Monday, August 30, 2004

Why Should Principals Support School Libraries?

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.

Friday, August 27, 2004

Caldecott Award

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.

Wednesday, August 25, 2004

Mrs. Burn's Classroom

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!



Monday, August 23, 2004

Standardized testing

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.

Friday, August 20, 2004

Teaching Primary School Children about Japan through Art

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.

Wednesday, August 18, 2004

Mrs. Thornburgh's 5th Grade Class

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.

Monday, August 16, 2004

The Room 012 Third Grade Class Home Page

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.

Friday, August 13, 2004

A WORLD OF KINDERGARTENS

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.

Wednesday, August 11, 2004

The Foundation for Children's Books

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).

Monday, August 9, 2004

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

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.

Friday, August 6, 2004

Kindergarten - Wikipedia, the free encyclopedia

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.

Wednesday, August 4, 2004

Underground Railroad

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.

Monday, August 2, 2004

Astronomy Lesson Plan

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.