Elementary School Blog

Education at Library Reference Search

2005-02-14T20:02:00.000-08:00

Education at Library Reference Search. I stumbled upon a really good Web directory that has a lot of sites. Many of these relate to the elementary school!

Here are some categories to check out:

Elementary Education
Early Childhood Education
Children's Literature
Rowling, J. K.
Lesson Plans

Have fun browsing.

Presidential Speeches

2005-02-06T05:00:00.000-08:00

Presidential Speeches. President Bush has been giving official speeches lately. The recent Inaugural and State of the Union have attracted the attention of some of my students. Here are pages with the text of the speeches:

Second Inaugural Address of George W. Bush
2005 State of the Union Address

Groundhog .org

2005-02-02T04:51:00.000-08:00

Groundhog .org. This is the Official Site of the Punxsutawney Groundhog Club. This is the most minor of holidays but it always gets attention from my students. This is a good place to refer them towards.

From the site:

Yes! Punxsutawney Phil is the only true weather forecasting groundhog. The others are just impostors.

There has only been one Punxsutawney Phil. He has been making predictions for over 119 years!

Punxsutawney Phil gets his longevity from drinking "groundhog punch," a secret recipe. Phil takes one sip every summer at the Groundhog Picnic and it magically gives him seven more years of life.

On February 2, Phil comes out of his burrow on Gobbler's Knob - in front of thousands of followers from all over the world - to predict the weather for the rest of winter.

The Improving Literacy through School Libraries Program of "No Child Left Behind": Tips for Writing a Winning Grant Proposal

2005-01-26T04:57:00.000-08:00

The Improving Literacy through School Libraries Program of "No Child Left Behind": Tips for Writing a Winning Grant Proposal. Use NCLB to get free money for you school library! Details below.

From the site:

It is essential that potential applicants understand the program elements and assemble a coalition and proposal strong enough to gain the reviewers' attention and support student achievement. Grant writing is often misunderstood as a combination of luck, prescience, and alchemy. But, often, the secret to writing effective proposals is to learn how to present needs in the grantor's structure. Elements should be addressed in a logical order and presented in the requested sequence. Deeper knowledge of this program's evaluation criteria will result in proposals that reflect an appropriate mixture of clarity and purpose. Remember the most important question for you proposal to answer is, "Does it improve student reading literacy?"

A Study of Bilingual Chinese/English Children's Code Switching Behavior

2005-01-21T04:55:00.000-08:00

A Study of Bilingual Chinese/English Children's Code Switching Behavior. This is an interesting article for those of you who deal with bilingual students. It is from Academic Exchange Quarterly.

From the site:

This paper reports the findings from a study that explores young Chinese/English bilingual children’s code switching behavior in a Chinese language program. In particular, it describes one bilingual child’s patterns of language use. The findings suggest that code switching was used as a communicative device by the children in the study. They switched languages during their speech in order to realize social function, pragmatic function, and meta-linguistic function. Educational implications are also provided.

White House Kids

2005-01-16T04:45:00.000-08:00

White House Kids. Provides educational information geared for children about the President, the White House, and the President's pets and animals, Spotty, Barney, and India.

From the site:

America's presidents have represented many states, held different occupations and faced difficult challenges. However, each president answered the same call--the call to serve the American people. As you learn about the presidents, think about ways you can serve your neighbor, community or country today.

Flash Card Math

2005-01-11T06:28:00.000-08:00

Flash Card Math - A learning tool which teaches the multiplication table and simple division to elementary school students. Free to schools. Free printable flash cards and math worksheets.

From the site:

Flash Card Math is an interactive educational software program designed to teach first grade, second grade, third grade and fourth grade students in elementary school addition, subtraction, the multiplication table and simple division. Flash Card Math utilizes the proven Flash Card method of teaching primary mathematics and arithmetic. It is a learning tool which will provide children with an important part of the foundation necessary to succeed in mathematics throughout their elementary school years and through life. Additionally, with a click of a mouse, Flash Card Math develops customized multiplication and division worksheets and flashcards for teacher's use in the class room or parent's use with their children at home. Eligible schools, upon request, may receive FREE Animated FlashCards and Worksheet Generator Software.

Tsunami Information

2005-01-09T06:21:00.000-08:00

Tsunami Information. Ok, I am back to work and will try to keep this blog current again. The disaster in Asia is big news with my students. Several of the teachers here are using this as a teaching moment about the people of Asia. Here are some good Web resources I have been refering my student towards:

Tsunami - This is a general tsunami resource page with links all over the Web from the University of Washington.

2004 Indian Ocean earthquake - This is the Wikipedia article on the event.

Tsunami Relief - This is a good Google page showing good organizations which are collecting to help the suffering in Asia.

History of Asia - Offers a history of every nation in Asia including many that were hit by the tsunami. This has good background information for learning about India or Sri Lanka for example.

Not Well

2004-12-15T06:19:00.000-08:00

Not Well. I apologize for the lack of blog posts lately. I have been seriously ill and have fallen behind. I hope to get back into the swin gof things in 2005! It is so hard to focus on doing a blog when I can barely get out of bed.

No Child Left Behind: Testing, Reporting, and Accountability. ERIC Digest.

2004-11-05T06:27:00.000-08:00

No Child Left Behind: Testing, Reporting, and Accountability. ERIC Digest. This is a good article on NCLB testing. I like the general idea of No Child Left Behind but don't you think that the government should fund this?

From the site:

In a major expansion of the federal role in education, the NoChild Left Behind Act of 2001 (NCLB) requires annual testing, specifies a method for judging school effectiveness, sets a timeline forprogress, and establishes specific consequences in the case of failure. As the use of standardized testing to measure school accountability has expanded, so has the list of arguments for excusing the low achievement of whole categories of students. While special education law provides for testing with “accommodations,” in practice it has pushed educators to focus more on procedural compliance. The achievement of language-minority students has often been overlooked or mismeasured as school districts lacked the skill or will to administer appropriate assessments.

This digest reviews how testing and reporting requirements will operate with respect to different groups of students and examines factors that could delay or dilute the guarantee of educational accountability in the academic achievement of all children.

George W. Bush

2004-11-03T06:30:00.000-08:00

George W. Bush. Well, Bush won. I voted for Kerry but as a Texan I am happy the President came through. I don't like his politics but he is a good man. Here is a nice resource to point students towards for Bush information.

From the site:

George Walker Bush (born July 6 , 1946 ) is the 43rd and current President of the United States , succeeding Bill Clinton in 2001 . He was first elected President in 2000 and his term began in January 2001. He was re-elected in November 2004 and his second term will expire in 2009.

Bush was the 46th Governor of Texas from 1995 to 2000 and is a lifelong Republican .

In 1978 Bush ran for the House of Representatives and was defeated by the Democratic State Senator Kent Hance .

Bush began his career in the oil industry in 1979 when he began active operations of Arbusto Energy , an oil and gas exploration company he formed in 1977 with leftover funds from his education trust fund. The oil crisis of the late '70s hurt Arbusto Energy and, after a name change to Bush Exploration Co., Bush sold the company in 1984 to Spectrum 7, another Texas oil and gas exploration firm. Under the terms of the sale, Bush became CEO of Spectrum 7. History was repeated as the oil crisis of 1985-1986 bankrupted Spectrum 7. Spectrum 7 was subsequently saved by a buyout from Harken Energy Corp in 1986 with Bush becoming a director of Harken.

Bush was accused of using insider knowledge when selling stock while serving on the board of directors of Harken Energy Corp. in 1990 . After his sale of the stock, Harken reported a $23.2 million quarterly loss. An SEC investigation, alleged to be influenced by the fact Bush's father was President of the United States, declared "the investigation has been terminated as to the conduct of Mr. Bush, and that, at this time, no enforcement action is contemplated with respect to him." but noted that this did not mean that he was exonerated on that future charges might not brought. No further action has resulted, despite the fact that Bill Clinton, of the opposing political party, had been President for eight years between the administration of Bush and his father. As President, Bush has refused to authorize the SEC to release its full report on the investigation.

CONSTELLATIONS

2004-11-01T06:24:00.000-08:00

CONSTELLATIONS. This is an interesting astronomy lesson plan for elementary school students.

From the site:

OVERVIEW: Astronomy provides practice in those skill that areprerequisite to the scientists of tomorrow: observation,graphing, recording, and predicting. Basic to many astronomicalobservations are the North Polar Constellations. The followingactivities provide our young scientists with success-orientedpractice in locating and recognizing these stars in the sky.

PURPOSE: The purpose of the following activities is to strengthenthe skills of visual perception, observation, and recording byusing repetition of visual bulletin board displays of the NorthPolar Constellations and graphing those star patterns.

You Are the Historian: Investigating the First Thanksgiving

2004-10-29T06:17:00.000-07:00

You Are the Historian: Investigating the First Thanksgiving. This is a fun site that allows students to look at Thanksgiving from a first-hand perspective. It is a well done site that literally reaches out and devours the whole computer screen!

From the site:

Over the last several years, experts at Plimoth Plantation have done a lot of research and thinking about the event that is commonly called “The First Thanksgiving.” We were surprised at what we learned! We are sharing our new-found knowledge through a special Thanksgiving exhibition at Plimoth Plantation (Thanksgiving: Memory, Myth, and Meaning), two children’s books, the You Are the Historian online learning center (see below), and this teacher’s guide.

We are proud of these products, and also of the process that led to their creation. True to the mission of Plimoth Plantation, these products explore the events of 1621 from the perspectives of both the Wampanoag and the English colonists. This could not have been done without the collaboration of a broad team of people, including members of the Wampanoag community, teachers, historians, and Plimoth Plantation staff.

Good luck with your investigation! We hope that you and your students enjoy using this guide, and that you begin to look at Thanksgiving in a whole new way.

Newbery Medal

2004-10-27T06:13:00.000-07:00

Newbery Medal. Here is the Wikinfo encyclopedia entry for this important award!

From the site:

The John Newbery Medal is a literary award given by the Association for Library Service to Children of the American Library Association (ALA) to the author of the most outstanding book for children. The award, which is named after an eighteen-century British bookseller, has been given since 1922. Together with the Caldecott Medal, it is considered the most prestigious award for children's literature in the United States.

Recipients of the Newbery Medal are:

1922 Hendrik Willem van Loon, The Story of Mankind
1923 Hugh Lofting, The Voyages of Dr. Dolittle
1924 Charles Hawes, The Dark Frigate
1925 Charles Finger, Tales from Silver Lands
1926 Arthur Bowie Chrisman, Shen of the Sea
1927 Will James, Smoky the Cow Horse
1928 Dhan Gopal Mukerji, Gayneck, the Story of a Pigeon

History of Iraq

2004-10-25T06:09:00.000-07:00

History of Iraq. Not surprisingly, many of my students are looking up information on Iraq now. Most of our libarry books are dated so I am finding the Web the best resource. This site is pretty good.

From the site:

Once known as Mesopotamia, Iraq was the site of flourishing ancient civilizations, including the Sumerian, Babylonian, and Parthian cultures. Muslims conquered Iraq in the seventh century A.D. In the eighth century, the Abassid caliphate established its capital at Baghdad, which became a frontier outpost on the Ottoman Empire.

At the end of World War I, Iraq became a British-mandated territory. When it was declared independent in 1932, the Hashemite family, which also ruled Jordan, ruled as a constitutional monarchy. In 1945, Iraq joined the United Nations and became a founding member of the Arab League. In 1956, the Baghdad Pact allied Iraq, Turkey, Iran, Pakistan, and the United Kingdom, and established its headquarters in Baghdad.

Gen. Abdul Karim Qasim took power in July 1958 coup, during which King Faysal II and Prime Minister Nuri as-Said were killed. Qasim ended Iraq's membership in the Baghdad Pact in 1959. Qasim was assassinated in February 1963, when the Arab Socialist Renaissance Party (Ba'ath Party) took power under the leadership of Gen. Ahmad Hasan al-Bakr as prime minister and Col. Abdul Salam Arif as president.

Education Next: A Journal of Opinion and Research

2004-10-22T06:07:00.000-07:00

Education Next: A Journal of Opinion and Research - Published by the Hoover Institution at Stanford and the Program on Education Policy and Governance at Harvard. A forum on education policy and school reform that includes evidence-based original research, critiques of other research projects, and book reviews. Full text free online.

From the site:

In the stormy seas of school reform, this journal will steer a steady course, presenting the facts as best they can be determined, giving voice (without fear or favor) to worthy research, sound ideas, and responsible arguments. Bold change is needed in American K–12 education, but Education Next partakes of no program, campaign, or ideology. It goes where the evidence points.

Mrs. Smith's Second Grade

2004-10-20T06:24:00.000-07:00

Mrs. Smith's Second Grade - Site for a teacher at Thomas Merton Academy in Louisville, Kentucky. Has information and links for parents, kids and teachers. Examples of student work are also featured.

From the site:

School Tips for Parents:

1) Establish a family reading time. 15 minutes of reading does make a difference in your child's life. Children enjoy this special time. "Share a book with a child and share a moment of love."

2) Scale back TV time.

3) Make a plan for after-school activities. Schedule adequate time for homework, play, clubs, and family time.

4) Keep a large calendar. Mark each family member's activities in a different colored pen.

5) Collect important phone numbers. Update doctor, work and other listings for the school office, after-school care and one or two neighbors.

6) Have a backup plan. Find another parent who will exchange school pickup favors-in case you get sick or delayed by work or traffic.

7) Set up a file for school papers. Place all school newsletters, notes and papers in this file so you'll have them to refer back to for information.

8) Spruce up a study space for your child. Include pencils, crayons, a dictionary and other supplies.

9) Reestablish bed times for school nights.

10) Get children into the habit of getting ready the night before school. Set out clothes, pack lunch or lunch ticket, and put the backpack by the front door so you'll be ready for the next day.

Working With Young English Language Learners: Some Considerations

2004-10-18T06:20:00.000-07:00

Working With Young English Language Learners: Some Considerations. This is another excellent ERIC Digest that deals with primary education. This one has ideas for helping elementary level students who come from homes where English is not the main language.

From the site:

In today’s preschool programs and primary school classrooms, teachers are working with an increasingly diverse population of young students, including many who come from homes where English is not spoken. According to Kindler (2002), English language learners (ELLs) now represent 9.6% of all students enrolled in public pre-kindergarten through Grade 12 classes in the United States; 67% of these students are enrolled at the elementary school level. The growth in enrollment of English language learners is not restricted to big cities and urban areas; in fact, states with large rural areas, such as Georgia, Montana, and Mississippi, have experienced sharp increases in the enrollment of ELLs in their public schools. Teachers in preschool and primary education programs all over the country may have English language learners in their classrooms. Unfortunately, many teachers are not provided with specialized training in how to meet the needs of ELLs (Menken & Atunez, 2001) and may have no prior experience in teaching young students from linguistically and culturally diverse backgrounds.

This Digest provides general information on the characteristics of English language learners in U.S. preschool and primary school programs and describes learning conditions and instructional practices that are most effective for educating young ELLs.

Postcards from America

2004-10-15T06:18:00.000-07:00

Postcards from America - Follows a teacher and a photographer as they travel across America. Also features fun facts, maps, and a "Just for Teachers" page with tips for using the postcards in the classroom.

From the site:

If you teach U.S. geography, or if you're an armchair traveler who wants to explore America without leaving your seat cushion--you've come to the right place. Hitch a ride in our virtual backseat as we tour the 50 states in our RV, "Harvey the RV," and share this exciting journey through the window of an electronic postcard.

Ken, a photographer and graphic designer, photographs and creates the Live-at-the-Scene postcards while Priscilla, a writer and former American history teacher, writes the accompanying captions, personal messages and trivia questions.

The Adventures of Echo the Bat

2004-10-13T06:16:00.000-07:00

The Adventures of Echo the Bat - Follow Echo the Bat through the eyes of a satellite as he migrates through Arizona. Topics include false color satellite imagery, how scientist use these images to study habitats, and the electromagnetic spectrum. Interactive adventure game and activities for the classroom. This is a fun site!

From the site:

In the upper elevations of Arizona, there was a forest of tall Ponderosa pine trees. The forest was covered with snow and the evenings were quiet as animals slept through the cold winter nights. When spring arrived, the snow melted and a colony of female bats made their home in a hollow pine tree to raise their young.

Unlike birds who hatch from eggs, bats are mammals. The mother bats will give birth to their young and feed them mother's milk. Because their pups are too young to fly and catch their food, Mother bats care for their pups during the first month.

As the warm days of spring led to summer, a baby bat was born. He had a tiny, furry body with awkward wings. His mother held him close to her and wrapped him in her wings. All day long, she could hear his chirping cry echo through the hollow tree. From that day on, his mother called him "Echo.".

Wikinfo - Harry Potter

2004-10-11T06:12:00.000-07:00

Wikinfo - Harry Potter. Harry Potter is big here with elementary school students in Texas. I have no doubt the books (and movies) are well received in your neck of the woods too. Here is an article about Harry Potter from the web encyclopedia Wikinfo.

From the site:

Harry James Potter is a fictional character and protagonist of a series of fantasy novels by J. K. Rowling the first of which was released in 1997. The books are primarily aimed at children, but have fans of all ages. There is a series of films based directly on the books, the first of which was released in 2001.

According to the author, the stories appeared in her head, fully formed, while she was on a train from Manchester to London.

The sales from the books have, according to unsubstantiated rumours, made her richer than Queen Elizabeth II of the United Kingdom.

Each book in the series chronicles one year in Harry's life at Hogwarts School of Witchcraft and Wizardry where he learns Magic. Seven books are planned, each gradually a little darker than its predecessor as Harry ages and his nemesis, Lord Voldemort, gains power.

The books have been compared to Ursula K. Le Guin's A Wizard of Earthsea, the novels of Diana Wynne Jones, and the works of Philip Pullman; they also fit into a British genre of novels about boarding school life, and the sections involving Potter's relatives the Dursleys remind some readers of Roald Dahl's works.

History of Egypt

2004-10-08T06:09:00.000-07:00

History of Egypt. It is time for the 3rd grade history unit on ancient Egypt at my school. All the books on the topic have been checked out and I am still finding material for the kiddies. This is a site with a broad overview of Egyptian history. Some of the students found it helpful.

From the site:

Egypt has endured as a unified state for more than 5,000 years, and archeological evidence indicates that a developed Egyptian society has existed for much longer. Egyptians take pride in their "pharaonic heritage" and in their descent from what they consider mankind's earliest civilization. The Arabic word for Egypt is Misr, which originally connoted "civilization" or "metropolis."

Archeological findings show that primitive tribes lived along the Nile long before the dynastic history of the pharaohs began. By 6000 B.C., organized agriculture had appeared.

In about 3100 B.C., Egypt was united under a ruler known as Mena, or Menes, who inaugurated the 30 pharaonic dynasties into which Egypt's ancient history is divided--the Old and the Middle Kingdoms and the New Empire. The pyramids at Giza (near Cairo), which were built in the fourth dynasty, testify to the power of the pharaonic religion and state. The Great Pyramid, the tomb of Pharaoh Khufu (also known as Cheops), is the only surviving monument of the Seven Wonders of the Ancient World. Ancient Egypt reached the peak of its power, wealth, and territorial extent in the period called the New Empire (1567-1085 B.C.).

Thinking Things: The Vikings

2004-10-06T06:28:00.000-07:00

Thinking Things: The Vikings - An introductory look at the way of life in Viking times. Includes information on who the Vikings were, where they came from, where they traveled, and the heritage they left behind. Designed for second and third grade students.

From the site:

The Vikings were farmers.

When the farmer died the farm was passed to the oldest son in the family.

The Vikings had a lot of children! This meant that there were a lot of people which had to choose between being workers on their brother's farm or going over the seas in search of fame and fortune or new land.

Stories about how easy it was to get rich on such expeditions spread like wild fire over Scandinavia.

Miss Healey and Mrs. Zakowski's Kinder"Garden"

2004-10-04T05:48:00.000-07:00

Miss Healey and Mrs. Zakowski's Kinder"Garden" - Two teachers from Central Falls School District in Rhode Island provide links to their curriculum and activity ideas and links for parents, students and teachers.

From the site:

Come into our Kindergarten. We have a full day program in a school that has alot of old charm. Our corner room has a huge tree just outside the window. Often when I look out, I feel like we are in a tree house since the classroom is located on the second level.

Hope you have a nice visit and if you are a teacher, make sure that you visit the Themes and Book Ideas area. There are about 20 book ideas for early childhood educators.

Our class has a pet hamster so I developed a Pet Detective Webquest that I hope you will visit.

I'm very happy to be beginning another year. I have a new online project with 21 participants. It should be lots of fun!!!

Teaching about the U.S. Presidency

2004-10-01T05:45:00.000-07:00

Teaching about the U.S. Presidency. I think all of us are teaching our students one way or the other about the Presidency as the election draws closer. This essay has some good ideas for teaching about the hardest job in the world.

From the site:

Many consider the U.S. presidency to be the most powerful office in the world. What are its constitutional foundations? How has the role of the chief executive changed through the years? What World Wide Web resources are available for teaching about the U.S. presidency?

CONSTITUTIONAL FOUNDATIONS OF THE PRESIDENCY.

The delegates to the 1787 Philadelphia Convention, who framed the U.S. Constitution, brought with them various conceptions of executive power. Three questions dominated the framers' consideration of the role the executive would play in the new government. First, the delegates discussed whether the executive should be a single individual or whether multiple persons should share the office. Second, they considered at length the amount of power the executive should wield. And third, they debated the best means by which to elect the executive. Generally, deliberations on these questions involved the balance of power in the new government.

The framers feared that a powerful executive could usurp legislative authority and engage in tyrannical actions. The weak executives created by the state constitutions, however, proved unable to prevent state legislatures from trampling on the people's rights. The founding fathers sought to create a government in which, as James Madison explained in FEDERALIST 51, "Ambition must be made to counteract ambition." Madison deemed a balance of power necessary, and he called for a governmental arrangement in which it would be in the best interest of all citizens to resist executive encroachment.

Weather Here and There

2004-09-29T05:44:00.000-07:00

Weather Here and There. Six lessons geared for students in grades four through six that cover everything from characteristics of the Earth's atmosphere to forecasting the weather.

From the site:

WEATHER HERE AND THERE is an integrated weather unit which incorporates interaction with the Internet and hands-on collaborative, problem solving activites for students in grades four through six. This unit is divided into six lessons. The lessons integrate math, science, geography, and language arts in the process of teaching and learning about weather phenomena. Students will become involved in collaborative problem solving using e-mail as well as through joining projects offered via the Internet. The Global Education Project will help students see the relevance of science by interacting with scientists and other students across the world, as they collaborate in the study of weather in their environment.

The first three lessons focus on learning basic meteorological concepts about weather elements, how to take measurements using appropriate weather instruments, and recognizing basic weather trends and patterns.

The last three lessons focus on studying weather maps and applying the knowledge and experience about weather to associate weather trends and patterns in the process of making accurate forecasts. The unit culminates with a weather broadcast of a twenty-four hour forecast presented by students and focusing on a network of weather stations in the United States created by the students

Joeant: Education > Resources > Teachers

2004-09-27T05:41:00.000-07:00

Joeant: Education > Resources > Teachers. I found this nice list of sites which resources for teachers at the Joeant directory. Joeant sure is a funky name for a web directory.

Wikinfo - Science Education

2004-09-24T06:27:00.000-07:00

Wikinfo - Science Education. This is an encyclopedia article dealing with science education from Wikinfo.

From the site:

Science education is the field interested in sharing science content and process with individuals not traditionally considered part of the science community. The target individuals may be children, college students, or general public adults. The field of science education contains some science content, some sociology, and some teaching pedagogy.

Science education standards

In many US states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. Unfortunately, this often means teachers rush to "cover" the material, without truly "teaching" it. In addition, the process of science is often overlooked, such as the scientific method, and critical thinking, producing students whom can pass multiple choice tests (such as the New York and California Regents exams and the Massachusetts MCAS), but cannot solve complex problems. Although at the college level American science education tends to be less regulated, it is by chance more rigorous, with teachers and professors putting even more content into the same time period.

Scientists vs. educators

On the one hand, the elitism of professional scientists and academia has prompted numbers of education specialists to take interest in science education and making it more accessible to individuals. These science educators take the point of view that many groups (such as women, non-Asian and non-Jewish ethnic minorities, and the disabled) have been traditionally marginalized and excluded from science, to the detriment of the field. Opposing the science educators, traditional scientists feel it is important to not dilute respectable science. Only by running the gauntlet of higher education, graduate school, and so on, does one prove their reliability. Allowing those less qualified to perform science will only result in the propagation of errors and less accurate science. Both groups wish to train future scientists, they differ on how to do so, and whom is qualified.

Computers and Young Children

2004-09-22T06:18:00.000-07:00

Computers and Young Children. This is a fine essay on using computers with young children which also includes elementary school students.

From the site:

Whether we use technology with young children--and if so, how-are critical issues facing early childhood educators and parents. This Digest discusses questions about when children should start using computers; developmentally appropriate computer activities in preschool, kindergarten, and early primary classrooms; benefits of computer use; integration of computers into classrooms; and teacher training.

WHEN TO INTRODUCE CHILDREN TO COMPUTERS

Many researchers do not recommend that children under 3 years old use computers (e.g., Hohman, 1998). Computers simply do not match their learning style. Children younger than 3 learn through their bodies: their eyes, ears, mouths, hands, and legs. Although they may return over and over again to an activity, they are full of movement, changing focus frequently. Computers are not a good choice for the developmental skills these children are learning to master: crawling, walking, talking, and making friends.

DEVELOPMENTALLY APPROPRIATE COMPUTER ACTIVITIES

Unfortunately, computers are used all too often in ways that are developmentally inappropriate. One study (U.S. Congress, 1995) found that while "schools are steadily increasing their access to new technologies . . . most teachers use these technologies in traditional ways, including drills in basic skills and instructional games" (p. 103). Clements (1994) makes a similar point, noting, "What we as early childhood educators are presently doing most often with computers is what research and NAEYC guidelines say we should be doing least often" (p. 33).

Let's Write a Newspaper Story

2004-09-20T06:00:00.000-07:00

Let's Write a Newspaper Story . With this easy-to-follow course, you will help students write authentic newspaper stories based on training developed during an educational partnership between the Johns Hopkins University Applied Physics Laboratory and the Hammond Elementary School in Laurel, MD.

From the site:

Imagine your students working cooperatively, motivated and staying focused on the task at hand. They're hooked on writing!They are writing real-world newspaper stories.With this easy-to-follow course, you will help students write authentic newspaper stories based on training developed during an educational partnership between the Johns Hopkins University Applied Physics Laboratory and the Hammond Elementary School in Laurel, Md.

During this lesson students will:

Work cooperatively
Research and write stories
Learn valuable writing tips
Write a newspaper story
Edit articles
Add graphics and captions
Write a headline
Lay out and produce a newspaper.

Kids will love this stimulating and educational lesson in writing and so will you. The course also supports many of the Maryland State Department of Education Performance Standards in writing as well as the Howard County (Md.) Essential Curriculum.

The Reggio Emilia Approach

2004-09-17T07:14:00.000-07:00

The Reggio Emilia Approach. Provides reasons why a pre-school uses this educational approach. Includes an overview of the method with links to resources.

From the site:

Hailed as an exemplary model of early childhood education (Newsweek, 1991), the Reggio Emilia approach to education is committed to the creation of conditions for learning that will enhance and facilitate children's construction of "his or her own powers of thinking through the synthesis of all the expressive, communicative and cognitive languages" (Edwards and Forman, 1993). The Reggio Emilia approach to early childhood education is a city-run and sponsored system designed for all children from birth through six years of age. The Reggio Emilia approach can be viewed as a resource and inspiration to help educators, parents, and children as they work together to further develop their own educational programs. The Reggio Emilia approach is based upon the following principles:

Emergent Curriculum: An emergent curriculum is one that builds upon the interests of children. Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadow, dinosaurs, etc.). Team planning is an essential component of the emergent curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent and/or community support and involvement.

Project Work: Projects, also emergent, are in-depth studies of concepts, ideas, and interests which arise within the group. Considered as an adventure, projects may last one week or could continue throughout the school year. Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic and the selection of materials needed to represent the work.

Representational Development: Consistent with Howard Gardner's notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation -- print, art, construction, drama, music, puppetry, and shadow play -- are viewed as essential to children's understanding of experience.

Nongraded Primary Education

2004-09-15T07:10:00.000-07:00

Nongraded Primary Education. I believe strongly in handing out grades to elementary school students. Even if they don't care, often the parent does! And this helps create more support for teachers at home. This essay looks at the idea of not handing out grades at the primary level.

From the site:

In the mid-1800s, the revolutionary idea of mass public education created the need for an efficient, economical system capable of handling large numbers of students. Graded education--the practice of classifying and dividing students by age--spread rapidly throughout the United States and has remained the standard until the present (Goodlad and Anderson 1987). In the 1990s, educators and citizens are reevaluating their schools and proposing reforms to meet the needs of diverse social and economic groups. Nongraded primary education is a key component of many reform proposals, including the Kentucky Educational Reform Act and the Oregon Educational Act for the 21st Century.

Many experimental nongraded programs tried in the sixties and early seventies failed due to inadequate understanding, lack of administrative and community support, and poorly planned implementation. Today's nongraded model is supported by additional decades of research and refined by the study of successful programs.

Children's Museum of Denver

2004-09-13T06:42:00.000-07:00

Children's Museum of Denver. Features interactive playscapes where children can touch and explore, try out roles and pretend. Hours, membership, ticketing, special events and location. This place looks fun! I wish I lived in Denver.

From the site:

Denver's best hands-on experience for children newborn to age eight and their grown-ups is both educational and just plain fun. Programs and playscapes are designed for newborns through age eight-year-olds and their adult caregivers.

Mission Statement

The Children's Museum of Denver is an essential learning resource that engages the young children of the Denver community in play and active exploration together with their parents and other adults to expand their capacity to learn.

Newbery Award

2004-09-10T07:51:00.000-07:00

Newbery Award. This is a nice essay which has ideas on how to teach children in your school about Newbery Award winning books

From the site:

This is awarded by the Association for Library Service to Children, a division of the American Library Association. The Newbery Medal was named for eighteenth-century British bookseller John Newbery. The award has been given annually since 1922. It is given to the author of the most distinguished contribution to American literature for children.

There are many ways that these books can be used in serving children in libraries and schools. Here are a few ideas:

1. Hold a Newbery Award party. Have the children read winning books by themselves and with each other. Have the teacher or librarian read a favorite winner or two. Decorate the library or classroom to fit a theme. Imagine a "Bridge to Terabithia " theme!

2. Have a Newbery Award alcove in your library or classroom. Have all the past winning books on the shelve. Explain to students, parents, and patrons why these books are important. Encourage that they be checked out and read.

3. Assign each student in a class or reading group one of the Newbery Award books. Make sure each child has a different book. Have them report back to the class or group about the book the student read at a latter date.

4. Have a costume day based on one of the Newbery Award books. Again, "Bridge to Terabithia " would be great for this theme. However, other books that have won the award would work good as well.

5. Others ideas? I am sure there are many ways the Newbery Award books can be used in serving children. These are great books! Show them to children and parents and help make sure that they get read.

Wikinfo | Children's literature

2004-09-08T05:11:00.000-07:00

Wikinfo Children's literature: This is a good encyclopedia article which gives a decent overview on kiddie lit from Wikinfo.

From the site:

Children's literature is literature specially for children (not to be confused with literature about children, although there is a quite a large overlap between these two categories). The genre has a long history, although originally it was more for instruction than specifically for entertainment.

John Newbery's publication of A Little Pretty Pocket-Book in 1744 marks the beginning of pleasure reading marketed specifically to children. Previous to Newbery, literature for children was intended to instruct the young, though children adopted adult literature that they found diverting. Among the earliest examples found in English of this co-opted adult fiction are Thomas Malory's Morte d'Arthur and the Robin Hood tales.

In current publishing, the typical breakdown within the field is - pre-readers, early readers, chapter books, and young adults. Picture books, which cross all genres and age levels, feature art as an integral part of the overall work.

Many authors specialize in books for children, or have written books beloved by children. In some cases, books intended for adults, such as Swift's Gulliver's Travels have been edited (or bowdlerized) somewhat for children.

Picture books are very popular in the pre-reader and early reader market, as they are illustrated on every page.

The most noted awards for children's literature in the United States are awarded each year by the American Library Association (ALA): the Caldecott Medal is awarded to the illustrator of the picture book that the ALA deems "most distinguished"; while the Newbery Medal, nominally for the author of the most distinguished children's book in any genre, usually (but not always) goes to a chapter book. Runners-up are designated "Caldecott Honor Books" and "Newbery Honor Books".

Using Primary Sources in the Primary Grades

2004-09-06T06:49:00.000-07:00

Using Primary Sources in the Primary Grades. As a librarian, I love to teach the kids about primary sources. Yes, they can use this stuff in elementary school!

From the site:

What do a stamped Christmas postcard dated 1910, a Confederate one hundred dollar bill, soda pop bottles from Egypt, ice tongs, a rug beater, and a woven prayer rug from the Middle East with a picture of the Kaaba at Mecca all have in common? These and many other artifacts can become primary sources, the very real "stuff" of the social studies that can so effectively engage the young learner in active learning. The use of primary sources in the classroom is a way for students to develop the intellectual curiosity that leads to further research and increased awareness of the world around them.

WHAT ARE PRIMARY SOURCES?

The definition of "primary sources" varies. Danzer and Newman (1996, 22) examine this conceptual problem by discussing several definitions recognized by historians. They tend to agree with Henry Johnson's expansive concept that "primary sources include all the traces left by the human past -- present ideals, present social customs and institutions, language, literature, material products of human industry, physical man himself, and the physical remains of men."

Johnson's broad definition of primary sources leads to great flexibility for classroom use, especially for beginning readers of the primary grades. The HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS, KINDERGARTEN THROUGH GRADE TWELVE (1997, 147) explains that "documents make up most, but not all, of the primary source materials used by historians." Historians may use documents but teachers of early grades will frequently use realia or "ephemera" (Danzer and Newman 1996, 24) of the material culture.

Association for Childhood Education International

2004-09-03T06:46:00.000-07:00

Association for Childhood Education International. Provides information on the organization's history and purpose, lists of members and committees, a guide to standards, and published materials.

From the site:

When it Comes to Kids, Call on Us! The Association for Childhood Education International (ACEI) will help you to find specialists in childhood education who have extensive experience in teaching, research, and administration, and who are available to answer your questions on topics that affect children between birth and early adolescence.

Ms. Ely's Second Grade

2004-09-01T09:18:00.000-07:00

Ms. Ely's Second Grade. Class website for second grade teacher at Eastvalley Elementary in Marietta, GA. Includes event calendar, spelling and book lists, resources, and contact information.

From the site:

It was good to see you!

Thank you for attending Open House on Tuesday night. It was great to see all of you. Don't forget to return any forms and the volunteer calendar. If you have any questions while looking through all of the information given out, please e-mail me and I will adress any concerns. Thank you again and I am looking forward to a successful school year!

Why Should Principals Support School Libraries?

2004-08-30T06:45:00.000-07:00

Why Should Principals Support School Libraries? Well, the answer ought to be obvious to all but I guess some of those administrators have to be convinced...

From the site:

Principals should support school libraries because it is in both their students' and their own best interests to do so. Quality library media programs can enhance student achievement, and informed, committed librarians can help principals enhance their own administrative practice.

STUDENT ACHIEVEMENT

Improving student achievement is a vital principal interest, but many principals overlook libraries and librarians as potentially powerful instruments in that work because they have not been educated to the library's value and library media research rarely appears in administrator publications (Wilson & Blake, 1993). Consequently, principals often leave library potential untapped despite fifty years of research evidence that effective library media programs-when led by active, involved librarians-can have a discernible positive impact on student achievement regardless of student, school and community demographics. The evidence is drawn from elementary, middle, and high school studies reaching back to the 1950s. While the volume of evidence alone is cumulatively persuasive, the most recent research is especially powerful because its authors statistically controlled for demographic differences among the schools they studied-a feature missing in the pre-1990 research. This is important because the evidence is largely derived from statistical correlation studies, which cannot unequivocally prove causation. Correlation research can, however, identify relationships and degrees of association among variables. Cause-and-effect probability is strengthened if similar correlations appear in multiple settings over time, which is what occurs here.

Caldecott Award

2004-08-27T07:53:00.000-07:00

Caldecott Award. I always like good pictures books. As such, I have always been a big supporter of the ALA Caldecott Award. This essay has a list of past winners with lesson plan ideas.

From the site:

The Caldecott Award:

This is awarded by the Association for Library Service to Children, a division of the American Library Association. It is given to the artist of the most distinguished American picture book for children. The award has been given annually since 1938. A list of past award winners is included at the end of this essay.

There are many ways that these books can be used in serving children in libraries and schools. Here are a few ideas:

1. Hold a Caldecott Award party. Have the children read winning books by themselves and with each other. Have the teacher or librarian read a favorite winner or two. Decorate the library or classroom to fit a theme. Imagine a "Where the Wild Things Are" theme!

2. Have a Caldecott Award alcove in your library or classroom. Have all the past winning books on the shelve. Explain to students, parents, and patrons why these books are important. Encourage that they be checked out and read.

3. Assign each student in a class or reading group one of the Caldecott Award books. Make sure each child has a different book. Have them report back to the class or group about the book the student read at a latter date.

4. Have a costume day based on one of the Caldecott Award books. Again, "Where the Wild Things Are" would be great for this theme. However, other books that have won the award would work good as well.

Mrs. Burn's Classroom

2004-08-25T05:40:00.000-07:00

Mrs. Burn's Classroom. Elementary resources for first and second grade such as hundreds day, Dr. Seuss, and trips to the Teddy Bear Factory. Also includes personal information about her classroom. Arroyo Mocho Elementary School, Livermore, California.

From the site:

Hello and welcome to Mrs. Burns' Classroom.It's a whole new year,with a whole new First Gradeat a whole new school.WHEW! Be sure to bookmark us so you can comeback and join me and our "Curious Cubs"as we Leap Into Learning!

Standardized testing

2004-08-23T06:21:00.000-07:00

Standardized testing. If you are like most teachers, you are probably tired of standarized testing. They don't really tell a lot except how ell a particular teacher and school are at teaching the test. Here is an article on the basic concept from Wikinfo.

From the site:

Standardized testing refers to any test that is used across a variety of schools or other situations. Designers of such tests must specify a discrete correct answer for every question. This type of test includes both achievement (which measures knowledge already known) and aptitude (which attempts to predict future performance or potental) tests given to grade-school students, the English GCSEs, and the American SATs.

Standardized tests generally include at least some multiple-choice and true-false questions. These can be graded by computer, or by humans who do not understand the material in depth, as long as they have a list of the correct answers. One potential defect in such tests is that the test-taker can accidentally skip a line and then be marked wrong on material to which he or she knew the correct answer.

Standardized tests often include written portions as well; these are graded by humans who have use rubrics or guidelines as to what a good essay on the subject will be.

Some believe that standardized tests make it possible to compare the achievements of students from different schools, eliminating bias from grade inflation and the influence of schools' reputations on university admissions officers. Others contend that standardized tests reinforce bias in education because students whose families have access to enrichment opportunities do better on such tests than students from other parts of a society. Such tests, as objective as they try to be, are tools of culture and are rooted in whatever cultural or philosophical understanding gave them rise.

Teaching Primary School Children about Japan through Art

2004-08-20T06:18:00.000-07:00

Teaching Primary School Children about Japan through Art. This essay has some neat ideas for teaching elementary schools kids about Japan using art techniques.

From the site:

There are many reasons for teaching about Japan. Many students in the United States are of Japanese heritage; Japan is the second largest trading partner of the United States; and some healing still needs to occur between the U.S. and Japan after the damage and pain of World War II. Further, the U.S. and Japan share the Pacific and its waters and fisheries. Mutual cultural understanding and effective communication skills are necessary for the best use of these shared resources.

Many primary teachers excel at teaching about Japan through means such as food, language, holidays, and artifacts. Visual art should be added to this list. Two- and three- dimensional representations are powerful ways by which to integrate Japanese studies into curricular areas and into development of critical thinking skills.

The ideas of this Digest are offered to stimulate thinking about Japanese art, visual thinking, and practical applications for the study of Japan using art. Additional lessons on teaching Japanese art are available at www.indiana.edu/~japan.

UNDERSTANDING JAPANESE ART.

Some familiarity with Japanese aesthetics will enhance any exploration of Japanese art. Wabi, sabi, and suki are important yet illusive concepts that explain the notion of Japanese beauty. Wabi denotes simplicity and quietude and incorporates rustic beauty, such as patterns found in straw, bamboo, clay, or stone. It refers to both that which is made by nature and that which is made by man. Sabi refers to the patina of age, the concept that changes due to use may make an object more beautiful and valuable. This incorporates an appreciation of the cycles of life and careful, artful mending of damage. Suki means subtle elegance referring to beauty in accidental creation or unconventional forms.

Mrs. Thornburgh's 5th Grade Class

2004-08-18T13:02:00.000-07:00

Mrs. Thornburgh's 5th Grade Class. Includes resources, news, homework, and calendar for students at Lincoln Elementary in Mount Vernon, WA.

From the site:

This is the launcher page of our class website. We use it like a bulletin board where we post information, activities and links that we need to do our work in class and at home. . This page will always be under construction. Be sure to visit the other links to learn what we are doing in our class.

The Room 012 Third Grade Class Home Page

2004-08-16T05:52:00.000-07:00

The Room 012 Third Grade Class Home Page Award winning website at Anne E. Moncure Elementary School in Stafford, Virginia. In addition to school specific information, also offers many links and interactive math and language skills practice.

From the site:

Welcome to our Third Grade Class in Room 012 at Anne E. Moncure Elementary School, a public school in the Stafford County Public School System in Stafford, Virginia.

The information presented here is intended primarily for my students and their parents in order to keep everyone informed about homework, projects, and other activities that we will be doing throughout the year. We gladly welcome all visitors to our site and are happy to share our projects, assignments, activities and ideas found on these pages.

Colleagues will find some useful teacher resources and interactive classroom activities that I have used with my class throughout the years.

A WORLD OF KINDERGARTENS

2004-08-13T06:10:00.000-07:00

A WORLD OF KINDERGARTENS Nancy Yost, a kindergarten teacher at Indiana University of Pennsylvania's lab school, provides a variety of resources for teaching young children.

From the site:

To assist teachers in locating information on topics that are being investigated in their classrooms, I have filed ideas and information alphabetically. The information was originally shared on list serves and email messages to me. I collected it into one site to assist you in your classrooms. Happy surfing.

The Foundation for Children's Books

2004-08-11T08:39:00.000-07:00

The Foundation for Children's Books

From the site:

We believe . . .

In order for children to become fluent readers they must want to read. But how do we instill in children the enthusiasm for reading good books? We believe teachers, librarians, and parents are key.

Good books, properly shared in school and family settings, help children develop a love of reading and learning. Good books also offer an invaluable introduction to language, literacy, values, critical thinking, and cultural diversity

Mission

In 1983, a group of educators and children's literature advocates founded The Foundation for Children's Books (FCB), a nonprofit, educational organization. The mission they established endures: to help teachers, librarians and parents select and use quality children's literature in order to instill in children the joy of reading as a prerequisite for literacy and lifelong learning.

Program Summary

The Foundation produces innovative programs, workshops, and teaching materials to help educators and parents engage children in reading. We draw upon a network of talented professionals – authors and illustrators, master teachers, librarians, children's book scholars– to make compelling presentations. With the exception of school–based workshops, all programs are open to the public and are offered at the lowest price possible. Some programs are free. The Foundation is listed by the State Department of Education as a Massachusetts Professional Development Provider for educators (PDPs).

Reggio Emilia: Some Lessons for U.S. Educators. ERIC Digest.

2004-08-09T08:20:00.000-07:00

Reggio Emilia: Some Lessons for U.S. Educators. ERIC Digest. This is an essay on the Reggio Emilia approach to early childhood education. It certainly relates to elementary school education.

From the site:

During the past several decades, U.S. educators have increasingly turned their attention to other nations' policies and practices to inform deliberations on American child care and early education. One internationally acclaimed program that supports and challenges American notions of appropriate early education is the municipal early childhood program in Reggio Emilia, Italy. For the past 25 years, this affluent northern Italian community has committed 12% of the town budget to the provision of high quality child care for children six years and under. Today the community boasts 22 preprimary schools and 14 infant-toddler centers serving about half of the city's young children.

There is much about Reggio Emilia's approach to child care and education that distinguishes it from other efforts both inside and outside of Italy and that attracts worldwide attention. Of special interest is the emphasis on children's SYMBOLIC LANGUAGES in the context of a project-oriented curriculum. This feature has been well-documented in two traveling exhibitions. The Reggio Emilia approach is made possible through a carefully articulated and collaborative approach to the care and education of young children.

Kindergarten - Wikipedia, the free encyclopedia

2004-08-06T08:18:00.000-07:00

Kindergarten - Wikipedia, the free encyclopedia This is an encyclopedia article on Kindergarten from Wikipedia.

From the site:

The German expression kindergarten usually refers to the first level of official education, according to the K-12 educational system. Kindergarten is usually administered in an elementary school.

The equivalent in England and Wales is reception. The Australian equivalent of this is the preparatory grade, which is the year before the first grade. In the state of New South Wales, however, it is called kindergarten.

The first kindergarten was opened in 1837 in Bad Blankenburg, Germany by Friedrich Wilhelm August Fröbel.

The first kindergarten in the United States was established by Margarethe (Margaretta) Meyer Schurz (wife of activist/statesman Carl Schurz), in Watertown, Dodge County, Wisconsin.

Youngsters, usually aged 4-6 attend kindergarten to learn the finer points of meeting friends (and enemies), professional authority (in the form of a teacher), playtime, naptime, drawing, music, sometimes the basics of reading and writing, and various other activities. For children who previously have spent most of their time at home, kindergarten often serves the purpose of training them to be apart from their parents without anxiety.

Underground Railroad

2004-08-04T08:15:00.000-07:00

Underground Railroad A virtual journey on the Underground Railroad for students in grades 4 - 10. Using realtime data on the Web, students keep journals where they respond to problems that they encounter along the way. Students also have an opportunity to participate in contemporary ethical discussions on topics related to slavery.

From the site:

The year is 1850. The Fugitive Slave Law has just passed -- bad news for you and your small group of fellow runaways who have just managed a narrow escape from slavery in the South landing in Ripley, Ohio. Alas, you thought you would be free. Now, you're going to have to carefully navigate your way to freedom through Ohio to Canada with the help of the Underground Railroad.

Astronomy Lesson Plan

2004-08-02T08:13:00.000-07:00

Astronomy Lesson Plan This is a good astronomy lesson plan for 5th and 6th Graders that I like.
From the site:

OVERVIEW: People have always been interested in space and the fascinating and mysterious factors that surround it. Our society and our everchanging modern technological world are proving just how important our solar system is to our future.

Scientists are trying to find out what lies beyond the solar system. They are also interested in finding out how far space extends. With astronomy, there are so many areas to consider and
so much of our universe to study.

PURPOSE: The purpose of this science classroom activity package is to provide space and solar system activities for fifth and/or sixth grade students to aid in their awareness of space education.

Students will learn the importance of our advancement in space technology and space education. The activities will demonstrate the science concepts in a more inviting and motivational manner.

NASA/MSU-Bozeman CERES Project Educational Activities

2004-07-30T08:10:00.000-07:00

NASA/MSU-Bozeman CERES Project Educational Activities Classroom-ready astronomy activities and lessons for levels K-12. Created by a team of master teachers, university faculty, and NASA researchers.

From the site:

These classroom-ready activities for K-12 students represent a robust combination of contemporary teaching/learning strategies from the National Science Education Standards (NRC, 1996), exciting and current NASA science data, and Internet pointers to an endless supply of accurate and timely resources.

Amazing Trees

2004-07-28T06:22:00.000-07:00

Amazing Trees On-line collaborative project where groups of students in grades 3-8 research and investigate trees in their local environment.

From the site:

Come on and tell us about a special tree in your playground, park or neighbourhood!

You can certainly tell us about more than one tree if you want to.

To do this you may need to visit Terrific Trees, Tree Resources, search the Internet, talk to an expert and visit a Library.

We would like to get your stories, poems, drawings, pictures, descriptions and other details of your special tree or trees.

Teaching about George Washington. ERIC Digest.

2004-07-26T08:09:00.000-07:00

Teaching about George Washington. ERIC Digest. Here is a nice essay on teaching about George Washington from the former ERIC Clearinghouse for Social Studies/Social Science Education. I know most elementary schools in the USA teach about President Washington.

From the site:

No generation in American history has matched that of the founding era for its array of talented and influential political thinkers and actors. John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison, and George Washington all possessed certain traits of character and intellect that significantly shaped the new United States of America and its direction for generations that followed. Among these personalities, George Washington is the most difficult for students to know. Compared to Jefferson, Hamilton, or most other important historical figures, our common images of Washington--seen on the dollar bill and quarter, crossing the Delaware River, or enshrined in the impersonal Washington Monument--are cold and distant. Today's perceptions of Washington seem to validate Ralph Waldo Emerson's maxim, "Every hero becomes a bore at last."

Do most students understand the importance of George Washington as a military and political leader during a time that demanded extraordinary leadership? The bicentennial of Washington's death in 1999 is an appropriate time to reflect upon his role and place in the school curriculum.

THE BIG MYTH - a study of world creation myths in Flash animation

2004-07-23T07:37:00.000-07:00

THE BIG MYTH - a study of world creation myths in Flash animation An experimental learning module designed for use in European primary school classrooms. It is a sociology textbook for the comparative study of world creation mythology. The myths are told using Flash animation and are accompanied by an overview of the culture, the pantheon of the gods and a series of exercises based on that culture.

From the site:

How do people from different cultures view themselves, the world and their origins?

The Big Myth is a new experimental learning module designed for use in European primary school classrooms. It is a sociology textbook for the comparative study of world creation mythology. The myths are told using Flash animation and are accompanied by an overview of the culture, the pantheon of the gods and a series of exercises based on that culture. The Big Myth combines the internet and Flash animation as a presentational medium with a highly progressive group learning method known as complex instruction. Teachers are advised to start in the teacher's section for more complete instructions. The Big Myth consists of the Mythology section, Links and Bibliography for further research, a Write Your Own Creation Myth section for students, the Teacher's Guide and a Discussion Forum where an off-line debate is held over the material.

Educational Ideas from 5-6 Connection

2004-07-21T12:57:00.000-07:00

Educational Ideas from 5-6 Connection Ideas, tips, and lesson plans created by an international group of teachers belonging to the 5-6 Grade Connection Listserve.

From the site:

Welcome to our educational site!

5-6 Connection is a group of teachers from all around the world who have come together to form a 'virtual teachers' lounge' and share ideas from management to subject lessons to recipes! We intend to present some of the ideas we have come up with to you... but if you want more, maybe you should think about joining us!

This is what our 'Listmom' has to say about 5-6 Grade Connection...

'5-6gradeconnection is a "connected" group of teachers world wide who do a lot of sharing and creating materials besides discussing various topics and concerns with each other. Connection also stays connected having an email prayer chain, and creating a directory of its members.
Our biggest population is 5th and 6th, but we do have other levels besides LD, ED, Sped, Music, Principals, and various others on our list.

Primary education - Wikipedia, the free encyclopedia

2004-07-19T06:59:00.000-07:00

Primary education - Wikipedia, the free encyclopedia This is the Wikipedia article for Primary Education. This encyclopedia allows visitors to alter articles so change it if you want to improve. be warned, this place is real good at catching vandals and sloppy writers so if you don't do a good job your work is liable to be reverted.

From the site:

Primary or elementary education is the first years of formal, structured education that occur during childhood. In most Western countries, it is compulsory for children to receive primary education (though in many jurisdictions it is permissible for parents to provide it).

Primary education generally begins when children are four to seven years of age. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about twelve years of age (adolescence); some educational systems have separate middle schools for that period. Primary and secondary education together are sometimes (in particular, in Canada and the United States) referred to as "K-12" education, (K is for kindergarten, 12 is for twelfth grade).

Typically, primary education is provided in schools, where (in the absence of parental movement or other intervening factors) the child will stay, in steadily advancing classes, until they complete it and move on to secondary schooling. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject areas, often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system. Over the past few decades, schools have been testing various arrangements which break from the one-teacher, one-class mold.

The major goals of primary education are achieving basic literacy and numeracy amongst all their students, as well as establishing foundations in science, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate.

Traditionally, various forms of corporal punishment have been an integral part of early education. Recently this practice has come under attack, and in some cases been outlawed, in Western countries at least.

Crossroads: A K-16 American History Curriculum

2004-07-16T06:38:00.000-07:00

Crossroads: A K-16 American History Curriculum Thirty-six units for elementary through high school. Includes essays, activities, and enrichment ideas. There is a lot of good stuff here for primary age students.

From the site:

In 1992, The Sage Colleges (Troy, NY) and the Niskayuna School District (Niskayuna, NY) received a three-year grant from the Fund for the Improvement and Reform of Schools and Teaching (FIRST) of the U.S. Department of Education to develop a seamless K-16 curriculum in American history. The curriculum, called Crossroads, is composed of thirty-six units equally distributed among elementary, middle, and high school grade levels, as well as course syllabii for preservice social studies educators on the subjects of American history and history education. The curriculum is chronologically organized into twelve historical periods--each covered by a unit at each of the three grade levels.

Each unit begins with an essay on the history and historiography of the period written by the project historian, Richard B. Bernstein, an Associate of the Council for Citizenship Education at The Sage Colleges and an adjunct faculty member at New York Law School and distinguished historian. The unit plans were then written by teams of Niskayuna and Sage teachers after a year-long seminar in American history and historiography with Professor Bernstein. Following their preparation, elementary and middle school units were field tested within the Niskayuna District and in the Albany City School District. The middle school curriculum was also field tested in two Ohio districts. All units were reviewed by an advisory panel. The project is directed by Stephen L. Schechter, a Professor of Political Science and Director of the Council for Citizenship Education at The Sage Colleges, and by Henry E. Mueller, Niskayuna Middle School Social Studies Coordinator. The project is administered by the Council for Citizenship Education.

CanTeach - resources for educators

2004-07-14T06:33:00.000-07:00

CanTeach - resources for educators Features classroom management resources, children's songs and poetry, planning tools, and free lesson plans.

From the site:

Welcome to CanTeach! With hundreds of lesson plans, thousands of links, and tons of other resources, we hope you find something useful to help you out.

Try the links to the side to explore our elementary resources including lesson plans and songs & poems. Click up top to join one of the discussion lists, or look down below for some of the thousands of links we've categorized.

Teaching Math Effectively to Elementary Students

2004-07-11T04:43:00.000-07:00

Teaching Math Effectively to Elementary Students. I always had trouble with math in school. I know many primary schools students do as well. This article has some good ideas for teaching this subject to kids.

From the site:

This article describes why certain students achieve poorly in conventional classes and the need to teach global, tactual, and/or kinesthetic elementary- school learners with instructional resources that complement their identified learning-style strengths. It provides practical guidelines for redesigning traditional classrooms to increase their responsiveness to such students and outlines practical curriculum applications and the research basis for this position.

Educating Children Who Are Deaf or Hard of Hearing: Inclusion

2004-07-09T05:40:00.000-07:00

Educating Children Who Are Deaf or Hard of Hearing: Inclusion. This essay has a radical idea. Let's educate deaf children in the smae classes as hearing children. I am sure this can work sometimes.

From the site:

The "inclusion" of students who are deaf refers to their being educated within a classroom of students with normal hearing. Inclusion differs from "mainstreaming" in that mainstreaming may refer to a variety of degrees of contact with hearing students, whereas in inclusion, the student who is deaf is actually placed in a classroom with hearing students. Inclusion may involve an assortment of services including interpreters, notetakers, teacher aides, teachers of students who are deaf, and consultants, but these services are provided within the context of the regular classroom.

Before 1975, although there had been attempts to educate students who were deaf in regular schools, about 80% of students who were deaf in the United States were being served in special schools (Cohen, 1995). This changed with the passage that year of PL 94-142. The "Education of All Handicapped Children" act called for all children to be educated as appropriate in the "least restrictive environment" (LRE), which meant to the greatest extent possible with their "non-handicapped" peers. Although the law resulted in some students who were deaf being educated in the regular classroom, many students with hearing losses were put in self-contained classrooms or resource rooms within regular schools and had contact with hearing students only during non- academic activities. In 1995, more than 60% of students who were deaf were educated in the regular public schools (Cohen, 1995), although it is not clear how many were in being served in a true "inclusion" model.

Inclusion emerged from the Regular Education Initiative (REI) of the 1970s and 1980s and the modification of PL 94-142, the Individuals with Disabilities Education Act (IDEA) of 1990. The application of inclusion to the student who is deaf has been a source of ongoing debate, particularly as to how to interpret "least restrictive environment."

Two general positions have emerged from the debate on inclusion. One position is that all students with disabilities have the right to go to school with their non-disabled peers. The other position is usually labeled "full inclusion" and is stronger in its position that all students with disabilities should go to regular schools. The first position is consistent with the range of placements which emerged from PL 94-142 and IDEA, while the latter position is generally consistent with the eradication of all "special education," including the closing of special schools for students who are deaf.

Technology Professional Development: A Case Study

2004-07-07T04:52:00.000-07:00

Technology Professional Development: A Case Study All of use elementary school teachers and librarians need professional development on a regular basis. This is particularly true with computers. Why give us these pricey toys if we don't know how to teach with them?

From the site:

This study examined the outcomes of a technology professional development initiative for elementary teachers. The professional development model used cohort collaboration, multiple strategies, and job embedded experiences to help teachers incorporate technology into their practice. Five sources of evidence, surveys from administrators and teachers, as well as interviews from teachers, computer aides and the staff developer were used to examine outcomes. The evidence identified a change in teacher practice and belief that included an increase in the self-reported frequency of the use of technology, the use of computers for research and project-based learning, and the Internet for instruction. The changes identified were consistent with the Phases of Instructional Change (Sandholtz, Ringstaff, & Dwyer, 1992).

Autism and Autism Spectrum Disorder (ASD)

2004-07-05T15:11:00.000-07:00

Autism and Autism Spectrum Disorder (ASD). Back when I was in college, none of my teacher ed professors ever mentioned anything about autism. Now, it seems like a couple of kids in my school get diagnosed with this every year. Is it more common now? Or are we just more aware of it?

From the site:

Autism is a developmental disability that affects a person's ability to communicate, understand language, play, and interact with others. Autism is a behavioral syndrome, which means that its definition is based on patterns of behaviors that a person exhibits. Autism is not an illness or a disease. It is not contagious and, as far as we know, it is not acquired through contact with the environment. Autism is a neurological disability that is presumed to be present from birth and is always apparent before the age of three. Although autism affects the functioning of the brain, the specific cause of autism is unknown. In fact, it is widely assumed that there are most likely multiple causes, each of which may be manifested in different forms, or subtypes, of autism. Future research will help us understand the etiologies of autism.

Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classical form of the disorder as well as closely related disabilities that share many of the core characteristics. ASD includes the following diagnoses and classifications: (1) Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), which refers to a collection of features that resemble autism but may not be as severe or extensive; (2) Rett's syndrome, which affects girls and is a genetic disorder with hard neurological signs, including seizures, that become more apparent with age; (3) Asperger syndrome, which refers to individuals with autistic characteristics but relatively intact language abilities, and; (4) Childhood Disintegrative Disorder, which refers to children whose development appears normal for the first few years, but then regresses with the loss of speech and other skills until the characteristics of autism are conspicuous. Although the classical form of autism can be readily distinguished from other forms of ASD, the terms autism and ASD are often used interchangeably.

Individuals with autism and ASD vary widely in ability and personality. Individuals can exhibit severe mental retardation or be extremely gifted in their intellectual and academic accomplishments. While many individuals prefer isolation and tend to withdraw from social contact, others show high levels of affection and enjoyment in social situations. Some people with autism appear lethargic and slow to respond, but others are very active and seem to interact constantly with preferred aspects of their environment.

It’s About Time! Lengthen Student Writing

2004-07-03T05:48:00.000-07:00

It’s About Time! Lengthen Student Writing Article which discusses some techniques which were successful in getting 4th graders to produce longer pieces of writing.

From the site:

Our goal was to engage fourth-grade writers to write longer and more meaningful pieces of writing given the time set aside for writing. Using a convenience sample with 17 fourth-grade students in two classes in a rural West Texas elementary school, we found that when given time as the constraint, children were better able to stay on task and, in fact, they wrote more than students that were constrained by length.

Teaching History for Citizenship in the Elementary School

2004-07-01T06:26:00.000-07:00

Teaching History for Citizenship in the Elementary School. Of all the places to teach history, the primary grades seems to be the best starting point. If they can learn this stuff early enough, maybe it will stick with them.

From the site:

A substantial amount of research and curriculum development completed over the past two decades can be used to improve the teaching of history to young children. This ERIC Digest discusses (1) insights from recent research, (2) insights from recent curriculum development, and (3) connections of research to curriculum development. A list of Web sites which may be used to enhance elementary teachers' history-for-citizenship lessons is provided.

INSIGHTS FROM RECENT RESEARCH

Recent studies on the teaching of history to young children have investigated the development of children's conceptions of historical time (e.g., Barton and Levstik, 1996; Hoge, 1991), children's ability to construct historical narratives (Barton, 1997; Levstik and Pappas, 1987), and their explanations of historical change over time and their ability to interpret, sequence, and date historical events and images (Barton and Levstik, 1996; Foster, Hoge and Rosch, 1999). The following are generalizations selected from the conclusions of this body of research.

Brophy and VanSledright (1997, 23) found that even the youngest elementary students have a sense of history and often bring prior conceptions of the past into the classroom. They note that young students typically have trouble retaining historical information that has not been situated within a context and linked to a prior understanding. They conclude that a barren, textbook-centered approach that treats history as a thin narrative of events that simply happened may prevent students from
"developing the critical, interpretive, and synthetic thinking abilities required for cultivating historical understanding."

Barton's research (1997, 13-16) also revealed that young students, even kindergartners, possess some accurate historical knowledge; for example, that covered wagons came before cars. Older elementary students demonstrate similar understandings -- often gained without formal history instruction -- about clothing, technology, and architecture. Barton determined, however, that pre-fifth grade students "have a very limited understanding of the nature and purpose of the government, politics, and economic institutions." He also found that even when students in the intermediate grades do study these topics, "They tend to interpret them solely in terms of the actions and desires of individuals, and to misunderstand or ignore the role of government and economics." Barton notes that elementary-grade-level students typically know very little about the methods used by historians in the creation of their narratives and, perhaps as a result, uncritically accept printed historical accounts as the truth.

A Boost To Your Child's Standardized Test Scores

2004-06-29T18:51:00.000-07:00

A Boost To Your Child's Standardized Test Scores. Experts lead you through step-by-step activities at home that will increase your child's test scores. For K-6 national standardized tests - IQ's, and IOWA's.

From the site:

Parent's Edusource newsletter provides vital, useful information on everyday educational issues. Standardized test preparation, award winning authors, insider learning tips, home-school activities and education trade secrets of the teaching profession; all to help you help your child learn and excel in school.

We Can Talk: Cooperative Learning in the Elementary ESL Classroom

2004-06-27T18:54:00.000-07:00

We Can Talk: Cooperative Learning in the Elementary ESL Classroom. I love active learning (cooperative learning) assignments. It is great when the kids teach themselves and work together!

From the site:

Language acquisition is determined by a complex interaction of a number of critical input, output, and context variables. An examination of these critical variables reveals cooperative learning has a dramatic positive impact on almost all of the variables critical to language acquisition.

INPUT

Language acquisition is fostered by input that is comprehensible, developmentally appropriate, redundant, and accurate.

"Comprehensible." To facilitate language acquisition, input must be comprehended (Krashen, 1982). Students working in cooperative groups need to make themselves understood, so they naturally adjust their input to make it comprehensible. The small group setting allows a far higher proportion of comprehensible input, because the speaker has the luxury of adjusting speech to the level appropriate to the listener to negotiate meaning--luxury not available to the teacher speaking to a whole class. The speakers can check for understanding and adjust the level of speech easily when speaking to one another, something not easily done when speaking in a large group. Input in the cooperative setting is made comprehensible also because it is often linked to specific, concrete behaviors or manipulatives.

"Developmentally Appropriate." Even if language is comprehended it will not stimulate the next step in language acquisition if it is not in the zone of proximal development (Vygotsy, 1978). The developmental level of any student is what he or she can do alone; the proximal level is what he/she can do with supportive collaboration. The difference between the developmental and proximal levels is called the zone of proximal development. The nature of a cooperative group focuses input in the zone of proximal development, stimulating development to the next stage of language development.

"Redundant." A student may receive comprehensible input in the zone of proximal development, but that will not ensure language acquisition unless the input is received repeatedly from a variety of sources. The cooperative learning group is a natural source of redundant communication. As the students in a small group discuss a topic, they each use a variety of phrases providing the opportunity for the listener to triangulate in on meaning as well as receiving the repeated input necessary for learning to move from short-term comprehension to long-term acquisition.

School Libraries on the Web: A Directory

2004-06-25T18:48:00.000-07:00

School Libraries on the Web: A Directory. A growing international directory of school library web pages. The US category also lists school library and media center pages by state and city, school district library pages, resource sharing networks and state libraries.

From the site:

This is a list of library web pages maintained by K-12 school libraries in the United States and in countries around the world. This directory is limited to listing pages which focus on the school library/media center. The content of these pages is quite varied and displays the marvelous creativity of school librarians around the world.
hand If you would like your school library page listed here, please write to Linda Bertland at bertland@voicenet.com.

Picture Books as a Social Studies Resource in the Elementary School Classroom

2004-06-23T18:55:00.000-07:00

Picture Books as a Social Studies Resource in the Elementary School Classroom. This ia an essay which shows how many kids books can be used to teach history and other related subjects.

From the site:

As we enter the "information age," our need to process volumes of data quickly and efficiently increases. The adage "a picture is worth a thousand words" suggests the expressive power of images. Elements of design--line, shape, color, value, and space--are the lexicon of images. Organized and ordered by the design principles--balance, emphasis, harmony, variety, gradation, movement, rhythm, and proportion--an image's expressive qualities are determined by these factors. Visual literacy, the ability to comprehend meaning in images, requires critical viewing skills. Unlike moving images, images in picture books allow the sustained viewing time necessary for developing critical viewing skills through exploration, critique, and reflection. Although commonly considered part of the literary arts, picture books are useful tools for teaching many abstract and complex concepts of the social studies at the elementary level.

IMAGES AS ALLEGORIES

Images may function as allegories which provide intuitive understanding of complex events or relationships. A powerful image may become a mental "bookmark" of a historic event by capturing and freezing the essence of the represented event in visual allegory. Critical viewing will reveal not only the facts of the event, but also the artist's bias or point of view which either concurs with or stands in contrast to pervasive public opinion of the event. A two-volume series--"Photos that Made U.S. History, Volume I: From the Civil War to the Atomic Age," and "Volume II: From the Cold War to the Space Age," both by Edward and Daniel Wakin (1993, Walker & Company)--presents bookmark historic images followed by text which sets the scene, introduces the photographer, and describes how each photograph shaped public sentiment and government policies. Photographs, posters, paintings, and primary documents from the archives of the Library of Congress are organized in a series of thematic books by Martin W. Sandler: "Pioneers" (1994), "Cowboys" (1994), "Civil War" (1996), and "Immigrants" (1995, HarperCollins Publishers).

The Smithsonian Office of Education

2004-06-21T18:44:00.000-07:00

The Smithsonian Office of Education. Professional development for teachers, lesson plans and teaching resources for grades 4-9.

From the site:

The Smithsonian Center for Education and Museum Studies provides leadership in education at the Smithsonian and produces a variety of programs, services, and resources for the education and museum communities. The Center studies education at the Institution and builds consensus on standards for strengthening its educational programs, publications, and websites.

This website is a collective effort by staff of the Smithsonian Center for Education and Museum Studies. Design and production were done by web firm AKQA.

Foreign Language Learning: An Early Start

2004-06-18T18:58:00.000-07:00

Foreign Language Learning: An Early Start. Learning foreign languages is hard. Yet, the earlier you start, the easier it is...

From the site:

During the 1960s, the idea of introducing foreign languages in the elementary school was a popular one, and elementary school foreign language programs were numerous. Interest in early language programs has resurfaced in recent years, and the number of programs being implemented is increasing. Many states are requiring the study of a foreign language at the elementary level. Louisiana, for example, has mandated that foreign language study begin in grade 4.

For a local school or community seeking to implement elementary school language programs, it is important that a rationale--reasons why the program should be incorporated into the curriculum--be developed to meet the needs and priorities of the particular area or institution the program(s) will serve. "School boards and parents organizations need reasons and evidence before making a commitment of time and resources to a new program" (Curtain, & Pesola, 1988, p. 1). A rationale should address benefits of language learning, the choice of languages to be taught, and the type of instruction to be used. A convincing rationale will help secure a place for foreign language education in the elementary school.

(For more information on elementary foreign language programs, see the ERIC Digest, Elementary School Foreign Language Programs, prepared by Jane Reeves, 1989.)

Pratt's Educational Resources for Teachers & Parents

2004-06-16T18:40:00.000-07:00

Pratt's Educational Resources for Teachers & Parents. A directory of links to lesson plans, activities, and homeschooling in all subject areas. Emphasis on elementary, but some links are appropriate for older students.

From the site:

Find FREE resources which include: themes, crafts, activities, online activities, recipes, music, Spanish, links, etc.
There are links on my pages that promote products but I have never bought anything from any of these sites and I do not endorse any of them.

I am a certified teacher (through 2003) and have an endorsement in ESL (English as a Second Language.) I have not taught in the public school system. I served a mission in Chile for The Church of Jesus Christ of Latter-day Saints. You can learn more at: mormon.org. I learned the Spanish language in Chile. I was a Student Teacher in a Bilingual 1st and 2nd Grade classrooms (there were two classroom teachers) during the Fall of 1996.

Science Fairs in Elementary School

2004-06-14T19:00:00.000-07:00

Science Fairs in Elementary School. I actually did a volcano in 4th grade and won! I know that is not supposed to happen. I still love science fair day even though I am now a judge.

From the site:

Science fair projects have long been familiar events in schools throughout the country, and they have come to represent science in action, science as inquiry. The investigatory aspect of science fair projects fits wellwith current reform efforts guided by such publications as "Science for All Americans," "Benchmarks for Scientific Literacy," and the "National Science Education Standards." Classroom science is steadily being transformed into a process-driven, inquiry-based area of study, and science fair projects provide additional opportunities for students to become personally and directly involved in scientific investigation.

Elementary schools participate in science fairs for a variety of reasons: to stimulate student interest in science, to provide students with opportunities for research and active inquiry, to publicly recognize students' completed projects, and to provide students with opportunities to share their work (Perry,1995). There are many variations in format, but the primary components of a science fair project typically include an investigation, a written research report, a visual display, an oral presentation, and some sort of assessment. Learning some scientific facts or principles is a valuable fringe benefit for students doing projects, but the primary objective for science project work is to teach students to think (Tant, 1992, p.5.)

Students participating in science fairs are doing more than learning something new; they are using and extending knowledge gained previously through other experiences. Science fair work plans help students organize and review background information gained through previous library research on topics of interest. Past experiences will also help students make decisions on the importance of information to their topics.

The more a student knows about a topic, the easier it is to learn and remember new information (Recht & Leslie, 1988, as cited in Bruning, et al., 1995). Science fair projects provide students another avenue of learning more about topics of personal interest to them while also demonstrating both factual knowledge in written reports and procedural knowledge through the research process itself (Bruning, et al, 1995). Together, prior knowledge and newly acquired knowledge enable students to generate, analyze, and assess the impact of their findings, as well as connect what they learn to experiences beyond the science fair project.

Personal Educational Press

2004-06-12T18:39:00.000-07:00

Personal Educational Press. A free online utility for teachers, parents, and tutors to make flash cards, print word lists, and generate worksheets for educational games.

From the site:

Create free educational worksheets such as flashcards, game boards, and quizzes to print directly from your browser. Simply choose a word list and an output style.

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Mathematics

2004-06-10T19:03:00.000-07:00

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Mathematics. If you are doing research, here are some good places to look.

From the site:

Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to mathematics. To respond to these concerns, staff need to determine how they can improve their mathematics programs by modifying the content and skills emphasized in the curriculum, changing or supplementing instructional materials, and changing instructional approaches, and changing the use of technology.

WHAT SHOULD BE INCLUDED IN AN ELEMENTARY SCHOOL MATHEMATICS PROGRAM?

There are several publications available to use to determine what a mathematics program should include. Several states including Florida, California, Michigan, New York, and Wisconsin have produced state guides or frameworks suggesting what should be included in a good elementary school mathematics program. The National Council of Teachers of Mathematics has developed Curriculum and Evaluation Standards (1989) that reflect a vision of what a mathematics program should be. Suggestions for implementing the standards are included.

In addition to the state and national frameworks and standards, several of the curriculum development projects, such as the University of Chicago School Mathematics Project, have developed frameworks and descriptions of their programs that can serve as sources of ideas.

Mathematical Tale Winds

2004-06-08T18:36:00.000-07:00

Mathematical Tale Winds. Routine and non-routine mathematical problems and concepts embedded in short and long stories for grades 2 to 5. It is maintained by Jerry Ameis, Ph. D., Education Department, University of Winnipeg.

Montessori Programs in Public Schools

2004-06-06T19:04:00.000-07:00

Montessori Programs in Public Schools. Does Montessori work in public schools. This site says yes.

From the site:

Maria Montessori founded the first Montessori school in Rome in 1907. It served 4- to 7-year-olds from low-income families in a full-day program. Montessori schools grew in number in Europe and India, and there was a great deal of U.S. interest in Montessori's methods from 1910 to 1920. After this time, Montessori methods were all but forgotten in the U.S. until the late 1950s. Then, a second Montessori movement began in the U.S., with a set of private schools serving an almost entirely middle-class population. A teacher shortage resulted in the opening of private Montessori teacher training centers that were typically free-standing, that is, not associated with a college or university. In the late 1960s, parents in several school districts began to agitate for public schools to offer the Montessori model for their elementary school children who had graduated from private Montessori preschools. This push was given a boost by the availability of federal funds for magnet programs. Today, more than 100 U.S. school districts have some type of Montessori program (Kahn, 1991).

From the beginning, the name "Montessori" has been in the public domain in the U.S. As a consequence, both schools and teacher education programs have proliferated without regulations or restrictions. Fortunately, many Montessori teacher education courses have some community college, college, or university affiliation, and some offer Master of Education degrees with the Montessori Program.

Some elementary schools have used the name "Montessori" to refer to programs that have little relation to the schools Montessori described. Many people rely on a school's affiliation with the Association Montessori Internationale (AMI) or the American Montessori Society (AMS) to determine whether the school's program actually uses Montessori methods. But the majority of the public schools have not chosen to affiliate with either organization, usually citing financial restrictions.

I Love That Teaching Idea!

2004-06-04T18:34:00.000-07:00

I Love That Teaching Idea! Resources for elementary school teachers in math, science, reading, writing, spelling, and assessment, as well as workshops and recommended books.

From the site:

I Love That Teaching Idea! was founded in 1998 by twin sisters Kim Christopherson and Kris Thurgood. Their goal is to provide elementary school teachers creative, practical and effective ideas for the classroom. Their new line of books, “The Bright Ideas Collection,” is a series designed to provide unique, ready-to-implement ideas for the busy educator.

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Science

2004-06-02T19:06:00.000-07:00

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Science. If you are conducting research in this area, here are some good places to look.

From the site:

Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to science. To respond to these concerns, staff need to determine how they can improve their science programs by modifying the content and skills emphasized in the curriculum, changing or supplementing instructional materials, and changing instructional approaches, and changing the use of technology.
WHAT SHOULD BE INCLUDED IN AN ELEMENTARY SCHOOL SCIENCE PROGRAM?
There are several publications available to use to determine what a science program should include. Several states including California, Michigan, and New York have produced state guides or frameworks suggesting what should be included in a good elementary school science program.

The American Association for the Advancement of Science (AAAS) has launched Project 2061, an ambitious project outlining content to be included in K-12 school programs. The National Science Teachers Association (NSTA) is developing a project to modify the scope and sequence of K-12 science.

In addition to the state and national frameworks there are guidelines for elementary school science produced by other groups including the National Center for Improving Science Education (1989).

Handwriting Help for Kids

2004-05-31T18:32:00.000-07:00

Handwriting Help for Kids. Overview of skills required for handwriting acquisition, teacher tips, worksheets, and tutoring service.

From the site:

Why choose "Handwriting Help for Kids"?

* Fun “LETTER STORIES” teach manuscript letters.
* Cursive comes to life as children surf throught the cursive "WAVES”.
* Learn using a "hands-on" approach in our workbooks. Click Here to see!
* Practice using our laminated "WRITE-ON" sheets.
* No “lefties” are left out with Handwriting Help for Kids!
* Workbooks are SPIRAL BOUND so they lie flat.

The Transition to Middle School

2004-05-29T19:07:00.000-07:00

The Transition to Middle School. The day always comes when we say good bye to our students and move them on to middle school. This site gives advice for easing the transition.

From the site:

Students make many transitions during their years of schooling: from home to school, elementary to middle school, middle to high school, and high school to college or work. These transitions are usually major events in the lives of students and parents. The stresses created by these transitions can be minimized when the new environment is responsive to each particular age group. This Digest presents a brief overview of some of the issues involved in the transition from elementary to middle school and provides suggestions for transition programs and activities. The term "middle level schools" includes all middle grade and junior high school configurations.

MIDDLE LEVEL TRANSITION CONCERNS

Student comments and behaviors give insight into their concerns as they move to a new school. Students in Gwinnett County, Georgia, when asked about their concerns in facing a school transition, mentioned the following worries: (1) getting to class on time, (2) finding lockers, (3) keeping up with "materials," (4) finding lunchrooms and bathrooms, (5) getting on the right bus to go home, (6) getting through the crowded halls, and (7) remembering which class to go to next (Weldy, 1991). In addition to these concerns, other studies include personal safety (aggressive and violent behaviors of other students) as a prominent concern of students (Anderman & Kimweli, 1997; Arowosafe & Irvin, 1992; Odegaard & Heath, 1992).

Teachers have also listed specific challenges to students making the transition from a sixth-grade elementary to a middle level school (Weldy, 1991, pp. 84-85): (1) changing classes; (2) reduced parent involvement; (3) more teachers; (4) no recess, no free time; (5) new grading standards and procedures; (6) more peer pressure; (7) developmental differences between boys and girls; (8) cliquishness; (9) fear of new, larger, more impersonal school; (10) accepting more responsibility for their own actions; (11) dealing with older children; (12) merging with students from five elementary schools; (13) unrealistic parental expectations; (14) lack of experience in dealing with extracurricular activities; (15) unfamiliarity with student lockers; (16) following the school schedule; (17) longer-range assignments; (18) coping with adolescent physical development; and, for some, (19) social immaturity; and (20) a lack of basic skills.

The Teacher's Desk

2004-05-27T18:29:00.000-07:00

The Teacher's Desk. Over 250 lesson ideas for fifth and sixth grade teachers at this teacher-created website.

From the site:

Welcome to The Teacher's Desk, a resource designed for teachers of grades five and six. Please feel free to sit down, relax, and take your time browsing through the contents, a collection of lesson plan ideas and classroom activities. Most are my original ideas, while others have been shared with The Desk via e-mail.

Teaching K-6 Science in Small Schools on a Financial Shoestring

2004-05-25T19:09:00.000-07:00

Teaching K-6 Science in Small Schools on a Financial Shoestring. This article discusses how to teach science cheap. This is good. My school sure doesn't have much money. I guess all of us teachers are overpaid...

From the site:

Teaching elementary science is not easy, especially in a small school. Elementary teachers in general and rural elementary teachers in particular are asked to teach science when typically they have not been adequately prepared in at least three critical areas: fundamental science knowledge; meaningful preparation in actually teaching science; and instruction as to buying and using pertinent course materials. Further problems for elementary science teachers in small schools occur with respect to inadequate amounts of time, lack of money and library reference materials, too narrow science curriculum guides, and limited district support for facilities and personnel. While tackling all of these problems is beyond the scope of this digest, suggestions for improving science teaching and ways for small schools to upgrade their programs are provided.

HOW AND WHERE CAN ONE SECURE SCIENCE MATERIALS FROM FREE AND INEXPENSIVE SOURCES?

One way for K-6 teachers in small schools to overcome some of the difficulties in teaching elementary science is to involve children and parents in obtaining free and inexpensive science-related materials. Materials should be collected during the entire year, and can be secured from visits to city institutions (museums, libraries); federal, state, and county offices like the U.S. Forest service and the Soil Conservation Service; and from vacations to national and state parks. Materials can also be obtained from colleges and universities and public interest groups like the Audubon Society, National Wildlife Federation, and regional plant societies. It should be recognized, however, that special interest groups usually have particular points of view and that materials should represent a balance of outlooks. Several inexpensive children's magazines are especially useful in teaching elementary science: RANGER RICK, ZOOBOOKS, AND 3-2-1 CONTACT. Magazine donations from school families can be solicited and can include an array of titles, including NATIONAL GEOGRAPHIC, DISCOVER, SCIENCE 86, SCIENTIFIC AMERICAN, AUDUBON, and NATIONAL WILDLIFE. Moreover, three adult publications are specifically geared to teaching elementary science on a shoestring: SCIENCE AND CHILDREN (each issue has a list of free and inexpensive science materials); TOPS, and EDUCATOR'S GUIDE TO FREE SCIENCE MATERIALS. FREEBIES magazine is more general, but does provide sources for science materials.

Core Knowledge Lesson Plans and Units

2004-05-23T18:24:00.000-07:00

Core Knowledge Lesson Plans and Units A collection of high quality collection of preschool through 8th grade units and lesson plans.

From the site:

In an effort to provide a list of independent products and publications that relate to topics in the Core Knowledge Sequence, our resource coordinator screens a wide variety of publications to find items that may be useful to Core Knowledge teachers, librarians, parents, and students. Although a listing in the database does not make a title an “official” Core Knowledge book, these references can be helpful in planning lessons, building a school library, or helping children at home. Our database, which is fully searchable by grade level, subject, author, title, and key word, now lists over 1,000 resources! Click here to explore the database.

Audience Awareness: When and How Does It Develop?

2004-05-21T19:12:00.000-07:00

Audience Awareness: When and How Does It Develop? When do students actually think of their audience when they are writing? I would say early in life but this article has some other views.

From the site:

Many theorists contend that the purpose of writing is to communicate with an audience, which can be defined as actual readers or as the writer himself. Scholars also seem to agree on another point: "no matter who/what the audience is (from real people to fictional construct), writers adjust their discourse to their audiences. In other words, writers do things to bring their readers into their texts, to establish a community that includes themselves and their reader." (Wildeman, 1988)

A strong case can be made for teachers to use audience-oriented teaching strategies that encourage children to write for a wide range of readers. Examples of such assignments would be to have the student write letters or something that would be read by parents, friends, local community leaders, or sports heroes. Yet questions remain about how writers, especially student writers, actually learn to consider an audience of readers. These questions involve complex issues that are current topics of investigation.

YOUNG CHILDREN'S SENSE OF AUDIENCE

Can teachers expect students as young as those in elementary school to write with an audience in mind? Research suggests that a developmental trend exists in which children gradually develop a sense of audience in their writing.

Young children apparently understand that they can use writing to communicate with a reader, and they intend to write in a manner that demonstrates this understanding. Kroll (1984) found that nine-year-old children wrote letters in which clear problem statements and explicit requests for help indicated audience awareness. "Few of the letters manifested either gross egocentrism or a blatant disregard for the reader's needs." (p.425) Yet the nine year olds frequently did not provide essential information about themselves or instructions so the reader could respond to the letter.

Computer Lesson Plans for Tired Teachers

2004-05-19T18:22:00.000-07:00

Computer Lesson Plans for Tired Teachers. Free lesson plans and lesson plan books to support you using computers in the classroom.

From the site:

When teachers run out of ideas, this is what they use!"

Now you can access over 300 lesson plans and lesson ideas for use with word processors, spreadsheets, databases, paint programs, the Internet and Microsoft software such as Word, Access.

Model Early Foreign Language Programs: Key Elements

2004-05-17T19:13:00.000-07:00

Model Early Foreign Language Programs: Key Elements. What makes for a good elementary foreign language program? This essay has some ideas.

From the site:

Schools and school districts across the United States are establishing and expanding foreign language programs. Although most programs are found at the secondary school level, an increasing number are being established in elementary schools. A survey by the Center for Applied Linguistics indicates that 31% of U.S. elementary schools are offering foreign language instruction, up from 22% a decade ago (Rhodes & Branaman, 1999).

In the late 1990s, the U.S. Department of Education funded an effort to identify early foreign language programs that could serve as models for schools or districts interested in establishing or enhancing early-start, long-sequence foreign language programs. Seven model programs were identified through a nomination and selection process informed by the national standards for foreign language education and by research on effective language instruction for elementary and middle school students (Curtain & Pesola, 1994; National Standards in Foreign Language Education Project, 1999). The programs selected met specified criteria in the areas of curriculum, outcomes, ongoing evaluation, coordination with content areas, articulation from elementary to secondary school, accessibility, student diversity, professional development opportunities, and community support. Although the seven programs represent a range of program models and instructional strategies, they had a number of critical elements in common. This digest describes these elements, which are deemed key to the long-term success of early foreign language programs.

Busy Teachers' Web Site K-12

2004-05-15T18:19:00.000-07:00

Busy Teachers' Web Site K-12. Links to lesson plans and classroom activities for elementary school.

From the site:

The sites listed on this page designate themselves as appropriate to the elementary grades. Still, you should explore the subject-indexed sites listed in the Table of Contents. Many sites contain pictures, sounds and/or movies that can be used by elementary students, even where the text is too advanced for them. You will find my notations on all sites for text, pictures, sounds, etc. to help in your search. Let me know if you find other sites particularly suited to the younger student.

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education

2004-05-13T19:16:00.000-07:00

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education. Information on some possible research reports to look at in this area.

From the site:

Interest in the environment and environmental education has increased during the past two years and will continue to increase as a result of Earth Day 1990. Many school staff and their client communities are considering what they should do as a follow-up to Earth Day and are searching for useful programs and materials.

While new programs and materials are constantly being developed, a variety of programs and materials are currently available. This digest identifies a selection of completed programs and materials completed and under development.

WHAT SHOULD BE INCLUDED IN AN ENVIRONMENTAL EDUCATION PROGRAM?

There are several publications available to use to determine what should be included in a good environmental education program. Several states including Wisconsin (Engelson, 1986), California, and Minnesota have produced state guides or frameworks suggesting ways of reorganizing environmental education and content, skills, and behaviors to teach.

Several researchers and developers of materials (Roth, Hungerford, and Engelson) have developed recommended frameworks for environmental education. These frameworks have been used both in research and in developed materials.

The Apple Barrel

2004-05-11T18:18:00.000-07:00

The Apple Barrel Quilt unit and lesson plan ideas for the elementary classroom. I love quilting!

From the site:

Choose one of my home grown unit ideas (Quilts or Inventions) or one of the hand picked teaching ideas and education sites by choosing links. My email won't be working for a while so if you would like to contact me please sign my guestbook. You can take the opportunity to send me suggestions and ideas of your own. Feel free to use any of my original work in your classroom. Let me know how things went. Feedback, Inspiration, Kind Words ... Is anyone out there?

Beyond Transition: Ensuring Continuity in Early Childhood Services

2004-05-09T19:18:00.000-07:00

Beyond Transition: Ensuring Continuity in Early Childhood Services. This is an essay on this topic. State pre-school services tend to end when the kid hits our schools. Here are some transition ideas.

From the site:

In the early childhood field, the word TRANSITION is used in many different ways. Traditionally, TRANSITION has been used to describe the period of time that falls between two different types of activities. TRANSITION may also be used to describe the time period in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to kindergarten. In each case, early childhood professionals have been concerned with easing the transition between two different types of activities or environments.

CONTINUITY: A CONCEPT REVISITED

With more and more children participating in early childhood programs before they enter school, there is an increasing focus on the transition that occurs when children move from preschool to kindergarten. Many children have problems adjusting to elementary school programs that have a different philosophy, teaching style, and structure than those programs in which they participated during their earlier years. Transition efforts were designed to help ease the entry into school by preparing both children and families for the differences children will encounter.

But more recently, there has been a growing consensus that the key to effective services for young children is less through bridging the gap between different types of programs, and more through ensuring continuity in certain key elements that characterize all good early childhood programs. This notion of continuity is not new. In the late 1960s and early 1970s, efforts such as Project Developmental Continuity and Follow-Through were designed to ensure that the principles of good early childhood programs continued into the early years of elementary school. But today's concept of continuity has changed in several respects. First, there is now much more consensus in the field regarding what constitutes appropriate practice in all types of early childhood programs from infancy through the primary grades. There is also growing recognition that parent involvement is a key to a child's success and should be encouraged as children move on to elementary school. Finally, the need for supportive services for both children and families has intensified. Comprehensive family support and health services are critical components throughout the early years.

AlphaBites

2004-05-07T18:16:00.000-07:00

AlphaBites Activities to teach the alphabet, including ideas for cooking, literature, math, science, social studies, and games.

From the site:

I have gathered together many activities that I have used for teaching the alphabet. I hope you enjoy them. Please email me or use this form if you have any ideas for these pages!! I would love to have feedback from others on this project. I will post your name and ideas as you send them to me. To get to the particular letter you are interested in, just click on it below!!

Also listed below are some books that can be read to the children during these activities.

Child-Initiated Learning Activities for Young Children Living in Poverty

2004-05-05T19:21:00.000-07:00

Child-Initiated Learning Activities for Young Children Living in Poverty. This is an essay with some good ideas for helping elementary school students from poor families learn better in school.

From the site:

Should Head Start and other preschool programs for young children living in poverty center on teacher-directed, large-group academic lessons or on teacher-supported, child-initiated learning activities? The concerns reflected in this long-standing debate are that an exclusively teacher-directed approach fails to encourage children's social and emotional development and creativity, while an approach based exclusively on child-initiated activities may not sufficiently stimulate poor children's academic development. These concerns are echoed today in the struggle of early childhood educators to cope with academic-learning mandates that conflict with their own child-centered dispositions, particularly in school districts that have been less successful in helping children achieve academic success. This Digest discusses the findings of empirical studies on teacher-directed and child-initiated preschool programs.

LONG-TERM PRESCHOOL CURRICULUM COMPARISON STUDIES

Three long-term preschool curriculum comparison studies began in the 1970s--the High/Scope Preschool Curriculum Comparison Study (Schweinhart & Weikart, 1997), the Louisville Head Start Study (Miller & Bizzell, 1983), and the University of Illinois Study (Karnes, Schwedel, & Williams, 1983). All three included the Direct Instruction model--which offered scripted, teacher-directed academic instruction--and a Nursery School model, in which children initiated their own learning activities with minimal teacher support. The High/Scope study included the High/Scope model, in which children initiated learning activities with substantial teacher support. The Louisville and Illinois studies included several additional teacher-directed models and the Montessori model, which encouraged child-initiated activities with didactic materials.

These three studies found that children in Direct Instruction programs intellectually outperformed children in child-initiated-activities programs during and up to a year after the preschool program, but not thereafter. In the Louisville study, the Nursery School children showed higher verbal-social participation and increased more in ambition and aggressiveness than did the Direct Instruction children, but both groups scored lower than their peers on inventiveness. In the Illinois study, 78% of the Nursery School group, but only 48% of the Direct Instruction group and 47% of the no-program group graduated from high school.

Elementary and Secondary Education

2004-05-03T18:14:00.000-07:00

Elementary and Secondary Education Want to write an article on elementary school for a journal? Do you have a good paper you wrote from when you got your M.Ed.? This may be the place.

From the site:

Focus:
Significant challenges face educators as we enter the first decade of the 21st century. High-stakes testing and the standards movement present challenges to teachers, administrators, students, and parents as each group seeks ways to successfully navigate through the consequences of policy decisions in education. Curriculum issues capture our attention as we struggle with questions of authenticity, standards, interdisciplinary and integrated approaches to teaching and learning, and content specific curriculum. Policy decisions including the connection to teaching and learning to assessment and high-stakes testing and professional development present opportunities for active exploration for teachers and researchers. Literacy issues focusing on reading and writing across the curriculum and reading and writing workshop environments provide important K-12 opportunities to contribute to a vital professional conversation. To be most helpful, empirical studies should be clear in both methodology and style providing opportunities for study replication. Qualitative studies must be grounded in theoretical and methodological studies. All papers should be clearly presented.

Who May Submit:
Submissions are welcome from researchers, teacher action researchers, administrators and graduate students as well as others engaged directly in teaching at the elementary, middle, or secondary levels.

Please identify your submission with keyword: ELEMENTARY or SECONDARY.

Full details at http://rapidintellect.com/AEQweb/ontsec.htm.

Children's Writing in ESL

2004-05-01T19:23:00.000-07:00

Children's Writing in ESL. This is a nice paper on the role of writing in the acquisition of second language skills in elementary school.

From the site:

This "Digest" is based on the ERIC/CLL "Language in Education" series monograph entitled "WRITE ON: Children Writing in ESL," written by Sarah Hudelson. The monograph describes how children develop as writers in English as a second language. It will be available in early 1989 from Prentice Hall Regents, Mail Order Processing, 200 Old Tappan Road, Old Tappan, NJ 07675, or by calling 1-201-767-5937.

Children whose native language is not English are present in ever increasing numbers in elementary schools in the United States. Educators, therefore, must provide opportunities for these learners to develop English-as-a-second-language (ESL) skills and to learn school content-area material. In elementary schools, particular emphasis has recently been placed on helping ESL learners become more proficient writers of English to ensure their academic success in English language classrooms (Allen, 1986; Rigg and Enright, 1986; Urzua, 1987).

Reference: Education: K through 12: Elementary

2004-04-29T18:10:00.000-07:00

Reference: Education: K through 12: Elementary This is the Open Directory Project elementary education category. This is the best directory on the Web for elementary school sites. It is a human edited site. Every site is reviewed by a real person before it is allowed to show up in the directory. This means crap and spam don't usually get in. I browse the Open Directory Project all the time looking for good sites to blog.

Unbiased Teaching about American Indians and Alaska Natives in Elementary Schools.

2004-04-27T20:07:00.000-07:00

Unbiased Teaching about American Indians and Alaska Natives in Elementary Schools. This paper looks at ways teachers can instruct elementary students about American Indians and Alaskan Natives in an unbiased manner.

From the site:

The contribution of American Indians and Alaska Natives to American life reflects a long heritage, which includes the wide-spread use of Indian words that name geographic places in this nation. American Indians and Alaska Natives maintain their tribal traditions, religion, and languages. At the same time, they strive to assimilate modern technologies. Nonetheless, many students in American schools know comparatively little about the native populations of their own country.

This Digest gives teachers realistic information about this growing population. It identifies some of the common myths about American Indians and Alaska Natives that contribute to curriculum bias. The concluding discussion suggests activities and resources to help elementary students--and their teachers--understand the realities of how Indians live today and how they lived in the past.

THE ROLE OF ACCURATE INFORMATION

Bias about Indians is often the result of inaccurate information. The realities of American Indian and Alaskan Native life are often oversimplified and distorted. Stylized classroom accounts of Indian life reinforce the "buckskin and feather" and the "Eskimo and igloo" stereotypes (Madison School District, 1978). With such instruction, students are certain to develop misguided impressions of Indians.

Children's Literature Connection

2004-04-25T05:20:00.000-07:00

Children's Literature Connection. Encourages networking and collaboration among writers, illustrators, teachers, librarians, booksellers, publishers, and parents in upstate New York and Western New England. News, calendar of events, and membership information.

From the site:

The Children's Literature Connection is an organization dedicated to the advancement of children's literature. Our goals include encouraging networking and collaboration among writers, illustrators, teachers, librarians, booksellers, publishers, editors, parents, and others, and strengthening the connection between the people who create children's books and the people who use them.

Recent changes in education policy are discouraging teachers from using authentic children's literature in school. Part of our mission is to provide a counterpoint to those arguments. Our children won't be literate if they don't read literature.

A Professor Responds by Computer to the Writing of Elementary Students.

2004-04-23T20:05:00.000-07:00

A Professor Responds by Computer to the Writing of Elementary Students. This is a quaint article from 1992. This was from when e-mail was new and novel.

From the site:

During the Summer of 1990, I responded to the writing of 20 fourth through seventh graders from a computer installed in my home in Bloomington, Indiana by the Bartholomew County (Indiana) Community School Corporation. Working daily with their classroom teacher in a summer school computer writing class that drew students from all over Columbus, Indiana, the students sent me 263 pieces of writing in 4 weeks. The experience is one that I will never forget, and one that I hope the young writers and their teacher, Vickie Osman, enjoyed.

The students wrote their drafts on Microsoft Works. Then their teacher attached their files to messages that she sent by modem to me with an electronic mail program called CCMail. Microsoft Works is essentially a user-friendly program that presented few problems to the upper elementary students as they wrote daily anything ranging from a 3-line haiku to 10 to 20 computer-screen stories. Only a few students seemed to have any difficulty composing on a computer. Occasionally, messages were scrambled or even lost because of faulty commands, but no one quit because of technical difficulties. At times, Mrs. Osman and I decided that we were experiencing more problems than the students, primarily because we were working with 20 times as many messages as each individual student. She had to make certain that all of the students' writing (sometimes as many as 40 a day) were attached to her CCMail message to me. I had to make certain that I responded daily to all messages sent by these students, who had just completed grades 3 through 6.

Of the 20 students enrolled in the class, 2 entered fourth grade the following fall; 9 entered fifth; 5 were eligible for sixth; 4 would be in seventh.

Asked on a questionnaire to report their average grade in English, 5 noted that they earned mostly A's; 7 received B's; 3 C's; 5 D's and F's.

Preventing Violence by Elementary School Children

2004-04-21T20:03:00.000-07:00

Preventing Violence by Elementary School Children. I always thought by working in the primary grades that I would avoid violent students. After all, they can't be that dangerous until they get big, right. Boy was I wrong...

From the site:

Young children face a vast and increasing array of challenges as they attempt to develop prosocial competencies and a conciliatory, nonviolent approach to life. They suffer from a lack of closeness with adults, but also from an overabundance of exposure to graphic violence in the news and entertainment media and, increasingly, in their homes and communities. All these forces affect the temperament of children, and each child expresses a unique set of responses to potentially inflammatory situations.

Mental health and education professionals generally agree that it is essential to begin developing prosocial attitudes and behaviors in children at a very young age because aggression that is not remedied nearly always leads to later acts of delinquency (Slaby, Roedell, Arezzo, & Kendrix, 1995). This digest presents an overview of effective antiviolence strategies for use with elementary school children that educators can integrate into their schools and classrooms.

PRINCIPLES AND GOALS OF VIOLENCE PREVENTION PRACTICES

The most effective antiviolence efforts focus on measures that prevent all types of children's bad conduct: "aggression", including undirected anger, such as tantrums, and lashing out at others; "bullying", which is targeting someone thought to be weaker; and "hate bullying", which is victimizing someone of a different (and perceived to be inferior) gender, race, ethnicity, religion, or sexual orientation (U.S. Department of Education, 1999).