, such as “What is this?” “Did you know that fruit can grow fur?” “What color is this?” “What shape is this fruit?” After each item has been identified and described, proceed with “Smelly Socks” as a small group activity. Place each piece of fruit in a clean sock. Allow each child to take turns smelling, touching, and describing the contents of the sock. No peeking. See if the children can guess what’s inside the sock. This activity can also be done with carrots, broccoli, sweet potatoes, corn, and tomatoes. Foods and mealtimes can also be used to reinforce colors, shapes, numbers, social skills, language, and motor skill development. A menu consisting of cheese pizza, tater tots, tossed salad, melon medley, and milk, for example, presents a number of learning opportunities. Ask the children the following questions: “What colors do you see?” “What is the shape of the pizza?” “What is in the salad?” “How many tater tots do you have?” When these items are offered again, challenge the children to remember the shape of pizza and the colors in a salad.In addition to mealtimes, nutrition education can be expanded to other areas of the curriculum. Making fruit juice, for example, provides an opportunity to reinforce the science of nutrition. At this age, many preschoolers have not connected juices with the fruit or vegetable the juice is made from. Allowing the children to make their own juice helps them to make the connection. To make orange juice, have each child place an orange half in a zip-topped bag. Zip the seal closed. Allow each child to squeeze the orange to produce juice. Take the orange half out. Open the seal of the bag wide enough to pass a straw through. Voila! Orange juice. This activity can also be supplemented with questions like “Where did the juice come from?” and “What other juices do we drink?” While children learn to identify and try new foods from the activities above, nothing is more important than sitting and enjoying meals with the children. Eating with the children gives you a chance to participate at mealtime and to explore teachable moments. A simple question such as, “What is this new green stuff on my plate?” can be expanded beyond the meal to include stories about gardening and accepting new foods (Oliver’s Vegetables by Vivian French and Growing Vegetables by Lois Ehlert are two wonderful examples). Sharing meals with children also allows you to model behavior. If children see you eating broccoli and spinach, chances are that they will attempt to eat it, too. In addition, you might want to participate in family-style meal service. Family-style meal service promotes self-help skills, develops fine and gross motor skills, and encourages language development as the children participate in conversation and use table etiquette.Throughout the day, there are innumerable opportunities for formal and informal nutrition activities, not all of which require food. As with teaching any group of concepts, begin with the basics and advance as other developmental milestones are reached. Keecha Harris, RD, LD, is a nutrition coordinator for JCCEO Head Start in Birmingham, AL, and a consultant for Head Start Region IV Training and Technical Assistance Service.

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The John S. Watson Institute for Public Policy of Thomas Edison State College is using iPads to increase language skills and math literacy in New Jersey preschools that serve children from homes where English is a second language. The project, which is administered by the institute’s English Language Learners (ELL) Summer Institute and Mentoring Program, is currently being piloted in Head Start programs in Trenton and Hunterdon, N.J. “The iPads we have distributed in this first wave will be used as an interactive digital resource by educators to enhance early childhood language mastery,” said Ana I. Berdecia, senior fellow and director of the Watson Institute’s Center for the Positive Development of Urban Children, who is managing the pilot and leads the ELL Summer Institute and Mentoring Program. “We are delighted to be partnering with the Hispanic Information and Telecommunication Network’s Early Learning Collaborative (HITN-ELC) in providing these multimedia learning tools to classrooms.” According to Berdecia, teachers do not always have the resources to link technology with early childhood learning. The Hispanic Information and Telecommunications Network teacher’s guide, parent’s guide and the accompanying materials are expected to provide a clear map to link technology with learning while promoting early childhood English language literacy and reinforcing the children’s home language, Spanish. “From my visits to the classrooms, I can see the pure enjoyment and engagement of children exposed to these interactive learning tools,” said Berdecia. The transmedia materials provided through the program focus on English language development, early literacy and early math. The collaborative is funded through a Ready to Learn grant from the U.S. Department of Education’s Office of Innovation and Improvement. Teachers participating in the program will be asked to record how the children are using the devices and document what learning has taken place under the auspices of ELL’s Mentoring Program.

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BSEd in Elementary Science Education The BSEd in Science Education is designed to provide students with a sophisticated understanding of science content that will prepare them to be excellent elementary or middle-school science teachers. Students will attend specially designed courses that will emphasize science content and still allow some discussion of pedagogical techniques. These natural science courses are offered exclusively to elementary education students. According to a 2002 National Center for Education Statistics (NCES) report on qualifications of public school teachers, 31% of elementary science teachers and 57% of high-school science teachers in general lack a major or certification in their field. According to RNT's 2000 study of the largest urban school districts, nearly 98% of responding districts noted an immediate demand for science teachers. The need is critical for highly qualified teachers as schools are becoming more accountable to demonstrate learning. - Earn your Illinois' teacher's license with additional credentials in a high-demand STEM field. - Study a range of areas within science, such as biology, physics, astronomy and earth science, as well as mathematics. - Get real-world classroom experience in diverse settings through Loyola partnerships with schools and communities. - Continually collaborate with faculty and students at all levels within your chosen specialty through professional learning communities.

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While the government cannot regulate what type of art is posted on private property, it may be able to regulate art that is displayed on public – that is, government-owned – property. Traditional public forums – publicly owned spaces such as a street, park, or sidewalk that have typically been open to public discourse – are open to all expression protected by the First Amendment. The government may also create a designated public forum by opening up a space that isn’t a traditional public forum to be used for general public discourse. Limited public forums are non-public places such as meeting rooms in libraries and other government buildings that the government has opened for specific groups or discussions. The government cannot place content-based restrictions on speech that occurs in traditional public forums. At most, they can enforce what are known as time, place, and manner restrictions, which regulate when and how someone may speak. Time, place, and manner restrictions on speech in public forums must be reasonable, which the Supreme Court has interpreted as meaning that “the manner of expression is basically incompatible with the normal activity of a particular place at a particular time.” Some government property, such as jails, military bases, and courthouses, are nonpublic forums. In this type of forum, the government can restrict speech based on content if it demonstrates that it has a “legitimate interest” in doing so. The government still cannot discriminate against particular viewpoints, however. So, the government could prohibit all posting of religious iconography or other religion-themed art on military bases, but it could not permit the display of one religion's symbols while prohibiting those of another. It may be possible for the government to create a public forum online. Most government websites are not forums for public discussion; rather, they are examples of the government's own speech, which the government can regulate to whatever degree it chooses. And while websites are clearly not traditional public fora, if the government provides a website as a place for public discussion, the website may take on the characteristics of a designated public forum -- a non-traditional space that the government opens up for public discourse. In that case, the government's ability to regulate the speech that occurs on that website would be significantly limited. Additional informaiton is available at: Under the First Amendment, the government may choose to provide funding for the arts, which can include supporting the creation of specific works and making more general contributions toward art education or museum maintenance. But the government cannot distribute this funding based on whether the government agrees with the message of a particular work, or use funding in an attempt to exert editorial control over a museum's collection. Because the government has a limited amount of funds, however, it must be able to make some determination about which artists receive funding. The National Endowment for the Arts is one of the largest sources of government funding for art, and Congress has tried several times to put restrictions on the grants that the NEA awards. While the restriction forbidding the NEA from funding to art that "may be considered obscene" was struck down as unconstitutionally vague, the Supreme Court upheld a later requirement that the NEA "take into consideration general standards of decency and respect for the diverse beliefs and values of the American public" in the case National Endowment for the Arts v. Finley. The Court reasoned that, because "the very assumption of the NEA is that grants will be awarded according to the artistic worth of competing applications . . . absolute neutrality is simply inconceivable." And, because Congress's requirement merely directed the NEA to "take into consideration" decency as a criterion and specifically encouraged "respect for . . . diverse beliefs and values," the requirement was not an unconstitutional restriction on speech. The Court did note that "if the NEA were to leverage its power to award subsidies on the basis of subjective criteria into a penalty on disfavored viewpoints," then the funding provision could be found unconstitutional. "[E]ven in the provision of subsidies, the Government may not aim at the suppression of dangerous ideas . . . and if a subsidy were manipulated to have a coercive effect, then relief could be appropriate." Additional informaiton is available at:

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Allington, R. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83(10), 740-747. Allington, R. (2009). What really matters in response to intervention: Research-based designs. Boston: Pearson. Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic. Au, K. H., Carroll, J. H., & Scheu, J. A. (1997). Balanced literacy instruction: A teacher’s resource book. Norwood, MA: Christopher-Gordon. Beers, K. (2003). When kids can’t read, what teachers can do: A guide for teachers 6 – 12. Portsmouth, NH: Heinemann. Blachowicz, C., & Ogle, D. (2001). Reading Comprehension: Strategies for Independent Learners. New York: The Guilford Press. Conniff, C. (1993). How young readers perceive reading and themselves as readers. English in Education, 27(2), 19-25. Fountas, I., & Pinnell, G. S., (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Gambrell, L., & Almasi, J.F. (1996). Lively discussions: Fostering engaged reading. Newark, DE: International Reading Association. Gambrell, L., Codling, R., & Palmer, B. (1996). Elementary students motivations to read. Reading Research Report No. 52. Athens, GA: National Reading Research Center. Haga, M (2009). Build and Use A Classroom Library. Retrieved July 13, 2009, from The Best of Teacher’s Mentor Web site: Kasten,W. C., Kristo, J. V., McClure, A. A., & Garthwait, A. (2005). Living literature: Using children’s literature to support reading and language arts. Boston: Allyn & Bacon. Morrow, L. C. (2005). Literacy development in the early years: Helping children read and write. Boston: Pearson. Richardson, J. S., Morgan, R. F., & Fleener, C. (2006). Reading to learn in the content areas. Belmont, CA: Thomson Wadsworth. Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90, 210-223. Thames, D. G. & Reeves, C. K. (1994). Poor readers’ attitudes: Effects of using interests and trade books in an integrated language arts approach. Reading Research and Instruction, 33(4), 293-308. Tompkins, G. E. (2005). Language arts: Content and teaching strategies (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

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Renaissance music is music written in Europe during the Renaissance. Consensus among music historians – with notable dissent – has been to start the era around 1400, with the end of the medieval era, and to close it around 1600, with the beginning of the Baroque period, therefore commencing the musical Renaissance about a hundred years after the beginning of the Renaissance as understood in other disciplines. As in the other arts, the music of the period was significantly influenced by the developments which define the Early Modern period: the rise of humanistic thought; the recovery of the literary and artistic heritage of ancient Greece and Rome; increased innovation and discovery; the growth of commercial enterprise; the rise of a bourgeois class; and the Protestant Reformation. From this changing society emerged a common, unifying musical language, in particular the polyphonic style of the Franco-Flemish school. The development of printing made distribution of music possible on a wide scale. Demand for music as entertainment and as an activity for educated amateurs increased with the emergence of a bourgeois class. Dissemination of chansons, motets, and masses throughout Europe coincided with the unification of polyphonic practice into the fluid style which culminated in the second half of the sixteenth century in the work of composers such as Palestrina, Lassus, and William Byrd. Relative political stability and prosperity in the Low Countries, along with a flourishing system of music education in the area's many churches and cathedrals, allowed the training of hundreds of singers and composers. These musicians were highly sought throughout Europe, particularly in Italy, where churches and aristocratic courts hired them as composers and teachers. By the end of the 16th century, Italy had absorbed the northern influences, with Venice, Rome, and other cities being centers of musical activity, reversing the situation from a hundred years earlier. Opera arose at this time in Florence as a deliberate attempt to resurrect the music of ancient Greece. The business terms push and pull originated in logistics and supply chain management, but are also widely used in marketing. Wal-Mart is an example of a company that uses the push vs. pull strategy. A push–pull system in business describes the movement of a product or information between two subjects. On markets the consumers usually "pull" the goods or information they demand for their needs, while the offerers or suppliers "push" them toward the consumers. In logistics chains or supply chains the stages are operating normally both in push- and pull-manner. Push production is based on forecast demand and pull production is based on actual or consumed demand. The interface between these stages is called the push–pull boundary or decoupling point. A brass instrument is a musical instrument that produces sound by sympathetic vibration of air in a tubular resonator in sympathy with the vibration of the player's lips. Brass instruments are also called labrosones, literally meaning "lip-vibrated instruments". There are several factors involved in producing different pitches on a brass instrument. Slides, valves, crooks, or keys are used to change vibratory length of tubing, thus changing the available harmonic series, while the player's embouchure, lip tension and air flow serve to select the specific harmonic produced from the available series.

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A trio of one-page memos from the Lead for Literacy series examines the importance of using curriculum that is rigorous, cohesive, engaging and builds knowledge as well as decoding skills. The series was produced by HGSE’s Language Diversity and Literacy Development Research Group at the Harvard Graduate School of Education. As the first memo — The Importance of Using a Literacy Curriculum – notes, “It’s a big job to design cohesive, rigorous literacy instruction, especially instruction that promotes language and knowledge building. Yet many teachers are expected to both design and deliver literacy instruction day‐after‐day, and month after month, throughout the school year.” It offers a rationale for using a comprehensive literacy curriculum: - “A curriculum provides content and pedagogical strategies educators need to help children meet standards.” - “A high-quality curriculum is a resource that creates a platform for supporting good teaching.” - “A curriculum is a tool for institutionalizing professional knowledge and effective practices across classrooms.” - “A curriculum is a tool for building the kind of instructional cohesion children need to accumulate skills and knowledge over time.” The second memo — Selecting a Comprehensive Literacy Curriculum – recommends selecting a curriculum through a “team‐based process that is informed by … the needs of the setting’s children and adults, and a pilot phase that enables thorough review.” The memo notes the importance of choosing a literacy curriculum with: - “Language-rich and content-rich units of study.” - A long-term plan with daily lesson models and supporting materials to “support instructional coherence and consistency within and across classrooms and grade levels.” - Engaging approaches to instruction with “literacy enriched learning centers featuring a wide variety of books and visuals” and lessons “that promote interactive play and inquiry.” The final memo — Implementing a Comprehensive Literacy Curriculum – offers suggestions for putting a literacy curriculum in place. It calls for ongoing professional development, “regular formal and informal observations of educators using the curriculum,” and “conversations about instructional practice and improvement.” “Curricula are not intuitive and therefore require ongoing training. Continuous training improves implementation quality, builds collective commitment to the curriculum and gets new staff up to speed,” the memo states. “A curriculum [also] provides a shared professional language that enables educators to discuss and refine their instructional practices during meetings and planning time.” The Lead for Literacy memos are an initiative of the Language Diversity and Literacy Development Research Group at the Harvard Graduate School of Education. The research group is headed by Professor Nonie Lesaux, author of “Turning the Page: Refocusing Massachusetts for Reading Success,” which we commissioned in 2010 and which informs the memos.

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Your child can transform a triangle of felt into a colorful and motivating pennant sharing all her favorite characteristics and traits. A pennant is a colorful and decorative flag often waved during a game or commemorative event. They are made out of felt and are colorful and full of exciting shapes and colors. Your child can use that same fun style to create her special pennant celebrating herself! What You Do: - Invite your child to brainstorm all the things she finds interesting about herself, along with any positive traits she has. - Once your child has finished her list, have her create a sketch of her ideas for the pennant. Encourage her to think about layout and design, encouraging her visual and creative skills. - Now offer her a collection of felt colors and scissors, and invite her to select one color for the background of her pennant. She can cut a long triangle for the base. She can even use a ruler to ensure both sides are even. - Invite her to adorn the pennant with stickers, images and pieces of felt symbolizing some of her favorite things about herself. Once she’s finished, she can share her finished creation with the whole family, encouraging her self-esteem and confidence! Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.

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Longer ago than I care to admit a popular educational resource for kids was a series of Bell Telephone sponsored films on a variety of science topics. The series was made for TV in the mid to late 50s and later distributed to schools. The one I remember best was Hemo the Magnificent. It combined humorous Disney style animation with human actors to take the student on a virtual tour of the circulatory system. Clever production elements and analogies (such as nervous pathways illustrated by telephone lines and little men operating levers representing pre-capillary sphincters) held us baby boomers in rapt attention and indelibly etched the circulatory system in our minds. Fast forward to generation X and this paper in Advances in Physiology Education. The survey of undergraduate students found a high rate of misconceptions about circulatory function and offers fascinating insight about how we learn. When asked to trace the flow of blood a student might draw a path around the perimeter of the body. When asked about the principal function of the lungs some students said it was to filter the blood, others said to convert oxygen into carbon dioxide. There was confusion about distinctions between arteries, veins and capillaries. Worse, these college students were pursuing a career in elementary education. Despite improvements over time major misconceptions persisted through the end of the course. Equally concerning was the fact that one on one interviews with students uncovered many more misconceptions about the circulation than standard tests, suggesting that students can conceal major areas of misunderstanding on routine testing. The authors point out that faulty preconceptions about course material hinder learning. Learning is a synthesis of new content and what the student thought before. If the student’s prior thoughts are flawed the learning is less effective. The discipline of physiology, the study of how the body works, may be uniquely susceptible to prior thinking. Early on children begin to develop a mental model based on their interpretations of body sensations. Although the model becomes more sophisticated over time it remains flawed. The teaching of physiology might be more effective if teachers could identify student misconceptions, then employ means to help students unlearn or modify them. The authors conclude that new methods of assessment and teaching are needed. I would add that perhaps we should resurrect Hemo the Magnificent.

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Music can change your child’s life — literally. Music builds self-confidence and helps children gain social skills to help connect them to other kids and the world in general. Music students score higher on verbal and math portions of SATs, have fewer drug and alcohol problems and fewer altercations with the law. Like the sound of that? Elizabeth Lasko, assistant executive director, center for members and constituency relations with the National Association for Music Education (NAFME), says it is much easier to maintain — and build upon — any existing music program your child’s school may already have, than to lose it and have to work to get it back. She adds, "So it’s worth putting every available resource into protecting a program.” And don't take your child’s music program for granted. Check in with your child’s homeroom teacher and/or music teacher to find out what needs to be done to support the music program. Lasko says, “There may be an existing booster program or other support system, or one may need to be started.” If you are going to spearhead one or want to breathe some life into the existing music booster program, reach out to other parents to help with your efforts. Send flyers home in backpacks, organize meetings and brainstorm how you can work together to gain support for the school’s music program. Work with your child’s school’s leaders to organize some fun activities this March geared toward encouraging music education and appreciation in honor of MIOSM. Lasko suggests using MIOSM to bring visibility to your child’s school music program by organizing community events like putting on a school talent show featuring musical acts or making a video asking for support. Using social media is important too. You can connect with local radio, television and newspapers to help spread the word throughout your community. Also, consider organizing a school or class field trip to see a local musical group perform or invite a local group to come to your child’s school. Lasko also points to the organization’s secondary school honor society, Tri-M, which spotlights the achievements of music students and their community spirit. She says, “It’s a great way to show how important music is and how great music kids are — as we say, music education orchestrates success!” Take your advocacy for music education to local legislature. NAFME offers extensive how-tos on its site regarding gaining support by working with government officials, including how to get resolutions passed, and contacting local media to get the word out to your community. And you'll see personalized content just for you whenever you click the My Feed . SheKnows is making some changes!

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Find parenting tips and links to resources specifically for parents. Resources include State and local examples. Adventures in Parenting: How Responding, Preventing, Monitoring, Mentoring, and Modeling Can Help You Be a Successful Parent National Institute of Child Health and Human Development (NICHD) Describes an effective approach to parenting and provides examples of how to use it with children. See also the Spanish Version. Head Start, Administration for Children and Families Early Childhood Learning and Knowledge Center (2013) Offers information and resources to help parents with everyday parenting issues. Facts for Families American Academy of Child and Adolescent Psychiatry Presents concise, up-to-date information on more than 100 topics that impact children, teenagers, and their families. The collection is available in English and Spanish, and six other languages. Healthy Parenting Initiative Military HOMEFRONT, Department of Defense Materials and information on programs for military parents. The Incredible Years: Parents, Teachers, and Children Training Series The Incredible Years (2014) Highlights The Incredible Years Parents, Teachers, and Children Training Series, a comprehensive set of curricula designed to promote social competence and prevent, reduce, and treat aggression and related conduct problems in young children (ages 4 to 8 years). The program components are guided by developmental theory concerning the role of multiple interacting risk and protective factors (child, family, and school) in the development of conduct problems. Nurturing Parenting Programs Family Development Resources (2014) Includes product catalog, training resources, research, and validation, and related links for the Nurturing Parenting Program, which promotes nurturing parenting attitudes and skills for the prevention and treatment of child abuse. One Tough Job Massachusetts Children's Trust Fund This website for parents includes information on stress, parent-child communication, discipline, child safety, parenting tips sorted by age, and more. Provides an online community of leadership, knowledge, and resources to members seeking support with parenting issues. Parent Resources -Tip Sheets Circle of Parents Effective parenting information for dealing with discipline, rules, schoolwork, and other family situations. Also available in Spanish. Promoting Children's Mental, Emotional, and Behavioral Health: A Resource for Parents (PDF - 582 KB) Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education, National Research Council, Institute of Medicine, Substance Abuse and Mental Health Services Administration (2009) Helps parents focus on the healthy development of children from birth to adolescence and identify risk factors to prevent problems before they occur. Resources for Dads National Fatherhood Initiative Programs, brochures, articles, and other resources to become a better father. Tips for Parents Prevent Child Abuse America Advice for new moms and dads and information on discipline, safety, education, recognizing child abuse, and leaving children home alone. One Tough Job Massachusetts Children's Trust Fund Includes information for parents on stress, parent-child communication, discipline, child safety, parenting tips sorted by age, and more. A Parent's Guide to Vermont's Child Welfare and Youth Justice Agency (PDF - 1,126 KB) Vermont Department for Children and Families & Family Services Division (2013) Provides an overview of how the child welfare and youth justice systems work in Vermont. This guide explains the role of the Family Services Division and describes child welfare processes, including information on actions that are taken once a report is made, how child safety interventions begin, and next steps in the intervention. It also lists resources that can help parents meet their basic needs: health and mental health, housing, legal matters, parenting, work supports, and youth services and supports. Straight Talk About Child Sexual Abuse: A Prevention Guide for Parents. Massachusetts Edition (PDF - 320 KB) Explains the incidence of child sexual abuse and provides information on types of child sexual abuse, characteristics of perpetrators of child sexual abuse, children sexually abusing other children, tips for protecting a child from sexual abuse and reducing risk factors, symptoms that a child has been sexually abused, and steps to take if a child discloses sexual abuse. A list of reporting, prevention, and treatment resources in Massachusetts is provided. Straight Talk About Child Sexual Abuse: A Prevention Guide for Parents. New York Edition (PDF - 357 KB) Explains the incidence of child sexual abuse and provides information on types of child sexual abuse, characteristics of perpetrators of child sexual abuse, children sexually abusing other children, tips for protecting a child from sexual abuse and reducing risk factors, symptoms that a child has been sexually abused, and steps to take if a child discloses sexual abuse. A list of reporting, prevention, and treatment resources in New York State is provided.

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Kate Walters, I Can't Hear You 2006 Ink, watercolour, gouache and shellac on gesso on paper, 64 x 47 cm Courtesy of the artist ‘These cards effectively combine thought-provoking contemporary art images with stimulating questions that highlight themes relating to social identity, gender and the meanings we give to our experiences. They will be very useful for art therapists, teachers and parents.' Diane Waller OBE (Professor of Art Psychotherapy, Goldsmiths, University of London) Children and young people need opportunities to build reflective skills so they can make positive choices and learn from their experiences. Evidence shows that processing emotional responses to life, finding ways to express oneself and understanding relationships are essential life skills. What do you feel? addresses the need for stimulating art education and emotional learning resources that can be used in the classroom or after-school workshops, in therapeutic settings and at home. The 20 cards in the boxed-set feature contemporary artworks by culturally-diverse artists on one side with questions relating to the images on the other. The cards creatively bring to the surface themes that are central to emotional literacy including: - understanding relationships; - preparing for change and transition; - acknowledging and working through losses; - thinking about social, personal and cultural identities; - identifying emotions and learning how to express them. The boxed-set also includes a booklet with ideas for using the cards in their own right or as the starting point for creative projects. Ideal for young people The resource meets curriculum requirements especially in Art and Design, Design and Technology, Personal Social Health Education (PSHE) and Literacy. It can be used with all age groups from Key Stage 2 upwards and is particularly recommended for: - years 5 and 6 pupils on the cusp of adolescence and preparing for significant changes (including the transfer to secondary school); - secondary pupils who are navigating a series of changes associated with adolescence; - young people in therapy settings; - refugee children who are settling into new environments and may welcome the opportunity to make sense of their experiences. Laylah Ali, Janine Antoni, Gayle Chong Kwan, Zosia Combes, Mónica de Miranda, Gonkar Gyatso, Anish Kapoor, Chila Kumari Burman, Yayoi Kusama, Neeta Madahar, Chris Ofili, Hetain Patel, Freddie Robbins, Franklyn Rodgers, Yinka Shonibare MBE, Lorna Simpson, Do-Ho Suh, Francis Upritchard, Leticia Valverdes, Kate Walters Co-developed and published by Iniva and A Space

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Introduction to Working with Students with ASD Date: Friday, November 9, 2012 Time: 8:30 a.m. - 3:30 p.m. AUDIENCE: Educators and paraprofessionals new to working with students on the autism spectrum This introductory training provides participants with the foundational skills to work effectively with students with autism. Topics include an overview of diagnostic criteria and learning characteristics of Autism Spectrum Disorder (ASD). Reviews the general principles of Applied Behavior Analysis (ABA) and the importance of incorporating reinforcement systems and data collection into programming to ensure success. This session will also cover the general classroom and instructional characteristics needed for this population to make effective progress. For more details and information on how to register, please click here

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by Richard Long International Reading Association October 31, 2013 Early in October, the National Governors Association (NGA) Center for Best Practices issued a paper: A Governor’s Guide to Early Literacy: Getting All Students Reading by Third Grade. The report observes that those students who are not reading at grade level by the third are at risk of failure. They cite that only one third of all students enter the fourth grade with the literacy skills needed to succeed. The report makes three observations: - Starting at Kindergarten is too late. - Reading proficiency requires three sets of interrelated skills: - Language and communication skills, - Mechanics of reading, AND - Content knowledge. - Parents, primary caregivers, and teachers have the most influence on children’s language and literacy development. They recommend that the governors and other policy makers take five actions to adopt policies and change systems to better ensure that all children are on track to be strong readers by the end of third grade: - Adopt comprehensive language and literacy standards and curricula for early care and education. - Expand access to high-quality child care, pre-Kindergarten and full-day Kindergarten. - Engage and support parents as partners. - Equip professionals providing care and education with the skills and knowledge to support early language and literacy development. - Develop mechanisms to promote continuous improvement and accountability. This report is part of a wide ranging initiative by NGA to promote early childhood education by encouraging changes in state policies and encouraging an expansion of early childhood programs. The advisory group they convened worked with representatives of six states to develop the core ideas around what worked well and what needed to be done. The U.S. Senate committee on Health, Education, Labor and Pensions is expected to create a set of recommendations to create a new program to ensure universal pre-Kindergarten for all students, with the first phase being those children who live in poverty. The report may be of use to IRA members as they advocate for state policies that support early literacy development. The report can be accessed on the NGA website. Reader response is welcomed. Email your comments to [email protected]

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The Tennessee Early Childhood Education Early Learning Developmental Standards were developed to provide documentation of the continuum of developmental milestones from birth through age 5 based on the research about the processes, sequences, and long term consequences of early learning and development. The Tennessee Department of Education is pleased to announce the release of materials from this summer’s TN-Early Learning Developmental Standards math training. These materials are now available to all Tennessee teachers, administrators, and schools. The Revised TN Early Learning Developmental Standards for 4 year-olds were written to support teachers, care givers and families who want to provide high quality, developmentally appropriate early learning experiences for children before they begin kindergarten. These standards align directly with the Kindergarten Common Core Mathematics standards adopted by TN Department of Education in 2011. Helping children develop the concepts documented in these standards will provide them with the foundational skills necessary to their continued growth in kindergarten and beyond. To access Standards for Mathematical Practice, click here or visit our Mathematical Practices pages in the Teacher Toolkit. New resources for implementing the new standards are forthcoming. Click here to access the PowerPoint presentation of the Standards for Mathematical Practice for 4-year-olds. The revised standards are for 4-year-olds only. To access existing set of Early Childhood/Early Development standards for birth to age 5, please click on the links below to download these PDF documents. Common Core Standards Education Web Design by In10sity

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The mission of the Elementary Education Program is to assist students and educators in the learning and teaching process. At all grade levels, the curriculum in English/language arts, mathematics, social studies, physical education, health, music, art, guidance, technology, and media skills follows the North Carolina Standard Course of Study. Elementary educators teach all students on their instructional levels and each child should be reading on grade level by the end of second grade. Instructional coaches, Kristie Compton, Lisa Huffman, Susan Carriker Smith, Sarah Temple, and Denise Wright give classroom demonstrations and make follow-up visits for teachers. In addition, class-size reduction is a critical component of the elementary program. Smaller classes, with ratio of eighteen students to each teacher, allow for one-on-one assistance and student-centered activities. All students in the first, second, and third grades have this opportunity. Attention is given to identifying and responding to individual student needs, teaching with positive classroom management, and building on student strengths. Each student in the first through third grades has a reading, math, and writing portfolio. Also, the elementary program holds workshops for educators on the use of strategic questioning, literature circles, assessment, phonemic awareness, and instructional groupings. Additional sessions include the use of math manipulatives, problem-solving, and math strategies. Reading in the content areas of health, science, and social studies is emphasized. Staff development for all elementary teachers has evolved into literacy development, problem solving, integration of the curriculum, and teaching to individual learning styles. As a result, Burke County teachers have developed specific grade level reading strategies, essential performance indicators for all grades, and assessment aligned to the curriculum.

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The following information is in reference to Chapter 17, page 203 of the revised 2nd edition of The Power Of Sound. The Tree of Sound Enhancement Therapy ® evolved as the developmental flow chart for the correct administration of any sound-based therapy. While there are many different sound-based therapies that can be administered individually with some level of success, the best outcomes are evidenced when The Tree analogy is used. The Tree has 6 basic parts: 1. The “Root System” addresses one’s sense of hearing. The therapy(ies) offered at this level are a form of Auditory Integration Training, which repatterns how the acoustic reflex muscle in the middle ear responds to sound, and subsequently supports the reception of sound in the cochlea. 2. The “Seed” is the foundation for all sound response in the body as it addresses our basal body rhythms, such as the heartbeat or breath stream. The therapies at this level of The Tree can be utilized at any time in the person’s protocol of sound therapies because these skills bring the person back into focus and keep them feeling positive at their core level. 3. The “Trunk” addresses all responses of the ear for general sound processing stimulation, not hearing. The programs at this level are called Listening Training Programs and are modeled after the work of Dr. Alfred Tomatis who established the Tomatis® Method. 4. The “Lower Leaves and Branches” address specific auditory processing skills such as memory, sequencing, and discrimination. These skills are inherent in how the brain receives information from the auditory pathway to the brain, specifically from the cochlea to the auditory reception centers in the brain. 5. The “Upper Leaves and Branches” address the academic areas such as reading, spelling, and handwriting skills, which can only be maximally achieved when the foundation of The Tree is in place. People can have these skills as splinter skills but not always process them in their entirety. The programs suggested at this level must include an auditory, visual, and language combination of instructional skills, thereby allowing for full integration of the foundational skills. 6. The “Overall Maintenance of The Tree” addresses one’s wellness or body support for maintaining the learning and developmental changes obtained with the therapies at the various parts of The Tree. JL: Also find and include DAVIS Otoemissions. (text was never in book)

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The state of New York discovered that special needs students are not enrolling in charter schools as much as they are in public schools, and immediately thought that the charter schools were to blame. However, A study by the Manhattan Institute and the Center on Reinventing Public Education (CRPE) found that students with disabilities are less likely to enroll in charter schools. Charter schools tend to reclassify special needs students out of the program. This reclassification helps explain at least 80% of recent growth in this gap, while the other 20% was due to students transferring between charter and public schools. When more general education students enter elementary education, their entrance automatically reduces the proportions of special needs students in comparison to the general population. It is not, as some alleged, a decrease in the enrollment of students with disabilities. But, there is a lot of mobility among special needs students and it does not depend on whether they attend public or charter schools. According to the study, a third of charter school students who receive special education leave their charter school by their fourth year, while a third of public school students who receive similar services leave before their fourth year. The study also saw an increase in Individualized Education Programs (IEP, or the special education program) over time in the group of special needs students in both charter and public schools. The overall change in both schools for IEP students was 1.2 percent. And, adding to that, more students with disabilities apply to public schools over charter schools. For example, in the 2009-9 year, 12.6% of students who applied to public schools had special needs while 5.7% of the students who applied to charter schools had such needs. Even though the percentage of special needs students increases over time to 2012-13, it is still less than the amount of students with special needs who apply to public schools with an average difference of 7.625% between public and charter schools. Spencer Irvine is a staff writer at Accuracy in Academia. If you would like to comment on this article, e-mail [email protected]

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Storylords features reading comprehension strategies in a basic reading program for first- through fourth-graders as well as Chapter I remedial reading classes. The series will capture students’ attention with fantasy carefully interwoven with strategies designed to help students better understand printed materials. The lessons will provide an appealing and understandable initial introduction to a new abstract idea. 1. Activating Prior Knowledge Before Reading — Norbert meets Lexor and takes on his first challenge: Helping a dancer solve a riddle. 2. Connecting What You Know With What’s On The Page — Stumped by Thorzuul’s riddle, Norbert finds Mrs. Framish’s lesson on making inferences about a wordless picture book helpful. 3. Knowing When You Don’t Know (In Your Head) — Norbert uses Mrs. Framish’s STRARO strategy (Stop, Think, Reread, Ask, and Read Over) to help an artist paint. 4. Knowing When You Don’t Know (On The Page) — Mandy’s portrayal of a pterodactyl suffers because the word is not explained at the beginning of the script she is reading. 5. Directed Reading-Thinking Activity — Mandy follows Norbert to Mojuste, where Thorzuul has turned ten children to stone for failing his reading test. 6. Question-Answer Relationships — The apprentice storylords show the Gwynn twins how to combine ideas from two letters to find one answer. 7. Decoding Words In Context — Norbert leads Mandy through strategies to decode the word “envelope.” Mandy helps Zandro pronounce and understand “dandelion.” 8. Inferring Word Meaning In Context — When Norbert becomes ill, Jason tells him about the word detective game the class played. Mandy guides Caroma through contextual clues for painting a magical picture. 9. Story Mapping — Magical picture. 10. Pronoun Anaphora — With Norbert zapped motionless, Mandy must infer links between pronouns and their antecedents to free her brother. 11. Identifying Main Idea And Details — The apprentices must read and organize a set of sentence strips into a paragraph that makes sense. 12. Integrating Comprehension Strategies — Thorzuul startles Norbert and Mandy by threatening them after school. If they can’t make a sensible paragraph out of his four sentences, he’ll turn them into permanent statues. Applying several reading strategies, they succeed. A Million Thanks Instructional Video Resources Use our classroom videos for every curriculum and every grade level. Lending LibraryAccess our lending library and order form for video titles for all grade levels and subject areas. Find Us at the Following Events: March 25-28: ND Assoc. of Secondary School Principals, Bismarck. March 26: Family Literacy Event, Rolette, ND. March 26-28: ND Music Educators Assoc., Bismarck. March 30: Family Literacy Event, Warwick, ND April 10: Family Literacy Event, Devils Lake. April 14: Family Literacy Event, Wahpeton-Breckenridge. April 16-18: ND STEM Network Conference, Fargo, ND. April 20: Family Literacy Event, Tate Topa, ND. April 21: Family Literacy Event, Minnewaukan, ND. April 23: Family Literacy Event, Dakota Prairie, McVille, ND. April 23-25: NDRA Reading Conference, Minot. April 28: Family Literacy Event, Flasher, ND. April 30: Family Literacy Event, SENDCAA, Fargo, ND. May 29-31: Family Literacy Event at Devils Run, Devils Lake. JUNE 6: SHARE-A-STORY LITERACY EVENT, Rheault Farm, Fargo.

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http://www.prairiepublic.org/education/instructional-resources?post=1609

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From the recognition of ‘self-respect marriages’ to the upholding of 69% reservation, the State Assembly, whose diamond jubilee is being celebrated today, has seen many momentous occasions, says T. Ramakrishnan The Tamil Nadu Legislative Assembly, which celebrates its diamond jubilee on Friday, has always been known as a forum for expressing strong views on various social and economic issues, and occasionally, a platform to settle political scores. This was evident even in the first Assembly (1952-1957) when the House intensely deliberated the scheme of elementary education launched by the Rajaji government. Among the critics of the scheme were many members of the Congress and they contended that the scheme sought to perpetuate caste-based social hierarchy. Through an amendment in July 1953 to a government-sponsored motion, an attempt was made to recommend to the government to drop the scheme. Though the amendment was not carried through, Rajaji quit the post within a year. After Kamaraj succeeded him, Education Minister C. Subramaniam in May 1954 informed the House that the scheme would be dropped. The Rajaji days are remembered for landmark laws to protect tenants of farm lands and landless agriculturists. After the Dravida Munnetra Kazhagam captured power in 1967 and its founder C.N. Annadurai became Chief Minister, the Hindu Marriage Act was amended to recognise “self-respect marriages” or those marriages free of religious rituals. The law took retrospective effect as “self-respect marriages” formed a major plank of the Dravidian movement. His successor and five-time Chief Minister, M. Karunanidhi, piloted several Bills and moved numerous motions. In his last spell (2006-2011), laws for exclusive reservation for Muslims and Christians within the quota of Backward Classes and Arundathiyars within the reservation of Scheduled Castes were made. However, in deference to wishes of the Christians, the scheme of separate quota for the community was dropped. The 10-year-long rule (1977-1987) of the government, headed by M.G. Ramachandran of the All India Anna Dravida Munnetra Kazhagam, was noted for various measures in the area of revenue administration. Notably, the system of hereditary village officers such as “karnam” was abolished at one strokeAfter the Supreme Court delivered the Mandal Commission judgment in November 1992, settingthe ceiling for reservation in education and employment at 50 per cent, the Assembly responded through legislation aimed at safeguarding the existing 69 per cent quota for Backward Classes, Most Backward Classes and Scheduled Castes/Scheduled Tribes. The law was included in the Ninth Schedule of the Constitution. The enactment of the quota law was a high point in the first tenure (1991-1996) of Jayalalithaa as CM. In her previous spell (2001-2006), the law against those who indulged in charging usurious rates of interest was enacted. The Assembly, which has witnessed several changes in the social profile of its members, has also seen numerous uproarious scenes and yet retains its character of lending voice to problems of the less-privileged.

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|Art Methods and Practicum for Secondary Education| |CLASS CODE:||ART 405||CREDITS: 3| |DIVISION:||PERFORMING AND VISUAL ARTS| |GENERAL EDUCATION:||This course does not fulfill a General Education requirement.| |DESCRIPTION:||Skills and methods necessary to teach art in the secondary classroom.| |CONTENT AND TOPICS:||Topics will include drawing, painting, color, design, photography, ceramics, graphic design, and printmaking. This course will be both lecture and studio experience. It is designed to acquaint students with the skills and methods necessary to teach art in the secondary classroom. It will introduce the student to art education theory, and how to practically apply its concepts into curriculum development and lesson planning. The student will also learn methods for effective instruction of these concepts in the classroom. Students will create a variety of images that can be used in the secondary classroom. Students will be introduced to a variety of media and the methods for art creation, curriculum development, critique processes, and evaluation. |GOALS AND OBJECTIVES:||-- Understand that Art is a core subject. -- Understand comprehensive art education--including production, aesthetics, criticism, and art history. -- Create meaningful art curriculum and lesson plans. -- Analyze, discuss, and respond to a wide range of artworks. -- Apply issues of art history, art criticism, and aesthetics to the secondary art classroom. -- Gain experience in secondary art education by observing and participating in a secondary art classroom. |PREREQUISITES:||Junior level status. Sec. Ed. 370| |OTHER:||Attendance, preparation, and completion of all projects will be the basic criteria for grading. Students will be expected to create a portfolio of projects for each medium that will become the basis for classroom visual aids.| |EFFECTIVE DATE:||August 2003|

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Learn to understand and compare the many religious expressions of humankind. Although the study of religion requires a certain subjective sensitivity to the religious mindset, it seeks to transcend subjective empathy in the pursuit of objective analysis. Whether you’re interested in music education, music performance, or studying and listening to music, our flexible curriculum lets you create a personalized program. You’ll also experience an abundant and varied concert life by attending first-rate musical events in NYC. Build linguistic and cultural awareness to experience the world differently as you study Spanish, French, Italian or German. By studying language, literature, civilization and film, you will begin your own journey through the myriad cultures of the planet. Reflect on the global economic and political interdependence of the post-Cold War world. We’ll help you understand how and why countries interact, and how the world has been influenced by history, politics, economics, and culture. Do your interests span multiple departments and areas of study? Maybe creating your own major is for you. Build a rigorous program of study to investigate interdisciplinary topics, problems, and questions. Studying history will prepare you to respond to breaking global news and to debate conflicting views. Using newspapers, films, novels, and legal documents, you’ll learn how to argue persuasively, read and research carefully and write creatively. Learn to think about the process of acquiring an identity as male or female and consider the impact of changing gender roles. Areas of focus include marriage and family, sexual orientation, the distribution of power by gender, and the representation of gender in literature and the arts. Become media literate and advance your own awareness of media’s effect on your perceptions of critical social issues. You’ll look at film form, film and television history, world cinema, and/or practice in graphic computer arts. You’ll learn to appreciate literature in its own right and explore literature as a reflection on the political, social, and aesthetic values of the periods in which works were written. Study a range of disciplines, including ballet, jazz, modern, and tap as well as courses in choreography, history, and criticism. Explore the wide range of dance techniques while encouraging further development of your personal dancing style.

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expert advice MORE Should My Son Take the SAT or the ACT? Q: My seventh-grade son has been nominated to the Duke University Talent Search. He can take either the SAT or the ACT. How do I know which test is appropriate for my child? I know the SAT tests verbal and math skills, while the ACT includes science and social studies as well. Is there something else I should know before we make the choice? A: The SAT and the ACT are the two standardized tests used by colleges in admissions decisions. They can also be used to identify highly gifted students as early as fifth or sixth grade. The SAT I: Reasoning Test measures verbal reasoning, math problem-solving, and critical reading. It is not designed to measure motivation, creativity, or specialized talents. The American College Test or ACT measures general educational achievement in the areas of English, math, reading, and science, and assesses the ability of students to complete college-level work. The ACT is also unlikely to identify students who are gifted in specific areas, such as creative thinking, leadership, or the visual arts. Both the ACT and SAT also have supplementary tests that are designed to assess advanced achievement in specific subject areas. Some colleges prefer one test or the other in their admissions processes, but both tests are good for selecting students for accelerated content-based programs, such as Talent Search. Schools also can compare scores on the two tests. The American College Testing Program, which produces the ACT, and the College Board, which is associated with the SAT, provide excellent websites with additional information about their testing programs. Both have specific links for parents and students. The ACT website is act.org. The College Board website is collegeboard.com. More on: Expert Advice Rita Culross is Associate Dean, College of Education, and Adjunct Professor of Psychology and Curriculum and Instruction at Louisiana State University. Culross has served as the consulting school psychologist for a public school elementary gifted program, and has written a book and several journal articles on gifted education.

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|Free Ear Trainer| Educators can teach their students to play music by ear with this free music trainer. The trainer includes a picture-based guide and three video tutorials. |Integrating music with Language Arts| Music and Language Arts/Phonics/Reading lesson plans. This online music factory provides education grants for teachers so that students can use the site's music mixing and songwriting tools for free. Provides free learning resources for music students and teachers at every level. KIDiddles provides free printable sheet music and lyrics for thousands of nurseries and children's songs. The site can also be used to professionally produce original song sheets for the classroom. |Lester S. Levy Collection of Sheet Music| Sheet music collection from the Milton S. Eisenhower Library of The Johns Hopkins University includes more than 29,000 pieces of sheet music that can be used in the music classroom. |McGill English Dictionary of Rhyme| A dictionary and the free software that comes with it would be an asset to any music curriculum. Listeners can search for music using their voice. Simply sing a few bars (at least ten seconds is best) and you will find the song you're looking for. |Music and Math| Another Math lesson on patterns integrating Music. |Music Ed Magic| Music Ed Magic offers an amazing collection of music resources for educators, including lesson plans, sheet music, education articles, and free software. |Music Education Online| This free website from Children's Music Workshop provides free music lessons, sheet music, news, event listings, and other helpful music education resources. |Music Homework Help| Music Homework Help (Tameside Central Library) |Music Tech Teacher| A site to support and connect music teachers was created by a music Teacher of the Year-who posts free music and technology-related lessons, quizzes, word searches, and other games. This site offers free web-based flashcards that can be used to teach students note names, key signatures, and music theory. Created by Dr. Prof. Joseph Pisano, this site is dedicated to spreading the word about technology in music education. |National Association for Music Education| The "mother" and umbrella organization for all other groups in music education. |Pitch Perfect Guitar Tuner| This free guitar tuning software for musicians makes it easy to quickly tune any guitar. Pitch Perfect works with Windows and Pocket PCs. A place to find lyrics, song meanings, trivia, and other resources to engage students in music curriculum. Songza is a music search engine that doubles as a free Internet jukebox. Users can look up any song or band and then stream or share the music they find. |The Teachers' Corner| The Teacher's Corner provides music lessons around colors, literature, and more. |The Teaching Channel| Teaching Channel is a video showcase—on the Internet and TV—of inspiring and effective teaching practices in America's schools. |The ultimate FREE resource for teachers| HotChalk’s Lesson Plans Page (LPP) was created with one goal in mind — making life easier for teachers. |Voices Across Time| Voices Across Time was created to help teachers harness the power of song as primary source to supplement any secondary American Social Studies, Language Arts, and Music curriculum.

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Boston Children's Museum has been creating curriculum, activities and other resources for educators and parents for 100 years. These resources are used in every state in the United States and in over 100 countries around the world, and are rooted in decades of understanding how children learn most effectively, and how adults can best support that learning. The resources below include the multiple–award winning "Beyond the Chalkboard" website, which was named "Best of the Web – Education Website" and is used by tens of thousands of afterschool professionals all around the world; the STEM Sprouts Teaching Guide, which offers ideas and activities for early childhood educators who teach science, technology, engineering and math; guides for afterschool educators working with English Language Learners and children with autism; and BCM Home Edition – a book of 26 activities that families can try together at home. Each of these resources is available for free to any parent, teacher or other caregiver that wishes to use them. Click on the links below to find out more. Voted "Best Education Website" by Museums and the Web, Beyond the Chalkboard is the world's first free, online multidisciplinary curriculum created specifically for afterschool educators. The hundreds of activities on this site cover a range of subjects including science, literacy, culture, art, health, math, and engineering in ways that support what's learned during the school day. Most importantly, by promoting critical "21st century" skills like problem solving, communication, and working collaboratively with peers, we believe the activities, teaching techniques and resources of this curriculum can help prepare kids for life. Beyond the Chalkboard is being used in every state in the United States and in over 100 countries (and counting!) around the world, by tens of thousands of educators reaching hundreds of thousands of children. Such a broad community gives us all an opportunity to communicate, share and learn from each other. Click the link below to visit this website and join this growing community! Boston Children's Museum developed the Including Children With Autism in Afterschool Settings Guide alongside experts in Autism, Out-of-School Time (OST) professionals who run inclusive programs, and parents of children with autism to help afterschool staff better support children with Autism Spectrum Disorders at their sites. As the frequency of diagnoses of Autism Spectrum Disorders steadily increases, this Guide can serve as a platform for enriching professional growth and relevant dialogue for a wide spectrum of OST staff and administrators. Click below to download two free PDFs: the Including Children With Autism in Afterschool Settings Guide and an accompanying document that includes examples of tools you can use with children with Autism Spectrum Disorders in your afterschool program. Working closely with the Latino After School Initiative, Boston Children's Museum developed this guide to help Out-of-School Time (OST) staff better support any and all English Language Learners at their sites. As the ELL and bilingual student populations steadily increase at both the state and national levels, we envision this guide serving as a platform for enriching professional growth and relevant dialogue for a wide spectrum of OST staff and administrators. Click below to download this free PDF. The STEM Sprouts Teaching Guide is the product of collaboration among National Grid, Boston Children’s Museum, and WGBH. The goal of this guide is to assist preschool educators in focusing and refining the naturally inquisitive behaviors of three- to five-year-olds on science, technology, engineering, and math. It includes general information on how young children explore science topics as well as specific activity suggestions that align with the Massachusetts state guidelines for STEM teaching in early childhood. Click below to download this free PDF. Boston Children's Museum's mission is to engage children and families in joyful discovery experiences that instill an appreciation of our world, develop foundational skills, and spark a lifelong love of learning. But these kinds of engaging experiences don't only happen at the Museum…they can happen at home as well. BCM Home Edition was created to encourage families to explore, learn and grow together through activities that are fun and inspiring and that any family can try at home. Click below to download this free PDF and bring the Boston Children's Museum home with you!

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Between examing the role that Good to Great can have in our schools, I continue to explore what I need to learn about teaching Latino students. In three previous posts, here, and here, I responded to a professional development session in which our staff's effort with Latino students was summarily reproached for its subtly racist undertones. The presentation, though interweaved with some truths, was more for provocation than actual usefulness. I'm tempted to dwell on its need for provocation and not move to the intereweaved truths--I'll refrain for now. Last year, in my first year at this particular school, I discovered a book, Puerto Rican Students in U.S. Schools, edited by Sonia Nieto. The Daily Grind should fund the purchase of this text, but for now, google books will have to suffice. The truth is that our Latino students do face challenges in finding success within our US schools--we who teach these students should be more educated on those challenges. Yet I can't help but admit that many students of various racial makeup have challenges. Which is why I agree completely with one of Nieto's conclusions about the need for caring teachers--of all the foundational skills needed to succeed with all students, carino, might be the most important. Nieto concludes, "Care is demonstrated most powerfully through high expectations and rigorous standards, and in teachers' beliefs that students are worthy and capable" (31). The current charter school movement is tapping into the power of carino as a means to improving student learning. We have much to discover about high expectations and rigorous standards. Sometimes I think teachers of our Latino students, in an effort to care about them, allow themselves to lower their standards and focus too heavily on how the "feel" and less on whether or not they are learning. She adds that other effective examples of carino include, "...developing strong interpersonal relationships with students and their families, learning about and from them, respecting and affirming their language and culture, and building on these to support learning" (31). At this point, I begin to feel uncertain about what she is proposing. Or, at least start asking far more questions, which would be the better way to describe my uneasiness. Shouldn't we expect "strong interpersonal relationships" between our teachers and every student? What does "affirming their language and culture" mean? For instance, in Sweating the Small Stuff, author David Whitman writes that the new paternalistic schools "Street slang, the use of the ‘n-word,’ and cursing are typically not only barred in the classroom but in the hallways and lunch room as well” (38). I know that by "language" Nieto more than likely means Spanish, but what if their "language" is both Spanish and street-slang English? Culture is the learned patterns of behavior, and street-slang falls into that definition. However, in the end, I agree with Nieto regarding what she more than likely really means. Schools which serve Latino students should be working to create great students. Whitman, in his book, describes Cristo Rey Jesuit High School goal “... to have graduates be bilingual and bi-literate” (139). Not only does this respect their culture, it serves the greater purpose of educating our students to high standards. Now that's real carino.

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As touchscreen tablets become the hot holiday gift for children—even for tots still learning to walk and talk—parents can be forgiven for feeling a little confused and skeptical about this new trend, especially when it comes to claims about education. The iTunes App Store boasts more than 700,000 apps and, as the Joan Ganz Cooney Center discovered earlier this year, nearly 80 percent of the top-selling paid apps in the education category are aimed at children. Many of these apps make claims about helping children learn to read. It's an alluring promise—but are they all they are cracked up to be? As partners with the Campaign for Grade-Level Reading, a national coalition examining reading problems, we set out to answer those questions. For the past eight months, we scanned the technology and literacy landscape examining new products and programs. What we found was a digital Wild West, especially in the teeming app marketplace. Tens of thousands of apps are labeled educational and marketed to parents who receive little to no information about whether and how they work. Most of the top-selling reading apps appear to teach only the most basic of literacy skills. They lean toward easy-to-teach tasks, such as identifying the ABCs, but don't address higher-level competencies that young children also need to become strong readers, such as developing vocabulary and understanding words in a narrative. A snapshot of the iTunes App Store's most popular paid literacy apps showed that 45 percent targeted letters and sounds and half focused on phonics. Only 5 percent covered vocabulary, and none addressed comprehension or the ability to tell stories. Many “reading” apps are essentially flashy flashcards: Click on a set of letters and the audio kicks on, uttering the letter's sounds. Move to the next set and repeat. This imbalance comes as research shows that knowing the ABCs and other basic literacy skills, while important, are not enough to help children become strong readers. Children need background knowledge and vocabulary, too, as made clear last week in the release of vocabulary scores from the National Assessment of Educational Progress. The scores, which are distressingly low for children from disadvantaged backgrounds, showed an integral link between vocabulary and reading comprehension. Until comprehension is addressed, American kids will continue to lag compared to children from nations such as Hong Kong, Singapore and Finland. But apps aren't the only problem. We also examined the most popular children's ebooks in the iTunes store and found missed opportunities for literacy development. Ebooks have real potential to exploit interactive features for engaging parents and children around stories, while also providing prompts and assistance when words are too difficult to sound out. But our data on ebooks, while based on a small sample, showed that the e-titles that parents download are not the ones taking full advantage of technology to help children learn to read and understand the story. Popular ebooks based on children's movies, for example, appear to be designed to be “watched” more than “read,” putting them in the category of child-occupying tools rather than something to actively engage children with the print on screen and the story being told. Few ebooks give children on-ramps to new vocabulary or background knowledge in subjects they may not come in contact with everyday (art, science, history). By contrast, good ebooks for building strong readers will ask questions that lead to interactions with on-screen images that add meaning to the story or help reinforce the storyline. Ideally, such ebooks, coupled with parenting programs in early childhood programs and libraries, could help parents see their value in helping their children, especially for moms and dads who have never felt all that confident reading aloud print books. More than two-thirds of fourth graders unable to read at grade-level (and numbers far worse for low-income children, blacks, and Hispanics). We have to find new ways to help or we will continue to sap the potential of millions of young children. Already the federal government and states have spent billions of dollars to try to tackle the literacy problem, but current policies and practices have only barely budged reading scores upward. With the advent of new technologies, we are at an opportune moment for harnessing digital media to support parents, educators, and children in building the next generation's reading skills. But technology's potential to be a game changer will not be reached unless technology is tapped to provide vital new supports for parents and educators. At its best, the technology complements the work of trained teachers and parents. It doesn't replace it. Lisa Guernsey is director of the Early Education Initiative at the New America Foundation. Michael H. Levine is executive director of the Joan Ganz Cooney Center at Sesame Workshop. They are authors of “Pioneering Literacy in the Digital Wild West,” a new report from the Campaign for Grade-Level Reading.

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What it means to be literate today is very different than what it meant 10 years ago and what it will mean 10 years from now. As a result, Walden University reading and literacy experts have been selected for their abilities to promote 21st-century literacy in students from a very young age. They provide proven skills that both students and teachers need in order to thrive in today's fast-paced, information-driven world. As educators, administrators, and policymakers, these experts bring new literacy perspectives that form the basis of research-based best practices and provide leadership in literacy on a national level. Donald Bear, EdD Dr. Bear is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. He also serves as director of the university's E.L. Cord Foundation Center for Learning and Literacy. Dr. Bear consults with school districts to develop their literacy programs. He is the co-author of Vocabulary Their Way: Word Study with Middle and Secondary Students and Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Linda Gambrell, PhD Dr. Gambrell, a professor of education in the Eugene T. Moore School of Education at Clemson University, recently served as president of the International Reading Association (IRA) and was a member of the IRA's Board of Directors. In 2004, she was elected to the Reading Hall of Fame. Her current research interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning. She is co-editor of Literacy Teaching and Learning and serves on the editorial advisory boards of Reading Research Quarterly, Journal of Literacy Research, and Reading Research and Instruction. Dorothy Strickland, PhD Dr. Strickland offers more than 50 years of knowledge and perspective as a reading and literacy expert. She began her landmark career as an elementary classroom teacher and went on to serve as a reading consultant and learning disabilities specialist before assuming such leadership roles as president of both the International Reading Association and its Reading Hall of Fame. Today she is a senior research fellow at the National Institute for Early Education Research, Rutgers University Graduate School of Education where she holds the Samuel DeWitt Proctor Chair in Education. She has authored and edited numerous publications on language development and reading. Alfred W. Tatum, PhD Dr. Tatum has emerged as a leading voice on adolescent literacy, conducting cutting-edge, qualitative research on the literacy development of African-American adolescent males and teacher professional development in urban middle and high schools. A former eighth grade teacher and reading specialist, he offers professional development support to schools nationwide in addressing the literacy needs of students characterized as vulnerable. Dr. Tatum is an associate professor in the Department of Literacy Education at Northern Illinois University and is active in several professional international and national literacy organizations including serving on the board of directors for the International Reading Association.

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New UK curriculum ramps up lessons in SPAAAACE More facts crammed into brains in draft schools shakeup British children will be taught more about the solar system and evolution in an overhaul of the primary school curriculum proposed yesterday by Education Secretary Michael Gove. Gove reckons his new draft lesson plan will "restore rigour" to classrooms by bumping up the amount of stuff kids have to learn: in science that will mean telling youngsters more about neighbouring planets and how creatures emerged from Earth's primordial ooze, which will make a change from the Pokemon flavour of evolution the tykes are used to. Blighty's under-12s will also be made to learn more about the concept of speed - presumably the magnitude of velocity rather than the drug. In line with the approach to science in schools in Alberta and Massachusetts, there will be a new focus on getting kids to do experiments. In maths, pupils will be expected to do more work with fractions - a level consistent with education in Singapore - and know their times tables up to 12 x 12 instead of the current top limit of 10 x 10. In English, spelling will be beefed up, and pupils will be expected to know how to use apostrophes correctly and master formal English by reciting poetry. ®

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Neither genius, fame, nor love show the greatness of the soul. Only kindness can do that.” -Jean Baptiste Henri Lacordaire Unrestrained generosity as described by scholars: “Something given with no ulterior motive, necessity, or expectation in mind.” Kindness, as described by Webster: “The ability to show tenderness, consideration, thoughtfulness, humanity, understanding, compassion, graciousness and benevolence.” I found the term “unrestrained generosity” used in a couple of books I have read lately. It is an act that we can perform every day in many ways. This brings to my mind the fact of how most young children express their appreciation or love for someone or something. So how do we as parents and caregivers mentor our children to keep this skill natural to them as a child and retain it throughout their adult years. Children do things all the time without the thought process of what the outcome of their action may be. This can be good and sometimes not so desirable. This is an extraordinary role impersonation that you will see children take on from parents, other adults and older children they model. Simple acts of kindness go a long way with children. Children not only soak up these moments but also love to witness acts of kindness towards others. Whether it is taking in the stray kitten that has wandered on to your porch or helping someone cross the street. As parents and caregivers of children, it is important to think about the way we respond to different circumstances. They need to see you show them the “kind” response. Exercising our control of temperament and feelings will help your child see and gain that skill. Children sense from us how we are reacting to different individuals and/or situations and will gear their reaction similarly if learned. This whole thought process brings back the images of September 11, 2001. With events such as these we see many images of unrestrained generosity by individuals, states and countries. You think of the co-workers that struggled to carry a wheel chair bound co-worker down flights of stairs. You see images of blood donors across the country lining up around city blocks, insisting they be able to do something to help. In a vast system you see harried bureaucrats working with unexpected calm and compassion to get relief and information out to the victims and families. It was an incredible time of word pictures with the intensity and the enormity of the desire to help. It is human nature to help when tragedy strikes especially with something of this magnitude. Wow! What an incredible impression we would make if we felt that desire on a daily basis. We would all make such a difference by showing our children this concept with acts of kind- ness to our family members, friends and co-workers. Unfortunately, many times what goes on around us is tempered by our self-interest. Make a mental list to put your priorities in check. At the top of that list put unrestrained generosity to those faces you look upon every day. I challenge you as a parent or caregiver to show the children in your life that you haven’t outgrown this all-important ability to “simply be kind”. “Paradise is open to all kind hearts.” -Pierre Jean de Beranger Mary Ellen Carlson has extensive experience in Elementary Education. Before assuming the duties as Director of Heritage House Childcare & Learning Center, she taught at Panama Central School, owned and operated her own home day care, and was the Project Coordinator of “Write Team,” a grant-funded project at the James Prendergast Library.

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Eight separate teams of art teachers, curriculum specialists, museum educators, and art discipline specialists worked together to create this stimulating collection of sample curricula. These distinctive approaches integrate art production, art history, art criticism, and aesthetics, the foundation of elements of discipline-based art education (DBAE). These curricula provide examples of DBAE in practice for teachers who want to create their own curricula tailored to the needs of their schools and multicultural classrooms. Two units each are included for elementary, middle, and secondary levels; one selection covers a studio production unit in ceramics; and one unit provides an approach to studying a work of art in a museum setting. This title is out of stock indefinitely. Please look for it at your local libraries and/or used bookstores.

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A Comparison of Oral and Written English Styles in African American Students at Different Stages of Writing Development. Summary of "A Comparison of Oral and Written English Styles in African American Students at Different Stages of Writing Development." The purpose of this investigation was to compare the rates of using African American English (AAE) grammatical features in spoken and written language at different points in literacy development. Based on Kroll's model (1981), a high degree of similarity between the modalities was expected at Grade 3 and lower similarity expected at Grade 8. Spoken and written language samples were analyzed for the occurrence of six AAE morphosyntactic features. Fifteen third- and 15 eighth-graders were asked to respond to interview questions and retell stories in both modalities. Percent use of the AAE grammatical features and a dialectal density measure were used to measure rates of AAE occurrence. Findings indicate comparable use of dialect in spoken and written modalities for third-graders, but a difference in use between the modalities for the eighth-graders. The eighth-graders used more dialectal features in speaking than writing. These results suggest there is likely a period in writing development when speakers of AAE learn to dialect-switch in their writing. University of Mississippi. This article was published in the following journal. Name: Language, speech, and hearing services in schools - PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/20679408 - DOI: http://dx.doi.org/10.1044/0161-1461(2010/09-0069) -Students situated in post-structural feminist pedagogical learning (PFPL) in a freshman English course (37 students) were expected to have lower English classroom anxiety, score higher in English, an... Durable remissions in children with acute lymphoblastic leukemia (ALL) require a two-year maintenance phase that includes daily oral 6-mercaptopurine (6MP). Adherence to oral 6MP among Asian and Afric... Abstract Objectives: To evaluate the feasibility and acceptability of an e-mail-delivered program to promote nutrition and physical activity in African American college students. Participants: Forty-s... Using the Adapted Model of Institutional Support as a framework, data were collected from 90 minority students, 80 faculty members, and 31 administrators from schools of nursing in Texas to determine ... ABSTRACT This study investigated college students' sexual hooking up and its associations with alcohol consumption for men and women; furthermore, potential differences related to ethnicity were inves... The purpose of this study is to test if sexual health interventions can reduce the incidence of STIs among African American teens (15 to 21 years old). By doing this study, we hope to help... The purpose of this study is to determine the effectiveness and safety of SYMBICORT® pMDI (a medication approved by the Food and Drug Administration, FDA) in the African American populati... African American women have higher rates of obesity than women of any other racial or ethnic group in the United States. Obesity can have many causes, including genetic and environmental f... The overall goal of this randomized, controlled study is to compare a model written treatment plan with the usual care that is provided by a group of adult and pediatric pulmonologists and... B-ME is a research intervention study designed to address the needs of African American men who have sex with men (AAMSM) who are at high risk for HIV. The intent of the intervention is to... Medical and Biotech [MESH] Definitions Agreements between two or more parties, especially those that are written and enforceable by law (American Heritage Dictionary of the English Language, 4th ed). It is sometimes used to characterize the nature of the professional-patient relationship. Comparison of various psychological, sociological, or cultural factors in order to assess the similarities or diversities occurring in two or more different cultures or societies. Revealing of information, by oral or written communication. Method for obtaining information through verbal responses, written or oral, from subjects. The philosophical view that conceptions of truth and moral values are not absolute but are relative to the persons or groups holding them. (from American Heritage Dictionary of the English Language, 4th ed)

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THIS WEEK'S TRACK IS EXCERPTED FROM A Drummer's Guide to: Rock Beats and Fills • Hand & Foot Technique • Coordination and Independence • Reading Music Understanding Song Construction • R&B, Jazz, Latin Styles and more! Including: MP3 CD packed with 41 Play-Along Tunes (with and without drums) and over 400 Demonstration Tracks! Whether you're a beginner, intermediate or advanced drummer, you'll benefit from the simple step-by-step approach for learning technique, independence, music reading and grooves. A FRESH APPROACH to the DRUMSET will give you a solid foundation to take your drumming to the next level! DOWNLOAD A SAMPLER OF THE BOOK AND PLAYALONG TRACKS HERE! more information, visit: http://www.MWPUBLICATIONS.com What others are saying about the book: Many teachers have attempted to write a one stop book for drummers of all levels which can be given to the beginner and still be a useful tool to the advanced player. So many good teachers have failed at this difficult task and I can only think of a few books that do this well. Most of the books that fail spread themselves too thin by covering several areas in a rushed manner while others include far too much detail that can put off a beginner and frustrate the advanced player who has to trawl pages of information they already know. Mark Wessels has managed to create one of the few successful books. The book is split into 34 lessons covering the basics like grip and sticking patterns all the way to more complex challenges like syncopated 16th notes grooves, Rhumba and Jazz . The CD contains play along tracks in almost every genre that a drummer may encounter in their musical life. In addition to this, there are reading exercises, rudiment charts and a musical glossary. I’d say it has it all in one book. Did I mention it works on your fills as well? This is definitely one of the most comprehensive and detailed book I have seen in a very long time. The information is vast, yet it seems to break down its content into small bite size pieces. As a teacher, I welcome this book and would recommend as a book for students to buy as it covers so many areas that teachers teach over the years. This is simply a great book that every drummer should have whether you’re starting up or are professional looking for a reference book. It’s informative, interesting and straight to the point. – Adrian Graham, MikeDolbear.com is the Director of Internet Activities for Vic Firth. In addition to his daily gig of updating the VF website with video interviews, features and educational content, he is the owner of Mark Wessels Publications, the publisher of "A Fresh Approach to the Snare Drum" and "A Fresh Approach to Mallet Percussion" - two best selling books for the school band market. You can check out Mark's video lesson series for beginning snare drum here - and view his popular video game for learning to read keyboard music here. Currently, Mark has printed (and sold) over 250,000 books. Mark received his Bachelor's Degree in Music Education at the University of Texas at Arlington. He marched the Madison Scouts Drum & Bugle Corps and was the Percussion Caption Head/Arranger for the Sky Ryders Drum and Bugle Corps (1985-1991). In addition to spending an agonizing year instructing the University of North Texas Drumline (which presented an exhibition at PASIC in San Antonio, TX – a year BEFORE the famed "FOGAR" incident, which he happily wasn't a part of), Mark had an exciting 12 year public school experience teaching band in DeSoto and Plano, TX. Mark was hired by Vic in 2001 to construct the VF website from scratch, building it from nothing to the behemoth you see today. VICFIRTH.COM is widely considered a leading music industry website, and currently attracts over 30,000 unique visitors per day. Currently, Mark works at home in his pajamas and also writes and practices. Mark lives with his wife of 25 years (Lynn), daughter (Kaitlyn, 10), and son (Drew, 6) in Prosper, TX – and will never have the time to be on Facebook. Watch for his ground-breaking video lesson series based on "A Fresh Approach to the Drumset" on vicfirth.com - coming soon!

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Three questions that can determine your wealth If you and your spouse can correctly answer three simple math questions, a recent study suggests you'll have plenty of money in retirement. Financial commentator Greg Heberlein gave the quiz to KPLU's Dave Meyer, and you can take it, too. Patricia Sabatini of the Pittsburgh Post Gazette obtained the questions from the RAND Corporation. They are: 1. If the chance of getting a disease is 10%, how many people out of 1,000 would be expected to get the disease? 2. If five people all have winning numbers in the lottery, and the prize is $2 million, how much will each of them get? 3. Let's say you have $200 in a savings account. The account earns 10% interest per year. How much would you have in the account at the end of two years? You'll find the answers at the end of this post. The study was conducted by researchers at the RAND Corporation, the University of Southern California and the University of Michigan. It found when couples over the age of 50 were able to correctly answer the three questions, their household wealth averaged $1.7 million. If neither spouse correctly answered any of the questions, their total wealth averaged $200,000. The more questions answered correctly, the greater their household wealth. RAND's James P. Smith says: "We examined several cognitive skills and found that a simple test that checks a person's numeracy skills was a good predictor of who would be a better family financial decision maker." The findings are published in the November edition of The Economic Journal. Warning: Researchers did not study the effectiveness of the quiz in settling disputes over household finances. Use at your own risk!

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Approaches to Phonics Instruction Several approaches to phonics instruction have found support in the research (National Reading Panel, 2000). These approaches are sometimes modified or combined in reading programs. Synthetic Phonics Instruction Traditional phonics instruction in which students learn how to change letters or letter combinations into speech sounds, then blend them together to form known words (i.e., sounding out). Embedded Phonics Instruction Teaching students phonics by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning (National Reading Panel, 2000, p. 8). A variation of onset and rime instruction that has students use their knowledge of word families to identify new words that have that same word part. For example, students learn to pronounce light by using their prior knowledge of the -ight rime from three words they already new: right, might, and night. Analytic Phonics Instruction A variation of the previous two approaches, students study previously learned whole words to discover letter-sound relationships. For example, Stan, steam, and story all include the st word element (st is known as a consonant blend). Phonics Through Spelling Students segment spoken words into phonemes and write letters that represent those sounds to create the word in print. For example, rat can be sounded out and written phonetically. This approach is often used as part of a process writing program. © ______ 2005, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.

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Reading Skills: Making Connections These sites provide various activities involving the reading stragey with connections to text-to-text, text-to-self, and text-to-world. Includes modeling scenarios as well as interactive activities for teachers. Into The Book: Strategies for Learning This site from Wisconsin Education Communication Board features interactive activities to teach questioning, visualizing, inferring, summarizing, evaluation, and synthesizing. Videos model teaching lessons. READWRITETHINK: Making Connections: Strategy Guide Here is a strategy guide to learn how to model the three different kinds of connections (text-to-text, text-to-self and text-to-world). Students then use the strategies to look for their own personal connections to a text. Three downloadable posters describing the connections are available. Reading Response Logs - Making Connections This PDF helps students connect to the texts they are reading. Teaching Reading Comprehension: A Look At Reading Comprehension Strategies Learn more about the following reading comprehension strategies: making connections, visualizing, questioning, inferring, evaluating, and synthesizing. NOTE: This site includes ads. Scholastic: Making Connections - Self-Monitoring See this series of seven lessons provides independent activities to engage students in making connections to text. NOTE: This site contains ads. READWRITETHINK: Digging Deeper: Developing Comprehension Using "Thank You, Mr. Falker" This lesson provides strategies for students to make personal connections to text by using "Thank You, Mr. Falker". Response journals may be used for recording student connections to the character and themes in the book. READWRITETHINK: Boars and Baseball: Making Connections This lesson uses "In the Year of the Boar and Jackie Robinson" to teach reading strategies of text-to-self, text-to-text, and text-to-world. An extension activity is given. READWRITETHINK: Family Ties: Making Connections to Improve Reading Comprehension In this activity, students are engaged with picture books about families to make text-to-self, text-to-text, and text-to-world connections by reading and responding to those books. Revisiting Read-Aloud: Instructional Strategies That Encourage Students' Engagement With Text Use this article for teaching examples of modeling text-to-text, text-to-self, and text-to-world strategies. Several student activities are provided. This site provides information on six comprehension strategies and activities for students. NOTE: This site contains ads. Request State Standards

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