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Mooresville Adopts Gateway Projects in Four Grades
The Mooresville Graded School District recently adopted requirements for four large scale multimedia projects in 3rd, 6th, 8th and 12th grade. Beginning next year, students would add products from these projects to their digital portfolio.
"A major project that a student has to struggle through is one of the best forms of assessment and leads to future success," said superintendent Mark Edwards. "The Gateway Projects will provide students with the opportunity to demonstrate what they know and understand through the creation of a project based learning product."
The rationale for projects, according to Edwards, is to broaden the experience base of all students. He observed the influence of socioeconomics on results as North Carolina adopted Common Core standards--performance among affluent students scores rose, while results for in students in poverty declined.
Gateway Projects contain 4 components:
- Research - students will demonstrate their ability to find information on a variety of topics and evaluate sources to ensure that the information is credible and relevant. The number of sources required will depend upon the grade level.
- Written Paper - students will demonstrate their ability to analyze, synthesize, and process information gathered from a variety of quality sources into a well-written, grammatically correct paper. The length of the paper will depend up on the level of the Gateway Project.
- Digital Product - students will demonstrate their ability to create a digital product related to their topics as a way to further explain their topics. The type of digital product created will depend on the level and ability of the student.
- Presentation - students will demonstrate their ability to effectively articulate the information related to their topics to an audience. The audience may include other students, faculty members, parents, and community members.
Teachers are developing rubrics in order to evaluate the Gateway Projects.
Distributed leadership. Many districts have delegated--really capitulated--leadership to the school level creating hoping they will figure out how to leverage technology to reach higher standards. Mooresville, on the other hand, is taking a systems approach--common goals, a collaborative culture, and shared practices, tools, and systems. This sort of enterprise approach usually feels top-down but Edwards had developed a system of distributed leadership in Mooresville where teachers have a say and feel supported.
When I visited the Mooresville summer institute, the distributed leadership was evident throughout the program. Teachers and principals clearly have important roles in defining challenges and solutions.
Distributed leadership has been evident in the way the project proposal was crafted and presented. Edwards said, "We're excited about the stretch goals and the impact it is having on student knowledge and understanding."
Capacity. Edwards loves seeing evidence of sophisticated research and understanding why vetting resources is important, "I've had 3rd graders explain, 'you can't just trust wikipedia'."
Mooresville projects tackle real world problems. One group of students Edwards visited recently told him, "we have a really simple role, to find peace in the middle east."
Teachers have 10 dedicated early release days a year. High school teacher Nancy Gartner leads the training for the teachers. Middle school teacher Bethany Smith leads training in Mooresville (and other districts) on project-based learning and digital conversion (President Obama visited her classroom in June).
"We know that this is the right direction to prepare our students for college, work, and the future. Project teams have proven to be an academic powerhouse."
The Gateway initiative is led by Dr. Crystal Hill, Executive Director of Elementary Education, and Dr. Stephen Mauney, Executive Director of Secondary Education.
The project-based learning framework is a work in progress but it is already a great example of leading for deeper learning and better college and career readiness. | <urn:uuid:b50cc909-4616-4547-af4c-de56b245589a> | CC-MAIN-2018-51 | https://blogs.edweek.org/edweek/on_innovation/2014/03/mooresville_adopts_gateway_projects_in_4_grades.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00145.warc.gz | en | 0.953527 | 776 | 2.765625 | 3 |
It is no surprise that I love a good read aloud. I have written numerous posts about why I love interactive read alouds and spent years finding the perfect picture books to use to teach different skills in my primary classroom. It wasnât until later that I began to dive into some of our favorite [â¦]
In my new role as a K-2 literacy teacher, I spend a lot of my time working on direct phonics instruction to help my first and second grade students decode words they are encountering in their texts. I thought I would take a little time to go through what a week of small groups phonics [â¦]
I made an effort every year to set some specific read aloud time available in my classroom. Some days it was 10 minutes, other days I could stretch it to 20. Either way, it was one of my most favorite times of the day. I could teach so many skills while my students got to enjoy [â¦]
After some baseline testing, my Kindergarten students are now grouped into three major categories: (1) Letter name identification (uppercase) (2) Letter name identification (lowercase) (3) Letter sounds In my small groups, I wanted to create some interactive games that would allow students to see their letters over and over and over [â¦]
Ipads, tablets, laptops, Chromebooks, etc. It is likely that your students are well-versed in all of the above and more. If they arenât yet well- versed in technology, they are at least familiar with it and learning rapidly about it. As more and more schools continue to gather technological devices for their students to use [â¦]
What is an Interactive Read Aloud? An interactive read aloud is a planned and purposeful read aloud that you can incorporate into your daily and weekly lessons. Interactive read alouds help build studentsâ fluency and comprehension while teaching specific skills. Students are involved and engaged in the read aloud process instead of passive. These planned read alouds [â¦]
As every new school year approaches, I begin to get my mind ready for a new year of students. This always includes thinking of my classroom management approach. I like to try new things each year because each group of students is entirely unique and has a different set of needs than the classroom before. | <urn:uuid:e613c444-abe2-477b-9125-845360200c64> | CC-MAIN-2018-51 | http://susanjonesteaching.com/2017/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827596.48/warc/CC-MAIN-20181216073608-20181216095608-00070.warc.gz | en | 0.963232 | 465 | 2.671875 | 3 |
As fictional inventors make terrible choices on the big screen, real-world tech innovators can learn from their example how not to make the same kinds of ethical mistakes.
Whether the sins of our past stay with us forever has become a pertinent question of our time. A philosopher argues we don't need to carry our past burdens â although there are some moral conditions.
Think you are a moral person? Research shows that we are often prone to act immorally when we think we're moral.
Friendship requires that we be open to our friendsâ ways of seeing things, even when they differ from our own. Is being a good person necessary for a good friendship? Who is a good person?
A philosopher's take on the ethics of products that allow parents to lighten the skin colour of their unborn baby.
Many believe their morality comes from their religion. But evidence suggests that peopleâs opinion of what God thinks is actually what they believe is right and wrong, not the other way around.
A vegan and anti-speciesist society is based on a somewhat simplistic view of the animal world. And its principles cannot be implemented in a globalised world.
Children lying is rarely cause for concern and actually means your child is developmentally normal.
The scale and brutality of Trump's family separation policy was like nothing that has gone before.
It is just as much for our own sake, as for the sake of robots, that we should begin recognising the rights of intelligent machines.
Children develop a sense of morality as they grow, similar to how literacy and numeracy skills develop over time and with practice.
South Africans expect former president Zuma him to take responsibility and remedy his undemocratic and unconstitutional behaviour.
While people often want to cheat in certain cases if it would benefit them, they also want to think of themselves as honest. Here are three steps to stay honest while filing taxes.
While emergency drills may help schools feel safer, they contain underlying and often unintended moral messages about the nature of school and life itself.
Humans have long been trying differentiate themselves from the rest of the biological world. Is it because we're superior, or just insecure?
Social and economic inequality is a serious threat to the sustainability of liberal democracy. It cannot be addressed by declaring that identity claims are democratically suspect.
Individually rational actions can lead to collectively undesirable outcomes. Rethinking our individual moral obligations as forming part of a collective pattern of action can lead to positive change.
Technology isn't value-neutral. Unless we understand the ethical assumptions behind our technology, we can't trust the solutions it offers.
Too often, we automatically dismiss ideas with unsettling implications. We need to focus on evidence, and on ordinary fairness and compassion towards others.
We are not yet "post-truth", but truth-telling remains vital in sustaining open and democratic societies. | <urn:uuid:a2703d22-1ec7-4f78-b187-5c56b0209506> | CC-MAIN-2018-51 | http://theconversation.com/au/topics/morality-676 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825112.63/warc/CC-MAIN-20181213215347-20181214000847-00068.warc.gz | en | 0.964079 | 588 | 2.6875 | 3 |
Tanzaniaâs media and government authorities are reporting that as much as 55 per cent of the countryâs deaf population is illiterate, locked in poverty, with few prospects for secondary school or university education.
Speaking at graduation day for Dodomaâs School for the Deaf, headmaster Kennedy Maingu told parents and the media that there simply arenât enough specialist secondary schools for the deaf in Tanzania and that pupils therefore struggle to progress beyond primary school.
The limited number of special education schools, Mr Maingu says, is compounded by an acute shortage of specialist teachers because there is only one teaching college for those seeking to learn Tanzanian Sign Language.
Mr Mainguâs warning comes in the wake of reports from the National Bureau of Statistics (NBS) that estimates that as many as 55 per cent of the countryâs deaf population are functionally illiterate.
So, the question is, how many deaf Tanzanians can read and write in any language?
PesaCheck has researched the issue, and finds the claim that half of Tanzaniaâs population is illiterate to be TRUE for the following reasons: While research into deaf education in Tanzania is limited, the NBS conducted the Integrated Labour Force Survey in 2014 that looked at, among other things, the number of persons with disabilities in the country. This survey found that 12 out of every 1,000 Tanzanians suffer from a hearing impairment, or a total of 536,088 in 2014.
Of these persons with hearing disabilities, the ILFS survey showed that 241,453 were literate in English, Swahili or any other languages, and 294,635 were illiterate, meaning that 55% of Tanzaniaâs deaf population can neither read nor write.
The biggest contributor to this high level of illiteracy is the difficulty in accessing dedicated public schools for the hearing-impaired in Tanzania. A study on access to education for the deaf states that in 2009, there were approximately 91 000 deaf students in Tanzania, but there were only 7 schools capable of providing them with a proper education.
According to the report, all these schools were private at the time of the study, meaning that the government played no part in their operation. Private schools are prohibitively expensive in Tanzania, making them inaccessible to poor families, especially given how much it would cost to acquire hearing aids and other such assistive devices.
The study did show that there are about 14 deaf units that attached to mainstream schools catering to about 500 deaf or hard of hearing children. Many of these schools offering boarding facilities as well.
A 2017 report by Human Rights Watch shows that Tanzania has 27 secondary schools in for children with disabilities such as albinism, visual impairment and hearing impairments as well.
These 27 secondary schools are meant to cater to 87,378 hearing impaired youth, making access to education for the hearing-impaired especially difficult. Furthermore, those beyond school-going age are left without the means to acquire basic literacy and numeracy skills.
The lack of specialized education facilities for the hearing-impaired has contributed to the high levels of illiteracy in the community, and the various statistics published by the government of Tanzania confirm that the assertion that half of the countryâs deaf population is illiterate is TRUE.
Belinda Japhet is a communications consultant and writer. | <urn:uuid:438f749b-62a9-4aa1-b050-b7cae7269ffe> | CC-MAIN-2018-51 | https://www.thecitizen.co.tz/magazine/success/1843788-4242268-xb8qvcz/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00269.warc.gz | en | 0.97098 | 693 | 2.71875 | 3 |
Baseball Teaching Tip
We all know that Spring is the time for rebirth and kites but, to me, it is the time for Baseball Season to begin!
Did you know that you could implement baseball (or any sport, for that matter) across the curriculum? Here are just a few ideas.
1. Reading - Read about your favorite players, teams, and stadiums. Alphabetize the names of all the teams. Sequence how to play the game. Predict the outcome of your team's year. Will they make it to the playoffs? Have a cause and effect discussion about a team's possible move.
2. Writing - Write to your favorite team to wish them a good year and let them know you are cheering for them.
3. Math - Play baseball by dividing your class into two teams. You be the pitcher and throw out math problems (addition, multiplication...whatever you are studying or reviewing). If the batter answers correctly, it is a single. If someone calls out an answer, it is an automatic double. If you give a two-part problem, count it as a triple. Ask a story problem for home runs. HAVE FUN! (NOTE: This game adapts well to any subject.)
4. Social Studies - On a map of America, color the states where the teams are located (perhaps red for American League teams and blue for National League teams). If a state has both leagues represented, color half the state in each color.
5. Community Involvement - Arrange for a player or other team representative to visit your class, grade group, or school. If you do not have a national baseball team, how about a high school or college team? How about a different sport?
I hope you have found these ideas useful. Remember, Reading is FUNdamental!!
About the Author
Freda J. Glatt, MS, retired from teaching after a 34-year career in Early-Childhood and Elementary Education. Her focus, now, is to reach out and help others reinforce reading comprehension and develop a love for reading. Visit her site at http://www.sandralreading.com. Reading is FUNdamental! | <urn:uuid:e362d53c-e149-4430-b47c-6904e6dcc279> | CC-MAIN-2018-51 | http://masterilo.ru/a-2746.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823738.9/warc/CC-MAIN-20181212044022-20181212065522-00591.warc.gz | en | 0.946412 | 444 | 3.34375 | 3 |
In âThe Creative Director,â Edward Lisk says many who choose a career as band director start considering it in high school, encouraged by band directors and private music instructors. He explains the importance of mastery of a primary instrument and a deep understanding of music literature to a band directorâs success. Being a musician with a strong performance background is important when conducting or directing other musicians.
Skills and Abilities
Kathleen Dishion, the band director for Adams Central Community Schools in Monroe, Indiana, was in her high school marching band, where she made the decision to become a band director to be involved in music and share music every day. Skills she says are required as a band director include knowledge of music history and theory, a working knowledge of orchestral instruments, ability to read music and interpret musical scores and a good ear for music. She adds that good people and administrative skills, creativity and professionalism are also very important to her band director career. The U.S.Bureau of Labor Statistics reports that people skills are important qualities for band directors, who work with student musicians, parents and school administrators.
High School Preparation
In âWhat it Takes to Be a Music Major,â Louis A. Menchaca, an associate professor of music at Concordia University Wisconsin, recommends high school students participate in a range of activities and experiences to prepare for college music degree programs. He says band experience should be supplemented with private lessons. He recommends some kind of study or learning exposure to music notation for an understanding of music theory topics such as rhythmic values, meter signatures, form, intervals and triads, scales and key relationships. He recommends high school students who intend to pursue a music major learn the keyboard skills theyâll need in college music courses.
College Education and Preparation
The BLS reports that a bachelorâs degree is commonly required for music directors. Dishion majored in instrumental/general music education and became certified to teach kindergarten through high school music, band or orchestra. She also student taught in beginning and high school band and was undergraduate production assistant for University Singers. Degrees in music education include courses in topics such as music in world cultures, music systems, music technology and courses in individual instruments, including piano, strings, brass, percussion and woodwinds.
Band directors must have musical experience performance of their primary instrument in solo performance and in group performance such as ensemble and orchestral performance. Dishion recommends getting involved in as many different musical experiences as possible to prepare for a career in music. Lisk explains that performance provides depth of awareness and understanding of music that band directors need to lead student musicians. The most successful band directors have a foundation of years of practice with a primary instrument and performance skills.
- U.S. Bureau of Labor Statistics: Music Directors and Composers
- College View: Career Spotlight: Band Director
- The Creative Director: Conductor, Teacher, Leader; Edward S. Lisk
- San Jose State University: BM-Music Concentration in Music Education
- National Association for Music Education: What It Takes to be a Music Major
- Hemera Technologies/AbleStock.com/Getty Images
- Great Buttocks Exercises With Bands
- Career Path of a Music Producer
- Strength Training Bands for Vertical Leap
- List of Resistance Band Exercises With the Ballet Bar
- How Many Years Does It Take to Become a Fashion Designer?
- The Qualities Required to Be a Good Voice Trainer
- Being a Broadcast Newscast Director
- How to Write a Cover Letter for Demos to Record Labels | <urn:uuid:670f23d3-3226-49aa-ae7b-4e833707dea9> | CC-MAIN-2018-51 | https://woman.thenest.com/required-band-director-14843.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00429.warc.gz | en | 0.943895 | 746 | 2.921875 | 3 |
- Services & Solutions
- Clients & Partners
Special Education Services Received by Students with Autism Spectrum Disorders from Preschool Through High School
Journal of Special Education
Wei, X., Wagner, M., Christiano, E., Shattuck, P., & Yu, J.W. (2014). Special education services received by students with autism spectrum disorders from preschool through high school. Journal of Special Education, 48(3), 167-179.
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal Transition Studyâ2, this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary school peers. Disability severity and demographic characteristics were associated with differences in special education service receipt rates. | <urn:uuid:eb435ec2-6141-4f36-a6fb-3215952cafe2> | CC-MAIN-2018-51 | https://www.sri.com/work/publications/special-education-services-received-students-autism-spectrum-disorders-preschool-t | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829812.88/warc/CC-MAIN-20181218204638-20181218230638-00630.warc.gz | en | 0.952229 | 275 | 2.71875 | 3 |
Educators of the Deaf and Hard of Hearing face a tough challenge when it comes to the development of reading skills in young deaf children. Every classroom with deaf students has the potential to include a diversity of students with various linguistic backgrounds/abilities. Every deaf child's individual exposure to language has a direct effect on his/her literacy development. It then becomes the teacher's responsibility to assess each student's experience with language and linguistic ability and create a reading program suitable to the needs of the students in her classroom. After much research and some experience in the field, it is my conclusion that a successful reading program for young Deaf/HH students must include five major components. These components are: A curriculum-based guided reading program; ASL storytelling (in support of the guided reading program); parental involvement/support; speech support; and opportunities for cross-curricular support. This project discusses each major component, why each is important to deaf students, how each integrates into an overall reading program for the deaf classroom, and how each is organized to create a general frame for the actual reading program that I want to implement in my classroom.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Shannon, Nora - Chair
Beauchamp, Amanda, "Proposal: an enhanced reading program for young deaf/HH students" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT â Main Campus | <urn:uuid:79338a33-d603-4f88-b8da-b11a3897926c> | CC-MAIN-2018-51 | https://scholarworks.rit.edu/theses/3989/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00149.warc.gz | en | 0.925045 | 304 | 3.578125 | 4 |
Shaping Education Around Student Needs
Perhaps the hardest thing to predict⦠is the future
Scientific advances and electronic networks are permanently changing the global landscape at an incredible pace. Without a doubt, our kids will encounter enormous challenges in this uncertain future. How can we prepare them to solve problems we cannot even anticipate? With the new school year beginning, we need to ask ourselves, what do we need to teach our students now that will help them meet future challenges throughout their lives?
Literacy is one of the most important foundational skills for success in school and in life, and it is an important means of lifelong learning. The best way to prepare students for the future is by helping them become confident, competent, and motivated readers. We need to equip our students to read information critically and analytically so they do not just believe everything they see and hear. Reading develops the mind, improves understanding, and enhances the imagination.
The Reading Comprehension Crisis in the U.S.
For decades the U.S. has made reading comprehension a priority, yet the crisis continues. Two-thirds of our nationâs 4th, 8th and 12th graders consistently score below theâ proficientâ level on national and state assessments. Many of our nationâs children have difficulty understanding a textâs purpose, determining what is important, locating information, making inferences, summarizing text, and figuring out the meanings of new words. Knowing this, how can we help our kids succeed?
What Humans Do Well
Humans are geniuses at finding patterns and making connections. The human brain understands content and context, and can also read mood. Even when our students are not directly speaking to us, we can tell through their body language when they are engaged and motivated, as well as when they are confused, bored, distracted, or turned off.
What Humans Canât Do
What humans cannot do is instantly hold lots of discrete information in our brains. This can be frustrating because our students come to us with very different skills, abilities, and interests. Teachers are often asked to differentiate instruction to meet studentsâ widely different needs. It is virtually impossible to carry out 25 different lessons plans, for 25 different students, with 25 different needs at the same time.
What Computers Do Well
Computers, on the other hand, are great at distinguishing between discrete pieces of information, and can be programmed to present information differently based on different student responses. That is something a powerful computer program can do brilliantly.
Why Watering Down Content Hurts Struggling Readers
Students at all skill levels need to be prepared for future challenges. We cannot simply ignore the root causes of their reading problems. It is unacceptable to lower our expectations and just âwater downâ content. Watering down content means that some of our children do not have access to the same rich information other children have. This jeopardizes the future of our struggling readers and puts them at a great disadvantage.
Helping Teachers and Students withâ¦Blended Learning
Teachers are essential to student learning. Teachers have great power to influence their students and to shape the course of a young personâs future, for better or for worse. Students come to us with very different strengths, deficits, motivations, and interests. The responsibilities that teachers have is awesome. Since it is impossible for teachers to effectively address the discrete learning differences among all of the different students in their charge, they need assistance. This is where blended learning comes in. Blended learning is the purposeful use of technology, paired with effective teacher-led instruction, that can help teachers truly target the specific needs of their students.
Blended learning is not accomplished by merely adding technology. It cannot replace educators, and in fact, can only succeed if implemented by knowledgeable teachers who use technology to assist them. Research-based, adaptive online programs can help teachers be successful. These programs can engage all students with rigorous academic content, at their individual levels. They can provide teachers with both detailed data to effectively group students, and with the resources needed to meet studentsâ specific needs.
As a long time teacher, literacy coach, and curriculum director, I became all too familiar with the frustrations of students who struggle with reading. The problem only increased when they read nonfiction, especially in science, because of its many unfamiliar concepts and its new vocabulary. I wanted to address this problem head on. I worked with a team to develop Readorium. This blended learning solution is designed to enable students at all skill levels to understand the same rich, grade-appropriate content.This is accomplished with text and support systems that automatically adjust to each individualâs needs as they read. Readorium also provides teachers with the specific student progress data and downloadable resources needed to further target classroom instruction.
You can try Readorium for free, to see if itâs right for your students. | <urn:uuid:fd3123be-21fc-4a80-a22b-1fcb6e4cfad3> | CC-MAIN-2018-51 | https://www.readorium.com/2016/09/blended-learning/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00511.warc.gz | en | 0.949922 | 1,006 | 3.484375 | 3 |
If you are an art teacher you have no doubt taught a color wheel lesson or two (or two hundred!) I'm always on the lookout to shake things up away from the boring fill-in the blank color wheel lessons. I do think it is a very important lesson to teach, but we need to change it up some. I continue to refer to a color wheel with my adult students.
So...take the students outside and gather up some leaves and start printing!
Make sure that the leaves still contain moisture. The dry leaves will just crumble.
View the video demonstration below for complete instructions.
Theresa Gillespie spent over 20 years teaching Art in the Moline School District in Illinois. She has a BA degree in Art Education and a MEd degree in Education & Technology. She also is a graduate level instructor for The Art of Education | <urn:uuid:86a91431-276b-4322-9b6c-7d533dd51c8f> | CC-MAIN-2018-51 | https://www.artwithmrsg.com/mrs-gs-blog/category/5th-grade | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823339.35/warc/CC-MAIN-20181210123246-20181210144746-00110.warc.gz | en | 0.942246 | 171 | 2.703125 | 3 |
The story of âEl Sistema, an extraordinary program for children and youth in Venezuela, where music education and social reform have been fused on a national scale with astonishing results.â
Music educator Tunstall (Note by Note: A Celebration of the Piano Lesson, 2008) traveled to South America, California and elsewhere to explore the El Sistema's global groundswell. Founded in 1975 by pianist José Antonio Abreu, the movement, which currently serves nearly 300,000 underprivileged children throughout Venezuela alone, seeks to develop civic engagement and social responsibility by engaging youth with the rigors of the musical discipline and the interpersonal dynamics of playing in an instrumental ensemble. El Sistema has been profoundly successful, earning massive government support in Venezuela and spawning dozens of offshoots throughout the world, including the United States. Having produced arguably the most celebrated conductor today, 30-year-old Gustavo Dudamel, the program has become the most symbolic example of the social relevance that classical music can have in today's cultural landscape. Tunstall soundly probes how it is that classical music has played such a powerful role in the protection, education and elevation of so many children born into poverty. The author does a noble job tracing the history of El Sistema, while managing to keep the narrative as much in the immediate present as possible. Occasionally, Tunstall's otherwise enjoyable and sincere narrative becomes infected with the hyperbole endemic to classical music culture. Transformation, intellectual awe and spiritual uplift are notions that have always coded classical music with elitism while masking its deep anxiety over its own relevancy. Yet the author does readers a service by drawing attention to the group energy, individual artistry and organizational power that the social structures of classical music require.
Tunstall is at times flatly earnest, even sappy, but never at the expense of conveying what is truly inspiring about her subject. | <urn:uuid:8b209d3d-3271-4947-b2ea-9735a3d9f609> | CC-MAIN-2018-51 | https://www.kirkusreviews.com/book-reviews/tricia-tunstall/changing-lives/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828697.80/warc/CC-MAIN-20181217161704-20181217183704-00110.warc.gz | en | 0.951149 | 391 | 2.640625 | 3 |
Written by Jeff Mays
HARLEMâAs Mayor-elect Bill de Blasio focuses on early childhood learning as one of his administrationâs top priorities, the Childrenâs Museum of Manhattan has partnered with Union Settlement and the New York City Housing Authority to create an early childhood âhubâ at Johnson Houses in East Harlem that they feel can be a citywide and national model for leveling the playing field for low-income children.
Using the âEatPlayGrowâ curriculum developed with the National Institutes of Health and tested at the Childrenâs Museum of Manhattan, the focus is on early childhood literacy and health for the Union Johnson Early Learning Center and Head Start facility on 113th Street and Lexington Avenue.
âBy the age of 4, even before Head Start, 80 percent of a childâs brain is developed,â said Andrew Ackerman, executive director of the Childrenâs Museum of Manhattan. âThere is no better investment than early childhood education.â
Kids squealed as they fed Alphie the dragon, an interactive toy, with letters and shouted out the names of healthy food that started with each letter, such as watermelon for the letter âW.â
Thereâs a replica of the NYC Green Carts that sell fruits and vegetables on the street in the childrenâs classroom to encourage healthy eating while the block building area focuses on exploring math concepts. A teacher used clay to help students mold different types of healthy food.
Outgoing NYCHA chairman John Rhea said the curriculum is the type they had in mind when they opened the newly built center.
âA program like this costs thousands of dollars at a for-profit school but its critical that low-income children have access,â said Rhea who added that the program would help close the âachievement gap that we know is too prevalent in low-income communities.â
Studies show that by the time kids enter kindergarten, an achievement gap can already exist. Kids from higher income families score better on cognitive tests than children from lower-income families. White children score higher on reading tests than both black and Latino students. More troubling is that this racial and economic achievement gap persists even as students get older.
âI see this as simply helping to level the playing field,â said Laurie Tisch, president of the Illumination Fund, one of the childrenâs museumâs biggest funders. âIf my kids can have it why canât kids who are in a different zip code?â
The program also doesnât just focus on kids. Parents, educators, care givers and public housing staff will also receive training from staff at the childrenâs museum. The development of the initiative will also be studied as NYCHA and its partners develop plans to replicate the early childhood hub in public housing developments across the city.
David Nocenti, executive director of Union Settlement said kids of all incomes can have quality early childhood learning but itâs going to take collaboration.
âWe canât do this on our own because we donât have the capacity or the funding,â said Nocenti. âEverything is better when done in collaboration.â | <urn:uuid:91b6f958-5763-40c9-bfac-71c89a682d95> | CC-MAIN-2018-51 | https://unionsettlement.org/december-20-2013/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00071.warc.gz | en | 0.955716 | 683 | 2.578125 | 3 |
Thrive Public Schools is a blended learning & project based learning school. This is the second year for our high school and we are working to empower students Learn to Learn, Learn to Do, and Learn to Be. At the high school level, we use the Summit Learning Platform for our blended learning and this incorporates conceptual math learning & application, and procedural math learning. Within the math classrooms, we work on inquiry based questions that allow for building a conceptual understanding of a new math topic, and we also work on real world projects that allow students apply their learning in new ways. The procedural learning for math is expected to be completed during a Studio class that allows students to self-pace through focus area topics, showing mastery through a content assessment.
Last year I noticed that many students were struggling to independently show mastery in these focus areas. Part of this is due to below grade level math skills (based on MAP test results), and part of this is due to not understanding how to use the resources available to drive their own learning. This year, I have started working with students to support these two areas of need using small group instruction during our studio time and using Khan Academy's MAP recommended practice for homework.
For the Small Group Instruction (sample lesson plan here), I pull groups of students once a week to review the resources available for the focus area. The intention is to show students how to utilize the resources to understand the procedural math while also ensuring they are learning the objectives they will be assessed on. The small groups are determined based on students' Math MAP scores, so students with similar scores are grouped together. (During class students are grouped strategically so that there are different math levels in each group.) By reviewing the focus areas and learning how to utilize the resources, students will be able to independently show mastery in the grade level content and will be more likely to drive their own math learning in the future.
In addition, as many students have lower MAP scores, I also want to provide time for them to build their foundational math skills. I am using Khan Academy's MAP Recommended Practice that provides students recommended topics to practice based on their MAP scores. I ask students to work on this for 30 minutes 3-4 times a week outside of school, and also provide time during the small group instruction to work on topics. This practice allows students to drive their learning and show mastery on the foundational skills while also building towards mastery of grade level content.
The hope is that these two strategies, using small group instruction and MAP recommended practice, will allow students to begin to drive their own learning in Math on the Summit Platform, independently show mastery of the main grade level math concepts, and build their foundational math skills. | <urn:uuid:6f468652-7712-41c0-afd9-4f49d47183c5> | CC-MAIN-2018-51 | https://collaborate.teachersguild.org/challenge/how-might-we-empower-students-to-drive-their-learning-and-authentically-demonstrate-mastery/favorites/math-engagement-and-support-beyond-the-classroom | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376832259.90/warc/CC-MAIN-20181219110427-20181219132427-00148.warc.gz | en | 0.965867 | 543 | 2.609375 | 3 |
On September 20th the National Endowment for the Arts held a public webcast to release and discuss its new report How Art Works. How Art Works lays the groundwork for the NEAâs new five-year agenda and uses a âsystem mapâ to outline the relationship between art and social well-being. The map was developed by the NEA through the collaboration of researchers and individuals engaged in the arts.
The NEAâs agenda focuses on analyzing individual, social, community, and economic benefits of arts engagement. At the heart of the report is the concept that engagement in art will improve the quality of life for the individual as well as the community. According to the report, the interactions among individuals that art inspires are vital in order to see any benefits produced.
The map showcases âHow Art Worksâ by displaying specific âinputsâ and âoutputsâ from art engagement that make up the beneficial cycle. The inputs are 1) art education and training, 2) the human impulse to create and express, and 3) arts infrastructures (such as the institutions that encourage the creation and intake of art). The outputs are 1) benefits to the individual and 2) benefits to the society and community from art.
The map will be used by the NEA in their new agenda to provide a framework and questions for future research projects. The map is also expected to fill in research gaps that have existed by creating a clear visual of the impact relationship of art engagement on the individual and community quality of life. One of the large topics discussed in the webcast was the possible impact the map and future research could pose on funding for arts engagement. In a quantitative world, the NEAâs use of the map as a tool to further research that aims to âproveâ the benefits of arts engagement could become highly beneficial for art practitioners seeking funding.
The full NEA report can be found here. | <urn:uuid:2ca46eed-e699-418c-a3cd-3754724d1ac0> | CC-MAIN-2018-51 | https://baltimoreartplusjustice.wordpress.com/2012/09/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823442.17/warc/CC-MAIN-20181210191406-20181210212906-00190.warc.gz | en | 0.951612 | 402 | 3.015625 | 3 |
Coloring helps a child practice holding a writing tool the correct way and aids in developing those tiny muscles in their hands, fingers, and wrist.
Coloring Books - What Are They?
Coloring books contain images designed to be filled and colored implementing a variety of tools such as pencil, crayons and sharpies. There are coloring books for both adults and kids. These coloring books, and coloring pages and sheets are typically printed out on paper or cardboard, and some books are created so that each page can be detached from the book once it is finished and used as a stand-alone coloring page. Some coloring books may incorporate a story that young children could follow, therefore the pages canât be torn out of books. Coloring pages very commonly include animation or cartoon characters that children are very fond of, such as Teenage Mutant Ninja Turtles coloring pages or Cinderella Coloring pages. These coloring books are utilized by huge companies as advertising materials and ways of popularizing new cartoons or films. Other activities available in coloring books and coloring pages are: puzzles, connecting the dots, and mazes and number games. Another type of activity includes coloring books that come with stickers that can be attached on certain pages on these books.
The History of Coloring Books
The 1st coloring book was made in America. This introduction was part of a process called the democratization of art. The man behind this process was an artist from England called Josh Reynolds. Friedrich Fröbel from Germany and his Swiss teacher, Johann Pestalozzi assisted in inspiring this process. Educators from all over agreed that an education in the arts was essential in developing cognitive skills and enhancing peoples' perception of the world. Education in art also facilitated a personâs ability to develop skills vital in the future, specifically those relating to finding a suitable future job. Educators assert that children who are involved in art education can be expected to develop emotionally, mentally, spiritually and also socially.
Coloring books were the development of the McLoughlin Brothers. The 'Little Folk's Painting Book was the McLoughlin Brother's first coloring book, and they made it in the 1880's. For this book, they worked with a lady called Kate Greenway, and they kept making coloring books until the 1920's. It was then that the McLoughlins joined the Milton Bradley firm. Richard Outcault is another primary figure in the history of coloring books. A coloring book called Buster's Paint Book was written by Richard in 1907. He had created a character in 1902 called Buster Brown, and this coloring book he made was based on this character. The publication of this book was the impetus that gave companies the idea of using coloring books for advertising purposes. The first coloring books were made with the thought that they should be painted and not colored, and despite the growing popularity of crayons in the 1930's, there was no change in this approach.
The Uses of Coloring Books in Education
Almost every classroom for youngsters and preschoolers has a coloring book available somewhere, as these books are used to educate youngsters on a number of topics. The topics for coloring books cover everything under the sun, like flowers, cartoons, alphabets, and even fruits and vegetables. Little children find these books easy and more engaging than other ways of learning as images are easier to remember and memorize compared to only words. It is a known fact that connecting words with images is a fast way of helping people acquire a new language. Not to mention using images to expand people's understanding of certain topics like geometry, which require visual assistance to help understand the theories. Significant publishers have been creating coloring books that target adults since the 1980's. These books were directed at graduate students of anatomy and physiology to make their learning experience better. | <urn:uuid:cea7f925-152b-4cb9-b616-40c4f694ffd5> | CC-MAIN-2018-51 | http://www.coloringpages4kids.com/frozen-coloring-pages-olaf-coloring-pages-disney-coloring-pages-for-kids/frozen-coloring-pages-olaf-coloring-pages-elsa-coloring-pages-for-kids-10-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823565.27/warc/CC-MAIN-20181211040413-20181211061913-00630.warc.gz | en | 0.974639 | 766 | 3.53125 | 4 |
4228.0 - Programme for the International Assessment of Adult Competencies, Australia, 2011-12 Quality Declaration
Latest ISSUE Released at 11:30 AM (CANBERRA TIME) 09/10/2013
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Young women have lower numeracy skills than young men, according to figures released today by the Australian Bureau of Statistics (ABS).
Young women lag behind young men on numeracy skills, but perform well on literacy
However, ABS Director Myles Burleigh said that when it comes to literacy skills, young women were doing just as well as young men.
"The survey measured participants skills in literacy, numeracy, and problem-solving in technology-rich environments and assigns them to a number of different levels.
"The higher the level, the better your skills, so Level 2 represents higher skill levels than Level 1, and so on. Level 3 or above for literacy and numeracy represents relatively advanced skills.
"For numeracy, 45 per cent of young men aged 15 to 19 ranked at Level 3 or above, compared with 39 per cent of young women.
"However, for literacy, 56 per cent of young women and 53 per cent of young men ranked at Level 3 or above."
Mr Burleigh said that the survey also found that Australians with a non-school qualification are much more likely to have high levels of literacy and numeracy than those without a qualification.
"Amongst people with a non-school qualification, 62 per cent were assessed as having literacy skills at Level 3 or above, compared with 44 per cent of those without a qualification.
"For numeracy, 52 per cent of those with a non-school qualification were ranked at Level 3 or above, compared with 34 per cent of those without a qualification."
The survey was undertaken as part of the Programme for the International Assessment of Adult Competencies, which was conducted in 24 countries around the world, co-ordinated by the Organisation for Economic Co-operation and Development (OECD).
Further information can be found in Programme for the International Assessment of Adult Competencies (cat. no. 4228.0), available for free download from the ABS website www.abs.gov.au.
For international comparisons, see the OECD website www.oecd.org .
When reporting ABS data, the Australian Bureau of Statistics (or ABS) must be attributed as the source.
These documents will be presented in a new window. | <urn:uuid:1ac10d1f-d4b1-49f2-bc3a-40eadc094cb6> | CC-MAIN-2018-51 | http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4228.0Media%20Release52011-12?opendocument&tabname=Summary&prodno=4228.0&issue=2011-12&num=&view= | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00508.warc.gz | en | 0.933459 | 512 | 2.671875 | 3 |
A meta-analysis, published in Review of Educational Research, examines how shared book reading affects the English language and literacy skills of young children learning English as an additional language (EAL)
Shared book reading involves an adult reading with one or more children, and is considered to be an effective practice for language and literacy development. It may also involve interactive practices such as dialogic reading techniques to engage children or reinforce specific ideas or words from the text.
For this meta-analysis, Lisa Fitton and colleagues identified 54 studies of shared reading interventions conducted in the US that met their inclusion criteria. The total number of participants across the studies was 3,989, with an average age of six.
Results revealed an overall positive effect of shared reading on EAL outcomes (effect size = +0.28). Childrenâs developmental status moderated this effect, with larger effect sizes found in studies including only typically developing children (+0.48) than in studies including only participants with developmental disorders (+0.17).
Source: Shared book reading interventions with English learners: a meta-analysis (October 2018), Review of Educational Research, volume: 88 issue: 5 | <urn:uuid:56106618-4707-438f-a1a4-6a491395d0e4> | CC-MAIN-2018-51 | http://www.beib.org.uk/2018/10/effects-shared-book-reading-young-eal-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00587.warc.gz | en | 0.939237 | 235 | 3.546875 | 4 |
Imagine living in a place where the temperature never rose above 50 degrees. You wouldnât need flip flops or shorts and your mom would probably never buy popsicles. Youâd spend your days wearing sweaters and boots. In the tundra zone of the polar climates, winters are long and dark. When summer arrives, though, plants grow quickly and animals, such as moose, birds and fish, arrive to feed on the plants. Summer doesnât get very warm and it doesnât last long, so animals make the most of the time they have.
Head further north (or south) and you arrive at the ice cap climates. Not much lives here, because the temperature hovers at a balmy 0 degrees year-round. The ice is so thick that it reflects the Sunâs light. Even in the summer, the ice doesnât melt. Youâd think that this area would be very snowy, but parts of the ice cap rarely get snow or rain. In fact, Antarctica is the largest desert on Earth, with an ice cap a mile thick. The climate of Antarctica is the coldest on the whole of Earth.
Fun Facts About Polar Climates for Kids
- Few people live in the tundra zone, although they sometimes migrate during the summer to hunt.
- Researchers and polar bears and penguins are among the only beings who venture to the ice caps.
- Antarctica has the lowest temperature ever recorded: â89.2 °C (â128.6 °F) at Vostok Station.
Polar Climates Vocabulary
- Tundra: Cold windy areas with few trees. Low-lying plants and wildflowers grow here
- Hover: stays, remains
- Balmy: mild and warm
- Reflect: mirrors back
All About Polar Climates Video for Kids
Hereâs a great video for kids on Polar Climates:
Polar Climates Q&A
Question: What kinds of animals live in the tundra?
Answer: The tundra supports an amazing diversity of life, from wolverines to snow geese, marmots, insects and white fox.
Question: Are the tundra regions in danger?
Answer: As the Earth warms, the tundra areas are also warming. A thin layer of ice, known as permafrost is thawing. This warming is causing new types of plant life to grow there, potentially creating problems for the animals and plants that currently live there.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Polar Climate Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 17 Dec 2018. < https://easyscienceforkids.com/all-about-polar-climates/ >.
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There are plenty of adults who want to sing all day long but they have one big problem
â they have an inferiority complex and cannot do it in front of others due to the
lack of music ear. And these are the people that look for music lessons online in
order to somehow compensate for the unfulfilled childhood dream.
The absence of ear for music is a very serious problem that is very common. By knowing
the roots of it you can always help improve the situation and help your children
deal with it in the future.
The majority of parents think that the musical ear is hereditary and no music lessons
online or real will help. By reading the following paragraphs, you will see that
this common belief is not true.
Can you answer a question: Why do children born in Germany all speak German, and,
children born in Italy â Italian? In Russia â Russian? In India â Hindi? In America
â English? And so on... The answer is obvious: All people or the majority of them
surrounding the child spoke in the corresponding language. The child heard his future
language in the motherâs womb!
And letâs imagine for a moment that the newly born does not hear human language at
all or hears it a few times a week for 10-15 minutes... Do you think he has chances
to start talking?
You can find information on children who after a birth were surrounded not by people
but animals and nature. If you have never read about such cases, you might find it
useful to learn what has happened to these children in future and the way their brain,
speech and hearing developed. They had practically nothing to do with humans!
So, the truth is that the ear for music is not hereditary. It is acquired just like
many other human abilities and skills that are stimulated by the proper environment.
Instead of music lessons online, you should learn things about music from a professional.
Ask the person who sings off tune whether he hears songs on the radio (TV, CD, etc.).
Of course he will give you the positive answer unless he is deaf by birth. And now
ask whether he hears himself singing a favourite song in a wrong key. And again he
will answer that he does!
So what happens to the inept singer, and is it possible to correct him or at least
correct the situation? The thing is that people who do not have musical ear have
a breakdown in a very important sensory system â coordination between hearing and
voice. It occurs because they did not hear much music in their childhood. It is these
people that look for music lessons online. But what kind of music, you may ask, should
they have heard in childhood? Any kind of music!
Is it so simple? Yes, as they say everything brilliant is always simple!
Most likely, parents of those who had breakdown in coordination between hearing and
voice breakdown also had no ear for music, and sang off key in presence of children.
They played music spontaneously, sometimes on TV, radio, or in the car. So how can
the child have the ear for music and develop it through music lessons online if he
almost never heard music? | <urn:uuid:0ef428c4-81b8-4d7a-8eca-497eef9a9b01> | CC-MAIN-2018-51 | http://www.quintecco.com/music-lessons-online.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00349.warc.gz | en | 0.965512 | 737 | 2.875 | 3 |
Reading Eggspress Comprehension for Grades 2 to 6
Students learn a range of comprehension strategies that enable them to access increasingly difficult and challenging literature and nonfiction texts.
Studies have shown that teaching reading comprehension strategies gives students the tools they need to become proficient independent readers. These reading strategies help students understand the increasingly complex and challenging texts they encounter in texts across the curriculum.
Research demonstrates that when primary grade students receive optimal comprehension instruction, their performances on measures of literal, inferential, and metacognitive comprehension increase, as do their vocabulary; decoding, problem-solving, and cooperative learning skills; and self-esteem (Ness, 2011).
The Reading Eggspress Comprehension program is a comprehensive strategic reading program. It contains 220 lessons from grade 1 to upper grade 6 that use a balance of fiction and nonfiction texts. The lessons are organized in a systematic and progressive format with a sequence of 5-lesson maps. The program focuses on literal, inferential and critical reading comprehension questions for skill building and metacognitive understanding. The questions address key areas in comprehension - main idea and details; compare and contrast; making connections; sequencing events; cause and effect; understanding character; drawing conclusions; predicting; summarising; fact and opinion; point of view; and word study. Each skill is repeated many times to build each studentâs ability to transfer these skills and for them to become an integral part of their repertoire of their reading comprehension skills. The program also promotes the beneficial learning outcomes that occur from sustained reading of whole texts, with students reading 8 complete books as part of each gradeâs module. Progressive assessment occurs at the completion of every 5 lessons using independently leveled passages.
- Sequential lessons use a balance of carefully leveled literature and nonfiction texts. The lessons gradually increase in both the complexity of the texts that students read and the depth of comprehension required.
- Assessment tasks use independently leveled passages and appear in a similar format to Common Core online tests. Two-part assessment questions require students to find evidence in the text to support their answers.
- Supports students of all abilities through carefully leveled lessons that begin at a grade 1 level.
- Comprehensive student and class reports show student progress over time.
Comprehension Program Components
- 220 lessons across grades 1 â 6, with 40 lessons per grade (20 in Grade 1).
- 44 complete books and 44 Assessment tests
Comprehension lessons for Grades 1 to 6
MAP 1 Literature Fiction Lessons 1- 5. Reading Levels 8 â 10, Lexiles: 200L â 270L
FICTION MAP 1 FOCUS BOOK: That bear is back Level 10, 250L
|Lesson||Text||Level||Comprehension strategy focus|
|1||Worm Surfing||9, 230L||Think marks and Word study|
|2||The Gwibber||9, 240L||The Main idea|
|3||Crocodile in the kitchen||9, 240L||Literal questions|
|4||Runaway Circus||10, 260L||Sequencing events|
|5||Larkin St Emergency||10, 270L||Visualise and Main idea|
Fiction Assessment: Max Visits a Farm Level 7, 180L
Lessons by grade PDFs
Scientific Research Base
Download the Reading Eggspress Comprehension Program Scientific Research Base PDF. | <urn:uuid:0c8f82f9-3904-4c93-a6d6-d8b8ac4df98d> | CC-MAIN-2018-51 | https://readingeggspress.com/schools/comprehension/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376830305.92/warc/CC-MAIN-20181219005231-20181219031231-00350.warc.gz | en | 0.866818 | 702 | 3.8125 | 4 |
Lead guitar is a musical part for a guitar in which the guitarist plays melody lines, instrumental fill passages, guitar solos, and occasionally, some riffs within a. The Difference Between Rhythm and Lead Guitar Feel free to check in on the blog any time, we'll be sharing several music education posts a. Beginner Lead Guitar Lessons. To become an amazing lead guitarist, you must understand what key a song is. Don't be scared! We understand that music.
Free guitar Sheet Music, free lessons, guitar downloads and resources. The terms lead guitar and rhythm guitar are mildly confusing, especially to the music have two guitarists, where usually one would specialize in "lead" and the. All these songs are truly great even regardless of the lead guitar that is improvising . A solid knowledge in music theory is the foundation of good lead guitar.
The terms rhythm and lead guitar describe the roles of musicians in a band. They are not separate types of guitars, and you can play both on. | <urn:uuid:08878a88-3d79-4de4-91e8-ab1945fb1e6c> | CC-MAIN-2018-51 | http://fotodobermann.com/libraries-demo/lead-guitar-music.php | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00190.warc.gz | en | 0.96871 | 202 | 2.921875 | 3 |
Dr. Anita Prest and the UVic Student Music Education Association (UVSMEA) organized a three-part learning series on indigenizing K-12 music, based on the redesigned K-9 and 10-12 (draft) music curriculum documents. The series, funded by the Faculty of Education's Community & Scholarship Fund, was captured and shared here by UVSMEA students. See below to hear from Dr. Lorna Williams (Emerita Professor of Indigenous Education, University of Victoria), Butch Dick (Songhees artist and educator), and Alia Yeates (music teacher, Coquitlam School District).
In the following video, Dr. Lorna Williams explains the context in which the Earth Songs course was created, shares Lilwat principles of learning, as well as some student responses to the drumming workshops:
The next video is a conversation with Songhees Elder, artist and educator, Butch Dick. Butch addresses how to build relationships with Indigenous leaders in our communities, and how to bring First Nations art and perspectives into our classrooms.
Alia Yeates, the final speaker in Indigenizing Music Education series. She teaches in the Coquitlam School District, and participated in the UVIC Aboriginal Education Summer Institute. Alia shares her personal experience of sharing Indigenous world views with her students. | <urn:uuid:86455995-026c-4e4a-8bf6-40bd4882743f> | CC-MAIN-2018-51 | http://libguides.uvic.ca/lesson/Music_Indigenizing_music_ed | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00349.warc.gz | en | 0.954347 | 272 | 2.609375 | 3 |
Picture book idea in mind, where do you start? How do you tell your tale? Many writers assume they start in rhymeâ¦.
Butâ¦to rhyme or not to rhyme is a not a simple question. You must first know what it takes to write in rhyme before you begin.
Sure, itâs fun to keep rhyming and see where the words take you, but thatâs follow the leader, which leads to stories that are awkward, forced, difficult to read and even more difficult to understand.
Editors are typically not fans of rhyme, and frankly, (sometimes) I canât blame them, especially when I go back and read the first drafts of some of my rhyming stores. I cringe! So rhymers, potential rhymers, study before you rhyme.
Itâs true, many editors will flat out say they do not like rhyme, but donât let that frighten you away. Rhyme is fun, useful and part of childhood. We, as writers, should rhyme only when we can do it beautifully and brilliantly â when we can do it justice. There are numerous benefits to reading rhyming stories to children and thus reason for writers to write in rhyme.
âRhymers will be readers: itâs that simple.â â Mem Fox
The Common Core Standards specify rhyming as a competency under English Language Arts Standards » Reading: Foundational Skills » Kindergarten
- CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words
According to Scholastic:
âBy emphasizing rhyming poems and games with your infant or toddler, youâre also helping his emerging literacy. The instinct to rhyme comes somewhat naturally. Researchers have overheard and reported that even young toddlers practice their own made-up rhymes, such as âOogie, woogie, poogieâ over and over. Infants and toddlers tack on the â-eeâ sound as a diminutive to many words. Toddlers call out âdoggie,â âkitty,â âhorsey,â as they point and label the animals they see in a picture book.
Toddlers giggle at funny rhymes even when these involve nonsense words, as in many of the Dr. Seuss books. Becoming aware of rhyming sounds boosts brain activity and early literacy ability. Adding singsong rhyming words to requests for your child to listen or to stop an activity is a great way to get her attention. Rhymes and rhythms add zest and humor as well as increasing your childâs cooperation.â
And as published in Earlychildhood NEWS:
âOral language and phonological sensitivity (sound discrimination) are not the only skills that are developed when children are exposed to songs, chants, and rhyme. They can also develop listening and thinking skills. Oral language (vocabulary), phonological sensitivity and comprehension (thinking skills) are the building blocks of literacy. With conscious effort, songs, chants and rhymes become a perfect springboard for developing all three of these critical skill areas.â
And finally, according to Read to Me International:
âRhyme is an easy introduction to literacy! Research shows that even young toddlers practice their own made-up rhymes such as âoogie, woogie, poogieâ over and over. Itâs an easy, pleasant starting point for learning word and language structure.
Rhyme builds vocabulary! It introduces words not necessarily found in daily conversation, and creates simple ways to remember them. Itâs also an easy way to learn the sounds of letters and words.
Rhyming words develop strong pathways in the brain. According to Alice Sterling Honig, PhD, âBecoming aware of rhyming sounds boosts brain activity and a childâs early literacy ability.â Conversely, children who enter kindergarten unable to recognize rhymes have a harder time with early literacy experiences.â
So, if you feel the need to rhyme â put the time in and study it.
Rhyming is an art, not just a start. | <urn:uuid:4eb2e8b9-48c0-46a3-bf79-3ac357fba6c9> | CC-MAIN-2018-51 | http://pbookcrazy.com/?p=561 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00311.warc.gz | en | 0.932248 | 918 | 3.609375 | 4 |
Dual Language Showcase Site
The group is committed to forging a stronger home-school connection. We believe that reading in any language, develops reading ability. We want to engage parents in reading with their children at home and to encourage discussion and the sharing of their experiences and realities. As a result, the group decided to create dual-language book bags, comprising of dual language books and multilingual audio tapes, for use at school and at home. Non-English speaking parents could enjoy reading the stories to their children in their own language and elaborating on the ideas, values, skills, and concepts introduced in this "expanded" home literacy program. Student/parent/community volunteers would record the multilingual stories on audio cassettes.
Through the use of audio cassettes, ESL students and parents would be exposed to basic English vocabulary, grammatical structures, and conventions of texts.
Promoting literacy development in the ESL student's first language will facilitate the acquisition of literacy in English. Accessing prior knowledge through the use of their first language provides the framework for new learning.
- Fostering active collaboration between caregivers and teachers would create an inviting atmosphere in the school (e.g., parents can read aloud or tell stories to groups of children in their native language or in English, share information about their countries of origin and their cultures, or translate newsletters, etc.)
- Freeing students to express themselves more fully through the use of their first language in oral and written communication, alleviates the initial feelings of confusion and frustration, and the sense of alienation
- Inspiring parents to embrace their roles, and their opportunities and responsibilities with regard to their children's intellectual, social, and emotional development
- Supporting parents in their efforts to develop their children's communicative skills in their first language maintains the lines of communication between generations
- Enhancing the status of multilingual children and giving them ample opportunities to demonstrate their skills (e.g., as authors and interpreters) and to share their cultures, countries of origin and personal experiences as newcomers to Canada and Thornwood Public School.Broadening children's horizons by increasing their awareness and appreciation of other languages, cultures, and each other
- Providing opportunities for ESL parents to develop their own literacy skills in the English language through listening to dual-language audio cassettes, translating books, helping out in the school, etc.
- Developing computer literacy skills in the use of multilingual word processors. | <urn:uuid:ce8ff253-a801-4773-85a8-fe370a2c475b> | CC-MAIN-2018-51 | http://schools.peelschools.org/1363/DualLanguage/Pages/default.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071258-00051.warc.gz | en | 0.948145 | 497 | 3.625 | 4 |
This week, we have been learning all about capacity. We followed instructions to make dangerous dino potions. We mixed dinosaur blood, blue T-rex slime and green Stegosaurus spit. It was disgusting! We used non-standard units and standard units to measure the amounts.
Year 1 & 2 have had lots of fun making yummy pancakes. We used our numeracy skills to weigh and measure the ingredients we needed and followed the instructions to make the perfect pancake. We even learned the names of the ingredients in Welsh! Once we had made our pancakes, we had a pancake flipping competition and counted how many times we could flip the pancake in 30 seconds. We laughed a lot! | <urn:uuid:c3604994-f2c8-4071-8fe9-7207b47f4caa> | CC-MAIN-2018-51 | http://gnoll-primary-school.j2bloggy.com/blog/author/672827/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825112.63/warc/CC-MAIN-20181213215347-20181214000847-00069.warc.gz | en | 0.959986 | 141 | 3.515625 | 4 |
A COMPREHENSIVE BUNDLED COMMON CORE ALIGNED ASSESSMENT BANK for INTERMEDIATE GRADES ELA - Reading Grades 4-5 and Mathematics Grades 4-5
This product is a bundled set of my CCSS Aligned Reading Assessment Banks Grade levels 4-5 and Mathematics Assessment Bank for Grades 4-5. Due to customer request, I am offering this bundled set at a reduced price as compared to purchasing all four assessment banks separately.
This Assessment Bank Bundle was designed to save Intermediate general education and special education teachers time in developing assessments to use in assessing student performance in and learning of the Common Core State Standards (CCSS). The standards in the Assessment Banks are deconstructed into two or more objectives for teaching and learning. The Assessment Bank contains at least one assessment aligned to each of the CCSS (most standards have two or more aligned assessments â depending on the number and type of objectives) - OVER 100 ASSESSMENTS for each subject at each level! The assessments are authentic and curriculum-based and were designed to provide you with relevant student performance data. These assessments were originally designed to be used in conjunction with my Common Core Standards Aligned IEP Goal and Objective Bank, but can be used by any teacher responsible for teaching and assessing the Common Core State Standards.
This bundled assessment bank covers the English Language Arts CCSS in the area of Reading at the Grades 4 and 5 levels. This set also includes the Mathematics Assessment Bank for Grades 4 and 5. Both levels of the Reading Assessment Bank are organized into three sections: Literature, Informational, and Foundational Skills, which correspond to the three reading areas of the Common Core Reading Standards. While a few reading assessments administered at the Grades 4 and 5 levels are conducted in one-on-one assessment situations with the teacher or other adult providing oral directions (sight word recognition, fluency assessments, oral reading assessments), many assessments given at this level are group-administered assessments. In addition, at the intermediate levels there is an increase in the use of written responses as part of reading assessments. These practices are reflected in the 4-5 levels of the Reading Assessment Banks contained in this bundle.
The Math Assessment Banks in this Bundle covers the CCSS in the area of Mathematics at the 4 and 5 grade levels. The Math Assessment Banks are organized into five sections: Operations and Algebraic Thinking, Numbers and Operations in Base Ten, Numbers and Operations â Fractions, Measurement and Data, and Geometry, which correspond to the five subdomains of the Common Core Mathematics Content Standards or these grade levels. Most, if not all, of the mathematics assessments in these banks can be administered in a group setting. Specific teacher directions are provided for each assessment in the Assessment Bank.
Most of the assessments have an accompanying Assessment Record for teachers to use to document student performance and progress in mastering the standard or objective over trials and over time. Teachers choosing to use these Assessment Records simply transfer the assessment data from the actual teacher or student assessment form to the Assessment Record Form. These Assessment Record forms would be ideal to use to monitor student performance over time and to report student progress to parents during parent conferences or to team members during Individual Education Program (IEP) meetings.
Also included at the end of the Assessment Banks are CCSS Class Performance Records, one for each of the three sections of the Reading Bank, Literature, Informational and Foundational Skills and one or each section of the Mathematics Banks. These Class Performance Records can be used to determine the overall performance toward the Common Core Standards for an entire class. Teachers using these forms can easily and quickly see the overall level of performance for all students in one class related to individual standards to assist in planning and making overall instructional decisions.
If you are an intermediate teacher responsible for teaching and assessing the Common Core Standards in the areas of Reading and Mathematics at the 4th and 5th grade levels, then this Assessment Bundle is one resource you do NOT want to be without.
If you are a Special Education Teacher responsible for providing specially designed instruction to intermediate level students aligned to the Common Core, then this Assessment Bank is for you. ASSESSMENTS ALIGN DIRECTLY WITH THE GOALS/OBJECTIVES IN MY COMMON CORE ALIGNED IEP GOAL AND OBJECTIVE BANK â Intermediate Level Reading and Mathematics.
If you have any questions regarding this CCSS Aligned Bundled Assessment Bank, please contact me. | <urn:uuid:ed646170-cef5-46e0-8ec8-5e2592b4d61b> | CC-MAIN-2018-51 | https://www.teacherspayteachers.com/Product/CCSS-Intermediate-Assessment-Bank-Bundle-Reading-and-Mathematics-Grades-4-5-1847527 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00351.warc.gz | en | 0.933719 | 911 | 2.828125 | 3 |
Teachers, students, and amateur artists will all benefit from the advice of this esteemed educator and fine artist whose book, as described by a colleague, is "a cause célèbre
for art education, not only because it meets the urgent professional need, but also because it combines artistic, aesthetic, and instructional considerations in a way which is significantly different from any other text."
Encouraging teachers and students to use his suggestions in ways they feel most appropriate, the author (an expert guide and teacher) offers sound advice on methods and techniques for artists at all levels. Using the lessons and methods he employed over the years as an instructor, Kaupelis focuses on solving the problems common to many illustrators, among them successfully developing perspective, contour and modeled drawing, and drawing from memory and projected images. A splendid blend of instruction, analysis, and insights, this volumeâone of the most widely read art instruction textsâdeserves a place on the shelves of instructors and serious students of art.
Reprint of the Watson Guptill Publications, New York, 1966 edition.
|Availability||Usually ships in 24 to 48 hours|
|Dimensions||8 1/4 x 11| | <urn:uuid:038fa5bd-9125-4610-8891-380793950a41> | CC-MAIN-2018-51 | http://store.doverpublications.com/0486447863.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826530.72/warc/CC-MAIN-20181214232243-20181215014243-00030.warc.gz | en | 0.924586 | 246 | 2.6875 | 3 |
Hereâs How It Works
The information received through all of our senses, including touch, movement, muscles and vision, must be properly interpreted and processed by the brain in order for neurological development to proceed in a normal matter. When the brain does not receive the sensory information correctly, or shuts out completely, the childâs ability to develop gross and fine motor skills, to be successful academically, and to develop social skills are compromised.
These children exhibit a combination of behaviors that frequently indicate that their neurological foundation is not sufficient for them to be successful in the fulfillment of their various roles as a child, sibling, peer and student-yet they may âlookâ normal.
Developmental Pathways for Kids provides therapy services to develop or enhance the processing of sensory information so that a stronger neurological foundation is available to the child for the development or refinement of gross and fine motor skills, cognition and academic learning, and social interactions.
We believe that every child has potential.
Our goal is to give the children that we treat the chance to fulfill their greatest potential.
What is Sensory Integration?
âLike building blocks, a childâs performance depends on a well-developed nervous system at each level.â (A. Jean Ayres, PhD)
Sensory Integration refers to the function of the human brain that processes and uses the sensory information from within the body and from the external environment.
All the sensory inputs work together to give us a reliable picture of the world and how it relates to us. The senses also integrate to provide a complete understanding of who you are, where you are, and what your body is doing. Because your brain uses sensory information such as sights, sounds, textures, smells, tastes, and movement in an organized way, you assign meaning to your sensory experiences, and you know how to respond and behave accordingly.
There are two major functioning issues that sensory integration addresses: Motor Skills Development (Praxis) and Self Regulation (Sensory Modulation).
Motor Skill Development:
This refers to the ability of the brain to organize oneâs movement by utilizing various sensory inputs efficiently to guide and produce movement outputs. When the central nervous system (the brain) is unable to process, use or organize sensory information efficiently, a child will experience challenges in developing body awareness, coordinating the two sides of their body or executing a sequence of movements. As a result, they might demonstrate some of the following symptoms: clumsiness, impulsiveness, disorganization, difficulty learning new motor skills (e.g. tying shoe laces), or challenges in learning to print and write.
This refers the ability of the brain to regulate physical reactions (e.g. heart rate, breathing, temperature, digestive system, alertness, metabolism, etc.) followed by sensory stimulations, so that the body can stay in homeostasis, and the person is able to stay calm, and alert for optimal performance.
When the central nervous system (the brain) over or under reacts to certain sensory inputs, the body will have a series of physical reactions which often affects a childâs behavior and performance. For example, a child may demonstrate difficulty sitting still or paying attention to tasks at hand due to hyperactivity (movement seeking behaviors) as a result of under-responsiveness to the vestibular stimulations (sensations that sense body position against gravity). On the other hand, a child may also demonstrate avoiding behaviors due to being overly sensitive to touch, and refuse to put on certain clothes or have negative reactions toward an unexpected touch from friends.
For most kids, sensory integration skills develop naturally. As children learn about new sensations, they become more confident about their skills, refine their ability to respond to sensory experiences, and are thus able to accomplish more and more. For some children, sensory integration does not develop smoothly because they cannot rely on their senses to give them an accurate picture of the world; they do not know how to behave in response, and they may have trouble learning and behaving appropriately.
âBy addressing underlying sensory processing issues, we help children build the foundation for a bright future and enable them to reach their full potential.â | <urn:uuid:12ef6afd-5c8c-4e88-9a3b-25350bc6ed56> | CC-MAIN-2018-51 | http://developmentalpathways.com/program-information/understanding-our-program/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826530.72/warc/CC-MAIN-20181214232243-20181215014243-00031.warc.gz | en | 0.938174 | 861 | 3.984375 | 4 |
Minority Babies in Oregon Face Higher Risks Than White Peers, Report Finds
A new report out of Multnomah County, Ore., which includes Portland, has found that minority babies born in the county face higher risks of poor health than white babies do.
Experts have long known that children born to low-income women, many of whom are women of color, face bigger risks both in utero and during their first year of life. Low birth weight, premature birth, a parent smoking in the home, and multiple hours a day of watching TV, among other early-life complications chronicled in the report, can lead to developmental issues that affect learning later on.
Multnomah County's Maternal and Child Health Data Book offers a detailed look at one county, using data that are often difficult or impossible to collect on a national scale. The findings suggest that racism, not just income levels, could be affecting the care expectant mothers receive and the health outcomes of their children.
"Along with racial and ethnic minorities, women and children with lower income and education levels were also more likely to experience early-life health disparities, but their babies were still markedly healthier at birth than babies born to African-American mothers," summarized reporter Kelly House in her Oregonian story on the report.
Right now, children of color are not receiving the best possible early-childhood support, according to several measures. For example, hearing spoken language face to face with an adult has been found to be a key factor in early literacy development. The Multnomah report found that Latino and black children were more likely to watch TV and less likely to be read to than their white peers.
Compounding any cultural issues that may contribute to that difference, Hispanic and black children nationally continue to be more likely to live in poverty than white children, accordng to the latest census data.
Hispanic children have also been historically less likely to be enrolled in preschool, though that may be changing. And black children face a higher likelihood of suspension, even in preschool, than white children. While black children make up only 18 percent of the preschool population, they receive 48 percent of the suspensions, according to the U.S. Department of Education's office for civil rights.
At the same time, those populations are growing at an ever-faster rate than the white population. The 2014-15 school year is the first in which fewer than half of public school students are non-Hispanic whites. That makes the necessity of improving health and wellness outcomes for women of color and their children all the more critical, experts say. | <urn:uuid:5b766bfd-7fad-4de6-93c3-f539949d47c9> | CC-MAIN-2018-51 | https://blogs.edweek.org/edweek/early_years/2014/09/minority_babies_in_oregon_face_higher_risks_than_white_peers_report_finds.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00551.warc.gz | en | 0.974474 | 527 | 3.15625 | 3 |
ERIC Number: EJ1017465
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 50
Playing Games: Do Game Consoles Have a Positive Impact on Girls' Learning Outcomes and Motivation?
Kitching, Lucy; Wheeler, Steve
European Journal of Open, Distance and E-Learning, v16 n2 p111-122 2013
Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller & Robertson, 2010). This paper explores the use of game consoles to support learning for young students (ages 8-11) and evaluates their recent success in primary education. Over time game consoles and video games have been portrayed as a male oriented technology. This research investigated the current use of game consoles in learning and how it might positively affect a child's learning and motivation, but focused solely on female students' experiences. In the study we investigated the research question: "Do game consoles have a positive impact on girls' learning and motivation?" A semi-structured questionnaire was distributed to girls in Key Stage 2 (n = 49) across three schools that have already incorporated game consoles into their curriculum. The study found that game consoles and video games can have a positive impact on girls' learning and motivation and are key themes that have been raised by teachers. However, due to several limitations in this research some issues were not fully addressed, and we identify some future areas for research.
Descriptors: Females, Video Games, Learning Strategies, Questionnaires, Foreign Countries, Elementary School Students, Educational Technology, Technology Uses in Education, Teaching Methods, Learning Theories, Student Motivation, Gender Differences, Student Attitudes, Mixed Methods Research
European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: firstname.lastname@example.org; Web site: http://www.eurodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom | <urn:uuid:2a396a17-ef2f-4fda-93ac-3a73b6be84ef> | CC-MAIN-2018-51 | https://eric.ed.gov/?id=EJ1017465 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824119.26/warc/CC-MAIN-20181212203335-20181212224835-00109.warc.gz | en | 0.907929 | 510 | 3.15625 | 3 |
Mary Violet Leontyne Price, born in 1927, is an American soprano, winner of 18 Grammy awards (including a special Lifetime Achievement Award in 1989), and winner of the Presidential Medal of Freedom.
Perhaps most importantly, she is a trail-blazer who helped pave the way for other black women in the arts.
Her talent was evident early on, and she wanted to have a career like that of Marian Anderson. She enrolled in the music education program at the all-black Wilberforce College in Wilberforce, Ohio and made such an impression there that the famous singer, actor, and intellectual Paul Robeson put on a benefit concert for her so she could enroll at the Juilliard School in New York City. Based on her appearances at Julliard, she was invited to Broadway.
In 1952 she debuted as Bess in a revival of Gershwinâs âPorgy and Bessâ, and toured with the production all over the world for the next two years. This video shows only stills from the show, but features the very first recording of her voice, on September 21, 1952, in a beautiful duet with co-star William Warfield, who later became her husband. (In his memoir, My Music and My Life, Warfield wrote that their careers drove them apart. They were legally separated in 1967, and divorced in 1973. They had no children.)
In 1961, Ms. Price debuted at the Metropolitan Opera as Leonora in Verdiâs Il Trovatore. This performance resulted in a 42-minute ovation, one of the longest in the Metâs history. In 1964, she was awarded the Presidential Freedom Award, and the following year, she won the Italian Award of Merit. In 2007, she was named one of the â20 All-time Best Supranosâ in BBC Music magazineâs poll.
During her active years before retirement, she served as a role model for an entire generation of African-American youth. But she eschewed the designation of African-American, preferring to call herself an American. She said, moreover:
âIf you are going to think black, think positive about it. Donât think down on it, or think it is something in your way. And this way, when you really do want to stretch out, and express how beautiful black is, everybody will hear you.â
This book for children features the highlights of Priceâs career. It is the illustrations by Raúl Colón however that add music to the pages. Once described as having a voice that soared âfrom a smoky mezzo to the pure soprano gold of a perfectly spun high Câ (Time Magazine), Colón actually shows these qualities by his uses of color and design.
An authorâs note gives additional background about Price. But if you really want to know what she was all about in her prime, I recommend this video, showing the very the very end of Leontyne Priceâs last performance at The Met (as Aida), as she tries to maintain her role and her composure in spite of the crazy outpouring of love from the audience. (I cry every time I watch it!):
Evaluation: Colónâs stunning pictures make this book into a wonderful introduction for kids of a courageous trail-blazer and very talented lady.
Published by Alfred A. Knopf, 2014 | <urn:uuid:76b57886-b0be-4ca8-a289-3f10a7a6ffc5> | CC-MAIN-2018-51 | https://rhapsodyinbooks.wordpress.com/2016/03/26/womens-history-month-kid-lit-review-of-leontyne-price-voice-of-a-century-by-carole-boston-weatherford/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00631.warc.gz | en | 0.976288 | 723 | 2.5625 | 3 |
National Nursery rhyme week
Using songs, rhymes and picture books is a great way to help your child develop their language and communication skills. Itâs never too early or too late to start signing and rhyming with your child.
Songs and rhymes have a hugely positive impact on a childâs language and literacy development. Children love rhyme, rhythm and repetition. These three things found in songs and rhymes can naturally help to boost a childâs language and literacy skills.
We do daily singing of Nursery Rhymes, but during National Nursery Rhyme week, we learnt one each day and learnt the Makaton signs to go with it. Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order.
Monday 19th November â âFive Currant Bunsâ
Tuesday 20th November â âHumpty Dumptyâ
Wednesday 21st November â âA Sailor Went to Seaâ
Thursday 22nd November â âIâm a Little Teapotâ
Friday 23rd November â âRound and Round the Gardenâ
For more information about the benefits of singing nursery rhymes, see the link below.
Our Nursery provision-September 2018
Before the summer holidays, our staff had some training, delivered by Morris and Simmons. It was a very exciting time. As our numbers have increased year on year, we took the opportunity to make some exciting changes to our provision. We decided to move our 2 year olds and 3 year olds to improve consistency for parents, and re-model and make some changes to the environment. I am sure you will all agree it looks fabulous, and now just needs all of your children to come and enjoy it! | <urn:uuid:78852cae-4c30-473a-a574-61d551f9d685> | CC-MAIN-2018-51 | http://www.newdigate.warwickshire.sch.uk/2-year-old-nursery/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827998.66/warc/CC-MAIN-20181216213120-20181216235120-00230.warc.gz | en | 0.952795 | 386 | 3.453125 | 3 |
Practitioners' strategies for enhancing early childhood music education in Taiwan
MetadataShow full item record
The purpose of this study was to describe practices of pre-school educators and to investigate the extent to which they enhance music instruction among five-to-six-year-old children. This was accomplished through an examination of three early childhood educators investigating what strategies are used for providing music instruction to pre-school children, the attitudes of teachers and parents in regard to this, the most effective approach for providing music instruction, and the assessments used to measure student progress in achieving musical skills. Primary participants included three early childhood teachers, and secondary participants included nine parents. Qualitative methods were used, including formal interviews with the three chosen teachers. They were each interviewed one time individually. Parents were given open-ended questionnaires designed by the researcher. Observations of teacher interactions with students were conducted in 14 separate sessions over a period of three weeks, where the researcher sat in during general and music class in the same classroom; the field notes cataloged observations of musical activities. The collected documents included teaching materials developed by the music and classroom teachers, such as lesson plans and a teaching activity handbook. The Taiwanese pre-school music curriculum included singing, music and movement, listening, and playing musical instruments. Data indicated that children can only audiate to one instrumental sound or one melodic line at a time. The teacher provided feedback was found to be effective in enhancing student musical learning. Teachers served as musical models in singing, music and movement, and in playing instruments to assist children's musical learning. Bruner's theory of enactive and iconic modes of representation played an important role in singing, music and movement, as well as listening in the class. The model movements or gestures were presented by the teachers and imitated by the children. Teachers and parents had positive attitudes toward early childhood music education. When music classes were provided, the music teacher could enhance both the classroom teacher and children's musical skills. Effective approaches were storytelling and using body movements. Participants reported several different opinions regarding teachers' assessment of students including having teachers follow the national curriculum standard, assess her students through their classroom response, and observe her students at a graduation concert. In general, the practitioners' strategies for enhancing pre-school music education were positive and related to previous research findings on music instruction and educational theories. | <urn:uuid:c6ef8a5e-8a0f-4924-83db-f9cbfef1392a> | CC-MAIN-2018-51 | https://open.bu.edu/handle/2144/16084 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376832330.93/warc/CC-MAIN-20181219130756-20181219152756-00510.warc.gz | en | 0.973973 | 474 | 3.5 | 4 |
Taking âmoss graffitiâ to itâs logically industrial application, several art education students at the University of Maribor in Slovenia challenged themselves to design a 3D printer and concluded with this machine whose results are pretty intriguing.
Designed around a modified CNC machine, the printer dispenses a mixture of soil, seeds, and water. The mixture holds its form quite well, and over time grass will grow from the print. You can see in the video below the unit dispenses around a cupâs worth of mixture to print the words âprint green,â the name of the project in English (translated from âtiskaj zelenoâ in Slovenian).
The device is also capable of printing along the z-axis, for creating bowls and other shapes from mud, while incorporating a top-layer of the grass seed mixture for results like this: | <urn:uuid:30f7314b-2a6a-45a8-89a0-3b529aa03d42> | CC-MAIN-2018-51 | https://makezine.com/2014/01/23/mud-seed-become-3d-printed-grass-art/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828697.80/warc/CC-MAIN-20181217161704-20181217183704-00111.warc.gz | en | 0.940817 | 186 | 2.9375 | 3 |
The Complete Reading Series The CRS
Brenda Fitzgerald, Ed.S
The Complete Reading Series ( CRS ) is a 70 hour comprehensive reading series designed to empower teachers to understand and master the content and instructional practices necessary to teach reading, writing and spelling to all students.
The CRS is composed of six comprehensive courses based on research by the National Reading Panel, The Florida Center for Reading Research and the National Institute for Literacy. The CRS is designed for the Pre-k to 12th grade classroom teacher, the EIP teacher, the special education teacher, tutors and parents. The course objective is to teach participants how to teach reading and spelling. The CRS equips participants with the knowledge, the strategies and the assessment tools to teach students to read, write and spell.
Early Literacy Development is the first in the series and should be completed before taking the rest of the courses. Participants take this course to understand how the reading process begins and to identify a student that may have gaps in early literacy development. This course introduces the five areas of reading and provides multisensory activities for oral language development, print awareness, phonological awareness and an introduction to the alphabetic principle. One (1) CEU
Focus on Phonics is designed to teach word structure, rules and syllabication. Focus on Phonics will provide participants with the knowledge and strategies to effectively teach sound-symbol relationship, the rules that govern our language and the explicit, systematic way to instruct. One (1) CEUs
Words for the Wise is designed to help teachers develop an appropriate plan for teaching Latin and Greek vocabulary roots. Participants will leave this class with core knowledge ceus new skills for teaching vocabulary and a repertoire of strategies. Half (0.5) CEU
Comprehension: Helping Students Remember What They Read addresses seven reading comprehension strategies that should be implemented in every classroom. Ideas and activities to support each strategy will be discussed at length. Instruction will also include information on the proper assessments for identification of students with reading comprehension problems. Writing is also addressed in this class. One (1) CEU
Learning Disabilities that Interfere with Reading is designed to familiarize participants with disabilities that interfere with the reading and writing process. Topics to be discussed: visual and auditory processing disorders, dyslexia and dysgraphia, dyspraxia and more. One (1) CEU
Understanding Dyslexia is designed to educate participants in the origin, characteristics, remediation and accommodations for the neurobiological disability known as Dyslexia. This is the most common reading disability found in the classroom. A must have course. One (1) CEU
For more information on The CRS:
Contact Brenda Fitzgerald at 770 794-8525 | <urn:uuid:e74c6ece-fcb7-4d5d-a246-cf12cffe9e3b> | CC-MAIN-2018-51 | https://georgiaeta.com/the-complete-reading-series/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00471.warc.gz | en | 0.918227 | 566 | 3.359375 | 3 |
What do you need to know to teach computing in primary schools? How do you teach it?
This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it.
This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practice in teaching computing looks like. It also explores the use of ICT in the primary classroom for teaching all curriculum subjects and for supporting learning in every day teaching. New chapters have been added on physical computing and coding and the importance of web literacy, bringing the text up-to-date.
Computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond into many areas of children's learning lives. This book highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers.
Buy Primary Computing and Digital Technologies: Knowledge, Understanding and Practice by Keith Turvey from Australia's Online Independent Bookstore, Boomerang Books.
Book DetailsISBN: 9781473961562
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Keith Turvey is Principal Lecturer in Education at the Education Research Centre in the School of Education, University of Brighton. He teaches on a range of undergraduate and postgraduate courses, and plays a leading role in the MA Education course. As a primary school teacher of 15 years he led successfully a range of subjects, including music, ICT and mathematics, and took on a number of senior management roles both in the UK and abroad. Since joining the University of Brighton in 2003, he has researched and published widely in the fields of digital technologies, pedagogy and teacher education. He completed a PhD in 2011 focusing on teachers' professional learning and digital technologies. Keith has provided research, CPD and consultancy on digital technologies in education, and on primary computing for a number of national and international agencies including local authorities, schools, the European Commission and UNESCO. John Potter is Reader in Media in Education at University College London Institute of Education (UCL IOE). He works in the UCL Knowledge Lab and was a founder member of the Digital Arts Research in Education collaborative (DARE). His research and publications are in the fields of: media education, new literacies, creative activity and learner agency; digital video production by young learners; the use of social software and online networks for publication and learning; the changing nature of teaching and learning in response to the pervasive use in wider culture of media technologies in formal and informal settings. Before becoming an education researcher and academic John worked as a primary school teacher in East London and, later, a local authority advisory teacher for ICT. He currently teaches on the MA in Digital Media Culture and Education and supervises doctoral students in the fields of learning, media and technology at the UCL IOE. Jeremy Burton is Senior Lecturer in Computing Education in the School of Education, University of Brighton. He leads the computing subject group and teaches on both undergraduate and postgraduate courses. While working as a primary school teacher and ICT co-ordinator, Jeremy developed a passion for digital media education. A self-taught web designer and developer, he coded his school's first website in 1998 and has since worked freelance for private clients. His experience in this area, and in digital media production more broadly, has informed his teaching of ICT/computing to student teachers. Jeremy is a co-founder of NumeracyReady (a web-based tuition package that prepares candidates for the Numeracy Skills Test) and Staffrm (an online professional network for teachers). Jonathan Allen is Strategic Lead for Teacher Education at the UCL Institute of Education. He was previously Director for Initial Teacher Education, involved across Primary, Secondary and Post-compulsory programmes, as well as in e-learning projects. Before joining the IOE Jonathan held posts responsible for Primary ICT in teacher education at University of Reading and Oxford Brookes University. Jane Sharp is a Learning Development Tutor at Bishop Grosseteste University, working with students at all levels to develop the academic practices, skills and attributes needed for effective study at university. Her current research centres on the academic writing experiences of students studying education at university. Jane was formerly Senior Lecturer in Primary Education and ICT at the University of Winchester and a researcher at the University of Exeter involved in innovative and largescale computing projects in schools.
© 2003-2018. All Rights Reserved. Eclipse Commerce Pty Ltd - ACN: 122 110 687 - ABN: 49 122 110 687 | <urn:uuid:dad795d2-37d0-4949-9af2-9499c0138a7f> | CC-MAIN-2018-51 | https://www.boomerangbooks.com.au/primary-computing-and-digital-technologies-knowledge-understanding-and-practice/keith-turvey/book_9781473961562.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376830305.92/warc/CC-MAIN-20181219005231-20181219031231-00350.warc.gz | en | 0.957323 | 1,012 | 3.484375 | 3 |
Choral and/or instrumental ensemble programs are a significant component of school music education and commonly involve the music teacher in various musical roles in addition to those of co-ordinator and/or administrator. This Unit of Study is creative and practical in nature and provides students with both a general understanding of the fundamental components of school choral and instrumental work and a more detailed understanding of how to establish, maintain and sustain successful school choral and instrumental music programs. Key pedagogical issues are considered and relevant skills are practised, including creating scores and leading and conducting rehearsals.
Three 2-hr workshops per week for 6 weeks
Submission of an arrangement/composition in short score of two pieces of music, for choral and for mixed instrumental ensemble; submission of original composition or arrangement in detailed full score using notation software; planning and conducting of rehearsal session; submission of written rehearsal plan and written self-evaluation based on video of session (100%).
NB: Department permission required for enrolment by students not enrolled in BMus (Music Ed) | <urn:uuid:bc9fd435-6fe2-4ae6-8c54-53e0c01a2e0e> | CC-MAIN-2018-51 | https://sydney.edu.au/courses/units-of-study/2018/mued/mued3604.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828697.80/warc/CC-MAIN-20181217161704-20181217183704-00111.warc.gz | en | 0.934231 | 213 | 2.765625 | 3 |
Accelerated Maths is a supplementary approach to mathematics teaching that uses computers to assess pupils' levels of performance, and then generates assignments appropriate to their needs. Pupils scan completed assignments into the computer, which gives teachers regular reports that they can use to develop targeted interventions. The Accelerated Maths curriculum focuses on foundational skills, especially computations, and is intended for use along with other maths programmes. Any evidence in support of the programme is based on a trained version.
Renaissance Learning also offer a comprehensive reform model for both primary and secondary which includes interventions in reading and writing as well as professional development opportunities, organisation and management solutions, technical assistance, strategies for parental involvement, and a plan for annual evaluation.
A programme of remote and on-site training accompanies the implementation of Accelerated Maths, additional professional development packages available on request.
A cloud-based programme, hosted on network sites. Students and teachers log onto the programme to take practices and assignments or to access reports. Assignments can be taken either on computers, laptops and tablets or with pencil and paper. Practices can also be taken at home using Renaissance Home Connect.
The Best Evidence Encyclopaedia (2009) rated Accelerated Maths as having limited evidence of effectiveness for primary maths and no evidence of effectiveness for secondary maths.
The What Works Clearinghouse (2008) found Accelerated Maths to have mixed effects on primary maths achievement and no discernible effects on secondary maths achievement.
The studies found an overall effect size of +0.08 in primary maths and +0.05 in secondary maths.
The Best Evidence Encyclopaedia included five qualifying studies for primary maths, studies are only included if they use a testing method other than STAR Math which is closely aligned with the objectives and format of Accelerated Maths.
Three studies of Accelerated Maths met the What Works Clearinghouse standards for inclusion. One of the studies found substantively important positive effects on primary maths, while the other two studies showed indeterminate effects. | <urn:uuid:d40e550d-87c9-4728-a257-f028a8075542> | CC-MAIN-2018-51 | https://www.evidence4impact.org.uk/interventions/1023?key_stage%5B0%5D=ks4 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828318.79/warc/CC-MAIN-20181217042727-20181217064727-00310.warc.gz | en | 0.93687 | 414 | 3.25 | 3 |
Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal for Learning Through the Arts, 3(1).
This study examines the relationship between learning through drama and student cultural sensitivity, motivation, and literacy skills in a French immersion classroom. Two middle school French immersion classes participated in a unit on the deportation of Arcadians from Eastern Canada. A class of fifth and sixth graders received drama-based instruction while a class of sixth and seventh graders received traditionally-delivered content (the âlibrary groupâ). Qualitative data in the form of observation, teachersâ journals, and interviews along with pre- and post-tests using Garnerâs (1985) measure of motivation suggest that the use of drama fostered student motivation, cultural awareness, and literacy development.
The drama group outperformed the library group in the areas of integrative orientation (a measure of motivation), interest in a foreign language, desire to learn French, enjoyment of the unit, and in several categories of writing including overall quality, genre, and cultural content. There was no difference between the two groups in regard to motivational intensity, attitudes toward French Canadians, attitudes toward French European people, attitudes toward learning French, parental encouragement, and French class anxiety. There was no variance between the two groups on the writing skills measures of accuracy, cohesion, emotions, and context. Research observations revealed that students in the library group focused on and worried about tests more than those in the drama group. There was more peer-to-peer interaction in the drama group.
Teachers of both groups expressed an awareness of their teaching role; however, the drama teacher reported feeling that the students shared responsibility, while the library teacher noted a preoccupation with the right answer. The drama group had a more student-oriented approach versus the teacher-centered instruction that occurred in the library group.
Significance of the Findings:
This study suggests that drama-integration enhances literacy skills by enabling students to connect to curricular content through their own process of creating meaning and fosters emotional intelligence by giving students opportunities to reflect critically on cultural perspectives and understandings.
This mixed methods study included a pre- and post-test of student motivation, observation of class sessions, analysis of teachersâ journals, and teacher interviews. The researchers conducted the study in two intact French immersion (80% of all instruction was taught in French) middle school classrooms, using the drama group as the treatment group and the library group as the control group. Both groups of students took a motivation pre-test and post-test based on Garnerâs (1985) work, which gauged intrinsic motivation and instrumental motivation through multiple questions that addressed the following: attitudes towards French people; desire to learn, learning, and anxiety about learning French; foreign language; feelings about the Acadian unit; and parental encouragement. Some of these constructs were addressed during post-test only. The researchers ran statistical tests (Analysis of Covariance and t-tests) to compare the motivation pre- and post-tests across the two groups of students. The researchers also administered writing (composition) pre- and post-tests in which they asked students to write a letter as if they were someone else. They assessed the resulting stories on seven criteria (two readers scored each story). Analysis of Covariance was conducted to measure the difference between the two tests. In addition, the researchers analyzed teachersâ journals, interviews, and field notes to evaluate observations of student and teacher behavior and attitudes in each class.
Limitations of the Research:
Findings of this study may be applicable only to the French language immersion context. Also, results should be interpreted with caution, as intact classrooms were used for the treatment and control groups, and these classrooms contained students at slightly different ages.
Questions to Guide New Research:
Replication of the results of this pilot study would lend additional credibility. Studies in different language contexts would show if the findings in this study extend to other contexts. | <urn:uuid:344ac10d-7d53-4ebc-aa1c-636cecc18eda> | CC-MAIN-2018-51 | https://www.artsedsearch.org/study/the-role-of-drama-on-cultural-sensitivity-motivation-and-literacy-in-a-second-language-context/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824180.12/warc/CC-MAIN-20181212225044-20181213010544-00470.warc.gz | en | 0.957226 | 848 | 3.109375 | 3 |
- Mathematics: Students will be completing the first three chapters of our math program, College Preperatory Mathematics (CPM). Chapter 1 is mainly a review of important 5th grade concepts, along with a preview of some of the big topics we will be covering this year. It is designed this way so that students can get used to working in groups and using the new curriculum. Chapter 2 starts with an introduction to data collection. It then goes on the cover the basics of area, and uses this understanding to teach multiplication through the area model. Chapter 3 starts with portions, looking at how fractions, decimals, and percents are connected. The second part of the chapter has students exploring the number line and how it can be used to work with negative numbers. It also connects the number line to coordinate grids.
Sixth grade is the time in mathematics where we take foundational skills learned in years past and apply them to higher level concepts. This is especially apparent in their work with expressions and equations, where we introduce variables and start having students manipulate real-life algebraic equations.This is an exciting time for mathematics in sixth grade here in SLCUSD. We are in our first year using a new math program called College Preparatory Mathematics. Please see this website created by the district for more information about our math instruction and to learn how you can help your child succeed: Middle School Math for Students and Families
- Reading: The first few weeks of school we work on our reading independence. Students monitor and evaluate their reading progress, and discover how studying characters can help us get a deeper understanding of a book. In mid-September we will start a unit that dives deeper into studying characters, focusing on their actions, inner thinking, and dialogue.We will also have minilessons focused on studying word use, author's craft, summary, and theme. Students will also form literature circle groups and select a book to read together. They take on a different role each week, either preparing discussion questions, listing key words, finding important sections, connecting the book to other books, or summarizing, and then share their work at a weekly meeting.
- Writing: Students are working with Mrs. Greenelsh on a Narrative Unit. They are learning how to write on a small moment in great detail, elaborating on important parts and using craft moves to improve the depth of their writing.
- Science: We will be starting a Project Based Learning unit in October called Healthy Habits. Students will be learing about cells and body systems, and the effects of the flu virus on these systems. Mr. Morgan and Mrs. Greenelsh will be teaming up to co-teach this unit.
- Social Studies: Students are working on a Project Based Learning unit on Mesopotamia throughout September. Mr. Morgan and Mrs. Greenelsh will be teaming up to co-teach this unit as well! | <urn:uuid:abe6efd8-1845-4fe2-a5b6-16d5ed36538d> | CC-MAIN-2018-51 | http://si.slcusd.org/staff-details-syllabus.php?id=205 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00631.warc.gz | en | 0.945713 | 589 | 3.859375 | 4 |
Can visual art be taught through radio? The producers of WHAâs âLetâs Drawâ program thought so. Through pioneering on-air lessons, "Let's Draw" brought art education to schoolchildren throughout Wisconsin from 1936 to 1970. This exhibit combines a look at the historic "Letâs Draw" program with the work of six contemporary Wisconsin artists who have very diverse approaches to drawing: Emily Belknap (Cedarburg), Tony Conrad (Appleton), Nina Ghanbarzadeh (New Berlin), Lee Mothes (Kaukauna), Zach Mory (Milwaukee), and Katie Ries (Manitowoc). Their work ranges from tightly drawn realist landscape imagery (Mothes and Belknap) and loose "field note" sketches (Ries) to finely textured, large-scale abstraction (Conrad and Mory) and fluid images built up with calligraphic script (Ghanbarzadeh).
Presented by the James Watrous Gallery in partnership with Wisconsin Public Radio, Letâs Draw includes archival photographs, transcripts, teachersâ guides, drawings, and an interactive station where visitors can listen and follow along with an original Let's Draw lesson. Several of the artists in the exhibition will script and record an audio art lesson of their own with the help of Wisconsin Public Radio producer Erika Janik. These lessons are available to hear in the gallery and below:
Letâs Draw is sponsored in part by Dane Arts, with additional funds from the the Endres Mfg. Company Foundation; The Evjue Foundation, Inc., charitable arm of The Capital Times; the W. Jerome Frautschi Foundation; and the Pleasant T. Rowland Foundation. The James Watrous Gallery also receives ongoing support from the Wisconsin Arts Board, with funds from the State of Wisconsin and the National Endowment for the Arts, and from donors and members of the Wisconsin Academy of Sciences, Arts and Letters.
Our Let's Draw Exhibition Partner
Our Let's Draw Exhibition Sponsor | <urn:uuid:5f9efc33-d3d2-403b-8ed6-e452f74d321b> | CC-MAIN-2018-51 | https://www.wisconsinacademy.org/gallery/lets-draw | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827963.70/warc/CC-MAIN-20181216165437-20181216191437-00511.warc.gz | en | 0.901179 | 420 | 2.796875 | 3 |
Year 1 and 2 students are engaged in inquiry-based learning that allows them to make strong connections with their environment and builds on the strong foundations built in their early years. To continue to foster a sense of exploration and discovery and harness a childâs natural curiosity, we provide a creative and nature-based learning environment that stimulates a spirit of adventure. Strong literacy and numeracy skills are developed using the latest research and appropriate teaching.
Our students enjoy an ideal learning environment that features break-out spaces and discovery hubs, as well as boundless outdoor natural play areas that include the Swan River and foreshore and green, spacious grounds.
Children are encouraged to explore, inquire and make connections across all curriculum areas. The Australian Curriculum and Early Years Learning Framework is supported by a dynamic and broad program that perfectly complements and reinforces the curriculum and each area of inquiry.
We aim to inspire a spirit of citizenship in our young learners and help them to develop mindfulness and empathy. | <urn:uuid:b8fe393f-7340-4ec8-ad77-1a5464c8892c> | CC-MAIN-2018-51 | https://www.ggs.wa.edu.au/Junior-School/Academic/Years-1-2 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823738.9/warc/CC-MAIN-20181212044022-20181212065522-00591.warc.gz | en | 0.943799 | 198 | 2.875 | 3 |
Apps & Lessons. National Gallery of Australia Australian Council of Art and Design University Schools Association of Independent Schools NSW International Society Technology in Education (ISTE), USA iPadpalooza, USA 21st Century Learning International National Arts Education Association (NAEA), USA TAFE Queensland The Kellett School, Hong Kong Queensland Art Teachers Association Queensland University of Technology Apple Consultants Network Lutheran Education Australia Brisbane Catholic Education State Library Queensland EduTECH Teacher Training Australia Lady Gowrie Childhood Education Queensland Museum of Contemporary Art, Brisbane Griffith University.
50 Ways To Integrate Art Into Any Lesson. Life_cycle_of_the_butterfly_2.pdf. 8911ch08.pdf. Express 8.08 - Learn from the Experts: Arts-Integration Lesson Plans That Work. Learn from the Experts Arts-Integration Lesson Plans That Work Willona M.
Sloan Are you interested in developing lessons and activities that integrate artistic disciplines across subject areas? Integrating dance, painting, and music into math, science, and history can provide your students with new ways of seeing and learning, improve their critical-thinking skills, and offer them a chance to create authentic responses to what they are learning. Sounds great, right? Edutopia offers a collection of lesson plans designed by educators at the Wiley H. You can also tap into the professional development resources and tips provided by Pat Klos, an arts-integration specialist for Anne Arundel County Public Schools in Maryland.
Artful Thinking, a program developed by Harvard Project Zero and the Traverse City public school system in Michigan, provides a list of activities and lessons designed to teach students how to develop thinking dispositions that support thoughtful learning. Also, don't miss. Lesson Planning. Lesson Planning Includes thematic lesson plans, activities, materials, themes and artists.
NAEA Instructional Resources Gallery: A special collection of lesson/unit plans curated by NAEA professionals and available only to NAEA members! Division Directors will provide leadership to redesigning the Instructional Resources Gallery (IRG) in alignment with the next generation of visual arts standards (to be released summer 2014); this affords an exceptional opportunity to rethink how the IRG can best support professional learning communities focused on the development of curriculum/instructional content and assessments.
Stay tuned as Division Directors bring energy and insight to this primary development initiative and call upon you to contribute to the knowledge and content.VIEW the Instructional Resources GalleryLEARN HOW to submit your lesson/unit plan for inclusion in the Instructional Resources Gallery NAEA Museum Education Resources. Lesson Plans - Think 360 Arts for Learning. Integrating the Arts: Multimedia Resources for Art Education, and lesson plans. These resources use the visual arts to teach concepts of social studies, science, language arts and math curricula.
Designed for middle school students but adaptable for elementary and high school, all content including the printable lessons and flash interactives align with the Maryland State Curriculum. Ideal for visual arts teachers who want to integrate the arts into other disciplines or for non-arts teachers who want to venture into the world of art. Activities can be assigned as homework or in-class assignments. Note: These resources require both Adobe Flash and Reader. Integrating the Arts: Islam Explore Islamic art through the lenses of mathematics, language arts, science and social studies. Mummies, Manuscripts and Madonnas Discover ancient, medieval and Renaissance art through dozens of language arts, science, social studies and math activities. Integrating the Arts: China. KinderArt - Cross Curricular Lesson Plans That Integrate The Arts Across A Variety Of Content Areas and Subjects. CROSS CURRICULUMNote: Grade levels are given as a guideline only.
Lessons are always adaptable. Finding ways to incorporate art into the everyday classroom is essential. It's been proven that early exposure to visual art, music, or drama promotes activity in the brain. What better way to create excitement in the math, science or history classroom? Art helps children understand other subjects much more clearly... from math and science, to language arts and geography. Choose from the subjects below to find many lesson plans and activity ideas for your school or home classroom. ART SMART Lessons about art and advertising, color mixing, becoming a curator and more. GEOGRAPHY Map making, paper mache planets and more. HISTORY Learning about the past. 4CCAC ADVOCACY Presentation Slides. Bibliography-Resources.pdf. | <urn:uuid:4542c7ce-6a58-486c-992b-ed23bb2830fe> | CC-MAIN-2018-51 | http://www.pearltrees.com/ms.bcotter/art-integration/id14116245 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00311.warc.gz | en | 0.881548 | 922 | 2.9375 | 3 |
Sea Turtle Facts for Kids Video
Sea Turtle Facts
Sea turtles are the coolest surfers in the sea. They are one of the oldest creatures on earth as their oldest known fossil date back around 150 million years. They are reptiles that breathe air. They return to the same nesting ground where they were born to lay eggs. There are total 7 species of sea turtles and 6 of them are endangered. They live primarily in the ocean. They are cold-blooded. Both sea and land turtles are classified in the order Testudines. They can migrate extreme distances. They can be found in all oceans of the world except in the polar area.
Fast Facts: â
- Turtles lay eggs in the holes in the sand. They cover these holes with additional layer of sand so they cannot be recognized easily.
- Sea turtles do not have teeth because their mouths are adapted to each type of food they normally eat.
- They cannot hide their head and legs inside the shell.
- Temperature of the nest can determine the gender of the baby turtle.
- They have excellent eyesight and sense of smell.
- Leatherback sea turtles can travel more than 10,000 miles per year.
- They can hold their breath for a very long time.
- They are solitary nesters.
- Eggs of sea turtles look somewhat like ping pong balls.
- A female turtle can lay up to 150 eggs every two to three years.
- Average life span of a sea turtle is 70-80 years.
- They can hear vibrations.
- The leatherback sea turtle is the largest turtle and heaviest reptile in the entire world.
- The Kempâs Ridley turtle is the smallest sea turtle.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Fun Sea Turtle Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/sea-turtle-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Sea Turtle Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/sea-turtle-facts-for-kids-video/
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Sponsored Links : | <urn:uuid:b830751d-c727-43ce-b99f-127d07a01238> | CC-MAIN-2018-51 | https://easyscienceforkids.com/sea-turtle-facts-for-kids-video/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823339.35/warc/CC-MAIN-20181210123246-20181210144746-00111.warc.gz | en | 0.899596 | 582 | 3.53125 | 4 |
ERIC Number: EJ783190
Record Type: Journal
Publication Date: 2008-Feb
Reference Count: 0
Why Teach Art?
Stephens, Pamela Geiger
SchoolArts: The Art Education Magazine for Teachers, v107 n6 p35 Feb 2008
Throughout the author's career as an art educator in public schools and at the university level, a perplexing question has recurred: "Why teach art?" This query never fails to surprise her, for in her estimation the arts are at the very core of all art educators need to know and what they should be teaching. As art teachers--regardless of where or who they teach--they should consider that the content of art has the power to impact in positive ways the physical development, cognition, and behaviors of their students. In this article, the author presents and discusses some examples of this power.
Descriptors: Art Education, Art Teachers, Child Development, Public Education, Art Appreciation, Physical Development, Cognitive Development, Child Behavior
Davis Publications. 50 Portland Street, Worcester, MA 01608. Tel: 800-533-2847; Tel: 508-754-7201; Fax: 508-753-3834; Web site: http://www.davis-art.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A | <urn:uuid:02fa8328-cebc-40a1-832c-0a8e6693dad2> | CC-MAIN-2018-51 | https://eric.ed.gov/?id=EJ783190 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826842.56/warc/CC-MAIN-20181215083318-20181215105318-00471.warc.gz | en | 0.867233 | 293 | 2.578125 | 3 |
Wednesday, October 07, 2015 . Posted by Trish
There is exciting news for teachers looking for ways to reliably and meaningfully track pupilsâ development in reading and writing. As a consequence of a meeting of teachers, advisors and education academics organised by UKLA, a joint association working group was set up to produce a progression tool, produced by the profession for the profession.
The group consisted of expert representatives from the United Kingdom Literacy Association (UKLA), The Centre for Literacy in Primary Education (CLPE), National Association for the Teaching of English (NATE), the National Association for Advisors in English (NAAE) and the English and Media Centre. The scales were produced alongside groups of teachers who piloted the scales in their classrooms and fed back their ideas about their use.
The scales have been influenced by and build upon earlier work undertaken by Myra Barrs and her colleagues. The purpose of the new scales is to help teachers to understand what progression looks like in reading and writing. They illustrate how schools can provide an environment that supports childrenâs development as readers and writers and suggest some next steps that teachers can plan in order to take children into the next phase of their development.
The group are very clear that these are progression and not summative assessment scales. They are designed to support and develop teacher subject knowledge in literacy development, not to set out a linear sequence of targets that children need to reach in order to move to the next phase.
The group hope that the scales support teacher subject knowledge in the development of reading and writing, providing a tool that will help strengthen teacher understanding. The scales will enable schools to recognise and document children's very different learning styles within a common framework and to plan for varying needs of individual children. The scales will be available for schools for a token charge only.
There will be a launch of the scales at CLPE in London on 8th February 2016.
...joining UKLA is a unique opportunity... to read about exciting and thought provoking developments in the field of literacy â
Read more > | <urn:uuid:832b41ce-cb6f-40fa-a163-dde864be209b> | CC-MAIN-2018-51 | http://legacy.ukla.org/news/story/assessment_materials_written_by_teachers_for_teachers/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824059.7/warc/CC-MAIN-20181212155747-20181212181247-00390.warc.gz | en | 0.962688 | 420 | 2.90625 | 3 |
Hope you all are doing well! It has been great a first month back with all of your little ones!
To recap on the past month, we began our year by settling the students into the Montessori environment by implementing normalization practices. Normalization, in the Montessori method, is the natural process that children work towards as they learn to focus and concentrate their energy for sustained periods of time, while also finding satisfaction in their work.
In the first few weeks, we introduced them to daily routines, lessons in grace and courtesy, getting acquainted with & building friendships with other students, and to the Montessori materials, in a general way. They were also introduced to lessons in practical life, sensorial material, math, language, arts & crafts, and geography.
During the lessons in practical life, the children were exposed to exercises that helped them practice coordination of movement, build a sense of independence and take on basic societal tasks. In example, they practiced rolling & unrolling mats, spooning (coordinating movement of objects using various spoons), pouring liquids & solids, sweeping, dusting, washing dishes, and self-care (i.e. washing hands) â among various other tasks.
During lessons in sensorial material, the children were exposed to exercises which served to stimulate the five senses, refine the perceived information, and make classifications in his or her environment.
One example of sensorial materials practice was a lesson called âGeometric Cabinetâ. In this lesson, the children paired different geometric figures with their matching frames. This activity helped the children distinguish various object forms and served to build foundational skills in geometry and writing.
Currently, they are also learning about the Earth, itâs elements and the seven continents.
When learning about the seven continents, we incorporated songs to help them remember â as some of you may have heard at home!
All of the children have been wonderfully learning & making progress in the aforementioned areas at their own individual pace. I will keep you all posted more as the year continues.We hope to have a great year!
Thanks, Ms. Kumudini | <urn:uuid:89e20fb1-9760-4c40-b223-6bbe874aca32> | CC-MAIN-2018-51 | https://www.salem-montessori.org/wickramasuriya-september-newsletter/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00429.warc.gz | en | 0.968446 | 438 | 3.234375 | 3 |
Whatâs the best way to teach children to read? According to the National Reading Panel, âteaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to Phonemic Awareness.â This is a statement made by the National Reading Panel (NRP) in their report titled âTEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.â
Phonemic Awareness instruction was selected for review by the NRP in their report because studies have identified phonemic awareness and letter knowledge as two of the best predictors of how well children will learn to read in their first 2 years of entering school. There is strong Scientific evidence to suggest that phonemic awareness instructions are important in helping children develop reading skills.
One study discussed the presence of phonemic awareness in Austrian children aged 6 to 7 that were unable to read when first entering school. This study found that many children had not one correct response in their test of a simple vowel substitution task. However, a few children who exhibited high phonemic awareness scored close to perfect on this same task. The study further stated that âthere was a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell.â Even more importantly, the study indicated that it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling at the end of grade one. Children with high phonemic awareness at the beginning of grade one had high reading and spelling achievements at the end of grade one, compared to some children with low phonemic awareness who had difficulties learning to read and spell.
In the National Reading Panel report, they also determined that the beneficial effects of phonemic awareness on reading last well beyond the period of training. While phonemic awareness instructions are proven to significantly help children learn reading, it is not a complete reading program. What it does, is provide children with a foundational knowledge base of the alphabet language. The NRP analysis also showed that phonics instructions produces significant benefits for students from kindergarten through grade 6, and is also helpful for children with learning to read difficulties.
Children who are taught with phonics and phonemic awareness instructions are consistently able to decode, read, and spell, and even demonstrated significant improvement in their ability to comprehend text. Even older children who receive these similar teachings improved their ability to decode and spell. The NRP made a key statement saying that âconventional wisdom has suggested that kindergarten students might not be ready for phonics instruction, this assumption was not supported by the data. The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levels.â
However, I would like to further expand on that by saying that children as young as two years old can learn to read through phonics and phonemic awareness instructions. If a young child can speak, then they should be able to learn to read, even if they are as young as two years old. In fact, I have proven this with my own children. We started teaching our daughter at 2 years and 8months, and she was very capable at reading by the time she was just 2 years and 11 months old.
1. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
2. Cognition. 1991 Sep;40(3):219-49.
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.
Wimmer H, Landerl K, Linortner R, Hummer P.
University of Salzburg, Austria. | <urn:uuid:c68e6ec0-9f66-400c-8a16-a3adf4228f8d> | CC-MAIN-2018-51 | https://helim.com/best-way-teach-kids-read/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823895.25/warc/CC-MAIN-20181212134123-20181212155623-00031.warc.gz | en | 0.971073 | 851 | 4.09375 | 4 |
Special Education (SE)
SE 2080 Children and Youth with Disabilities (3 Credits)
Provides a foundation for understanding social, family, and educational contexts affecting the lives of children and youth with disabilities. Students explore historical and social factors that have shaped policies and understand the provisions of state and federal legislation relevant to children and youth with disabilities. Students explore: collaboration, disability types, referral process, and frameworks for support. Falls and Springs.
Prerequisite(s): restricted to Youth Development and Education, Early Childhood Education, Elementary Education, or Music Education majors.
SE 3070 Classroom Applications in Inclusive Education (3 Credits)
Broadens students' understanding and knowledge of the nature and needs of children with disabilities in traditional educational settings. Emphasis is on providing specific instructional strategies, diagnostic and academic interventions, effective programming and remediation for students with exceptionalities. Students work extensively with Individual Education Plans, 504 plans, behavior plans, as well as a variety of assessment instruments. Includes the use of direct instruction, curriculum-based assessment and systemic observations. Students are required to do a field placement with their Integrated Curriculum and Assessment classes. Falls and Springs.
Prerequisite(s): SE 2080.
SE 3090 Introduction to Special Education: Middle and Secondary (3 Credits)
Provides teachers and other social service professionals with the understanding and skill to work effectively with children with disabilities in integrated settings. Emphasis is placed upon the disabilities most prevalent in society, such as learning disabilities, behavior and emotional disorders and cognitive impairments. Other forms of disabilities to be discussed include sensory, neurological and musculoskeletal. Competencies to be presented and discussed are consistent with International Council for Exceptional Children standards and include: historical, philosophical and legal foundations of special education, characteristics of individuals with disabilities, communication and collaborative efforts among professionals, understanding professionalism and ethical practices in special education. An observation component is integral to this course. This course is designed for K-12 Teacher Certification and Middle School majors only. The course is not intended for majors in the Early Childhood Studies or Elementary Education and Childhood Studies Departments. Falls and Springs. | <urn:uuid:db8fd98a-75f1-4eb7-a966-eeb42959bc7d> | CC-MAIN-2018-51 | https://coursecatalog.plymouth.edu/undergraduate-courses/se/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828501.85/warc/CC-MAIN-20181217091227-20181217113227-00031.warc.gz | en | 0.926844 | 434 | 2.609375 | 3 |
Solo Instrumental and Vocal Lessons
Applies to in-home piano, voice, violin, viola, cello, flute, clarinet, oboe, saxophone, and guitar lessons.
30-minute lessons: $50
45-minute lessons: $68
60-minute lessons: $90
90-minute lessons: $135
In-home 30 minutes: $50 (Online 30 minutes: $45)
In-home 45 minutes: $68 (Online 45 minutes: $62)
In-home 60 minutes: $90 (Online 60 minutes: $81)
Musicianship LessonsâDiscovering How Music Works
Group online lessons: $35 per session (30 minutes, maximum of 8 students per group)
While fundamental basics of music theory will be covered during ordinary instrumental or vocal lessons, reinforcing core concepts significantly speeds up the learning process. Group musicianship lessons offer a fun and accessible way of improving the studentsâ grasp of music notation, rhythm, functional harmony, and many other aspects of music theory, as well as exposure to solfège, which is arguably one of the key components of a good music education.
The fundamental areas that we focus on during musicianship lessons can be broken down into five categories:
- Reading (identifying notes, intervals, chords, etc.)
- Writing (composing, simple analysis)
- Singing (solfege, sight-reading, sight-singing)
- Listening (simple dictation / aural analysis)
- Improvising (based on specific topics/techniques)
If combining musicianship lessons with instrument/vocal lessons, we will apply a 25% discount.
Discounts and Offers
A 10% discount will be applied if paying for the entire school year in advance.
We value your recommendation, which is why we will credit your account with $100 for a successful referral (the referred student signs up for at least 3 months of lessons).
Trial lessons are priced as regular lessons. | <urn:uuid:1cb85e9f-5e0e-4596-a26c-a3e45062ceea> | CC-MAIN-2018-51 | https://chevychasemusic.org/pricing-and-packages/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825363.58/warc/CC-MAIN-20181214044833-20181214070333-00150.warc.gz | en | 0.88804 | 423 | 2.53125 | 3 |
Boys Trail Girls in Reading Across States
A new study on gender differences in academic achievement, offering what it calls âgood news for girls and bad news for boys,â finds that, overall, male students in every state where data were available lag behind females in reading, based on an analysis of recent state test results. At the same time, in mathematics, a subject in which girls have historically trailed, the percentages of both genders scoring âproficientâ or higher were roughly the same, with boys edging out girls slightly in some states and girls posting somewhat stronger scores in others.
In certain states, such as Arkansas, Hawaii, New Mexico, and Vermont, the gender gap for reading proficiency was 10 percentage points or higher, based on 2008 test data.
âThe most pressing issue related to gender gaps is the lagging performance of boys in reading,â says the report, released today by the Center on Education Policy, a Washington-based research and advocacy group.
In a conference call with reporters, Jack Jennings, the groupâs president and chief executive officer, noted that whether looking at student outcomes at the elementary, middle, or high school level, male rates of proficiency were lower than for females across all states studied in 2008. (Forty-five states had data available for all three levels.)
âThere is a consistent achievement gap,â he said. âSomething is going on in our schools holding back boys.â
The report does offer some encouragement for boys in reading, suggesting that as a group, they are making some gains over time, and that the gender gap has narrowed in many states.
For instance, in 38 out of 44 states, the percentages of 4th grade boys scoring proficient or higher climbed between 2002 and 2008. Also, in 24 out of 44 states, the gender gap for 4th graders in the percentage of students scoring proficient or higher narrowed over that time period, though it widened in another 14 states.
When looking at the data another way, however, based on changes in the average of test scores, the gaps between boys and girls in reading âwidened across all three grade levels [elementary, middle, and high school] as often as they narrowed.â
âClear and Startlingâ Differences
The new report from the Center on Education Policy is part of a series of studies the organization has been conducting that examine trends on state tests since 2002, when the federal No Child Left Behind Act was signed into law by President George W. Bush.
The center notes that one reason for the reportâs focus on the rate of students deemed âproficientâ is that the designation is the key indicator used to determine whether districts and schools have made adequate yearly progress under the federal law. However, as the report emphasizes, each state uses its own tests to gauge proficiency and also sets its own cutoff score for what it judges proficient.
The report says that research has long noted historical differences in the achievement of boys and girls in reading and math, though considerable recent research suggests there is no longer a gender gap in math achievement.
With its state-by-state analysis, the report is able to identify those states that appear to struggle the most with gender gaps in reading. In Arkansas, the gap was 13 percentage points at the elementary level and 14 percentage points at both middle and high school in 2008. On state tests in Hawaii that year, boys came in 14 percentage points behind at the elementary level, 13 in middle school, and 16 in high school.
In the conference call, Mr. Jennings noted that even Massachusetts, a state known for its strong academic standards and performance, has a sizable gender gap, at 13 percentage points for elementary students in 2008.
Some other states, however, such as Florida, Kansas, Nebraska, and Virginia, had much smaller reading gaps at all levels. In Virginia, for example, the gender gap for boys was 3 percentage points at the elementary and middle levels and just 1 percentage point in high school.
In most cases, the gender gap in state math achievement did not exceed 5 percentage points, the 2008 data show.
Susan B. Neuman, an education professor at the University of Michigan who specializes in literacy development, called the new study âan extraordinarily important document.â
Ms. Neuman, a former U.S. assistant education secretary under President Bush who was invited to participate in the conference call but was not involved in the study, emphasized the findings with regard to boysâ achievement, noting that it is a relatively recent trend.
âWeâve been talking about closing the achievement gap in so many different ways, ... but we have not focused on the gender gap, which is very clear and startling in this report.â
She added, âI think we have to re-evaluate our curricula, re-evaluate how we are managing our classrooms.â
Vol. 29, Issue 27 | <urn:uuid:c5b19377-d0cb-4d18-8e0e-e339b06cf93e> | CC-MAIN-2018-51 | https://www.edweek.org/ew/articles/2010/03/17/27gender.h29.html?tkn=POZFemZMr7PkfZAgKKvsTJ17O078U3yxPcud | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823445.39/warc/CC-MAIN-20181210212544-20181210234044-00552.warc.gz | en | 0.966058 | 1,021 | 2.875 | 3 |
As a requirement for my student teaching experience, I had to create a unit plan for my emphasis, secondary choral music. Since there are no real "units" in high school choir (as repertoire is the curriculum), I decided to choose one of the pieces I was teaching and create a three lesson "unit" on the items I focused on while teaching it. This unit focuses on Randall Thompson's "Choose Something Like A Star" from Frostiana. Though there are only three lessons here, one lesson would most likely be spread out over several school periods due to time restraints. Additionally, I taught this piece to Master Singers, an advanced, auditioned choir consisting of grades ten through twelve. Due to their advanced musicianship skills, they were able to sightread this piece in my very first lesson, something that may need to be adapted for less advanced choirs; at times I had to stop to teach individual parts, but I did not include such activities in my lesson plans as their occurrence is somewhat implied. Despite the ease of learning for the notes and rhythms in this piece, the challenge lies not in the musical elements but in the relation of music to Frost's poetry.
As I reflect, I realize that teaching this piece was immensely rewarding for both my students and for me as a teacher and conductor. This piece holds a very special place in my heart, and now my deep understanding and relationship with "Choose Something..." and Frostiana has been instilled in my students. Though the role of the text in this piece is rather advanced, the comprehension of the poem provided an appropriate and gratifying challenge to my students that proved to be worthwhile.
Below is my unit
plan for this piece, complete with National Standards for Music
Education, as well as Pennsylvania Standards for the Arts and
Humanities. Beneath my lesson plan is a recording of this piece as
performed at the Master Singers spring concert on April 30th, 2014 in
State College Area High School North Auditorium.
Instructor: Alison Geesey
Unit: Randall Thompsonâs âChoose Something Like A Starâ
Class/Group/Grade Level: State High Master Singers (Advanced Choir, Grades 10-12)
Teacher Techniques and Strategies:
Assessment Tools and Standards
National Standards For Music Education Achieved:
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Pennsylvania Arts and Humanities Standards Achieved:
Music selections: Randall Thompsonâs âChoose Something Like A Starâ
Other materials: Laptop to play recording, mp3 recording (teacherâs own), speakers to play recording | <urn:uuid:30ebf7b3-400f-41fd-8e0e-9c25f12f3e02> | CC-MAIN-2018-51 | https://www.alisongeesey.com/unit-plan-secondary-choral | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829429.94/warc/CC-MAIN-20181218143757-20181218165757-00552.warc.gz | en | 0.949233 | 610 | 3.140625 | 3 |
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
READING AND VIEWING LITERACY PROGRESSIONS - UNDERSTANDING TEXTS Australian Curriculum
These posters have been made to display the Literacy Progressions element of Reading and Viewing - UNDERSTANDING TEXTS. Also can be used as a bump it up wall.
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. This sub-element is organised into three subheadings: comprehension, processes and vocabulary.
This sub-element supports the sub-elements of Listening, Speaking, Phonic knowledge and word recognition and Understanding texts.
The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning and collaboration between teachers.
The progressions can be used to identify the literacy capability of individual students within and across the 12 sub-elements. In any class there may be a wide range of student abilities. Individual students may not neatly fit within a particular level of the progressions and may straddle two or more levels within a progression. While the progression provides a logical sequence, not all students will progress through every level in a uniform manner.
When making decisions about a studentâs literacy development, teachers select relevant indicators. It is important to remember indicators at a level are not a prescriptive list and the progression is not designed to be used as a checklist. Teacher judgements about student literacy capability should be based on a range of learning experiences. Observations, discussions, performances or tasks from any learning area can provide suitable evidence of a studentâs literacy capability.
Teachers can use the progressions to support the development of targeted teaching and learning programs and to set clearer learning goals for individual students. For example, teaching decisions can be based on judgements about student capability that relate to a single indicator rather than all indicators at a level.
OTHER RESOURCES YOU MAY LIKE
LITERACY PROGRESSIONS - WRITING
LITERACY PROGRESSIONS - READING AND VIEWING
NUMERACY PROGRESSIONS - NUMBER SENSE AND ALGEBRA
(c) For the love of it
This teaching resource and the intellectual property it contains has been developed by "For the Love of it" Teaching Resources and is protected under copyright 2016.
The information is Based on Australian Curriculum, Assessment and Reporting Authority ACARA materials downloaded from the Australian Curriculum Website on (11/02/16). ACARA does not endorse any changes that have been made to the Australian Curriculum.
It may be printed & photocopied by the original purchaser for single classroom use only and may not be put on the internet, re-sold or re-distributed in any other form.
THE COPYRIGHT PROTECTION COVERS THE IDEA/CONCEPT OF USING THE ACARA DESCRIPTORS TO MAKE INDIVIDUAL LEARNING GOALS AND LEARNING INTENTIONS AND SUCCESS CRITERIA POSTERS, THE LAYOUT, TITLE AND BRANDING.
Schools must purchase individual copies for individual teachers.
The payment received by "For the Love of it" Teaching Resources for this teaching resource is not for any part of the Australian Curriculum. | <urn:uuid:c0435068-23e9-4b4f-9572-09979196a420> | CC-MAIN-2018-51 | https://www.teacherspayteachers.com/Product/READING-AND-VIEWING-LITERACY-PROGRESSIONS-UNDERSTANDING-TEXTS-Aust-Currici-4244484 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824180.12/warc/CC-MAIN-20181212225044-20181213010544-00471.warc.gz | en | 0.899509 | 754 | 3.96875 | 4 |
Over the past couple of weeks, we have been working on a few projects that were initiated by children, and that are great examples of how rich literacy & numeracy learning can emerge naturally from children's interests.
One of these projects involves the creation of a giant puzzle. Children have been showing interest in using the big space that we have available to us in lots of different ways, such as building a train track that stretches across all three rooms. After some of these explorations, one child came up with the idea of creating a puzzle that stretched all the way across the school.
To start working on the puzzle, a group of children gathered together to share ideas about what it could look like. Several ideas were offered...all the children in the school at a party! The characters from PJ Masks! All the colors of the rainbow! An owl eating grass! We soon realized that we could combine these ideas into one cohesive whole by creating a party scenario with both human and animal guests. I sketched out a layout, and children chose sections of the party to begin working on. Later, other children joined in as well, excitedly drawing a self-portrait to add themselves to the party.
Projects such as this one benefit children for many reasons. As an activity that places their ideas as the centerpiece of a learning experience, it provides a sense of empowerment and the capacity to be an active agent in the world. The aspect of telling a story and representing ideas visually is a cornerstone of literacy development, as well as artistic expression. As the project evolves, opportunities for measurement, math concepts, and spatial awareness also come into play, as we try to figure out where exactly the puzzle will fit in our school.
Another child-initiated project stemmed from the eternal and important questions of "Who's bringing snack today?" "When is it my turn to bring snack?" I shared with children that we have a snack calendar on the computer, and families write their name down on different days. We decided to make a calendar that we could have in our classroom that children could look at. Two children began working steadily on making calendar boxes and writing the numbers. Sometimes they got stuck, and weren't sure how to write the next number. When that happened, another child working on something else nearby would chime in to help them out.
The intrinsic motivation that is evident in these activities makes them powerful learning experiences, and mean that the new information that children encountered in their work is more likely to be retained and integrated into the children's knowledge base.
We are looking forward to showing you our work when it's finished! | <urn:uuid:ba52123a-b2e9-48ff-b4f9-44d7f9cb3427> | CC-MAIN-2018-51 | http://www.catskillwheelhouse.org/preschool-blog/?offset=1519762314676 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00469.warc.gz | en | 0.974767 | 532 | 3.015625 | 3 |
Competency 4: Critical Thinking
Complex challenges faced by MCH populations and the systems that serve them necessitate
critical thinking. Critical thinking is the ability to identify an issue or problem, frame it as a specific
question, consider it from multiple perspectives, evaluate relevant information, and develop a
Evidence-based decision-making is the conscientious, explicit, and judicious use of current best
evidence to guide practice, policy, and research. It is an advanced manifestation of critical
Implementation science is also a vital component of critical thinking in order to promote the
adoption and integration of evidence-based practices, interventions, and policies.1
MCH leaders will demonstrate a working knowledge of:
- The cognitive hierarchy of critical thinking: knowledge, comprehension, application,
analysis, synthesis, and evaluation.
- Basic statistics, epidemiology, qualitative and quantitative research, systematic review,
- The levels of evidence used in guidelines and recommendations of their
Foundational. At a foundational level, MCH leaders will:
- Evaluate various perspectives, sources of information, merits of various approaches, and
possible unintended consequences in addressing a clinical, organizational, community-based,
or research challenge.
- Use population data to assist in determining the needs of a population for the purposes
of designing programs, formulating policy, and conducting research or training.
- Formulate a focused and important practice, research, or policy question.
- Demonstrate the ability to critically analyze research.
Advanced. Building on the foundational skills, MCH leaders will:
- Identify promising and evidence-informed practices and policies that can be used in
situations where action is needed, but no evidence base yet exists.
- Present and discuss a rationale for policies and programs that is grounded in research
and addresses the information needs of different audiences.
- Use implementation science to analyze and translate research findings into policies
- Develop and apply evidence-based practice guidelines and policies in their field.
FOOTNOTE: (1) Adapted from NIH Fogarty International Center Implementation Science Information and Resources. Available at www.fic.nih.gov/researchtopics/pages/implementationscience.aspx
« Previous: 3. Ethics | 5. Communication » | <urn:uuid:28780739-5bc6-4873-be4b-f53861d54dce> | CC-MAIN-2018-51 | https://mchb.hrsa.gov/training/leadership-04.asp | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00272.warc.gz | en | 0.844328 | 465 | 2.96875 | 3 |
We often hear the call to âgive backâ in society. But why is it so important to heed this call? As it turns out, community service does more than help recipients; it also benefits givers as well.
For their future success, today's students need to know how to communicate, yet many are graduating without this critical skill. At GIIS, we aim to help our students graduate with all of the skills they need for success, including communication skills. We've already discussed why communication skills are critical, so here is a closer look...
Visit our culinary studio while cooking is underway and you will find groups of children enthusiastically trying their hands at various techniques, experimenting with different combinations of ingredients and learning to use appliances and kitchen utensils with confidence.
Children entering their primary years are faced with a critical moment; not only are they approaching the time when academic success becomes fundamental, but they are also just beginning to discover who they are and who they want to become.
Dr Maria Montessori famously said:
âThe goal of early childhood education should be to activate the childâs own natural desire to learn.â
At Global Indian International School (GIIS), we have embraced this philosophy whole-heartedly even while designing a unique pedagogy which combines focal points of the esteemed Montessori curriculum with...
Person 1: Oh, you took Biology in your 12th? Then you should take medicine.
Person 2: If you are a student of Biology, then medicine is the only course you can opt for.
Person 3: Donât you know Biology and Medicine are synonymous?
Person 4: You cease to exist if you are not a doctor.
Many parents have been associating the stream of Biology with...
People say there is magic in music, that it's a true language of the soul.
Research says those people are right. According to peer-reviewed studies in major publications, music education can elevate children's IQ, improve their emotional outlook and enhance academic achievement in non-music subjects.
Supporting the development of lifelong learning skills isnât just something we talk about at GIIS. Itâs infused in everything we do.
Imagine this: An 8-year old child is alone at home, and wants to spend time drawing. While rummaging through the drawers to find a pencil, the child finds a S$10 note. After a quick look around to ensure no one is watching, the child smoothly picks up the note, pockets it and gets back to routine.
Designed for 21st-century learning, the Global Indian International School (GIIS) SMART Campus in Punggol is built around an innovative ânestâ concept that creates a safe and nurturing environment while allowing ample natural light and air to flow freely through all interior spaces. The structures on the SMART Campus also stress the... | <urn:uuid:7dd0b201-c56a-483d-af75-7aefc80933cd> | CC-MAIN-2018-51 | https://blog.globalindianschool.org/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00591.warc.gz | en | 0.951803 | 596 | 2.96875 | 3 |
There are an estimated 53 million children in Pakistan between the ages of 5 to 16. Only about half of them are in school. Even for those in school, learning is not guaranteed. Many children receive an education of such poor quality that they are barely able to read or do simple mathematics.
SABAQ is an education solution designed to supplement regular instruction at school in primary grades and to provide out-of-school children (OOSC) with access to high-quality content that helps them develop literacy and numeracy skills. It is designed to be engaging and interactive, includes animated video lessons, interactive exercises, live-shot video lessons, and story-based instructional content. The content is aligned with Pakistanâs National Curriculum. SABAQ content is developed (or adapted from open source education materials) and distributed on pre-loaded, customized tablets to schools and informal learning centres via SABAQ partners. In addition to developing content and providing pre-loaded tablets, Multinet trains partners to use the content and integrate SABAQ into their programmes (the model may vary from partner to partner).
ILM IDEAS 2âS INVESTMENT
Ilm Ideas 2 invested approximately GBP 0.36 million in the first phase of the programme (from March 2016 to March 2017) and is now investing a further GBP 2 million in Phase II of implementation.
PHASE I â PROGRESS TO DATE
In Phase l, Multinet worked with two other organisations to develop and test content for KG and grade 1, and models for implementation in 80 classrooms in Karachi and Punjab, and 40 informal SABAQ learning centres in district Mirpurkhas in Sindh.
PHASE II â WHAT NEXT?
Over the next two years (Phase II), Multinet will scale up SABAQ to reach 65,000 children of whom 50% will be girls. Working in partnership with the National Rural Support Programme (NRSP) and The Citizens Foundation (TCF), Project SABAQ will reach 17,500 out of school children in 500 newly established informal SABAQ Learning Centres and 37,500 children in school in over 300 schools. Multinet will also partner with World Learning in Azad Jammu and Kashmir and Gilgit Baltistan to provide SABAQ to teachers on tablets already provided by a USAID-funded national reading programme. SABAQ will also scale up by creating more content for other grades (up to grade 5) and for additional subjects (English, Science and Sindhi).
Why Ilm 2 invested
- Strong organisation with leadership committed to developing and taking solution to scale
- Sound plans for achieving financial sustainability
- Clear line of sight between problem and solution, and potential to impact learning outcomes
For further information, contact Hassan Bin Rizwan, email email@example.com | <urn:uuid:13d126d3-236e-45b0-b8ef-3233ca1e69a6> | CC-MAIN-2018-51 | http://www.ilmideas2.pk/our-partners-proven-solution/multinet/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823339.35/warc/CC-MAIN-20181210123246-20181210144746-00109.warc.gz | en | 0.939888 | 585 | 2.640625 | 3 |
Christmas Party - Kid Games and Ideas November 27 2017
Simple Machine Science for Kids: Launching Ping Pong Ball Snowmen by Buggy and Buddy
Whenever I invite my kids to participate in science experiments, my main goal is NOT to make sure they master a set concept, but simply to allow them to explore the activity in their own way. Giving this freedom to children inspires them to make predictions and critically think about the world around them in a pressure-free setting.
We donât really get snow in our neck of the woods so we have to create our own imaginary snow activities~ like our indoor snowy toy car ramp, or like this activity- launching ping pong ball snowmen!
Materials for Launching Ping Pong Ball Snowmen
- Ping pong balls (Optional: Draw snowmen faces on the ping pong balls with Sharpiesto make this science activity winter themed!)
- Wooden yardstick
- Something to use as a fulcrum (Examples: coffee can, large wooden toy block, a log, or a brick )
- Small plastic cup
- Strong tape (like packing tape or masking tape)
- An open space to do the activity (like your yard or a nearby park)
- Optional: Paper and pencil for science journaling
1. Tape a plastic cup to one end of the yardstick. (We started off with just a few pieces of tape, but soon realized we needed to add quite a bit more to keep the cup from flying off the yardstick. Really tape that baby down with some strong tape.)
2. Grab your ping pong ball snowmen, your yardstick (with cup attached) and whatever youâre using as the fulcrum (in our case a coffee can) and head outside. Find an open space (like your yard) to set up your activity.
2. Place the yardstick over the coffee can (or whatever item youâve found to use as the fulcrum).
3. Put a ping pong ball snowman into the cup.
4. Give the snowman a little pep talk before his launch.
4. Push down on the opposite end of the yardstick quickly (with either your hand or foot) and observe what happens to the ping pong ball.
5. Allow plenty of time for children to explore launching the ping pong balls. Optional: Encourage children to record what they are noticing in their science journals. Younger children can illustrate what is happening with simple pictures.
6. Depending on the age and interest of your child, introduce the terms lever and fulcrum. (A lever is basically a stick or rod that uses a pivot point or fulcrum to move something. In this case the yardstick is the lever, the coffee can is the fulcrum, and the lever is moving the ping pong ball.)
7. Invite your child to observe what happens to the ping pong ball when changing the position of the fulcrum. Older children can use the markings on the yardstick to record the location of the fulcrum in their science journal and how each location affects the distance the ping pong ball travels.
This activity can be a great learning experience for any age! Theo at 2 years old had a blast launching his ping pong ball snowman! He felt proud being able to set up the activity on his own and gained experience with cause and effect.
Lucy, age 5, was determined to see how she could set the lever up to get the ball to go the furthest by changing the location of the fulcrum after each launch. And she was very excited to find out what would happen when she launched lots of snowmen at once. She made all kinds of predictions as she explored our lever activity!
Want to Go Even Further?
Related activities to extend the learning for various ages.
- Play on a seesaw at your local playground. How is the seesaw the same and different as your ball launching lever? Do you think the seesaw is a lever? Why or why not?
- Where do you see levers being used in your everyday life? (Some examples: scissors, seesaw, pliers)
- Go online or to the library and research first class, second class, and third class levers.
- Design and build a smaller version of the lever we made today. | <urn:uuid:cb1772cb-f39c-4e67-acbf-8b02cd6012f7> | CC-MAIN-2018-51 | https://www.uglychristmassweaterparty.com/blogs/news/christmas-party-kid-games-and-ideas | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376832330.93/warc/CC-MAIN-20181219130756-20181219152756-00510.warc.gz | en | 0.93831 | 903 | 3.4375 | 3 |
MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Motivation in education; Reading (Elementary)
Elementary Education and Teaching | Language and Literacy Education
The purpose of this study was to document changes in student motivation, self-perception, and comprehension as readers. The specific aim was to determine the impact of one-to-one conferencing and flexible strategy groups on the comprehension of first graders. Pre- and post- reading motivation surveys, conversational excerpts, and work samples have been analyzed. The focus group of students demonstrated gradual positive changes in reading motivation and reading achievement. The implications for using the components of reading workshop in a first grade classroom are discussed.
Papandrea, Lisa Marie, ""Reading is boring": a qualitative study on motivating first grade students through reading workshop" (2017). Theses and Dissertations. 2369. | <urn:uuid:fbb9581b-1ae1-4ebd-b156-945b2fd2dd37> | CC-MAIN-2018-51 | https://rdw.rowan.edu/etd/2369/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824822.41/warc/CC-MAIN-20181213123823-20181213145323-00632.warc.gz | en | 0.86981 | 186 | 3.03125 | 3 |
Here are some of my home-learning activities which I did with my children â at least those that I managed to find time to document. (Click the link above for an index of all the various categories â see a screenshot of how it looks below):
These activities with children include:
- fine motor skill development for toddlers (I tend to go with Montessori practical life skills)
- how to teach toddlers English (think questions like âhow to introduce the alphabets to your childâ, âhow to make reading interesting to your childâ â see the Literature based learning posts below) â hereâs why I recommend Literature based learning for children
- how to teach preschoolers Chinese
- lesson ideas for teaching toddlers and preschoolers math
- introducing science to young children
- art ideas for toddlers and preschoolers.
Literature based learning posts:
I hope you will enjoy reading the posts as much as I enjoyed putting them together for you. | <urn:uuid:2b52ba43-4907-4e3a-a2ae-292b77ee9185> | CC-MAIN-2018-51 | http://simplymommie.com/home-learning-activities | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827769.75/warc/CC-MAIN-20181216143418-20181216165418-00149.warc.gz | en | 0.956267 | 203 | 3.390625 | 3 |
Reading: This month we are continuing our non-fiction reading unit. We have moved from reading non-fiction chapter books to focusing on research. We have had a schoolwide focus on the importance of water so our first research unit has been learning about water, especially the crisis that faces many countries who have a lack of clean, accessible water. Students are learning how to summarize and synthesize information across several texts. After we finish the research unit on water, students will be able to pick from several research topics to further their skills. Some topics they will be able to choose from are atomic bombs, GMOs, the Titanic, diseases and illness, and teen activism.
Writing: We are moving into our informational writing unit. That will be our focus for the spring. This unit will tie into our social studies unit on ancient Greece. Right now students are reading a lot about Greece and building their foundational understanding. Then students will pick topics that interest them and that they want to learn more about. We will go through the whole process of note-taking, drafting, revising, editing, and publishing. Some of our key areas of focus will be on organizing information into three sections, paraphrasing, using powerful quotes, citing sources within the writing, and using text features,
Social Studies: Our next big unit will begin after our science unit. Students will be answering this driving questions. How is ancient Greece still alive in the United States today? Students will be working in small groups to create projects and a presentation on how many things in our modern society originated in ancient Greece, such as architecture, democracy, language, etc.
Science: Next week we will begin a unit on heat and energy. Students will be studying an African Penguin and engineering a shelter for this penguin using their new understanding of the concepts of heat and energy.
Math: Students are finishing up Ch. 6 of CPM where they learned to represent division of fractions using diagrams, divide whole numbers and mixed numbers by fractions, use the order of operations to find the correct value of a numerical expression, combine like terms, and use a variable to represent any number. They will have a test next Wednesday, Thursday, and Friday on this chapter. Then they will begin Chapter 7 which is called "Rates and Operations." In this chapter students will learn how to calculate rates (including unit rates), how to compare ratios and rates with different units, how to divide more efficiently with fractions, mixed numbers, and decimals, and how to rewrite expressions by combining like terms and using the Distributive Property.
Sixth grade is the time in mathematics where we take foundational skills learned in years past and apply them to higher level concepts. This is especially apparent in their work with expressions and equations, where we introduce variables and start having students manipulate real-life algebraic equations.This is an exciting time for mathematics in sixth grade here in SLCUSD. We are in our first year using a new math program called College Preparatory Mathematics. Please see this website created by the district for more information about our math instruction and to learn how you can help your child succeed: Middle School Math for Students and Families
See the following website for information about our new mathematics program called College Preparatory Mathematics. There is HW help, etools and videos, toolkits, and a parent guide with explanations and extra practice available:
The website below offers information from our district about the new Standards-Based Report Card:
The following link has information about getting support for your family:
Thanks so much for all of your support. Please contact me if you have any questions or concerns. | <urn:uuid:9fc0b8b9-f194-4470-9951-c77754e566aa> | CC-MAIN-2018-51 | http://si.slcusd.org/staff-details-syllabus.php?id=206 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00632.warc.gz | en | 0.942679 | 733 | 3.65625 | 4 |
Regardless of the quality and breadth of their musical life in primary schools, pupils seem to like music less from the end of Year 6 to the end of Year 7.
Research findings published this week in the British Journal of Music Education suggest that the potential benefits that good quality music education can have on children may be compromised if the transition to secondary school is not supported effectively.
The study, âPupil voice and attitudes to music during the transition to secondary schoolâ, conducted by CEM researcher, Dr Dimitra Kokotsaki, is part of a larger project funded by the Nuffield Foundation aimed at sharing ideas about how the primary-secondary transition in music can be improved and enabling the professional development of teachers through the sharing of expertise.
Dr Kokotstakiâs research indicates that Year 6 pupils are enthusiastic about the opportunities of studying music in secondary school. However, these positive pupil attitudes typically felt in the first term of Year 7 are seen to decline as the year progresses.
The study highlights the importance of the music teacher in supporting pupilsâ active musical involvement, providing an element of choice to the pupils and giving clear guidance to ensure progression in their learning. | <urn:uuid:c532a9b7-649c-400d-8434-8185237d0a37> | CC-MAIN-2018-51 | https://www.cem.org/making-a-positive-primary-to-secondary-transition-in-music | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00272.warc.gz | en | 0.953917 | 242 | 3.25 | 3 |
LiteracyApps has been created by the National Literacy Trust, with the support of partners and academic advisors.
About our work
One person in six in the UK lives with poor literacy. This holds them back at every stage of their life. As a child they wonât be able to succeed at school, as a young adult they will be locked out of the job market, and on becoming a parent they wonât be able to support their childâs learning.
Lacking these vital skills undermines their wellbeing and stops them making a full contribution to the economic and cultural life of our nation.
The National Literacy Trust is a national charity dedicated to raising literacy levels in the UK.
We work to improve the reading, writing, speaking and listening skills in the UKâs most disadvantaged communities, where up to 40 per cent of people have literacy problems. Our research and analysis make us the leading authority on literacy and drive our interventions. Because literacy learning is intergenerational, we focus our work on families, young people and children.
- We establish literacy projects in the poorest communities
- We campaign to make literacy a priority for politicians and parents/caregivers
- We support schools
About this guide
This guide aims to help you get the most out of apps that support language and literacy development. If you choose to use apps with your child(ren) it is important to be aware that there is still no definitive research about the impact of using screens on developing brains. Please use your own judgement to consider what is reasonable screen time and app use, and encourage children to have a balance of activities across their day. We recommend that you engage in the app activity with your child â we hope that this guide will help you choose apps that support you and your child(ren) spend time together.
Some of the apps recommended in this guide need to be paid for and some offer further in app purchases. Therefore we strongly advise that you monitor your childâs ability to make purchases on your device. The National Literacy Trust cannot be responsible for any costs you may incur when using the apps recommended in this guide.
Who has helped us?
This guide has been developed with the support of Dr Natalia Kucirkova, Senior Lecturer in Early Years and Childhood Studies at Manchester Metropolitan University. It has drawn on a number of research studies, including a Knowledge Transfer Partnership project between BookTrust and The Open University.
We have also benefitted from the advice of the Diversity in Apps team. Diversity in Apps is a grassroots coalition made up of researchers, producers, parents and teachers. Their mission is to raise awareness and engage in research about the need for inclusive, equitable, and diverse childrenâs media.
The creation of this guide was funded by Department for Education 2015/16 VCS grant funding and is available under Open Government Licence.
©Crown Copyright 2016 | <urn:uuid:46e99da5-1fe4-4d48-9f8a-ae36d0b7a111> | CC-MAIN-2018-51 | https://literacyapps.literacytrust.org.uk/about-literacy-apps/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823657.20/warc/CC-MAIN-20181211151237-20181211172737-00432.warc.gz | en | 0.950658 | 594 | 2.8125 | 3 |
STEAM is a growing buzzword in education, but what is STEAM and why is it important?
What is STEAM?
Many educators are familiar with STEM, the acronym for the subjects of science, technology, engineering, and math. STEAM is a growing area of focus that encompasses the STEM subjects, but also incorporates the arts. Arts programs engage students, promote creativity, and even reduce high school dropout rates. As public schools continue to face budget cuts, however, the arts programs are often the first to go.
For many students, STEM subjects are seen as boring, tedious, and lacking real-world applications. Science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they donât see that they have any relevance to the real world or studentsâ daily lives. For them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. Some students even develop math anxiety and think they are incapable of learning higher-level mathematics.
Technology and engineering courses are beginning to have more of a presence in high schools, but many students feel that those types of classes are not for them. Some students are influenced by gender or racial biases which say that female and minority students are less capable in STEM subjects. Other students think these courses are only intended for advanced students or those who plan to pursue careers as computer scientists or engineers.
STEAM initiatives might provide a solution for these students who have disengaged from traditional STEM programs. The arts integrate concepts from all of the STEM subjects while allowing students to develop their creativity and problem-solving skills. Any performance, for example â whether a play, musical, dance recital, or concert â requires a wide variety of STEM skills to produce. Sets must be designed, built, and made to move easily, sometimes in very complex ways or synchronized for pinpoint timing. Some productions utilize elaborate costumes that must be designed and sewn to suit both the actor wearing the costume and the character the costume is meant to portray. In all performances, acoustics must be considered, audio must be balanced, and lighting must be timed perfectly. Arts programs provide a rare opportunity for students to incorporate knowledge from all core subject areas while helping them to feel motivated, engaged, and creative.
Why is STEAM important?
A survey of U.S. employers found that creativity is one of the top three personality traits most important to career success, where 72 percent of employers said that creativity is of primary concern when they are hiring. Yet 85 percent of those employers canât find the creative applicants they seek. A major factor in this skills gap is the removal of arts programs from public schools.
The benefits of STEAM initiatives are not limited to increased creativity, however. Researchers found that students who study art are four times more likely to be recognized for academic achievement. They also found that sustained learning in music and theater correlates strongly with higher achievement in both math in reading. In fact, the highest-performing countries in math and science, such as Japan, Hungary, and the Netherlands, have mandatory arts and music education programs.
As the global economy continues to evolve, the need for creative workers with problem-solving skills will continue to grow. By getting teachers and students involved in the STEAM movement, a creative generation of workers will be poised to energize and revolutionize the work force.
Looking for new ways to integrate STEAM concepts in your classroom and unleash your studentsâ creativity? Check out these ways to implement project-based learning.
Ready to Innovate, a collaboration between The Conference Board, Americans for the Arts, and the American Association of School Administrators
National Endowment for the Arts, the National Endowment for the Humanities and the Institute of Museum and Library Services, âRe-Investing in Arts Education: Winning Americaâs Future Through Creative Schools.â
The Presidentâs Committee on the Arts and Humanities
âLessons from PISA for the United States, Strong Performers and Successful Reformers in Educationâ, OECD Publishing, 2011
Americans for the Arts, âSUMMARY OF KEY ADDITIONAL ARTS EDUCATION RESEARCH AND FACTS,â city of Providence
Latest posts by Ellen Egley (see all)
- 10 Reasons to Thank Your Colleagues This Teacher Appreciation Week - May 8, 2018
- 4 Great Math Books for High School Students - March 13, 2018
- Director of STEM Jobs Selected as a PA STEM Ambassador - March 1, 2018 | <urn:uuid:124c7b00-7c5f-4259-97f1-a744f237195b> | CC-MAIN-2018-51 | http://edu.stemjobs.com/what-is-steam/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823738.9/warc/CC-MAIN-20181212044022-20181212065522-00589.warc.gz | en | 0.952466 | 948 | 3.421875 | 3 |
Study: Teacher Stress Reduction Leads to Instructional Improvement
Mindfulness-based interventions and stress-reducing strategies can lead to improvements not only in teachers' social and emotional well-being but also in instructional climate and student engagement, according to a recent study out of the University of Virginia's Curry School of Education.
For the study, researchers examined the effects of teachers and students participating in "Cultivating Awareness and Resilience in Education" (CARE) for Teachers, a mindfulness-based professional-development program designed to help teachers reduce stress and burnout.
Patricia Jennings, associate professor of elementary education and lead author on the study, presented the findings at the American Educational Research Association (AERA) conference in April. (See slides below.)
"Today, many teachers are not well-prepared for the social and emotional demands of the classroom," Jennings said, according to a release on the study. "While spending a great amount of cognitive energy on the content of their lessons, teachers are also constantly managing a classroom of students, some of whom have difficulty attending to learning activities, sitting still or getting along with their peers."
The study is based on a classroom model theory positing that teachers' well-being promotes better teacher-student relationships, effective classroom management skills, and effective social-emotional learning.
The CARE program consisted of self-care and emotion-awareness instruction, mindfulness and stress-reduction practices, and empathy exercises, with applications to teaching explored through discussion and role plays.
The study followed two groups of 36 New York City public elementary schoolsâeight in the 2012-13 academic school year and 28 in 2013-14âincluding 5,036 students and 224 teachers split into an intervention group and a control group. The teachers in the intervention group participated in a series of five six-hour sessions with individualized phone coaching in between over two weeks.
Researchers found that the teachers who participated in CARE were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group. Teachers made better use of instructional time, which in turn made students more productive and involved in learning activities. The findings are based largely on teacher self-report questionnaires, observational ratings of teachers and classrooms, teacher reports on students, and students' school records.
"Teachers who are able to reduce the level of stress they are experiencing have an improved ability to recognize a student's perspective and how their own judgments or biases are impacting their reaction to a student," Jennings said. "The findings definitely suggest that mindfulness-based interventions can have 'downstream' effects on the classroom environment and on the students."
To follow up on the study, Jennings is currently working on a two-year analysis of teacher outcomes and sustainability. For her next project, she wants to bring the CARE program to additional locations and make it adaptable for special populations, such as caregivers and special education teachers.
More on teacher mindfulness: | <urn:uuid:338dbbc7-1841-415c-a4f3-bbd5799f2297> | CC-MAIN-2018-51 | http://blogs.edweek.org/teachers/teaching_now/2016/05/lessstressforteachers.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00271.warc.gz | en | 0.963986 | 596 | 2.875 | 3 |
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related post learn to write worksheets for toddlers lovely learning read and with reading writing vocabulary free printable homophones worksheet there. | <urn:uuid:31e06fb5-9743-4d93-868e-2eaf236cc220> | CC-MAIN-2018-51 | http://beautilife.info/learning-to-read-and-write-worksheets/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827963.70/warc/CC-MAIN-20181216165437-20181216191437-00510.warc.gz | en | 0.870427 | 633 | 2.90625 | 3 |
Children learn at different rates. Some need more time for key skills to sink in.
This app for children aged between 6-8, allows them to practice their numeracy key skills on a daily or weekly basis, through multiple choices. Get those iPad out of the cupboard and in the hands of children - every day.
Helpful hints are given for each question - to jog their memory and help them to learn. Answers are given at the end of each test, but only correct/incorrect answers so that they cannot 'learn' each question.
The child can click on 'Next Steps' so that they can see what to focus on in their learning. Teachers/parents can plan their next steps too.
A results section presents their last ten tests to keep an eye on progress and incentivise them to keep GREEN and succeed.
With hundreds of questions covering the New 2014 Maths Curriculum, each randomly generated test will never be taken twice. The 'Teacher/Parent' section of the app highlights the National Curriculum specifics that are covered in each and every test.
Support your children's learning and let them get to grips with numeracy skills. | <urn:uuid:2ffa3e7a-7abf-4df4-b959-472d13bfb1d4> | CC-MAIN-2018-51 | http://www.apppicker.com/apps/1086251922/numeracy-skills-practice-1 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823614.22/warc/CC-MAIN-20181211083052-20181211104552-00352.warc.gz | en | 0.951726 | 240 | 2.90625 | 3 |
The English Way
Longways, Mixer, Square and various circle formations
Andy Reed, Caller, Entertainer, Musician, Teacher recommends English Dances for:
Events and Parties
e.g. Birthdays, Weddings, Clubs, School, Family. Click-on British Entertainment
Kindergarten and Primary Sector
In mother tongue for Rhythm and Music Education. They are also ideal for showing to parents.
To support early English Learning
see also Absolutely English
The spoken word is always accompanied by the corresponding actions and dance figures so that understanding is guaranteed. All children successfully take part and enjoy their own language learning process.
- The dances are terrific, a lot of fun to dance and appeal to all age groups.
- The music immediately gets the feet tapping.
- They are easy to learn and are danced with zest.
- Walk, hop, gallop or trot along as it takes your fancy there are no steps to learn.
Booklet and Audio-CD available
Absolutely Dancing The English Way
Booklet: A4, 15 pages
English and German
With Audio-CD: 50 min. 06 sec.
Seventeen Dances suitable for Kindergarten and Primary school children many also suitable for adults.
in English with German alongside
- Important Dance terms Formations & figures
- Music explained
- Dance descriptions
- Dance summary
- Eight dance tracks
- Same eight dance tracks with noises to help with the music appreciation and calling. | <urn:uuid:2dea184d-bed9-4ac7-8d81-ddc468052b24> | CC-MAIN-2018-51 | http://britishentertainment.de/Absolutely%20learning/dance.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00270.warc.gz | en | 0.899266 | 310 | 2.890625 | 3 |
Welcome to the Syllable Counting app! Syllable counting promotes literacy development as well as syllable inclusion during speech production tasks. Memory also plays a small part in this task, as the child must internally hold onto the word in their mind while analyzing how many syllables they heard in the target word. Pediatric Speech-Language Pathologist Lynn Carahaly, M.A., CCC-SLP, developed this Syllable Counting app.
The Syllable Counting app includes over 250 colorful and engaging picture cards: one syllable words with consonant blends, two syllable words, three syllable words, and four syllable words. The child hears a target word and must determine the number of syllables in the word.
Want more apps to support the literacy and learning development for your child? Check out these other great apps developed by Lynn Carahaly, M.A., CCC-SLP to facilitate phonological awareness, auditory processing, and literacy development: Auditory Word Discrimination, Auditory Blending, Sound Matching, Auditory Rhyming, Target Sound Identification, and Auditory Figure Ground.
Bug fixes and updates for iOS 11
Ratings and Reviews
Not worth the $$
The functionality of this app is very limited... It just gives you a picture, the word and numbers at the bottom for your kid to guess the numbers of syllabus... That is not worth $30.... I want my money back!... Don't waste your money with this app or any other overpriced app from this company!!!
This is an excellent app for working on counting syllables. I have used it with a couple of the kids I work with and so far they have all done really well with it. One of my kids did well just looking at the picture, one needed to look at the picture and the word and one needed to use tokens as an extra visual to count out the syllables. Most importantly they were all very attentive to this app and I think they will do very well as we continue to use this app. In each session we looked at roughly 15-20 picture cards and I think we maybe saw one 4 syllable word. How many are in the app? I wish more would show up quicker so that I don't have to skip ahead to find some. I like that the app is very easy to use and even my kids picked up quickly on how to use it and asked if they could move to the next picture or push the button to hear the word again. For the price of the app, I think it would be nice if the app kept data that you could see at the end of the session. It could show a basic percentage or how many correct on the first, second or third try. Not a deal breaker just a suggestion. Also, I think it would be great if, when looking at the written word, you could tap each syllable and it would glow blue or something. It would be a great visual cue to add to an already great app. Overall, I highly recommend this app and I appreciate your hard work putting out great apps that really help a lot of children.
Effective + Easy
Great purpose built speech app. Real pics make a real difference.
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Difference Between Primary Schools and Pre Schools
People are often ignorant about the difference between primary schools and preschools and deny their child of valuable lessons learned through preschool that could change lives.
Difference Between Primary Schools and Pre Schools are as follows:
- Children who are too young to go to school attend preschools.
- They serve as the foundation for academic learning.
- It assists the child to grasp phonics and reading skills.
- Interaction with other children.
- Assists in developing social skills of a child.
- Prepare a child for the primary education.
- Generally, includes Reading and Language Arts, Basics of Math, Social Studies, Science, Health, Physical Education, Art, Music and Environmental Education.
Primary school denotes the first three or four years of schooling where the child learns basics of all subjects.
Provides a curriculum for well-rounded learning.
- Develop language and numeracy skills.
- Helps in nurturing sound values and good habits.
- Prepare the students for secondary education.
- Subjects covered are based on a range of disciplines.
- It generates various opportunities to access the library, etc
- Generally, includes Language, Mathematics, Social studies, Physical Education, Health, and Science.
In this article, you learned the main difference between primary schools and preschools.
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Above are a selection of games, some old, some new, which have provided countless hours of pleasure for people all over the world. For each of them there are strategies for playing the game to beat your opponent. Click on one of the pictures above to find out more about the games. It is only when you start playing the games that the strategies become evident.
One excellent game suitable for pupils of a wide range of ages is called Remainder Race. It is very effective as an alternative method of practising basic numeracy skills but it also lends itself to strategy development.
This game is an adaption of The Royal Game of UR which gets its name from two game boards which were found in tombs in Iraq by Sir Leonard Wooley, who was carrying out excavations in the ancient city of Ur in the 1920s. The two boards date from before 2600 BC.
A Babylonian tablet written in the ancient cuneiform language describing the game was discovered by Irving Finkel, a curator at the British Museum in London. The tablet dates from 177-176 BC.
The game board and the instructions on the Babylonian tablet are displayed in this cabinet in gallery 56 of the museum.
There are a couple of other board games derived from the Royal Game of Ur on display at the British Museum in London. Here is an ivory senet board with a drawer for storing the glazed gaming pieces.
The photograph below shows another variation of the game. The British Museum describe the item as follows: Ivory gaming box, 1250â1050 BC. This ivory gaming box was used to play a game similar to the Egyptian 'Game of Twenty Squares'. Board games on Cyprus were enjoyed by all classes, and crossed cultural boundaries. The box was buried with a wealthy inhabitant of a major trading and manufacturing town near Enkomi in eastern Cyprus. The carving style is a mix of Canaanite, Egyptian and Aegean motifs, showing the cosmopolitan nature of Cypriot society at this time.
Transum's Remainder Race differs from The Royal Game of UR in a number of important ways. Determining the number of squares to be moved as being the remainder of a division calculation is specifically included as a required skill for this educational activity. Although the game board is the same shape as the ancient version, requiring the exact number to finish the game is not a feature of this version.
You might also be interested in our Maths Games.
Another item on display at the British Museum is this black-figured amphora (storage-jar) showing Ajax and Achilles playing a game resembling backgammon. The jar is Greek and made in Athens around 520 BC.
Games were popular with Egyptian kings around 3000 BC. First Dynasty kings were buried at Abydos with everything needed to make their huge tombs luxurious palaces for eternity. This limestone board, carved in the shape of a coiled serpent, was for playing mehen, the snake game. Two teams, with up to six players, raced marbles around the snake from tail to head and back again. From a tomb painting, we know the game also involved ivory figurines of lions. Many were found with retainers buried near the king, and might mark their owners as favoured gaming partners. Playing mehen was not merely entertainment: victory at the game symbolised success in the afterlife.
Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world. Click here to enter your comments. | <urn:uuid:e85f8a66-152b-43e2-bb82-c573c3bdd60b> | CC-MAIN-2018-51 | http://new.transum.com/Software/Fun_Maths/Games.asp | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00512.warc.gz | en | 0.9696 | 724 | 3.078125 | 3 |
Our curriculum is guided by the National Early Years Learning Framework (EYLF) as well as many other Early Childhood teaching theories and curriculum perspectives. All staff contribute to the program as lead by the childrenâs interests.
We have a contemporary and inclusive Jewish Early Learning program interwoven in our curriculum. Topics include Shabbat, Chanukah, Passover, Purim, Tu Bish'vat, Rosh Hashanah, and Sukkot.
We believe that children develop at their own pace and in their own time. This is why we offer daily programs that reflect a calm, relaxed and unrushed environment for growing and learning.
We help children reach their full potential by providing enriching, meaningful and real opportunities for learning and development through emergent educational programs. We promote an environment of mutual respect, school readiness and a love of learning.
We believe that children learn as they explore, discover, make, create and imagine. We value constructive play as a tool for learning through our natural environments.
School Transition and Contemporary Early Learning
As your child moves through their early years, the transition to formal schooling is one of their most significant milestones. Preparing your child for the transition to school and their future doesnât just happen in the year before school, it happens from the day they are born. Through the Apples & Honeyâs contemporary Early Learning Curriculum, we scaffold childrenâs learning through a wide range of experiences that set them up for lifelong learning.
Our educational program encompasses literacy, numeracy, science, art, music and language and has a focus on social and emotional development. Through intentional learning and play, children are guided by their natural interests and curiosities, while being supported by educators who encourage children to make meaningful connections to real world â not by learning through repetition and isolated recognition of numbers and letters. In this way, literacy and numeracy skills are integrated into daily experiences. Literacy skills are encouraged at every opportunity, including alphabet yoga, playing with words and enjoying stories at preschool. Similarly, numeracy learning abounds in daily experiences by modelling mathematics as a meaningful and logical way to understand and relate to materials, for example counting and measuring in cooking.
Our daily program is structured around a combination of informal and formal (structured group time) experiences and interactions. Each day, the educators use both indoor and outdoor environments to provide opportunities for the children to play, learn and explore.
Daily experiences available include construction, reading books, drawing, painting, play dough, puzzles, pretend play, sand play, water play, climbing, balancing, ball games and gardening.
Within our program, children have the opportunity to participate in:
- Sport - provided by Ready Steady Go Kids for an additional cost
- Yoga and meditation
- Music and dance
- Daily cooking
- Excursions and Incursions
Regular opportunities to cook are a highlight of the preschool week, especially on Fridays in preparation for the Jewish festival of Shabbat. The smell of fresh bread baking in the preschool kitchen is a particular delight for both children and teachers.
Music experiences are another highlight of the preschool week as the children come together to learn new songs and get their bodies moving.
Throughout the year, we observe a range of cultural festivals. Jewish festivals take on special significance at Apples & Honey, and we link these celebrations to other cultures and values that can be shared by all. We love celebrating special events such as Chinese New Year, Harmony Day, Motherâs Day and Fatherâs Day. Families are also welcome to share and organise celebrations with the children, including birthdays, and other festivals and traditions.
Each Friday, the children have the opportunity to honour the Jewish festival of Shabbat. Rabbi Nicole from North Shore Temple Emanuel comes to visit, bringing songs and stories. This is a weekly highlight for many of the children.
Preschool days also offer children daily opportunities to collaborate, negotiate, create and play with others. Teachers are always nearby to support children as they learn these essential life skills.
Above all, we ensure the children are continually making steps forward with their learning about themselves, others, and the world, putting them in good stead for life within and beyond preschool. | <urn:uuid:4112e448-2391-4c5b-8c93-31214888fe13> | CC-MAIN-2018-51 | http://www.applesandhoney.com.au/Home/Learning | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071258-00073.warc.gz | en | 0.954593 | 871 | 3.359375 | 3 |
Clear and Simple Homeschool Music Curriculum
Finding a homescool music appreciation curriculum thatâs easy to use and really teaches a child how to listen to music makes a homeschool momâs life much easier. Plus, it has great information about music dynamics, and composition so you know your child is well-equipped with knowledge or musical arts.
I love listening to classical music. I have since high school. That was not the norm for the small rural community that I grew up in and I donât believe I was ever really given the opportunity to learn the finer points of the genre.
Little Man also loves listening to classical music. In fact, Iâve yet to find a genre that he doesnât like. So when I found out that Mary Prather from Homegrown Learners was writing a music appreciation book for the elementary student I was excited. I think the earlier we can instill a love and understanding for music into our children the better.
I received a copy of this product in exchange for my honest review. All opinions are my own. This post also contains affiliate links which means I receive a small commission for purchases made to external sites.
Homeschool Music Appreciation thatâs Simple to Use
Maryâs curriculum, SQUILT: Music Appreciation Made Simple, even from the first time I glanced through it was so appealing. She has made not only the learning of music simple, but the instructions for the teacher simple as well.
SQUILT, which stands for Super Quiet Un-interrupted Listening Time, is designed to teach the child how to really listen to the music. She gives step by step instructions on how to approach the music by first listening and using their imagination. They begin to feel how the music affects them.
This curriculum has 10 Lessons. Each lesson can be stretched to cover an entire week. The curriculum comes with notebooking pages and as the student progresses through the material they will be recording in their notebook what they are learning.
These notebooking pages not only guides them to remember facts about a piece of music or composer, they also can sketch, draw, doodle or even write about their impressions of the piece. Doing this allows the student the chance to make the work their own, which leads them to remember the details more clearly.
This curriculum comes in pdf format which makes it simple to find every piece of music you will need for your child to progress through the lessons. Mary has included links to specific web pages where the music can be found. She also makes it very clear from the beginning how many and which pages you will need to print for your childâs notebooking journal.
Volume 1, covers the Baroque period. Mary gives your student detailed information about that period as well as the composers of the era. She includes a listing of the instruments used in the baroque period and a link which will help your student to learn even more about the era.
As your child travels on this musical journey, Mary walks them through a learning adventure which allows them to begin to understand rhythm, mood, and the dynamics of a piece of music, all the while using their imagination to make the piece come to life in their own minds.
You can see that this author, Mary Prather, is passionate about music. With an undergrad degree in Music Education and a Masters in Education, she also is a homeschool mom, she wrote this curriculum from the perspective of a homeschooling parent. She took into consideration the needs of moms who have little to no musical background and gave them a simple tool to teach and inspire their children with.
Hereâs the SQUILT Music Appreciation Facts
- There are several options to choose from, each focusing on something different.
- Volume 1 â Baroque â $16
- Volume 2 â Classical â $16
- Volume 3 â Romantic $16
- Volume 4 â Modern â $16
- Musical Era â Bundle â $56
- Spotlight â Bach â $12
- Spotlight â Dvorack â $12
- Spotlight â Handel â $12
- Spotlight â Mozart- $12
- Meet the Instruments â Exploring the Orchestra â $12
- Carols Vol. 1 & Vol. 2 â $12 ea.
- The Nutcracker Unit Study â $10
- Prices are super affordable!
- Order any of the SQUILT: Music Appreciation Made Simple for an immediate download link. Start using it in your school right away.
Because stretching the homeschool dollar often keeps families from exploring the arts this resource is a must for every homeschooling parent because of itâs ease of use, excellence of structure and function, and especially because of itâs affordability.
Have you given SQUILT a try? Tell me about your experience.
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The social context influences what one reads, how one reads, and why one reads Whitaker et al. Increasingly over words based on comprehension essays. best online paper writing service website Information before using poetry to have some fun! The collected data which I collected from the interviews and pre-posttest will be analyses in different ways to get accurate results.
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In these section participants, instruments tools used to conduct the study, date collection procedures and data analysis will be discussed in detail. Your students who have difficulty levels. But to process can provide. Liao states that the success of cooperative learning in promoting student reading comprehension can attribute to the cognitive processes of cooperative learning. Research Methodology This study investigated the effects of cooperative learning activities on improving reading skill.
Strengthen reading comprehension comprehension. In this research I will use the cooperative learning strategy to overcome this problem, there are going to be some interviews and pre-posttest to make sure of the levels of the students. Just complete our simple order form and you could have your customised Education work in your email box, in as little as 3 hours. As mentioned this research tries to answer the question how can we encourage our students to read in English without fearing of any mistakes.
Cooperative learning requires students to engage in group activities that increase learning and adds other important dimensions. Group discussions facilitate student reading comprehension by fostering a supportive learning atmosphere, which provides more opportunities for explanation, logical inference, and debates to elaborate student understanding of reading materials, and makes ideas concrete. Historically, reading comprehension exercises. This page has approximately words.
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Although a five-week was planned with the teacher. Beech and Chris Singleton. buy my essay year to shine There were 40 students in both groups; the teacher who will carry out cooperative learning strategies in the reading class was chosen taught reading class of the same year. There were just two groups, having more than two groups in this research may provide more reliable results.
Thesis writing reading comprehension cause and deliberately. This study investigated the effects of cooperative learning activities on improving reading skill. personal statement writers worksheets This research may also contribute to improve the reading courses which held in intermediate classes. Registered Data Controller No: They state that when cooperative learning is used, students learn to understand, respect, and support one another.
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ERIC Number: EJ522246
Record Type: CIJE
Publication Date: 1995
Reference Count: N/A
Making Music Big for Little Folks.
Teaching Music, v3 n2 p38-39,62 Oct 1995
Encourages incorporating music activities into early childhood education. The many benefits of early exposure to music include increased physical coordination and motor skills, advances in listening, vocabulary building, and aesthetic enjoyment. Includes a list of selected resources. (MJP)
Descriptors: Class Activities, Early Childhood Education, Extracurricular Activities, Motor Development, Movement Education, Music Activities, Music Appreciation, Music Education, Music Teachers, Music Techniques, Perceptual Motor Coordination, Singing, Special Needs Students, Student Motivation, Teaching Methods, Teaching Styles
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Journal availability: Music Educators Natl. Conference, 1806 Robert Fulton Dr., Reston, VA 22091-4348. | <urn:uuid:8e596ed9-6a63-4021-bccf-b8a68d9ce578> | CC-MAIN-2018-51 | https://eric.ed.gov/?id=EJ522246 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825029.40/warc/CC-MAIN-20181213171808-20181213193308-00352.warc.gz | en | 0.781028 | 241 | 3.453125 | 3 |
The biography of Andreas Achenbach (1815 - 1910)
Andreas Achenbach (September 29, 1815 - April 1, 1910) was a German landscape painter Born at Cassel and died in Düsseldorf. His brother Oswald was also a painter.
Achenbach began his art education in 1827 at the Düsseldorf Academy of Painting. He studied at St Petersburg, and then travelled extensively in Holland, Scandinavia, and Italy, where he produced many water-colours.
In his early work he followed the pseudo-idealism of the German romantic school, but on removing to Munich in 1835, he turned his talent into new channels. He is a master of technique, and is important as a pioneer of the German realist school. His paintings of the North Sea coasts of Europe had considerable influence in Germany, and he came to be regarded as the father of 19th-c German landscape painting.
A number of his finest works are to be found at the Berlin National Gallery, the New Pinakothek in Munich, and the galleries at Dresden, Darmstadt, Cologne, Düsseldorf, Leipzig and Hamburg. | <urn:uuid:4a33f332-ac76-4d05-a97f-d7b95039efff> | CC-MAIN-2018-51 | http://www.artilim.com/artist/achenbach-andreas/biography/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823348.23/warc/CC-MAIN-20181210144632-20181210170132-00471.warc.gz | en | 0.981842 | 249 | 2.78125 | 3 |
Learning to write is very hard. It takes a lot of time and effort to master because it requires people to think conceptually, to interpret rather than just learn and recall a list of facts and put complex ideas into words. Writing requires us to do all that, plus think about spelling, grammar, arrangement and cohesion â at the same time.
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The University of Oregon has a number of nationally and internationally recognized research projects that make their materials available to the public through online orders.
DIBELS Data System: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a set of standardized, individually administered measures of early literacy development. The DIBELS Data System is a service that allows schools to enter DIBELS scores online to generate automated reports and analyses.
intoCAREERS: The intoCAREERS program at UO develops information and software to assist people in making informed career choices. Their software system delivers high-quality national and local information about occupations, employment, education and training for students and adults.
ORCIS: The Oregon Career Information System (ORCIS) provides occupational information and education for students and adults in Oregon.
roGFP: Redox-sensitive green fluorescent proteins were developed by Dr. James Remington at UO and will soon be available to the research community through Addgene.
SWIS: The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions.
TNT: The TNT package is a complete suite of computer programs for optimizing the fit of macromolecular models to x-ray crystallographic data, developed by Dr. Dale Tronrud at UO.
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Fine motor skills relate to hand-eye coordination and control over small muscles, but gross motor skills cover a much broader set of skills. Kids need to develop strong gross motor skills to control their head, torso, arms, and legs. Without gross motor skills, your kids may be unable to walk, run, and balance well. There are lots of ways to work on these skills, including activities that are ideal for kids with ADHD, autism, and other behavioral issues. Read on to find out how to work on gross motor skills this summer.
For kids with social anxiety or other issues, playing with others can benefit from individualized activities. Luckily, the playground is the perfect venue for young kids to work on gross motor skills. Everything from swinging between monkey bars and climbing rope walls develops gross motor skills. Playing with blocks, walking along a balance beam, and riding a bicycle also helps develop coordination between limbs and torso. To slow things down, stack plastic cups or boxes in the backyard. Toys that can be pushed or pulled along the sidewalk are also great for gross motor skill development.
Group Games and Sports
If your child is ready to work on interacting with other kids, plan some group activities. For toddlers, games like Duck, Duck, Goose and Tag are a good way to start focusing on gross motor skills. For older kids, playing catch and running relay races combine gross motor skills with cooperation! Other group activities and sports that are great for motor skills include organized basketball, throwing water balloons at a target, and playing with a Frisbee.
Gross motor skills are necessary for kids to develop balance, strength, endurance, and more. Even kids with social anxiety or OCD can find activities during the summer that allow them to work on developing motor skills. As a parent, you may have to try a few different activities before you find one that sticks -- what's important is that you keep moving, not how long it takes you to find a routine that sticks! | <urn:uuid:4fab54df-87e1-4f3f-899f-3c0d38cb2e6e> | CC-MAIN-2018-51 | https://blog.brainbalancecenters.com/summer-outdoor-activities-that-build-gross-motor-skills | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828318.79/warc/CC-MAIN-20181217042727-20181217064727-00311.warc.gz | en | 0.954718 | 398 | 3.296875 | 3 |
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Shell Education Leveled Text-Dependent Question Stems: Social Studies Item # 204094
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Critical thinking and reading comprehension are foundational skills that students will use throughout their entire lives. This teaching resource offers effective strategies that help you guide your students through text and questions that help strengthen these skills.
- Engaging social studies texts help build reading and comprehension skills, while text-dependent questions help students strengthen their analytical and critical thinking skills.
- Texts and questions are provided at 4 different levels to suit the needs of your classroom.
|age recommendation||Child years|
|grade||kindergarten; 1st grade; 2nd grade; 3rd grade; 4th grade; 5th grade; 6th grade; 7th grade; 8th grade; 9th grade; 10th grade; 11th grade; 12th grade|
|number of pages||160|
|size||8 1/2" x 11"|
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Visual arts education helps children acquire visual literacy and develops their creative potential in the world of visual representation. Students develop their abilities to symbolize, express and communicate through images as they create personal and media works and appreciate those of classmates and other artists.
Veuillez noter que les contenus sur cette page sont exclusivement en anglais.
Spotlight on the Arts
An annual effervescent art education happening organized by the MAD2 DEEN subcommittee, featuring guest speakers, workshops in all four Arts subjects, a round-table discussion and on the spot art-making. Go to page
Why Our Schools Need the Arts: A New Perspective by Sylwia Bielec Go to page
CSEA - The Canadian Society for Education through Art
The Canadian Society for Education through Art is the national art education association representing art educators within Canada. It is a voluntary association founded in Quebec City in 1955, and is the only Canadian national organization that brings together visual art educators, gallery educators and others with similar interests and concerns. Membership represents all levels of education: elementary, secondary, college/university, ministries of education, art galleries/museums, and community education. Go to site
NAEA - The National Art Education Association
Founded in 1947, the National Art Education Association is the leading professional membership organization exclusively for visual arts educators. Go to site
MEES Program Documents
Quebec Education Program Competencies
Competency 1: To produce individual works in the visual arts
To use personal ideas inspired by the stimulus for creation
To use transforming gestures and elements of visual arts language.
To organize the elements he/she has chosen
To finalize his/her production
To share his/her creative experience
Competency 2: To produce media works in the visual arts
To use creative ideas inspired by a stimulus for creation of media works
To use transforming gestures and elements of visual arts language according to the message and the intended viewer
To organize the elements he/she has chosen, depending on the message and the intended viewer
To finalize his/her media creation
To share his/her experience of media creation
Competency 3: To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates
To examine a work of art, traditional artistic object, media images, personal or media visual arts production for elements of content
To examine a work of art, traditional artistic object or media images for sociocultural references (Cycles Two and Three)
To make connections between what he/she has felt and examined
To make a critical or aesthetic judgment
To share his/her appreciation experience
CHOOSE A SMART CAREER
A poster designed to inspire students to choose various careers in the Arts. Available from you Arts consultant, or download the Tabloid PNG.
30 DAYS OF ART
Take the 30 Days of Art challenge! A great way to inspire everyone to engage with the arts every day. | <urn:uuid:955a419b-622b-49af-80cb-94ba8daa780c> | CC-MAIN-2018-51 | http://www.learnquebec.ca/fr/visual-arts | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00312.warc.gz | en | 0.864054 | 614 | 2.984375 | 3 |
Competency 3: Ethics
Ethical behavior in professional roles includes conduct congruent with generally accepted
principles and values. This definition includes general leadership ethics, such as honesty,
responsibility, and cultural competency, as well as ethics specific to the MCH population.
MCH leaders will demonstrate a working knowledge of:
- The ethical and legal principles, values, and behaviors (such as beneficence, non-maleficence,
truthfulness, justice, and respect for autonomy) that underlie professional
conduct within community, health care, and public health settings.
- Their professional associationâs code of ethics.
- Institutional review board processes and criteria for ensuring ethical study design and
informed consent as they relate to human subjects research and translation of research
Foundational. At a foundational level, MCH leaders will:
- Identify and address ethical issues in patient care, community-based settings, human
subjects research, and public health theory and practice.
- Describe the ethical implications of health disparities within MCH populations.
- Interact with others to solve problems in an ethical manner.
Advanced. Building on the foundational skills, MCH leaders will:
- Act as catalysts for discussion of ethical dilemmas and issues that affect MCH
- Seek to understand the communityâs cultural values in order to ensure the delivery of
culturally competent and ethical policies, programs, and practices.
« Previous: 2. Self-reflection | Next: 4. Critical Thinking » | <urn:uuid:f0542784-01c7-4d5f-8b91-3d73e97e2765> | CC-MAIN-2018-51 | https://mchb.hrsa.gov/training/leadership-03.asp | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00271.warc.gz | en | 0.887044 | 320 | 2.984375 | 3 |
The Aircraft Maintenance Technicianâs primary responsibilities include: inspect and test aircraft systems to ensure they are in proper working order; diagnose malfunctions or other problems in the aircraft or in mechanical components or systems including engines, hydraulic systems, flight control systems and fuel systems, as per technical manuals, drawings or blueprints; disassemble aircraft systems and remove defective components; assemble and/or install replacement parts, components and structures, as per technical manuals, drawings or blueprints; record problems and the action taken to rectify them, maintaining an accurate record of the maintenance history of the aircraft.
Aircraft Maintenance Technicians must have good literacy and numeracy skills. They need to be able to refer to and follow the technical manuals which are written in terse abbreviated language. They must be able to read and interpret technical drawings and blueprints. Problem solving skills are important in handling challenging and complex aircraft system snags. This diagnostic skill also requires sound knowledge of the aircraft systems, aerodynamics, aircraft structures and basic applied mechanics. The technicians must understand the inter-relationship between the components in the aircraft. Much of the technicianâs work is hand work and consequently, manual dexterity and strong manual skills are important. Technicians must be able to use a wide range of hand and power tools. Keyboarding skills are also important as more and more of the aircraft records are computerized.
There exists a diversity of training and working environments available to Aircraft Maintenance Technicians, i.e., general aviation, large air transport carriers, rotary operations and, military aviation.
Consequently, this standard identifies the full range of tasks which an Aircraft Maintenance Technician could be exposed to and expected to perform.
To qualify for certification with CCAA, the applicant must possess the necessary knowledge and skills and have acquired a minimum of forty-eight (48) months in the occupation. The tasks in the logbook were made as generic as possible to accommodate the largest amount of work environments and equipment/tools but do not necessarily cover all tasks performed by individuals.
CCAA will apply credit for completion of a CCAA accredited Aircraft Maintenance Technician course as part of the minimum forty-eight (48) months, on a month to month basis.
AME technicians holding a current M1/M2 licence are exempt from completing the CCAA logbook but must send a copy of their Transport Canada licence with their application.
Tasks Common to Most Aircraft Maintenance Technicians
(note that sub-tasks for each task are not shown below)
Block A â Safety
Task 1 â Demonstrates Safe Working Practices and Techniques
Block B â Air Regulations and Documentation
Task 2 â Complies with Air Regulations
Task 3 â Completes Aircraft Maintenance Documentation
Block C â Aircraft Servicing and Operations
Task 4 â Services Aircraft
Task 5 â Services Oxygen System
Task 6 â Services Aircraft Tires and Wheels and/or Skids and/or Floats and/or Skis
Task 7 â Checks Aircraft Primary Batteries
Task 8 â Fuels and Defuels Aircraft
Task 9 â Performs User Maintenance and Operates Ground Support Equipment
Task 10 â Performs Other Related Aircraft Ground Servicing Operations
Block D â Power Plant
Task 11 â Maintains Engines (Reciprocating and Gas Turbine)
Task 12 â Maintains Engine Fuel Systems and Components
Task 13 â Maintains Engine Anti-Ice System and Components
Task 14 â Maintains Engine Ignition Systems and Components
Task 15 â Maintains Engine Fire Extinguishing Systems and Components
Task 16 â Maintains Exhaust Systems and Components
Task 17 â Maintains Engine Oil Systems and Components
Task 18 â Maintains Engine Indicating Systems
Block E â Propellers
Task 19 â Maintains Propellers
Block F â Aircraft Structures
Task 20 â Maintains Airframe Structures
Block G â Rotorcraft
Task 21 â Maintains Rotorcraft
Block H â Aircraft Systems
Task 22 â Maintains Landing Gear Systems and Components
Task 23 â Maintains Airframe Fuel Systems and Components
Task 24 â Maintains Hydraulic and High Pressure Pneumatic Systems and components
Task 25 â Maintains Low Pressure Pneumatic Systems and Components
Task 26 â Maintains Flight Control Systems and Components
Task 27 â Maintains Cabin Environment Systems and their Related Components
Task 28 â Maintains Ice and Rain Protection Systems and their Related Components
Task 29 â Maintains Fire Protection and/or Detection Systems and Related Components
Task 30 â Maintains Doors, Interiors and Emergency Equipment
Block I â Electrical and Avionic Systems
Task 31 â Maintains Electrical and Avionic Systems
Block J â Unscheduled Inspections
Task 32 â Performs Unscheduled Inspections | <urn:uuid:43f60bb0-075e-4176-b8a5-5c032a3efee0> | CC-MAIN-2018-51 | http://www.avaerocouncil.ca/en/aircraft-maintenance-technician | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825363.58/warc/CC-MAIN-20181214044833-20181214070333-00149.warc.gz | en | 0.882606 | 999 | 2.625 | 3 |
Juel and Roper/Schneider. Reading Research Quarterly 18:
'The selection of text used very early in first grade may, at least in part, determine the strategies and cues children learn to use, and persist in using, in subsequent word identification.... In particular, emphasis on a phonics method seems to make little sense if children are given initial texts to read where the words do not follow regular letter-sound correspondence generalizations. Results of the current study suggest that the types of words which appear in beginning reading texts may well exert a more powerful influence in shaping childrenâs word identification strategies than the method of reading instruction'â
IFERI committee member Gordon Askew:
Predictable text is another way of saying 'easy to guess'. Such books obviously do provide early success and resultant confidence. Unfortunately for some children (and perhaps especially for their teachers) it is a false confidence. There will quickly come a stage when guessing is far less easy and far less reliable. If they haven't by that stage established a better strategy...
http://www.spelfabet.com.au/2015/08/pre ... ive-texts/
Video: Alison Clarke illustrates why predictable or repetitive texts are harmful for beginning readers.
Hereâs Jenny Chew on the RRF message board. She helps with one-to-one reading at her local primary school.
''The trouble is that âsound it outâ often doesnât work, given the mismatch between the books RR [Reading Recovery] children are given to read and the state of their phonic knowledge. Iâve helped voluntarily in an infant school which doesnât have RR but uses Book Bands, and weak Y1 readers have often been issued with books full of words that they canât possibly read. Iâve always taken along my own stock of decodable books, and I get the children to try these once Iâve dutifully helped them through their non-decodables. At first they tend to resort to their usual strategies, but when they realise that these are books where sounding out really works, they often get the bit between their teeth. Itâs not all plain sailing, however â I can move them on to the next level of decodables when I see them the following week, but in the meantime they will have been issued with several more non-decodables which will have made them revert to their non-decoding mindset''.
Decodable Words Versus Predictable Text
by Dr. Patrick Groff
This method's foremost presumption is that the time it takes for novice readers to recognize written words via phonics instruction could be shortened significantly. It was held that if nonreaders were repetitively shown whole written words, until they were recognized as "sight" words, this would speed up their overall acquisition of reading ability. Sight words are ones children recognize rapidly, without sounding-out their letters.
It now is well-established experimentally that the look-say methodology has fatal flaws. Children taught in this manner somehow are able to remember the identities of a relatively small number of words. However, they soon suffer an overload on their memory systems, and begin guessing wildly at the names of words in sentences. Consequently, pupils' ability to accurately comprehend what they have read is badly affected.
Phonics and Book Bands: article from the RRF newsletter. 2002.
http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=48
Prof. Daniel Willingham discusses readabilty formulas for leveling books.
http://www.realcleareducation.com/artic ... p8.twitter
Rose Report 2006. para 82.
(A)s they learn to master the alphabetic code, children should be given reading material that is well within their reach in the form of 'decodable books'... Using such books as part of the phonic programme does not preclude other reading. Indeed it can be shown that such books help children develop confidence and an appetite for reading more widely.
Controlled text for independent reading makes a tremendous difference. We should only ask children to decode what we have already taught them. Introducing complexity at an early stage can lead to faulty reading strategies that take a concerted effort to correct. | <urn:uuid:d8ec7e03-76da-4102-ad05-2d9e63c96ed1> | CC-MAIN-2018-51 | http://www.iferi.org/iferi_forum/viewtopic.php?f=2&t=469 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00072.warc.gz | en | 0.958553 | 899 | 2.90625 | 3 |
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
These beginning blend word lists were created for phonics instruction during a word recognition lesson plan. The word lists are systematic and sequential. The first 6 days introduce a new l blend (example- day 1: bl, day 2: cl, etc.). The 7th day reviews all l blends taught. This will also be the same for r and s beginning blends. There are 24 days of beginning blend word lists in this resource. All word lists have real and nonsense words (each list has 20 words). The patterns of the words are CCVC or CCVCC.
I have personally used these beginning blend word lists in my small reading groups. My students were able to apply their decoding skills to develop fluency in reading beginning blend words with short vowels. These word lists are an excellent phonics resource, which can be used to individualize your intervention reading groups. They are a great resource for students to reference for additional reading support. Each page contains 3 of the same daily word lists. This way you can cut the paper into 1/3. I printed mine on cardstock and bound them together with a chicken ring. For bigger groups, I printed each day on different colors of cardstock, so I could easily check to see if all students where on the correct day. Hope you enjoy this product!
This resource includes the following beginning blends:
⦠review of beginning l blends
⦠review of beginning r blends
⦠review of beginning s blends
⦠review of all beginning blends
This word list follows my Phonics Word Lists: Beginning and Ending Consonant Digraphs. Please check that out.
More resources to follow including: ending blends, silent e, r-controlled vowels, advanced consonants and vowel teams.
If you have any questions or suggestions, please contact me by clicking on the Ask a Question tab in my store. | <urn:uuid:e95a171a-a386-48e3-bbfd-3949c0c3b4d0> | CC-MAIN-2018-51 | https://www.teacherspayteachers.com/Product/Phonics-Word-Lists-Beginning-Blends-real-and-nonsense-words-4243952 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823712.21/warc/CC-MAIN-20181212022517-20181212044017-00232.warc.gz | en | 0.914912 | 405 | 3.15625 | 3 |
Research in Brief
In the classroom, students often tune out teachers who talk too much. Likewise, in the museum, too much information about art can cause eyes to glaze over. What follows are 3 guidelines for sharing information while promoting dialogue about art.
Question: How can we use information effectively within dialogues about art?
1. Be informed, yet consider the relevance of the information to the audience. "What an adult finds helpful might not be useful to an 8-year-old."
2. Invite people to look at the art first - not the text label. Encourage them to create their own descriptions about the artwork. For example, viewers might notice that "Piet Mondrian only used blue, red, yellow, black, white, and straight lines in Broadway Boogie Woogie."
3. Weave in information at key moments. For example, with Mondrian's Broadway Boogie Woogie, viewers might notice how the painting looks like an aerial view of a city with roads and small squares that look like moving cars. "This would be a good moment to offer the work's title and to explain Mondrian was inspired by the energy and music of 1940s Manhattan."
Read more about how to share contextual information in the article:
Hubard, O. (2007). Productive Information: Contextual Knowledge in Art Museum Education. Art Education, 60(4), 17-23. | <urn:uuid:a6098a6d-9494-45c6-a7bf-573476ed5408> | CC-MAIN-2018-51 | https://www.ifthencreativity.com/2014/03/12/artful-dialogue/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00273.warc.gz | en | 0.92021 | 289 | 3.890625 | 4 |
The first step for an international parent is to make sure your child speaks English well. International students coming to study to the UK will need to speak English at an upper-intermediate level. After assessing the approximate level of your child, you can plan the programme for the necessary developing of his/her listening, speaking, reading and writing skills in English. If the current level is intermediate, a child may need 6-12 months of intensive studies. Generally, it is suggested to start 1,5 â 2 years in advance. Ensure your child gets plenty of practice at speaking English, and arrange extra lessons if necessary.
It is recommended to arrange online lessons with native English teachers for your children in order to develop their vocabulary and gain extra general knowledge. Online lessons can provide the same high standard of teaching, but offer greater flexibility. Having lessons with native speakers is the best way to become fluent in English. We can help you arrange the programme of online preparation.
There are also many options for children who wish to study English during the summer. Summer language schools provide opportunities for children to learn and improve their English and experience the very best British boarding schools can offer.
You should also think about the age at which you would like your child to transfer to a UK school. Compulsory school age begins at the start of the term following a childâs fifth birthday. The major goals of primary education are gaining basic literacy and numeracy skills, as well as establishing foundations in science, mathematics and other subjects. At the end of Year 6, aged 11, a child will usually transfer to a secondary school. At the end of Year 11 (aged 16) pupils sit important exams called GCSEs. Pupils may choose to leave school after these exams, or continue to study an A level course to gain entry to university.
Each level of education in the UK has varying entry requirements. Year 7 (age 11+), Year 9 (age 13+) and Year 12(16+) are the usual entry points, although places may sometimes be available in Year 8 (age 12+) and Year 10 (age 14+). Many students start boarding in Year 7 (age 11+) or Year 9 (age 13+) .
Once you have considered the points mentioned above, you are ready to discuss your expectations with education experts in order to draw up a shortlist of schools that meet your requirements. There is a boarding school in the UK to suit every child, so choose carefully to ensure that your child enters one that best suits their academic ability, talents, personality, hopes and dreams. The best school for a child is not necessarily the most academic. Do not just choose a school from its position in the league tables. The help of a good school placement specialist, preferably located in the UK and working closely with British schools, is necessary to help you make the right choice. Such a specialist will work with you to ensure your child is suitably prepared for the schools you choose. We can arrange a tour of the schools, which is an opportunity for you to see the school and its surroundings. It is wise to apply to your chosen school as early as possible, since some may have waiting lists.
Getting into the best schools isnât easy. These establishments have rigorous admissions procedures designed to select pupils on the basis of their character as well as their academic ability. Admissions procedures differ greatly from school to school. Generally, students applying for UK school entrance are required to sit exams and attend an interview. The interview may include some academic questions as well as some general discussion of your childâs interests to assess a candidateâs academic and social suitability for life at a British boarding school. Our experts can help your child prepare for an interview by conducting âtrialâ interviews with them. We will also make sure that you are familiar with the schoolâs deadlines for various stages of the application and will help you during the whole process.
Applying to British schools requires a lot of commitment and determination, but getting into a brilliant school will give your child the best possible start in life.
Please contact us for details: firstname.lastname@example.org
Tel. +44 79307 32407
Elena Colquhoun, MSc, PGCE, ACIL,
Director Best Start Education, qualified teacher and examiner | <urn:uuid:967ced14-933e-49be-a9ac-2437393e64ef> | CC-MAIN-2018-51 | http://beststarteducation.com/thinking-of-sending-your-child-to-the-uk/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823009.19/warc/CC-MAIN-20181209185547-20181209211547-00073.warc.gz | en | 0.963556 | 879 | 3.03125 | 3 |
Brief Description of the Site:
Designed for elementary education, this is an interactive (Flash) colorful website with activities, games and quizzes to help children aged 8 to 11 years learn the basics of electric circuitry. The site is visually appealing and encourages children to pursue the various topics on electricity. Sound clips also help to engage students in learning.
How to use the site:
You will need Flash Player 6 or better (available free from www.macromedia.com) to use this site. Upon entering the site, type in the number of participants. A guide appears with Useful info, Games/Activities, a Quiz, and buttons below that include diagrams, help, and a color-coded glossary. Directions, clear diagrams, and simply-defined concepts appear in pop-ups to assist in learning concepts. The site is easy to navigate even for young students.
South Yorkshire, Sheffield, UK | <urn:uuid:cb604071-84cc-4fd5-ab9d-4b4799b96681> | CC-MAIN-2018-51 | https://www.techlearning.com/resources/the-blobz-guide-to-electric-circuits | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827639.67/warc/CC-MAIN-20181216095437-20181216121437-00432.warc.gz | en | 0.911073 | 188 | 2.765625 | 3 |
Reach Out and Read
Reach Out and Read works within Gaston County Health Services to provide books for children six months to five years old. Every book, based on age, is given to the child by his or her doctor at each well-child visit. The program is designed to promote early literacy in children and show the importance of parents reading to their children.
Reach Out and Read prepares Americaâs youngest children for success in school by partnering with doctors to prescribe books and encourage families to read together. Doctors and nurses who are trained in Reach Out and Read perform routine health checkups from infancy through five years not only with a stethoscope, but also with a childrenâs book. The book is used as a clinical tool to encourage parents to read aloud, to give them a simple, practical way of spending time and engaging in conversation with their young children.
The first five years of life offer a critical window for learning, with rapid brain development that does not occur at any other time. Many children, especially from low-income families,are not read to from birth. Children who grow up without sufficient exposure to language arrive at school without basic literacy skills, and often struggle with reading in early grades.
Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
Studies by the American Academy of Pediatrics have uncovered these important facts about early literacy:
- More than 1 in 3 American children start kindergarten without the basic skills they need to learn to read.
- Children who are introduced to reading early on tend to read earlier and excel in school compared to children who are not exposed to language and books at a young age.
- Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent- child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
Resources for Parents
Summer Books for Preschoolers
Healthy Minds, Healthy Bodies
What Children Like in Books
Home Literacy Environment Checklist
Reading Tips for Your Family
Reading Tips for Your Family (Espanol)
Milestones of Early Literacy Development
Milestones of Early Literacy Development (Espanol) | <urn:uuid:3bd7b774-1a7e-4097-9ab7-980aad7d3f40> | CC-MAIN-2018-51 | http://www.pfclg.com/services/family-engagement/reach-out-and-read | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00513.warc.gz | en | 0.937918 | 489 | 3.421875 | 3 |
Cradle to Kindergarten Program
Did you know that lack of access to books and educational material is the single biggest barrier to literacy in the United States? And children of low-income families face even greater barriers.
Studies show that the first 5 years of childrenâs lives are crucial to their overall development and that the experiences children have during their formative years set the stage for learning later in life. In our on-going fight for the education of Lake County children, we're excited about our partnership with Painesville City Schools in support of their Cradle to Kindergarten initiative, designed to help children succeed in school.
The Cradle to Kindergarten program was rolled out in the fall of 2018. It's an early literacy initiative available exclusively for new babies born at Lake Health whose families reside in Painesville. The program provides families enrolled in the program with free books, materials, and support to empower and engage parents in their childâs literacy development. Books and materials are offered in both English and Spanish.
Upon enrollment, families receive a free welcome kit and are contacted by a volunteer from the nearby community who has had training on the importance of early language development. Home visits are scheduled approximately every three months until children enter kindergarten. During home visits, new books are supplied to help families build their home libraries, and to share tips, skills and activities that parents can easily implement with their children according to his or her age and interests.
The hope is to increase kindergarten readiness while building positive, long-lasting relationships with school families before their children even step foot into a kindergarten classroom.
A program application may be accessed by clicking here. It's provided in both English and Spanish.
Questions? Contact Painesville Schools Family Resource Center Site Coordinator Amber Torres via email at firstname.lastname@example.org or by phone at 440-392-5548. | <urn:uuid:7c0ec242-6bf3-452f-a1e6-eff7941821c7> | CC-MAIN-2018-51 | https://www.uwlc.org/cradle-kindergarten-program | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828507.57/warc/CC-MAIN-20181217113255-20181217135255-00390.warc.gz | en | 0.967455 | 385 | 2.859375 | 3 |
You are already an education advocate and leader, but are you an education diplomat?
Learn diplomatic skills to solve education challenges and stand out as a leader.
Education Diplomacy is the key to tackling complex issues affecting education and helps groups with different priorities to work together. Solving challenges related to inclusion, gender equality, and financing will need Education Diplomacy to move agendas forward through cooperation, coordination, and collaboration across sectors, stakeholders, and borders to overcome the challenges together.
Center News . . .
School Leadership and Education Diplomacy
Achievement of the Sustainable Development Goals agenda is a holistic undertaking that requires collaboration and partnership across all stakeholders and sectors. School leaders need to consider their role and capacity to contribute to these broader development goals. This paper, which served as the foundation for a workshop presented by at the UNESCO-APEID international conference on 8 November 2018 in Bangkok, Thailand, argues that school leaders require a new set of diplomacy skills that allows them to better meet the challenges they face and ensure inclusive and equitable education and lifelong learning for all. These education challenges require collaborative and cooperative efforts that can best be achieved by acquiring the foundational skills of Education Diplomacy.
Are you working to solve an education challenge by building a coalition, developing a new partnership, shaping a new program, negotiating an agreement, or working to change an education policy?
Do you want to transform your ability to lead and elevate the education profession?
Through Education Diplomacy online courses, you will learn the skills and tools to creatively solve problems and work cooperatively with multiple stakeholders at local, national, and international levels.
Bridge gaps and build connections through the following Education Diplomacy skills:
⢠Creating mutual understanding
⢠Cultivating collaboration between stakeholders
⢠Negotiating agreement
⢠Shaping consensus around shared goals
⢠Developing beneficial and innovative solutions for lasting change.
These skills can be understood through our innovative "5L" Education Diplomacy Framework.
LISTEN | LEARN | LEVERAGE | LEAD | LEAP
Which online course is right for you?
Suitable for individuals
Next course offered Spring 2019
Send updates about the next course
Suitable for individuals
Application deadline: 3 September 2018
Course begins 1 October 2018
Learn more and apply at DiploFoundation
ACEI is an IACET Accredited Provider, which means we provide high-quality learning events. All of our courses can be used to earn IACET Continuing Education Credits at approved institutions. Select courses also can be applied toward a Diploma in Social Innovation at the University for Peace (UPEACE) Centre for Executive Education in Costa Rica. | <urn:uuid:67d52d00-f569-4922-9205-03e0078b94e0> | CC-MAIN-2018-51 | http://www.educationdiplomacy.org/home | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826856.91/warc/CC-MAIN-20181215131038-20181215153038-00192.warc.gz | en | 0.933008 | 538 | 2.609375 | 3 |
Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
Tampa Bay Music Academy is starting a concert band for homeschoolers in the Tampa Bay area this fall. There will be a beginner class for 4th - 6th graders and an intermediate class for 6th - 12th grade. The concert will include Trumpet, Trombone, Baritone, Flute, Clarinet, Saxophone, and Percussion.
Registration has already started, so you will want to sign up as soon as possible. The first class is scheduled for Friday August 22.
For tuition costs and more information check out their website at http://tampabaymusicacademy.com/concert-band-program/
These colorful little castanets are perfect for little fingers to explore. Not only will your child experiment with rhythm, but he'll also work on developing his fine motor skills!
Sturdy Paper like poster board or a manila folder
Pairs of Buttons
Hot Glue Gun or Elmer's School Glue
Cut the paper into rectangles that measure anywhere from 4 to 6 inches long and 1/2 to 1 inch wide. Fold each rectangle in half so there's a crease in the middle. Next, choose two buttons and glue one on each end of the rectangle. The buttons will need to be the same size, and if your child is like my son, they'll have to be the same color too! Allow the glue to dry.
Let the fun begin! What types of rhythms can you create with your new instrument? Can you click the buttons together fast and slow? Can you make a steady beat? How about tapping the rhythm of your favorite song with your castanets? Turn on some music and experiment with all different types of rhythm!
***If doing this craft with young children or with young children present, do be careful to keep an eye on the buttons. Don't let young children put them in their mouths!***
Finding the perfect piano keyboard for your beginning student takes some time and research. Here are three of tips that I share with the parents of my students:
Your keyboard needs to have weighted keys. Portable keyboards are typically made with light, plastic keys which take hardly any weight to depress. It will be very hard for your child to transition from that light touch to the heavier touch which is required to play the digital or acoustic piano during lessons. Look for âweighted keys" or "touch sensitive" - like the keys featured on the Yamaha YPG-235.
Number of Keys
The number of keys on a keyboard can vary widely â from 61 to 88 on the typical instruments used for beginning lessons. If you plan to purchase a beginner instrument and upgrade later on, a keyboard like the Casio LK240 or the Yamaha EZ-200 with 61 keys is fine. We rarely use the notes on the extreme ends of the keyboard during our first couple years of lessons.
However, if youâd like for this instrument to be a one-time purchase, itâs better to choose a keyboard with either 76 or the full set of 88 keys. The Yamaha P35B or Korg SP170SBK are good options to consider.
Two of the best accessories to consider adding to your very first keyboard purchase are headphones and a damper/sustain pedal. Your child will be using the pedal and possibly the headphones within the first couple months of lessons.
Headphones are especially helpful if you want your child to be able to practice without disturbing the rest of the family. Most keyboards offer a plug for headphones so that your child can practice and be the only one to hear what heâs playing.
A damper pedal sustains the sound of the notes so they sound even after your finger has lifted off of the keys. Most keyboard models have a plug to add a damper pedal. Itâs a great option to have from the beginning, since we begin using it within the first couple months of lessons.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience! | <urn:uuid:fec51bf3-d42a-4a09-b225-e3f4f66bd6c3> | CC-MAIN-2018-51 | http://www.jessicaspianostudio.com/musical-notes-blog/category/beginners | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826686.8/warc/CC-MAIN-20181215014028-20181215040028-00392.warc.gz | en | 0.932369 | 879 | 2.75 | 3 |
On a daily basis, having to teach only six students is good news for most teachers. One lady instructor from the hearing impaired program sees this in a different way. All six of her students who are aged from 5 to 15 belong to a program set up by the local cooperative for special education and funded by a three year federal grant. The coop serves 19 school districts with various classes in learning disabilities.
Of the six students, two are classified as hard of hearing and four are profoundly deaf. With a decibel loss of 60 or less, the hard of hearing can function in regular classrooms but require special assistance. Those classified as profoundly deaf have a loss of 90 decibels or more. When a person is experiencing this, special learning methods are required. Taking into consideration their hearing needs and capabilities the students from the hearing impaired class use hearing aids.
In order to help the students hear what the teacher is saying then a special audio device is used. This particular phonic ear system works with 83 radio frequencies. An instrument much like a microphone is used by the teacher which conveys speech to a receiver worn by the children. Through the different frequencies, the teacher has the ability to talk to the class as a group or to one child at a time.
It has been said by the teacher that the facility traveled to by the students for 11/2 hours is quite spectacular. Much expense has been encountered with everything being specially crafted. If the complete kitchen set up is not enough, the carpeted room also contains audio equipment and visual aids. What they do with the kitchen is use to for recipe interpretations to teach language to the children.
Language is at the center of everything they do because the teacher says that it is the most important thing for the students. 10,000 times is the number of repetitions needed for a word to be retained. This may seem boring to some people, but it's absolutely necessary in this case. The sense of sight is necessary for the hard of hearing to learn about words that describe objects. There are words which have little meaning though like time, tomorrow, yesterday, and today.
The teaching methods the teacher uses are varied and many. Much trust is given to a learning experience that applies total communication where signs and speech are used together. Lip movement can be used to understand what another is saying and lip reading is part of the instruction given. When it comes to teaching methods, oral instruction is prioritized and students need to communicate verbally. These children have to live in our society and they will be better accepted if they can communicate the way others do.
One of the more curious methods used by the teacher is the tactile method, or perception through the sense of touch. For a student to comprehend the g, s, or th sounds, it is necessary to touch the throat or feel the tongue of the teacher. She has been used to having a student's hand in her mouth from the moment she steps into the classroom. When it comes to subjects, they have spelling, math, grammar, and social studies. Upon entering a regular school system, a student may take up other classes such as speech, gym, auto mechanics, music, typing, and home economics. Over 18 years old students are no longer able to attend the class.
Her motivation for helping the hearing impaired may come with much speculation. Considering her career choice, she does not hesitate to answer. It happened when she was five, they found out that she had a hearing problem. No cartilage was in her ears and her eustachian tubes were closed at birth. Her hearing abilities and those of the people she helped were regained through corrective surgery. As early as the fifth grade she already knew that she will be helping out children with hearing problems.
From an Illinois college is where she got her special education degree. A certificate in learning disabilities and degrees in deaf and elementary education are her achievements when she attended a university in Florida soon after. Prior to her arrival in Southwest Kansas two years back, she was a teacher in Fort Lauderdale in a school for the deaf. With the phonic ear system she uses, her students have no alternative but to listen to what she says because the sound is relayed into their ears and this assists her in the grueling tasks she performs every day.
As a person looking for hearing loss you should visit that site. Further information on audiologists can be found there. | <urn:uuid:c56256bb-0524-4025-a5bc-91f7ae45f323> | CC-MAIN-2018-51 | https://earpiercingtypes.com/meanings-of-words-for-the-hearing-impaired/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827596.48/warc/CC-MAIN-20181216073608-20181216095608-00072.warc.gz | en | 0.977621 | 890 | 3.71875 | 4 |
If you are like most parents, you want to raise your children well â to develop their mental and physical aspects completely. Most people know that music education helps grow childrenâs brains.
According to the site Childrenâs Music Workshop, there are many benefits to music education including the below:
- Early training develops language and reasoning areas of the brain.
- It helps develop the ability to form mental pictures of things.
- Creative thinking and problem solving are also developed.
- Studies show that scores on tests like the SAT are better from students exposed to music lessons.
- Performing helps kids learn to conquer fear.
But musical instruments can be expensive, and many are too delicate for pre-school aged children. How can you expose your pre-school and grade school age children to musical instruments without spending an arm and a leg? Here are a few thoughts on giving your child access to music on a budget.
Make Musical Instruments From Household Items
Spoonful.com can show you how to make all of the below for (or better yet, with) your pre-schooler:
- Drums from large oatmeal cylinders and no-rip mailer envelopes
- Maracas from individual serving sized raisin boxes and dried beans
- Rain sticks from a mailing tube, aluminum foil, rice and popcorn
- Tambourines from Y shaped sticks and flattened bottle caps or
- Clap sticks from decorated paint stirrers.
Ashelyâs husband over at Make It â Love It, made really cool looking cardboard guitars for their kids â much better looking than the shoebox guitars you usually see. They are made by tracing a guitar shape onto hefty cardboard, with pencils to hold the rubber band strings up off the board. She gives a step by step on her site.
Alex Duncan shows you how to make a one note balloon bassoon using 40 mm pvc pipe, garden hose, duck tape and a balloon in a You Tube video. It sounds pretty darn good too.
Busy Bee Kids Crafts has a bunch of ideas, one of which is making paper plate tambourines.
For the more sophisticated, try crafting a vegetable instrument or band.
Linsey Pollak is a musician that has figured out how to play a carrot! Watch as he constructs a carrot clarinet and plays it â it sounds like a real one to me!
Or how about an entire band from vegetables? Nan Weiping of the Vegetable Orchestra, according to the Trend Hunter website, has figured out how:
âBy hollowing out parts of various large vegetables and experimenting with their dampness, these brothers create musical instruments that can successfully substitute for their conventionally built counterparts. The duo plays a variety of music, from traditional Chinese tunes to folk to even popular pop songsâ
Your Schoolâs Music Department May Already Have Instruments
Check out your local school to see if they have a music program for the kids. My grandson gets to play various instruments in his 3rd grade music class, without having to purchase them.
Find A Used Instrument
- Craigslist â a quick search in my area under musical instruments looking for keyboards showed them from $30 and up.
- Garage sales â I found a guitar for $5.00 once at a garage sale and bought it for my grandson.
- Pawn shops â there are even some that specialize in musical instruments.
- Relatives â Great Uncle Joe may still have that trumpet he used to play and might like to donate it to a future generation!
- Musical instrument exchanges â some sites let owners list and buyers browse used instrument sales. Just search on exchange musical instruments.
Go To a Retail Music Shop
We rented our sonâs alto saxophone while he took lessons in high school. Later we went ahead and bought it from the shop â but that wasnât a very inexpensive solution!
Experimenting with musical instruments should be part of every childâs growing up experience, at least in my book. I tried both the piano and the violin in grade school â unfortunately neither stuck. As an adult I tried out an acoustic guitar and managed to get far enough to at least toughen up my finger tips!
What suggestions do you have for parents to give music experiences to their children without breaking the budget? | <urn:uuid:3f4067c3-06aa-4d7d-9215-ebad6bf6e2de> | CC-MAIN-2018-51 | http://prairieecothrifter.com/2013/06/childrens-music-budget.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00513.warc.gz | en | 0.956844 | 892 | 3.53125 | 4 |
product description page
Understanding Reading Problems : Assessment and Instruction (Paperback) (Jean Wallace Gillet & Charles
About this item
This title is only available as a loose-leaf version with Pearson eText.
The market-leading, dependable guide for assessing literacy at every stage of development and implementing corrective instruction.
In this widely popular book, classroom teachers get up-to-date coverage of reading processes, their assessment, and their corrective instruction, including thorough treatment of reading and writing at every stage of development. The new edition provides updated coverage of the Common Core State Standards and the imperative to teach English learners. Included are an overview of essential reading processesâacquiring emergent literacy concepts, word recognition, fluency, vocabulary, and comprehension, as well as spelling and writingâand a review of the stages of literacy developmentâemergent, beginning reading, building fluency, reading to earn and for pleasure, and mature reading. Thorough explanations and detailed procedures for assessing and teaching emergent literacy look at phonological awareness, phonics and word knowledge from beginning to advanced levels, vocabulary, fluency, and comprehension of narrative and informational text. Teaching techniques range from the Response to Intervention framework to strategies for individual students, including those whose home language is not English. Diagnostic and week-to-week monitoring procedures, as well as formal assessments and testing terminology are covered in detail, and a full chapter covers laws and policies affecting children with special needs, as well as other physical and cognitive factors that impinge on studentsâ literacy growth.
013384661X / 9780133846614 Understanding Reading Problems: Assessment and Instruction, Pearson eText with Loose-Leaf Version -- Access Card Package
Package consists of:
- 0134228448 / 9780134228440 Understanding Reading Problems: Assessment and Instruction, Loose-Leaf Version
- 0134276981 / 9780134276984 Understanding Reading Problems: Assessment and Instruction, Pearson eText -- Access Card | <urn:uuid:73c2b6cb-32c9-4e0e-9ab9-5f3812d7784d> | CC-MAIN-2018-51 | https://www.target.com/p/understanding-reading-problems-assessment-and-instruction-paperback-jean-wallace-gillet-charles/-/A-51449206 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827998.66/warc/CC-MAIN-20181216213120-20181216235120-00229.warc.gz | en | 0.913314 | 410 | 3.328125 | 3 |
2015 Winners & Honorees
Library of Congress Literacy Awards Best Practices 2015 (PDF, 5.9 MB)
David M. Rubenstein Prize
First Book focuses on promoting literacy by increasing childrenâs access to books. Because cost is the primary barrier to book ownership by children and the programs that serve them, First Book dedicates its resources to facilitating access to quality children's literature for groups and families across the U.S. and Canada. Since its inception, 130 million books have been donated to educators, programs and children.
United Through Reading helps active-duty military personnel stay involved in their childrenâs literacy development by filming them reading storybooks and distributing the recordings and books to their families. The program has more than 180 recording stations on military bases and outposts, in USO centers and on half of all U.S. Navy ships and makes more than 25,000 recordings each year.
Beanstalk is a volunteer-based literacy organization that provides one-on-one support to children ages 6 to 11. Tutors work consistently with their assigned students, meeting twice a week to read, play and talk together. In this less structured environment students can engage with and enjoy reading and learning.
Working with Government Policymakers
- Stiftung Lesen
- National Resource Center for Non-Formal Education
- Kazakhstan Reading Association
Creating a Community of Literacy
- Little Free Library
- Family Reading Parnership
- Literacy Alberni Society
Selecting Appropriate Language of Instruction
- Book Aid International
- Literacy Council of Montgomery County
Literacy in Service of Social Goals
- Free Minds Book Club and Writing Workshop
- Alif Laila Book Bus Society
- Escuela Santo Niño Jesús, Fe Y AlegrÃa (Escuela)
Providing Access to Readers with Physical Disabilities
- Men with a Message | <urn:uuid:e8be97d9-e634-4e71-8e8c-e529ee0233c6> | CC-MAIN-2018-51 | http://www.read.gov/literacyawards/winners-2015.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823320.11/warc/CC-MAIN-20181210080704-20181210102204-00393.warc.gz | en | 0.929416 | 393 | 2.953125 | 3 |
Johann Heinrich Pestalozzi
Also found in: Wikipedia.
Pestalozzi, Johann Heinrich
Born Jan. 12, 1746, in Zürich; died Feb. 17, 1827, in Brugg. Swiss educator and democrat. A founder of the study of teaching methods in elementary education.
Pestalozzi completed two programs of study at the Collegium Carolinum. He headed the home for the poor in Neuhof (1774â80), a school for orphans in Stans (1798-99), and institutes in Burgdorf (1800-04) and Yverdon (1805-25). He wrote numerous works on education, receiving worldwide acclaim for Leonard and Gertrude (1781-87), How Gertrude Teaches Her Children (1801), Letter to a Friend About a Sojourn in Stans (1799), and Swan Song (1826). In 1792, Pestalozzi was named a Citizen of the French Republic by the French legislature.
Pestalozziâs world view combined ideas of the French philosophers of the Enlightenment, chiefly J.-J. Rousseau, with the theories of the German idealist philosophers, including G. W. von Leibniz, I. Kant, and J. G. Fichte. Pestalozzi believed that education should conform to human nature, developing the mental and physical strengths inherent in it in accordance with the childâs drive toward diverse activity. This development was to be brought about through sequential exercises done systematically and in a prescribed order, first at home and then at school. Pestalozziâs theory of elementary education included intellectual, moral, physical, and vocational training, all closely interacting to produce harmonious human development. K. D. Ushinskii called Pestalozziâs idea of developmental education a great discovery (Sobr. soch., vol. 3, 1948, p. 95).
Pestalozzi devised techniques for teaching children the basics of arithmetic, measurement, and speech. He significantly expanded the content of primary education to include drawing, singing, gymnastics, and elementary geometry and geography. He called for the creation of schools that âwould satisfy the needs of the popular masses, be willingly accepted by them, and be to a significant extent the creation of their own handsâ (N. K. Krupskaia, Ped. soch., vol. 1, 1957, p. 279).
WORKSSämtliche Werke, vols. 1-17 A, 18-21, 23, 25. Edited by A. Buchenau, E. Spranger, H. Stettbacher, and E. Dejung. Berlin-Leipzig-Zürich, 1927-73.
Sämtliche Briefe, vols. 1-13. Edited by Pestalozzianum and the Zentral-bibliothek in Zürich. Zürich, 1946-71.
In Russian translation:
Izbr. pedagogicheskie proizvedeniia, vols. 1-3. Edited by M. F. Shchaba-eva. [Preparation of text, introduction, and notes by V. A. Rotenberg.] Moscow, 1961-65.
REFERENCESKrupskaia, N. K. âPestalotstsi.â Pedagogicheskie sochineniia, vol. 1. Moscow, 1957.
Krupskaia, N. K. âK glave o Pestalotstsi.â Pedagogicheskie sochineniia, vol. 4. Moscow, 1959.
Pinkevich, A. P., and E. N. Medynskii. I. G. Pestalotstsi: Ego zhiznâ, uchenie i vliianie na russkuiu pedagogiku. Moscow, 1927.
Pinkevich, A. P. I. G. Pestalotstsi. Moscow, 1933.
Rotenberg, V. A. âPedagogicheskaia deiatelânostâ I. G. Pestalotstsi.â Sovetskaia pedagogika, 1952, no. 3.
Rotenberg, V. A. âI. G. Pestalotstsi o soedinenii obucheniia s trudom i podgotovke k deiatelânosti v promyshlennosti.â Sovetskaia pedagogika, 1962, no. 7.
V. A. ROTENBERG | <urn:uuid:5ca4fcc9-5384-42f9-b980-f4fd536a5b7e> | CC-MAIN-2018-51 | https://encyclopedia2.thefreedictionary.com/Johann+Heinrich+Pestalozzi | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827639.67/warc/CC-MAIN-20181216095437-20181216121437-00432.warc.gz | en | 0.811514 | 1,008 | 2.96875 | 3 |
Music Education (MUED)
Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.
MUED 595 - Special Projects
Individual investigation, research, or study. Creative projects may be included. Prereq: permission.
MUED 741 - Techniques and Methods in Choral Music
Problems in the organization and performance of high school, college, and community choruses. Techniques of choral conducting and rehearsal, repertory and materials.
MUED 743 - Materials and Methods in Piano Music
Gives potential piano teachers a coherent but flexible approach to the instruction of students of different ages and levels of talent through evaluation of methods and materials and discussion of the role of the private teacher.
MUED 745 - Techniques and Methods in String Instruments
Class and individual instruction. Intensive training on the violin, viola, cello, and double bass. Classroom procedures, establishment of string programs, and evaluation of available methods materials. Permission required.
MUED 747 - Techniques and Methods in Woodwind Instruments
Credits: 2 or 3
Basic course in embouchure formation, tone production, tonguing, fingering and instrument care as applied to each of the woodwinds: flute, oboe, clarinet, bassoon and saxophone. Methods, studies, solos and ensembles most useful with school players of woodwind instruments. Permission required.
MUED 749 - Techniques and Methods in Brass Instruments
Basic course in embouchure formation, tone, tonguing, fingering, flexibility, accuracy, and range development as applied to the trumpet or baritone horn, French horn, and trombone. Methods, studies, solos, and ensembles most likely to be useful with school players of brass instruments. Permission required.
MUED 751 - Techniques and Methods in Percussion Instruments
Basic performance skills on snare drum, timpani, mallet instruments, and other percussion instruments used in bands and orchestras. Materials and methods of instruction. Permission required.
MUED 755 - Vocal Pedagogy
Credits: 1 or 2
A study of vocal anatomy, vocal function, and teaching methods, with an emphasis on application for singers and voice teachers.
MUED #763 - Jazz Music Methods
Organization and delivery of instruction in jazz. Historical development of jazz styles and the role of each instrument/voice in jazz combos and large ensembles. Reading jazz notation and teaching improvisation. Examination of appropriate literature. Prereq: piano proficiency. Permission required.
MUED 765 - Instrumental Music Methods
Organization and delivery of instruction to groups of instrumental music students. Examination of appropriate curricula and materials, application of instrumental and conducting techniques, structure of rehearsals, assessment of student progress. Prereq: junior standing.
MUED 771 - Marching Band Methods
Role of marching band in the school music program. Design and execution of field shows and parade marching. Understanding of marching percussion and auxiliary units. Examination of appropriate music. Prereq: MUSI 454 and MUSI 571.
MUED 790 - Teaching Elementary School Music
Experiential approach toward learning creative strategies for teaching elementary school music. Includes various curricula and methods; philosophy and psychology of music; demonstration of materials and instruments. Observation and teaching in schools. Prereq: piano proficiency.
MUED 791 - Teaching Secondary School Music
Assembling, managing, and teaching junior/senior high school music curriculum. Academic issues of philosophy, curriculum building, application of learning theories, administration, evaluation, motivation, and classroom management combined with field experience in lesson planning and teaching/rehearsal techniques. Prereq: piano proficiency; MUSI 731 and MUSI 732.
MUED 795 - Special Studies
Allows upper-level students to explore individually or in groups areas related to their specific professional interests. Prereq: permission. | <urn:uuid:731f1fb7-53cc-4eef-9396-fc2386c0f6c8> | CC-MAIN-2018-51 | https://catalog.unh.edu/undergraduate/course-descriptions/mued/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00313.warc.gz | en | 0.873384 | 822 | 2.515625 | 3 |
Free and compulsory education for all children was listed as an individual's rights very recently. It is hoped that by passing this law not only will the education system of the country become better but also the pace at which infrastructure across the country is developing. The government of India passed this act in the year 2009.
Details of the RTE Act & Government steps prior to that:
This Act was brought into being by the eighty sixth amendment of the Constitution of India in 2002. This law mandates that all children between the age of 6 and 14 have a right to free elementary education. The onus of providing the free education falls on the government or the local body (which ever has jurisdiction). The law further ensures that the children do not have to pay any fees for the education they receive.
Before taking up free and compulsory education for children in India and turning it into a law, the government did try various other schemes like the mid day meal scheme and the financial assistance scheme. The mid day meal scheme of the government included feeding children the afternoon meal for free.
The main purpose of this meal was to increase the attendance level at schools by providing the meal as an incentive. This scheme of the government worked like magic and the attendance levels did rise. But one problem that came out of this was that the food quality was really poor in some cases. In most areas the food material was supplied by the ration stores and the food was cooked at the school premises.
The food that was often supplied by ration stores was below quality which resulted in many children falling ill. This fire caught wind when the national media highlighted the issue which resulted in attendance levels dropping. When it came to the financial assistance scheme it was doomed from its very onset. The scheme included children being given money each time they came to school.
This scheme was run mainly in the urban and semi urban areas. In these areas the children who live in the slums have to work during the day time to make a living which does not allow them to come to school. The government thought that by providing financial assistance the children would not need to work and would attend school. What happened in reality was that the children did come to school to collect the money and left soon after.
Future for the students:
With the passing of this the Right to Education (RTE) Act, 2009 the local bodies are now legally bound to find new and innovative ways to provide children with elementary education. Very often children that do end up in schools and complete their elementary education do not find jobs.
The government is currently developing some vocational institutes to provide vocational training to these youth and make them job worthy. The government has also started recruitment drives for lower level staff (those that are meant specifically for people with basic education). | <urn:uuid:c275b32a-9348-4206-bfba-f9824f72ee45> | CC-MAIN-2018-51 | https://www.brainbuxa.com/blog/an-overview-on-free-and-compulsory-education-for-children-in-india | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071304-00009.warc.gz | en | 0.985376 | 557 | 3.375 | 3 |
I know. I know. Suuuuuper research-y title. But i didnât want it to just be I speak robot. Because, well, I donât ð In our house, with three boys (going to do a post to update you on this soon!!) we have a LOT of playing that occurs. All day. Every day. As an educator, I have, of course, spent countless hours figuring out how to turn these play events into a learning-based event. Look, NOT all play is for learning. Play for play is SUPER important for social, emotional and educational development. BUT, again as an educator and MOM, I canât help but to turn some of these authentic play events into a learning situation!
According to Fromberg and Gullo (1992), play enhances language development, social competence, creativity, imagination, and thinking skills. Frost (1992) concurred, stating that âplay is the chief vehicle for the development of imagination and intelligence, language, social skills, and perceptual-motor abilities in infants and young childrenâ (p. 48). (source)
So. I wanted to share some ways that I encourage literacy development through play.
The most important device you can use is QUESTIONING. The typical line of questioning I use in play talk are applicable to (almost) any play situation. Most of the times I allow the children to play on their own and then I âinterruptâ with my questions (gently) but sometimes I create learning situations for them such as baking and science experiments. Here are a list of 10 simple questions you might use the next time you catch your little involved in play that would be conducive to talk/play learning. The particular situation I based this blog post on involved this little cutie and his new Robot I got him (he later named it Chace-botâ¦duh!!!). So, you want to mix a variety of open-ended and straightforward questions and you can tweak each question to cater to the specific play situationâ¦
1. What is his/her (your robotâs) name?
2. Why did you decide to name it that? What does its name start with? (letter/sound)
3. What special things does he/she (your robot) do?
4. Does he/she (your robot) eat things? What kinds of things?
5. What is the silliest thing he/she (your robot) can do?
6. Is he/she (your robot) a good guy or a bad guy? WHY <â super important
7. Is it real or pretend?
8. Where does he/she (your robot) live?
9. How does he/she (your robot) feel? (this is good at getting at a childâs actual feelings regarding a situation that is tough to discuss)
10. Show me something that he/she (your robot) can do. Have them explain.
I asked similar questions to these cuties as they played Legos. Obviously I adjusted the questing based on their ages. Another activity I LOVE to do with the boys is baking/cooking/food prep. This is a GREAT time to engage in conversation with your child. We LOVE to do simple food prep activity like making fruit pattern skewers.
Starting color patterns at a young age can go a long way in terms of forming a solid number sense foundation. These can be used for counting too. And think outside the box. Donât just ask âhow many pieces of fruit are on there?â but rather âHow many strawberries are on there?â or âHow many of the fruits are NOT red.â This can be tricky, so try to be cognizant of your childâs age and developmental level.
We also love doing make your own pizzas!
They key is to not just dump the ingredients on the table and go empty the dishwasher (although soooo tempting) but to stay present in the activity. Ask questions like:
1. What are we adding now?
2. How much of this should we add?
3. Will this make our food taste sweet? Salty? Sour?
OK, I have to go take care of my boo, but I will be back soon with a juicy post! XO | <urn:uuid:9ecae9a6-b481-46a5-bd33-71e8434151f8> | CC-MAIN-2018-51 | https://upsanddownes.com/2016/09/24/i-speak-robot-using-play-talk-to-promote-literacy-development/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00472.warc.gz | en | 0.9537 | 912 | 2.859375 | 3 |
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