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Profession early years teacher Early years teachers instruct students, primarily young children, in basic subjects and creative play with the aim of developing their social and intellectual skills in an informal way in preparation for future formal learning. They create lesson plans, possibly in accordance with a fixed curriculum, for an entire class or smaller groups and test the students on the content. These lesson plans, based on basic subjects, can include the instruction of number, letter, and colour recognition, days of the week, categorisation of animals and transport vehicles etc. Early years teachers also supervise students outside the classroom on school grounds and enforce rules of behaviour there as well. Would you like to know what kind of career and professions suit you best? Take our free Holland code career test and find out. - Social / Artistic - Curriculum objectives The goals identified in curricula and defined learning outcomes. - Learning difficulties The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders. - Teamwork principles The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc. - Children's physical development Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection. - Kindergarten school procedures The inner workings of a kindergarten, such as the structure of the relevant education support and management, policies, and regulations. - Encourage students to acknowledge their achievements Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth. - Give constructive feedback Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work. - Prepare lesson content Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc. - Adapt teaching to student's capabilities Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals. - Guarantee students' safety Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation. - Assist students with equipment Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary. - Perform classroom management Maintain discipline and engage students during instruction. - Support children's wellbeing Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others. - Assess the development of youth Observe and assess the developmental needs of children and young people in all aspects of their developmental, identity, emotional, social, linguistic and communication needs. - Maintain students' discipline Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour. - Manage children's problems Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders. - Teach kindergarten class content Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles. - Demonstrate when teaching Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning. - Facilitate teamwork between students Encourage students to cooperate with others in their learning by working in teams, for example through group activities. - Manage student relationships Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability. - Support the positiveness of youths Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance. - Assist students in their learning Support and coach students in their work, give learners practical support and encouragement. - Observe student's progress Follow up on students’ learning progress and assess their achievements and needs. - Implement care programmes for children Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities. - Apply teaching strategies Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities. - Assist in children's development of basic personal skills Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games. - Apply intercultural teaching strategies Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

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But there’s one very crucial thing parents tend to forget: teaching kids financial literacy. Sadly, most schools don’t focus on teaching personal finance. We are left on our own to experience and learn how to budget or save money. Can you imagine what the world would look like if people are financially literate? How much difference would it make if we started learning at a young age? Aside from academics and technical skills learned in school, let us teach our children the proper attitude towards money. It’s always best to teach them while they’re young. So, how do we teach children about personal finance? Here are eight practical tips to help you with that. Start with a piggy bank Make learning fun! Bond with your kids by creating and decorating piggy banks. Teach them how to save. Every penny counts! Encourage them by giving them something to look forward to if they fill it up. The board game “Monopoly” is a timeless classic. It teaches us how to strategically use our money. It lets us experience wealthiness and bankruptcy. By exposing our kids to this game, they will appreciate the value of money and investment. Or perhaps, you can simply do role-playing games. For example, use fake paper money and pretend you own a store and your kid as a customer then do a reverse role. This will introduce them to the concept of buying and selling. Another idea is to bond with each other through storytelling! Read children’s books about money. Illustrations and drawings help parents capture kids’ interests. Check online or visit your local library for a vast selection of stories. Bring them with you when you shop Show your kids the price tags. Which one suits your budget? Let them compare prices and explain to them the factors to consider when buying an item. Is it just the price? The quality? Involve them by giving them informed choices. Also, through shopping, you can introduce them to the concept of needs and wants. Let them know what should be prioritized. You can tell them that they can’t always buy the things they want. Make shopping educational, too by letting them exercise their mathematical skills. Have them add and subtract prices. With this, they will get the idea of budgeting. Give them allowance By letting them handle their own money, you instill them the value of responsibility. Have them decide where to use their money. Did they buy toys instead of buying lunch? What was the consequence? Did they get hungry? Explain to them that every money decision they make has consequences. It is through these experiences with the help of your guidance that they will learn. Open a savings account Believe me, they’ll get excited when they see their names on an atm card or a bank passbook! This will motivate them to save. Assure them that they can deposit even a small amount of money in the bank. The goal is to have them develop the habit of saving. Lead by example You are their role model. Show your kids that you can handle your finances well. Show them your bank accounts, insurance, and investment certificates. Inspire them to be like you and challenge them to exceed your savings. Advise them how you did it. If you don’t have bank accounts, show them your efforts of maximizing your available funds. Show them your budget list and receipts. Let them notice that you’re sticking with your budget everytime you go shopping and do groceries. Let them earn their own money Is there anything they want that is not in your family budget? Ask them to work for it. Let them understand that they can have what they want if they can work hard and save money for it. Give them options, to. Teach them other ways to earn. Perhaps you can encourage them to sell old toys, books, or clothes. This will teach them how to be resourceful in earning money. Help them with goal setting Ask your kids what are the dreams they want to pursue. Goals are great because they can be a source of motivation and inspiration. Show them how they can reach their goals. Always look for teachable moments and encourage them to pursue their dreams while staying away from bad debts. Because in the end, it is bad debts and irresponsible handling of money that takes away our dreams from us. It’s tough to teach children financial literacy because money is often a sensitive topic to talk about. But be persistent in teaching them. Have fun until they learn to get the whole point of saving. Aside from helping them go through college, secure their future by teaching them about financial freedom. They will thank you for it in the future. Track All Your Accounts With Personal CapitalPersonal Capital lets you see all of your accounts in one convenient place. Sign up now for free. More from my site Latest posts by Joy (see all) - Stay Motivated While Working From Home? Here’s How! - March 15, 2021 - How To Be An Effective New Normal Leader - February 15, 2021 - How to Successfully Handle Your Finances as a Newly Married Couple - January 17, 2021

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To help children enjoy and appreciate the environment through their senses and in so doing to develop an appreciation of the richness of nature. To introduce children to ecological concepts such as ecosystem and food chain. Choose an area with trees, perhaps a wood, park or even the grounds of the school if it has trees. The activity can take place in any season, but autumn and winter will inspire very different responses to spring or summer. Before the walk it would be useful if children understood the differences between our native broadleaved woodlands and the plantations of coniferous trees. If possible, children should visit or at least see photographs of both types of woodland so they can see the differences for themselves. One of the key differences is the wildlife each type of woodland can support. A coniferous woodland supports very little wildlife, a broadleaved woodland has a complex woodland ecosystem that is illustrated in the next activity, “A Woodland Food Web’. Each child needs a cardboard tube such as found in many household products, an empty half-dozen egg box and a small plastic cup or yoghurt pot. Lead the children into the woodland or wooded space and ask them to stand and let their eyes wander over the landscape. This exercise is designed to help children stop and pay attention to what they see in a way we often overlook or ignore. “Look down at your feet and point your index finger at them. Focus on one foot and notice your that your foot and your finger both have shape, edges, and colour. Follow your pointed finger up your body until you reach your nose and notice how you are now staring at your finger and see its shape, edges and colour again. Now point out in front of you, then drop your hand and carry on looking forward. Keep your head still and use your eyes to see how much of the horizon you can see – take in the whole horizon. Now turn your head to the left as far as you can go and move the eyes with you, then move the head back to the centre and to the right. How much more do you see than when you were focused on your foot or finger? ” Hand out the cardboard tubes to each child. “Focus on something on the horizon, a tree, a house, anything using your ‘telescope’. Now switch back and look at the whole horizon… now the tube… focus on something else… do this several times. Now pick up a leaf and look at it through your tube. Has your leaf got a hole in it? Yes? Use the hole as a ‘telescope’ to scan the horizon with again. Does it look different from the cardboard tube?” Ask the children to pair up and tell each other something about this experiment. What kinds of things did they notice? Are they surprised by how little they can see when they focus on their foot or finger and how much when they look at the horizon? Gather everyone together in a circle before you begin this exercise. “Now breathe in very deeply, try to count to ten, hold it for a few seconds then breathe out. Now do it again but this time notice the smells around you. We are smelling all the time and don’t know it.” Give the children a small yoghurt pot or plastic cup each. “In a minute I want you to go off and see how many smells you can find – collect your smells in your cup. It may be some earth, a leaf, a pine-cone, some wild fruit. Experiment and bring back your smelly cocktails to share with the group”. Put children in pairs and get them to smell each other’s ‘cocktails’ – can they describe any of the smells? After the children have brought back their cups of ‘smells’ gather them together, try and find somewhere dry to sit and ask them to close their eyes. “Now remember the deep breathing? I want you to do it again. Take a deep breath and count up to ten in your mind slowly, then let the air out slowly with a big sigh.” Demonstrate the breathing to the children. “Now listen to the sounds behind you; block out all sounds in front of you and just concentrate on the sounds behind you.” Allow the children 2-3 minutes to do this. “Now focus on the sounds in front of you. What do you hear in front of you… block out all other sounds and concentrate on the sounds in front of you. Can you hear sounds near to you? What about sounds far away?” Allow time for children to share their sound experiences with the group. Give each child an egg box and whisper a different ‘touch’ word to each child: e.g. soft, hard, bumpy, smooth, rough, tickly, sticky, slimy, spiky, prickly, cold, warm, damp, dry, flat, fuzzy. Each child must go and find up to six items which correspond to their ‘touch’ word. When they’ve all come back (allow about 10 minutes) sit them in a circle and ask them to pass their egg boxes around and by feeling the contents try to guess each one’s touch word. Ask each child to find a tree they like. “Sit or stand far away from your tree so you can see the whole tree easily. Run your eyes slowly up… and … down the tree. Examine each branch and its leaves. Look at the bark of the tree, let your eyes wander down the truck to the ground, notice the patterns and shapes in the bark. Now look at the shapes the tree makes between its branches, behind the leaves… Look at the shapes it makes between its branches. Focus back on the whole tree again. Now move right up to your tree. Get to know it, hug it, put your arms right around it, smell it, listen to it, feel it, look closely at the bark, is there anything living on it?” Ask the children to get together in pairs. “Tell your friend what is special about your tree.” When leaves are thrown into the air and allowed to drift slowly to the ground, they make interesting shapes and patterns as they fall. Demonstrate this to the children and then tell them to go and experiment with different leaves until they find one that makes a pattern they really like. Ask them to bring it back and when all the children are together, ask each child to show the shapes his or her leaf makes as it falls to the ground. At the end of the walk (you needn’t have gone very far) draw the children into a circle and tell them to pair off. Each child then tells their partner what they liked best about the walk. Person A should talk briefly for 2-3 minutes, with B just listening attentively. Then B speaks and A listens. Ask each child to report briefly to the whole group something their partner said about the walk. In this way each child gets an opportunity to talk to one other person about their feelings. This avoids any embarrassment about sharing feelings with a large group. It is also often easier to report back on what someone else has said, rather than on one’s own responses. Before leaving the trees, if possible, collect one leaf for each child in the group and put all the leaves in a bag. Back in the classroom ask each child in turn to take a leaf from the bag. Ask them to close their eyes: “With your eyes closed, feel your leaf very carefully. Pay attention to the texture, to any ridges or soft bits, hard bits…. (wait about 45 seconds) now open your eyes and look at your leaf very closely for a further minute. Smell your leaf.” Collect all the leaves in the bag and ask the children to gather either in a circle on the carpet or round a table. Empty the bag onto the carpet/table and ask the children to find ‘their’ leaf. This usually takes only seconds. Ask the children to say how they recognised ‘their’ leaf. It is always interesting to hear the imaginative ways children talk about their leaves; it is surprising what shapes or animals or things they have ‘seen’ in their leaf. Once they have examined a leaf in detail so they can pick it out in a crowd they feel that somehow it ‘belongs’ to them. The children are often very attached to their leaf and want to keep it. Following this activity, you can secure children’s aesthetic understanding of the wonder of nature through art-work or creative writing. Children can make detailed drawings of their leaves, or impressionistic paintings or write a poem or creative prose about their leaves. Others may prefer to reflect on a single tree or the whole woodland.

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Emotive Language • Speakers and writers wanting to persuade us to agree with them often try to engage our emotions. … This can be persuasive because it encourages the reader to respond on an emotional level, rather than considering the facts, or it may subtly affect the way the reader views the topic. How does emotive language effect the reader? Emotive language is the term used when certain word choices are made to evoke an emotional response. Emotive language often aims to persuade the reader or listener to share the writer or speaker’s point of view, using language to stimulate an emotional reaction. How is emotive language used in persuasive text? Emotive language attempts to persuade the audience to agree with someone’s point of view by creating an emotional reaction. Specific words are used to evoke an emotional response from someone like anger, joy or sadness. Why do we need to avoid emotive language? When used effectively, emotive language can cause an audience to react in a particular way. This audience manipulation is a type of rhetoric. Consequently, emotive language can cause an audience to take action or to argue with the speaker. Therefore, Emotive language should not be overused. What are some examples of emotive language? Real-Life Examples of Emotive Language Emotive version: An innocent bystander suffered facial injuries when the thug launched his glass across the bar. Non-emotive version: The government will reduce interest rates. Emotive version: The government will slash interest rates. Is the use of emotive language positive or negative? Emotive language refers to language designed to target an emotion – positive, negative, sometimes deliberately neutral – and to make the audience respond on an emotional level to the idea or issue being presented.23 мая 2018 г. Can an image use emotive language? Researchers find that emotive images alter people’s behavior, while emotive words do not. What are some persuasive language techniques? - Adjective. Describing words, often used to make the reader feel a particular way about an issue. … - Alliteration. The repetition of words starting with the same to create emphasis. … - Anecdotes. … - Cliches. … - Emotive words. … - Evidence. … - Inclusive language. … What are emotive action or doing words? Emotive language describes words and phrases meant to evoke an emotional response to a subject. … Emotive language relies on the varying responses of audiences to various connotations, the implied meanings or significance of a word or phrase beyond its definition. What are persuasive writing techniques? In order to be a more influential writer, there are a few persuasive writing techniques a writer may utilize: - Pick a topic you’re passionate about. … - Know your audience. … - Hook the reader’s attention. … - Research both sides. … - Be empathetic. … - Ask rhetorical questions. … - Emphasize your point. … - Repeat yourself. What does emotive mean in English? 1 : of or relating to the emotions. 2 : appealing to or expressing emotion the emotive use of language. 3 chiefly British : causing strong emotions often in support of or against something … How can we prevent emotive language? - Formal style. - Use cautious language. - Avoid subjective or emotive language. - Writing in the third person. - Be precise not vague. - Use evidence – be critical. - Referencing and bibliographies. - Use correct punctuation and grammar. Who uses persuasive language? Persuasive language is used for many reasons, for example, to help to sell products or services, or to convince people to accept a view or idea. Politicians often use persuasive techniques to get their audience to agree with their views on a particular topic. What are the 7 human emotions? Here’s a rundown of those seven universal emotions, what they look like, and why we’re biologically hardwired to express them this way: - Anger. … - Fear. … - Disgust. … - Happiness. … - Sadness. … - Surprise. … What is a anaphora? An anaphora is a rhetorical device in which a word or expression is repeated at the beginning of a number of sentences, clauses, or phrases. What are the 10 basic emotions? Terms in this set (10)

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An ecosystem is defined as a community of animals, plants and microorganisms that survive and interact with one another on the same environment. Ecosystems can be small and large. One example is a forest ecosystem which is inhabited by living things coexisting with physical factors of the environment, such as temperature, sunlight and oxygen. The forest ecosystem depends on the availability of major resources to thrive. The forest canopy is an important feature of a forest ecosystem. It pertains to the top portion of a community of trees or plant crowns. A forest canopy serves as the interface between the atmosphere and the land. The canopy is also the upper habitat for other biological organisms in a forest ecosystem. It is mostly composed of large trees. The structure of forest canopy is not the same in every forest ecosystem because it depends on the availability of nutrients, tree arrangement and differences in biological species. More than half of the plant species are found in a forest ecosystem, so the biodiversity is greatest in the forest canopy. Most organisms are able to survive in forest canopy because it is directly exposed to sunlight and rainwater. The forest floor is the most distinct feature of a forest ecosystem. It is composed of fallen leaves, stems, twigs, branches and bark on the surface of the soil. A forest floor also contains organic and inorganic substances. Many living organisms, such as the fungi, bacteria and other microorganisms, inhabit the forest floor. It is rich in nutrients and mineral contents. The forest floor has a significant role in the transfer of nutrients in the life cycle of the forest ecosystem. Most of the carbon and energy from the forest ecosystem is added to the forest floor over time. The majority of nutrients of the forest ecosystem comes from the forest floor due to the decomposition of organic substances. The soil is a feature of a forest ecosystem that is affected by the changes in climate, geology, amount of rainfall and vegetation. The soil of temperate forests is more fertile because trees' leaves drop to the ground every fall. This litter contributes to the layers of organic material found in forest soil. The old leaves become a source of food for bacteria and fungi. These organisms facilitate the breaking down of the leaves and other organic material. Decomposition enriches the forest soil as it provides more nutrients to the living trees and plants in the forest ecosystem. However, the soil in tropical rain forests has poor quality because of the torrential rains. The constant rain erodes and dissolves soil nutrients before the trees can benefit from them. - Oracle ThinkQuest: Soil - "Forest Biodiversity: Lessons from History for Conservation"; O Honnay, K Verheyen, B Bossuyt, and M Hermy; 2004 About the Author Eric Bagai is a senior writer in the high-technology field, to which he can offer more than seven years of experience as a copywriter. He has written several articles for eHow and holds a Master of Arts in creative writing from Oregon State University. forest image by Sean Gladwell from Fotolia.com

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ISTE Standards for Teachers 5: Engage in professional growth and leadership. Teaching can be very isolating at times, and that can be bad for their professional growth. Everyone needs a stimulating environment and connections with others to develop new ideas, strategies and knowledge. We should practice what we preach and model the lifelong learning we encourage in our students. The best way to learn is to connect with other educators at face-to-face conferences, such as the ISTE Conference & Expo, or within online communities. These are great places to learn at the school, regional, national or international level about ways to use new technologies to extend and enhance student learning. They are also where educators can share their knowledge with others and contribute to the effectiveness, vitality and self-renewal of their profession. The activities in the table below are similar in several ways. They're all intended for grade 3-6 social studies. They all share the same objectives: encouraging students to explore Africa and develop a better understanding of its environment and culture, particularly the ancient tradition of oral storytelling. Finally, they all ask the students to consider their own culture and provide an example of one of their own family's stories. Where they differ is in how the teachers keep their knowledge current, and in whether or not they keep the circle of knowledge intact by sharing their ideas with others. |Standard 5: Engage in professional growth and leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. ||Activity 1: The teacher asks the students to explore Africa using maps in textbooks. The teacher then describes the ancient tradition of storytelling rooted in cultures and traditions. Students share a family story with a partner.||Activity 2: After attending the ISTE Conference & Expo, the teacher returns with the idea to ask the students to explore Africa using Google Earth. The teacher then describes the ancient tradition of storytelling rooted in cultures and traditions. Students write their own family stories, then record them as podcasts to share with other students.||Activity 3: After attending the ISTE Conference & Expo, the teacher returns with several ideas. She asks the students to explore Africa using Google Earth. Next, she has the students watch videos of African storytellers telling stories and explaining the ancient tradition of storytelling. They then write their own family stories and record them as podcasts to share with other students. Later, the teacher shares this lesson at a staff training event.| |a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.||Absent: This teacher has not attended any conferences or participated in online communities to discover new ways to improve student learning.||Probably absent: The teacher gained some effective strategies for using technology, such as using Google Earth, at the ISTE Conference.||Addressed: The teacher gained some effective strategies for using technology, such as using Google Earth and showing video of authentic African storytellers, at the ISTE Conference.| |b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.||Absent: The teacher did not share skills or ideas with others.||Addressed: This teacher did not show leadership by sharing knowledge with others.||Addressed: By sharing this lesson at a school staff training event, the teacher has contributed to the skills of others.| |c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.||Absent: No digital tools were used in this activity, and there is no evidence that the teacher has reflected on or evaluated her practice.||Addressed: By attending conferences and connecting with communities such as ISTE's, the teacher has kept current on effective practices.||Addressed: By attending conferences and connecting with communities such as ISTE's, the teacher has kept current on effective practices.| |d. Contribute to the effectiveness, vitality and self-renewal of the teaching profession, the school and the community.||Absent: There is no evidence of this teacher contributing to the knowledge of others.||Absent: There is no evidence that this teacher has contributed to the knowledge of others.||Addressed: This teacher shared knowledge for the benefit of others by offering professional development.| Activity 1 does not connect with any of the indicators from this standard. The activity aligns with the objectives for the lesson, but there is no indication that the teacher is actively seeking to improve her professional practice by participating in learning communities, such as conferences or online networks. The lesson does not use digital tools, which could be evidence of lack of knowledge about these tools. Finally, there is no evidence that this teacher is a leader or shares knowledge with others. Activity 2 begins with the teacher attending a conference, from which she brings back ideas. It addresses the first indicator because she participated in a global community to explore applications and improve student learning. The teacher uses resources from the conference when she asks her students to use Google Earth and podcasting. The main area where this activity is lacking is in the last indicator, as the teacher does not go on to disseminate this knowledge to others or engage in teacher leadership activities. The teacher in Activity 3 has also attended the ISTE Conference & Expo, where she gained many ideas for enhancing the lesson with digital technologies. As a result, she thinks of asking the students to use Google Earth to explore Africa from a distance as well as close up. She also shows video of authentic African storytellers to explain and demonstrate the tradition, and she has the students record their own family stories as podcasts. Finally, this teacher goes one step further by becoming a teacher leader and presenting this lesson to other educators in the school. This activity addresses all the indicators in Standard 5, as the teacher has taken steps to improve her professional practice by connecting with other educators and exhibits leadership by then sharing what she has learned with others. Susan Herrington Kidd assisted in writing this article. She is an education graduate student at Old Dominion University in Virginia. Helen Crompton is an assistant professor of instructional technology at Old Dominion University in Virginia. She is a researcher and educator in the field of instructional technology. She earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill.

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Students in grades 1-3 receive self-contained classroom instruction. Class size is limited to ensure adequate time for individualized instruction. Understanding that children learn using different modalities, teachers use various strategies to teach skills necessary for progressing to the next level. All of our classrooms have a computer for student enrichment and Accelerated Reader testing. Thomas Sumter Academy uses the Houghton Mifflin Reading Series. This series uses a systematic, integrated approach to teach spelling, language, reading, phonics, structured writing, and grammar. The “Step Up To Writing” model is used to encourage self-expression through creative writing. This program offers a systematic approach to learning the writing process from pre-writing to the final copy. Skills progress each year so that by the time a child reaches high school, they have the foundation needed to be successful writers for course requirements, pleasure, and standardized tests such as the SAT. Cursive handwriting is taught second semester of second grade using the Zaner Bloser method of cursive instruction. As children become independent readers, they participate in the Accelerated Reader-Renaissance program which tests comprehension, literacy, and vocabulary skills. Children read books on their individual reading level, and earn points and prizes for their efforts. Wordly Wise is a supplementary vocabulary program that is used to build vocabulary skills in a different context beyond their vocabulary related to reading instruction. The Progress in Math by Sadlier mathematics series is used for math instruction. This series incorporates skills practice with the use of hands-on manipulatives and activities to construct meaning to math concepts. Basic math concepts, their application, and problem solving are emphasized at each grade level. Multiplication is introduced at the end of second grade to ready students for further instruction in third grade. In 1st and 2nd grade, social studies and science concepts are taught in an integrated manner through the Reading curriculum. Topics such as animals, the earth, friends and family, space, and cultures are explored through exciting stories, discussions, and activities. Students also attend the STEAM Lab weekly to conduct experiments and study science concepts appropriate for their grade level. Students further their knowledge of social studies and science concepts by participating in field trips. Students participate in classroom and school wide projects such as recycling, fundraising for the Leukemia Society, and adopting children through the Salvation Army Angel Tree project. Third graders use the Pearson Scott Foresman Science curriculum in the classroom. The STEAM teacher correlates with the classroom teachers to conduct science experiments and extension activities that follow the course of study on a weekly basis. Scott Foresman South Carolina is also used for a study of our state’s history. Interesting projects and a trip to the State House in Columbia help bring this study to life for the students. Physical fitness is vital to the total well-being of all children. All students attend P.E. class on a daily basis to develop gross motor skills, teamwork, fundamentals of sports, and to foster a lifestyle of daily physical activity. The 1st -3rd grade curriculum is rounded out by weekly enrichment classes. These classes are taught by gifted instructors who are able to develop each child’s talents and interests in these areas. Art displays, music programs, dance recitals and performances as well as book fairs and book clubs offer opportunities for students to showcase their creativity and talents. Students in grades 1-5 attend a weekly chapel service led by area youth leaders. The Language Arts curriculum is based on the Houghton Mifflin Reading Series and Houghton Mifflin English. The curriculum focuses on literature comprehension, literacy skills, spelling, grammar mechanics and usage, and various types of writing such as paragraphs, expository, narratives, paraphrasing, and poetry. The Step Up To Writing program is used to teach the writing process in a systematic, innovative way to prepare students for writing successfully throughout their high school and college years. The Language Arts curriculum is enhanced by projects, visiting authors, and a field trip to Charleston in 4th grade to visit the setting of a novel by author Idella Bodie. Fourth grade students use Sadlier Progress in Mathematics, and 5th graders use McDougal Little Course I textbooks are used as the basis for math instruction. Students use the textbook along with classroom manipulatives to continue to develop and master the math skills necessary to progress to the next level. The Social Studies curriculum includes Pearson Scott Foresman Building A Nation in 4th grade and Pearson Scott Foresman’s Growth of a Nation in 5th grade. United States History integrated with geography is taught using these resources from the pre-Revolutionary War period to modern times. Other activities and projects on states, capitals and map skills extend the curriculum in both grades. Scott Foresman Science is used in both 4th and 5th grades. Life science, physical science, and earth science are covered in each grade level and knowledge is built upon each year. Students work in cooperative groups and participate in the TSA Science Fair each year. Experiments for each unit are conducted in the STEAM Lab each week and led by the teacher who collaborates with the classroom teachers to design and organize the activities. Physical Education is offered weekly in a combined 4th and 5th grade class. Students do not dress out for P.E. and are engaged in activities that develop motor skills, coordination, and fundamentals of games and sports. Students participate in The Presidential Physical Fitness Award program. The 4th and 5th grade curriculum is rounded out by weekly enrichment classes in Dance, Library, Spanish and Bible. These classes are taught by gifted instructors who are able to develop each child’s talents and interests in these areas. Art displays, music programs, dance recitals and performances as well as book fairs and book clubs offer opportunities for students to showcase their creativity and talents. In order to keep reading and comprehension skills fresh over the summer months, a summer reading program is in place for rising 1st – 5th Graders. Contracts and guidelines for each grade level are sent home each spring. Guidelines vary according to grade.

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Does Student Retention Work? We give five-minute presentations on ways of checking different mistakes. Teachers were reminded of the rules of apostrophes and asked to highlight mistakes in work they marked, irrespective of the subject. Set students a reading challenge: Create a reading wall: I saw a lovely reading wall in a school cafeteria area recently. Small pieces of coloured card were pinned to a board showing the name of the teacher or student, what they were currently reading and a sentence about the book. If the book was available in the school library or local library, this was also mentioned. There were even print outs of the book covers dotted around the board — it looked amazing. Take advantage of short stories: Reading short stories has proved popular with our students. We have always taught a short story unit, but this term I decided to find the more unusual and challenging texts for my class. A speaking and listening activity that never fails is the word carpet, and it fits any age and text. You use the text to showcase good examples of describing a scene and write them on large pieces of card. The children are asked to contribute some descriptive words and phrases of their own and write these on pieces of card as well. You can add your own words that you would like the children to learn. One of the pair becomes the guide and the other shuts their eyes. The guide leads their blind partner slowly through the word carpet narrating the scene as they travel. The pairs then swap over roles. After they have both walked through and narrated the scene, sit them down in silence and ask them to write the description of the scene from memory. The work can be edited later on for accuracy. Give it a go — it really works. We discovered that the boys who were reluctant readers were completely hooked. We knew we had it right when one of our boys who previously hated literacy asked if he could stay in during lunchtime to catch up on the part of the story he had missed from being off school for a couple of days. Celebratory events such as World Book Day are nice, but they are a sideshow to the day-to-day graft we need to put in to provide students with the time, space and tight structure they need to sit down and read. No amount of talking about reading amounts to the act of reading itself. Every Wednesday morning my form group will engage in DEAR — drop everything and read — for 20 minutes, as does every form group in the school. I have heard some outside the school criticise this method, the reason being that it does not solve the literacy issues of the very weak. There may always be one or two children pretending to read, but to deny this opportunity in school to those who do not have the encouragement at home would be wrong in my opinion. Often in class we can rush students from one piece of writing to another and in doing so inadvertently embed poor literacy. When children start to take pride in their writing, they are willing to work on their errors. We tend to remember the things we take pride in as well. Redrafting and slowing down the writing process are key. You can read about some of the strategies I use to do this on my blog, Reflecting English. John Murphy, an English and history teacher in Ireland and blogger at Web of Notesjohncmurphy7 Use improvisation and role play: Get students to read a text aloud in different ways to demonstrate expression and intonation. You can then take this a step further by getting them to improvise a scenario to explore how a character may feel about a certain event or situation. Also, both techniques can be useful and fun ways of developing oral skills. Alan Gillepsie, an English teacher at a large secondary school in Glasgow and a widely-published short story writer, afjgillepsie Have a universal marking code: The idea is that class teachers across all subjects use the same marking style, which is quite straightforward — SP in the margin for a spelling mistake, P for an item of misplaced punctuation, etc. By doing this we hope to help students realise that technical accuracy is a vital part of all kinds of writing and is not the preserve of formal essays in English classes.5 Surefire Strategies for Developing Reading Fluency By Lisa Blau Give students the practice to read with ease and confidence, and watch accuracy and understanding soar. Storytelling as a Strategy to Increase Oral Language Proficiency of Second Language Learners. by This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis (MONDO ). *How to improve oral language of ESL learners. Yolen, Jane. Favorite Folktales from aound the World. Yet, often what happens is this: students just read aloud what another student has copied from a resource -- and opportunities for oral language development are lost. To improve this strategy, you can have the experts engage in a discussion of what to put, in their own words, onto paper. In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges. Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels (Heinemann, ). Here are a few teaching strategies to help struggling students get excited about writing. K News, Lessons & Shared Resources By Teachers, For Teachers. Provided by the K Teachers Alliance 10 Teaching Strategies to Improve Writing. By: Janelle Cox. Janelle Cox. Teaching Strategies: Educational Curriculum and Assessment for Children For 40 years, Teaching Strategies has provided early childhood educators with innovative, research-proven, effective resources to help build a strong foundation for our youngest learners.

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So what is narrative essay writing all about? The narrative style of writing is a type of expository writing and, to a larger extent than other styles, it provides the writer with the opportunity to look at themselves, think about themselves and write something accordingly. Every individual’s memory is full of experiences, many of which are worthy of sharing with others. Original Narrative Papers Narrative writing can be closely likened to story-telling. A narrative essay is written from a clearly defined viewpoint (usually the one that belongs to the writer) so the work typically includes emotions or feelings as well as solid and sensory information. This helps to involve the reader in the sequence and various parts of the story. Verb usage should be very accurate and vivid. There should be a point in a narrative essay, around which all paper will revolving. Usually this poin is mentioned in the first sentence or, sometimes, in the last sentence of the introductory paragraph. When writing a narrative essay the writer must make sure he/she includes all the elements of a storytelling – a plot, setting, characters, build-up, climax and an ending. It is a good idea to refer to or use a narrative essay example if you want further guidance on how to do this. The story is usually fleshed out with detail explaining or enhancing the narrative. Every bit of text should be linked to the writer’s main point. Here are the key features of a narrative essay: - Written from a particular viewpoint - Makes a point and supports it throughout the paper - Details should be accurate, as with most types of custom writing essays - Modifiers and verbs should be accurate as to their meaning - Should use the type of plot, sequence and conflict commonly found in stories The primary purpose of narrative reports is to provide a description of something. A lot of students confuse narrative reports with college-style essays. The level of information provided in a narrative type of essay is rather basic compared to other types of writing. Essentially, a narrative report does not require the same high level of thinking that is expected with an essay. For instance, a book report is an example of narrative report writing insofar as it provides an outline of a book’s content – a plot (possibly), scenes (possibly), characters and the actions of the characters. Hence, it describes “what happens” in the book’s plot but it also omits a great deal of things. The information that is omitted relates to what the book is all about – its underlying meaning. Similarly, a narrative report does not discuss the events of a text in the context of any underlying message. Unlike college essays, a narrative report usually does not touch on the writer’s viewpoint or the purpose for writing a text. Once an event is chosen, there are three rules the writer should bear in mind: - Make sure to get the reader involved in the story. An event is more interesting when it is recreated for the reader rather than just told (do not forget you can always get professional assistance from a US or UK essay writing service like WritingLeader if you need help with this). - Find a general theme that the story supports. This is the best way of giving meaning to the writer’s own experience. - While the story is the main substance of the narrative, details need to be chosen carefully to explain, support and enhance the writing. Again, you may want to refer to one of our sample narrative essay papers for further guidance on this. Primary Rules of Narrative Essay Writing Keep these rules in mind when writing a narrative essay: - A narrative is usually written from the first person (“I”) perspective. However, you can also use the third person (it, she or he). - To convey its main point a narrative needs some sensory detail. This detail is the hallmark of a good essay and will give your work a more unified and powerful feeling. - A relatively easy essay, a narrative should contain the same elements as a story e.g. a plot with characters, setting, climax and end. You may also be interested in reading our article: "Persuasive Essays" Buy Narrative Essay Online Whether you buy an essay or write your own, the following are some examples of popular narrative topic directions: - A first experience of college/university - A memorable trip - A moment of great success It is important that the topic you choose for your essay is interesting and meaningful to you because the most successful essays are those that are based on a subject the writer holds dear. If you need any more help or advice, feel free to request a narrative essay sample from WritingLeader.com. We will provide one so that you can check how a good narrative essay looks like. We trust this article answers your question, “what is narrative essay writing?”. If you still have some questions you can always contact us for more information.

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As we start our school year together in a classroom of very young children that we don’t know well yet, we are looking for interests everyone shares that can give shape to our developing curriculum and can help children make connections across many experiences. We want to encourage children to engage with materials and learn more about how to use classroom tools and media and we hope that children will begin to connect socially at the same time – talking together, helping each other find what’s needed, sharing ideas and experiences, and beginning to notice the things children have in common as well as the differences in approach or experience that we can all learn from and appreciate. Teachers often think about very open-ended themes or projects to get his process started – looking at the environment, thinking about color, making a mark, telling stories all offer beginnings that can unfold in multiple ways over time. An example this year has been color as an organizing idea around the classroom. We began by encouraging children to use primary colors at the easel and at collage as we introduced these classroom spaces to the children. When we used glue at collage with a variety of colorful circles, would children notice colors? Sort colors? When children created their first paintings, would they keep primary colors “clean” or would they begin mixing experiments right away? Would line or filling a whole page be the primary interest or would color be an organizer? When we introduced children to classroom puzzles or color cubes what could we observe about the children’s understanding of and thinking about color as they constructed? Our observations inform decisions about experiences to offer next, and help us understand how children are thinking about the experiences we share, even when they might not be ready to tell us much about their ideas yet. Right from the beginning of our year, we’ve had children very interested in using color as an organizer as they sort, create patterns and construct. We’ve had children interested in naming (labeling) colors And we’ve had many children mixing, experimenting, and investigating the multiple shades that can be created when colors are combined. With these approaches and interests in mind, we could offer a wider variety of classroom experiences that we knew would be engaging and offer rich opportunities for the children to connect. At the easels, we’ve encouraged children to focus their interest in shades of color by changing the color combinations offered. One week might focus on yellows and blues so that a variety of greens could be easily created. Another week might focus on yellows and reds, or reds and blues. When the primary colors returned, we observed a more purposeful investigation of color mixing, and the conversations about shades of color have engaged more and more children. At our weekly paper day, when children share work with classmates before it travels home, many children describe the ways they thought about color to create as they painted. We offered a variety of books that feature color, so that conversations could continue in a new way. Books featuring fall leaves, and books like Mouse Paint by Ellen Stoll Walsh or Mix It Up by Herve Tullet have been read and re-read often. Mouse Paint became so important to the children that we decided to extend its themes into our first fingertip and hand painting experiences and for collaborative retelling and drama experiences. When we were ready to cook our first recipe using tomatoes, we made sure that we investigated many kinds of tomatoes – with different colors as well as sizes. We used these investigations to introduce documentation to the children, encouraging them to talk about, observe carefully, and then draw the varieties they were interested in. At the science table, we’ve been mixing colors in muffin tins filled with water. Primary watercolors are in 3 of the tins, and children used a pipette to move colors in and out of the water, so that they can create a variety of shades and colors. Including transparent color viewers, mixing tools, and seasonal vegetables at the table enriches the conversation about shades of color, mixing color, and seasonal changes. A favorite activity is to take a viewer and look at the classroom and classmates through yellow, or blue, or red. And now that the leaves are changing, we are well prepared to look for color in nature. We’ve offered a bed of leaves for pretend woodland animals to shelter in on one of our side tables, encourage children to look up and out of our classroom window often to notice the changes outdoors, and are beginning to investigate changes outdoors as well. This is one example of how in a busy classroom informed by child interest one thing leads naturally to another. The same process is unfolding in storytelling, making a mark, looking at the environment, thinking about letters and words, and in many other rich investigations that are on-going every day.

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Let’s talk literacy. This is such a vast topic and has many facets. It goes far beyond learning and knowing how to read. It encompasses the use and understanding of language as well. When our kids are young, we teach them letter recognition, letter sounds, and how to blend and segment those sounds. From there, we move on to reading fluency, reading comprehension, spelling, and grammar. This actually continues on through college as we learn how to use language to convey meaning through compositions and other literary elements and support or disprove theories of others’ work. All this to say that literacy doesn’t stop once we learn to read, but we continue to develop it through the entirety of our education. That is why I was excited for the opportunity to review Fifth Grade Literature Guide Set by Memoria Press and continue to develop these skills in my fifth grader. We delved right in to The Lion, The Witch, and the Wardrobe Literature Guide. The Product: Fifth Grade Literature Guide Set The Fifth Grade Literature Guide Set provides both the Student Study Guide and the Teacher’s Guide to 3 excellent works of literature: - The Lion, The Witch, and the Wardrobe by C.S. Lewis - Heidi by Johanna Spyri - Lassie by Eric Knight As the student reads through the chapter books, they work through the Student Study Guide, building their vocabulary, comprehension, and discussion skills: - Reading Notes: Learn new words and their definitions found in the text - Vocabulary: Look up and write the meanings of new vocabulary words - Comprehension Questions: Answer questions about the story to show understanding - Quotations: Read quotes from this story or from the author - Discussion Questions: Discuss deeper meanings and personal thoughts on events or ideas in the story - Enrichment: Engage further in the main ideas or sub-topics in the story. For example, we researched satyrs and fauns and compared other works of literature to what we were reading. Other suggestions include drawing, reading the Bible, and discussing ‘What would you do in this situation?” The Teacher’s Manual includes everything you need to help your student understand each story. At the beginning of the Teacher’s Manual, you will find suggestions of what to do before, during, and after reading to help your student get the most from the reading. All the answers to questions in the Student Study Guide can also be found here. In the Appendix, you will find quizzes and their answer keys to test your student’s retention every few chapter as well as a final exam. My son chose to start with The Lion, The Witch, and the Wardrobe by C.S. Lewis. This unit study starts with an introduction to the author, C.S. Lewis followed by some simple comprehension questions, including discussing what an ‘allegory’ is. We set our own pace, reading about 2 chapters a week. He would read one chapter one day. The next day, he would review the vocabulary and answer the comprehension questions. The third day we would talk about the discussion questions together and do the enrichment questions and activities. I loved that it actually included a recipe for Turkish Delight! We weren’t able to make it at the time because we are in the middle of moving, but we will definitely come back and make it when we are finally settled! We also liked the maps of Great Britain and Narnia found in the Appendix. The other literature studies are set up very similarly, and each chapter has the main components listed above. The Heidi Literature Guide also includes a couple poems like “The Nightingale and the Glow-Worm” by William Cowper and “The Pleiades” by Amy Lowell with space to answer comprehension questions and copy the poem. The Lassie Literature Guide includes spaces to draw and a recipe for Yorkshire pudding as well various maps, literary tools, poems, and coloring pages in the appendix. Have you tried any the Literature Guide Sets from Memoria Press ? I’d love to hear about it in the comments below. Check out other literature study reviews of different grade levels by the Homeschool Review Crew by clicking the banner below! Till Next Time,

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Good storytelling deals as much with how a story is told as it does with what a story is. The dramatic moments and insight into the characters and their conflicts all come from information gathered about those characters. One of the easiest ways to build that drama is through an understanding of narrative voice. Each narrative mode has its own strengths and weaknesses, and thus each will benefit different types of stories. Though the First Person narrative mode has been used throughout the literary ages, the particular style has recently come back into vogue, perhaps spurred by the rise of two particular genres—blogs and memoirs. Like both of these mediums, the First Person narrative makes use the first person pronouns “I” and “me”. With regards to informational limits, the First Person mode is exceptionally restricted. As the narrator is a character in the story, the narrator’s knowledge is limited to what the character knows, sees, hears, feels, or is told. This narrative voice is exceptionally flexible and can go very far to illustrate the personality of whoever is telling the story. However, this mode can also create confusion for the reader, blurring the line between character and author. While this might seem trivial, bear in mind that you will likely have to defend your character’s actions to your mother. The vast majority of stories are narrated from the third person. As First Person makes use of the pronouns “I” and “me,”The third Person uses the third person pronouns like “he,” “she,” and “they,” as well as proper names. To boil that down to an easier explanation, a story told in the Third Person is a story told about someone else. The third person is a very common form of storytelling, and because of that, there are many different narrative modes within the greater realm of the third person. Third Person, Limited has a great many similarities with First Person mode. The two methods are largely identical, albeit with a pronoun shift. The Third Person, Limited mode also bears similar knowledge constraints as First Person. When using this narrative mode, it’s important to remember that if the character does not witness something, then the narrator didn’t either. This compartmentalization of knowledge extends all the way to the reader. Because of the limited knowledge scope, this mode works exceptionally well for creating anticipation and frustration through unknowing. When employing the Third Person, Selective mode, the narrator shifts from scene to scene, and even within scenes, based upon the characters which are present. This type of narrative mode allows for the showcasing of multiple viewpoints while still allowing for compartmentalized information. To understand the difference between the Limited and Selective modes, picture a conversation between two characters. In a Limited mode, one character can provide internal monologue about what she is saying and about what she is hearing, while the other character in the conversation can only be taken at their word. When using Selective mode, insight can be gathered from both characters, but only by the audience. Each character is still isolated from the thoughts of the other, but the audience would thus be privy to the information possessed wherever the narrative currently resides. As the name suggests, the Third Person, Omniscient mode sees and knows all. While Selective can be a significant jump up in knowledge from Limited, an Omniscient storyteller possesses an exponentially larger amount of knowledge. Every insight of every character is fair game. Every action anywhere in the plot can be used to tease and taunt the reader. This type of narrative is very difficult to master. With the narrator knowing everything, the role of doling out that knowledge is left up to the author. Displaying too much information too soon will spoil the mounting pressure of the work. Giving away too little knowledge will leave your story sluggish. However, strike that perfect balance within the Third Person, Omniscient mode and you can play the reader like an instrument, inducing emotion at your whim. The roles of differences between Limited, Selective, and Omniscient modes all deal with how much insight into the internal works of characters that the narrator has. Objective, on the other hand, provides insight into none. This very restrictive mode is ultra-precise and relies on description. In this sense, the Objective mode is very close to a cinematic or documentarian standpoint. Without insight into the thoughts or feelings of characters, the narrator merely records what is seen. I would be remiss if I did not address the Second Person mode. In the second person voice, the narrator is speaking directly to the audience, making explicit use of the word “you.” This means that the narrator is narrating the actions of the audience. If the idea sounds cumbersome, it is because the Second Person is cumbersome. While it works in articles and self-help books, the second voice usually feels out of place in works of fiction that aren’t published under the “Choose Your Own Adventure” banner. To that end, my advice regarding the Second Person mode is simple: do not use it. When telling your story, it’s important to choose a narrative mode which does the most justice to that story. Remember, as the author, you are already in the omniscient role, but that doesn’t mean your narrator has to be. The greatest source of drama stems not from knowing, but rather from not knowing.

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Our Primary Classrooms, for ages 3 to 6, focus on several areas of education: Practical Life, Mathematics, Sensorial, Language, Geography, Peace Education, Arts & Music, and Outdoor Work or Experiential. The Preschool Years Anyone who observes children realizes the amazing potential they hold. Those first six years, from birth to age six, present a child with the extraordinary power to absorb knowledge from their surroundings just by living in it. The child absorbs, with peak receptivity, their environment – the physical space, the language, and the movement of all within it. A child’s curiosity is fed by their need to explore and discover. Their multi-sensory approach leads to touch and manipulation, so they do want to touch everything! They are keenly attuned to things that stimulate their senses; shapes, sounds, smells, textures, and tastes. They respond to their innate need to know where things belong and how things fit together. They want to become the masters of their own bodies and control their own movements. Children are fascinated by the customs and traditions of people in their lives. You are the mirror to their world! Children do not need direct teaching in order to learn. Their freedom of movement, exploration, manipulation, and independence leads to a discovery that builds concentration and self-discipline. Montessori Education reveals the extraordinarily high level of learning – both conscious and unconscious – that can come with ease due to the absorbent mind. Montessori not only enhances a child’s knowledge in the present, but it also establishes the foundation for true comprehension on a more abstract level later in life. The Primary Classroom The Primary classroom is a multi-age setting where three, four, and five-year-olds peacefully coexist through a three-year cycle. The three-year cycle is based on Dr. Maria Montessori’s three-year cycle of development. These multi-age classrooms allow children to not only learn from each other, but also because of each other. The modeling of the older classmate’s language, ability, and interest stimulate the interest of the younger children in the classroom. Mastered knowledge is reinforced through sharing. The constant interaction between the children teaches them to take responsibility for themselves and for each other. They learn to recognize other children’s work and space, and to experience the daily rules of grace and courtesy. Their ownership of maintaining the classroom, caring for the materials, and each other creates a thriving community where children are treated with respect and dignity. The Prepared Environment Our primary classrooms are child-centered communities. They are also prepared environments designed by Maria Montessori to facilitate maximum independent learning and exploration by the children. The Montessori classroom is a living room for children. The materials and the furniture are scaled to meet the size and needs of preschoolers. Space is divided into four main areas of study: Practical Life, Sensorial, Mathematics, and Language. It is important to remember that no subject is taught in isolation. The Montessori preschool curriculum is interdisciplinary and interactive. There is always a busy hum in the classroom due to the natural patterns of movement and activity. A three-year-old can be washing cloth alongside a five-year-old who is working on multiplication with the Montessori beads. During this stage of development, much of the work is done individually but often children like working in small groups. At least once a day, the entire group will come together for a presentation or group activity, such as storytelling, singing, or movement. Maria Montessori wrote that, “the adult works to perfect the environment while the child works to perfect herself.” The Montessori prepared environment respects and protects the child’s rhythm of life. It is a calm, ordered space, constructed to meet her needs and match her scale of activity. The child’s experience is a blend of freedom and discipline in a place specially designed for her development.

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What is project-based learning? Project-based learning (PBL) is a unique learning tool where students solve a real-world problem as part of a short-term project. It’s a strategy for students to drive their learning & apply classroom concepts in challenging, exciting ways. Broadly, each project centers on a specific problem, question, or challenge that students research & explore. Students typically work on the project in teams which builds soft skills like communications & leadership. Some projects limit the physical resources available to students in their experimentation to inspire more creative solutions. Most culminate with a presentation of the research students have conducted and the solutions they have identified. Students may choose to continue their project with more resources, and some projects even receive media attention! The Benefits of Project - Based Learning Project-based learning encourages students to be active learners who are curious about the world around them. It helps them develop important skills like organization, analytical thinking, and leadership. PBL helps students build meaningful models and apply their textbook knowledge in unique ways. The learning happens even as students struggle with the problem, building perseverance & grit. Here are some more benefits of this incredible learning mechanism. Planning will help you divide the project into smaller manageable “chunks” and teaches you to prioritize. It’s the key to properly carrying out a new project. Breaking down materials you need for the project, and creating a blueprint of the project design will help streamline your experimentation process. It is also important to plan out how and where you will document your results so you can move towards a solution. Also make sure everyone on your team knows their roles & tasks to avoid confusion and improve project workflow. 2) Team Management In the working world, most projects will be completed in a team. As part of PBL, you will learn how to manage conflicts, collaborate for a common goal, and take leadership of your work. You will find that working in a team will result in more viewpoints & new ideas as you determine the best path forward on your project. After assigning specific tasks to everyone on the team and developing a plan, you need to act on it! As you progress through the project, you may encounter some roadblocks or unanticipated struggles. Maybe you'll find that the project isn't turning out as expected and you need to make changes. Here, it’s important not to give up on your initial idea. Keep pushing forward towards a solution despite the struggle. It will be worth it in the end. 4) Time Management Getting used to working with a deadline or with other limited resources will teach you to prioritize & maximize your productivity. This also helps in creating a strict work mindset-- being careful with your time & making the most of it. 5) Analytical Thinking As you complete more projects, you’ll develop the crucial skill of thinking analytically. You will learn to evaluate alternatives, research thoroughly, and make evidence-based decisions. Research skills like evaluating and corroborating sources are especially important in higher education & beyond. And PBL also teaches you to work with certain constraints, such as limited time, materials, or equipment. This is an important exercise that you can apply into your future career, where you may be limited in the amount of time, funds, or resources you can put into a project. 6) Motivation & The Snowball Effect The feeling of finally completing your project-- whether that means submitting a report, delivering a presentation, or another format-- is like no other. By then, you will have gained the skills we have discussed, and technical knowledge about your problem. You may find this builds up your motivation to take on more side projects, creating a snowball effect. Completing projects will not only develop your confidence in a subject but will prepare you for real-world problems and how to tackle them. With every project you complete and every problem you solve there's something new you will learn. Make sure to celebrate your accomplishments before diving into the next one! Ways You Can Implement PBL Into Your Learning PBL is an essential tool that encourages experimentation & creativity. It also helps learners learn about their world and they tackle the challenges of the day. And you don’t have to wait for your teachers to assign projects- create your own! Develop an open-ended research question, and try to experiment and find a solution. You can complete your self-developed project with a group of your friends, or on your own. PBL has applications across every subject you can imagine. In science, students can research changes in their local climate & present their findings in an interactive website. In English, students can reflect on how political figures use speech & rhetoric to influence others, and apply what they have learned in their own creative writing pieces. In math, students can identify patterns in their environments to create equations, or apply concepts to finance or engineering. Or, create a team and enter a project-based competition. Here are a couple examples: a. Hackathons & policy hackathons- Develop an application, program, or policy proposal to answer a question or solve a specific problem. Work intensively in a team of students in a design sprint. b. Competitions like Project Paradigm- Base your project on a topic from a list of global problems like food insecurity, waste & conservation, home fires, and biodiversity loss. c. Science fairs- Design your own experiment in a specific field and focus on going deep rather than broad. d. Clubs like FBLA & DECA- Take part in a fictitious company’s operations to solve business problems. Want to go above and beyond? Try internships. Internships don’t just help you understand how to apply your technical knowledge & skills. They are a special type of project that teaches you how to work in a professional environment. Learning about business operations & collaboration, building a professional network, sales & marketing skills, negotiation techniques-- these skills and many more are best taught on the job. To get a head start in the working world while getting the benefits of PBL, engage in internships. . Internships also help you navigate your career and understand your interests before you apply to college or start work. Start applying for internships on InternMart today!

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Did you know that October is National Bullying Prevention Month? It’s a perfect time to focus on creating positive classroom culture. According to a 2011 NCES study, 28% of U.S. students reported having been bullied at school. We collaborated on a webinar with Facing History and Ourselves, for which we collected audio stories from public radio on Listenwise and teaching resources from Facing History focused on using storytelling to develop positive classroom culture. The Listenwise collection includes a variety of stories to help you structure classroom conversations about bullying. Each audio story includes questions to guide discussion among students. Stories such as Psychology of a Bully, Portrait of a Bully, and Looking Back on Bullying can help to shed light on the experience of being a bully. These stories can help students understand why bullying happens, build empathy, and consider how to address underlying causes of bullying behavior. Stories such as A Positive Response to Bullying, Lunchtime Anti-Bullying App, and 13 Reasons Why Not can help to inform constructive responses to bullying. These stories highlight various approaches to addressing bullying in schools and feature students who have chosen to be upstanders and made inspiring contributions toward reducing the negative impact of bullying. To help you create a comfortable space to talk about these Listenwise stories about bullying (or other sensitive topics) in your classroom, we recommend these Facing History resources, which offer useful guidance for establishing a safe classroom environment where students can tell their own stories: - Creating a Reflective Classroom - Safe and Engaging Schools - Using StoryCorps’ “Listening is an Act of Love” as a Community Builder - Fostering Civil Discourse: A Guide for Classroom Conversations Here are some uplifting Facing History resources that showcase student upstanders: You may also want to explore Facing History’s full collection of resources on Bullying & Ostracism. Students have a unique power to prevent bullying. More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, & Craig, 2001). This Listenwise blog post focuses on how proactively teaching kindness can help to build a positive, inclusive school climate and reduce bullying. Efforts to teach social and emotional skills such as empathy are increasing in many schools, aiming to address important aspects of learning that are strongly correlated with success. How do you handle bullying in your classroom? Please comment and share reflections on using any of these resources or others you have found helpful in addressing bullying in your school.

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Read between the lines. Reading is one of the most important skills children can develop. They need immediate and thorough support so they can develop important skills through time. Yet many parents get frustrated with their kids. They scale back reading lessons, and kids don’t improve. Child literacy is essential because it builds a strong foundation for the future. Keeping this in mind encourages you to power through difficulty. Here are five ways that reading to children and infants creates a lifetime of learning. 1. Reading Connects Kids to Their Interests Something fascinates your children. It might be drawing, rock-climbing, or history. It might be music, science, or technology. Tap into your child’s needs by giving them books on their interests. Storytelling for children encompasses many different themes and subjects. You can find storybooks for kids relating to all sorts of things. The best books for 1 year olds connect kids to what they enjoy. You can find books about animals, nature, and love. 2. Reading Creates Social Connections Reading allows you to make connections with your children. You share an experience with them that both of you can relate to. But reading also allows your children to make connections with others. In school, they can share books with other children. They can read to others, tutoring them on important skills. Children can start their own book clubs. They can hang out with other children, reading books, and talking about themes. They can write their own books, distributing them in their class. 3. Reading to Children Builds Cognitive Skills Reading to children is a huge brain booster. They learn how to pay attention to words. They develop a longer attention span, learning to sit still and retain memories. They develop language skills. They build their vocabulary, sentence structures, and storytelling capabilities. They increase their IQ and their ability to express their emotions. 4. Reading Empowers Children You may be reading to your children, but your children play a role. Allow them to select the books they want to read. Let them create a reading space for themselves, with furniture that they pick out. Read books to your children that represent BIPOC, LGBTQ, and neurodiverse people. You can also find books from authors of all backgrounds. Finding representative works trains children to appreciate diversity and love people for who they are. 5. Reading Challenges Children Children deserve a bit of a challenge. The language of books differs from the language of real life. Books are more descriptive and formal than verbal texts. By being challenged, children learn resilience and goal-setting skills. The encouraging setting of nighttime stories allows them to power through difficulty. They can develop ideas at their own pace, achieving their goals in time. The Importance of Reading to Children Reading to children is a paramount task. Its benefits are wide-ranging, setting up a strong foundation for learning. Reading connects kids to their interests, and to other kids. Reading lets them develop attention spans and language skills. Reading empowers children while offering them a meaningful challenge. You need to be literate about child literacy. Keep following our coverage for more information.

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Novel Scene Arc Building ARCs of a Novel One of the main aspects that every author of novel needs to know is how to create the story arc. Whether writing a short story, or writing a novel, the main plot needs a story arc. The story arc describes how the story line builds in tension, crescendos and drops to an end.This is true of both the main plot and any subplots that are developed within the story. Character arcs are arcs within a story that shows changes in a character through the course of a story.. The character begins with normal life, is faced with a crisis, and changes the crisis is changed with his or her involvement with that crisis. In addition, to be effective, every good scene should have its own arc. Use a Scene Arc to Determine Why A Scene Is Necessary Every scene should have a beginning, middle, and an end. A scene that pointlessly meanders should be edited out or fixed so that it does have these characteristics. If you look at the length of scenes in popular fiction, you will see that many of the scenes early in books are longer so that the reader can get to know the characters. In later scenes that require less set up contain more action and tend to be shorter. The scene should be only as long as it takes for the focal character through the arc of the scene. In general, however, the average scene is about three pages long. Your scenes can be anywhere from a few sentences long to twenty pages in length. As you build your scenes, determine an objective for the scene. How does this scene move the story forward? Where does it begin? Where does it lead? In other words, what problems does this scene create for its characters? Use the Scene Arc to Show Your Characters In Action In your earlier scenes, many of the scenes will be character development which will allow the reader into the mind of the character so that he or she can begin to identify him or herself with that character. However, the scenes still need to have an objective of its own. For instance, early scenes in your store will probably show day-in-the life events that and these are meant to show you how life was before the story began.You don't want to just tell about the characters, you want to show the characters in action. Let’s say that the scene is of a family coming together for the evening meal. The beginning of the scene could be putting the meal on the table and gathering the characters around the table, the middle can be talking at the table, and the end of the scene can be a crisis that causes everyone to leave, leaving mother to clean up the dishes at the table alone. This scene should have one focal character that enters the scene wanting something and thus changing the state of things. For instance, perhaps the above scene and the members of the family are talking about the new neighbor that moved in down the road. While sitting there, there is a knock at the door. It is the new neighbor saying that their stud horse has broken down the fence between the two properties. This is the crisis that occurs and everyone runs out of the house. Mother is left to clean up the mess alone. Be sure to have one focal character per scene. In the scene above, the focal character was the new neighbor even though he was not in the room. This doesn’t mean however, that you must limit the viewpoint to a single character. Characters can be switched to help give better tension and emotion. Be sure, however to use the character viewpoints that are most likely to be emotionally at stake in this specific scene. For instance, perhaps the mother had met the man previously in the day and she was strangely attracted to the new neighbor, you may want her viewpoint. Perhaps the teenage daughter had the same sort of romantic interest. Perhaps the man of the house had an unpleasant encounter with the neighbor earlier in the day and it had something to do with that stud horse. Point of view could be from (any or all) of these characters point of view. You could also have the point of view from the view of the grandmother who observes the reactions of all of these other characters. Play around with point of view to see what creates the best tension in the scene. The more tension, the more likely the reader will turn the page and eventually finish the book. Use the Scene Arc to Determine What The Characters Want Make sure that in each scene every character wants something and set up the conflict so that your main character does not get his or her objective very easily. Perhaps your main character is the mother, and she really does not want to hear about this new neighbor because her attraction to him reminds her of the fact that she married her husband when she was young and she imagined that marriage was a happily ever after experience. Now, many years into the marriage, she is disillusioned and bored. She has very little in common with her husband except that they have children together. She knows that she is unhappy, but she is afraid of change. She tries to redirect the conversation to center upon family issues,rather than this new neighbor who sets her heart to pounding every time he is in the room. By looking at what your characters want in every scene will help you avoid conversational filler where dialogue is flat or where the dialogue turns into character centered narration designed only to expose the plot. Use a Scene Arc to Emotionally Orient the Reader to Place and Time Make certain that the reader knows the when and where of the scene. Give vivid details to set the scene. Don't just tell the place and time make the reader feel as though he or she is in the scene like bug on the wall. The reader wants to become emotionally invested in the scene. Use word imagery that creates tension and emotion. Strong emotions like fear and emotional pain keep readers intensely invested in what happens to the characters. Use a Scene Arc When Dealing With Backstory In a Scene As you introduce each of your characters, weave in details for your reader to get to know the characters as the story goes on.. Be careful not to simply dump your character’s description into the story, but weave in the details between lines of dialogue and action. Be sure that your best scenes occur in the “now” rather than in flashbacks. Flashbacks take the story backwards. If the best story is from the past, perhaps you need to begin your story then rather than now. Within a scene, you want to show your characters in action so that the can relate to that character better. Imagine that you were filming the action in the scene. Picture and write what the characters are doing as well as what they are saying. Make the visuals interesting. All stories require some background about the characters, but weave bits and pieces of your backstory using a couple sentences at a time rather than in long narrative descriptions of past events. Developing character backstory may be necessary for you to learn about who your characters are and why they react the way they do in a scene, but in your story, use only the backstory that is pertinent to the story that you are telling. It doesn’t matter that the mother in the scene above grew up on a sugar plantation in Louisiana. What does matter is how growing up on a sugar plantation affects the way she conducts herself now. Her fussing with her daughter over the proper table setting, her southern accent are all evidence of her southern style without going into the details of her backstory. Dumping backstory into the story kills momentum and destroys pace. Avoid plot exposition where the character’s speak about past events in order to let the reader know what happens. This practice is sometimes worse than having a narrator tell the reader what is happening. A line or two of exposition will not ruin pacing, however and may help the reader understand character motivation without compromising the story by contriving the scene. Within Each Scene Arc, Solve One Problem By Creating Two More As your story builds, do not resolve a focal character’s issues without introducing two or three more. These can be small issues or big, but keep the reader wondering how the character will get out of this new problem. One technique that I like to use is what is the worst thing that could happen (usually short of death, but sometimes even that is on the table)? What is the worst thing that could happen? I then look at all the options short of that worst-case scenario. Fix one problem but add two more, make the reader want to turn the page to see how the character will contend with those problems in subsequent scenes. When Using a Scene Arc, Always Keep Characters In Character In each scene, be sure that your character is acting in character. Do not let your scene appear to manipulate your characters to make certain events occur simply to propel the plot. If you do that, the reader will not believe the scene or will simply see the characters as puppets rather than real human being. Ask yourself, “How would this character act in this situation?” Set up the situation, the problems, and then let the characters deal with those issues. Let the character determine how the scene will play out and the characters will appear to be living out a real scene. As the scene ends, begin the transition into the next scene and get ready to start another scene arc. By linking each of these scene arcs together, your story will build scene arc by scene arc, building story arc and creating a novel that your readers will not be able to put down. © 2013 Cygnet Brown

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Common Core Standard 7 for Reading presents teachers with many possibilities for mixing all kinds of art forms with literature. Music, photography, painting, sculpture, and many other media are easily brought into the classroom today because of the internet…the important thing is to use these resources heuristically. 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). Teaching students to analyze subjects or scenes in comparative forms gives us an opportunity to explore with them the traditions of storytelling—the many and various ways stories can be told and have been told throughout history. Poetry, short stories, plays, and even novels and epic tales have important connections to art and present new, thoughtful ways to analyze and evaluate themes. To start, you might explore the J. Paul Getty Museum's "Telling Stories in Art" website where you will find a wide variety of art to connect to literature as well as lesson plans and other resources. The Getty Museum's stated goal here directly supports standard seven: "To build students' awareness of how stories can be told visually and how artists use color, line, gesture, composition, and symbolism to tell a story." These lessons encourage students to think critically about how writers use particular elements to tell stories compared to how artists tell stories similarly but with different elements such as color, line, and gesture. In the Classroom Though it is listed for grades 6-8, the lesson titled "Painting Europa" is especially useful for our purposes of meeting standard seven. Integrating technology effectively means teaching students to apply it heuristically—to discover ideas and to solve problems. Try approaching the lesson with students this way: Tell students to imagine they are editors for an online, multimedia textbook that will include an illustration for a selection from Ovid's Metamorphoses. Two paintings are being considered. Students must submit their choices along with a brief explanation as to why the chosen painting best illustrates the selection. Expand further by having them also choose music to accompany the selection. You might pair them and have each team create a wiki with the chosen text, images, and music. Try wikispaces…it's an excellent tool for online classroom collaboration. I hope you find the resources at the J. Paul Getty Museum and at Wikispaces useful. Standard seven is one we can easily revisit often and technology affords us the ability to make each activity meaningful and beneficial to our students.

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Maria Montessori observed that children possessed an "absorbent mind" from birth to six years old. They showed a natural curiosity for new information. During this time the child would demonstrate a more evident and also effortless way to learn than perhaps at any other time in their life. The child would absorb this information with his or her senses in order to also construct his or her own knowledge. In the Primary years, through experience, guidance, and practice, the Montessori method offers children 3 to 6 years old a unique opportunity to learn more thoroughly, quickly and efficiently. In essence, because of the supportive environment that the child is learning in, all of the skills learned are being enhanced in a way that translate to independence and an active connection from the child to the world. Following, are the subjects covered in this stage. This area of the Montessori curriculum is composed of an active written and reading program that is based on phonetics. The child starts with oral language development, and it progresses to associating letter sounds with the written symbols. Because the cognitive process required for reading is more complex than the one required for writing, the children follow the natural path of learning to write before they read. Thru Montessori language materials, activities and the implementation of a sequential phonetic reading program, the child is guided to fluent reading. Finally, they experience the function of grammar and the art of creative writing. In the math portion of Montessori education, children are first introduced to exploring numbers 1-10. Quantities and symbols, and their association, are introduced as well. Children continue by learning the decimal system, and solving ultimately 4-digit mathematical operations. Children learn abstract mathematical concepts thru different hands on activities that use Dr. Montessori's carefully designed concrete materials. The sensorial Montessori materials and activities presented to the children help them understand their world through the information that is received from the environment. This also lays the groundwork for an intellectual life by sharpening their senses and helping in the development of their cognitive skills. The sensorial activities in this area include Visual activities, Tactile activities, Auditory activities, and Olfactory activities. In this area of the Montessori philosophy, the students are presented with practical real life activities that instill a sense of order, concentration, personal pride, independence, respect for others, fine motor skills, grace and courtesy, and confidence along with self-esteem in the child. Along with all of these aspects, the idea is to transmit the positive pride that comes with the mentality that the child “can do it” herself or himself. Culture and Science Particularly, this area connects the student to the earth, to nature overall, and to others. It helps the students understand the world and themselves by allowing them to experience and explore the world directly. The child is able to understand these connections in the Montessori classroom and in the larger world. The scientific method is introduced and explained for the student to use in exploring the world objectively. This area of the Montessori curriculum also provides the student with an organized account of events related to culture and science. The fields studied are: Geography, History, Zoology, Botany, and Science.

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Spark Student Writing with Animated Comic Strips For reluctant writers and for creative writing enthusiasts, using technology to write a cartoon is a fun, highly motivating activity. Digital storytelling sparks students’ imaginations. Adding elements such as images, callouts, text boxes, starbursts, and word art inspires students even more. Then creating animation effects and transitions makes the writing activity exciting and challenging. How can you integrate comic strip writing into curriculum? Here are a few ideas! - Write an Original Story: Plan a story or simple scenario that has a beginning, middle, and end. Divide the action into panels. Use text boxes to describe the scene, callouts for characters to speak or think, and clip art to illustrate the action. - Only a Dream: Create a dream sequence that shows a series of imaginary scenes. This is an easy way to plan a digital story. - Illustrate a Wacky Scene: Have fun with a cliché or popular expression. Make a simple scene that explains what happens when pigs fly, there is a blue moon, or it starts raining cats and dogs. - Invent a Superhero: Create a character and give them a name and superpower. Have the hero save the day! Take part in a rescue mission, engage in an epic battle with a powerful foe, stop a crook, or retrieve a lost item. - Tell a Joke: Make people laugh! Use one slide to make a silly scene, two slides to show before and after clips, or several slides to tell a knock-knock joke. - Transform a Popular Story: Remake a nursery rhyme or fairy tale into a cartoon. Swap the characters, adjust the story line, or rewrite the ending to create a modern twist on an old favorite. - Retell a Story: Summarize the main parts of a story. Sequence the key events using slides as scenes. In the first scene introduce the characters and setting. The following slides illustrate the action. - Rewrite the Ending: Produce an animated scene that illustrates a different ending. Include a slide that explains why this ending is better than that of the author. - Makeover a Realistic Story into a Cartoon: Consider what a story would be like if the people were substituted with cartoon characters, the setting shifted to an imaginary place, but the plotline remained similar. Create a short animated clip of the cartoon version. - Join the Action: Insert yourself into the story. What advice would you share? How would you help? Recreate a scene from the story. Use a clip art character, photo, or web cam image to put yourself into the scene. Does your advice or behavior change the ending? - Form a Connection: Reflect on the story. What connection do you have? Do you like the same things as the main character, have you shared a similar experience, or does the story remind you of something you have seen or read? Explain the connection and use evidence from the book or your life to support your ideas. - Conduct a Character Analysis: How does the character change as the story unfolds? Create a three panel animated comic strip. In the first panel introduce the character at the beginning of the story. Use callouts and textboxes to show their mood, describe their character traits, and explain their role within the story. In the second panel illustrate an important event that causes a change or growth within the character. In the final panel show the character at the end of the story. How are they different? Use any of these ideas with TechnoToon and Google Slides or Microsoft PowerPoint to inspire and spark the inner author in your students.

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Following the 2009 Black Saturday bushfires, survivors in the Yarra Valley hamlet of Steels Creek were tormented by three questions. What, precisely, happened that day? How on earth could they make sense of events? And how could a tiny community where 10 people and two-thirds of homes had been lost ever manage to heal and go forward? Tom Griffiths, director of the Australian National University (ANU)’s Centre for Environmental History, had friends in Steels Creek. He had also been studying Victoria’s mountain ash forests for two decades. … a research collaboration which … could help bush communities around Australia to understand fire better—and to survive it.And so was born a research collaboration which Professor Griffiths believes could help bush communities around Australia to understand fire better—and to survive it. The project spawned two books and a film, each addressing one of the three questions. Black Saturday at Steels Creek is a forensic account by Peter Stanley of the day’s events. Living with Fire, by Griffiths and an ANU colleague, Christine Hansen, is a history of the valley’s relationship with fire. And Afterburn, a documentary by Moira Fahy, follows three families trying to rebuild their lives. While all three works helped the community to “heal and come together and in some ways become stronger”, according to Griffiths, they also threw up wider lessons. The most important one, he says, was the need for “more fire studies that are local, ecological and historical”. Local because different forests produce different fires, meaning they require local knowledge, experience and management, rather than national or statewide strategies. Ecological because fire behaviour is heavily influenced by vegetation, such as the highly combustible mountain ash forests north and east of Melbourne, which require rare but catastrophic fires to regenerate. And historical, says Griffiths, because “history is your best survival guide”. History teaches communities when the deadliest fire days occur. It teaches the distinctive pattern that bushfires follow, and whether they may escalate into what Griffiths calls a ‘firestorm’. The old-timers, he observes, “know from what direction the fire will come on a particular day and which parts of the valley will burn”. History also offers significant lessons for policymakers, such as the fact that the worst fires since British settlement have all occurred in the same region of Victoria. When such a firestorm looms, says Griffiths, encouraging people to believe they can safely defend their homes is mortally irresponsible. Another lesson: the bunkers dug by sawmill workers early last century—and gradually abandoned by subsequent generations—saved many lives. Communal memories may fade, but history and good storytelling keep alive such valuable insights. Griffiths notes that the cultural dimensions of fire—how we manage and cultivate it—are as crucial as the science, but receive little attention or funding. History also helped to illuminate the Blue Mountains bushfires of October 2013. While many believed they were unnaturally early, statistics show the region’s fire season has always peaked in November and December. In fact, October is “exactly the kind of incremental advancement you would expect” with global warming, says Griffiths. What disturbed him most about Black Saturday, by contrast, was its “haunting familiarity”, reinforcing his conviction that we need to act on the distilled wisdom of past experience.

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We recently featured a piece on our OOL site on the famous Italian artist and inventor, Leonardo Da Vinci. Here, we take a look at the history of one of the other great Italian painters, Raphael. On April 6, 1483, the Italian Renaissance painter and architect Raphael was born in Urbino, Italy. Originally named Raffaello Sanzio, he was to become one of the most celebrated artists of the day. Raphael’s father, Giovanni Santi, was a painter. He taught his son basic painting techniques and exposed him to the principles of humanistic philosophy at the Duke of Urbino’s court. Raphael was only 11 when his father died, and he was tasked with taking over managing his father’s painting workshop. Rather than this being a job beyond the limits of a young child, Raphael soon discovered a talent that surpassed his father’s. By the time he was a teenager, he’d been commissioned to paint for the Church of San Nicola in nearby Castello. In 1500 a master painter known as Perugino invited Raphael to be his apprentice in Perugia, in central Italy. During his four year apprenticeship Raphael helped to paint frescoes at the Collegio del Cambia. He developed a unique painting style which led to his early religious works, The Mond Crucifixion (c1502), The Three Graces (c..1503), The Knight’s Dream (1504) and the Oddi altarpiece, Marriage of the Virgin, also completed in 1504. In 1504, Raphael left his apprenticeship and moved to Florence, where he was influenced by other Italian painters, such as Leonardo da Vinci, Michelangelo and Masaccio. Raphael closely studied the details of their work, and added an even more intricate style to his own. In 1507 Raphael created his most ambitious work in Florence, The Entombment, before moving to Rome in 1508 to paint in the Vatican Stanza under the patronage of Pope Julius II. Whilst there, from 1509 to 1511, he worked on what was to become one of the Italian High Renaissance’s most highly regarded fresco cycles -the Stanza della Segnatura series of frescos, which includes The Triumph of Religion and The School of Athens. It was during this same period that Raphael also produced his famous Madonna of the Chair and Sistine Madonna paintings. By 1514, Raphael also began work as an architect, after the death of the pope’s architect Donato Bramante. Raphael was employed to create the design for a chapel in Sant Eligio degli Orefici. He also designed Rome’s Santa Maria del Popolo Chapel as well as part of Saint Peter’s new basilica. His architectural work moved now beyond religious buildings to designing palaces. Raphael’s architecture honored the classical sensibilities of his predecessor, Bramante, but it also incorporated ornamental details. Such details would come to define the architectural style of the late Renaissance and early Baroque periods. Suddenly, on his 37th birthday in 1520, Raphael died in Rome, whilst working on his largest painting, The Transfiguration. His body was interred at the Pantheon in Rome. Raphael’s influence in Italy’s advancing Baroque period was far reaching, and he continues to be regarded as the leading artistic figure of Italian High Renaissance classicism. Dr Kathryn Bates is a graduate of archaeology and history. She has excavated across the world as an archaeologist, and tutored medieval history at Leicester University. She joined the administrative team at Oxford Open Learning twelve years ago. Alongside her distance learning work, Dr Bates is a bestselling novelist, and an itinerant creative writing tutor for primary school children.

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In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media. Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts. Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world. By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts. They examine how different modes and media use visual, verbal and/or digital language elements. They communicate ideas using figurative language to express universal themes and evaluative language to make informed judgements about texts. Students further develop skills in using metalanguage, correct grammar and syntax to analyse language and express a personal perspective about a text. Socrates facing the death penalty stated in his response to the jury 'the unexamined life is not worth living'. He dared to question, express his opinions and seek knowledge. He argued that the ability to examine, question and evaluate ethically made us human. Orwell and the composers of the short texts we will be exploring have the courage to question actions and behaviours that compromise and even threaten the quality of the human experience. By doing so they provoke us to see the world differently, to challenge assumptions, consider new ideas and reflect personally on what this means for our experiences. This common module focuses predominantly on the representation of the human experience through genre, form, structure and language. The students will explore the prescribed text Nineteen Eighty-Four by George Orwell and a range of different texts in a variety of forms, modes and media and consider how purpose, perspective and context influence the way that these individual and collective human experiences are represented. This exploration will further develop students’ skills to make informed judgements about texts examined and evaluated in class and their related text. With Nineteen Eighty-Four and its representation of the human experience as the central focus, the key aspects that impact on the of the individual and collective human experiences: • Having the courage to speak out • Overt use of power and control – ‘the intoxication of power’ (George Orwell). • The loss of personal freedom • Destruction of truth and morality • Mind control • Subversion of human relationships and trust • A culture of fear and mistrust • Rewriting of history The selected short texts will feature composers, like Orwell, who express their concerns about something that they consider will have a significant and often detrimental impact on the human experience. These composers provide provocative insights into the anomalies, paradoxes and inconsistencies in human behaviour and motivations; thus, inviting the students to see the world differently, to challenge assumptions, consider new ideas and reflect personally on what this means for their experiences. Students are provided with opportunities to develop greater empathy for the attitudes and opinions of others by interacting with and interrogating a range of texts.

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"Education is the most powerful weapon which you can use to change the world". Nelson Mandela Teachers may have a core of written themes that can be used as ideas to help inspire them. The teachers are to watch and listen to the children and utilize their observation notes so they are in-tune with children’s interests for curriculum planning and providing the appropriate activities. The planned activities are integrated, the theme/topic carried through in the areas of pre-math, (counting, etc.), manipulative, dramatic play, science, language arts, cooking, and music therapy. Suggestions may be given to the staff as to some activities, but each room is encouraged to be creative and flexible. The topics may extend depending on the interest of the children. Toddlers have a more basic conceptual structure than that of the threes and fours and fives. The topics of interest of the children may vary in the individual classrooms. Remember when planning, the teacher is the facilitator and the child is the active learner. The teacher may assist the child by talking him through an activity and asking questions, but does not do the activity for the child. It is the process of doing an activity, not the product that helps the child learn about his/her world. Teachers may have a core of written themes that can be used as ideas to help inspire them. The teachers are to watch and listen to the children and utilize their observation notes so they are in-tune with children’s interests for curriculum planning and providing the appropriate activities. The planned activities are integrated, i.e., the theme/topic carried through in the areas of pre-math, (counting, etc.), manipulative, dramatic play, science, language arts, cooking, and field trips. Suggestions may be given to the staff as to some activities, but each room is encouraged to be creative and flexible. The topics may extend depending on the interest of the children. Toddlers have a more basic conceptual structure than that of the threes and fours. The topics of interest of the children may vary in the individual classrooms. Remember when planning, the teacher is the facilitator and the child is the active learner. The teacher may assist the child by talking him through an activity and asking questions, but does not do the activity for the child. It is the process of doing an activity, not the product that helps the child learn about his/her world. Magic Kingdom Day Care will increase psycho-social-emotional competence of children, develop their cognitive & intellectual skills to promote healthy habits, physical growth & creative exploration & to involve parents & guardians in the child’s education.We will provide multilingual & multicultural educational services. The Creative Curriculum develops a natural progression outward from self to others. Young children build or “construct” their knowledge of the world not simply by learning rote information rather, children participate actively in the learning process, discovering knowledge through direct experience with people, objects, events, and ideas. Our certified teachers are well trained by this curriculum and are actively involved in the classroom. Our guiding philosophies include the following: Active participation promotes learning. Respect for the individual allows the program to meet the learner at his/her own level. A productive and positive relationship with peers/adults enhances the learning experience. We will encourage children to make decisions about which work they do, including planning what they want to pursue and sharing what they’ve accomplished with others. Our children will participate in a rich, multicultural curriculum that affords opportunity for hands-on and self-directed activity, multiple choices, exploration & experimentation, small and large group activities, & a variety of literary activities including storytelling, journaling, read-along tapes & dictation.They will develop problem-solving techniques, conflict resolution skills & language development in all classes. Magic Kingdom Day Care also uses the Critical Thinking Co.™ curriculum, committed to developing students' critical thinking skills for not only better grades, higher test scores, but overall success in life. We do not teach through drill and memorization or teach to the tests—we use this curriculum to empower the mind! The curriculum is designed to incorporate critical thinking into all our lesson plans so that students carefully analyze what they are learning. A deeper analysis produces deeper understanding, which results in better grades and higher test scores. Over time, students who practice critical thinking learn to apply it throughout their education and lives. With this curriculum we are building a foundation for your child’s future. Music Enrichment & Dance This program is available for all students beginning with our Toddler group. Ms. Lena, our Music Teacher, visits Magic Kingdom twice a week. She visits each classroom, individually, every Tuesday and Thursday for 30 minutes during morning school hours. She targets motor skills, creates music awareness in children, promotes response to rhythm and increases their attention span. Dance is an activity offered once a week to all the children attending our day care. Ms. Olga, our dance teacher, has an extensive resume. Dance is offered to all our students. Classes are every Friday. Children become more flexible and fluid. Dance class also allows your children to positively channel their energyChildren prepare recitals 4 times a year. Gifted & Talented Test Prep G&T programs are one way that New York City serves the educational needs of exceptional students. Though G&T programs vary in terms of instructional strategies and materials, they all deliver specialized instruction aligned to New York State Approved Learning Standards. These programs provide engaging instruction to children with exceptional academic capacity. In G&T programs, students are grouped together in a class with students of similar interests and abilities, and receive ability-appropriate instruction in all content areas. One of the main benefits of gifted education is an environment for kids where everyone is as brilliant as they are. Kids are offered to pass free annual Gifted and Talented tests to check their eligibility for enrolling to the Gifted and Talented Program. Our G&T Preparation Program allows your child to develop, grow, and hone his or her logical reasoning skills and cognitive abilities. The program is offered to children ages 3 to 6 years old. Our staff of professional, licensed teachers uses a range of special educational materials to ensure that your child is best prepared for the exam. Our personalized approach to learning helps our students grow—and thrive. Special gifted and talented courses, combined with a personalized learning plan, enable exceptional students to work above their grade level and achieve their highest potential in any gifted and talented program. In addition, we implement tested techniques and approaches that allow your child to set a foundation for the educational future their intellectual potential. Arts & Crafts Painting, coloring, sculpting, drawing, and other forms of creative art are a vital part of our child care curriculum. Creating art supports young children's development across several different domains. Using art tools helps children develop small muscle coordination and control. Children can practice thinking skills by experimenting with color, texture, and design. Art gives children an opportunity to express their ideas and feelings, relieves tension, and provides limits for self-discipline. Art allows children to achieve and expand their creativity. Cooking with young children is a fun and educational activity. By participating in food preparation, a young child can learn many things such as fine motor skills, nutrition, science concepts, sensory exploration, cooperation, measurement, shapes, following directions, and telling time. Cooking has been used for years as an important teaching and development tool for all ages. Hands-on cooking activities help children develop pride and confidence in their skills and abilities. The act of following a recipe can encourage self-direction and independence, while also teaching children to follow directions and use thinking skills to problem solve. Chopping, squeezing, spreading, and mixing are all cooking skills that help develop a child’s small muscle control and eye-hand coordination. It’s impossible to separate hands-on cooking activities from physical development for young children. Cooking inspires children’s curiosity, thinking, and problem solving, offering new opportunities to make predictions and observations. Additionally, cooking offers authentic opportunities for students to understand and apply their knowledge of measuring, one-to-one correspondence, numbers, and counting. As they follow a recipe, children organize ingredients, follow a sequence, and carry out multiple directions. With its own vocabulary, cooking is a great opportunity for language development. Take advantage of opportunities for children to match pictures to words and articulate questions inspired by their new experiences.

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Common Core Programs ■ Common Core Programs ( ) from PK to 12 th - Why Common Core? ■ Emphasizes critical-thinking, problem-solving, and analytical skills ■ Prepares all students who graduate from high school to succeed in college, career, and life, regardless of where they live - What is Common Core? ■ A set of high-quality standards in English language arts, literacy, and mathematics ■ Outlines what a student should know and be able to do at the end of each grade ■ Humanities for Children and Youth ■ Harkness Table ■ Storytelling programs / Drama ■ Honored Book Club Programs ■ National Council for the Social Studies (NCSS) ( ) STEM & STEAM ■ STEM(Science, Technology, Engineering, and Math) STEM is an interdisciplinary approach to learning where academic concepts are coupled with real-world lessons. Students apply science, technology, engineering, and math in contexts that make connection between the classroom and the world around them. With STEM education, NGSS (Next Generation Science Standards) are used: * Model and theory * Continually extends, refines, and revises knowledge * Divided by grade-level and topic-based ■ STEAM(Science, Technology, Engineering, the Arts, and Math) STEAM is STEM + the Arts. By adding the Arts, teachers create an essential tool for attracting students who otherwise would have found more traditional STEM education inaccessible. MCA is adding the A to STEM with Makers Education. MCA has been offering Makers Education since 2015 with Reggio Program. This opens a new level of creativity where students' artistic abilities can be expressed through the use of technology. STEAM education at MCA includes Robotex International - Robo League Competition, and MCA Science Fair. MCA students participate in robotics-related programs such as WeDO 2.0, Spike Prime, and Mindstorms EV3. Strong Math Program MCA’s ILP (Individual Learning Program) can help to extend students’ knowledge and problem-solving skills. Khan Academy ( ) As widely known, Khan Academy (www.khanacademy.org) is a non-profit organization providing free, top-class education for anyone, anywhere. Its online program will be actively utilized for students’ self-study or homework assignment as a way of complementing MCA’s ILP-based curriculum. For instance, advanced students can make use of this program in the free time they may have during the academy day or at home.

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Dancing has been Indian heritage for more than 5000 years. It has been used as a mode of expression since prehistoric times. Dan... Dancing has been Indian heritage for more than 5000 years. It has been used as a mode of expression since prehistoric times. Dance has been an indispensible element of ancient India. Many deities in Hindu mythology have been associated with this art form since it has been used as a vehicle of worship and manifestation since ages. Lord Shiva, Lord Ganesha and Lord Krishna also expressed their emotions through dancing. Religious themes gave rise to dance in ancient India. Most dance forms also expressed rich mythological lore through their performance. Devadasis augmented dance in ancient times. They are also referred as temple dancers who offered gratitude to the gods through dancing in temples. In order to maintain the sacredness of their dance in front of Gods and Goddesses, they led an ascetic life. What had earlier begun for worshiping deities, came to be appreciated as a medium of entertainment in time. Besides the temple dancers, several dancing girls started performing on joyous occasions in princely courts. Gupta period was the golden period for culture, art and literature. Dance became more recognizable and the dancers were given opportunity to showcase their talents. Various historical evidences indicate the charm of dancing in ancient India. These include the archaeological evidences from Mohenjodaro, rock paintings of Bhimbhetka caves in Madhya Pradesh, the sculptures of dancing figures in Khajuraho and many more. Tandavam (also known as Tandava Nrtya) is performed by Hindu god Shiva. This dance form reveals the violent nature of Lord Shiva, first as the creator and later as the destroyer of universe. It is the source of origination of the cycle of creation, preservation and dissolution. Ananda Tandava depicts his dancing in joy. Tandava Lakshanam is the 4th chapter of Natya Shashtra that discusses 32 Angaharas and 108 Karanas. When hand gestures are combined with feet to form a dance posture, it is Karana and the composition of seven or more Karanas is Angahara. Bharat Muni says that Lord Shiva was very much fond of dancing and so he performed it every evening. All these Karanas of Tandava can be employed in dance, fight, personal combats and other special movement like strolling. Bharata Natyam or Bharatnatyam dates back to 1000 BC. It originated as a temple dance from Tamil Nadu. The dance form is considered to set the basics for other traditional dances. Basic steps of the dance are called ‘adavus’ and the symbolic hand gestures are known as ‘mudras’. There are 20 types of adavus which are danced in 3 speeds and 5 rhythms and 28 mudras. Bharatnatyam cannot be learned without learning the adavu steps. Bharatnatyam used to be performed in solo by women. It expressed Hindu religious themes and spiritual ideas of Shaivism particularly, but also of Vaishnavism and Shaktism. Today, it is one of the most popular classical Indian dance styles in India and abroad. Odissi is probably the oldest of surviving classical dance forms in India. The term means ‘of Orissa’. Orissa is the origin of this dance, which is situated in eastern India. This form was performed by the devadasis initially but later used as a mode of entertainment for royal families in courts. Traditionally, it was a dance drama genre of performance art. The act was set out in Sanskrit literature, where the devotees conveyed a mythical story or a spiritual message from the Hindu texts through symbolic costumes, body movements, mudras (hand positions) and abhinaya (expressions). Gaudiya Nritya originates from Gauda in West Bengal, a ruined city on the India-Bangladesh border. It was traditionally practiced as a spiritual expression by the Devadasis in temples. This dance form has its roots in Natyashashtra, which is enriched with music, drama, poetry, rhythm and color. Its evolution and growth can be traced to some traditions and dance forms existing in Gauda Banga. There are some evidences that support Gaudiya Nritya as an integrated part of ancient Bengal. In the Manasa Mangal Kavya, there was a story of a housewife Mehula who performs this dance form in the court of Lord Indra (Indian mythology recognizes Lord Indra as the king of all gods). Sattriya started 500 years ago in the medieval era. It is a classical dance drama performance art that owes its origins to a saint named Srimanta Sankardev. It was performed in the Krishna centered Vaishnavism monasteries of Assam. One act plays of this dance form called Ankiya Nat were performed in dance community halls of monastery temples (sattra). They convey the aesthetic and religious beliefs of the devotees through ballad, dance and drama. These plays are themed on Krishna and Radha and sometimes on Vishnu avatars such as Rama and Sita. Manipuri is named after its originating region Manipur, a north eastern state in India. The exquisite performances are usually love inspired dance drama of Radha Krishna known as Raas Leela. It is strictly a religious and spiritual experience. Light footfalls and graceful bodily and facial movements are essentials of this dance. Manipuri dance is also known as Jagoi. It is performed in group with artists wearing unique costumes. A barrel shaped elegantly decorated skirt called the Kumil, aesthetics, conventions and repertoire uniquely differentiates this dance form from the rest. This dance form originated from the Kuchelapuram village (now known as Kuchipudi) in Andhra Pradesh. Prominent beliefs suggest that this art was founded in the 17th century by Tirtha Narayana Yati and his disciple Siddhendra Yogi (an orphan). Like all the major classical dances in India, Kuchipudi developed as a religious art. In ancient India, Brahmin males performed this dance and dressed appropriately for playing the role of both men and women. The present scenario however, includes both male and female dancers. Kuchipudi performance includes pure dance (nritta) and expressive part of the performance (nritya). Rhythmic gestures are used to mime the play. The impact enhances when these artists are accompanied by vocalists and musicians. A world record was also registered in Guinness Book wherein 6117 Kuchipudi dancers gave a spectacular show. The word ‘Kathakali’ is made from two words – katha (which means story) and kali (which means performance). It finds its origination in the 17th century in Kerala. The classical dance drama is considered to be a highly stylized dance form because of its grand costumes and unique and dramatic makeup. The artists are highly skilled in the well defined movements and detailed gestures of this dance form. Mahabharata, Ramayana and ancient scriptures are the basis of Kathakali. This dance is often linked to ancient temple dances like Kutiyattam, Krishnanattam and others but is actually different from them. In older art forms, dancer-actor had to be a vocal artist as well while Kathakali separates these roles and allows the artists to focus and excel in their areas. Kathak derived its name from the Vedic Sanskrit word Katha, which means “story”. Kathak started from Northern India as a temple performance art but eventually moved to royal courts and the public. Bhakti Movement started seeing Kathak as an important dance form. Childhood stories of Krishna were expressed through this dance. Kathak performances move from slow tempo to fast tempo and finally end with a dramatic climax. In ancient times, there were three major Kathak schools or gharanas- Jaipur Gharana, Lucknow and Banaras Gharana and Rajgarh Gharana. Over the time, learning provided by these schools has transformed and the purpose has changed. Storytelling has disappeared and today it is only rhythm and movement remaining in the classical dance form. Mohiniyattam developed in Kerala. The dance gets its name from the word Mohini, a mythical avatar of God Vishnu. Through her feminine powers, she helped the good prevail over evil. Mohiniyattam practices soft and delicate feminine movements that are followed in the Lasya style described in Natya Shastra. It was traditionally performed by women, dressed in white and gold. Extensive training is required to learn this dance form. Graceful and gliding movements along with circular use of the torso and a half bent position with toe and heel, are involved in a flowing rhythmic structure. If your love for Indian culture and beliefs has made you read this post, then these wedding dances of Indian culture will surely amaze you. An actress, comedian, producer, television host Sofia Vergara is one of the most loved personality in the TV industry. Bo... When you visit McDonald's, you are entertained by several McD characters designed for kids. Do you know how many Mc D characters are there in total? Let's find it out. The recent reports of crime suggest that it has become an inseparable part of our society and the growing numbers continue to s...

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We are looking for famous myths, legends and folktales from around the world. We hope to create a mural representing all myths and legends from each country our school community is linked to and have the murals on display in our permanent building. We are asking parents to share with us myths and legends from their home countries and an image of these also. We are very fortunate to have families who originate from 38 different nationalities, and we want all nationalities represented. Storytelling is common to every culture. Most people enjoy listening to stories. Storytellers have catered for the need for a ‘good story’ since the beginning of civilization. To start this project, every week we will pick at least two countries. We will share some websites with you that have myths and folk tales. We ask that parents check the websites we share, to see if the stories are a good translation. We encourage parents to share books and stories they may have at home. We also ask that parents tell us which story we should choose for a mural. Thanks Most people have their own favourite story from childhood and, often, these tales are both fascinating and frightening. These stories include legends, myths and folktales. A legend is a semi-true story, which has been passed on from person-to-person and has important meaning or symbolism for the culture in which it originates. A legend usually includes an element of truth, or is based on historic facts, but with ‘mythical qualities’. Legends usually involve heroic characters or fantastic places and often encompass the spiritual beliefs of the culture in which they originate. A myth is a story based on tradition or legend, which has a deep symbolic meaning. A myth ‘conveys a truth’ to those who tell it and hear it, rather than necessarily recording a true event. Although some myths can be accounts of actual events, they have become transformed by symbolic meaning or shifted in time or place. Myths are often used to explain universal and local beginnings and involve supernatural beings. The great power of the meaning of these stories, to the culture in which they developed, is a major reason why they survive as long as they do – sometimes for thousands of years. A folktale is a popular story that was passed on in spoken form, from one generation to the next. Usually the author is unknown and there are often many versions of the tale. Folktales comprise fables, fairy tales, old legends and even ‘urban legends’. Again, some tales may have been based on a partial truth that has been lost or hidden over time. It is difficult to categorize folktales precisely because they fit into many categories. What is the difference between legends, myths and folktales? Myths, legends and folktales are hard to classify and often overlap. Imagine a line (or continuum) as illustrated below, with an historical account based on facts at one end and myths or cultural folktales at the other; as you progress towards the mythical/folktale end of the line, what an event symbolises to people, or what they feel about it, becomes of greater historical significance than the facts, which become less important. By the time you reach the far end of the spectrum, the story has taken on a life of its own and the facts of the original event, if there ever were any, have become almost irrelevant. It is the message that is important.

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Special writing paper for Abraham Lincoln here! Bake a white or yellow cake mix in paper baking cups as directed on the package. Cool and remove from papers. To form logs, put two cupcakes together end-to-end with ready-to-spread chocolate frosting. Once you download the file, it is yours to keep and print for your classroom. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Use the entire Hatchet calendar, or supplement it with your own curriculum ideas. Calendars cover one, two, four, and eight week units. Determine how long your Hatchet unit will be, then use one of the calendars provided to plan out your entire lesson. Chapter Abstracts Chapter abstracts are short descriptions of events that occur in each chapter of Hatchet. They highlight major plot events and detail the important relationships and characteristics of important characters. The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read. Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion. They are relatively brief, but can serve to be an excellent refresher of Hatchet for either a student or teacher. Character and Object Descriptions Character and Object Descriptions provide descriptions of the significant characters as well as objects and places in Hatchet. These can be printed out and used as an individual study guide for students, a "key" for leading a class discussion, a summary review prior to exams, or a refresher for an educator. The character and object descriptions are also used in some of the quizzes and tests in this lesson plan. The longest descriptions run about words. They become shorter as the importance of the character or object declines. Daily Lessons This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each have a specific objective and offer at least three often more ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about Hatchet in a classroom setting. You can combine daily lessons or use the ideas within them to create your own unique curriculum. They vary greatly from day to day and offer an array of creative ideas that provide many options for an educator. |Once you download the file, it is yours to keep and print for your classroom. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more.| |Hatchet Lesson Plans for Teachers | timberdesignmag.com||Regulations Summary and Area Map July 1, - June 30, Map Only This brochure is designed to provide the public with information and a summary of regulations pertaining to hunting and other recreational use on the Hatchet Creek Wildlife Management Area. Regulations that are new or differ substantially from last year are shown in bold print.| The 20 enjoyable, interactive classroom activities that are included will help students understand Hatchet in fun and entertaining ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises. Many of the activities encourage students to interact with each other, be creative and think "outside of the box," and ultimately grasp key concepts from the text by "doing" rather than simply studying. Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of Hatchet and its themes. Students should have a full understanding of the unit material in order to answer these questions. They often include multiple parts of the work and ask for a thorough analysis of the overall text. They nearly always require a substantial response. Essay responses are typically expected to be one or more page s and consist of multiple paragraphs, although it is possible to write answers more briefly. These essays are designed to challenge a student's understanding of the broad points in a work, interactions among the characters, and main points and themes of the text. But, they also cover many of the other issues specific to the work and to the world today. They ask students to demonstrate a deeper understanding of Hatchet by describing what they've read, rather than just recalling it. The short essay questions evaluate not only whether students have read the material, but also how well they understand and can apply it. They require more thought than multiple choice questions, but are shorter than the essay questions. Multiple Choice Questions The Multiple Choice Questions in this lesson plan will test a student's recall and understanding of Hatchet. Use these questions for quizzes, homework assignments or tests. The questions are broken out into sections, so they focus on specific chapters within Hatchet.Resources include learning objectives, a handout detailing Amelia's mysterious disappearance and 5 creative writing activities which can be free choice or you could focus on just one or two for in class and one for homework. Activities include writ. Hatchet Lesson Plans include daily lessons, fun activities, essay topics, test/quiz questions, and more. Everything you need to teach Hatchet. My 10 year old son, and I listened to "Hatchet" on Audio CD format, while driving from WA State to eastern B.C., Canada. Read splendidly by Peter Coyote, it is a captivating story of a boy's survival in the northern Canadian woods. My 10 year old son, and I listened to "Hatchet" on Audio CD format, while driving from WA State to eastern B.C., Canada. Read splendidly by Peter Coyote, it is a captivating story of a boy's survival in the northern Canadian woods. The cable television program Mad Money with Jim Cramer first aired on CNBC in According to CNBC's Web site in an article titled, "Mad Money Manifesto" by Jim Cramer, the show's mission statement and Cramer's job. v A Typical Teaching Week These guidelines are intended to help bring some predictability to lesson planning. Although the elements of grammar are important aspects of this course, its primary focus is writing and.

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Oral communication is often a strong point for students compared to reading, however some students may have difficulty with it. There is nothing to be worried about, the key to success here is just to be familiar with the English language in general, to avoid slang usage, to speak in complete and grammatically correct sentences, and to demonstrate a wide vocabulary. For more formal assignments, if you are a stronger writer than speaker, try to write out your work before practicing your presentation out loud. Be aware also of how you pronounce words, and the tone of your voice. Avoid mumbling and speak clearly and comfortably. Many students feel embarrassed to speak in front of the class, but remember that everyone is in the same boat and has the same assignment. Reading and literature studies often presents the greatest challenge as it is less familiar and more advanced by the twelfth grade than in previous years. High level texts like Hamlet can present unique challenges to students based on the older style of writing and syntax, and it can be difficult to move from simply understanding the plot to understanding analysis and critical study of the text. Break it down into parts and be aware of the components of literature. Write down what the themes are, or the themes that you notice in the text. Keep track of the characters and how they behave in the text. What is significant about what is happening? If you struggle with the text itself, try reading it out loud, Shakespeare was performed live after all, and still is. Try finding a version of a Shakespeare performance to see how all the stage directions are incorporated. Also, try to find something you like about each text you read. While it can be a chore to read these books, they are also classics for a reason. Always ask questions about what you are reading, and always keep notes so you are not scrambling to redo everything at the last minute. Writing is a chance to embrace your creativity, so take the chance and do your best. For creative writing, choose topics that you care about or that interest you. For more formal, academic writing, choose topics that you both know about or can research, and which interest you. One key skill here is the organization of your thoughts. That means making sure that you express yourself in writing in a logical and methodical way, not just what comes to mind when you think about it, but structured and intentional writing. Take the time to map out what you will write. For your stories or creative writing, make sure you know how the story will end before you write it, try to develop the characters beforehand, take the time to think. For formal academic writing, make sure to do the requisite research beforehand. Find relevant quotations in the text, and make sure you have relevant facts that you present in a manner that you have thought out. Make use of the time you are given. If you are stuck you can make use of a writing prompt, but always make sure to ask why you are writing what you are writing. Media studies is generally the least problematic section for students, especially considering the amount of exposure to popular culture and mass media that most students have already experienced. The important thing to remember here is that just knowing about popular culture is not enough. Students are called to analyze what they are experiencing and to critically examine it. That means perhaps investigating more deeply what they take for granted on their devices, and how they receive information online. These segments are also more dependent upon the discretion of the teacher than most, so material may vary from school to school, or class to class.

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Shared Reading, is where the teacher models and support students. Generally, the teacher reads for enjoyment first then later, the teacher may focus on theme, title, cover, illustrations, and predictions. Significantly, it is during this type of reading that student contribution is strongly encouraged. Language concepts are emphasised, and in this way, typical phonics/grammar knowledge is strengthened. Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions. Teaching assistant can model re-reading of the text if the meaning is unclear and can model working out a difficult word. Writing can be modelled by using the whiteboard. Teaching assistant can model how to use strategies to help reading and writing. Through the modelling process the children should get confident enough to talk, think, share and reflect; they should want to be let free to do their Building acceptance, in which the teacher checked one solution chosen by each group. Based on the major component of Treffinger and steps from expert, researcher adapted some ideas on how to use Treffinger in learning speaking. a. The first step is setting goals where teacher informs competency to be achieved in learning. In this research, teacher wants to improve students’ speaking skill in asking and giving opinion. Introduction This paper’s purpose is to define what a Read Aloud is and how it is utilized effectively in a classroom. Then I will discuss the benefits of Read Alouds on a student’s Literacy skills. Definition “Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level,” ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.). Effective Utilization of Read Alouds Read Alouds benefit students have the capability to benefit students in an extremely positive light, but for this to happen, they have to be done in the correct manner. To begin planning a for a read aloud, the teacher must choose a book that is developmentally A good way to know you have fully grasped the concept of new information is to continuously practice what was taught. Teachers could emphasize to students how this could help them during class and later on in life. (readingrocket.org) Strategy 3 Teach students to use visual images and other memory strategies: A teacher could make use of using different cues like word substitution to help aid in students memory. The use of word substitution is used normally for information that is hard to remember. These type of word are words that are said and can easily be visualized when heard. A word recognition ability such as the explicit instruction of sight words maybe used by students who are facing problems in reading to increase their reading capacity (Alexander & Heathington (1988). Frantantoni (1999) mentioned that as good readers have a large sight word, they are different from poor readers. A largely familiar problem faced by learners through the ESL/EFL world is that of slow reading (Hamp-Lyons 1983; Cooper 1984). Logically, students all differ in their capacity to process and quickly name words. Though, this speed can depend on the amount and quality of exposures to the words (Rasinski, Blachowicz et al. Various strategies can be used in the classroom to work on student’s oral language development. Tompkins, Campbell and Green (2012, p. 8) highlights that teachers who understand language as a social purpose tend to plan instructional activities with social components. Thus, within a classroom, teachers can implement play-based learning to encourage and promote oral language. Utilising shared, guided and modelled reading can further assist in developing oral language. These strategies can include additional elements of a balanced approach. Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds. In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing. During this stage, the teacher can then provide helpful ways to help the students remember the strategies, such as short songs or rhymes, mnemonics, and even acronyms. Stage 3, “Model it”, is when the teacher or proficient peer models the strategy as well as the types of self instruction he or she uses while writing.This allows the student to personalize the strategies taught to what works best for them. During stage 4, students memorize the strategies discussed in stage 2 and 3. To do so, they memorizes each step of the strategy along with one or more of the self instructions modeled in stage 3. By using graphic organizers, Endacott and Brooks state “when the affective component of historical empathy has been emphasized and examined, students have demonstrated various forms of care for the subjects of their study.” Along with enabling students with historical empathy strategies, the history professional learning community must focus on building literacy skills by using common reading and writing techniques such as close reading and comprehension skills. As a professional development opportunity, the teacher will spend time in the English Department’s learning community to gain relevant reading comprehension strategies. Feedback Once the walk-through document is submitted, teachers receive instant feedback. This email is often followed up with a clarifying conversation if either party feels it necessary. At this time, our walkthrough plan does not include a built-in post conference opportunity.

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Interrupted Migrations Unit Driving Question: How can human activities help or hinder animal migrations? Helping Animals Migrate Lesson Driving Question: How has human activity changed the environment? 1. Facilitate group discussions about what makes playing a game fun and educational. - Have students discuss in their project groups the following questions: - What are some of your favorite games? What makes them fun? - What have you learned from different games you have played? - The game you are creating needs to be fun, but it also needs to educate people about animal migration and inspire them to care. What can you do in your game to encourage players to learn and care about animal migration? 2. Prepare groups for the game design workshop. - Throughout this unit, students have already created several possible elements for their game: - Three sets of cards: human impact cards, critter cards, and positive action cards - Game Board Map with human impacts and migratory routes - Contextual information, including a description of the setting and migration map - The goal for students is to use all of these pieces and create a game that can be played by at least two people. In this activity, students design the game and write the rules. - Distribute a copy of the Interrupted Migrations: Game Design Guide and the Interrupted Migrations: Game Design Rubric and Checklist to each student. As a class, discuss the directions and expectations for the game design. 3. Set up and facilitate game design studio time. - In their project groups, have students collaborate to organize all of their previously created pieces for their board game. Then, have students complete the Interrupted Migrations: Game Design Guide handout. - As students finish the Interrupted Migrations: Game Design Guide, guide groups to complete the design and development of their board games. - As student groups finish the development of their game, have each group play their game at least once to test that it has all come together as planned. - After testing by playing the game, have groups make revisions based on the game play to refine games and instructions. 4. Students present their game to the class before taking part in a class-wide Animal Migrations Game Fair. - Have each project group introduce their game by sharing the following details: - The geographic area that is the setting for their game - The three species involved in their game - A general explanation of how the game is played - The objective of the game - After each team has presented, have students choose at least one game to play other than their own. Have students move to different areas of the room in order to play the game they have selected. - As students are playing the games, distribute a copy of the Interrupted Migrations: Game Feedback Card to each student. After students have finished playing the game, have them complete the card to provide feedback for the game designers. - If time allows, have students rotate to a new game to play. 5. Debrief the unit with the class. - As a class, have students share their game play experiences by discussing the following questions: - What did you like most about the game you played? - How did the game inspire you to care more about animal migration and protecting migratory routes? - What is one thing you can do to protect migratory routes in our area? Game Design Use the Game Design Rubric and Checklist to assess this game design project. Extending the Learning Students can invite other people to play with them, including guardians, other students, or school staff. Additionally, students could bring their games home to play with their families. Subjects & Disciplines - Social Studies - Design a game that showcases what they have learned about animal migration in their region. - Review classmates’ games for content and enjoyability. - Project-based learning - Cooperative learning Connections to National Standards, Principles, and Practices Common Core State Standards for English Language Arts & Literacy - CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. - CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. - CCSS.ELA-LITERACY.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. - CCSS.ELA-LITERACY.W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. The College, Career & Civic Life (C3) Framework for Social Studies State Standards - D2.Geo.1.6-8.: Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics. What You’ll Need Materials You Provide - Colored paper - Colored pencils - Art supplies - Game pieces The resources are also available at the top of the page. - Internet Access: Optional - Tech Setup: 1 computer per pair, Color printer, Printer Students will need to have chairs and desks/tables that can be easily rearranged into small groups. - Small-group learning - Small-group work This activity will likely take two or more class periods. A natural break would be to use the second class period for final preparations for the Game Fair, but this can be decided as the activity unfolds in the classroom. Humans have the opportunity to be powerful agents for change in assisting animal migration and limiting their impacts on migratory pathways. Education is a crucial method for spreading the word about why supporting animal migration is important and how we might take actions that help. Visual aids, like storytelling and narrative, are highly effective ways of communicating both the urgency of animal migration challenges and ways to take action. One vehicle for sharing this kind of geographic information is through games. The use of games in social studies has shown to improve a student’s role in and understanding of the world. Learning about animal migration through a game will support a call to action for the student in sharing the future of animal migration. process where a community of animals leaves a habitat for part of the year or part of their lives, and moves to habitats that are more hospitable. path followed by birds or other animals that migrate regularly. any area on Earth with one or more common characteristics. Regions are the basic units of geography.

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Creative behavior is an important, but often overlooked, topic of consideration for individuals with autism spectrum disorders (ASD). Individuals with ASD are often described as behaving in a repetitive or rote fashion and the behavior they display (i.e., expressive language, play skills, expressive writing) is not typically described as being very creative in nature. Therefore, addressing creativity across a number of domains in individuals with ASD offers to be an important undertaking that could favorably affect their abilities (e.g., to play in a more naturalistic way and to engage in more diverse conversation) in those areas. Research on Creativity in Children With Autism Spectrum Disorders Research has been conducted on increasing creative responding in many areas such as the use of sign language or gestural communication, problem-solving skills, imitation of play skills and areas of academics such as creative writing (Rousseau, Krantz, Poulson, Kitson & McClannahan, 1994). Research has also been conducted to determine how individuals with ASD compare with typical peers and adults in relation to their level of creative responding (Miller & Neuringer). The research has shown that persons with ASD did not behave as variably as their typical peers nor did they respond to novel stimuli (i.e., a new arm added to a maze to push a car through) as much as their typical counterparts. In addition, when they did respond in a new way, it was more likely to be in an alternating systematic fashion, such as a rehearsed response rather than in a random or spontaneous fashion. In the area of social language, individuals with ASD often have great difficulty expressing themselves. When they do try to communicate, they often use simplistic sentence structure or language that is of a repetitive nature. To address this, it is important to first focus on increasing the use of initiations and then on diversifying the expressive language used (McDonald & Hemmes). Further research is needed in these areas in order for students to directly benefit. Areas such as: artistic creativity, creativity during play (McDonald & Hemmes) and problem solving are areas of particular importance. It is through this type of research based in applied behavior analysis that more information can be gained regarding how to increase creativity in students with autism spectrum disorders. It may be worthwhile for research in the area of creative play to focus on areas such as: employing peers as trainers or as models of creative behavior (e.g., a typical peer modeling creative painting), maintaining creative behavior through self-monitoring techniques so that the child is able to play with peers without adult intervention; and measuring the long-term maintenance and generalization of creative play behavior for students with autism spectrum disorders.

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The mission of this didactic Clil project was to develop innovative strategic activities for learning biological neuroscience with two classes 16 years old students in scientific High School. Not to activate summa of knowledge, but linked concepts of different topics scientific STEM disciplines (physic, biochemistry, electrophysiology, cellular biology) for protagonist students in learning neuronal science by doing. The choose of get involved in project neuroscientist on neuronal experiment was very useful for students to understand relationship between biology and physic. In this way biology teacher works as a researcher didactic teacher. Key words: neuron, scientific interdisciplinary education; interactive action potential; bioenergy; history electrophysiology techniques; communication neuroscience; cooperative learning; Once sentence summary: two high school classes was engaged in Clil curricular innovative didactic plan about bases of neuroscience with ICT interactive activities. Project activities have began by these two didactic questions for teachers What are strategies for a scientific CLIL itinerary of neuroscience about neuron cell for students 16 years age? Which elements shall be considered important in a interdisciplinariety CLIL educational process about bases of neuroscience with experimental analysis for high school students? Project activities have began by these two these questions for students A first simple question for student: what is a neuron in human nervous system? What are the functions of these cells? Witch is the differences between excitable and not excitable cells, neuronal or epithelial cell? Fundamental concepts about basic of neuroscience Neurones are specialised cells, the basic unit of the nervous system. Neuron has a particular structure. It is formed by a cell body, from which a long branch, called axon. It transport the signal from the cell body to the periphery where the exon ending with synapse. The other branches are called dendritic tree, the sites where neurons receives signals from other cells. A neurone can receive million signals; however, it can produce only an answer. We can consider synapses as the key of communication among neurons. A single neuron can respond to a stimulus because it is full of potential energy. Cells are able to accumulate electrical or chemical energy. But if you have to make fast and immediate answers to an input you cannot use chemical energy, but only electrical. So energy topic has a priority role for a study about neuron cell. The main function of a neuron is the communication. It is also used to feel, to transform all the message coming from the inside to elaborate these messages and to promote the action. Besides, neurons can converter electrical energy or chemical energy into mechanic energy. Noonday’s scientists are researching how neuron can interacted which each others to generate any kinds of signals and how can organize and storage informations. Indeed we know something about this complex mechanism but many things are still dark. HOW TO LEARN NEUROSCIENCE BY DOING? If we want that students to respond with creativity and inventiveness is important to create conditions in which innovation is not only possible but encouraged by biology teacher in Clil neuroscience activity. Innovation activities with foreign languages increase the levels of study motivation, encourage collaboration in both teaching and planning processes. With these objectives the project was developed in these different activities: 1) Bioenglish drawed glossary for neuroscience In the first phase was important to encourage actively participation of all students divided in different groups of 3 students to learn bioenglish scientific key words about structure and physiology of neuron. Each group drawed with computer graphic neuronal cell with different parts: axon, cellular bodies, nucleus, dendrite, myelin sheath, and on the membrane the structure of different proteins channels: Na+, K+; Cl- and sodium potassium pump. They produced work and shared description of morphology and functions of different structures at all component of others groups. 2) Reading neuroscience activities Neuroscience active lesson in which students became active bioenglish texts lecturer of www.brainfacts.org Explore your brain and Mind of Society of Washington . There are different sections (example: About neuroscience, Brain Basic, Thinking and Behaving) with present brief articles for flexibility lecture course beginning by answer: What is neuroscience? Interesting in particularly for students the articles: The neuron in Neuroanatomy section . They read both and produced elaborated work in little groups with different English competences. For each scientific article: bioenglish key words and bioenglish explanation of scientific key concepts, four answers about the important concepts to do different students of others group. In first moment write and in second moment with oral exposition in cooperative learning. 3) Interpretation and representations interactive action potential simulation From interactive web activity about propagation of action potential with the possibility to determinate change of ionic concentration after stimulus on the neuronal membrane to write activity a brief bioenglish text of 300 words to describe different phases of propagation of action potential. Students in little groups work familiarizing with important concepts and focusing attention about the causes of changes electric membrane potential. In the end of this phase both the classes consulting on the website (Neuronal electrophysiology of excitable cells) the animation activity that provides visual representation of how neuron create a resting membrane potential 4) Tell history experimental neuroelectrophysiology Teacher with a collaboration with neuroscientist present a lesson of 2 hours through storytelling experimental neurophysiology technique and introducing to research informations about scientists that have discovered or activated these approaches in different topics of biology. In these way students reflect, analyze not only about experimental neurophysiology technique but also about important phases of neuroscience evolution. In attach text about these references (Element about history of electrophysiology techniques). Both the classes watched YouTube video of description of the Patch Clamp method in different variations and all the students must formulate three answers about these experimental techniques to other students. They also realized in graphic way the “time line of evolution of patch clamp technique” with the name of different scientists. Article written by: Marina Minoli, Biology High School Teacher, University Science Didactic Expert

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Competencies & Standards The 21things4students is composed of technology-integrated learning activities organized around 21 'big ideas' such as Digital Footprint, Cyber Safety, Collaboration, Digital Storytelling, etc. Each of the 21 Things is broken down into smaller chunks called Quests that provide students with learning activities covering one or more of the Michigan Integrated Technology Competencies (MITECS). In 2018 Michigan adopted the International Society for Technology in Education (ISTE-S) "Standards for Students". Michigan named these MITECS, or the Michigan Integrated Technology Competencies for Students. The decision to identify them as competencies is to delineate a difference between standards that outline learning expectations meant to guide local curriculum development, and competencies, (M. Ribant and Ann-Marie Mapes, Oct 2018 presentation for the Michigan Department of Education at MAME) Technology Standards and Skill Expectations 1. Read this brief history in the About This 21t4s Project. 2. View this short introduction to 21t4s. 3. Browse to and review the following document (PDF or Google slides) about MITECS competencies and how they are differentiated from standards. 4. Now that you have an overview of the MITECS, look at the age band articulation document and sample scenarios for students in the age-group you work with. 5. As you think about the competency expectations for students you work with, take a moment to look at the technology standards for educators, education leaders, and technology coaches. Identify a few goals for yourself. 6. Write down a learning goal for yourself, jot it down or add it to your checklist. Move on to 21t4s Student Resources Addressing the ISTE Standards For Educators 1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. 1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. 2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. 2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning. 4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. 5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. 5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. 5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. 6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. 6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. This document is provided as a template to use for your personal reflections and planning for implementing the 21things4students resources.

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The Kwanlin Dün First Nation recorded elders’ stories in 1993. This turned into about seven boxes of transcripts, which sat in an office. Elders gathered several more times, and their stories of camp locations and trail locations were again recorded, transcribed, and combed. Archaeologists compiled and compressed the information-as-stories, and honed in on one geographic area: M’Clintock Lakes and Michie Creeks. This is in the vicinity of Marsh Lake, and it’s where the archaeologists went to dig. They found scrapers, Chinese coins, swan bone tools, and old drying structures to hang fish on. They found human-used things preserved below the ash line. Krista Reid says if anything is below the ash line it means it’s older than 1200 years, because that’s when a volcano erupted. There were relics above the ash line; some relics are only a few years old. Reid said the First Nation wanted to see if elders’ stories of land use were corroborated with physical debris. They were. Reid said evidence of thousands of years of existence verified the stories recorded. Elders who told the stories were presented with the tangible findings. They dug up old photographs and moccasins and memories stimulated by the archeological finds. Krista Reid isn’t an archaeologist. She’s the Kwanlin Dün Cultural Centre’s cultural programs coordinator, who apparently develops exhibits, as she says. She got the job in the summer of 2014, and was handed over two decades worth of recordings and collected artifacts to turn into what she calls a visual story. “It’s like putting together a display for the science fair.” Reid says the physically-found evidence identifies the Tagish Khwáan people, who inhabited the M’Clintock Lake and Michie Creek area, as original people of this territory. She says the recovered scrapers, chert — chips from when stones were used to turn other stones into tools, and blades of obsidian that were traded from Alaska, verify that oral storytelling is scientific evidence of a way of life that, she says, is ongoing. “People still go there to fish.” Reid says the Tagish Khwáan are part of the Kwanlin Dün First Nation, and part of the Carcross Tagish First Nation. She says the area was seasonally used; different harvests happened at different times of the year. It is the place the fish come. To show this, fish nets and traps and pictures will be on display, like the picture of Tammy Joe, someone who Krista Reid knows, in a boat with her grandma. There will be maps and photographs, of trails and old sites families would use. There will be quotes. Elders advised which photos to use with which displays, and which quotes would best bolster the visuals. The display will be in the cultural centre’s sparse, cool nook, the temporary collections display. Replicas will be made of tools and other human-modified things, and these will be on display. There will also be bones and rocks found, neatly tagged with: “Ochre”, “Scraper” (found) “below White River”. There will be a slide show of aerial shots of the land in question, and of photos of culturally modified trees, of which there are plenty documented. “It’s like they took a picture of every culturally modified tree,” says Reid. The bark of such trees has used to make tools and baskets, and also medicine. She’s loved learning little tidbits, like that, and that gull eggs can be found there. She loves gull eggs, and wonders where exactly they’re harvested, and what time of year. She loves learning the connections between elders, and learning things through them. The exhibit opens on April 1 and runs until the end of September. The opening reception is on April 1, at 5:00 p.m. at the Kwanlin Dün Cultural Centre.

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Open-ended math problem solving tasks: drawing a diagram, looking for the pattern, guess and check, trial and error, working forward and backward, etc what is problem solving in math persuasive writing introduction example in what is a transition sentence in an essay math books, you usually are told exactly which creative writing titles formula or procedure to use, and are given exactly the information you need to answer what is problem solving in math the question. give students a structure when problem solving. episode #193. there are other what is problem solving in math types of problem-solving, of course, but problems with numbers almost always call for mathematical thinking and logic jul 05, how to write a research proposal sample 2019 · this section what is problem solving in math is designed to measure your ability to apply reasoning to solve problems involving common math concepts. free what is problem solving in math math problem solver answers your algebra homework questions with step-by-step explanations what are the four key approaches to solving math problems? Also included in the resource are levelled exemplars for students to see and discuss what makes a level 1, 2, 3, and 4 response math word problems and solutions – distance, speed, time. the national council of teachers of mathematics endorses the use of such strategies as those appearing in “four-step problem solving”—particularly the step requiring essay writing about mobile phones students to explain their answers—as effective for producing students’ math competency, as described in nctm publications such as principles and standards for school mathematics oct 26, 2019 · choosing the right problem-solving strategy painting company business plan to correctly solve word problems will stump these children as well. read and reread the problem to understand what it is about, what is it asking for, develop persuasive essay packet 5th grade their plan. problem solving is an approach to a particular problem. so, problem solving is a large part of how we process information. just follow these easy steps to take away the mystery: in the discussion above, we have already highlighted some of the cognitive skills we use for problem-solving, but higher-order example of opinion essay cognitive processes are often required to be successful in math overview of “four-step problem solving” the “four-step problem solving” plan helps elementary math students to employ sound reasoning and narrative essay format example to what is problem solving in math develop mathematical language while they complete a four-step where can i pay someone to write my essay problem-solving process. for k-12 kids, teachers and parents problem solving provides a working framework to apply mathematics, and well grant essay examples chosen mathematics problems provide students with the assignment availability codes opportunity to solidify middle school persuasive essay examples and extend what they know, and can. mathematical rigor means a lot of different essay about mother things to different educators.

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- A = Excellent. The student has been well prepared and demonstrated, during the whole course, an impressive understanding of readings, discussions, themes and ideas. The written work is fluid, clear, analytical, well organized and grammatically polished. Reasoning and logic are well grounded and examples precise. The “A” grade reflects quality work where the student cites outside materials, draws connections between topics from multiple sessions, and generally impresses. - B = Good. The student demonstrates a clear understanding of the topic. The submitted work and participation demonstrate a thorough and solid understanding of readings, discussions, themes and ideas. Written work is clear, competent, and grammatically polished but is somewhat general, a bit vague, or otherwise lacking in precision. While analytical, writing presents more description than analysis. Arguments are solid but not thoroughly original or polished. - C = Fair. The student shows limited understanding of the material or has put in a limited amount of effort. The work and participation demonstrate a somewhat fragmented understanding of readings, discussions, themes and ideas. The student demonstrates an acquaintance with readings and ideas, but not intellectual engagement. Written work is choppy and argument somewhat difficult to follow, examples are vague or irrelevant, and ideas are imprecise. Work veers toward underdeveloped ideas, off-topic sources or examples, personal anecdotes, creative writing, memoir, etc. - D = Unsatisfactory. The student’s work and participation demonstrate little understanding or even acquaintance with readings, discussions, themes and ideas. The written work is choppy, fractured and unclear. Submission has little logical development, and reveals little effort to really engage. - F = Failure / Unacceptable. Work does not demonstrate understanding of topics, ideas and readings. This is also the grade for work not submitted and plagiarized work. This article by Ahmed Afzaal – Grading and Its Discontents – is another great explanation of the same general approach: So I explain: It is not the case that you start out with a perfect score and then “lose” some points because the professor “takes” them “off.” Rather, you start out with zero and must earn all of your points. Moreover, a proactive student would not ask “Why did you take off my points?” but rather “Why was I not able to earn a perfect score?” Learning is never directly caused by anything that a professor does. It happens as a result of the student’s own activities (reading, thinking, writing, etc.), while the professor can only facilitate that process. Since the responsibility for learning lies with the student, so does the burden of demonstrating that he or she has actually achieved that learning.

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Early Aboriginal Culture Early Aboriginal Australians were hunter-gatherers who practiced no farming techniques and kept no domestic animals. They had limited weapons, mostly made of wood and stone, to help them acquire their food. As in many other communities around the world, the men were the predominant hunters, killing large and small animals such as wallabies, emus and kangaroos. Women made an equal contribution by gathering vegetables, fruits, roots and small game like snakes. In coastal areas, both men and women dove for shellfish. They also used fibers and ropes to make baskets to catch fish. Coastal indigenous people developed a type of boat that looked like a flattened canoe. Because they were made of brush and bark, these boats would become waterlogged after a period of time. After only a few miles, they would begin to disintegrate altogether. As we discussed in the last section, the ancient Aboriginal people worshipped their land, and they did everything they could to protect it. In order to preserve the land and its resources, most tribes slept on the ground with no shelter. They hunted only what they needed to eat and gathered only the plants and roots they needed to sustain themselves. According to Aboriginal beliefs, the spirits assigned the land itself to the various tribes. Because of this, there were no territorial wars – if people were on land that didn't belong to their tribe, they would begin to feel the spirits' angry energy, and bad things would begin to happen. For most of their existence, indigenous Australians didn't wear much clothing. They kept themselves warm by draping themselves in animal pelts that were sewn together. In other areas, they might use what they could find, like animal fat or a clay called ocher, to protect their skin. Women often made necklaces using materials like shells. Their bodies were often canvasses, with charcoal and ocher used as paint. Music and dance were a large part of the culture, as was storytelling. Elders used all three to tell the stories of the dreamings, give thanks to the spirits and even ask favors like increased fertility or rain. They also created musical instruments, the most famous being the didgeridoo. The creation of a didgeridoo begins when termites hollow out the inside of a piece of wood, and Aboriginal Australians cut the size down to 5 feet. When played, the didgeridoo produces a low hum caused by vibrations. Various tribes use it in formal ceremonies and events. Aboriginal Australians kept up this peaceful way of life for more then 40,000 years. But that all changed once the Europeans colonized Australia.

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Teachers, parents, and students alike are discovering the importance of learning more than just academic knowledge in school. Real-life education is becoming increasingly important so that students can succeed and function well outside of their school walls. Since it’s not enough for students to just learn math, reading, writing, and study skills, teachers are shifting their focus to teaching resilience, perseverance, self-control, teamwork, and more. Another big focus is empathy. In the classroom, students as young as 5 can learn empathy and how to apply to their daily interactions with others. These lessons are key in helping students develop into kind and caring individuals who will eventually become responsible and productive members of society. What Is Empathy? Some adults struggle to fully understand empathy, especially when it’s compared to sympathy, which is similar. Empathy is defined as “the ability to understand and share the feelings of another.” Empathy can be broken down into three categories that, while may be too much for young students to understand, can help teachers to determine the type of empathy they need to focus on at a given time. Cognitive empathy is like a mental awareness of another person’s circumstance or mindset. It’s putting yourself in their shoes and showing them that you can see their perspective. Social empathy is the ability to sense another person’s feelings. It’s the ability to understand what it might be like to be another person while considering the experiences and circumstances that have shaped them. Empathetic concern is the third type of empathy. It’s about taking action. It’s about combining cognitive and social empathy into a concern that moves you to do something for another person. Why Do Students Need to Learn Empathy? Empathy in the classroom is a key to building students into compassionate and kind adults. It’s impacting the current generation to create a better future for everyone. The sooner we begin teaching young kids about empathy, the better off they will be during their schooling years and when they are adults. The world is changing and there are often large differences amongst students in the classroom, and kids need to learn early on how to put themselves in others’ shoes and have understanding for others’ differences. Studies prove that the lessons kids learn in early childhood are more likely to impact their personality and their lives later one. This makes it incredibly important to give kids instruction on good characteristics like empathy when they are young. Why Should Teachers Teach Empathy? Just as mentioned above, the earlier children learn empathy, the better the impact and the result. The classroom is a perfect place to instruct students on what empathy is and how important it is. Students can begin learning how to imagine being in someone else’s position and situation, and they can begin introducing the benefits of being empathetic towards others. Teaching empathy in the classroom will bring about a positive classroom culture of acceptance, understanding, and positivity. It helps students learn to understand one another and allows them to build friendships with their classmates based on mutual understanding and trust. In addition to the social benefits, teachers that intentionally instruct students on the value and application of empathy see academic benefits as well. Teaching empathy in the classroom will also bring about positive change in the community, both in the present and the future. The world we live in is diverse and constantly changing, which increases the need for more empathy within our communities. Not only will the communities benefit immediately from an increased empathy in children, but those children will become the leaders of tomorrow, and they will take those empathy lessons with them into their leadership roles. Empathy is an important part of understanding and managing emotions, which is a key skill for students to grasp at an early age. It is key to building relationships, and it is a vital part of an individual’s ability to achieve success in academics, careers, and life in general. Emotional control and awareness are important factors in the mental health and wellness of adults and children alike, and a lot of that starts with empathy. In the classroom, teachers can instruct children on the value of introspection, proper emotional expression, and understanding differences in others. How Can Teachers Impart Empathy in the Classroom? Many schools are implementing character development into their curriculum nowadays, which is a great way to introduce empathy and other important qualities to young students. In addition to utilizing pointed lessons on empathy, teachers can impart empathy in the classroom by following the tips below. Be an Example – Adults often struggle with empathy too, but being intentional about showing empathy in your classroom can go a long way. Even if you don’t talk about how you were empathetic and even if a student doesn’t notice that you’re being empathetic, your example goes much farther than you realize in the eyes and minds of impressionable students. Show patience, compassion, and understanding, both with your students and with other staff members at your school. Be careful how you talk about family members or friends in front of your students, and be sure to be intentional about your interactions with your students’ family members as well. Identify Similarities – Students are often quick to point out the differences between them, but give them opportunities to identify similarities as well. These can be as simple as “we all have two hands” or “we all are in the first grade.” You can then have students find similarities with just a handful of other students, such as those who have brothers or those who love baseball. Let them discover that they have something significant in common with each and every student in their class, which should show them that they have something in common with everyone else they interact with too. Help them realize the importance of these shared interests and characteristics, and let them use those similarities as a stepping stone towards seeing the others’ perspectives and understanding their circumstances. Utilize Story-Telling – Kids respond positively to stories more than almost any other teaching tool. Even if you’re making up a story to demonstrate empathy to your class, use a real name and realistic circumstances to help them see empathy in the story. While young children may not see a problem with a behavior in real life, when they hear a story about other kids, they often have an easier time understanding the correct response and an appropriate use of empathy. Provide Opportunities to Practice – Give kids specific examples of a difficult situation and ask them how they would respond. Then allow them to act out some of those situations. The more they practice empathy and think intentionally about utilizing it in difficult circumstances, the more likely they are to remember the empathy lessons when they are faced with a challenging situation in real life.

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Too Good for Violence K-5 is a universal, violence prevention and character education program that teaches character-based skills, attitudes, and behaviors to help elementary students: differentiate between feelings and actions, encourage respect between peers, and celebrate diversity. Program lessons and activities help kids realize that as individuals and as a group, they are too good for bullying and violence. Too Good for Violence teaches the following social and emotional learning skills, which research has linked with healthy development and academic success: Too Good for Violence promotes character development by strengthening eight key character traits: Too Good offers developmentally appropriate curricula for each grade level in kindergarten through grade 5. Each grade level builds on previous levels, developing the skills sequentially with engaging, age-appropriate lessons and activities. Too Good focuses on the risk factors that can be positively affected in the classroom: favorable attitudes toward drugs, violence, and other problem behaviors; and friends who engage in problem behavior. Too Good builds protection within the student by: The Mendez Foundation developed Logic Models for Too Good to map out the Theory of Change and demonstrate graphically the assumptions that drive Too Good. The logic model communicates an "if-then" message of what changes the program intends to produce. It helps to make the connections among the target group, goals, strategies, objectives and planned program results and lays out what the program is expected to achieve and how it is expected to work. Each of the Too Good evaluation studies were conducted by third-party researchers and used randomized treatment-control group designs (pre-test/post-test, 20-week post-test, or one-year follow-up). The Researchers examined pre-test equivalence between treatment and control groups; potential bias of loss of student data over time; quality of program implementation; and estimates of reliability and validity of assessment tools. The award-winning Too Good programs have undergone rigorous, independent evaluation studies to measure their effects on students' skills, attitudes, intentions, and behaviors. Studies have been published in peer-reviewed journals and presented at national evaluation conferences. These studies demonstrate the effectiveness of Too Good. |Organization/Agency||TGFD K-8||TGFV K-8||TGFD&V High School| |What Works Clearinghouse: U.S. Department of Education, Institute of Education Science||Positive effects on behavior| |Positive effect on behavior & knowledge, attitudes & values| |Positive effect on behavior & knowledge, attitudes & values | |CASEL: Collaborative for Academic, Social, and Emotional Learning||Not Yet Rated||Elementary SELect Program | |Not Yet Rated| |NREPP: National Registry of Evidence-Based Programs & Practices||Reviewed evaluation| |CEBC: California Evidence Based Clearinghouse for Child Welfare||TGFD Grade 6 | Scientific Rating 2 - Supported by Evidence |Not Yet Rated||Not Yet Rated| |OJJDP: Office of Juvenile Justice & Delinquency Prevention||Promising program| |Promising Practices Network: Programs that Work||Screened program| |SAMHSA: Substance Abuse & Mental Health Services Administration||Model program||Model program||Model program| Too Good programs have earned recognition and acclaim for their impact in promoting safer and healthy youth and communities. Recognition for Too Good for Drugs™ in Drug Strategies "Making the Grade": "Some very strong elements in this very detailed, 10 session per year curriculum. Provides developmentally appropriate information about alcohol, tobacco and marijuana. Normative education activities creative and compelling, new ideas for games. Includes no-use pledge." Recognition for Too Good for Violence in Drug Strategies "Safe Schools, Safe Students": "A delightful package of materials (that) complements this highly interactive 4-9 session program. Strongly focused on critical skill areas. Extremely detailed instructions for teachers. Very complete." The Grade 5 Teacher's Manual includes ten fully-scripted forty-five minute interactive lessons. The manual makes implementation easy with quick set-up... The Student Workbook is an integral part of the lessons. The cooperative learning design promotes bonding through skits, role-plays, and... The Student Workbook is an integral part of the lessons. The cooperative learning design promote bonding through skits, role-plays, and... The standard TGFV curriculum kit supports a class size of up to 24 students. This Activity Pack includes includes additional activity... Students must work together to answer the questions on the Mission Training Cards to advance toward the space station. If... I have not finished the science project that is due tomorrow. What do I need from you? Advice? A magic... You are eating dinner with a friend who is from another country. The food is something that is unfamiliar to... Students test their knowledge on approaches to conflict in this fast-paced card game. Item #C8540 Students match Respect Cards to Scenario Cards to learn ways to respect themselves and others. Item #C8536 Bullying Response Strategy Cards prepare students to effectively and peacefully respond to bullying situations. Item #C8448 Students learn that no matter what causes a conflict to escalate, you can cool down and use these six strategies... Conflict happens when people have different goals, opinions, or points of view. Students learn five cooperative approaches to peacefully resolve... Students learn the steps to making responsible decisions and how their decisions can take them closer or further away from... Setting a reachable goal is the first step to building confidence, self-efficacy, and positive expectations for the future. The Goal... Students review what they have learned about being a positive role model as they set out on a space exploration... Set of six game pieces in assorted colors and one die for use with various board games. Item #PR1001

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At Robert Kett Primary School we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy. Read Write Inc Phonics is a method of teaching reading and writing, which is centred on learning the sounds of the letters and then blending them together to read words. The children also learn to break down words into individual sounds in order to begin their writing journey. How does RWI work at Robert Kett? The children in Reception will initially learn the single letter sounds and begin to blend these together. Once the children have been taught all of the single letter sounds they will be assessed by their class teacher or the RWI leader and grouped according to their ability. After their initial assessment, the children work in small groups with teachers and teaching assistants every day in Reception. The children continue their RWI learning as they enter Year 1 and will have four sessions per week. At the end of each half term the children in Reception and Year 1 will be assessed to track their progress and to ensure they are working within the appropriate group. In addition to the Read Write Inc programme the children will also be working on writing skills and storytelling in their classes with their own class teacher. Please click on each road map tile to see the phonics journey at Robert Kett Primary School When using RWI to read the children will: Learn 44 sounds and the corresponding letter/letter groups (special friends) using simple picture prompts. The children will learn to say the sounds purely, which will support their blending. Initially the children will learn to read words using Fred Talk (c-a-t, m-a-t, s-a-t). They will develop their ability to read words by blending the sounds together (c-a-t ... cat). During their phonic sessions the children will read engaging stories that feature words they have learnt to sound out. The children will develop their ability to read fluently and effortlessly so that they can put all their energy into understanding and comprehension. Their comprehension will be supported through ‘find it’ and ‘prove it’ discussion questions which are linked to the stories they have been reading in their phonic sessions. The children also bring home a copy of their current RWinc storybook, to read and share with you at home. When using RWI to write the children will: Learn to write the letters/letter groups which represent the 44 sounds (graphemes). The children will be encouraged to write and spell words by saying the sounds in Fred Talk (c-a-t, m-a-t, s-a-t). Once able to write single words, the children will learn to write simple and then increasingly complex sentences. During their phonic sessions, they will compose a range of texts using discussion prompts. As the children’s understanding of the graphemes develops, they will increasingly be able to spell effortlessly so that they can put their energy into working out what they want to write. Talking is also an important part of the RWI sessions: The children will be encouraged to work with a partner, to orally build sentences and when writing their ideas. They will work together to answer questions based the stories. We also like to give each other lots of positive praise: 1, 2, 3 well done me! Hip, Hip, Hooray! The phonic sounds are broken into three sets, the children only move onto the next set when they are confident blending and recognising the previous set. How will I know how to pronounce the phonic sounds? Have a look at the Ruth Miskin website for a model of how to pronounce the sound: What else can I do to help my child with their reading? Enjoy talking with your child and encourage them to tell you ‘stories’. Show your child your love of reading and enjoy sharing a range of books together (fiction, non-fiction and poetry). Listen to your child read regularly. Discuss the different features of various books. Talk about the books and other reading materials that you have shared. Explain the meaning of new words. Reading practise can happen everywhere, cereal packets, shopping lists, road signs, web pages, magazines, newspapers etc!

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The Importance of Play As we are well aware maximum learning for a person happens between the ages of 0-6, it is at this age that children acquire almost all the skills needed to be successful later in life. It is these first years that shape a child’s future, most significant brain development happens at this time, hence sufficient stimulation must be given to children so they can have positive progress in all their learnings, as well as physical and mental health. What better way can there be for children to learn than play? Play is what allows children to build on their creativity, imagination, physical and social skills. It is through play that children interact and understand the world around them. Play helps children to learn how to negotiate, discuss, understand, resolve conflicts, and build resilience. International schools across the world advocate almost all learning through play which could either be structured or unstructured. All play is considered ‘Meaningful’ and no matter what the children do during this meaningful time they always learn and gain. Meaningful play is one that drives the children and motivates them to explore the environment and the people around them. It is this play that gives children rich experiences that are created spontaneously in a risk-free environment. When play is child-driven and not adult controlled the children can build on decision-making skills as well as discover their interests and passions. If adults take charge then play might lose the benefits of developing creativity, leadership, and some of the social skills that we so look forward to developing in the children. In an academic environment social, emotional as well as cognitive development are all addressed through play especially in an early year’s setting. Play helps children adjust and settle down to new environments, it enhances learning readiness, and most importantly helps in peer interactions and relationship building. Simple fun games like shaking a rattle, playing hide & Seek or Peekaboo teaches children about communication, develops inquiring minds, and helps with problem-solving skills. Something as simple as knock down the blocks or water play can help build science and math concepts. Shapes, sinking and floating, balancing, counting, building blocks, and more are some of the enjoyable ways of teaching higher-order concepts. Research has indicated that early experiences rich in language and literacy are important and essential for long-term academic effects- Language is an essential skill for daily communication; it is everywhere. The best way for preschoolers and toddlers to build on their language skills is through play. Communicating, having conversations is a fantastic way to teach language, the minute children start talking about their favorite game and their favorite toys they get involved in the conversations and love to talk about the things they have created or done thereby adding to their vocabulary. Puzzles, alphabet matching games, flash-cards, story sequencing games and most importantly role-play with silly props and voice modulations are all stepping stones to great language building in a child. As they grow older children can explore fun drawings and writing activities to build on their creative writing skills clubbed with creativity, imagination, and thinking skills. We as adults need to lay the strong foundation for formal education- play is a vital ingredient to that, the more we engage in playing, responding, and connecting with children through play the stronger the bonds and development will be seen.

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Using Music to Teach Early Literacy Skills Using Music to Teach Early Literacy Skills Educators are always looking for new methods to teach reading and writing. With the appropriate structure and implementation, fostering early literacy skills through singing and music can be extremely valuable and effective. The early literacy skills required for reading that are enhanced through singing are: phonological awareness, letter knowledge, print awareness, narrative skills, vocabulary, and print motivation. Music fits in well with an early education classroom because it encourages and intrigues the children. Singing provides a practical tool educators can use to improve and increase the acquisition of skills needed to read, and retain core academic knowledge. Early Literacy Skills - Phonological awareness, and the realization that words are made up of a variety of sound units, is one of the first stages of literacy. Music and singing is all about phonological awareness. Through song, children can segment sounds, create blends and different sound “chunks”. - Letter knowledge and print awareness also comes at these early stages of literacy. Just as we learn the alphabet by singing the alphabet song, children can recognize letters, and become aware of their structure through music. - Narration with music builds comprehension, awareness of plot, characterization, visualization, perspective-taking, and author’s point of view. - Word knowledge and vocabulary needs application. Singing about vocabulary can provide a unique medium to teach and put words into context. - Writing goes hand-in-hand with reading. Because Common Core calls for writing that reflects on text, teaching reading skills through effective mediums like song, can improve writing skills. Music and Singing Enhance Daily Interactions with Children Children love to learn. When implemented properly, children enjoy different presentations of content. Music provides an exciting and enjoyable presentation of content. So often our classrooms are teacher-centered, and the voice of the teacher dominates. Singing allows for children to be more vocal, and participate with the educator. Being able to alternate among different methods of instruction, singing and music being one, keeps children focused, involved, and learning. Texts express ideas, singing to interpret text adds a deeper layer of understanding. When learning or reading about safety and life skills, children can sing and build literacy skills. Transitions in the classroom, especially at younger ages, can be a struggle for teachers. Singing, while making those shifts in the classroom, can really smooth transitions out. The Impact Singing Has On Learning Children hum and sing constantly, sometimes before they can even talk. Throughout the day children can be heard singing while they work. Teachers are often looking for useful pedagogy that resonates with children and encourages their students to continue to apply what they have learned. Instruction with music brings joy and motivation to learn. Through song they learn to express themselves, learn literacy skills, and about the world around them. While singing, students concentrate, develop listening and speech skills, retain information, visualize, and build their imaginations. Foreign language acquisition often involves music as well. How Educators Can Implement Singing in the Classroom to Teach Literacy Educators can utilize singing as a method to teach literacy skills in early education. Singing can accompany content and text, or stand alone to build literacy. Children are learning to form words, put words into ideas, and understand what they are singing about. Singing can happen during reading, writing, grammar, text structure, and letter knowledge lessons. Singing can also be a part of classroom management. Reading could be done by singing the text. This helps emerging readers grasp storylines and text. Often when trying to help memorize important skills, teachers can use music. Letters, parts of speech, spelling, and so much more can be learned with song. Music and songs can be presented with multimedia, instruments, and by the students themselves because they’ve been given a tool to retain what they are learning. Singing Improves Retention and Core Academics Building early literacy skills involves comprehending text. Recognizing letter sounds, print, and vocabulary, allows for understanding. Music can be used to build those foundational skills as well as core comprehension. Recalling and sequencing events in a story, and summarizing the text, can be accomplished through song. Instead of starting a re-tell with one student or with a teacher speaking, the classroom can participate together and build comprehension with singing. Reading comprehension skills and Common Core terminology can be taught with music. The author’s purpose, plot devices, genre, asking questions, and other reading skills can be acquired through songs. Much of learning grammar involves memorization. Songs stick. Children can sing a song about the different parts of speech and be able to identify them all. Literacy is such an important foundation for all learning, and fostering meaningful literacy acquisition in young children, lays the groundwork for successful learning in the future. Singing and music provides educators with meaningful and effective tools to build reading and writing skills.

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Chickasaw Cultural Center The Chickasaw Cultural Center complex includes a recreated traditional village, where interactive activities, lessons, and events are held, such as tours, storytelling, traditional games, food festivals, language lessons, and demonstrations of stomp dancing, cooking, archery, hide scraping, and other cultural activities are held. The Exhibit Center holds two fine art galleries, a history gallery, a theater, and other cultural exhibits. The campus also includes an extensive research library; an amphitheater for cultural presentations, concerts, dances, and other performances; two gardens and a water pavilion, and a restaurant serving traditional Chickasaw foods. Backstory and Context The homeland of the Chickasaw people before Europeans arrived was in the lower Mississippi Valley, on lands which are today parts of Kentucky, Tennessee, Mississippi, and Alabama. Traditionally a matrilineal culture (in which a person belonged to his or her mother's clan), the Chickasaw were agrarian people who built towns on bluffs or hills above flood zones, with palisade forts for protection from invaders. A town would consist of summer and winter homes, corn cribs for food storage, a ball field for games, and a council house. Councils were made up of respected elders, both male and female. The Chickasaw language is part of the Muskogean language family, related to Choctaw, Creek, Seminole, and others. The Chickasaw supreme being and creator was referred to as Aba' Binni'li' (Sitting/Dwelling Above), later known as Inki Abu (Father Above) after Christianity was introduced. Storytelling preserved tribal and family histories, a central part of Chickasaw culture. Rivers and traces (pathways) were important as routes for transportation, trade, and fishing and hunting; the Natchez Trace Parkway today follows a route the Chickasaw people once used as part of their trade network with other Southeastern tribes . After Europeans arrived, Chickasaw began trade with the French and English and came to be known as the "Spartans of the Lower Mississippi Valley". When the French and Indian War broke out in the 1730s, the Chickasaw allied themselves with the British, defeating the French in the battle for the lower Mississippi. But in 1830, Congress passed the Indian Removal Act. Along with the Cherokee, Choctaw, Muscogee (Creek) and Seminole, the Chickasaw were forced to move from their homelands to Indian Territory (in today's Oklahoma). Some of the first schools, banks, churches, and businesses in Indian Territory were established by the Chickasaw. Despite the Chickasaw Nation's progress in their new land, U.S. policies hampered their efforts and sought to eliminate their culture and language. To make matters worse, when Oklahoma became a state in 1907, tribal elections were suspended . During the Civil Rights movements of the 1960s, the Chickasaw and a number of other tribes worked toward reestablishing their own governments, and the first tribal election since 1904 was held in 1971. The Chickasaw Nation established a Constitution in 1983, and a three-branch system of government similar to that of the United States. Priorities of the Nation since that time have been support for infrastructure, economic diversification, and providing programs and services to improve quality of life [1; 2]. The Chickasaw Cultural Center The Cultural Center complex features a number of buildings, gardens, galleries, and exhibits. Native plants are showcased alongside a photo gallery of notable Chickasaws in the Aaholiitobli' Honor Garden, which sits adjacent to the Oka' Aabiniili' Water Pavilion. At the center of the complex is the Kochcha' Aabiniili' Amphitheater, where stomp dances, living history performances, concerts, and cultural presentations are held. The Chikasha Inchokka' (“Chickasaw house”) Traditional Village is a historical recreation which includes a Council House, summer and winter houses, a corn crib, a stickball field, and a replica mound, all surrounded by a stockade fence. Here, interactive activities, lessons, and events are held, such as tours, storytelling, traditional games, food festivals, language lessons, and demonstrations of stomp dancing, cooking, archery, hide scraping, and other cultural activities. Nearby is the Spiral Garden, which grows the "Three Sister" staples of the Chickasaw traditional diet: squash, corn, and beans. The produce is used for the Cultural Center's restaurant, the Aaimpa' Café . Indoor facilities include the Holisso Center for Study of Chickasaw History and Culture, an extensive research library; and the Exhibit Center. The Exhibit Center entrance, The Aaishtaya' Room, features a mosaic wall and an etched glass replica of a 1723 deerskin map. A short film plays in the Council House room, while the Anoli' Theater screens longer features (including the Film Forward initiative of the Sundance Institute), as well as hosting demonstrations, fashion shows, cultural presentations, lectures, and workshops. The Center also holds two fine art galleries with rotating exhibits, a history gallery with interactive stations as well as music and artwork, a dance demonstration area, and the Spirit Forest exhibit . 2. Chickasaw Nation. Official website. Accessed February 7, 2018. https://www.chickasaw.net/.

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6 tips for kindergarten readiness 6 tips for kindergarten readiness September is a time for new beginnings, and for some young people, that means taking that first big step into the kindergarten classroom. What skills should children have before they make the important transition from preschool to grade school? Five-year-olds come from a large variety of backgrounds. Some have attended daycare or preschool for several years and already know how to use finger paint, scissors, crayons, and how to walk quietly in line. Some come from enriched home environments where adults have taught them how to read, write, and tie their shoes. A small group of children come to kindergarten with little preparation at all, never having held a pair of scissors or a crayon in their lives. A few might not even know their last name. Here are some tips you can use to help your youngster prepare for kindergarten before she even sets foot in the school. Provide a large variety of experiences Babies begin learning about the world through sensory input from the moment they are born. Sights, sounds, textures, tastes, and smells help children form connections in the brain that serve as the foundation for all new learning. Provide your child with a large variety of experiences: go to the park, visit the zoo, explore museums, go on nature walks. Talk about what you see, and encourage your child to ask questions. Encourage your child to dress himself, use the bathroom independently, get his own snack, and take his coat on and off. Practice tying shoes, zipping coats, and opening containers at home so he can handle these types of skills independently when he goes to school. Mastering these skills also teaches your child autonomy and builds self-esteem. Practice early academic skills at home There are a number of tasks you can encourage your child to do to develop kindergarten readiness. Have her spend time coloring, writing her name, and identifying colors, shapes, letters, and numbers. Give her a pair of child-safe scissors so she can practice gripping them at home. It's really important that these skills are not completely foreign to her when she enters school. With some baseline experiences at home, she'll feel competent and self-assured in the classroom. Facilitate social experiences School is a highly social experience, and children who have not been previously exposed to this can be at a disadvantage. Set up scenarios for your child to practice social skills. If he does not go to daycare or preschool, try to set up play groups or even just some playdates with another child. Talk about sharing, playing together, waiting for one's turn, and simply getting along. Play games that require turn-taking, and work together to set the dinner table. Children are expected to collaborate in groups at a very young age at school. A bit of social experience before that first day of kindergarten will help him feel like he's not out of his element. Talk, talk, and talk some more A child develops her vocabulary by listening to her parents speak. As such, you should talk, sing, and read to your child as much as possible. Use spatial words such as over, under, up, down, around, top, bottom, left and right, as these words are important for body awareness and also for learning to write letters and numbers. Encourage your child to talk about her day by asking questions. What was the best part of your day? What was the funniest part of your day? What are you looking forward to about tomorrow? Create stories together, and help your child understand the concepts of beginning, middle, and end in storytelling. Think about safety Visit the school in advance of that first day in order mitigate separation anxiety and help your new student know what to expect. Show him where his classroom is. Explain what to do if he gets lost and how to ask an adult for help. Practice any routines that might feel foreign, such as walking to school, packing a backpack, or using a locker. There are a few key facts that your youngster should have memorized before school: his first and last name and how to spell it, his address, and your phone number. You can help him memorize these facts by putting them to music or using lots of repetition. Starting kindergarten is a big transition, but with a little bit of planning, you can set your child up for success and instill a sense of security at school and a love of learning from day one. Aimee E. Ketchum is a writer for BestReviews. BestReviews is a product review company with a singular mission: to help simplify your purchasing decisions and save you time and money. BestReviews never accepts free products from manufacturers and purchases every product it reviews with its own funds. BestReviews spends thousands of hours researching, analyzing and testing products to recommend the best picks for most consumers. BestReviews and its newspaper partners may earn a commission if you purchase a product through one of our links. Distributed by Tribune Content Agency, LLC.

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STORYTELLING ABOUT HISTORICAL EVENTS Given the historical events that have impacted our lives, the use of a few words can speak volumes about the past. Through these spoken words and interpretation, Miss LuvDrop will identify with the historical event and put you before the event as if you were actually a part of its creation. Storytelling that place emphasis like the Discovery of the World, America History, Civil Rights Re-enactment, World War events and more.. Harriet Tubman - Civil Rights Activists - escaped slavery to become a leading abolitionist. She led hundreds of enslaved people to freedom along the route of the Underground Railroad. She made nineteen trips and was never caught. She was known as “Black Moses”. Mahalia Jackson – Civil Rights Activist, Singer, Television Personality. She started singing as a child at Mt. Moriah Baptist Church and went on to become one of the most revered gospel figures in the USA. Her recording hit “Move On Up A Little Higher” was a major hit. She also sang at the 1963 March on Washington at the request of Dr. Martin Luther King, Jr. Bessie Coleman – First African American woman to earn a pilot’s license in the United States. Because flying schools denied her entry, she taught herself French and moved to France earning her license. Bessie later returned back to the United States, she remains a pioneer of women in the field of aviation. Dinah Watts Pace – Graduated from the Normal School at the Atlanta University in 1863, and went on to Covington, Georgia to teach school. Founder of the Covington Colored Orphans Home for over 700 children. Dinah devoted her entire life to caring and educating children. Dinah Watts Pace brother, Albert Watts is one of the founders of SouthView Cemetery in Atlanta, Georgia. Selena Sloan Butler – Organized the first National Congress of Colored Parents-Teachers (NCCPT) and co-founder of the National Parent Teacher Association (PTA). She centered her life’s work on improving the educational environments and upholding the rights of all children, regardless of their race or situation. She is buried in Historic Oakland Cemetary in Atlanta, Georgia. Julia Hayes Palmer –Julia Hayes Palmer is of African American Decent, She married Dr. Fred Palmer. After their marriage, they knew that they could not live with her husband’s family so they lived with his wife in her Community due to their bi-racial marriage. It was difficult and dangerous for a white man and a black woman to marry in the South especially after the war was still reeling. They became the Owners of Palmer’s Coco Butter Formulas. Annie L. McPheeters – One of the first African American Professional Librarians in the Atlanta Library Public System and an influential proponent of African American Culture and history. Librarian, Educator, and Civil Rights Activist. She provided library services and resources to segregated communities through educational programs for children and adults. In 1993 the Atlanta-Fulton Public Library System named the Washington Park/Annie L. McPheeters Branch Library her honor. STORYTELLING BY DESIGN The storytelling is an avenue that supports the exploration of the service idea. Through the use of simple words and animation, the teller will illustrate the solution as it is a story. Miss LuvDrop can design storytelling to meet your specific situation. Presenting the situation in a way that makes those listening appreciate the under tone which is the learning opportunity. Storytelling can be designed to express personal historical events, family history, promotion and lessons learned. Stories By Design Brer Rabbit Tales Heroes & Sheroes Theme Based Stories Subjects/Stories provided to add to the Classroom Storybook reading collections for children Stories around the globe Full S.T.E.A.M. ahead in stories (Solar System, Weather, and Life Science) Two extraordinary authors and entrepreneurs said it best, "The stories we tell literally make the world. If you want to change the world, you need to change your story. This truth applies both to individuals and institutions." "There is no greater agony than bearing an untold story inside you." - Maya Angelou. Miss LuvDrop's goal is to tell stories to individuals and groups of all ages and express untold stories that will change the world. Stories that will inspire people to self-express and tell their stories for years to come. Below you will find the services offered by LuvDrop Productions. Miss LuvDrop will come to your location to perform. All services can be paid below through PayPal or on site prior to performing. "Miss LuvDrop has a fun, creative and educational way of expressing her stories. The animation captures your attention and lure you in to want more. She takes the mastery of her art to an extraordinary level." Great job Miss LuvDrop, I look forward to more of your storytelling in the near future. Jason D. Andrews JD Andrews & Associates, Inc. Miss LuvDrop brings life to any Story with her Drum and her Story chants to enhance her storytelling performances. We have seen her perform many times performing different stories, and each time she brings Energy to make us come back over and over again. Arlynthia & Zion Hines Atlanta Storyteller Fans Ms. Napier has performed at different Atlanta Fulton Public Library Systems. She has been several times at the Old Lakewood Library Branch and she was one of the first Storytellers to perform at the new recently opened Metropolitan Parkway Branch Library, and the children and the Adults enjoyed her stories and the drumming. She is an awesome Storyteller. AFPLS – Children’s Librarian Our students was introduced to the Underground Railroad and Harriet Tubman in Social Studies, we had an in house field trip at school as we traveled and learned about the Journey Along The Underground Railroad. At the end of the journey, they had an opportunity to meet Harriet Tubman. Ms. Napier performed the Historic Portrait Profile of Harriet Tubman and the children enjoyed the presentation as well as the question and answer session at the end of her performance. She was awesome. Whitney Watson,1st Grade Teacher Northwood Elementary School We didn’t know what to expect from Ms. Napier’s stage name “Miss LuvDrop” as we read her Bio. She explained how her stage name was given birth. When Miss LuvDrop performed, she brought LOVE, HIGH ENERGY, Drumming and an AWESOME PERFORMANCE of great Stories. We will never forget the name of “Miss LuvDrop” in Indian Springs at our first Storytelling Festival. Carolyn Trawick, Festival Director I have known Ms. Napier for a long time as an Educator and as a Kuumba Storyteller Of Georgia member. She brings such Energy with her Storytelling Performances as well as Workshops that she has facilitated. She has performed several times in the Clarkston Community for many Festivals. The children and Adults love her each time she performs. She is loved in the Clarkston Community. CDF Project Manager

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Quick summary: Students will complete a creative writing task based on factual stimulus material. They are asked to write a short story based on the life of Jane Crosswell, who was a young girl when her family moved to the village of Strathgordon so her father could work at ‘The Hydro’. Hydro Tasmania has been at the forefront of clean energy innovation for one hundred years. It is Australia’s largest producer of clean energy – generating hydro and wind power – and the largest water manager. Hydro Tasmania has 55 major dams, operates 30 hydropower stations and has built some of Australia’s largest wind farms. Hydro Tasmania also sells energy in the National Electricity Market through its retail business Momentum Energy, and sells its expertise internationally through its consulting business Entura. Visit the Hydro Tasmania website to learn how the business is working towards Australia’s clean energy future. Learning goals: This lesson is designed to provide valuable practice for NAPLAN*, the national literacy test held in Years 3 and 5. It features a creative writing task that requires students to use their imagination to expand on a nonfiction text. General capabilities: Literacy, Critical and creative thinking, Ethical understanding. Cross-curriculum priority: Sustainability OI.8. Australian Curriculum content description: Year 3 English - Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680). - Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682). Topic: Hydro Tasmania, Energy. Time required: 60 mins. Level of teacher scaffolding: Medium – oversee activity. Resources required: Internet access, Student Worksheet (one copy per student OR computers/tablets to access the online worksheet), pen and paper for story writing. Digital technology opportunities: Digital sharing capabilities. Homework and extension opportunities: Includes opportunities for homework and extension. Keywords: Energy, hydropower, history, children, Hydro Tasmania. * This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – the ACARA body – but is designed to provide practice for the Australian Curriculum’s compulsory NAPLAN testing scheme. Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

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Second grade is not too soon to start preparing for a career in computer engineering. That’s the Danish company Lego’s message in introducing a robotics program designed to teach children as young as age 7 how to make simple machines and write software programs to solve problems. Students from upper elementary grades through high school have flocked to Lego’s Mindstorms robotics system over the past decade, and building and programming that system’s sensor-equipped mobile robots has become the focus of local and national robotics competitions. The new robotics program, called WeDo, is intended for grades 2-6 and offers tie-ins across elementary curricula. Stephen Bannasch, the director of technology at the Concord Consortium, a nonprofit educational research organization in Concord, Mass., welcomes the concept behind the new product. Bannasch, who is developing physical and computer models for helping students understand heat and temperature, has not yet seen one of the WeDo kits. But he said that giving even young students hands-on experiences “is critical for STEM education,” meaning science, technology, engineering, and mathematics. “Being able to actually construct things,” Bannasch said, “and to engage in the kind of problems that happen when you are designing something in the real world—figuring how all these parts work together as a system—is very difficult to learn in more abstract or limited domains,” such as many classroom exercises. How WeDo Works As a science activity, the Lego program aims to form a clear link in children’s minds between the virtual world of computers and programming and the physical world, represented by the models they create, according to officials of the education division of Billund-based Lego. The problem-solving aspects of the program, and related activities such as measuring, are intended to teach critical thinking in math, company officials say, and the writing, storytelling, and presenting that students are encouraged to do as part of the program incorporate language arts skills. The WeDo package consists of a collection of plastic Lego bricks and specialized pieces, such as gears and levers, and a hub that connects to a computer’s USB port and receives input from a tilt sensor and a motion sensor that are part of the kit. The 158-piece kit, which will cost $120, also comes with a motor that draws power from the computer; controlled by software that children program, it brings the students’ models to life by driving their mechanisms. The software presents a visual programming environment that uses icons to represent different components and functions. Students “write” instructions by dragging icons around the computer screen and arranging them in an appropriate order. The software was developed by National Instruments Corp., based in Austin, Texas, which makes hardware and software for engineering. Teachers can present 12 different challenges, with various degrees of difficulty, for students to solve. The activities, which typically take about two hours, follow four themes: amazing mechanisms, wild animals, play soccer, and adventure stories. Working in teams, the children invent their own solutions by building Lego models and programming them to perform certain tasks. Texas Pilot Test WeDo was pilot-tested during the 2007-08 school year in several elementary schools in the United States, and the finished product will be sold here—and in Brazil—beginning in January. At Durham Elementary School in South Lake, Texas, 15 classes covering grades 2, 3, and 4 took part in a six-week pilot test of the program beginning in February, according to Debra L. Heath, the science-lab teacher at the 470-student school for prekindergarten to grade 4. Heath said she met with each class weekly in one-hour sessions and recruited two parent volunteers for each class to help students build and modify their Lego models. “The kids were so focused, so geared up,” she said. One of the challenges is to build a mechanism that defends a miniature soccer goal from a small ball rolled by a student. After building a first try, students experimented to make their models more successful at stopping balls, by changing the size or shape of the goalie or by adding more cams, which are wheels that are mounted on a rotating shaft to produce the variable motion that sweeps the goalie across the goal. At the end of the six weeks of “product testing,” Heath asked all the students to choose a robot to build to demonstrate to their parents at an exhibition at the school. “They became experts: They did product testing and practiced what they were presenting,” she said. “They were able to talk about what the icons meant, how they could change the program to do different things. They were able to answer questions posed by parents.” This school year, Heath plans to expand the robotics program, beginning in March, after the school receives its set of WeDo kits. She will introduce the simplest robot, the Kicker, which kicks a ball, with 1st graders. “Each grade level is going to have a different couple of robots to work with,” Ms. Heath said. She said the school’s parents, many of whom work for high-tech companies in the area, not far from Austin, have remained enthusiastic about the program. “They were all over this, saying, ‘This is what we’re raising our kids to do,’ ” she said.

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Essay methodology is defined as the process that an author uses to produce an essay or research paper. This methodology may differ significantly and is dependent on the topic and the purpose of the work. A student would be well advised to succinctly identify both the topic and purpose prior to beginning the pre-writing activities. The importance of explaining the methodology in a research paper or an essay is that it imparts clarity. Methodology is just between you and your sources, it is the approach adopted in preparing the paper. Though essays are generally shorter and less elaborate in their content than research papers, they also require a methodology description. A definition essay is writing that explains what a term means. Some terms have definite, concrete meanings, such as glass, book, or tree. Terms such as honesty, honor, or love are abstract and depend more on a person's point of view. Three Steps to Effective Definition. Overview. The five-paragraph essay is a form of essay having five paragraphs:. one introductory paragraph, three body paragraphs with support and development, and; one concluding paragraph. The introduction serves to inform the reader of the basic premises, and then to state the author's thesis, or central idea.A thesis can also be used to point out the subject of each body paragraph. The method is backed by Schaffer's own research on the most effective means of crafting an essay as well as the best techniques to use in order to generate high paper scores. Schaffer's format ensures that each paragraph is fully developed by designating specific types of sentences, a set number for these sentences (5-8 to be exact) and a specific order when composing them. Writing an essay often seems to be a dreaded task among students. Whether the essay is for a scholarship, a class, or maybe even a contest, many students often find the task overwhelming.While an essay is a large project, there are many steps a student can take that will help break down the task into manageable parts. Descriptive writing is important since it provides readers with details on people, places, objects and events. Writing descriptively means including sensory details, considering word use and. The Prompt: In the essay Self-Reliance, Ralph Waldo Emerson attacks conformity, urging each person to accept himself, to come to terms with who he truly is. Often in literature and life, individuals reject consistency; refuse the path of convention for the sake of principle. Teaching students how to write an introduction for an essay must incorporate these two aspects. Capture the Reader’s Attention. There are several methods to capturing the reader’s attention depending on the audience: Quotation: One that sums up the essay would be nice. Definition: Use sparingly. Too many amateur writers use this method. The sixth way on how to conclude an essay is to close the essay by summarizing the last point of the essay. This is a good way to conclude the essay because the reader knows the ending already. However, the sentence ends only if the title ends. On what steps to take to to complete an essay, the top manner is to use a summary on day one of the. Definition essay help for need help in essay writing In-class peer review or ask a mentor to advise you to turn it into a given culture between the y to I didn t agree with support the instructional, research and experience and their definitions, h response format e. G., american professors, chinese japanese definition essay help speakers. Quantitative methods have their strengths and weaknesses. Discuss. Quantitative methods, like all social research methods, have their own set of strengths and weaknesses. This essay will attempt to critically assess those characteristics and draw a comparison between quantitative methods and qualitative methods. Strengths and weaknesses associated with qualitative data collection methods and qualitative research. My e-book, The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step approach contains a detailed, yet simple explanation of qualitative data collecton methods.The e-book explains all stages of the research process starting from the selection of the research area to. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.Educational methods include teaching, training, storytelling, discussion and directed research.Education frequently takes place under the guidance of educators, however learners can also educate themselves.Education can take place in formal or informal settings and any. Analysis essays are known to be one of the most difficult to write. Indeed, a writer should not only present facts but also be able to explain and analyze them. Analysis essays can evaluate both student’s knowledge on selected issues and their ability to express own thoughts and analyze topics. For this reason analysis essays are so much popular, especially in colleges and universities. The Definition Essay. Essay Topics: Their Particular. Category:. This is very effective because this method enables people to assist the officers and consequently the community becomes the real members of the system. One of the other methods is providing monitoring for the city. In this technique the monitoring part of the program is brought. Evaluation methods in empirical economics fall into five broad categories; each provides an alternative approach for constructing the counterfactual. Alternativ. A definition essay is writing that explains what a term means. Some terms have definite, concrete meanings, such as glass, book, or tree. Terms such as honesty, honor, or love are abstract and depend more on a person's point of view. The five paragraph essay is great for basic essays where you just need to make sure you’re staying on point and organized. They’re often easy to write and they’re easy for readers to follow. If you’re new at essay writing or you don’t feel strong in writing essays, this format is a surefire way to make your writing still sound strong, even if it’s simple.

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Kids who spend time with their parents participating in activities together have a sense of self-worth. They feel valued and loved. When you carry out tasks with you, lasting connections are formed. Kids who play with parents have better grades in school. A child learns by example. As you spend time with your young one, you are setting a good example. A child will adopt such behaviors in other relationships later in life. Take time to do fun activities explained below and make your kid feel special. Cook and Serve Food Together Prepare meals with your child and cook together. As you prepare and cook, educate the child about healthy foods and portions sizes. Cooking will give a child the chance to measure, count, and observe food change; this is early science and maths learning. During mealtime, allow the child to count the utensils needed for the whole family. Cooking builds a child’s self-esteem. A child feels proud and valuable when he helps prepare food. As you cook and serve food together, remind your infants to observe kitchen rules and table manners. Storytelling improves a child’s memory and language skills. It arouses curiosity and increases your child’s imaginative powers. Additionally, it instills virtues and increases a child’s cultural understanding. You can share your childhood experiences or share a funny story about your day. Start a Kitchen Garden Gardening offers a child a fantastic opportunity to play, learn, and grow. It engages a child’s senses of smell, touch, see, and hear. Train your child to grow fruits and vegetables, to water them, prune and harvest. Gardening promotes healthy eating and introduces a child to scientific concepts. If a kid plants a seed, he/she is curious about what will happen next. A child needs to play to learn new skills and have fun. As you play with him, he builds his creativity and imagination capacity, which provides a foundation for his problem-solving skills. A child learns valuable lessons on health and well being. Additionally, she learns to eliminate stress positively and to acquire new skills and abilities. Teach your child brain workouts to stimulate his brain activity. These exercises make the child smarter, sharper, and creative. Go for a Nature Walk Take a walk with your child to connect with nature and other people by going for a walk together. Take your child off the TV screen to stretch his legs, catch bugs, and play outside, but under your supervision. Nurture Child’s Talent What is your child’s strength? Identify the talent, and do it together to perfect it. For example, if your child shows interest in the paintbox, it can be a sign of an artist in the making. Buy painting materials and start painting together to perfect the art of painting. Caring for Pets Taking care of pets together makes your child responsible and empathetic to others’ needs. Feed and clean up the pet in the presence of your child. It will educate your child on pet-related routines. Once they are of age, they can take over the role. Draw a Family Tree Does your child know her distant relatives? Create your family tree with your kid. The young one will know his origin by tracing distant relatives and will develop a sense of belonging. Read a Book out Together Read your favorite child’s book aloud to stimulate her imagination and expand her understanding of the world. The child develops language and listening skills. Even though a child can read on its own, it’s crucial to read together with them. Before you participate in the fun things with your child, discuss with her and come up with a daily routine like time to wake up, when to have a meal, and engage in activities. Allow your kid to choose household chores he’s willing to do. Habits build family bonds and help families go through family activities. Show your child love and be patient. At Lycee Montessori, our goal is to bring out the best in your child and to make her/him feel special. Take care of them during this season.

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ALL >> Education >> View Article A Peek Into English Language Writing Styles All around us there are practically infinite things to read-and innumerable ways to write. But concisely speaking only four different types of writing styles. Do you know them? For that matter, what is style in writing? Here’s unpacked the elements of style in writing as well as an understanding of how they sometimes overlap. The four distinct types of writing are expository, descriptive, persuasive, and narrative. Each of these writing styles is used for a specific purpose. A single text may include more than one writing style many times. Looking into each of these basic styles of writing provides one with clarity on how to write. Expository writing is one of the most common types of writing. When an author writes in an expository style, all they are trying to do is explain a concept, imparting information from themselves to a wider audience. Expository writing does not include the author’s opinions, but focuses on accepted facts about a topic, including statistics or other evidence. Expository writing is long on facts and short on storytelling and literary flourishes. It can inform or instruct readers about a subject, but in its purest form, it’s not out to change anyone’s mind. Mostly, this style shies away from bold and strong opinions or value judgments; instead it aims at delivering straightforward information and data. Examples of Expository Writing Textbooks, How-to articles, Recipes, News stories (not editorials or Op-Eds), Business, technical, or scientific writing. Descriptive writing is often the style used in fiction, though it can make an appearance in nonfiction as well (for example, memoirs, first-hand accounts of events, or travel guides). When authors write in a descriptive style, they are painting a picture in words of a person, place, or thing for their audience. The author might employ metaphor or other literary device in order to describe the author’s impressions via their five senses (what they hear, see, smell, taste, or touch). But the author is generally not trying to convince the audience of anything or explain the scene - merely describe things as they are. Indeed, on its own, descriptive writing is usually brief-but it also makes regular appearances as an element of lengthier styles, Examples of Descriptive Writing Poetry, journal/diary writing, descriptions of nature, fictional novels or plays. Persuasive writing is the main style of writing that is used in academic papers. An author writes in a persuasive style to convince the audience of a position or belief. Persuasive writing contains the author’s opinions and biases, as well as justifications and reasons given by the author as evidence of the correctness of their position. Any “argumentative” essay you write in school should preferably be in the persuasive style of writing. As the name implies, this writing style sets out to win its audience over to a certain point of view. It builds an argument by presenting evidence and justifications to back up an opinion. This may further lead to a call to action. Examples of Persuasive Writing Cover letters, Op-Eds and Editorial newspaper articles, Reviews of items, Letters of complaint, Advertisements, Letters of recommendation. Narrative writing is used in almost every longer piece of writing, whether fiction or nonfiction. When an author writes in a narrative style, it is not just trying to impart information, but trying to construct and communicate a story, complete with characters, conflict, and settings. Examples of Narrative Writing Oral histories, novels/novellas, poetry (especially epic sagas or poems), short stories and anecdotes. For more info https://voiceskills.org/ VOICE Research and Training Institute is the brain child of KALVI Higher Education and Research Institute, Madurai, South India with the expertise and knowledge to empower learners in the communicative skills of the English Language running through the Industrial Hub of a community that influences a country at large. Education Articles1. Excelr Data Science Courses 2. Excelr Business Analytics Courses 3. Know All About Rgit Australia Scholarship Author: Gurung Rupert 4. Why Python Is So Perfect For Young Minds Author: RoboBrain Academy 5. Prominent Online Coding Course Provider Shares Insights Into What They Have To Offer Author: RoboBrain Academy 6. Benefits Of Online Coaching Classes That Can Change Your Perspective Author: jyiti makhija 7. Why Should You Look For Upsc Coaching In Indore? Author: jyiti makhija 8. Three Benefits Of E-learning For Competitive Exam Preparation Author: lavya singh 9. 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Many parents assume their children will pick up how to write letters of the alphabet, provided they see them daily. However, this is not always the case. After all, seeing something on a screen is not enough to teach them how to form letters. You want your child to develop a legible handwriting style while differentiating the letters. Well, that can only happen with the help they get from teachers and parents. Luckily enough, you can never run out of options while teaching your child about letters and how to combine them. Here are some of the reasons why you should teach your child correct letter formation once they enter kindergarten. Focus on the Actual Learning Process When your child joins preschool with a clear understanding of letters, it won’t take long before he/she starts reading. Remember, children can only read if they differentiate and name letters of the alphabet. After all, they need the mental energy for creative writing and answering all the questions teachers pose to them. That’s where your help comes in handy since children get to learn more when you teach them the correct letter formations from the word go. As long as your child can identify and write letters correctly, you won’t have to worry about low concentration levels during the actual learning process. Before you know it, your child is doing well in preschool. Positive Experiences of Writing Proper letter formation is essential in boosting the confidence of your child in school. One might wonder how this is even possible in the first place. Children with good handwriting tend to develop positive experiences of writing and perform better in class. Things tend to be somehow different for those having handwriting difficulties as they have to make do with poor motivation, frustration to mention a few. Rather than turning a blind eye as your child struggles with proper letter formation in preschool, why not offer a helping hand! That’s not to say you should go overboard just because you want to help kids practice the skill. Instead, try making the letter learning experience as fun as possible to get your preschooler excited. One of the easiest ways to go about this is by taking advantage of super fun worksheets for children. If your child struggles to differentiate between lower case b and d, you can leverage letter d worksheets. All it takes is for you to help your child practice with both b and d worksheets side by side to improve this skill. Fortunately, worksheets combine both fun and learning to make things easy for your child. There is more to correct letter formation than some parents think. Be sure to find out from your child’s teachers which letter font they teach and offer a helping hand at home. The earlier you start supporting your children with correct letter formation at home, the easier it is for them to tell the difference and excel in academics.

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What’s In A Name? A caption can essentially be described a piece of informative text accompanying a photo. Captions should tell a story, answer questions, and/or describe the action or reaction in a photo. Captions can be simple and used only for identifying people, or they can be used as mini stories to save space and create maximum impact. If you are using captions as mini stories, try to answer the five W’s and H in each one; Who, What, When, Where, Why, and How. Just My Type There are four main types of captions: standard, group, identification, and quote only. The standard (or expanded) caption are the mini stories we discussed earlier. These captions typically have three sentences, although you can get by with two sentences if space is limited. A standard caption goes like this: - Lead in: two or three words, this is the mini headline for the caption. - Sentence 1: Identifies people in the picture using first and last names and grades. Gives most essential information of the five W’s and H. This sentence is in present tense. - Sentence 2: Provides background information that cannot be seen in the photo (was this photo taken at a school event? Are the kids in a school group together?). This sentence is in past tense. - Sentence 3 (optional): a direct quote from a person in the photo, attributed with “said.” This can be more than one sentence, kids often give hilarious answers to questions! The group caption may be used next to a small group of photos. A group caption saves space while summing up the action going on in all of the photos in the group. Group captions should be limited to groups of five photos or less for readability. Group captions can follow the same guidelines as standard captions, but sentence 1 and 2 can be combined. If you’d like to use a direct quote, you can use just one or a few depending on the group of photos. Identification (or “ident”) captions are simply a name and grade level. These are ideally only used for portrait photos or cutouts. You can also create an extended identification by using a name and a small amount of detail in one sentence. For example: Jenny Long (4) runs on the playground. Quote only captions are just what the sound like; a quote accompanying a photo. These captions are intended to tell a story from the perspective of the student or person pictured. Students should be attributed with their full name and grade. Use emotion and storytelling - Example: Justin Malecha (5) waves to his parents in the audience as he walks across the stage to receive his diploma. The air was buzzing with excitement as the whole school celebrated their graduating students who would soon be moving up to Middle School. “I’m really excited! I think middle school will be fun, but I’ll also miss my teachers. I want to see what they have for lunch at Fairville,” Malecha said. Captioning posed photos Avoid passive language Obviously, don't be obvious Spellcheck your heart out Need some practice? Find some images of people on Google or on your phone and practice writing captions. What are the subjects doing? What are they saying? What’s the story?

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What are the qualities of Brechtian Theatre? Examples of this include the use of projections, a narrator, harsh lighting, minimal set, lack of names for the characters, and the use of song ironically. Actors should portray the characters but never become them.. What is a Brechtian moment? The distancing effect is a technique used in theater and cinema that prevents the audience from losing itself completely in the narrative, instead making it a conscious critical observer. What are Artaud techniques? Artaudian Techniques. Visual Poetry – movement, gesture and dance instead of word to communicate; Used music, sound effects – stylised movement – emotional impact. What is the magic if? If. Stanislavski said that the character should answer the question, ‘What would I do if I was in this situation? ‘ Also known as the ‘magic if’, this technique means that the actor puts themselves into the character’s situation. This then stimulates the motivation to enable the actor to play the role. How did Brecht alienate his audience? The alienation effect was Brecht’s principle of using innovative theatrical techniques to “make the familiar strange” in order to provoke a social-critical audience response. Bertolt Brecht, German leftist playwright and director, had nothing but disdain for the conventional, commercial “bourgeois” theater of his time. What are Brechtian techniques? Some of the most known Brechtian techniques include the following: Narration: Brecht enjoyed using narrative to remind the audience that they were watching a story and not realism. … Breaking the Fourth Wall: Brecht’s plays included the breaking of the wall between the audience and the actors. What are the techniques used in drama? They can enhance performance skills such as character development and storytelling and be used across the curriculum to actively involve students in their own learning.3D Living Pictures. … Action Clip. … Conscience Alley. … Cross-Cutting. … Developing Freeze Frames. … Flashbacks and Flash Forwards. … Forum Theatre. … Freeze Frames.More items… What were Brecht’s main ideas? His work was often mischievous, provocative and ironic. Brecht wanted his audiences to remain objective and unemotional during his plays so that they could make rational judgments about the political aspects of his work. To do this he invented a range of theatrical devices known as epic theatre. Why is Brecht so important? Why is Brecht so important? Bertolt Brecht was a theatre practitioner. … He wanted to make his audience think and famously said that theatre audiences at that time “hang up their brains with their hats in the cloakroom”. In naturalistic or dramatic theatre the audience care about the lives of the characters onstage.

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Descriptive writing is one of the first styles of writing often taught to young children. It comes more naturally to them than other forms of writing because it is something they use every day when they talk to you. Creative storytelling also falls into that category, but it is a much more complex process to organize and get into paper or print. When teaching descriptive writing, start by making it practical. Ask your child to describe to you a toy or game that they want for their birthday, a holiday, or that they are saving up for. Ask them to describe it in as much detail as possible so that you know exactly which item they’re wanting. For example, if my son says he wants a Lego Star Wars set, he needs to describe it in detail if I’m to know which one he’s talking about. Kids get this. Explain descriptive writing the same way. It’s simply putting into print what they might say when describing something. There are several key steps that you can include to enhance these descriptions. Step 1: Use adjectives. If you’re describing a dog, you could write “A dog walked.” That doesn’t tell me much more than that a dog existed and was walking. But the addition of adjectives tells more. “An impatient, large German Shepherd walked.” Now we know the type of dog that existed, its size, and something about its personality. Step 2: Use adverbs. Adverbs describe how the dog walked. “An impatient, large German Shepherd walked quietly and quickly.” Now we can visualize the dog and what he is doing much more accurately. Step 3: Use sensory information. Describe what the dog saw, felt, heard, etc. “An impatient, large German Shepherd wearing a police vest walked quietly and quickly toward the red fire hydrant.” Step 4: Add more details. “An impatient, large German Shepherd wearing a Secret Service police vest walked quietly and quickly toward the red fire hydrant while on a leash outside the White House.” Both the sentences in Step 1 and Step 4 are accurate, but we can all agree agree that the latter one more accurately describes the full scene. Teach your kids to do this with real, practical scenarios like this one. By the way, this photo was taken on our recent family trip to Washington, D.C. This was my younger son’s favorite thing about visiting the White House.

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Using Comic Art to Improve Speaking, Reading and Writing uses children's interest in pictures, comics and graphic novels as a way of developing their creative writing abilities, reading skills and oracy. The book's underpinning strategy is the use of comic art images as a visual analogue to help children generate, organise and refine their ideas when writing and talking about text. In reading comic books children are engaging with highly complex and structured narrative forms. Whether they realise it or not, their emergent visual literacy promotes thinking skills and develops wider metacognitive abilities. Using Comic Art not only motivates children to read more widely, but also enables them to enjoy a richer imagined world when reading comics, text based stories and their own written work. The book sets out a range of practical techniques and activities which focus on various aspects of narrative, including: - using comic art as a visual organiser for planning writing - openings and endings - identifying with the reader, using different genres and developing characters - creating pace, drama, tension and anticipation - includes 'Kapow!' techniques to kick start lessons - an afterword on the learning value of comics. The activities in Using Comic Art start from this baseline of confident and competent comic-book readers, and show how skills they already possess can be transferred to a range of writing tasks. For instance, the way the panels on a comic's page are arranged can serve as a template for organising paragraphs in a written story or a piece of non-fiction writing. The visual conventions of a graphic novel - the shape of speech bubbles or the way the reader's attention is directed - can inform children in the use of written dialogue and the inclusion of vivid and relevant details. A creative and essential resource for every primary classroom, Using Comic Art is ideal for primary and secondary school teachers and TAs, as well as primary PGCE students and BEd, BA Primary Undergraduates. |Publisher:||Taylor & Francis| |Product dimensions:||6.75(w) x 9.75(h) x 1.60(d)| About the Author A former teacher, Steve Bowkett is now a full-time educational consultant, writer and storyteller. He is the author of more than forty books including Jumpstart! Creativity and Imagine That. Table of Contents Section 1 Scene Setting and Story Structure. 1. Strong openings. Comic Art (CA) panels with dialogue to prompt further thinking. 2. Opening lines. What would the first few panels look like? 3. What do you want the reader to see? The artful use of a few small important details (SIDs). 4. What to put in, what to leave out. Learning brainstorming and association. Choosing details. 5. Directing the reader’s attention. CA panels used as a visual analogue to text. Imagining a CA page gives insights into structuring written scenes. 6. Scenario cards. CA panels / pages that set a scene and get the story moving. 7. Choice of words. Tips for effective writing plain and simple, say what you want to say and no more etc. Ref stereotyping, exaggeration / superlatives. 8. Parts of speech. Linking the jobs words do with the above activities. Use strong and vivid PoS but don’t overwrite. Ref punctuation. 9. Connectives. Connectives as a ‘narrative glue’ to stick scenes together. 10. Don’t have an idea have lots of ideas. Three statements, change one word or aspect (of a CA panel?) to suggest a different story. 11. The if-then game for creating many story ideas. 12. Scene changes. CA panels in short sequences to highlight the effects of connectives on the imagination. 13. Foreshadowing. Including a detail early on that becomes important later on. Ref a platform of reasons. Combine with if-then game (if an amulet appeared on page one, what might the consequences be at the climax / end of the story?) 14. Cliffhangers. Using CA panels to suggest cliffhangers and give practice in writing cliffhanger sentences. 15. Subplots. Simple subplotting techniques. CA techniques and conventions for blending subplots into the main story. 16. Flashbacks. Using ideas from subplotting to create flashbacks. 17. Drawing as a visual shorthand. Stories don’t have to be planned in words. Mix n match CA selection to create ‘plots in a nutshell’. 18. Storyboarding. Visual techniques for plotting narrative (Nick Fury’s Howling Commandos also ref dialogue / writing frames). 19. Strong endings. CA panels to prompt vivid endings. Last-line examples. What would the CA panel look like? 20. Prompter sentence grid. 6x6 roll dice to choose a first sentence and a last sentence. Choose a sentence if stuck re plotting to suggest what might happen next. 21. Comic combos. A selection of CA scenes with gaps for writing. 22. A platform of reasons. Believable stories have an internal logic and consistency. Ref characters / staying in character, genre. Section 2 Characters. 23. Creating quick characters. Character ticksheet. Coin flip game to ‘meet someone new’. 24. Character zoo. A selection of character faces. Think about their background, what role each would play in a story. What if two of these characters met? 25. Reading faces. Describing drawn faces / noticing details (ref SIDs). 26. I’m sorry. Say ‘I’m sorry’ with different facial expressions. How does voice tone alter with facial expression? Link to adverbs-for-feeling. 27. Don’t just stand there. Interpreting body posture. 28. Caricature. Sometimes caricature (using similes / exaggerations) can bring a character to life but use sparingly. 29. Stereotyping. Stereotyping as a visual / written shorthand. ‘Toning down’ stereotyped characters. Making small but important changes to stereotyped characters. 30 .Dialogue. Use dialogue to establish / develop character, enhance the scene / atmosphere, move the story on. Ref CA conventions for dialogue. 31. What do I think? CA conventions for internal dialogue. Ref to first and third person writing. Section 3 Pace and Atmosphere. 32. Zoom! CA conventions for changing pace, moving the eye quickly across the page. 33. Link the above with written techniques, ref. Connectives, strong verbs / adverbs and punctuation. 34. What’s the point? The value of punctuation to clarify meaning a few quick activities on this. 35. In the mood. CA panels to suggest various moods, ref. to a few small details. Writing activities to practise this. 36. Action scenes. Consolidate several ideas previously visited. CA panels written up as brief action scenes. 37. Creating tension. Tips for doing this. Examples of CA plus written. Section 4 Taking It Further. 38. Genre. CA panels to introduce conventions and motifs of some genres. 39. More on conventions of the genre what we would ‘conventionally’ expect to find in certain genres. Activity: make a genre board to such conventions. 40 .More on motifs. Motifs defined as the details included in a story that defines and describes a genre. Ref details, dialogue. 41. Comic Art and non-fictional writing. Using drawing as a planning strategy for essays, news articles, argumentative / debate pieces. 42. CA and topic work. Using ‘the vocabulary of the subject’ and drawing techniques to explore topic areas. 43. Famous Artworks. Some tips linking ideas in Kapow with interpreting and discussing famous artworks. 44. Doorway into Text. Tips and activities linking ideas in Kapow with strategies for analysing and discussing text. 45. Tony’s writing frames. References / Bibliography / Index.

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Engaging with children’s voices Experiences of relationships and participation in communities contribute to children’s belonging, being and becoming. From birth, children experience living and learning with others in a range of communities. These might include families, local communities or early childhood settings. Having a positive sense of identity and experiencing respectful, responsive relationships strengthens children’s interest and skills in being and becoming active contributors to their world (DEEWR, 2009, p. 25). Children are competent humans who have the inherent right and capability to contribute to decisions that affect their lives. Such is the assertion of Article 12 of the United Nations Convention on the Rights of the Child (UN, 1989): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. Let’s be quite clear—Article 12, and indeed the other articles in this children’s rights charter, do not grant children these rights but rather recognise the rights children inherently have that are part and parcel of human rights for everyone. Long have we known from early childhood theories, research and practice that children are active constructors of meaning, with voices to be heard and the capacity to express their views with wisdom and insight. Children are key informants and experts on their own lives (McNaughton, 2002) and, indeed, are our best source of advice for matters affecting them (Osborn & Bromfield, 2007). The view of children as active citizens and learners imbues Australia’s Early Years Learning Framework (DEEWR, 2009). Outcome 2—‘Children are connected with and contribute to their world’—is especially relevant to children’s participation as active citizens and learners. This outcome includes: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation (DEEWR, 2009, p. 26). UNICEF’s framework and vision for child friendly cities (UNICEF Innocenti Research Centre, 2001) frames ways in which a child-friendly city is committed to the fullest implementation of the UN Convention on the Rights of the Child. It guarantees, among other rights, the right of every young citizen to influence decisions about their city, express their opinion on the city they want, participate in family, community and social life, and be an equal citizen of their city with access to every service, regardless of ethnic origin, religion, income, gender or disability. But what does it mean for young children to influence decisions and be a citizen in a community where they feel they belong? What does it mean for us to recognise and honour children’s rights as active learners and citizens? These questions lie at the heart of the recent statewide consultations with 350 young children across South Australia, in which I was recently involved as an advisor and documenting researcher. My research into the consultations provided rich insights into factors that contributed to the success of these consultations, challenges that arose, and ways in which the processes might be enhanced. These insights came from interviews, observations, document analyses, and artefacts created by children, all of which took stock of the voices and perspectives of those involved—children, educators, families and policy-makers. This study resonates with research conducted elsewhere in Australia and overseas, while providing fresh insights into the processes involved in consulting with young children. The consultations were conducted by early childhood educators at children’s services, and were framed by the Early Years Learning Framework, the UN Convention on the Rights of the Child, and UNICEF’s child–friendly cities framework. The question at the heart of these consultations with children was: What is important to children in their communities and what do children wish for in their lives? This key question led the study to explore the places children go in their everyday lives and the activities, sights, feelings and people they experience there, as well as what they enjoy or don’t enjoy, and what they would like to experience. These consultations were not one-off events and involved sustained engagement over time. Following careful preparation, an all-day professional development workshop was held for educators on principles and strategies for implementing the consultations. Key principles included authenticity, ethics, and accuracy and documentation. Broad strategies for each site were suggested, which educators tailored to their particular children and communities. Their strategies drew on multiple ways of making meaning and included role-play, photography, visual arts, music, dance, song and storytelling. Central to these strategies was the art of conversation with children. This art involves how we hand the floor to children; don’t put words in children’s mouths; pose provocative questions or prompts; probe and clarify children’s views; and use projection techniques such as ‘What do you think …?’ or ‘Why do you want …?’ that explicitly put children’s views at the heart of the consultations. The themes that emerged from children’s messages about what is important to them were summed up as: - enjoying and looking after the environment - being with family and friends - engaging in activities and public events, including play - playing with and looking after animals - sharing meals and snacks with loved ones out-and-about - associating places and experiences with how they feel—for example: happy, safe, scared (setting apart risky - experiences in which they ‘liked scary’) - having transport to be able to get from place to place and to things children want to be able to experience - being able to do now what grown-ups do, such as having a child-sized kitchen so they, too, can cook - being able to participate and have an opportunity to express their point of view. Equally striking, but a little unexpected, was the transformative impact on educators and everyone else involved. The consultations were a journey of discovery—discovering children’s perspectives, and educators discovering new aspects about their own work with children in relation to what became possible in this consultative space. As one educator excitedly put it, ‘We could hear the children’s voices. We could hear their passion’. The integrity of the children’s voices was honoured from the consultations through to the final report. When a senior state government policy-maker received the report, she said, ‘It was still in children’s own words and it’s still their ideas and it was really clear. I use the words, “the honesty of the process”’. Leaving the last words to children—what else in a paper about children’s voices?—one child summed up the consultation experience when he observed, ‘This is not normal kindy!’ Professor Pauline Harris The Lillian de Lissa Chair in Early Childhood (Research), University of South Australia and SA Department for Education and Child Development Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. McNaughton, S. (2002). Meeting of minds. Wellington, NZ: Learning Media Ltd. Osborn, A., & Bromfield, L. M. (2007). Participation of children and young people in care in decisions affecting their lives. National Child Protection Clearinghouse Research Brief No. 6. Melbourne: Australian Institute of Family Studies. UNICEF Innocenti Research Centre (2001). Building child friendly cities: a framework for action. Retrieved 23 February, 2012, from http://www.childfriendlycities.org. United Nations (UN) (1989). United Nations Convention on the Rights of the Child. Retrieved 23 February, 2012, from Every Child magazine – vol. 18 no. 3, 2012. Don’t forget, Every Child is tax deductible for early childhood professionals You can purchase this issue of Every Child magazine now.

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Good spoken language skills underpin literacy development and support thinking and reasoning skills crucial to learning across the curriculum. Language development steadily builds on the solid foundations that are established during the early years. Children learn language by hearing good examples around them every day. Their attention, listening, understanding, vocabulary, speech, grammar, storytelling and conversations all develop further in terms of skills, knowledge and complexity as they mature. Building relationships and emotional development also rely on the ability to effectively communicate. Many children and young people at risk of under-achieving have weaker language skills; a focus on spoken language can help to reduce this gap in attainment. Spoken language skills develop in a supportive environment where opportunities and encouragement to talk and listen are provided and where adults take time to listen as well as talk. The Spoken Language Programme for Years 1-6 follows 12 statements that build on the EYFS curriculum where children will be taught to: 1. Listen and respond appropriately to adults and their peers 2. Ask relevant questions to extend their understanding and knowledge 3. Use relevant strategies to build their vocabulary 4. Articulate and justify answers, arguments and opinions 5. Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 6. Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 7. Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 8. Speak audibly and fluently with an increasing command of standard English 9. Participate in discussions, presentations, performances, role play, improvisations and debates 10. Gain, maintain and monitor the interest of the listener/s 11. Consider and evaluate different viewpoints, attending to and building on the contributions of others 12. Select and use appropriate registers for effective communication Support that can be provided at home to help scaffold and accelerate children's development includes: - Modelling for children what is meant by ‘good listening’ - Giving children the time to understand what has been said to them before expecting a response - Developing the expectation that children should understand what they hear and if they don’t they should have the skills and confidence to ask for clarification - Talking about new words when they arise and helping children to make links with words they already know - Modelling good communication skills by speaking clearly and in sentences that aren’t too long and complicated - Encouraging every-day exposure to precise and increasingly ambitious vocabulary choices - Breaking down the skills needed to work in a group and giving children opportunities to practise these skills If you would like further guidance about how to support your child's spoken language development, please see your child's teacher and/or Miss Haji and Mrs Emery. Pop up Poets Children's own poetry Year 6 English Challenge There once was a fellow named Paul who went to a fancy-dress ball he thought he would risk it so he went as a biscuit but a dog ate him up in the hall! This year's English Challenge will be held internally: each Year 6 class team will compete against the other across both school sites. Our challenge will soon be scheduled for the spring term. Last year, much fun was had with poems and limericks. Once learnt, these are often fondly remembered into adulthood. All children are invited to pop-up in an assembly, or in their own classrooms, to recite any poetry they have learnt by heart and would like to share. Although it can be initially somewhat daunting, children really do enjoy this experience once they try it, so please encourage this at home if you can. Pupil Governor Hustings We are very proud of our Year 6 candidates who were articulate, passionate and brave when pitching their ideas to an audience of their peers in a KS2 assembly. They also had the added challenge this year of having to do this over Zoom. Having listened to their ideas we are hopeful, as theirs are the voices who will speak for us in the future. Well done Eilidh in being elected as Pupil Governor (your first meeting has already been a great success!). Congratulations to Pavlos and Annahita for their election in the supporting role of Deputy.

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Noggin: Yes, Your Kid Can Code! In this Noggin article, our co-founder and Chief Scientist, Dr. Marina Umanschi Bers, describes that coding isn’t just a STEM skill; it’s about playgrounds and literacy. The article reads in part: “Coding is like a playground because it’s the ability to create anything you want,” Dr. Bers said, adding that “playgrounds” support open-ended creative play, as well as social interactions, language development, and problem solving. She contrasts “playgrounds” and “playpens,” which are more limited, giving children just one way to play and just one “right answer.” Open-ended, creative play with “playground” technologies — like ScratchJr and KIBO fuels healthy early development and turns kids into creative problem solvers. “When little children are learning how to read and write, they are learning to express themselves. It really empowers individuals because reading and writing is associated with thinking. The same is true for coding. Learning how to code engages children in problem solving, but also in using the power of computation to create new kinds of things and new kinds of projects and think in abstract, logical ways.” Dr. Bers says that when families bring storytelling into coding, it becomes more fun and engaging for all kids, and especially for girls. “Somehow coding has been co-opted by problem solving,” she said. She recommends that parents instead ask their kids questions that help them think about coding as storytelling, such as “What question do you have?” or “What stories do you want to tell?” “In technological playgrounds, children have ideas…They can carry out those ideas.” 8 Ways Parents Can Turn Coding and Robots into Playgrounds and Literacy for Kids Dr. Bers shared 8 on-screen and off-screen ways parents can transform coding and robotics into playgrounds and literacy for their children. 1) Play with “cause and effect.” 2) Play with sequence. 3) Play with patterns. 4) Give your kids access to developmentally appropriate programming tools like ScratchJr or KIBO 5) Remember that there are “playground” robots and “playpen” robots. Nudge your child toward the ones that are “playgrounds.” 6) Remember that not all robots look like steampunk spaceships! 7) Spot the robots! 8) Make sure kids are in control! Read the full article.

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Get inspiration from pupils' project work - for primary and secondary teachers. An introduction to the Out of Art into Storytelling project, with excerpts from three schools' storytelling performances Narrator: Out of Art into Storytelling developed both teachers' and pupils' skills as storytellers. They learned how to immerse themselves in a painting through guided looking, to unravel the stories within them through discussion and drama, and then to tell their own versions. The children initially used story maps to help them remember the stories, but soon they could tell them from memory – sometimes lasting as long as 10 minutes! Boy 1: "I can see!" said Tobit. "Indeed you can." But maybe he could see better than Tobias and Sara, because when he looked at Raphael, he didn't see the tribesman who helped him for many miles. No, he saw a man with a light... or could that just be the sun? No, he saw a man with glimmering silver wings. Or maybe it was because he was so blind for so long? But as the light went, so did Raphael. "Now I can see!" chuckled Tobit. Narrator: Children from Year 1 to Year 6 told their stories to their friends and to their parents. The children's passion was reflected in their writing. Pupils told the stories in different ways. This animation is the product of a collaboration with the local city learning centre. Pupils were taught animation techniques over which they improvised the voice-over to recount 'The Adventures of Perseus'. Boy 2: "Aha, I’ve got the head! Polydectes will be in trouble!" Narrator: Significantly, the confidence the children had gained from working with paintings with known stories transferred to those without. They succeeded in creating their own stories from paintings that only suggested narrative. Girl 1: "Once, long, long ago, back in the mist of time, Atticus lived in a little town, with his lovely, charming wife..." See a selection of pupils' project work from Out of Art into Storytelling. What the teachers say Katie Love from Wroughton Junior School, Wiltshire "The biggest thing was enabling me to give the children confidence to be storytellers." Zoe Humberstone from Tealby School, Lincolnshire "It’s been the glue that has brought the curriculum together across the school." Doris Yohannes, St.Joseph’s Catholic Primary School, London "The paintings add so much atmosphere, so much colour to their writing." Tom Gray from Halstow Primary School, London "From the moment I showed them the paintings, my class was hooked and produced some of the best writing I have ever seen." If you are a teacher of primary school-aged children or secondary school English, you could join in our next Out of Art into Storytelling project. Check the website for dates of forthcoming courses. Seeing the paintings at the National Gallery is the natural starting point for a project. Find out how to arrange a school visit. Cambridge University's Faculty of Education evaluated the Out of Art into Storytelling project. Dominic Wyse and Laura McGarty, University of Cambridge, Faculty of Education: "There is powerful evidence from the participants of the Out of Art into Storytelling project of the potential of pedagogy inspired by visual art to transform pupils' storytelling." Twenty-five teachers from 11 London schools took part in the pilot Out of Art into Storytelling project. A number of people and organisations contributed expertise to the project. See list of project participants. Problems opening files? Get Adobe Reader [External link]

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In the United States, one in every five students is a victim of bullying1. When we think of bullying, it’s natural to think of causing physical harm to others. However, many different behaviors, including teasing, social media harassment and exclusion from social groups, are considered bullying. In this post, I will address the different types of bullying, the effects it has on behavioral health, what to do if you suspect your child is a victim of bullying, and actions parents can take if they are concerned their child is bullying others. How Bullying Takes Form Bullying is repetitive, unwanted behavior indicative of an observed or perceived imbalance of power2. It can take many forms, and may include one or a combination of the below: - Verbal Bullying: Teasing, taunting, name-calling and threats - Social or Relational Bullying: Peer pressure, spreading rumors, public embarrassment or purposeful exclusion from a social group. Bullies who exhibit these behaviors are often seeking to improve or maintain their social status or harm another’s reputation. This type of bullying is common among young girls and can be more difficult to identify because it is not as overt as other types of bullying. - Physical Bullying: Pushing, shoving, punching, tripping or stealing - Cyberbullying: The percentage of individuals who have experienced cyberbullying doubled between 2007 and 20163. Cyberbullying includes harassment via social media, text messaging, instant or direct messages, online forums and chat rooms, email, or other digital media. Bullying and COVID-19 Bullying behaviors, especially cyberbullying, have increased as a result of the COVID-19 pandemic4. The pandemic has increased the time children are spending online and in front of screens, which puts them at higher risk. We have also seen a spike in racially charged bullying, as parents of Asian-American children have reported mistreatment from both kids and adults who make disparaging remarks or exclude them due to the pandemic5. It’s understandable to feel overwhelmed in light of all that is going on, but it’s more important than ever to keep tabs on your child’s activity and to model healthy behaviors at home. What To Do If You Suspect Your Child is Being Bullied If you believe your child is a victim of bullying, the first thing you should do is to help your child understand it’s not their fault. Don’t assume they did anything to provoke the bullying, and allow them to explain the situation and express their feelings. Some additional tips: - Let your child know that what’s happening to them is wrong and you’re proud of them for coming forward. - Contact your child’s school and make them aware of the issue. - Teach your child how to contact their teacher or another authority figure at school to report the bullying behavior. Help them understand it is the right thing to do for their safety and for others. - Avoid criticizing your child or anything about their bully (apart from their behavior). Don’t encourage retaliation, physical or otherwise. - Help your child develop hobbies or interests that help build resilience. These activities include team sports, karate and other hobbies that help self-regulate emotions. It can also help children to make friends outside of school and connect with other children who share their interests. - Encourage your child to embrace professional help and underscore that seeing a therapist or counselor is brave and perfectly normal. - Create a safe, loving home environment in which your child feels comfortable. What To Do If You Think Your Child is Bullying Others There is no universal profile for a bully. Children who bully come from different backgrounds, income levels and home situations, but share similar characteristics including lack of empathy, tendency to avoid taking responsibility for their actions, underdeveloped social skills, the need to feel in control, anxiety and depression, and having been bullied themselves. If you suspect that your child may be exhibiting bullying behaviors toward others, there are several steps you should take: - Help your child understand what bullying looks like and the impact it has on others. - Find out whether your child is experiencing peer pressure or if they are being bullied themselves. - Confirm your child is bullying and that their behavior is not a result of a social disability. If your child has a social disability that is causing him or her to lash out at others, work with your child’s school to add bullying prevention goals to their Individualized Education Program (IEP). - Try to understand your child’s feelings and what may be causing him or her to turn to bullying behaviors. - Let your child know that his or her behavior has consequences, and be specific about those consequences (for example, loss of a privilege or favorite activity). - Model healthy behaviors at home, and practice roleplaying situations of bullying to help your child understand acceptable and unacceptable behaviors. - If possible, enroll your child in team sports or another activity that requires cooperation and collaboration. - Reach out to your child’s school administration to let them know you are aware of the behavior and are working to remedy it. Ask them if they have any resources available to help. - Praise your child and practice positive reinforcement when they are behaving well. - If the behavior persists, speak with a therapist, psychologist or pediatrician to address the behavior and prevent it from escalating or causing other issues later in your child’s life. It’s important to keep in mind that bullying behaviors can be unlearned and are reparable if addressed in a timely manner. It takes patience and understanding from both parent and child. If bullying behaviors aren’t properly addressed, they can lead to personality disorders or other issues. The Effects of Bullying on Behavioral Health Whether a child is a bully, victim or bystander, bullying causes stress, anxiety and mental health conditions. This is why it’s critical to teach all kids how to be empathetic and nonviolent. Kids who are bullied often experience difficulty in the classroom or express depressive characteristics. Bullying victims are also at heightened risk for suicidal thoughts or behaviors. These are signs that indicate that you should get a professional, such as a guidance counselor or therapist, involved. Parents should feel empowered to seek professional help for their kids who are victims of bullying or are bullies themselves. In particular, I recommend working with a therapist who specializes in helping kids who are being bullied and/or who practice roleplay and teach empathy. If you are a Blue KC member, you can consult a Mindful Advocate 24/7 or use the Mindful by Blue KC mobile app to identify a professional who fits your and your child’s needs. For additional resources, visit StopBullying.gov or the National Bullying Prevention Center.

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The War In Mexico Was Between The United States And Mexico (Movie Review Sample) Please write five paragraphs of reflective writing. You may use the following: 1. Lecture notes 2. The American People textbook, chapters 1 to 4 3. The Annual Editions book, any article in Unit 1 5. The Invasion of Mexico documentary and the Salem Witchcraft Documentary Click here to watch a documentary about the invasion of Mexico. (Links to an external site.)Links to an external site. Click here to watch a documentary about the Salem Witch Trials The war in Mexico was between the United States and Mexico that started in 1846 up to 1848. The movie invasion of Mexico directed by Jim Lindsay highlights the nature and outcome of the sixteen-month conflicts that transform the continent. The movies begin with border dispute that soon resulted in a 16 month war; the documentary series explores the events that resulted in the dispute between the US and Mexico (JLFilms, 5). The movie highlights issues of land, power, and identity. Mexico lost half of its territory, but the outcome of the war transformed not only the two countries, but it also shifted the balance of world powers shaping the destinies of these nations (JLFilms, 7). The movie four segments presents issues, including neighbors and strangers, wars for the borderlands, the hours of sacrifice and the fate of the two nations. The director analyzed the conflict from both sides presenting historical scenery filled with unforgettable characters like the Mexican president, general Zachary Taylor and Winfield Scott (JLFilms, 3). In any war, both sides are always affected be it long term or short term. Even though the US acquired half of Mexico, it was at the expense of its citizens because the border dispute resulted in civil war. Mexicans were forced to think about how to recreate their country. Analyzing the documentary gives us important knowledge about history and helps us explain the present and learn from the past. Similarly, Salem witch trials movie, directed by Joseph Sargent present historical events in Salem. Salem witch trials are series of hearings brought before the county court to persecute individual known to be practicing witchcraft (Allison, 11). The movie depicts what happened in places like Massachusetts in the 17th century showing how witchcraft practices was condemned and people were persecuted without fair trials. People lived in fear; they were cautious in their words and actions. The movie begins with fire and a woman losing her th... YOU MAY ALSO LIKE - Relationship Essays - Plagiarism Essays - Poems Essays - Identity Essays - Vaccination Essays - Death penalty Essays - Cold war Essays - Song analysis Essays - Animal cruelty Essays - Kill a mockingbird Essays - Homeless Essays - Salem witch trials Essays - Medicinal marijuana Essays - The yellow wallpaper Essays - Fear Essays - Freedom of speech Essays You Might Also Like Other Topics Related to civil war: - Republic of Angola: A Country in Southern AfricaDescription: These lead the way to the origin and developmental stories of the state that continues to write itself as each year passes....6 pages/≈1650 words | 5 Sources | APA | Social Sciences | Reaction Paper | - The Reasons Underlying Failed States Research PaperDescription: In this paper, we are going to highlight the factors leading to failure of states; more particularly in the developing countries...6 pages/≈1650 words | 7 Sources | APA | Creative Writing | Research Paper | - QLS US History - Fog of War Essay Writing AssignmentDescription: What is the concept of proportionality in warfare, and to what extent, if at all, should our country consider this as a guideline in war?...3 pages/≈825 words | 1 Source | APA | History | Essay |

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In an era where children spend more and more time in front of televisions, computers and video-games, it is important not to forget how important stories are! Hearing stories regularly allows pre-readers become familiar with narrative patterns, speech rhythms, and the flow of language. Knowledge of story structure contributes to a child’s understanding of how the world functions. This facilitates some important skills: – Predict actions and consequences – Understand cause and effect An understanding of narrative structure reduces the processing load and facilitates the use of prediction to aid comprehension and word recognition The ability to comprehend and express stories is an integral part of life and academic success: - It allows the child to sequence ideas or information - It promotes reasoning skills such as inferential thinking and problem solving. - It encourages the use of complex sentence structure and vocabulary and correct grammar. - Reading stories helps with the development of listening skills and memory. - Storytelling fuels the imagination and allows children to develop mental imagery. - Stories help children adapt to new experiences Narrative language skills in pre-school and early primary school are excellent predictors of literacy skills in later primary school. How do children develop story-telling/narrative skills? Children as young as 20 months, have elements of storytelling in their play. Once verbal language develops it can be classified into developmental stages. Stage 1: Heap Stories (2 years) Heaps consist of labels and descriptions of events or actions. There is no central theme or organization. There is no real high point. Stage 2: Sequence Stories (2 -3 years) Sequences consist of labeling events about a central theme, character, or setting. There is no plot. The events could be listed in any order without changing the meaning. Stage 3: Primitive Narratives (3 – 4 years) Primitive narratives contain three of the story grammar elements: an initiating event, an action, and some result or consequence around a central theme. There is no real resolution or ending to the story. Stage 4: Chain Narrative (4 – 5 years) Chain narratives include four of the story grammar elements: an initiating event, a plan or character motivation, an attempt or action, and some result or consequence around a central theme. There is usually either cause-effect or temporal relationships, but the plot is weak and does not build on the motivations of the characters. Stage 5: True Narrative (5 years +) True narratives have a central theme, character, and plot. They include motivations behind the characters’ actions and include logical and/or temporally ordered sequences of events. Stories at this stage include five story grammar elements: an initiating event, a plan or character motivation, an attempt or action, a consequence, and a resolution to the problem. Why do children like the same story? The ‘read it again’ phase that preschoolers go through is perfectly normal. It gives children a sense of control because they know what is on the printed page but cannot read it themselves. Children memorize the text by hearing the story over and over again. Toddlers love repetition because that the way they learn best. Hearing something many times helps them remember information for increasing periods of time. Hearing a story over and over helps children better understand the characters and the important events in the story. Children get an idea of story sequencing, as in beginning, middle and ending of a story. It also helps children understand some of the standard story “language” such as “once upon a time” or “happily ever after Once your child has learned something, he’ll enjoy repetition because he can anticipate what comes next. After many readings of a familiar book, your child may even remember it well enough to add the endings to most of the sentences. This accomplishment means that he can participate more actively in story time. This is also why simple songs and nursery rhymes have such an impact on a toddler: Not only can your child practice his speaking skills and vocabulary by singing “Row, Row, Row Your Boat” nine times in a row, but he also has the satisfaction of feeling he’s added something concrete to his repertoire.

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A Met Office hackathon has produced a wide range of innovative ideas for ways to bring together data and other information to improve the UK’s resilience to a changing climate. Virtual 3-D visualisations, storytelling, interactive... Future climate change is likely to have a serious impact on two of the UK’s agricultural staples, dairy farming and potato growing, according to a recent paper published by Met Office scientists. The authors found that future thermal heat stress in dairy cattle is likely to be greatest across England, and particularly in the South East around the London area, where in 30 – 50 years’ time there may be up to 2 months more per year where cattle are stressed, compared to the present day. In the South West, the region that contains the most dairy cattle, there may be ten times more days per year on average when cattle are stressed. Potatoes are vulnerable to a disease called late blight, which occurs in warm, humid weather. The conditions where blight occurs are likely to occur more often in the future across the UK, with the greatest increases in western regions. Most potatoes are grown in the east of the UK, where potato blight occurs less often, and so there are likely to be smaller increases in these key regions for potato growing (20-30% increase in potato blight occurrence). However, in east Scotland, a region which currently has a high concentration of potato farming, potato blight may occur around 70% more often. The research provides maps of how likely heat stress and potato blight conditions are to occur across each 12 km grid box of the UK, which can provide adaptation planners with important local information about where action needs to be taken. The scientists also combine hazard information with vulnerability information (e.g., the threshold at which heat stress is going to be harmful) and exposure information (e.g., where cattle are raised) to produce risk estimates of which UK regions have greatest risk now and in the future. Both food for cattle, crops for humans, and potato growing are all likely to be affected by drought, which we tend to experience when we have particularly hot dry summers, such as 2018. Recently, another group of scientists from the Met Office demonstrated that the summer temperatures of 2018 may occur every one in two years by the middle of the century (McCarthy et al 2019). In this work, the scientists also look at how often we are likely to see both hot and dry months during summers through the twenty-first century, and how this is likely to increase. The new research shows how examples of a particular type of weather hazard, called a compound event, are likely to change under twenty-first century climate change. Compound events happen when one or more weather hazards occur at the same time, for example, very hot and very dry weather, or very windy and very wet weather. We often experience more serious impacts when two weather hazards occur together rather than separately, or when they occur close in time or close in space. Both case studies involving thermal heat stress and potato blight conditions occur when temperature and humidity combine. The number of days per year that are projected to be warm and humid enough to cause mild heat stress in dairy cattle in 2051 – 2070 compared to 1998 – 2017 (averages across administrative regions). The estimates of future change are made using the UK Climate Projections focusing on projections of the future climate under the RCP 8.5 scenario. This is a high emissions scenario above estimates for current global emissions policies, but which enables consideration of 2–4 °C of global temperature increase over the 21st century, the range for which the Committee for Climate Change (2019) recommends UK sectors should plan adaptation*. A more detailed non-technical summary of the research is available here. This project is part of the Met Office work package, From climate hazard to climate risk. This work was funded under the Strategic Priority Fund for UK Climate Resilience. The UK Climate Resilience programme is supported by the UKRI Strategic Priorities Fund. The programme is co-delivered by the Met Office and NERC on behalf of UKRI partners AHRC, EPSRC and ESRC. Garry, F., Bernie, D., Davie, J., Pope, E. 2021. Future climate risks to UK agriculture from compound events. Climate Risk Management for inclusion in Special Issue on “UK Climate Risk Assessment and Management”. https://doi.org/10.1016/j.crm.2021.100282 *‘Although the UK is committed to working for global action to parallel our own adoption of a net-zero statutory target, it is prudent to plan adaptation strategies for a scenario of 4°C’. Executive Summary, Progress in preparing for climate change – 2019 Report to Parliament, Committee for Climate Change. News & Events Last updated April 2021 Here are the latest news articles and events from the UK Climate Resilience Programme. A UK Climate Resilience Programme (UKCRP) lunchtime webinar series in which both researchers and stakeholders participate. The webinars showcase projects conducted for UKRI and by the Met Office for the SPF UK Climate Resilience Programme and... Future climate change is likely to have a serious impact on two of the UK’s agricultural staples, dairy farming and potato growing, according to a recent paper published by Met Office scientists. The authors found...

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ocean habitat video See more ideas about ocean habitat, ocean, ocean unit. Bottom Layer of the Ocean Try the activity and quiz below to test what you've learned about ocean habitats. But then hydrothermal vents were discovered. They are mostly divided up by the world's seven continents. Use this interesting, teacher-made PowerPoint to help KS2 children learn all about ocean habitats and how living things under the sea have adapted to suit their ocean habitat.Children will be able to find out about the different types of species that live in different ocean habitats around the world! This is easy to add to any online platform for virtual learning. Lots of different plants and animals live in an ocean habitat , let's find out more by watching this clip. Find high-quality stock photos that you won't find anywhere else. We want to capture children's imaginations through great storytelling, bringing the beauty, awe and fascination of the ocean and its inhabitants alive. Today we will be exploring two different habitats, the kelp forest and the coral reef. Here are the 5 Oceans of the World with a description of each: Pacific Ocean Watch the video to learn all about polar habitats! Fishing is the principal livelihood for over 200 million people and provides the main source of protein for more than a billion. Many institutes and organizations are fighting to protect ocean … • Prompts Next. More Ocean information; Animals of the Oceans: Oceans Animals The oceans are home to some of the world’s most delicate and beautiful habitats. Humans rely on the oceans for their important natural resources. Study improves ability to predict how whales travel through their ocean habitat Date: November 18, 2020 Source: New England Aquarium Summary: Scientists recently published a … Ocean Habitats Stock Footage 4K Video Download on NatureFootage. Try these curated collections. Most of the open ocean habitats are found in the deep ocean beyond the edge of the continental shelf. Students study the plants, animals, and a life cycle in each habitat. Habitat loss here has far-reaching impacts on the entire ocean's biodiversity. Search for "ocean habitat" in these categories. This non-fiction pack includes everything: fact sheets, emergent readers of various levels, pocket chart pieces, vocabulary posters, animal headbands, graphic organizers, and more!You can get all of the habitat packs I We call this major body of water the Ocean. Habitat destruction is one of five global ecological pressures affecting the ocean, along with fishing pressure, climate change (including ocean acidification, water pollution and the introduction of alien species or genotypes. It is suitable for students from preschool to 3rd grade. In the open ocean habitat there's little plant growth. This is an animal habitat Science video to teach about habitats of animals. Oceans contain the greatest diversity of life on Earth. See more ideas about Ocean habitat, Ocean, Ocean themes. Ocean Threats. Human activities are threatening the health of the world's oceans. See ocean habitat stock video clips. Learn about a rainforest habitat with this clip. Ocean Habitats, Inc builds and installs the Mini Reef to provide habitat helping hundreds of fish and crabs grow while cleaning 30,000 gallons of water daily. Explore and appreciate the ocean without interfering with wildlife or removing rocks and coral. The deepest reaches of the ocean were once thought to be devoid of life, since no light penetrates beyond 1,000 meters (3,300 feet). Watch the video to learn all about ocean habitats! Polar habitats are very cold but some wildlife can survive there. KS1 Science Habitats and the environment learning resources for adults, children, parents and teachers. What are marine habitats? • Share as a group some examples of ocean habitats. These types of human interference present the biggest threat to oceans. Apr 7, 2018 - Explore Sandie Eymer's board "Ocean habitat" on Pinterest. Even though the open sea is the largest habitat, it is estimated that only five percent of the world's animal species live there. Go here to learn more about the ocean habitat. Some ocean animals spend most of their life in the waters near the land. Support organizations working to fight habitat destruction and degradation. Join a habitat restoration project and volunteer your time. Ocean Habitat Pack - Everything you need to supplement your ocean habitat theme! Ocean habitats can be divided into two: coastal and open ocean habitats. From the freezing polar regions to the warm waters of the tropics and deep sea hydrothermal vents to shallow seagrass beds, marine organisms abound. Search from Ocean Habitat stock photos, pictures and royalty-free images from iStock. The sea creatures you may see in this habitat are the sharks, jellyfish, whales, tuna, swordfish, squid, and dolphins. Step 2: Play “Habitats” Video & Follow up • Note: at the end of the video there are two slides with animals from each habitat shown as review. From the depths of the ocean to the top of the highest mountain, habitats are places where plants and animals live. Marine habitats can be very different from each other depending on how warm the water is. neighbor what you think its habitat is like. Pacific Ocean: The Pacific Ocean is the largest ocean and the largest single geographic feature on Earth.It is bound by the western coast of North and South America to the east, the coasts of Asia, and Australia to the west, and the more newly-designated (2000) the Southern Ocean to the south. Over 70% of the Earth’s surface is covered water, and nearly all of that is saltwater from oceans and seas. Explorar vídeos similares en Adobe Stock Jul 14, 2017 - Explore Connie Sweet-Devers's board "Ocean habitat", followed by 221 people on Pinterest. The ocean is divided up into 5 major oceans, but they are actually all connected together. ‘Marine’ is a word that describes oceans and seas, where water is salty. Learn about these unique regions of our planet. Photos and videos of wildlife, places, and nature from WWF. Also included are many projects to make learning fun. Practice the words whale, ocean,camel, desert, monkey and more with the help of this animal habitat Science video. 1 Minute Read. Most ocean life can be found in coastal habitats on the continental shelf, even if this area occupies only 7% of the total ocean area. Ocean habitats cover over two thirds of the earth's surface. Ocean Habitats, an animated science resource page with lesson plans and teaching tips, for Kindergarten to 3rd grade students, introduces the ocean's layers, deep sea animals, and marine plants. of 613. ocean zones ocean and marine life underwater small fish marine ecosystems coral reef ocean indonesia coral animals on map layers of ocean half underwater fish red sea tropical fish. Others live most of their life in the deeper open sea. The printable reader is also in power point form with video links. Young Ocean Explorers has been on a mission since 2012 to inspire kids to love our ocean - through entertaining education. Material de archivo de Stock de A baby Calf of Humpback Whale Leaping from blue clear water of Pacific ocean, whales family in natural habitat. Corporate Seal Template Editable, Is Cacao Barry Cocoa Powder Dutch Processed, Girl On Fire Easy Piano Sheet Music, Example Of A Programme, Ge Side Opening Wall Oven, Chinese Food Lockport, Il, Skeins Of Yarn For Sale,

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Tags: Creative Writing Seattle6th Grade Problem SolvingMath Key Words For Problem SolvingI Need Help In My AssignmentEssay On Importance Of Money In Our LifeSat Essay Sample He suggested that the "power must remain with the ruled" (Fiero, 97). Both did not agree with the fact that the ruler or assembly would have all power over its citizens. So basically they were against Absolutism and their views were that of rebels in their time period. Theses two philosophers both held similar ideas but also have conflicting ideas pertaining to the citizens "social contract" with their rulers, "Natural Condition of Mankind," and sovereignty. John Locke believed that citizens should give power to those who govern them but not absolute power. Control, security and limitation are encountered in each person? Locke maintained that the original state of nature was happy and characterized by reason and tolerance. He further maintained that all human beings, in their natural state, were equal and free to pursue life, health, liberty, and possessions; and that these were inalienable rights.He stated that men in its nature are independent and equal and the reason for why person will join the society is the willingness to avoid the conflicts and war that will provide the security for this person.Humans know what is right and wrong, and are capable of knowing what is lawful and unlawful well enough to resolve conflicts.In particular, and most importantly, they are capable of telling the difference between what is theirs and what belongs to someone else.Hobbes and Locke both abandoned the thought of the divine right of monarchy.Hobbes point of view on human nature and how a government should be run is a more realistic way of looking at things than John Locke? Both Hobbes and Locke see human nature differently, Hobbes sees people as being run by selfishness whereas Locke says that people are naturally kind. As we see in the news daily, people are often cruel and inhumane, and we also see kinder people in everyday life. Locke, consistent with his philosophy, viewed man as naturally moral.Many people have different views on the moral subject of good and evil or human nature.In uncivilized times, in times before government, Hobbes asserted the existence of continual war with "every man, against every man." This convention holds in our society and is revealed through in everyday items such as keys.We lock our cars and houses so that others are physically prevented from having access to what is ours, an observation Hobbes himself makes. In our society, authority decides what is right and wrong, good and evil; essentially what we are protected against and what we are not. In the state of nature men mostly kept their promises and honored their obligations, and believed man is reasonable rather than selfish as according to Hobbes.

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History serves as an important way of recording the past. By being able to recognize important figures, people can understand current circumstances and pave the way for a better future. History, however, hasn’t been reflective of all voices. For centuries, Black voices have been erased from the historical narrative, as storytelling has been told by primarily white voices and predominantly celebrates white figures. It’s imperative we recognize this, and make substantial changes to correct how American history is being told. One way is recalling Black figures who have made a notable impact in every field. In technology, there have been many Black people, particularly women, who have made a tremendous impact on the technology industry. As Adell Cothorne, professional development schools coordinator for the Loyola University, Maryland School of Education wrote for the Baltimore Sun, “We, as educators, parents and community members have an obligation to recognize powerful African American figures like mathematicians Katherine Johnson, Dorothy Vaughan, and Mary Jackson in everyday conversations — because these aren’t strictly black heroes, they’re American heroes.” These are names that must be recognized and remembered. Here we’ll take the moment to reflect on and learn about five amazing Black women in history who have been pioneers in the field of technology. Melba Roy Mouton In the 1960s, Melba Roy Mouton served as Assistant Chief of Research Programs at NASA’s Trajectory and Geodynamics Division and led a group of mathematicians in the agency that were known as “computers.” After receiving a master’s degree in mathematics from Howard University, Mouton began to work at NASA in 1959 where she worked as the head mathematician for Echo Satellites 1 and 2. In addition to her work on the satellites, she devoted some time to seminars on “A Programming Language” and wrote an article for NASA regarding computer code. Mouton worked her way up to become Head Computer Programmer and after that, Program Production Section Chief at Goddard Space Flight Center. While at NASA, Mouton was awarded the Apollo Achievement Award and an Exceptional Performance Award. When it comes to modern history, Marian Croak has been a leading figure in the field of technology. Croak developed Voice over Internet Protocol (VoIP) and is the current Vice President of Engineering at Google. Croak began her career in 1982 when she worked at AT&T Bell Laboratories. Some of her first positions involved work with voice and data communication, which contributed to the advancement of phone features such as text messaging and calling. Croak eventually went on to hold the position of Senior Vice President of Applications and Services Infrastructure where she oversaw the work of over 2,000 engineers and computer scientists. In 2014, she left AT&T Labs and began to work at Google in her current position. Gladys West, a computer programmer, and project manager for the Naval Surface Warfare Center created the foundation for GPS technology. From a young age, West dedicated a lot of time and attention to her studies. She graduated at the top of her class in high school and earned a degree in mathematics from Virginia State University. Shortly after graduation, she pursued a career in teaching but returned to university after two years so she could seek further career advancement and education. By 1965, West was working at the Naval Surface Warfare Center, where she worked in data collection, processing, and computer programming. Though West made significant contributions to technology, not many people knew of her work until after she attended an alumni event. Marsha Rea Williams Marsha Rhea Williams became the first African American woman to receive a doctorate in computer science, and one of the first African Americans to teach in the department of engineering and computer science at the University of Mississippi in Oxford. Williams began her secondary education at Beloit College where she obtained a bachelor’s degree in physics in 1969. Then, Williams obtained two master’s degrees — one in physics and one in systems and information science — before eventually obtaining her doctorate in computer science in 1982, where she wrote a dissertation about the beginnings of user experience in querying databases. In addition to her career in academia, Williams has also been a huge advocate for promoting minority representation in STEM careers. Katherine Johnson was a mathematician who worked as a “computer” at NASA. Her calculations allowed for astronaut John Glenn to successfully orbit around the Earth in 1962. Another central figure who worked alongside her during the computations was Dorothy Vaughn, NASA’s first African American manager. Katherine Johnson began working in the field of aeronautics in 1952. She was inquisitive and bold, and due to her impressive skills, was quickly able to rise in rank. Though electronic computers became more prominent by 1969, Johnson was still looked to as a valuable and important figure. She worked on calculations for Apollo 11 before it took off, and helped in making sure that Apollo 13 had the right navigation systems to return from its mission safely after an oxygen tank failure. Recognizing Black women in history is important, especially in STEM fields. Not only may it inspire the next generation of Black women in technology, but it is rightfully giving back their voice in history. Let’s make history right by honoring these women who have revolutionized technology to transform it into what we know today. Sophia Acevedo is a journalist based in Southern California. She is a 2020 graduate from California State University, Fullerton, and a proud Daily Titan alum.

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Concept by: Carmine Rodi Falanga Everybody loves to play games: they are engaging, immersive and fun. Thus, can we make our educational activities just as exciting and rewarding? This is “gamification”, that is, the inclusion of elements of game-design in other areas or activities. Research and observation suggest that gamification provides tremendous benefits when used appropriately. Hence, learning about it, and how to integrate games effectively in an educational framework, is a powerful asset in the curriculum of any professional in the fields of education and communication. This course will teach you how to make educational activities more effective through the use of games and gamification. It will cover topics like traditional games, role-playing games (RPGs), tabletop games, LEGO, digital and videogames. There will be a specific focus on social and educational games. It will introduce participants to concepts and models of game design, providing them with the full experience of designing a game (phases of concept, design, prototype, playtest). As the game design is a complex activity, it will draw from engineering, informatics, psychology, sociology, history, anthropology, communication science, arts and more to make teachers feel at ease while creating their first game. The course will have a very hands-on approach, combining elements of the theory, group work and discussion with experiential phases in which participants will have an opportunity to design their own games and learn from direct experience. As a participant, you will also be introduced to the concept and practice of gamification, and receive easy-to-apply tips to include elements of game design in your professional and daily life. Participants to the course will learn to: - Distinguish between various kinds of games; - Identify principles and definitions of game design (e.g., reward mechanisms, activity loops, habit creation, fun, immersive experience, emerging and branching storytelling); - Use games for educational propose; - Draw from their personal experience or design entirely new game-based activities; - Include game design elements in their educational work (gamification); - Exploit games to spread or reinforce values in communities and society. The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Day 1 – Course introduction & setting goals - Introduction to the course, the school, and the external week activities. - Icebreaker activities. - Identification of needs and goals for each participant and relevant populations. - Presentations of participants, their schools and the trainer. Day 2 – Game design - Introduction to game design and the theory of “fun”: Why are games engaging and what can we learn from them. - Easy interactive games to explore learning in games. - Practical activity: developing “1 page games”. Day 3 – Games and education - Dynamics and Mechanics in games. - Educational games. - Case study: how to adapt a successful game for educational purposes. - Groupwork: game design. Day 4 – Game values - Lecture on “Gamification” with case studies and examples. - Values in Games (adopting Schwartz’ theory of Basic Human Values). - Groupwork: game design (continuation). Day 5 – Videogame-based learning & course closure - Introduction to videogame-based learning and digital youth work with examples. - Playtesting of the educational games developed by the group. - Course evaluation: round up of acquired competences, feedback, and discussion. - Awarding of the course Certificate of Attendance. Day 6 – Excursion Excursion and other external cultural activities. - Teachers & school staff: primary level; - Teachers & school staff: secondary level; - Headteachers, principals, and managers of schools.

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Creativity is intelligence having fun.” We’re very happy to be sharing our thoughts and ideas about creativity with you, because it is such a natural and motivating skill to develop in our young learners. Creative activities are fun and engaging for our students. They take learning far beyond the simple tasks of understanding and memorizing. In fact, it is the highest order thinking skill, as Bloom’s Revised Taxonomy illustrates below: Creativity is an essential skill (along with critical thinking, collaboration, and communication) that students need in order to be successful in the 21st Century. Creative students are better at making changes, solving new problems, expressing themselves through the arts, and more. How important is creativity? In one of his TED talks, education scholar Sir Ken Robinson says: Creativity now is as important in education as literacy. We should treat it with the same status.” Creativity is a natural ability that is found in every young learner. Unfortunately, traditional classrooms don’t always value creativity, and sometimes even hold it back. Our role as teachers is to nurture creativity at every opportunity. Consider the following: - Creativity develops when students are able to analyze the information they’ve learned, make new connections with that information, come up with new ideas, and evaluate their choices. - To nurture creativity, students need the freedom to offer ideas and express themselves without judgment. In a creative classroom, all contributions from students are welcomed. - Creativity requires the courage to make mistakes. Sir Ken Robinson states, “If you’re not prepared to be wrong, you’ll never come up with anything original.” - Creativity and innovation go hand-in-hand. David Hughes, founder of Decision Labs and professor at UNC Chapel Hill, feels that innovation is essential for our global economy. What are the qualities of a creative classroom? - Teachers and students ask open-ended questions that encourage curiosity and creativity. - Students brainstorm as many ideas as possible without fear of being judged or being wrong. Students then go on to choose the best ideas and improve upon them. - Students demonstrate creativity not only individually, but with partners and in small groups. Ideas are generated and assessed collaboratively. - Students lead the learning and work together to complete projects. These projects help students take the information they have learned and present it in new and creative ways. How can you nuture creativity in your classroom? Let’s look at some specific ways to nurture creativity in your classroom, starting with one of the building blocks of language learning: Learning about letter shapes and names can be creative! When your young learners are introduced to letters, try this activity to build their creativity. Write the letters one by one on the board and ask the following questions: Can you make the letter _(b)_ with your fingers? With your hands? With your whole body? With a partner? When you first do this task, you might model how students could do this. Think out loud. Let’s see. Letter b is round and straight. How about like this? Or like this? Then your students are ready to try their own ideas. Vocabulary words can be taught in many creative ways. For example, verbs such as walk, tiptoe, and skate can be learned more deeply by inviting students to move in creative ways. Questions might include: - Show me what it’s like to walk in deep snow. Show me how you might walk on hot sand. - Imagine that you’re tiptoeing past a sleeping polar bear. - We’re on a frozen lake in Antarctica. Let’s skate with the penguins! As you can see, creativity and imagination are closely related. Other words such as nouns and adjectives can be presented creatively through facial expressions and body language, through movement, and even through dramatic skits. Grammar is often considered to be a logical and unimaginative part of English. However, grammar can be very creative as it is expressed in songs, poetry, and storytelling. Look for opportunities to build creative skills along with grammar skills. Here’s a fun and creative way to teach not only grammar and speaking skills, but math as well! It’s taken from Oxford Discover Student Book 2, Unit 8: The above activity combines the logical thinking from math with the imaginative thinking from poetry. Students have a great time substituting the animals and numbers in the poem with their own creative ideas, while at the same time presenting a logical math problem. Oxford Discover offers an inquiry-based approach to learning that allows students to consider big questions with many answers. Students are allowed to come up with their own additional questions. This process is creative as well as motivating for students. Consider this Big Question from Oxford Discover Student Book 3: How do people have fun? Students explore the many ways that people have fun around the world. The discussion may turn to the subject of celebrations. Students may explore the following questions: - What is a celebration? - What are some ways that people celebrate around the world? - What do people celebrate in your area? How do they celebrate? - What is needed to make a celebration successful? As students explore these questions and find answers, they process the information by analyzing and evaluating what they have learned. Finally, they should be given an opportunity to create. One suggestion is to get students working together to plan a celebration. They must determine: - What are we celebrating? - What is our celebration called? - Who is invited? - How will we celebrate? - What will we need to prepare? As students plan, they also create. Students might create a poster, gather materials for their celebration, or even write a short play. Finally, they share what they have planned with the rest of the class. A creative classroom is a joyful and motivating place where children feel empowered to learn, where all ideas are welcomed, and where learning is deep and meaningful. Children who are allowed to be creative are better learners, and they are more aware of their own learning styles. Creativity is a lifelong skill that our students will take with them into their adult lives to solve problems and help build a better world. We’d like to conclude with a powerful quote from Robert Fisher in his IATEFL address entitled, “Expanding Minds: Developing Creative Thinking in Young Learners”: What promotes creativity is a questioning classroom where teachers and pupils value diversity, ask unusual and challenging questions; make new connections; represent ideas in different ways – visually, physically and verbally; try fresh approaches and solutions to problems; and critically evaluate new ideas and actions.” Thank you, and happy teaching! Would you like more practical tips on developing 21st Century skills in your children? Visit our site on Teaching 21st Century skills with confidence for free video tips, activity ideas and teaching tools. Sign up for a free webinar with Charles Vilina and Natasha Buccianti on How to use creativity in the classroom on 18 and 20 March 2014.

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But are those two expressions equivalent. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Is 3x equivalent to x3. The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Examples of Student Work at this Level The student: The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. Does not attempt to use any exponent properties but instead tries to do the actual calculations. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student applies mathematical processes to understand that quadratic and square root functions, equations, and quadratic inequalities can be used to model situations, solve problems, and make predictions. When I add 50 and 10 together I get 60, which is the same result I get for 5 x 12 using any strategy. Then you add 3 times 5, or The process standards are integrated at every grade level and course. So what you did was grouped the "like" terms. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. It is true that in algebra, when we write quantities right next to each other without any symbol in between, multiplication is implied. In the standards, the phrase "to solve problems" includes both contextual and non-contextual problems unless specifically stated. After using the calculator on your smartphone it may feel a little clunky and non-intuitive, but it likely offers more functions. If you enter a negative value for x, such as -4, this calculator assumes -4 n. Note that and -4 2 result in different answers: Students systematically work with functions and their multiple representations. TIXS Multiview calculator download link On questions where you can use a calculator there will be an icon displayed where you can open the calculator. How does the distributive property work. Mathematics, Grade 8 or its equivalent. What part is confusing you. And how do you know. Use this connection to help students see the base as a repeated factor, with the exponent telling how many times the base is repeated. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will analyze mathematical relationships to connect and communicate mathematical ideas. The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions. Why do you have to write any symbol at all. I already drew a picture to show what that might look like. The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions. But back to our original task of generating equivalent expressions for the area of the rectangle. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Algebra I, Adopted One Credit. Students will connect functions and their associated solutions in both mathematical and real-world situations. The student uses process standards in mathematics to explore, describe, and analyze the attributes of functions. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. I encourage you to use it on practice questions as you prepare for the GED. The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Because of the commutative property. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication. The student uses the process skills in applying similarity to solve problems. Like we usually write 3x, not x3. Download-Theses Mercredi 10 juin If you're behind a web filter, please make sure that the domains *schmidt-grafikdesign.com and *schmidt-grafikdesign.com are unblocked. Creative Writing. Open up the world of creative writing and learn the techniques that can put you in print. In this course, you will experience the hands-on practice of learning to say what you want in the best, most efficient and attractive way possible. § Implementation of Texas Essential Knowledge and Skills for Mathematics, High School, Adopted (a) The provisions of §§ of this subchapter shall be. Calculator Use. This is an online calculator for exponents. Calculate the power of large base integers and real numbers. You can also calculate numbers to the power of large exponents less thannegative exponents, and real numbers or. Solving exponential equations using properties of exponents. Determine whether each expression is equivalent to 4 9 2 t Equivalent forms of exponential expressions. Practice: Rewrite exponential expressions. Next tutorial. Solving exponential equations using properties of exponents.Use properties of exponents to write an equivalent expression calculator

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In this blog post, we’ll explore micro fiction reading and writing. I’ve found great success with this assignment and believe it to be an engaging way to teach important reading and writing skills. English teachers, your students are eager to tell stories. Storytelling is a tribute to the universal human experience. Stories connect us. They allow us to think about and play with language. They highlight important themes and ideas, and the list goes on. I know that I’m preaching to the choir when it comes to the love of the written word. If I’m being honest, though, sometimes we have to “hook” students into reading and writing, am I right? Sometimes students have lost the innate love of a story. And that’s not even addressing the fact that, as teachers, we must align our work to standards. We may feel that time spent writing fiction must be cut at the expense of other “more important” skills. But let’s not forget the power of the story and the fact that our students are storytellers (some of them may just need to remember how and why). What is Micro Fiction? This type of storytelling is also known as flash fiction or sudden fiction. Unlike a regular short story, it is limited to a certain number of words, typically 1000 words or less. When I assign micro fiction writing to my students, they are asked to write 300-500 words. Some call this short-short writing a subset of flash fiction, even longer than its cousin, the six-word story. Why Micro Fiction? So, those skills… what can we do with micro fiction? Well, you can definitely teach reading strategies and discuss author choices (plot, organization, syntax, diction, etc.) and theme/author’s purpose. ➡️ Because these texts are short and accessible, they pair easily with poems, longer short stories, podcasts, TED talks, etc. ➡️ Students can make connections and discuss how a common thematic message is conveyed in both texts. ➡️ It is also interesting to examine the impact and importance of what is not said in a micro fiction story vs. a text with a theme that is well-developed. And that’s just the reading of microfiction. ➡️ When I ask my students to write “short” stories of 300-500 words, they must be purposeful as writers. They must consider the impact of their words, practice sentence combining and the elimination of wordiness, think about show vs. tell, characterization, and plot. Most importantly, they must explain to me why they made these choices. Starting the Unit To start the unit, we read a variety of these short-short stories, exploring the differences between writing “long” and writing “short.” We look at and write six-sentence stories. We consider the following questions: ➡️ Can a story be “good” in six words or less? ➡️ How about 400 words or less? We discuss the following six word stories and the impact of word choice, as well as what is not said. As we do this, we review elements of plot, connotation vs. denotation, syntax, and more. We then listen to the winner of this three minute fiction contest on NPR (here’s the link to the podcast AND transcript), discussing the questions below. I ask students to reflect overall about what is gained and lost by writing short. From here, students write their own short, short story (20 words or less) individually or with a partner. Here are some prompts for this initial writing exercise: - Leave a message after the beep… - But, Jackie, I never knew… - Excuse me, but I believe you dropped your… - To run or to hide… I suggest giving students a time limit and then asking them to discuss their choices. What did they leave out? How did they start/end and why? As we talk about their stories (which students are usually eager to share), we return to discussion of some of the previous questions, but as writers instead of readers. Next, as we progress through the unit, we work on strategies to eliminate wordiness. We also examine characterization, along with diction and literary devices. I’m happy to share this activity I’ve had for what feels like forever. Feel free to make a copy for your next fiction writing unit. Additional Thoughts on Writing Short I’m always impressed with students’ work during this unit. As I said above, the final product is a 300-500 word story. Or, to up the ante, two different stories with the same theme, a difference in tone/mood, a difference in perspective, etc. When they are finished writing, my students leave comments in their Google Docs to explain their overall message, as well as the impact of diction, organization, and syntax choices. It’s also really nice that this assignment is versatile enough to fit in any number of places during the year. - We have used it here as a capstone project after extensive study of author’s style moves. - We have also used it to open the year to review reading and writing skills and build students’ revision and sentence variety skills. - You can also tailor the subject/theme to a certain time of the year or unit. As a final step, I’m always looking for real-world publication ideas. There are places students can submit their micro fiction stories online such as Ember Journal or Write the World. Here is a link to their past competition which has examples you can use in your next micro fiction unit. Micro Fiction Activities I hope that this post met the goal which was to give you some practical ideas for teaching flash fiction in your English classroom! As students progress through their analysis and writing of micro fiction, I love using station activities and digital writer’s notebook work. These resources are available in my TpT store. If you feel that these activities would be helpful to your students, and you’ve enjoyed the free content in this blog post, please stop by to check them out and support my work:

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11 use pitch to effect quality of voice production by Karen Loftus This unit focuses specifically on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will explore posture and breathing exercises, as well as how to use the diaphragm, projection, and articulation. The final project will test students’ ability to properly project and articulate a joke across a large space. A rubric is included for the project as long as journal prompts and exit slips. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials. by Karen Loftus This unit on Ancient Greek Theatre focuses on the function of the chorus, the choral ode, and the details of the theatre space. It touches on plays and playwrights of the era, culminating in a final project of a modern version of Medea that includes a choral ode. A rubric is included for the project as long as journal prompts and exit slips. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials. by Anna Porter Musical Theatre has two components that separate it from straight plays: song and dance. This unit gives students the opportunity to try out both. In musical theatre, music signifies heightened emotion. We can’t express ourselves with just words, we need music (and through extension, song and dance) to take it further. This unit includes three lesson plans: 1. Acting the Song - “Musical Tactics” 2. Acting the Song - “Textual Analysis” 3. Introduction to Dance A solo performance assignment is also included, and the unit includes assessment tools - rubrics, reflections, and self-evaluations. by Anna Porter The voice is a key element in performance and can be used in many ways. In this introductory voice unit with instructor Anna Porter, students will explore how to thoughtfully communicate character, story and emotion vocally. Lesson one focuses on the articulators and the importance and of speaking clearly on stage. Lesson two introduces students to the use of vocal variety with pitch, tone, rate and volume. In lesson three, students develop a character with background as well as design a puppet. Lesson four brings together the elements of voice studied in this unit to create vocal characterization. Through this four lesson series, students will use journals, participate in class discussions and practice the elements taught by performing for their peers and as a class. Assessment tools include both informal assessment as well as a final puppet show performance. by Jenny Goodfellow This unit on Puppetry is designed for middle school and up, to introduce students to the material and get them comfortable with performing in a safe and low exposure environment. This is a unit that builds to a culminating experience for your students. Each lesson is designed to explore techniques, provide opportunities for creative collaboration among your students, and give them opportunities to perform. Some of the lessons require materials to build or create puppets. Puppetry can be as easy as drawing a face on your finger for finger puppets, to actually purchasing your own finger puppets for students to use. While the focus of this unit is puppetry, your students will explore other skills as well. There’s the obvious ones of creative thinking, teamwork, and problem solving. They are also going to explore storytelling, performing skills, and playwriting. by Angel Borths Help…It’s all Greek to me! Join Angel Borths in this unit that uses a modern adaptation of the Ancient Greek play Antigone to introduce Middle School students to Ancient Greek Theatre. Have your students read Percy Jackson and want to find out more about Ancient Greece? Then, this unit is for you. This unit is designed for middle and high school students and will take you through the basics of classical Greek theatre and pairs it with a modern adaptation of the story of Antigone called Agatha Rex by Lindsay Price. Students will learn vocabulary, design, and basic theory surrounding classical Greek theatre. Students will also enjoy the mask building component of this unit, as they learn to disappear into the character of a mask, like the first actors did on a Greek stage thousands of years ago. The unit culminates in a scene performance with masks. by Lindsay Johnson In this unit, students will learn, practice and apply three important rules of improv: accepting and building on offers, quick thinking, and strong offers. For each step, they will work with the Improvisation Rubric by both giving and receiving feedback. Students will also start to practice techniques to improve their vocal clarity. The unit culminates in a performance assessment in which students will play an improv game in front of an audience. by Lindsay Johnson Students will understand the basic building blocks of a scene: The Who (characters/ relationship), the Where (setting), and the What (conflict – objectives/tactics). They will learn how to use both verbal and nonverbal (pantomime) clues to communicate these scene details to an audience. They will continue to work on voice clarity, while also learning to open their body to an audience. The unit culminates in a performance assessment in which students work in pairs to improvise a scene. by Lindsay Johnson Students will be introduced to the most basic of scripts: the contentless/open scene script. They will use their knowledge of character/relationships, setting, objective, and tactics to add content to a contentless scene. Students will also learn the basics of set design and blocking, and will begin using voice expression to communicate clearer characters. The unit culminates in a performance assessment in which students will work in pairs to add content to and perform a contentless scene. by Lindsay Price and Karen Loftus This unit focuses specifically on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will explore posture and breathing exercises, as well as how to use the diaphragm, projection, and articulation. The final project will test students’ abilities to properly project and articulate a joke at a distance from a microphone by Todd Espeland Friendly Shakespeare teaches a simple and effective method of script analysis for Shakespeare. It uses punctuation and keywords in the text to help students understand the characters' needs, make specific acting choices, and get them on their feet immediately. This is not dry, sitting in a classroom discussion. It’s physicalizing the text, focusing on the character’s needs and tactics (something every drama student should know full well) and bringing Shakespeare to life. At the end of the class you will be able to demystify Shakespeare's text and understand how to help your actors make clear, active and emotionally connected choices in Shakespeare's plays. by Elisabeth Oppelt In this course, you will learn what breath control and projection are, how to breathe from your diaphragm and speak loudly without yelling, and how to teach these skills to your students. Led by teacher and singer Elisabeth Oppelt, this course will be helpful both in your teaching practices and in creating material to teach your students. This course also includes both formal and informal assessments for you to use in your classroom. by Colin Oliver Colin Oliver leads this introduction to teaching Musical Theatre in the Drama Classroom. In this course, you will learn how to build musical theatre into your dramatic courses of study. “Why might you want to do that? Singing is scary! You want me to teach my students how to do it? I don’t even know how to do it.” This course approaches musical theatre preparation performance much as we would approach preparing a monologue in drama. If you use script analysis in monologue preparation in your class, you can teach musical theatre. By the end of this course, you’ll have a great, full-body physical warm-up, a student-driven research assignment, character development exercises, a little bit of musical theory, and a performance assignment complete with assessment. So, join us for teaching Musical Theatre in the Drama Classroom. It’s as easy as Do-Re-Mi!

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Energy-Efficient Bulbs: Halogen Vs. Fluorescent Vs. Incandescent Some light bulbs are better than others for the environment, and in order to find out which ones are better, simply compare them by how much energy they need to produce light. Both halogen and incandescent bulbs produce light by heating a tungsten filament with an electrical current. Compact fluorescent lamps (CFLs), on the other hand, create light through an entirely different mechanism. The fluorescent gas inside the bulb produces ultraviolet light when electrified, and the lamp's coating converts the ultraviolet light into visible light. Because of this, CFLs are between 67 percent and 80 percent more energy-efficient than incandescent bulbs. Halogen lamps stand somewhere in between, ranked as more efficient than normal incandescent bulbs, but not as efficient as fluorescent lights. Light is measured in units called "lumens," which correspond to the amount of light produced per watt. For a source of light to be 100 percent efficient, it would hypothetically need to give 680 lumens per watt (see References 1). The luminous efficiency of fluorescent lighting is the highest, between 9 percent and 11 percent for most CFLs, while conventional incandescent bulbs stand between 1.9 percent and 2.6 percent efficiency (see References 1). The luminous efficiency of halogen lamps cradles between the previous two at an approximate 3.5 percent efficiency. Luminous efficiency is one way to determine which bulb to choose, yielding CFLs as the most efficient, followed by halogen bulbs and then incandescent bulbs. Another element to look at is the watts it takes to produce the same amount of light. For example: It takes an incandescent bulb 60 watts to produce the same amount of light that would take a CFL bulb only 15 watts to produce (see References 2). Manufacturers are required to list both the lumens produced as well as the watts used by every bulb, so luminous efficiency can be calculated easily (see References 5 and 6). Halogen Bulbs vs. Conventional Incandescent Bulbs Incandescent bulbs, including halogen bulbs, produce light by heating a filament of tungsten metal until it is white hot. In a normal incandescent bulb, the tungsten slowly vaporizes and deposits on the inside of the bulb until it is too thin to carry an electric current and the bulb burns out. Halogen bulbs are filled with a special gas that causes the vaporized tungsten to be deposited back onto the filament instead of the inside of the bulb (see References 3). Halogen bulbs last longer and also burn hotter than conventional incandescent bulbs, making them slightly more efficient. However, these gains may be negated by the extra energy an air conditioner must use to cool a room. Effects on Climate Compared to incandescent bulbs, fluorescent lamps are especially efficient in warm climates. Around 90 percent of the energy used to power an incandescent bulb is transformed into heat, as opposed to 30 percent for CFLs, which use less electricity to begin with. When it's hot out, switching to CFLs not only reduces electricity for lighting, but it also reduces workloads on air conditioners. The opposite is true in cold climates. Without the extra heating from incandescent bulbs, more natural gas or oil needs to be burned to heat homes and businesses. In areas where electricity is cheap or comes from non-fossil fuel sources, switching to CFLs can actually increase overall energy costs and greenhouse gas emissions (see References 4). New Energy-Efficient Halogen Bulbs A new class of halogen bulbs has recently been developed. These new bulbs use a special infrared coating to redirect infrared light back toward the tungsten filament, reducing waste heat and improving efficiency by up to 30 percent over typical incandescent bulbs (see References 3). They are still not as efficient as CFLs, which are around 75 percent more efficient than normal bulbs, but this variety offers top-tier efficiency when it comes to halogen bulbs. Eric Moll began writing professionally in 2006. He wrote an opinion column for the "Arizona Daily Wildcat" and worked as an editor for "Persona Literary Magazine." He has a Bachelor of Science in environmental science and creative writing from the University of Arizona.

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|Holding the book – If you’re reading from a picture book, hold it in such a way where your child can see the picture and you can see the words at the same time. Try to avoid reading from the page and then holding the book up for your audience to see. This breaks up the story’s momentum and doesn’t allow the audience as much time to take in the images.| |Strive for interaction - Try to find ways to give the child an active role in the storytelling. For example, if a story is about animals, invite the child to make the animal’s sound every time you mention its name; if a story has a structure where certain phrases or rhymes are repeated over and over, allow the child to play along as you give them a “part” in the reading, teaching them the phrase and giving a cue on when they would say it.| Sound effects - Whenever the chance presents itself, make your very own “sound effects” by adding noises (if possible, funny ones) to the narrative; for example, if the story talks about a windy day, make an exaggerated sound of wind (or even blow a little air on your listener); if someone is walking, you can make the sound of steps to add some “drama,” and so on. If you have a musical instrument at home (even if you don’t know how to play it), you can also use it to go along with the story: a deep, grave note works wonders to make a passage scarier, and repeated high-pitch sounds marking the steps of a character as it walks can contribute to make it funny or intriguing. This can be especially fun when you’re telling stories that you know by heart—or that you’re creating on the spot—so you don’t need to keep going back and forth between book and objects/instruments/etc. |Talk, talk, talk - Talk with the child about things related to the story before you start. If a story is about a dog that gets lost, for example, talk to the child about their previous experiences with dogs and other pets; ask her if they ever got lost anywhere, how they think they would feel if they ever did, and so on. After the story, you could talk about other ways in which the story could have ended, or on ideas for producing a “sequel” to the story, etc.| |Rules of engagement - If a less-known word shows up in the story, it’s okay to stop (briefly!) and ask the child what that word might be; conversely, they should know that it’s okay for them to interrupt and make comments, ask questions, give ideas, and any other way in which they want to participate.| Props will prop up your story time - Using common craft supplies, you can build simple props along with the child that could be used either to create “ambiance” (for example, a crown for the child to use as you tell a story with kings and queens) or to be engaged during story time (for example, stick puppets with characters from the story). Heck, you don’t even have to have built anything in advance beforehand! Children are the ideal listeners, because they’re able to see anything through the lenses of imagination. That means they’ll immediately agree with you when you propose that this eggplant is actually a hippo and that pile of potatoes is a pride of lions lurking in the Savannah. Everyday objects can be turned into virtually anything and kids will happily play along. |Playing with your voice - There are many ways of using your voice to add some drama to a story: at times, you will have to speak VERY LOUD or very quietly; action scenes can be told more quickly at pivotal moments, while a description of a hot, lazy day can be read almost in slow motion; different characters deserve different voices too, which will help to make them more real to your young audiences.| "Debbie reading to children during Lapsit Storytime." by San José Public Library is licensed under CC BY-SA 2.0 Leave a Comment

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17 pages K - 6. teaching resource Thanksgiving Greeting Card. Instead, they observe a Day of Mourning. While expanding on cultural opportunities, use these language expansion and word recognition exercises. Thanksgiving is a wonderful time of year to celebrate with family and friends, but it is also chock full of learning opportunities for your little ones! The response to these materials has been very positive and we are happy to have the opportunity to share them with districts in the state. These can be great resources for incorporating indigenous voices into the traditional Thanksgiving story. One Thanksgiving Video Guide – A short video that can be used as an introduction to thanksgiving. So some teachers have developed strategies to teach it to young students. They learn about the Pilgrims and the Mayflower. Celebrating the American Thanksgiving tradition is a great time to teach ESL students a little about American history and culture. 30 Page Printable Pack from Happy and Blessed Home. teaching resource Happy Thanksgiving - Pennant Banners. Thanksgiving Day is a day set aside each year where people in the United States and Canada give thanks to God for all the blessings they received during the year by feasting and prayer. 7. Thanksgiving is a wonderful holiday to explore with your ESL students, as in addition to teaching American culture, you get to spend time focusing on gratitude—a value that benefits all! Like so many elements of American history, there are two sides to every story. It will make the game a bit tougher and also teach your students some new vocabulary in the process. These are ready-to-use Thanksgiving Day worksheets that are perfect for teaching students about the Thanksgiving Day which is celebrated on the fourth Thursday of November in the United States and the second Monday of October in Canada. The First Thanksgiving Teaching Guide: Grades 3–5. If you’re teaching in a country that celebrates Thanksgiving, then you could talk about the actual holiday itself and what students’ plans are. A very simple powerpoint telling the story of thanksgiving. Teaching your young students about Thanksgiving presents an abundance of opportunity to share knowledge and get creative. Some nations have developed their own curriculums for teaching history, such as the curriculum created by The Chickasaw Nation. There is a great History.com video that explains Thanksgiving to kids in about four minutes. Holidays are a great way to break out of the normal classroom routine, grab your students’ interest, and introduce some culture to the ESL classroom. Literacy for early years / Stories and books; Personal, social and health education / About you Thanksgiving Mad Libs from 247 Moms. Many people wonder if, considering the origins, Native Americans even currently celebrate Thanksgiving. This is a worksheet for teaching or revising the story of the first Thanksgiving. So, the main solution to teaching Thanksgiving to kids respectfully is to simply present multiple perspectives around the holiday’s history. Literacy Related Thanksgiving Learning Nov 13, 2020 - Explore Shelley Taft's board "Teaching - THANKSGIVING", followed by 989 people on Pinterest. We trust that you will find them to be a valuable addition to your instructional resources. Check out our Thanksgiving Teaching Resource Pack or click on the links below! After teaching students about the first Thanksgiving feast and having them discuss their own family traditions, it is important to emphasize to students that not everyone is as fortunate. in teaching about Thanksgiving in grades K-6. Color By Number Cornucopia from Simple Living Mama. Teaching Kids About Gratitude. Teaching about Thanksgiving from the perspective of the Native Americans is a culturally responsive way to approach the holiday. The goal was to create the components of a thanksgiving feast lesson that reinforces as many core curriculum areas as possible. A set of 'Happy Thanksgiving' bunting to display in the classroom. Download: This blog post is available as a convenient and portable PDF that you can take anywhere. The notion that the first Thanksgiving was some kind of cross-cultural love-fest, as it has been portrayed, is also disputed by historians, who say that the settlers and the Indians were brought together less by genuine friendship than by the extremity of their mutual need. Give students art supplies for making placemats and ask them to incorporate some of the common Thanksgiving themes into their placemat design. For many Native Americans, Thanksgiving is a painful reminder of everything they lost with the arrival of Europeans. #11: ESL Thanksgiving Discussion. Thanksgiving is a time to focus on being grateful, and if you are celebrating Thanksgiving with kids, this is also a time of year to teach kids the importance of being grateful. Thanksgiving I-Spy Printable from Life Over C’s History of Thanksgiving. Even the older kids, such as kindergartners will also enjoy these activities! Teaching Thanksgiving in the ESL Classroom. Home → Teaching Resources → Advice for Teaching Abroad → Teaching Thanksgiving in the ESL Classroom . Teaching Thanksgiving: Advocating for a Better Way November 12, 2020 Vanessa Stricker Patheos Explore the world's faith through different perspectives on religion and spirituality! The Gratitude Game from Teach Beside Me. Teach the History of Thanksgiving. Teaching the History of Thanksgiving for Kids: Tips & Resources When pointing out the problems, it would be only right to include solutions as well. Activities that teach kids gratitude are very popular this time of year, and for good reason! Over 500 years of teaching experience! Use these lessons and activities to give students a closer look at the Pilgrims' voyage, settlement, and first harvest celebration, as … If you teach more advanced learners, you could have a small group discussion (for a larger class) or a class discussion about Thanksgiving. Thanksgiving is also a great time to discuss local tribes and indigenous nations near you. Thanksgiving is a holiday with a complicated history. Thanksgiving Activity Placemats. Of course, it has to be a fun and engaging activity for students. Thanksgiving is a time to give thanks, to count our blessings and focus on all the good things in our lives. November 23, 2020 by Kids Discover. What to Teach Your Toddler about Thanksgiving *This post contains affiliate links. Traveling at Thanksgiving - Thanksgiving is the most traveled In the text, students will read an informational text about Thanksgiving then be asked a series of comprehension questions about the passage. Now that you have gone over your Thanksgiving vocabulary while playing Bingo, take it to the next step. In this Teaching Pack… One 11 Page Thanksgiving Guide – Learn about the history of thanksgiving and traditions that people enjoy today, with our comprehensive PDF and Powerpoint guide! Thanksgiving Mourning. This teaching resource is a comprehension worksheet asking questions about an informational text. Teaching Thanksgiving. Thankful Turkey Hat. It's also a time to have each student share about similar traditions and holidays from their own background. Thanksgiving Coloring Pages from 1 + 1 + 1 + = 1. Teach from the perspective of Native Americans. These Thanksgiving ideas and activities are wonderful ways to teach your toddlers about Thanksgiving. Divide your class into two teams and have one person from each team draw a vocabulary word out of a hat. Thanksgiving Charades and Pictionary. 12. Share. There is no additional cost to you, but I may receive a small commission. Making Pies (Teach Preschool) – Have fun making a playdough pie with your preschoolers in this Thanksgiving … Thanksgiving Day Worksheets This is a fantastic bundle which includes everything you need to know about the Thanksgiving Day across 22 in-depth pages. In this lesson from Teaching Tolerance, students in grades 6-12 have the opportunity to examine and reflect on Native perspectives on Thanksgiving. See more ideas about teaching thanksgiving, thanksgiving school, thanksgiving activities. Thanksgiving lessons, activities and worksheets can help you teach everything from geometry and science to history and creative writing. Thanksgiving Day first started in New England. Sharing the basic history behind the holiday is a great place to start with most elementary students, and it’s likely that you’ll have done so … With Thanksgiving just around the corner, you may be including some holiday-themed lesson plans in your classroom. Students fill in gaps using pictures and sentences.

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In our Alphabet work, we are listening to alphabet stories, brainstorming words that begin with the letter of the week, and teaching the alphabet sounds and the correct letter formation for the upper and lowercase letters. “C” is our letter of the week. We made our delightful caterpillar “c’s” which we will send home next week. We will profile each letter we worked on in the newsletter, but the children’s alphabet craft and printing sheet will not come home until the following week. But we’re not just teaching the Alphabet. As part of our balanced approach to literacy instruction, we’re developing the children’s phonological awareness in the areas of sounds, syllables, rhymes and words. Over the past few weeks we’ve been working on words, specifically focusing on syllables or parts of words. Right now, the children are listening to the teacher say the parts (syllables) of words, then blending them together to say the complete word (eg., kit-chen = kitchen). This is all part of oral language instruction which includes read-aloud books and storytelling, shared reading experiences such as poems, songs and chants and our teaching of the individual alphabet letters and sounds. When we’re talking about sounds, we mean phonemic awareness, or the awareness that speech is made up of sounds in a specific sequence. For more on phonemic awareness and phonological awareness click here. You can imagine how important the children’s self-regulation is during oral language instruction. It’s why we work so hard with our students all through the year on their listening skills; calming strategies to prepare themselves for instruction; mindfulness to focus and concentrate on the lesson and a positive attitude to foster a lifelong love of learning. We listen to calming music, practise deep breathing and mindfulness daily, so that we are feeling relaxed, happy and in the green zone — ready to learn! In Math, we are creating AB and ABC pattern multilink trains. The children are learning a pattern needs to be repeated three times (eg., ABABAB) to show it is indeed, a pattern. The children saw their beloved Grade 7 Big Buddies on Wednesday. We’re beginning a new seasonal activity in Buddy Reading where our Big Buddies will select picture books to read aloud to their Little Buddies. Then the children will work on some literary awareness skills (title, directionality, one-to-one word correspondence) and finally, draw a picture and talk about their favourite part. We had a practise run this week, and will start officially with a fun Hallowe’en picture book in a couple of weeks. Thank you so much to everyone for sending along rainboots and raincoats this week. The children have achieved a high level of independence in changing into their boots and coats, necessary for Westcoast living. Although we still have lots of inside-out sleeves (they make fun wings), we’ve made significant progress since September. Please remember that if your child wears shoes with laces to school, he or she should know how to tie those laces. Tying laces is not a skill we teach in the Kindergarten. Upcoming Events and Reminders We will be adding a sharing component to our Special Helper program next week. In addition to the daily Special Helper duties, the Special Helper will have the opportunity to bring in a special sharing. Our sharing always has a theme and for the month of October and November our theme is “I Like Me”. The students are asked to bring in three objects that tell about him or herself. These objects should fit into a small Ziploc bag. There is more information posted on the parent boards and a sample Ziploc bag. The student calendar is also posted. Please help your child gather these items a few days prior to their Special Helper day and have them practice “sharing” with you. Monday, October 17: Parent Teacher Conference Sign-up. The sign up sheets will be posted outside of the office. Friday, October 21: Provincial Professional Day. School is not in session for students. Monday, October 24 and Thursday, October 27: 2:00 Early Dismissal for Parent Teacher Conferences – please be on time to pick up your child as we start our conferences promptly at 2:10 pm.

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Throughout history, people have learned through stories. The metaphors and hidden messages help us to understand difficult concepts and themes. Additionally, stories help us visualize material and help us tie knowledge with our experiences. Educators now have 100s of fantastic free online tools to help their students create and learn through digital storytelling. Many of these online tools have free apps available on i-devices and Android devices. Through digital storytelling we motivate our learners to apply, contextualize, visualize, and personalize the knowledge they learn. With a mobile device it is hands-on and students can incorporate images, sound-bytes, and videos they create on the go. Below are some great free apps to help you begin creating digital stories with your learners. For plot ideas and how to organize a digital storytelling project, check out my slide presentation I recently gave at the Global Education Conference. Access the free recording of the presentation, here! Enjoyed these resources? Get your copy of The 30 Goals for Teachers or Learning to Go. PhotoPeach App– Upload images, enter text, and add music to create a dynamic slideshow. Available on the iPad.Capzles App– Upload images, audio, video, text, and documents to create a multimedia timeline of events. Available on i-devices.Toontastic– This app is designed to walk students through the storytelling process of choosing a scene, climax, setting, conflict, and characters. Students even choose music to match the characters’ emotions and create a digital storytelling video that is shared on their global digital storytelling online channel where the students win badges for their creations. Available on the iPad and iPod.Story Wheel– an educational game in which players record a story by spinning the wheel to get a picture, and then narrate a portion of the story. Students can listen to their story with beautifully animated pictures.StoryBots– create books on the iPad starring the student! The app is free for the iPad. Includes animations and art. Various options to purchase the book.Tom Loves Angela– This has got to be one of the cutest apps. Students can create a video of Talking Tom trying to woo Angela. Tom repeats what students tell him to Angela, he sings songs, and can even repeat text typed to him. Angela is the first intelligent responding character of the series and will respond to questions and topics as in a conversation. This option you have to pay for. Students can create a video they email or upload to Youtube. The app is free for Android but you have to pay for i-devices $0.99 to $2.99.Posterous– With this app, learners can include a mix of text, photos, audio, and videos as well as tags and location information in a blog post. Share immediately on Facebook and Twitter! Even allow others to add to your posts (set this up through the web app vs. the mobile app). Free version available online as well as various mobile devices including the iPhone, iPod, Android, and Blackberry.StoryRobe– It’s incredibly easy for children and adults to create audio/visual stories on the iPhone and iPod Touch using this app. Use the built in microphone, or any 3rd party microphone to create audio recordings with photos and videos. You have the option to upload to Youtube or send it through e-mail. If it’s in their e-mail, then the parents can easily e-mail their child’s production to their friends! You don’t need an Internet connection to create the stories, but you do to send them! Available on the iPad and iPod.Splice– Best video editing app for the iPhone, iPod, and iPad that is free. Add audio, transitions, images, and more.Fotobabble– It’s incredibly easy for children and adults to create audio/visual stories on the iPhone and iPod Touch using this app. Use the built in microphone, or any 3rd party microphone to create audio recordings with photos.Sock Puppets– If you enjoy playing with sock puppets, you’ll love this app that allows students to create a sock puppet show. Choose the sock puppet characters, personalize the characters by adding your voice, select the scene and props, and record a video. Send this by email or upload to Youtube. Watch this great example. Available on the iPad and iPod.Puppet Pals– Choose the western characters, personalize the characters by adding your voice, select the scene and props, and record a video. Send this by email or upload to Youtube. Available on the iPad and iPod.StoryKit– Create an electronic storybook by drawing on the screen, uploading images, recording sound effects and voice, laying out the elements of the story (text boxes, images, paint, and sound clips) freely by dragging them or pinching to resize, reordering pages, and uploading to the StoryKit web server. Email a link to the story. The application includes four public domain children’s books to rewrite and rearrange into a new story. Available on the iPad and iPod.Animoto– Upload up to 10 images, choose a soundtrack from the library (many nice holiday tunes to choose from, and click a button to make a 30-second video. Sync your videos with your Animoto.com account, download videos for offline viewing, and make longer ones with an All-Access Pass. Available on the idevices and Android.Voicethread– upload an image, text, or video. Invite others to comment through doodling, text, video, or audio. Available on i-devices.Create A Comic App– free comic creation app for Android and i-devices.Videolicious– video creation in 3 easy steps. For i-devices.Talking Tom & Ben News Reporters– students create dialogues that reflect any news item worldwide and around the school. Kids will love when Tom and Ben report that news. The video they upload of the event shows in the middle while Tom and Ben narrate what is happening. Available for i-devices and Android.Pocket Wave for iPad– Incredible sound editor that has many features similar to Audacity. Also allows you to download the sound clip in various forms- wav, mp3, etc.Storyboarding 3D app– Create characters and stage them as you plan your story. You have a large database of characters, props, accessories, and movements to choose from. Your storyboards export as pdfs that can be mailed to you. This is only for the iPad and i-devices.Popplet– Great app for i-devices that allows collaborative mindmapping. This is great for the brainstorming stages of planning a digital storytelling project. The free version only allows the creation of one mindmap.Qwiki for the iPad– add narration to pictures, videos, etc. that talk about history and facts. Watch other Qwikis to discover information and do research in an interactive wayAudioBoo– Share audio stories in this online community. Go an extra step and create a qr code and have students scan and listen to the stories. Available for i-devices, Android, and Nokia.Zooburst– This allows you to view on iPad the stories made with this 3D pop-up book online tool. You can’t create stories but if you scan Zooburst Story Codes you will see the digital story you made online on your iPad. The web tool is absolutely amazing and fantastic for students to create online 3D pop-up books they can embed, add their own photos to, and create dialogues for.Bunsella Bedtimes Story– students narrate a children’s story, can upload personal photos that become part of the story, then email the video of the narrated story. Others can respond to these read stories. Available on i-devices.Little Bird Tales– Students can draw their own art or upload images to create a book where they add their voice and text to narrate their story. Then they can embed, create PDFs and MP4s of their stories. Available for i-devices for $2.99 but the web tool allows for the creation of free stories. Digital Storytelling Tools by Silvia TolisanoEffective Mobile Learning: 50+ Tips & Resources by Shelly TerrellDigital Storytelling in the Classroom by MicroSoftPost: Engaging Learners Through Digital Storytelling: 40+ ResourcesPost: 20+ Free Apps that Promote Student Literacy Access my Pearl Tree Bookmarks! Just Click any of the mindmap bubbles! Try a mobile digital storytelling project with your students this year. If you enjoyed this post, you may want to subscribe for FREE to receive regular updates! Interesting essay samples and examples on: https://essays.io/grant-proposal-examples-samples/

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Phonics Parent Guide Download the Word Lists: For further information on the new curriculum: The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: - read easily, fluently and with good understanding - develop the habit of reading widely and often, for both pleasure and information - acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language - appreciate our rich and varied literary heritage - write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences - use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas - are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate In life, words are extremely important and powerful. Without words, we would find it incredibly difficult to communicate, our thoughts, feelings, dreams, hopes and fears. They are vehicles of communication and as such the ability to understand, say, read and write them is of paramount importance to enable us all to communicate and enjoy the many riches that the spoken and written word has to offer. We use words to communicate in many different ways and contexts: we use them to communicate with others by speaking and listening, receive messages in print, for example, in newspapers, magazines, comics and books, labels on tins and food packets; we need to be able to use words effectively to send and receive text messages and by posting and messaging friends on social media, such as Twitter. We are surrounded by words and language and because they are so central to our lives here at Aylesham, we strive to offer our children the richest opportunities that develop a natural love for words (vocabulary) and how to use them effectively in a range of contexts for different purposes. The Importance of English English underpins all areas of the curriculum. Therefore, the teaching of the skills required to communicate effectively through the spoken and written word are taken very seriously at Aylesham Primary School. At Aylesham, reading is given the highest priority. Developing a passion for reading and an appreciation of the written language is vital in order for children to become independent learners and achieve in all areas of the curriculum. We want children to become enthusiastic and reflective readers, who appreciate the importance of reading as a life-long skill in the wider world, but also value books as a source of pleasure and enjoyment. We teach and raise the profile of reading through a variety of means: - Structured guided reading sessions from Year 1 to Year 6 - Phonics is taught daily from Reception to Year 3 - Core texts, which relate to the class’ current curriculum theme, form the basis of Curriculum planning - Reading skills are applied in all subjects such as science and RE - Reading buddies are in action from Reception to Year 6 - Stories are shared across year groups, in assemblies and at the end of the day in class - Children are given opportunities to share their own stories that they have written - Special reading events such as ‘World Book Week’, storytelling sessions and Book Fairs - One to one reading with staff, parents and volunteer reader helpers. - Library visits - Learning Environments that promote and encourage reading Reading at Home We understand that parents play a key role in encouraging their child to develop a positive attitude to reading. Children love to listen to and tell their own stories; talking about books and sharing them together can be an enjoyable experience for all involved. Foundation Stage and KS1: Parents should read with their child for about 10 minutes each day. At this age, little and often is most effective. We believe it is important that children are exposed to a range of texts; for this reason we use a variety of reading schemes for home/school reading books. Teachers and teaching assistants ensure that the level of the book the child takes home is appropriate and carefully monitor the amount children are reading at home. Once your child has learned to decode and can read fluently, reading mileage (reading as many texts and text types as possible) remains extremely important to their development. The opportunity to talk about what they have read to develop their understanding (comprehension) is vital; therefore, we recommend that parents and carers continue to listen to their children read. At Aylesham we believe that language is a powerful tool for learning and social development and are committed to developing children’s spoken and written form. We understand that reading and writing go hand in hand; children need to be capable and fluent readers in order to become capable and fluent writers. We recognise that writing is a complicated process and therefore, in order for children to succeed, our planning provides a range of scaffolds to support their success. These scaffolds include: talk for writing, drama and role play, technology, writing for a range of purposes and audiences, explicit grammar teaching in context, exposure to high quality texts, visual and language models as well as the systematic teaching of spelling and handwriting. All year groups have regular opportunities to write at length across a range of subjects, topics and genres. In addition to this, we have a ‘Creative Writing’ focus on a weekly basis engaging the children to write enthusiastically with increasing independence. These writing initiatives also provide opportunities for teachers to assess the child’s writing when less support is given. Parents can support children’s writing by encouraging them to write for a range of real-life purposes and audiences at home. For example: - Shopping lists/ to do lists - Story writing - Captions for photographs Handwriting is an essential skill for both children and adults. At Aylesham we believe it is important to support children to develop neat, attractive and consistent handwriting and have pride in their written work. Teaching staff have consistently high expectations of handwriting and presentation across all subjects and encourage children to apply handwriting skills taught across the curriculum. Spelling and Phonics Spelling is taught daily in the Foundation Stage and Key Stage 1 as part of phonics lessons using ‘Letters and Sounds’ with ‘Phonics Play’ and texts produced by Oxford University Press to support. Through Letters and Sounds, a DFE publication, children learn the 44 sounds that form the basis of learning how to read. Our phonics’ lessons aim to build children's speaking and listening skills in their own right, as well as to prepare children for learning to read by developing their phonic knowledge and skills. Our approach to the teaching of phonics is a detailed and systematic programme which aims for all children to become fluent readers by age seven. There are six overlapping phonics phases. The table below is a summary of each phase: Phonic Knowledge and Skills Phase One (Nursery/Reception) Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting. Phase Two (Reception) up to 6 weeks Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions. Phase Three (Reception) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language Phase Four (Reception) 4 to 6 weeks No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump. Phases Five and 6 (Throughout Year 1 and revised in Year 2) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know. Children begin to work on strategies for more complex spelling patterns, including prefixes and suffixes, doubling and dropping letters etc. Phonics continues to be taught in Key Stage 2 where spelling rules and patterns are investigated, taught and practiced. Common ‘exception’ words are also taught. In addition to this the children use ‘Clued Spelling’ which is an individualised spelling programme driven by the children and closely monitored by the teaching staff. We have also subscribed to ‘Spellodrome’ which is an online learning tool which the children can access freely at home by logging in to the ‘Mathletics and Spellodrome’ site. This online tool enables children to practise their spellings being taught at school, whilst building points to enhance their avatar. Lists of words are sent home each week for children to learn. These might be common ‘exception’ words, words relating to the class’ theme or lists of words that fit a particular pattern or rule.

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Maria Montessori discovered that at around the age of six children enter a new plane of development which will last until they are around 12 years old. What is unique to this period in a child’s life? How can we best support children at this age both as educators and as parents? And how can our understanding of this stage inform our approach to younger children? Read on to discover answers to these questions or register for our two-week AMI Assistants Certificate 6-12 for a thorough grounding in Montessori at this stage. Intellectual growth and physical changes – By age six and older, children are changing – they have less baby fat, new teeth and stronger bodies, and they are usually robust and healthy. They possess reasoning minds and a strong sense of justice and fairness. It is a time of intellectual growth that sees children transitioning towards abstract thinking. Wider perspectives – Our AMI Assistants Certificate 6-12 trainer, Alison Awes says: “In the classroom, we offer them the universe”. At the beginning of the academic year, the children are told the so-called “Great Stories”. These stories start with the origin of the universe and offer a journey through history. These are stories of inventions, mathematics and secret languages, respect and gratitude, fairness and morality. They ignite the children’s interest in many different subjects, they give them a wider perspective and they get them excited about learning and researching. “These stories of the world are our children’s story as well” Alison says. The understanding of the human contribution to our world results in the children asking themselves: “how will I contribute?” Contributing to the community – Montessori children contribute practically to the running of their classroom from an early age and they learn how to take responsibilities for their community. By the 6-12 years stage, children start to think beyond the boundaries of the classroom about their impact in their local area and the wider world. They can be encouraged by teachers and parents to get involved in local initiatives and to campaign for issues they care about. Character development and ethics – In Montessori classrooms the balance between freedom, discipline and responsibility creates a collaborative and respectful environment. The intellectual growth in the 6-12 years stage means children can now consider more complex issues and develop at a more abstract level. In practice this is seen in how the children work together in groups, the changing role of the teacher and how academic progress is ensured and work levels are checked. At home parents can reinforce this approach and nurture independence and morality by acting as role models for their children; offering valid reasons for their decisions; giving clear boundaries; setting expectations clearly; and avoiding shaming and punitive interventions. Discover more by taking the AMI Assistants Certificate 6-12 this April for £825. This two week course is suitable for anyone wanting to work with 6-12-year-olds, for those working with 3-6-year-olds who want to better understand this stage, and for parents and anyone interested in Montessori.

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The curriculum is grouped under the three Attainment Targets for English which are: Speaking and Listening, Reading and Writing and includes the systematic teaching of phonics. Key Stages 1 and 2 follow units of work based on the Primary Framework for Literacy while the Foundation Stage follows the Early Years Foundation Stage Curriculum. In addition, literacy skills are constantly being developed, reinforced and practised in all other subjects. Every child receives regular guided reading and writing sessions with the class teacher or a teaching assistant. These small group sessions provide opportunities for focused teaching and learning, where children’s specific learning needs and targets are addressed. Children have daily opportunities to engage in language games and activities to get them going and thinking before writing. They will regularly see the teacher modelling writing and children will contribute to shared writing. We use talk for writing strategies where children are supported in their writing through a variety of speaking and listening activities prior to putting pen to paper. Children discuss their thoughts and talk through features of texts and take part in oral story telling so they are very familiar with a story before they start to write it. Children are taught a variety of text types and are provided with regular opportunities to write their own versions. Some examples are stories, information texts, diary entries, and instructions. Children help their teachers to make a list of what to include in their writing so they know what to use in their own work and this helps them to check it afterwards. At The Grove we use the Nelson handwriting font and children are taught and encouraged to join up their letters from Year 2 onwards. Good presentation is always encouraged and celebrated. Our approach to the teaching of reading is through group guided reading in class. Pupils also have individual reading books to take home. The books are carefully levelled to support children in their progress and go from book band pink up to book band lime green, when children become free readers. At The Grove we use a variety of reading schemes including Big Cat, Rigby Star, PM books and the ever popular Oxford Reading Tree, to give the children experience of different styles of books and genres (e.g. fiction, non-fiction, poetry, traditional stories). Phonics is taught daily in the Foundation Stage and in KS1 to support children in their reading and writing. Children are taught all of the main phonemes (sounds) in Reception and are encouraged to sound out words and blend them to read and sound talk words to write them. Children play a range of games to practise these skills and they are reinforced during their Literacy lessons when reading and writing. Phonemes and words learnt in Reception are practised further in KS1 and children also learn more phonemes and tricky words. Support for Spelling is introduced in Year 2 for children to learn more about spelling patterns in words and this is continues as children move into KS2 through daily SPAG (Spelling, Punctuation and Grammar) lessons. Speaking and Listening We value children's speaking and listening skills very highly and want to help them develop their communication across the whole curriculum. Some of the strategies we use to achieve this are: new vocabulary is displayed in the classroom for children to refer to throughout all our topics. 'talk partners' are regularly used across the curriculum Oral storytelling techniques. This is where children learn a shared story and use actions to remind them of the structure, connectives and content. Warm up games and activities at the start of our lessons to get the children speaking and listening. For example, children might have to guess what verb is being acted out, or add punctuation to a sentence they have listened to. Opportunities to orally rehearse what they are going to write using 'talk frames' which helps them to structure their ideas, and provides them with sentence openers and vocabulary related to the topic. Drama activities are built into lessons. For example, we might hot seat a character from a story, asking open-ended questions to get information for our writing. All these strategies provide opportunities for children to develop their ability to communicate in different contexts.

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Amia Sixtine January 1, 2021 worksheets Kindergarten English Spelling Worksheets Pdf – Workbook This pdf book contains 18 printable English spelling worksheets for preschool, kindergarten, and 1st grade. Finding and writing the missing letters, circle the missing letters, circle the correct spelling, spelling some simple words. Preschool Math and Activities; Preschool Reading; Preschool Spelling; Preschool Writing; Coloring Pages to Print – Goes to our main Coloring Page. We have free worksheets with lovely early childhood themes. Even just the littlest effort to make school look like fun and to develop an interest in reading, writing and figuring can boost your child. Preschool Spelling Worksheets. Spelling is an important part of any early childhood education. Our free spelling worksheets will assist preschoolers in learning how to spell basic words. Kids can trace the letters in the word and then spell them on their own underneath. Our preschool worksheets are specifically designed to include all the age-appropriate skills. Explore these worksheets to help your preschooler child learn alphabets, numbers, colors, shapes, pre-writing skills, vocabulary building and other skills. Age Group: 2-5 years Grade Level: Preschool Free Printable Worksheets For Toddlers Age 2 Free Printable Toddler Worksheets Children Worksheets Free Free Toddler Worksheets Back To School Activities Grade 5 Free Back To School Worksheets For Second Grade shape worksheets for toddlers alphabet worksheet for kids color red worksheets for toddlers preschool activity sheets toddler learning printables free worksheets for kids worksheets for. This is an extensive collection of free preschool worksheets designed for ages approximately 3 & 4 years old. These free printable preschool worksheets are designed to help kids learn to write the alphabet, numbers, plus a free printable color matching sheet! The youngsters can enjoy preschool worksheets age 2, Math Worksheets, Alphabet Worksheets, Coloring Worksheets and Drawing Worksheets. They could play games in the Nursery like Numbers Match Games and Alphabet Puzzles and preschool worksheets age 2.Such a lot of fun they could have and give another kids. Preschool worksheets age 2. Worksheets for toddlers Age 2 and Preschool Worksheets. An appropriate person isn’t identified exclusively by his right clothes or with an excellent family. At any moment, someone is going to have several things he wants to achieve in regards to long term and short term. There are a lot of means. Beyond the usual age appropriate reading, writing and math exercises — all of which were designed by professional educators — our preschool worksheets teach kids everything from sorting techniques and the five senses to feelings and emotions. Make learning engaging for pre school age kids with over 3000 pages of free pre k worksheets, preschool games, and fun activities for teaching alphabet letters, preschool math, shapes, counting, phonemic awareness, visual discrimination, strengthening fine motor skills, and so much more. worksheets for toddlers age 2 – Coloring Kids. worksheets for toddlers age 2. 3 Year Old Activities Toddler Learning Activities Educational Activities Book Activities Preschool Activities Preschool Books Children Activities Shapes Worksheet Preschool Lesson Plans For Preschool 200+ Free Preschool Printables & Worksheets This is a growing collection of free printables for preschoolers , designed for ages approximately 3 & 4 years old. You can also browse through our toddler printables and kindergarten printables . Preschool Worksheets Age 2 – Preschool worksheets ought to be the starting point for early childhood education and development programs. First childhood worksheets should be made to assist children who are coping with language or developmental abilities develop those skills or to assist them in doing well on a test. Preschool age starts at the age of 3 and continues all the way until the age of 5 when most children enter kindergarten. Preschoolers are developing a sense of independence from their parents. They are eager to learn new things and spend time in a group setting, such a preschool class or peer group. Free Printable Preschool Worksheets Letter Tracing Worksheets Number Tracing Worksheets Shape Tracing Worksheets Picture Tracing Worksheets Line Tracing Worksheets Pre Writing Worksheets Spiral Tracing Worksheet Cut and Paste Letters Cut and Paste Numbers Cut and Paste Shapes… Preschool spelling worksheets. Spelling Practice Worksheets for Preschool Printables. Download Spelling Practice Tracing worksheets and printables Kids educational preschool, kindergarten and grade school for kids. Preschool Spelling Curriculum Sequence. In preschool, spelling words start with basic two-letter words. For example, a good starting point for preschoolers would be: AT, ME, BE, and IT. Children then start to expand the list by working through “word families”. From AT, in preschool spelling, the curriculum, worksheets, and then spelling. Preschool Spelling Resources. Preschool focuses on pre-writing: ABCs, vowel sounds and simple words. Prep for writing success with these worksheets that focus on letter recognition, word-building and a bit of storytelling. Preschool. Reading & Writing. I am a Christian mother of four, with over 13-years experience homeschooling in Southern Oregon. The resources and products I create are designed to keep the prep to a minimum while also bringing a little educational fun to your classroom The printable alphabet letters on our website come in different fonts for your own convenience. For formal events, we have printable cursive letters; for children’s parties, we have bubble letters for that; and for old-school-themed events, we have vintage letters ready to be printed and decorated. These free printable alphabet templates and letters are great for arts and crafts projects, DIY gifts, educational purposes, and much more. Just sign up for the Freebie Finding Mom email list to get an all access pass!. Printable alphabet templates have a lot of different uses. Here are just a two of the ways I’ve put these alphabet printables to use in my home. We have prepared for you Free Alphabet Practice A-Z Letter Worksheets – Preschool Printable to Learn the Alphabet. Our A-Z Letter Worksheets are perfect for any preschooler who is just learning to write and read. These Free alphabet printables will help children practice fine motor skills. Holding the pen correctly is only seemingly easy. The free printable stencils are in a block font and include all the alphabet letters A through Z, numbers 1 though 9, and of course punctuation. It’s a timeless font in all uppercase and always does the trick and takes minutes to make. Tag Cloudmath 8 textbook answers clock images for teaching time free high school math courses division activities for grade 3 k5 worksheets free printable halloween math worksheets nutrition math problems beginning geometry lessons skill of introducing a lesson in mathematics geometry vocabulary quiz printable first grade homework hush hush becca fitzpatrick 8.5 x 11 grid paper short math sayings

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“Opening Books, Broadening Minds” Walt Whitman once said, “viewed freely, the English language is the accretion and growth of every dialect, race, and range of time, and is both the free and compacted composition of all.” It is this very notion, paired with the historical hallmark of literature that leads to the huge social, political and moral implications and enables our students to become both critical thinkers and empathetic human beings. The mission of the English Department at Thomas Becket Catholic School is to: · Cultivate understanding, knowledge, and appreciation of the English language, its speakers and writers and its literature and cultures. · Aspire our students to use the language creatively, critically and effectively at an ‘Oxbridge standard’ to participate ethically in civic and professional life. · Provide our students with access to a range of Literature in order to foster creative and critical abilities, promote multiculturalism and tolerance in a globalised world. · Instil an appreciation of a cultural, historical, ethical, aesthetic linguistic force that shapes our lives, whilst also nurturing an inquisition for the English language, its history, conventions, structures and uses. · Provide opportunities to merge the art of creative and transactional writing with literary insight which will provide a hands-on experience that will empower our students to respond to human experience in a changing world. Year 7—The Chronology of English Literature English Through the Age: (Foundations of Literature) Non-Fiction Analysis An introduction to the Literary timeline. Where do texts fit within the chronology of English Literature and how do historical events impact the writing of these texts? How are writers influenced by what has come before them? Romanticism: (Romantic Poetry) An introduction to Romanticism through Romantic poetry. Who were the Romantics and in what ways were they considered rebellious and revolutionary? A Christmas Carol: (19th Century) Creative Writing An introduction to 19th Century Literature. What were the traits of Victorian literature and how was this impacted by key events in History? How would a Marxist reading of this text differ? Trash: (Modern Texts) Transactional Writing An analysis of contemporary literature with a focus on how themes and concepts are still relevant today. How are modern writers influenced by what has come before them The Body Snatcher: (19th Century) Non-Fiction Analysis An introduction to Gothic Literature. What are the origins of this genre and how is it impacted by the beliefs of people living at this time? How do science and religion play a part in the themes presented in gothic literature and how far are these texts a replica of Victorian society? The Tempest - Shakespeare (Shakespeare) An analysis of a Shakespearean text with a focus on the themes of power, justice, knowledge and the treatment of others. How does Shakespeare present Elizabethan beliefs in his text and how do these texts differ to modern day, post-colonial views? Noughts and Crosses (Play) (Modern) Transactional Writing How relevant are themes of segregation and prejudice in modern day society? How do dramatic features impact the presentation of these ideas? Conflict Poetry (Conflict and Culture) An analysis of a collection of poems from different time periods and cultural backgrounds. Each poem discusses the idea of conflict—what different conflicts exist? How is this conflict a reflection of personal or societal beliefs? Gothic and Frankenstein (19th Century) Creative Writing and Non-Fiction Analysis An analysis of a variety of gothic texts resulting in the full study of the playscript version of Frankenstein. What are the key traits and motifs of gothic literature and how do different writers employ these? How significant are societal beliefs in the construction of these texts and how far do writers draw on other texts for ideas? Of Mice and Men (Modern) Transactional Writing How relevant are themes of segregation and prejudice in modern day society? How can writers use characters within a text to represent a greater population? To what extent has society changed since the 1930s? Tragedies (From Greek Tragedies to Modern) Paper 1 Reading A detailed analysis of the Tragic genre. How has this genre changed over time? How far can Aristotle and Freytag’s models be applied to a range of tragic texts? A study of poetry from 1789 to the present day. How do poets present key themes and ideas with a text and how do these ideas differ to other poets writing on the same ideas? How far do the social, historical and personal backgrounds to these poems affect their content? Year 10 GCSE EDUQAS C700QS / C720 QS Eduqas Poetry and Paper 1 Language Poetry—A study of poetry from 1789 to the present day. How do poets present key themes and ideas with a text and how do these ideas differ to other poets writing on the same ideas? How far do the social, historical and personal backgrounds to these poems affect their content? Language— A study of a range of 20th century literary prose texts looking at how writers create particular effects and the ability to form personal opinions on an ’unseen’ piece of prose. Students will then look at how they can use their knowledge of the English language to create their own narratives. Macbeth and Paper 2 Language Macbeth—A study of Shakespeare’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. Language—A study of a range of 19th and 21st century non-fiction texts looking at how writers create particular effects and the ability to form personal opinions on an ’unseen’ piece of prose. Students will then look at how they can use their knowledge of the English language to create their own transactional texts. Speaking and Listening How do we construct convincing arguments? Students will use their understanding of non-fiction texts, to present their own speech or presentation on a topic of their choice. Students will also need to be able to respond to questions and feedback on their chosen topic. Year 11 GCSE EDUQAS C700QS/C720QS Jekyll and Hyde A developed analysis of a 19th Century text. How does Stevenson use language and structure to present key themes and ideas? How is Stevenson impacted by the culture and society of 19th Century Britain? An Inspector Calls A developed analysis of a modern text. How relevant are themes of segregation and prejudice in modern day society? How can writers use characters within a text to represent a greater population? To what extent has society changed since the Edwardian era? Revision of all Students are given the opportunity to revise all covered topics in preparation for their final exam.

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The Cherokee Indians originally inhabited the Southeast region of the United States. Like many Indians, the Cherokee were threatened by the settlers and forced to move from their homeland during the 1800s. The Cherokee Nation of Oklahoma, the United Keetoowah Band in Oklahoma, and the Eastern Band of Cherokee Indians in North Carolina are the only three Cherokee tribes recognized by the federal government. These tribes have their own governments and leadership, but are still U.S. Citizens and must abide by American law. The Cherokee originally lived at the southern base of the Appalachian mountains, including Georgia, North Carolina, South Carolina and Alabama, as well as parts of Tennessee and Kentucky. Most of the current population of federally recognized Cherokee are based in Oklahoma. Other unrecognized Indians are dispersed throughout parts of Arkansas, Georgia and Alabama. Cherokee Trail of Tears The Cherokee Trail of Tears was the forced displacement of Indians during the 1800s by the U.S. government. The government established reservations in Oklahoma on which the Indians could live, but many tribes did not want to go. When the Indians pled their case at the Supreme Court, they were guaranteed their freedom to stay. However, President Andrew Jackson and his army forced the Indians to leave. Because the journey was arduous and unplanned, it cost many Indians their lives. Cherokee Indians speak the Cherokee language, also called Tsalagi. It originated from the Iroquo Indians. The Cherokee wrote using syllabary, which uses a written character to represent a syllable. This written language was invented by a Cherokee scholar named Sequoyah. Current Indians speak English and write using the English alphabet. Cherokee Indian culture was similar to that of the Iroquois. Men were responsible for hunting, fighting and maintaining tribe leadership, whereas the woman primarily spent their time farming and taking care of the family. Storytelling, art and music were important parts of the Cherokee lives. Fairy tales and legends, in particular, were used to explain the origin of nature. Cherokee Indian women farmed and harvested and their own food. Their popular crops included corn, beans, squash and sunflowers. The women also collected fruits, berries and nuts from the wild, while the men hunted turkeys and deer or fished in the streams. The Indians also baked bread and made various vegetable and meat stews that were heated on stone fireplaces. Since 2008, Jen Kim has been a professional writer and blogger, working for national publications such as Psychology Today and Chicago Tribune affiliates. She holds a Master of Science in journalism from Northwestern University.

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Christine Shana March 22, 2021 Worksheets kindergarten Kindergarten English Spelling Worksheets Pdf – Workbook This pdf book contains 18 printable English spelling worksheets for preschool, kindergarten, and 1st grade. Finding and writing the missing letters, circle the missing letters, circle the correct spelling, spelling some simple words. Preschool Math and Activities; Preschool Reading; Preschool Spelling; Preschool Writing; Coloring Pages to Print – Goes to our main Coloring Page. We have free worksheets with lovely early childhood themes. Even just the littlest effort to make school look like fun and to develop an interest in reading, writing and figuring can boost your child. Preschool Spelling Worksheets. Spelling is an important part of any early childhood education. Our free spelling worksheets will assist preschoolers in learning how to spell basic words. Kids can trace the letters in the word and then spell them on their own underneath. Preschool Worksheets Age 2 high resolution. You can make Preschool Worksheets Age 2 photos for your tablet, and smartphone device or Desktop to set Preschool Worksheets Age 2 pictures as wallpaper background on your desktop choose images below and share Preschool Worksheets Age 2 wallpapers if you love it. The preschool math worksheets category includes shapes, position and order, numbers, measurement, and counting printables. Children will become familiar with basic math skills. The preschool learning worksheets category includes weather, holiday, seasonal, colors, and telling time printables. They are a wonderful way for kids to learn the. Preschool Worksheets Age 4 2 – Preschool Worksheets Age 4 2 , Learning to Write Trace Letter B for toddlers and.soe Store Kids Capital Alphabets Writing Activity Book for.back to School assessments Kindergarten Owl themed.i Spy Numbers Worksheets for Kids 3 Yrs and Above Number.this is A Good Worksheet for 2nd Graders or Whatever is A.8 Basic Skills Worksheets Celebrate the changing season with our collection of fall worksheets. These printables help young learners begin to understand the differences between the four seasons and practice important skills, such as tracing lines, to get them ready for writing. For more coloring and learning, check out our full collection of preschool worksheets. Preschool/Kindergarten Math Worksheets and Printable PDF Handouts. This page offers free printable math worksheets for preschool and kindergarten levels. These worksheets are of the finest quality. Follow the links below to download. Also pratice with swf flash quizzes online. Sign up – Math Exercises For Preschool – Click here ! Sep 3, 2019 – A ton of preschool worksheets pdf printables for free. Numbers, letters of the alphabet, cutting, and tracing worksheets for preschool to print. Preschool Tracing Workbooks. Instant download 10 preschool tracing workbooks pdf containing a collection of more than 200 tracing worksheets intended for use with children in pre-k, preschool, kindergarten, daycare, nursery, montessori, and other early childhood education. Preschool spelling worksheets. Spelling Practice Worksheets for Preschool Printables. Download Spelling Practice Tracing worksheets and printables Kids educational preschool, kindergarten and grade school for kids. Preschool Spelling Curriculum Sequence. In preschool, spelling words start with basic two-letter words. For example, a good starting point for preschoolers would be: AT, ME, BE, and IT. Children then start to expand the list by working through “word families”. From AT, in preschool spelling, the curriculum, worksheets, and then spelling. Preschool Spelling Resources. Preschool focuses on pre-writing: ABCs, vowel sounds and simple words. Prep for writing success with these worksheets that focus on letter recognition, word-building and a bit of storytelling. Preschool. Reading & Writing. I am a Christian mother of four, with over 13-years experience homeschooling in Southern Oregon. The resources and products I create are designed to keep the prep to a minimum while also bringing a little educational fun to your classroom Explore Nicole Gerardy’s board ”preschool portfolio”, followed by 1974 people on Pinterest. See more ideas about Preschool, Preschool portfolio, Preschool activities. 77 pages of editable portfolio printables to help you get started with student portfolios in your preschool, pre-k, or kindergarten classroom. My Family Free Printable Preschool Activity Pack. Several different activities to explore families and their members. This is a requested pack for a very awesome reader. Thank you so much for supporting us by visiting and downloading our printables! I so appreciate each of you! Sep 21, 2020 – Explore CarolynOsborne’s board ”Free printable alphabet letters” on Pinterest. See more ideas about Abc coloring, Abc coloring pages, Printable alphabet letters. Sep 23, 2020 – Printable Alphabet Letters. See more ideas about Printable alphabet letters, Lettering alphabet, Alphabet printables. The printable alphabet flashcards below are going to help your child learn their letters in no time. The best part is that these printable alphabet flashcards are all free! These are some great looking flashcard sets with wonderful illustrations. They range in style from modern to vintage, but they all are clear and easy to understand. Slide Font Alphabet Letters. Download. This has a set of alphabets designed with a very stylish theme. They look extremely good when printed and although a little complicated at first glance, they are quite easy to comprehend. Creative Printable Alphabet letters. Download. The letters showcased here have a very interesting design. Tag Cloudintegers in mathematics math problem solver calculator year 2 math problem solving worksheets ttyl book i need help with math homework high school math cheat sheet grade 2 mathematics worksheets first grade math coloring sheets adding and subtracting integers quiz algebra word problems with solutions and answers

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In the article Scottsboro Boys and To Kill a Mockingbird: Two Trials for the Classroom it stated that, “The lessons of the infamous 1930s Scottsboro Boys case in which two young white women wrongfully accused nine African American youths of rape illustrate through fact what Harper Lee tried to instruct through her fiction”. Black people were always accused by white people of crimes they might have not committed and the judge will always believe the whites. Blacks were considered criminals, barbarians and savage, that was one of the main reasons why Lee wrote her book; she felt that things should be changed and blacks should have a voice. Blacks did not feel that they live in their country because of the discrimination they faced, they needed help to make their voice heard; some of the white writers helped them to fight for their rights that was mentioned in the article “To Kill a Mockingbird”: Two Trials for the Classroom“Both historical and fictional trials express the courage required to stand up for the Constitutional principle providing for equal justice In her images, she expresses her thoughts on the representation that black woman has in our culture she also points out that because of our society black women aren 't able to embrace themselves as who they are because they are influenced by other cultures. Simpson portrays empowerment gender, identity, and culture in her images despite the oppression of racist culture impacts black women 's body and identity. Five-day forecast by Lorna Simpson incorporates five large boxes with days of the week Monday through Friday. It 's a way of expressing misconceptions as a black woman. In her image “five-day forecast” she has two words in each day such as; misdescription, misidentifies and mistranslate. Because Frado is of mixed race, she experiences an even worse sort of degradation than she would have if both of her parents had been black, a situation which leads to her position as a societal outcast. For example, Mrs. Bellmont’s hatred for Frado and the strength of her cruelty progressively increase throughout the story in part because Frado “was not many shades darker than Mary now,” suggesting that Mrs. Bellmont fears the power that black people could gain if they were treated as equals to whites in the North (Wilson 39). For example, Mrs. Bellmont forbids Frado from sheltering her skin from the sun in an attempt to make Frado darker. She fears that her peers will notice that Frado is not much darker than Mary: “what a calamity it would be to ever hear that contrast spoken of.... Mrs. Bellmont was determined the sun should have full power to darken the shade which nature had first bestowed on her as best fitting” (Wilson 39). Although Mrs. Bellmont has already alienated Frado as a result of her skin color, she attempts to further remove Frado by attempting to expel Frado from the liminal space she occupies as a mulatto by making her darker skinned. For example, in the forth stanza Angelou states “Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries?”. These lines display the theme set through out the poem by showing the fight that the African American people of America had for their civil rights in the 1950s-1960s. Angelou shows this in her writing by asking rhetorical questions to the people who were the oppressors of the African American community on how they would like to see them, but she shows that they will no longer be treated like a dog or a door mate they will stand up and fight for what they believe was a fight that could be won by them. Resistance to Racism Resistance to racism is the refusal to accept or comply with prejudice or discrimination based on someone’s race. African Americans have experienced displacement and racism since 1619, when slavery first began in America (History.com). In the book “I Know Why The Caged Bird Sings” by Maya Angelou, an African American women who grew up alongside her family whom throughout their lives have experienced displacement in society in America. After reading this book it led me to question, To what extent does the racial displacement of African Americans in America still exist today? Maya Angelou has been through thick and thin to find a balance in society and still to this day there is a need for resistance to racism. I didn 't meet anybody I wanted to marry ' '. Before Skeeter left for college, she wanted the married life that her mom instilled in her but this quotation reveals that Skeeter is no longer one of the typical white women in Jackson , Mississippi who worried about marriage, having children and the perfect life. Later in the novel, we see another character development from Skeeter when she sees the unfair treatment of the blacks have totally changed ever since she left for college. One afternoon, Miss Hilly suggested that the black help should not use the same bathroom as the whites in their household as they spread diseases. Annoyed Skeeter responds loudly and says ' 'Maybe we ought to just build you a bathroom outside Hilly ' '. According to the chapter “Is the Personal Still Political” in Patricia Hill Collins’s book From Black Power to Hip Hop, African American women could not fully identify with the American feminist movement of the 1960s and 1970s because of “race, class, and nation matter” (Collins 178). In other words, African American women did not wholly face the same struggles as White women and formed their own feminist organizations as a result. Even today, there is still a divide between White feminism and Black feminism and many Black artists have taken on the role of mobilizing the Black feminist movement. Of all the works we have studied in RLGN 278, I was most fascinated by the works of Janelle Monae and the film Black Panther. Through Django Jane, Janelle Monae is able to provide commentary on today’s current climate of gender and sexuality while Black Panther provides a utopian view of these topics. Surely, only an opposing, selfish, and insensitive person could send their wife and child away upon realizing that they both were mixed race. In Kate Chopin’s “Desiree’s Baby”, however, protagonist, Desiree, is altered over just a few days as she goes from being thankful from the happiness of her husband and baby into saddened and betrayed by her lover. The story eventfully shows how racism and denial both play a part in the way the future may turn out. From the time that the story begins, one can see that the love between Armand and Desiree is what they say to be a dream come true. It’s the love that everyone asks for. The novel primarily focuses on the problems that the African-American women faced in the 20th century in the south of the United States depicted on the example of Celie, who came through a number of events and finally managed to self-actualize herself in a world that was hostile to her. The Color Purple unleashed a storm of controversy; a number of male African-American critics complained that the novel reaffirmed old racist stereotypes. Nevertheless, the Color Purple also had its supporters, Let the Circle Be Unbroken, a novel by Mildred D. Taylor, portrays the inequality of colored people and the numerous issues they faced in the 1930s. Depending on where one was in the country affected how they were treated; African Americans in the south were often treated worse than those who resided in the north. Either way, they endured back-breaking work, lived through the Great Depression, and were the victims of racism. Although they were no longer slaves, and hadn’t been for several decades, many people refused to see colored people as equal. Mildred D. Taylor took these events into consideration when writing her novel, and in doing so, gave an accurate representation of how life was for colored people in the 1930s.

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5 Step Writing Process for Kids The writing process is the method of developing a loose idea into a well-organized and thoughtful essay. Several models of this process exist, and some are more complex than others. However, it can be boiled down to five distinct steps that you can apply to help young students complete successful pieces of writing. Understanding the Assignment Before students ever put the pencil to the page, you need to make sure they understand exactly what you want them to do. Have them write descriptions of the assignment in which they list all that they know about it. After they finish, check their work to make sure they know how long the essay is supposed to be, when it's due and -- most importantly -- what type of essay they're supposed to write. Stress the importance of having all of this information, and that whenever they don't, they need to ask for help. This way they have all the information they need to succeed with the assignment. If you've assigned specific topics, have them start by writing lists of everything they know about their subjects just so they have their thoughts on paper. Afterward, have them narrow their focuses so they can decide which details to include in their essays. You can even help them organize their thoughts by ranking their ideas in order of importance. For example, if one student is writing a description of her favorite place, which is Disney World, she might list her favorite rides and attractions. You could then suggest that she put a big star beside Space Mountain because that ride is the one she likes best. If you haven't assigned a topic, have the kids list topic ideas first and then check their lists to identify which topic will work before having them brainstorming further. Outlining the Essay Now that they've collected their ideas on paper, it's time for them to outline their essays. Explain that an outline is a blueprint of the entire essay: the introduction, body and conclusion. Have them list their ideas in the order they'll appear and include supporting ideas under each main idea. Furthermore, stress neatness. For example, when outlining the introduction, have them write the opening sentence on one line, and then the thesis statement on the line below. After that, they should continue idea-by-idea and label each section until the whole essay is outlined. Writing the First Draft Once they have outlines they can begin their first drafts. Have them write their essays from beginning to end, following their outlines exactly. Look over their work regularly and stress the importance of a clear introduction, body and conclusion. Make sure each paragraph has a topic sentence, supporting evidence and a transition that leads to the next idea. Whenever you have the opportunity, reinforce the idea that good writing is about organizing their thoughts and presenting them clearly. Rewriting, Revising and Editing Once their first drafts are complete, you can either collect them and provide detailed feedback for each one or pair students up so they can critique each others' work. When you return their drafts, instruct them to follow your suggestions and rewrite any sections that need improvement. These suggestions might include making sentences clearer and correcting spelling and grammar mistakes. Also, remember to validate their efforts and stress that revising isn't about fixing failed attempts as much as improving promising starts. Christopher Cascio is a memoirist and holds a Master of Fine Arts in creative writing and literature from Southampton Arts at Stony Brook Southampton, and a Bachelor of Arts in English with an emphasis in the rhetoric of fiction from Pennsylvania State University. His literary work has appeared in "The Southampton Review," "Feathertale," "Kalliope" and "The Rose and Thorn Journal."

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First Grade Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Publish Writing in SeeSaw SeeSaw is a fantastic way to capture and share student growth in writing. Parents and students love to see the growth from the beginning to the end of the year. Record Writer's Workshop In this introductory activity, students learn to use the Microphone tool. When students use the microphone tool and add their voice to Seesaw posts you the teacher gain deeper insight into their thinking. It’s one of the easiest ways for learners to tell what they know. This is a great activity to do right after students finish writing a story. - Students take a photo of their writing and tap the microphone to read their writing. - This makes it easy for you to see and hear how your emergent writers are connecting letters, sounds, concepts of print, voice, and reading. Writing Fall Poems Students use their 5 senses to create a fall poem, take a photo and record themselves reading their writing. See the student sample on the right. And click here to copy the activity. Click here to copy this activity See the Student Sample on the right Publishing Writing with Chatterpix Chatterpix is a fun app that allows students to make any character "talk" in their voice. Students can upload their own drawing. It's a fun way to practice fluency and publish writing. Chatterpix can easily be added by students to their SeeSaw Journals from the iPad Camera Roll. Multi Page Books with Shadow Puppet Shadow Puppet is an app that allows the user to create mini-slideshow movies. It's a great option if you'd like to hear students record their voices as they read several pages of text, or if you'd like students to publish their writing. Shadow Puppet movies are easily shared to Seesaw. - Students practice reading their writing and then work with a partner to publish it in SeeSaw with a photo and a recording. Persuasive Writing with Green Screen Green Screen is an effect that replaces a green-colored background with a new background. With this effect, movie makers can superimpose actors in front of any background they like (e.g. the pyramids of Egypt, a rainforest, a volcano). It's great for storytelling and informational writing. Using the Do Ink app, video students reading their story, next to the image of their book they wrote. Get assistance from your Site Tech Coordinator with green screen and Do Ink. How to Use Do Ink SeeSaw at Open House! - Put iPads or Chromebooks out at Open House so that students can complete this activity with their family. - Post this Activity in advance with a note to parents so that they can do the activity from home if they are unable to attend Open House. - If you prefer to have families use their phones, then have students make a journal post that families could leave a comment on and simply print out the QR codes to student assignments. Directions are below. Here are some helpful tips as you end your school year with SeeSaw and get ready for Open House: - How do we print out thumbnails and QR codes for a student’s entire journal for Open House? (note should NOT be done in color at 12￠ per page and set printing to print 9 pages on one page) - How do I get a QR code for a Seesaw post? - How do I tell viewers what to do with the QR code? - How do families and students download an archive of student work? - How long do families have access to their child’s Seesaw journal?

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The Common Core’s addition of narrative writing is likely to challenge many History/Social Science teachers that are unfamiliar with this type of writing. Students are now expected to write narratives that develop real or imagined experiences, and/or events using well-chosen details and well-structured event sequences. Since only six percent of my class or eleven out of my 183 high school students chose to write a historical narrative on our last formative assessment, I created a task that would increase their storytelling abilities about the principles of Judaism. Instead of outlining, I asked them to cluster or bubble map the main ideas from the textbook chapter. We use the 2007 California edition of World History: The Modern World (pp. 28-32) by Pearson Prentice Hall. Most students had one to two pages of events and people that they could use to create their narrative. Prior to beginning their writing, they also had a full day of instruction on period-specific vocabulary. For homework the students also viewed the Crash Course video series segment on Judaism. Lastly, students viewed a short, online video on narrative writing tips and techniques. The video was played once in class and posted online so students could view it again from home. The prompt and directions were: You have a 53 minute class period to write a Historical narrative about the Jewish people. Use your cluster map to provide details. This task requires you to tell a story about a historical time period, blending facts with imagined characters and situations. - Use one person’s point of view (a central character) - Use chronological organization and transitions - Describe people who actually lived and events that actually happened. However, you may include fictional people and details. - Show you have an accurate understanding of historic events and details of actual places I use word count as a proxy for student effort and as a goal-setting strategy. Thus, I always like to display the number of words each class period writes. I then compare each class mean. I try to generate some competition between the classes. Why do you think period three wrote almost 150 more words than period 1? The chart above compares the average number of words written by each of my five classes. Number 6 is the average of all five means. A total of 176 essays were turned in. The factors I looked for in these narratives were: 1) a creative title; 2) word count; 3) main character point of view. During my readings, I discovered that a small group of students had misunderstood the assignment and had made their historical characters into outlandish fictional people doing things that had no relevance to the historical period. In my debrief with the students, I will remind them that the purpose of the assignment was to show an accurate understanding of historic events and details of actual places. The majority of my students picked a historical character and remained in that character for their entire writing assignment. One or two students misunderstood the assignment and wrote one or two paragraphs from the perspective of each Moses, Abraham, David, and Solomon. I attributed this to students not listening carefully enough to the directions. The charts below compare student performance on my last two writing tasks.

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Songs of the Struggle If you want to learn about the struggles of being African American, the best teacher is African American music. The hardships faced by African Americans can be found in a number of genres: Hip-Hop, R&B, Blues, etc… all throughout the history of African American music. But, where does the storytelling begin? We can credit the beginning of African American music — America’s music— to the songs of the slaves: Folk music originates from the hymns and spirituals of Southern enslaved Africans in America. Influenced by the struggles of slavery, folk music communicates the hopes, distress, and faiths of enslaved Africans. Forced into America and stripped of nearly all of their history in Africa, slaves used their troubles in America to create something out of nothing. The origins of African American folk music was recited using the call-and-response method where the lead or soloist calls out a line where the other singers respond by repeating the phrase. Most original African American folk music were anonymous and created by unknown composers, due to enslaved Africans lack of identity. African American folk music was created spontaneously and improvised by the anonymous composer, where the song had personal meaning to the composer. Patting Juba was a style of dance often performed with African American folk music that included stomping and patting and slapping of the arms, chest, legs and helped to express the stories of the music. Passed Down Orally African American folk music was usually passed down to generations orally and by word-of-mouth. Primary Performers/ Composers: Although the early creation of folk music was anonymous and composers were unknown, later artists emerged from the evolution of folk music. (a.k.a. Lead Belly), was a popular folk and blues artist best known for his songs “Goodnight, Irene” and “Where Did You Sleep Last Night”, amongst others. was a popular gospel-folk singer also known for being a civil rights activist. One of her most notable songs is “Sometimes I Feel Like a Motherless Child”. were an African American acapella ensemble organized in 1871 of Fisk University students who toured to raise funds for college. The group was pertinent in the preservation of African American slave songs and negro spirituals. African American folk music is most widely known for its theme of the sorrows faced by enslaved Africans. These “slave songs” were a way to express their struggles and come together despite their situation. Early folk music preserves what little memory enslaved Africans had of their culture in Africa. The creation of African American folk music was simply a means of dealing with the troubles of slavery. However, White citizens saw this as a form of entertainment and mockery. Books of African American folk songs were sold, and it influenced White citizens’ own renditions of folk music. Influence on other Genres: Folk music mainly influenced the creation of Hip-Hop, Blues, and Jazz music. All of these genres were originally created to express the African American struggle faced during its time of creation. The origination of African American music is rooted in folk music. The simple slave songs composed on the fields and plantations tended by the earliest African slaves unintentionally led to the creation of nearly all forms of music in America. Folk music preserved the tiniest bit of African history and with it created one of the biggest aspects of African American culture.

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Presentation on theme: "The Plot Thickens: Narrative Structure!"— Presentation transcript: 1 The Plot Thickens: Narrative Structure! UNIT 1WHAT MAKES A GREAT STORY? 2 Academic VocabularyAnalyze: v. to separate or break into parts and examineElement: n. one necessary or basic part of a wholeInfer: v. to decide based on evidence r knowledge; to draw a conclusionSequence: n. the chronological, causal, or logical order in which one thing follows another* Not all plots go in a specific order, those plots are called non-linear. An author may use flashbacks, interruptions in the story to tell about a previous event, or foreshadowing, dropping clues in the text to hint at complications that may happen later in the story, to build suspense.Structure: n. something constructed or built, such as a building 3 Quick Write Part IThink of a book you’ve read or movie you’ve seen recently. Write a few sentences about the elements that made the story enjoyable for you, using at least two Academic Vocabulary words in your response.5 mins 4 Every (good) plot has to have a conflict! Plot: the series of events that make up a storyEvery (good) plot has to have a conflict!Conflict: a struggle between opposing forcesInternal ConflictExternal Conflict 5 Plot Structure at a Glance Exposition: “exposes” the reader to the setting and characters, introduces the conflictRising Action: presents complications that intensify the conflict and builds the suspenseClimax: the turning point of the story and the moment of greatest suspense; makes the outcome of the conflict clearFalling Action: eases the suspense, reveals the outcome, and how the main character resolves the conflictResolution: reveals the final outcome and ties up loose ends 6 1. ExpositionThis usually occurs at the beginning of a short story. Here the characters are introduced. We also learn about the setting of the story. Most importantly, we are introduced to the main conflict (main problem). 7 2. Rising ActionThis part of the story begins to develop the conflict(s). A building of interest or suspense occurs. 8 3. ClimaxThis is the turning point of the story. Usually the main character comes face to face with a conflict. The main character will change in some way. 9 4. Falling ActionAll loose ends of the plot are tied up. The conflict(s) and climax are taken care of. 10 5. ResolutionThe story comes to a reasonable ending. 11 Putting It All Together 1. Exposition2. Rising Action3. Climax4. Falling Action5. ResolutionBeginning of StoryMiddle of StoryEnd of Story 12 Unit 1 Reading Strategy VISUALIZE! Form images of the story’s setting and charactersTo visualize a story:Pay special attention to descriptions and word choicesLook for sensory details, ones that appeal to one or more of your sensesReread lengthy descriptions to catch details you might have missed 13 What does it take to be a survivor? Quick Write Part IIWhat does it take to be a survivor?Think about movies you’ve seen or books you’ve read in which one person survives against the odds. What qualities or abilities do survivors share? Write down a list like the one on the left of qualities a person needs to survive.5 mins

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Introduction to Intercultural Communication In this blog post, we will explore the definition of intercultural communication and some examples of best practices. Intercultural communication is a type of interpersonal communication that involves people from different cultures, races, or ethnicities. This means that it’s essential to consider cultural differences when communicating with others for maximum effectiveness. The first step in improving your intercultural communication skills in understanding the basics! In this blog post, we will go over what intercultural communication is and provide some excellent examples and tips to help you improve your skills in this area. What is intercultural communication? Intercultural communication is the scientific study of how culture affects communication. It covers a broad range of communication activities and difficulties that arise naturally in an organization or social environment, consisting of people from many different religious, social, ethnic, and educational backgrounds. In this sense, it aims to understand how individuals from diverse nations and cultures react, communicate, and perceive Cultures and communication Communication is essential whatever the location of each nation in the world. However, it is sometimes hard to communicate with the same people across several cultures. Some cultures are informal, some use a series of remembrances ritually before their conversation, and some consider it rude to turn up to meetings on time. So why is, are there so many similarities between them in different countries and regions? You can offend each one because of this lack of understanding of communication. Yet, we have no choice about how to do it ourselves. Where is this? I mean, we learn to communicate! So to avoid this, we learned to communicate with one another and learn a friendly greeting! The importance of intercultural communication Some studies have demonstrated the utility of intercultural theories for educational services across the country. These developments are necessary given the constant inexorable growth in multi-cultural groups. IC is essential for advancing their businesses and maximizing profits through better staff management and the comprehension of the consumer’s needs. As we’re not alone, we have to move into society. There’s a need to be an exchange of knowledge, ideas, and thoughts. This is called communication, and via communication, we speak our opinions, make other people aware of our presence, and participate in every aspect of our lives. Therefore to avoid separation from society, achieving our intentions and educating people. Intercultural communication skills Intercultural communication skills are that which a person must have to communicate with others or share information. Language skills in any form of communication are necessary; however, linguistic skills are not the only requirement. It also requires understanding that many cultures differ in their beliefs about other cultures. And lastly, we need a willing willingness to accept the differences that we can adapt to them and adapt to these. Intercultural vs. Cross-cultural vs. Multicultural Communication You’ve probably heard the terms multi-cultural communication and cross-cultural communication. What are the distinctions between intercultural communication and these other types of communication? The term “multi-cultural” refers to the makeup of a group or team, mainly when it includes people with many different backgrounds. Today’s world encourages discourse in a multi-cultural environment. The cross-cultural comparison involves comparing two or more distinct cultures; hence, cross-cultural communication focuses on the diverse communication modalities of various cultural groups. Finally, when we talk about intercultural communication, we’re talking about interactions between people from different civilizations. On the other hand, intercultural communication refers to exchanges that take place between individuals from varying cultures. In conclusion, cross-cultural communication entails comparing individuals from the same culture to those from another society. Tips For Effective Intercultural Communication Barriers and challenges Among the significant challenges faced in communication is ethnocentrism. Another barrier is the assumption that other cultures are related instead of different from one another. The standard barrier is ultimately fear. When you feel uncertain about what will be expected of you or what you have to do, it is natural to feel anxious. Therefore the chance of you having more problems can be a much more significant danger, and you may act strangely towards others around you. Please participate in our cultural coaching to help you communicate with people from diverse backgrounds. We are happy to talk to you about ways to communicate with other cultures. Take part in cultural learning & training. It takes two to tango. You could think about intercultural communication instead of tango. Tangos are things you can do as two different individuals. To judge whether a tango would be successful, we need to take a comprehensive view. If it suddenly becomes clear that your actions or messages don’t help a person understand them, they have started to step onto one another’s heels. Let’s make the best use of your knowledge for this interaction. Thinking of dancing can help you remember what the other person receives on each turn. Take a moment to think about the result from the last moment. Remove cultural barriers International affairs degree courses teach cross-culture interaction through analysis and interpretation-based research. Essential matters like what is considered personal space or meeting etiquette have a significant impact on the outcomes of business interactions. Culture affects conflicts and communication in different contexts. How to improve your intercultural communication skills By studying the culture of your audience, you can learn how to adapt your communication style. For example, some cultures are indirect when expressing their feelings or opinions. Therefore, avoid saying someone is angry if they aren’t showing any signs of anger because it could be seen as an insult. If there’s a language barrier, find a translator or learn the basics of how to say hello in their language. It’s also essential to make everyone feel included by using inclusive words like “us” and “we.” However, avoid using “we” when only you are included because it’s considered rude. If there is a conflict of ideas or opinions, put them aside until the meeting has ended and then come back to discuss them after everyone has calmed down. By following these practices, you can significantly improve your intercultural communication skills! Cross-cultural communication – Video By -Pellegrino Riccardi You should also read: Visual Communication: Value of Visual Storytelling Why is Intercultural Communication Important Communication Skills Interview Questions Essential Conflict Management Skills f you’re ready to learn more about Interpersonal Communication, we encourage you to check out our blog. We’ve written a variety of posts on topics like building rapport in different cultures or how the linguistic environment shapes communication styles. You can also find links to other great resources for interpersonal communications research and information! Our hope is that by reading this post your understanding of interpersonal communication has increased so you are able to communicate better with others in all areas of life. Happy socializing!

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11 Plus English Exam An 11 Plus English exam for a Grammar or Independent School can come in a variety of formats but will normally contain a variety of different topics. We’ll look at the make-up of the major types of test individually (GL/CEM/Grammar School Written/ Independent School written) but below you’ll find a breakdown of the types of topics covered. A typical paper would last 50 minutes and contain some or all of the following: 11 Plus English Exam – Comprehension test Students would be given a text of around 500/750 words. These texts can vary between a classic text (Charles Dickens) or a more factual text such as a newspaper report. Children will be asked questions on the text. 11 Plus English Exam – Vocabulary testing Children may be asked what various words in the text mean. They may be given a synonyms/opposites task. They may have CLOZE exercise to do (words with missing letters). 11 Plus English Exam – Spelling/Punctuation/Grammar Children will often find a section of different questions on these topics which can take a number of different forms, an example would be correcting mistakes in a given passage. 11 Plus English Exam – Literary Devices Some tests may examine a child’s knowledge of literary devices and ask them to identify devices such as Similes or Personification or Onomatopoeia. 11 Plus English Exam – Literacy reasoning Some 11 Plus tests do not have specific Verbal Reasoning sections and so instead include some literacy reasoning questions in their English papers. These can cover rhyming words, anagrams, crosswords, odd words out, putting jumbled words into sentences, putting jumbled sentences or paragraphs into the correct order. 11 Plus English Exam – Creative writing Often for Grammar School 11 Plus tests questions will be in multiple choice format because it makes it quick and easy for schools to mark. Some schools/areas do include Creative Writing to a degree but often this is only actually marked where two children are close in marks and going for the final place. Please check your 11 Plus area to see if Creative Writing is included. In Independent School 11 Plus tests Creative Writing is nearly always included and will be marked in every case. Children who read a variety of books and read every day will have a distinct advantage over those children who do not. No amount of preparation papers can make up for a lack of reading. The most common aspect which marks out children who are successful at 11 Plus is their breadth of vocabulary. This comes mostly from reading but can also be specifically developed through learning activities. Those children who deliberately set out to develop a wide vocabulary through reading, having discussions and carrying out a vocabulary development learning programme will do much better than those that do not. Families where English is not the first language are at a distinct disadvantage in 11 Plus tests as all are heavily slanted towards literacy skills. Some families make the mistake of overweighting preparation on Maths and NVR to make up for it but this never really works.

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Homeschool For High School - 50 Writing Activities On Psalm 119 Use Psalm 119 to foster critical thinking and creative writing with your homeschooled child. Help them think about events that bring feelings of happiness and how to bring joy to others, describe when adults help kids who are tired or hungry or hurt, list good and bad things to desire, imagine ways to be thoughtful and kind, and describe how to be a good student. Teach children to consider what th... Paperback: 52 pages Publisher: CreateSpace Independent Publishing Platform (April 11, 2017) Product Dimensions: 8.5 x 0.1 x 11 inches Amazon Rank: 4690496 Format: PDF ePub TXT book - 1545296855 epub - 978-1545296851 pdf - C. Mahoney pdf - C. Mahoney ebooks - epub ebooks Download Six easy ieces pdf at cuckhatsumidd.wordpress.com Mega builers minecrat book Download Making love sexual love the divine way pdf at contiobigecia.wordpress.com A hellion in her bed the hellions of halstead hall Read House of night legacy ebook biblasniwadisc.wordpress.com Here Mary ha a little lamb iza traani pdf link Cf powr mastrs vol 1 v 1 Here The lant that ate irty socks series pdf link Read The goo airies o new york ebook 51penuigeo.wordpress.com y think about, what they say, and what they do. Teach them to notice how their words and actions affect other people. Have a discussion about disagreements, and what we shouldn’t do and should do when in an argument. Help youngsters look into their own lives and identify what should be scrubbed and washed away. Guide them in thinking about good and bad ways of handling disagreements. Help them figure out how to determine right from wrong. Consider times when it is okay to lie or important to tell the truth. Create a conversation with God about honesty. List what can happen if a kid lies at school. Write a paragraph about things that are scary. Imagine the things we don’t know anything about. Explore things we hope will happen and how to make them happen. List people we completely trust. Explain how lying is like pushing a rock up a hill. Recognize the ways that adults guide children into making good choices. Identify where life is within our own control. Think about when it is difficult to be kind. Discover the relevance of ancient words for modern times. Reflect on moments when words of advice helped us as we were angry or sad. Look back on times when our actions made our parents proud. If you haven’t tried using the Psalms to teach thinking and writing, then you don’t know what you are missing. This workbook has 50 opportunities to reflect and wonder and write. Leave a Comment

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Supporting Families, Schools and Communities Nurture Children's Social and Emotional Intelligence Sep 12, 2019 3 min read Reading for Social Emotional Learning Updated: Jan 15, 2021 We all want our children to grow up to be happy, resilient, confident and empathetic young adults and to have the necessary social skills to build and sustain strong friendships and relationships. This is not an easy task and parents face many challenges along the way to supporting our children’s mental and emotional health. Thankfully, there are important tools to help support parents and teachers in this task—and they are often already in our hands: books. To better understand why reading can be a powerful gateway for developing SEL skills, we need to remember what we know about learning as well as what we know about reading. Research on neuroscience shows that children learn better when their emotions are positively engaged with what they are learning. Good stories engage a child with characters that are relatable and inspire empathy and draw both reader and listener into the world of the story. In addition, storytelling provides a “problem-solving playground” where children can relate to a character or the situations they might be facing. In the safe context of a story, children can think about how a problem plays out and how a character’s decisions affects others. Finally, a story provides a platform for conversation to take place between reader and listener. This can be especially powerful as it can provide a bridge to talk about something that might be happening in a child's life. Whether you are reading to a young preschooler or an older child, implementing a few strategies when reading can help develop a child's social emotional skills. These strategies should help make the most of reading time together: 1. Choose a book with intention Is your child struggling with confidence? Having difficulty with self-regulation? Or maybe it is difficult for him or her to see the perspective of a sibling or a friend? Thinking about what a child is struggling with allows for an opportunity to think about a book that might address that challenge. There are many resources out there to help find a great book, including your child's teacher, a school counselor, the librarian at the school or in your community and countless book lists. One of my favorite online resources is Books That Heal Kids, a great blog for books that address many different topics. Sure, not every book we read with a child has to or even should be selected in this way and books should be read for many different purposes. But it is important to remember that books can be a powerful tool for learning and discussion. 2. Empathize with all characters in the story. Helping children to see a different perspective encourages them to expand their circle of concern. There are so many books that encourage a child to see different points of view. Some of my favorites include Hey Little Ant,Jam and Honey, and Duck, Rabbit.The True Story of The Three Little Pigs, by Jon Scieszka and other fairy tales that cast the villain as the hero are also a good source of literature that help children see a new perspective. Next time you read with your child, try thinking about a different character’s perspective and have fun telling the story from a different viewpoint. 3. Think about a character's decisions and reflect on consequences. In The Empty Pot, by Demi, a Chinese emperor challenges children to grow the most beautiful flower. Most of the children, feeling pressure from the emperor's mandate, lie about how their flower was grown. However, one boy, Ping, makes the decision to tell the truth. Talking through decisions a character makes in a story can be a powerful way for children to understand choices and consequences. And we can go further by asking children "What if Ping made a different decision? Would the outcome change?" 4. Broaden a child’s “feeling” vocabulary. It is easy for most of us to use a very narrow range of vocabulary in daily life that rarely extends beyond “happy,” “sad,” “mad” and “excited.” When reading a story, help your child learn more nuanced words for feelings such as “disappointed,” “embarrassed” and “frustrated.” Words are powerful: they can help children label emotions and provide a sense of control when there is a word that governs how they are feeling. It also helps children see that feelings are universal to the human experience. Piggy and Elephant books by Mo Willems are exceptional examples, as the illustrations and storylines help young children see a wide range of feelings. Other great books for young children include Mr. Men and Little Miss books. Children’s literature offers so many possibilities to help us teach and highlight social emotional skills. Taking the time to think about challenges that children are facing, intentionally selecting stories that relate to those challenges and investing in both what we read and how we read can ultimately help our children thrive in their relationships and at school.

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Visual Arts at The Newgrange School aims to connect individual creative styles with the application of art history, culture and mixed media. Project-based Curriculum and Hands-on Opportunities The art program is designed around project-based work in a creative environment, giving the students chances to experience various innovative hands-on techniques. This involves the use of different types of artistic tools and mediums, such as acrylic paint, watercolor, realistic drawing, clay, photography, and printmaking. Technology transforms artistic learning strategies, and The Newgrange School provide abundant resources including Mac computers, TV monitors, digital cameras and 3D printers. Collaboration Drives Creativity STEAM is a great way to show students the opportunities there are for them in art across other areas of learning. Students also work well when contributing to a group outcome. Large art installations created during the school year teach teamwork, and leave behind a permanent reminder of accomplishments around the grounds. Integrating Visual Arts with Other Subjects There are many possibilities with visual literacy that support learning. Art is a natural fit for narrative because artwork tells a story. Our students love art and stories. With inspiration from renowned authors and illustrators, students study the art of storytelling, book design, typography and representational art. The students researched many different types of book covers, sketched and drew their own characters, and designed their own lettering. This hands-on exercise connecting children’s literature and art encouraged the students’ active imagination. It challenged them to translate their thoughts and feelings about the story and characters in the book into a form of visual art. “The greatest scientists are artists as well,” said Albert Einstein. A great deal of creativity is required to make scientific breakthroughs, and art is just as often an expression of and a product of scientific knowledge. Through explorations into the exciting fields of zoological, botanical, ornithological and medical illustrations, students are keen to observe and associate their hands-on learning from the print references, video presentations, books and photo research and were comfortably able to replicate and represent a detailed, hand-painted illustration of diverse topics. Connecting art and science gave the students additional insight into their shared learning experience. History is told through art, especially before modern photography. Students learn to appreciate change in culture, fashion, politics and societies through the stories left behind, and about what each of the environments provided them with to use for materials. Ancient languages are written as art on walls, and great architecture was created for the highest rulers and most celebrated families. Battles were commemorated at paintings and sculptures. Jewelry and fashion have always been present in every culture. In the modern world, students can continue to explore patterns in art and how they relate to before, now and what will follow. The Newgrange School 800 North Road Hopewell, NJ 08534 Mon – Fri 8:00A.M. – 4:00P.M.

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Grade 7 Curriculum Recitation and drama of increased length and complexity is introduced in grade 7, with romantic poetry and lyrical ballads being a central focus. Students develop the capacity to recite alone and to give a short talk on a prepared topic, using short notes only as a prompt. Grammar study continues, with review, practice, use and expansion of previous ideas. At this stage, the teacher may introduce tools of simile, metaphor, personification, image, analogy, proverb, aphorism and euphemism. Students develop note-taking skills following a daily review of main lesson material and expositional writing with a study of compound and complex sentences is required. Students express their thoughts and feelings in creative writing and experiment with styles. Readers are selected to broaden the students’ horizons regarding other peoples and cultures and the class play based on a late Medieval or Renaissance theme or literary work that was studied is performed. Book reports take a written, oral and artistic form and on-going language and grammar work permeates daily activities. Language arts skills are studied in a weekly track class. Student writing may include personal diary, description evoking a specific mood, a formal letter, an adventure story and a short poem. They may begin working on essay writing on a theme discussion and books are used for novel study, reading aloud, comprehension, independent reading, reference and book reports. Students continue practice in mental math and review four rules in natural and positive rational numbers. There is an introduction to negative integers and four processes and rules with negative numbers. Students continue with order of operations, working with brackets and recurring decimals; deriving Pi. Students build understanding and comparing of decimal places and significant figures and compound interest and more business math. Simple statistical data rendered in graphical form and deductions there-from, as well as line, bar, circle and picture graphs, including mean, median and mode. Students continue percentage work, including % of a #, % of one number to another, % increase and decrease. They will learn simple equations using brackets, fractions and negative #’s, as well as the Golden rule. They will learn practical applications to solving problems and powers and roots of numbers, with exact evaluation of square roots. Ratio and proportion is studied, as well as geometry including: further calculation of area of geometrical shapes through construction, area of circle, deriving and using Pi by cutting circle into pieces. Pythagoras theorem covers area proof, division of circle into 5, golden section/rectangle and spiral, perspective drawing, theorems of congruent triangles, properties of parallel and intersecting lines. In Grade 7 the study of physics builds upon the complexity of those phenomena studied in Grade 6-acoustics, optics, thermal physics and electricity and now also includes the study of mechanics. In mechanics, the mathematical formula is developed that can be used to predict how to bring mechanical forces into equilibrium through work with levers. In chemistry, combustion, the lime cycle and acids and bases are studied. The block pivots around the lime cycle with the building of a lime kiln, where possible, and the burning of lime. This kind of hands-on experience continues to be an essential part of all our programs. The study of physiology is introduced in Grade 7. The students learn about nutrition, the digestive, respiratory and circulatory systems, with an emphasis on care of the skin, the lungs and diet. Students study European history from the late Middle Ages through to the Renaissance and the Reformation. Many important biographies are told from many different spheres of life. Such as: science – Copernicus, Galileo, explorers – Columbus, Magellan, artists – Da Vinci, Michelangelo, religion – Martin Luther. The Northern Renaissance with an emphasis on Henry the Eighth and Elizabethan England is also studied. The students now study the vast continent of Africa which begins with the physical layout of mountains, rivers, plains, deserts etc. and then proceed to the economic and political boundaries. The ever-changing political boundaries requires frequently updated maps. The students also study the diversity and richness of African culture. With the importance of French in Canada as one of its official languages and the wish to prepare students for high school and mandatory French in Grade 9, We work with texts, grammar and vocabulary in a more structured way through a French textbook and the accompanying exercise book. This provides a wide range of exercises which support individualized practice, allows students to learn how to work with a textbook (a skill they will need in high school), and gives them a tangible sense of achievement, something that can’t be underestimated in the early adolescent years. The material of the textbook is complemented, in various degrees, with examples from literature, poetry, history and geography from the ‘Francophonie’. In addition to guided and structured work we aim to develop in students the confidence and skill to write their own texts, to make little presentations in French. Text comprehension is practiced on increasingly more complex texts and students learn how to use the resource material that has been developed in class, or is available through their textbook. In Grade 7, the students are introduced to the tenor and bass recorders. These instruments are used during ensemble work where they now begin playing in four parts. The students read more complex notation in both singing and instrumental work. In senior choir, the students continue to develop singing competence, working in unison, two-part, and four-part harmony with an emphasis on listening, blending, dynamics and variations in tempo. In Grades 6, 7, and 8 the students are exposed to as many forms of movement as possible. The lesson begins with running or skipping for cardiovascular stamina and muscle strength. Spatial dynamics exercises are continued for coordination, flexibility and grace. Ball work becomes specialized and techniques improve with annual repetition. The complexity of rules increases with the developing students each year. In addition, team work is nurtured; the Grade 7 and 8 classes come together to compete in an annual Basketball Tournament. Grade 7s and 8s are challenged with swimming and spring board diving during the Spring term. Activities that work against the effect of gravity such as these allow for the development of courage and achievement. Students will do wet-on-wet paintings for history, geography, Industrial Revolution and seasonal projects. They will use coloured chalk pastels for Renaissance reproductions, physics and astronomy and coloured pencil crayons (perspective drawing, main lesson books, history and geography). They will also make Geometric string cards to support their math, geometry and measurement study. Practical Arts: Handwork Wet and dry felting; work from formless (light, fluffy wool fleece) and gradually create form with felting needles and soap felting; express creativity and explore colour. Practical Arts: Woodwork Carved bowl; substantial challenge in terms of level of difficulty and amount of time required to hand carve a bowl; requires commitment and perseverance as well as keen observation and problem solving skills; often students learn to deal with surprises and disappointment; develops appreciation for the hand crafts and everyday practical objects. Some freedom in grade 7 for major trips; some teachers take the students on a week-long trip to Ottawa and Quebec City; others might choose a dog sled trip to Algonquin in the winter and a spring trip to Quebec City. There can be many day trips to correspond to the curriculum as well as a trip to Stratford to see a Shakespeare play.

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Comprehensive Dust of Snow Lesson Plan: Materials, Assessment, etc. Lesson planning is an essential aspect of teaching as it helps teachers to organize their thoughts, objectives and materials in a logical and coherent manner. One of the most important aspects of a lesson plan is the selection of the appropriate text or poem. The poem “Dust of Snow” by Robert Frost is an excellent choice for teaching literary elements such as imagery, symbolism, and theme. In this article, we will discuss a detailed “Dust of Snow Lesson Plan” for teaching that can be used in the classroom. Check out: Differences Between Unit Plan and Lesson Plan “Dust of Snow” is a short poem written by Robert Frost in 1922. It is a nature poem that describes the beauty and simplicity of nature. The poem is written in free verse, which means that it does not follow a traditional rhyme scheme or meter. The poem is composed of only two stanzas, each containing four lines. The poem is simple yet powerful, and it is often used in literature classes to teach literary elements such as imagery, symbolism, and theme. Objectives of Dust of Snow The main objective of this lesson is to help students understand and appreciate the literary elements present in “Dust of Snow.” By the end of the lesson, students should be able to: - Understand the imagery and symbolism in the poem - Analyze the theme of the poem - Understand the use of personification in the poem - Write a literary analysis of the poem Dust of Snow Lesson Plan Materials - “Dust of Snow” poem by Robert Frost - Poetry analysis worksheets or handouts - Whiteboard or blackboard and markers/chalk - Internet access (if using online resources for analysis or discussion) - Art materials (optional, for creating visual representations of the poem’s themes or imagery) - Additional poems by Robert Frost or other poets for comparison and contrast (optional) - Audio recording of the poem (optional, for listening exercises) - Writing materials for students to compose their own poems or responses to the poem. - A projector, if you plan on showing any videos or images related to the poem. - A list of literary devices and their meanings (if students are not familiar with them) - Books, articles, and essays about the poem and the poet. Dust of Snow Lesson Plan: Procedure - Introduction: Begin the lesson by asking students if they have ever had an experience where they saw something in nature that took their breath away. Share with them the first line of the poem, “The way a crow / Shook down on me / The dust of snow / From a hemlock tree.” and ask them to share their thoughts and observations about the imagery used in the line. - Guided Reading: Next, have students read the poem aloud as a class. After reading the poem, ask students to share their thoughts and observations about the imagery, symbolism, and theme present in the poem. Use chart paper and markers to create a class chart listing the different literary elements present in the poem. - Group Discussion: Divide the class into small groups and have each group discuss the poem in more detail. Encourage them to think about the imagery, symbolism, and theme present in the poem, and to share their thoughts and observations with the class. - Personification: Discuss the use of personification in the poem. Ask students to give examples of personification in the poem and to explain how it contributes to the overall meaning of the poem. - Writing Activity: Have students write a literary analysis of the poem. Encourage them to use the literary elements discussed in class as a guide for their analysis. - Conclusion: End the lesson by asking students to share their literary analysis with the class. Encourage them to share what they learned from the poem and how it relates to their own experiences. Assessment: Dust of Snow lesson plan Assessment of a Dust of Snow lesson plan can involve a variety of methods to evaluate student understanding and engagement with the material. Some possible methods include: - Written analysis: Students can write an essay or short response to the poem, demonstrating their understanding of the themes, imagery, and literary devices used in the text. - Oral presentation: Students can give an oral presentation on their interpretation of the poem, including their analysis of the themes and literary devices used. - Group discussion: Students can participate in a group discussion about the poem, sharing their thoughts and insights about the text. - Quiz: A quiz can be given to assess student understanding of the poem, covering literary devices and themes. - Creative writing: Students can be given a creative writing task, such as writing a poem or story inspired by the themes and imagery of “Dust of Snow”. It is important to keep in mind that assessment should be tailored to the specific objectives and learning outcomes of the lesson plan, and should also take into account the diverse needs and abilities of students. “Dust of Snow” by Robert Frost is a powerful and simple poem that can be used to teach literary elements such as imagery, symbolism, and theme. By following the lesson plan outlined in this article, teachers can help students understand and appreciate the poem in a more meaningful way. As the students will be able to understand the use of imagery and symbolism in the poem, they will be able to understand the poem in a more profound way. Dust of Snow Lessson Plan FAQs The main theme of the poem is the beauty and transformative power of nature. Frost uses imagery, personification and symbolism in the poem. The dust of snow changes the speaker’s mood from negative to positive, as it reminds him of the beauty of nature. The title “Dust of Snow” refers to the small, seemingly insignificant things in nature that can have a big impact on one’s mood and perspective. This poem can be used in a lesson plan to teach students about the beauty and transformative power of nature, as well as literary devices such as imagery, personification and symbolism. It can also be used to encourage students to reflect on the small things in life that can have a big impact.

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After still photography made its impact, people began to think of capturing a series of still photographs in quick succession, that when combined, would give the impression of a ‘moving picture’. Beginning from the 1870s, a series of developments, starting from a speed of 10-12 pictures (a.k.a. ‘frames’) per second to the adoption of celluloid to a motor for moving the film across, have culminated in the motion picture camera as we know it today. The moving image is also an essential part of modern morning announcements. Therefore this article will give you a brief introduction about the essentials of cinematography: the camera, different angles, about filming and the tripot. The general structure of a camera Essentially, a movie camera takes multiple still images. These are captured on film. A motor inside the movie camera pushes the film reel forward so that the next image doesn’t get superimposed on the previous one. Digital cameras do away with the need for film, storing the multiple still images (all in quick succession) on magnetic storage. There are now several lenses that allow you to zoom in/out; as well as settings that control how the images are to be captured. What are different shooting angles? These are some of the most commonly used angles in filming High-angle: The camera is placed at a level higher than the subject. This is done to give the viewer the experience of ‘looking down on the subject’. It creates the impression that the subject is small/tiny and powerless. A lot of Alfred Hitchcock’s movies use this angle. In The Paradine Case, this angle is used to portray Gregory Peck as he leaves the courtroom at the end, defeated. Low-angle: The camera is placed at a level lower than the subject, usually at close quarters. This makes the subject appear ‘larger than life’, giving off the impression that he/she is powerful. Christopher Nolan’s Batman trilogy makes use of this angle often to convey an aura of superiority about the masked crime-fighting superhero. Bird’s-eye view: The camera is placed high above the ground, at the height/altitude a bird would fly, and hence the name. It is usually used at the beginning of a zoom-in sequence. It is done to show a lot of details, or how the subject zoomed in is insignificant compared to its/his/her surroundings. Worm’s-eye view: The camera is placed at an extremely low angle, as if to give the impression that the viewer was a worm. This angle makes the subject look imposing and/or mighty. Point-of-view: This is an angle that makes the viewer ‘see something through the eyes of another person’. Eye-level: This is the best angle to zoom in and capture the facial expressions of the subject. All these angles are used for ‘effect’ in storytelling/filming. How do you film? Filming is as easy as pressing the ‘Record’ button and turning the video recording off, after you have finished capturing the subject/sequence. Making a film, however, involves so much more. The entire process can be broadly divided into three stages: Pre-production: This involves deciding what to shoot and how to shoot it. If there is a story involved, it is broken down into sequences. Each sequence is further broken down according to the angle the camera is to be stationed. Production: This is about actually capturing the story or the subjects on film, according to what was decided at the pre-production stage. A director may say “Action!” to signify to the cameraman that filming is to commence. But before this, to ensure that everything is ready for the filming process, he/she may say “Lights” to indicate that the artificial lighting used is to be turned on; and “Camera” to signal to the cameraman that it to be turned on and running. Post-production: This is about bringing the various sequences together to make a film. Video editors may chop off unnecessary scenes, such as the ones involving clapboards. These are used to denote the scene numbers for the benefit of the editors, so that it is easy for them – this is easier than reading the script and trying to figure out which goes where. In a sequence with multiple scenes, such a close-up shot of the killer that is meant to come in while he commits the gruesome deed, it might not be immediately clear to the video editor. Because the camera keeps filming for a second or two even after the director says “Cut!”, these extraneous scenes also needs to be edited out. Sound editors ensure that the audio is in sync with the video. If there are computer graphics involved, production might involve filming the subject against a green screen (green is the color that is present in the middle of the seven-color VIBGYOR spectrum and hence works with everything) and adding the graphics later. How to use a tripod You first need to figure out what angle you need to shoot from. Depending on this, the tripod’s legs are to be adjusted to give the camera the height it needs. Look into the camera and only if you are satisfied with the angle should you proceed. Hanging the camera bag on the hook at the base of the tripod can lend it some stability. It is generally a bad idea to raise the height of the center post, because this decreases the stability of the entire setup. Use the three legs to get the height you want, then remove the base plate from the tripod. Affix this to the came, place the camera + base plate combination on the tripod and ensure that everything is ‘locked’ down. Minor changes to the camera angle can be made by adjusting the knob blow the base plate. Make sure you tighten the knob after you get the angle you need. In studio recordings as well as when shooting games, you may need to ‘swivel’ the camera around to follow the subject or keep the subject within the frame. So the right angle needs to be selected, and the height of the tripod adjusted accordingly – ‘zooming in’ should get you a close-up of the subject. Can’t remember everything? – No problem, we’ve got a camera angle-handout for you!Click here to download! Photo Credit Featured Image: © Fotolia / branex

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How we communicate can affect our relationships with family, friends, teachers and other people. As a parent, you play an important part in teaching your child to communicate in a healthy way. With everything they see you do and hear you say, you're modeling verbal and nonverbal communication and listening skills. How kids learn verbal & nonverbal communication Children and parents communicate every day with verbal and nonverbal cues. Whether it's a verbal "Good job!" or a headshake, you let them know what you think. By watching you, your children begin to use and understand language and nonverbal cues. Even toddlers can be taught to use their words. This approach can be as simple as reminding them to say "Please" and "Thank you." Using words to express emotions Young children may not know the words to express their emotions. It is up to you to give them the words to use. The best way to do so is to carefully use your words. We often teach children to say "I'm sorry" without teaching them to acknowledge the issue. Instead, try "I am sorry I yelled at you. Mommy felt frustrated with the mess." It is important to let children know that emotions, such as frustration or anger, are normal. Giving children the right words helps them deal with their emotions in a positive way. "I" statements help frame discussions in a positive light. Instead of telling a child "You make me so angry!" or "Why are you so bad?" say "I need more quiet when I am trying to work." Focus on the behavior, not the child. Children naturally want to please others, so they respond better to a clear, behavior-focused direction. "I" statements encourage positive dialogue instead of placing blame, which can stop a child from communicating. The goal should be to share and understand ideas. Remember, the way you communicate with your child sets the foundation for their lifelong communication style. You want your child to be able to discuss problems in a calm way and with a focus on the solution, not the person. Facial expressions & body language Some children may need more clear-cut practice and explanation of nonverbal cues. Facial expressions and body language are important parts of communication. Specify that an eye roll, arms crossed or a door slammed says something negative. Be mindful to display positive body language in front of your child. Your example shows how to calmly handle strong emotions. Children with strong communication skills can understand others and clearly express themselves. This behavior leads to positive peer and adult interactions, which build your child's self-confidence. Your time and effort early on will pay off in your child's future. Tips to model healthy communication for your child Model full apologies ("I am sorry for..."). Use a calm tone. Be consistent in your responses. Practice "I" statements. Use kind words, like "Please" and "Thank you." Active listening skills Listening, particularly active listening, is a skill that requires practice. We naturally talk more than children listen. Active listening begins with giving someone your full attention. Put down your phone, book, or laptop. Maintain eye contact and focus on your child. Nod your head or say "Yes" or "I can see that...." The goal of active listening is understanding, not responding. Actively listening to your child helps you understand what they are feeling, thinking, and concerned about. It helps bring the focus to your child and away from your own judgments. When a child learns to actively listen, they can follow directions, answer questions and complete tasks with fewer reminders. Listen attentively, summarize what your child says, and repeat the message you heard. This is an active listening technique called reflective listening. Using reflective listening shows your child that you value what they have to say. Pay attention to underlying feelings or concerns. This is the time for you to name and support those feelings. For example, "It sounds like that was pretty scary for you." After you have modeled reflective listening, let your child practice it. Ask your child to relay to you what you have said. This approach is especially helpful after you have given directions for a task or a redirection for a behavior. You will be able to tell whether your child understood clearly. Children have a desire to be heard. Actively listening to your child strengthens your bond. It helps you move from possibly being critical to acknowledging your child's perspective. Make active listening a part of your daily routine. Scheduling it during an after-school snack or at bedtime works well. It helps your child gain control over their actions and emotions. Tips to model listening skills Make eye contact. If your child isn't able to maintain eye contact, they may find it easier to focus on a chin, nose, or point on the wall just above the person's head. Set daily times for listening. devices or pause televisions. Sit at their level. Have your child repeat what you said before responding. Empathy is the ability to understand and share in others' feelings. An empathetic child thinks about why a person acts the way they do. Before a child learns empathy, they have to be shown it. Children need to feel seen and understood by the adults in their life. For example, "I noticed you seemed frustrated when you couldn't find your toy." Creative play and storytelling are other great ways to teach empathy. Whether by discussing why the toy dinosaur is angry or reading about why a character in a book was sad, your child begins to think about what others are feeling. Learning empathy is an early step toward being a problem-solver. Children who learn empathy consider how others may respond to things they do. They have more positive interactions with peers and other adults. Tips to model empathy skills Acknowledge their feelings. For example, "I know that makes you sad. It's OK to feel sad." Verbalize why you think they may say or do something. For example, "I think you were throwing things at school today because you must have felt frustrated. You may need a break to calm down." Help them see things from another's perspective. For example, "Your classmate was throwing things at school today. They must have felt very frustrated. They may need a break to calm down." Offer suggested responses to things they see. For example, "Your friend has been quiet and down lately. They may need you to listen to them." Read stories and discuss the characters' feelings. Why healthy communication skills matter You are the first teacher of and role model for your child. How you handle communicating ideas, needs and concerns influences how your child communicates. Without strong communication skills, children often struggle to develop friendships, to have positive teacher interactions and to navigate life's ups and downs. Showing your children how to communicate clearly and positively helps them build strong relationships. From using helpful language to practicing active listening, you can guide your child to become a strong communicator. Remember, children learn by watching others and your child is watching you.

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A child often comes up with tricky questions and you may find you are often left with a loss for words. This is because your child reaches the peak of cognitive development so quickly with the brain developing up to 90% in the first five years of age. They tend to think about things in ways that we haven’t but this won’t last long if not encouraged. Imagination.org says that, “Creativity is recognized as one of the most critical skills for the next generation.” Can Parents Encourage Creativity? Absolutely. As a parent, it is your duty to nurture this creative, inquiring mind and help your child to think logically while still allowing them creative freedom to imagine, dream, and see things in new ways. Here are five fun ways to encourage creativity in children. Once your child gets addicted to electronic gadgets, it is very difficult for him or her to concentrate on anything else so I recommend holding this off as long as possible. Research shows that creative activities boosts the child’s mental development and promotes holistic growth. Creative activities also improve a child’s motor skills like eye and hand coordination. These creative activities will keep your child busy for hours. They will learn new things while interacting and it will help them to make decisions on their own. Here are some easy activities to encourage creativity in your child. How Can Parents Encourage Creativity? You may be wondering, “Can parents encourage creativity?” Yes, certainly! Parents can encourage creativity through creative activities but also through their encouraging responses to creative ideas. If you laugh at what they say or say, “That is silly” with distain, most children will make a mental note not to behave that way again. If you say, “What a cool way of thinking about that. I love the new ideas you come up with,” they likely be telling you the next thing they think of and feeling proud instead of different or not so smart. A parent’s approval goes a long way to encourage any behavior. With that in mind, be sure to respond in an encouraging manner to these activities to boost your child’s creativity. 5 Fun Activities That Promote Creativity In Children Opt for non-toxic finger paints for younger children. Or better still make your own super cheap and sparkly finger paints. This activity will help your child hone motor skills and stimulate their creative mind – they can customize colors and make their own paintings. Place an old sheet or newspapers on the floor to prevent mess. Here is a quick and easy recipe to make non-toxic finger paint at home. Kids love learning how things are made and they will grow more creative as they are inspired by the possibilities. This creative process is also great for developing fine motor skills. Older kids can still enjoy painting too. Try a group mural project where everyone can join in on the fun. Have the outlines done first in black paint on cardboard boxes. Then have lots of art supplies handy so kids can come back and fill in the spaces with various colors. Children’s creativity can be a thing of beauty and wonder. 2. Read Along Reading is one of the quickest and most effective ways to bolster imagination and creativity. Don’t restrict yourself to only reading; create questions and activities around reading. For example, ask your child some questions about the story. See if they can come up with alternate endings. My son used to like to read the story backwards when he was done reading it forwards. It made hime laugh every time and it showed how combining words in different ways meant completely different things. Get a library membership to encourage the reading habit in your child, it will help him in the long run. Encourage, your child to make crafts based on the story. You can also look at pinterest for craft inspiration around different books. If your child cannot read all by himself, then read to your child and point at the pictures. As they get older give you child the chance to practice creative expression by making up their own stories. Celebrate their own ideas. Their storylines and characters will be become more complex as they practice their art of storytelling. This is a great way to learn bout the child’s interests in a fun way. Kids’ imaginations are full of original ideas and it is fun to see their different perspectives. 3. Coloring Sheets Children are inspired by arts and the sky’s the limit for the creativity here.Simply download free printable coloring sheets and you are set to go. The children can color the sheets and then do crafts like cutting and pasting. They can use glue glitter colors, beads and buttons on the sheets to make them look beautiful. In fact coloring sheets are the most transportable children’s toy. Just carry along a tub of colors and some coloring sheets and you are good to go. You can find a host of free coloring sheets at MomJunction. You can find a plethora of information about festivals, seasons, animals, numbers, math and even favorite cartoon characters. If your child yearns to be even more creative, they can flip the coloring sheet over afterwards and try to draw the scene themselves. 4. Culture Club Studies indicate that role playing and dramatics fosters creativity and nurtures the imaginative mind. Form a culture club where your children can indulge in activities like singing, dancing and acting. All these activities involve thinking on their feet. Encourage the children to use improvisation in their performances. The idea is to have fun and not judge the children. - Children can download music and lyrics from the websites and give performances. This boosts self-confidence. - Children can also role play – act like a doctor or a chef. Imaginative play is a great way to let kids explore possibilities. - Encourage the children to practice an instrument, try music from other countries, and hold jam sessions. 5. Learn a Second Language Research indicates that learning a second language is challenging however introducing your child to the basics is fun and easy and will prepare the road. Children fluent in second languages are sharper, more productive and multitasking comes naturally to them. You can opt for Spanish or French. Adequate resources are available in a library. Children get to learn about the culture of that country like the customs, traditions and daily routines of the foreign country. It is fun to imagine places where they speak differently and do things differently. Learning another language gives them an opportunity to escape the mundaneness of normal life. I love this quote by Albert Einstein, “Creativity is seeing what others see and thinking what no one else ever thought.” Often times, creative ideas may seem strange at first. One of the best ways to encourage creative thinking in young children is to embrace the child’s creativity. Be sure you don’t discount it by laughing at their ideas or declaring that they are wrong. Approach their thought process with curiosity and open-ended questions. You will often find some interesting logic or creative thought behind what they say. In fact, this type of diverent thinking can lead to excellent creative problem-solving skills. It is important to inspire children to be creative, imaginative and productive. Such children are self-confident and reach greater heights in life. We can easily foster such an environment at home. Try these ideas and let us know how you were able to engage your children to help kick the electronic gadget habit. Have fun creating things, talking about things, imagining things, and doing new things! Welcome all of their ideas. Which of these activities to encourage creativity do you think your child will enjoy most? Body Language Examples And Non Verbal Communication Benefits Of Building Blocks For Kids

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