Teach Basic Skills Through Art By Mary Bogin

In the 1980's many school systems decided that the arts should be either eradicated or curtailed in the curricula. National and State Standards were mandated to become documented in all lesson plans.
Before the axing of heads, art teachers in our district were given the opportunity to teach according to the National Educational Standards This was a daunting task, but to me, it brought even more vitality and importance to teaching art in my art room. Skeptical people doubted that it would make a difference in the classroom. If it could help our school's "report card" and our test scores could reach the competency levels of the rest of the country, this was all good. I knew that teaching art is a valuable method of reinforcing concepts taught in the classroom. I could see the enthusiasm of the student's face and he or she finally understood a difficult concept. It was a revolutionary way to teach art, and in other school districts and University Art Departments, art teachers were not expected to relate art to math, social studies, reading and science.
Some of the concepts expected by the "Standards" for grades one to three are:
Understanding letters and letter sounds, concepts of the print (literacy), symmetry, Patterns in math, concept of number (math), understanding mammals, understanding plants, and many more.
Using the elements of art (color, texture, line, shapes, space) and the elements of design ( symmetry, variety, emphasis, balance, harmony)
As you can see, just teaching the elements of art and design will give the students an idea about some of the concepts included in the National Standards in education.
If the teacher is introducing patterns in math, the art teacher can cut simple colored paper strips and arrange them in a pattern ( red, blue, green-red, blue, green- red, blue, green ) on a 4"x6"rectangle. The students can arrange a combination of the strips, focusing on the design elements symmetry, balance, variety and harmony.
If the teacher is teaching about turtles, the art teacher can gather pictures of reptiles and teach them to draw a turtle, using line for the texture in their skins and repetition of pattern and color in the design of their shells, etc.
If the teacher is introducing letters, the art teacher can cut the letter in different colors of construction paper and have the children arrange the letter in a repetitive design on a long rectangular paper.
In the study of mammals, the same is true. The art teacher must gather pictures for the children to study. How many "city" children have seen a zoo animal or a farm animal. The same is true for rural students studying "city life."
History can be taught with art lessons about ancient Egypt or lessons about any era in history, as long as students are provided rich illustrative material. They must visualize the times and manner in which the people lived in that time period in order to draw or create a relevant sculpture.
Literacy lessons in art involve drawing a picture and writing a line beneath the picture. After a series of "themed" pictures, the art teacher can glue the pictures to a story board and the child can read his or her pictures.
Older children can create poetry and illustrate their poems. It is endless!
The visual arts is vital for education, and teaching art is the icing on the rich cake the teacher provides in the classroom.
The "special subject" teachers like the Physical Education teacher, the Industrial Arts teacher, the Music teacher, the Home Economics teacher and the Art teachers, were warned that our specialties may be dropped and if we had no other certification in another area, we would lose our jobs. They held to their words. Some of our friends were let go when their departments were discontinued, like our beloved Industrial Arts teacher. She went to another school district. My friend, our Home Economics teacher, and I took the National Teacher's Exam, now called the Praxis, and were placed elsewhere. I was placed, ironically in the Basic Skills Program, and eventually became a reading specialist.

Mary D. Bogin is a 30 year veteran teacher. Integrating art, reading, and writing has been her successful method of teaching literacy. Visit http://www.teachyourchildwithart.wordpress.com for more great methods on teaching art.

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Easy Elementary Science Projects - Physical Changes Science Projects By Magrietha Du Plessis

Doing easy elementary science projects with the kids can be fun and it does not only have to be done for science fairs. Kids love learning in a fun "Play" way and we can use easy elementary science projects to teach them about the wonders of science without them actually realizing that they are learning. Doing easy elementary science projects with the kids is also a great way for homeschoolers to teach the kids science. I think we must start doing a lot more "little" projects with the kids. Here are a few short fun ones to do with the kids.
Physical changes easy elementary science projects
Physical changes can happen when two substances interact or when energy is applied to one or more of the substances. In this easy elementary science projects we are going to see how substances change and then we are going to reverse the physical changes.
The salt solution physical change experiment
What you need for this science project:

• Salt
• A measuring cup
• A teaspoon
• A heatproof glass or container
• Water

How to do this easy elementary science experiment:

1. Pour ½ cup of warm water into your glass or container
2. Dissolve 2 teaspoons of the salt into the warm water
3. What happens now? The salt becomes invisible, this is a physical change.
4. Now place the glass in a warm place and leave it for a few days until all the water has evaporated.
5. Observe what has happened. The water evaporated and the salt was left behind in the glass.
6. Once again a physical change took place. The salt is now visible once again.

The rock candy physical change experimentIn this easy elementary science project we are going to do more or less the same with a sugar solution.
What you need for this science experiment:

• A small heatproof container such as a beaker
• A piece of string long enough to hang to the bottom of the beaker
• ½ Cup of hot water
• 1 Cup of sugar
• A pencil

How to do this experiment:

1. Dissolve the sugar in the water in your beaker
2. Once again observe the physical change
3. Tie the string around your pencil and place the pencil over the top of the beaker so the string dangles in the water.
4. Leave your beaker in a hot dry place for a few days and observe what happens.
5. Sugar crystals start forming on the string, a physical change again.
6. There you have your rock candy!

A salty work of art easy elementary science projectIn this experiment we are going to have fun. This experiment can double up as an easy kids craft as you will be making a lovely painting.
In this experiment we are going to show how salt and food coloring dissolves in water and reverts back when the water evaporates. You will be amazed at the beautiful painting you will end up with. This experiment needs a little more preparation, but is well worth the trouble.
What you need for this experiment cum craft:

• As many containers as colors you intend to use
• Warm water
• As many colors food coloring as you want to use
• Lots of salt
• Thick paper
• Paint brushes

How to do this experiment:

Visit Elementary Science Fair projects for more Easy Elementary Science Projects. Magriet also have lots of fun science projects on her site Easy Science Fair Projects at http://www.learnerscience.com/ and if you are interested in homeschooling, you can also visit her site Homeschooling at http://www.homeschooling.topknacks.com/

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Teaching Elementary Math With Ease By Ethan Jeremy

Math is one subject that has had negative feedback because people tend to describe it as difficult and hard to learn. Teaching elementary math with ease is very challenging for any teacher but quite rewarding when you see your students enjoying math and working on their math projects with ease.
As a teacher you need to be innovative and open to new techniques to be able to make your students appreciate math. Here are some tips on how you can teach math with ease:

1. Fun. Invent math games that will not only spark the interest of your students but will also make them enjoy playing these games. You can create games using common items such as crayons, chairs, pencils, books and toys.
2. Counting. The most basic math concept that kids should learn is counting. Teach them the ability to count and the skill to identify numbers and symbols. Without this knowledge it will be hard for them to understand math at all. Equipping them with this ability will prepare them for the four basic math operations: addition, multiplication, subtraction and division.
3. Addition. The concept of addition is the first of four math operations that children have to learn and being able to properly teach them the concept will provide them encouragement and the skill to move forward and still find math easy to learn. You can start by adding 1 to a number to generate the next number before going into adding one digit numbers. When the kids have mastered addition with one-digit numbers then you can move on with the one-digit and two-digit numbers combination until you can move on to multiple digits. Keep their interest by giving them competitive addition worksheets.
4. Multiplication. To teach multiplication you need to start by teaching them as addition. To show them how to get the product of 2 * 3 = 2+2+2 = 6 or 2 * 3 = 3 + 3 = 6. Once the kids get the concept of adding same numbers to get a product they will be able to move on to larger numbers. Of course, it would not hurt to have them memorize the multiplication tables but it will also be helpful to teach them some tricks (finger trick for the 9 times table) to make memorizing fun for them.
5. Subtraction. Be sure that they have already mastered their addition before going into subtraction. The easiest way to teach subtraction is by doing it in addition so that your students will be able to discover the concept of problem solving. You can ask them how for missing parts of an addition equation, such as 5 + __?__ = 8. You can give them word problems to solve depicting situations at home or in school. You can also make a supermarket game so that they would know how to compute for change.
6. Division. When you taught subtraction you used addition to clearly emphasize the missing quantities, so in teaching division you should also make use of multiplication. You can also make use of food to show the concept like having a bag of cookies and asking them to divide the cookies among themselves. Aside from teaching them division you are also teaching them the value of sharing.
7. Patterns. Teaching patterns will be fun for kids because it will spark their curiosity and interest. The easiest way to teach patterns is through the use of simple sequences, the Fibonacci sequence and on to more complicated patterns. Providing your students with this skill will surely help improve their IQ and prepare them for the future.
8. Advance knowledge. When your students are ready for it you can teach them advance concepts in algebra, geometry and logic. This will better prepare them for when they get to high school and college.

A strong Math foundation will surely ensure that your students will retain the concepts you have taught them and the interest that will get them through the harder concepts they may encounter in the future. Thanks to you for making Math fun and easy for them to learn.

Teaching elementary math properly will help kids build a strong math foundation. Find more ways of teaching elementary math properly and with fun by clicking on the links here.

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Balanced Literacy By Maureen Archer

Balanced literacy is a theory based on the idea that there are many different learning styles for children who are learning to read. There are many different teaching methods that are effective ways for teaching reading, but alone they do not always deliver for every student. With the variety of learning styles that the students bring into the classroom it is impossible to suggest that one method of teaching would effectively teach each student how to be a good reader. The balanced reading approach bases itself on the idea that a combination of teaching methods used together will teach a greater range of students more effectively.
Lev Vygotsky, a psychologist who focused on cognitive development, viewed learning as being integrated and socially based. This view of learning follows suit with the balanced literacy approach as it focuses on learning to read as a social activity, an integrated activity that requires students to read, write, listen, and speak, and requires engagement in classroom activities. All of these ideas from Vygotsky are found in balanced instruction. Students interact in small groups, integrate the different pieces of reading as listed above, and engage in activities that allow students to interactively learn to read. (Wilkinson, 2000)
Obviously, a major piece of balanced literacy is the instructional techniques. "While many teachers in today's schools are mandated to use prescriptive basal reading programs ... a teacher should know much more to become an effective instructor of reading." (Bukowiecki, 2007) There is more than one way to teach reading to students, and the diversity and variety in the lessons can help students with all types of learning styles and needs learn to be effective readers. Before the instructional techniques can be described there is a critical theory behind reading instruction that needs to be addressed and understood, that theory is the five big ideas of reading.
The five big ideas are the backbone of reading instruction. "The National Reading Panel published its research results and recommendations in a report ... this national report presented five key literacy topics - phonemic awareness, phonics, fluency, vocabulary, and text comprehension - that should be included in daily literacy instruction" (Bukowiecki, 2007) These five ideas are the individual pieces that teachers need to focus on to promote good readers. "Big ideas are fundamental concepts and principles that help students gain the broadest knowledge within an academic area, such as beginning reading, most efficiently." (Coyne, 2006)
Balanced literacy bases much of its success in the classroom to the five big ideas. "Big ideas focus attention on the most relevant aspects of reading instruction. They also function as anchoring concepts within which 'small' ideas can often be taught and understood." (Coyne, 2006) Through a balance of teaching methods all students are able to actively participate and learn in the classroom lessons, especially at risk students who are struggling with their reading. "Teachers working with at-risk students or students who are experiencing reading difficulties can use the five big ideas as a strategic focus for instruction and intervention because these ideas target critical areas in beginning reading." (Coyne, 2006)
There are many instructional techniques that can effectively teach the five big ideas and develop excellent readers. The first, and probably the most used in reading specialist classrooms, is the basal reading approach. This approach can be seen in classrooms where teachers do reading activities in small groups and in a specified area of the classroom. The basal approach is "based on the assumption that students learn to read by reading, writing, and talking about meaningful topics." (Vacca, 2006) Many different genres of literature are able to be covered through expository and narrative texts. This approach is eclectic and follows suit with the bottom-up approach because it "presents skills to be taught in a sequence, or an interactive program, featuring unedited children's literature selections, strategy instruction, and writing opportunities." (Vacca, 2006)
Another approach to reading instruction is the language experience approach. This approach combines many different approaches, which is obviously a characteristic of balanced literacy. This strategy is "based on the idea that language should be used to communicate thoughts, ideas, and meaning." (Vacca, 2006) A great example of this approach is story dictation. Students are able to create lessons using their own language. Other popular pieces of the language experience approach include, "planned and continuous activities such as individual and group dictated stories, the building of word banks of known words, creative writing activities, oral reading of prose and poetry by teacher and students, directed reading-thinking lessons, the investigation of interests using multiple materials, and keeping records of student progress." (Vacca, 2006)
The next type of instruction is integrated language arts. This method "extends the concept of language experience by immersing students in reading, writing, talking, listening, and viewing activities." (Vacca, 2006) Each of those topics listed in the previous quote should be taught together, rather than as isolated and separate commodities. Students grow by connecting with the combination of imaginative and informative literature. The most important aspect of integrating language arts is "so that students will learn how to use language to think clearly, strategically, critically, and creatively." (Vacca, 2006)
Literature based instruction is the next instructional technique to be discussed. This method accommodates the differences in student's reading abilities while focusing on the meaning, interest, and pleasure of reading. "An important part of classroom life should be reading, reading literature that makes children wonder, weep, laugh, shiver, and gasp." (Vacca, 2006) When students are thoroughly enjoying the material that they are reading they can fully immerse themselves into reading. The students, when using this method, choose their own books which personalizes reading and ensures that they are reading high interest materials. A good strategy used under this theory is based on the idea that "literature can be used as a springboard for writing - children can write different endings for stories or incidents in their own lives that reflect conflicts similar to ones about which they have read." (Vacca, 2006) Another extension of this technique is to allow students to use the same structure of an existing story and write their own following that structure. Students are able to feel control over their learning while advancing their reading and writing abilities.
The final instructional technique to be discussed is technology based instruction. With the changes in technology it should be no surprise that computers and the internet have changed the way that people read and write. Emails are a great tool that students can use to practice reading and writing. The invention of the CD-ROM also created an engaging way for students to practice their reading skills. In the classroom items such as smart boards, electromagnetic LCD pen monitors, and web-cams are changing the way that reading is taught. Word processors are a fun way for students to create texts and practice reading and writing. (Vacca, 2006)
All of these approaches that were pointed out can be used together in the balanced literacy approach to ensure that students are getting everything that they can from the reading lessons. The balance of strategies such as these discussed has been proven to be effective in the classroom. "A clear knowledge of comprehension strategies combined with an awareness of when and how to use them can provide readers ... with an arsenal of tactics to ensure that they construct meaning as they read" (Vacca, 2006) As good as the balanced approach is for students, the downside is that it is quite difficult for teachers.
The balanced approach to teaching could be somewhat overwhelming for new teachers because it requires them to utilize different methods to teach the material. There is a great debate going on about how well teachers are being educated in reading instruction. In an article that surveyed teachers to find education patterns came to a simple conclusion that relates to the balanced approach. "Clearly there was a consensus that an effective preservice reading education would include balanced, practical methodologies across a number of reading related courses supplemented by multiple field experience opportunities." (Broemmel, 2006) This conclusion illustrates the idea that balance is necessary even for instructing adult teachers because it creates a diverse experience that everyone can benefit from.
Balanced literacy creates a diverse and eclectic approach to teaching learning. It utilizes numerous methods to include every student and promote effective and efficient readers by touching on the different learning styles. From struggling readers to advanced readers, all are able to benefit from the balanced literacy approach.
References
Broemmel, Amy D (2006).No teacher left behind: valuing teacher voice in elementary reading teacher education reform. Reading Research and Instruction. 46, 53.
Bukowiecki, Elaine M (2007).Teaching children how to READ. Kappa Delta Pi Record. 43, 58.
Coyne, Michael D (2006).Beginning reading instruction for students at risk for reading disabilities. Intervention in School and Clinic. 41, 161.
Vacca, J, Vacca, R, Gove, M, Burkey, L, Lenhart, L, & McKeon, C (2006). Reading and learning to read. Boston: Pearson Publishing.
Wilkinson, Louise (2000).Classroom language and literacy learning. Handbook of Reading Research. 3.

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How to Use Read-Alouds in Elementary School By Dorit Sasson

Elementary teachers, especially those teaching young ELLs (English Language Learners), are hungry for learning how to teach reading. Teachers can use read alouds to teach letter-sound correspondences, words, sentences, and eventually, other stories.
Oral Instruction and Read-Alouds
Oral instruction enhances the process of early literacy by providing direct explicit instruction on reading, thinking and learning strategies, word and meaning recognition, and early reading skills. While every teacher's approach to oral work differs, the principles for strengthening an at-risk performance in the early stages of a read-aloud remain the same.
Identifying the Type of Read-Alouds
Teachers begin by identifying the type of read-aloud (expository or narrative) and how much oral work will be done prior to the read-aloud. As the teacher reads the story, s/he encourages students to predict. Non-verbal clues such as gestures, and verbal clues such as pictures, help facilitate the process of reading the story aloud. Discussing vocabulary is an important linking stage between hearing words and seeing them in their contexts before students have the necessary reading skills to acquire vocabulary independently.
Teaching Vocabulary
Using the popular read-aloud Bear Snores On, [Karma Wilson, 2003] the teacher presents new vocabulary by showing the cover. and asks "Who is 'snoring'?"
While reading the story, teacher refers to the word snoring using guiding questions: "Where is the bear snoring?" "Who comes into the cave when bear is snoring?"
Building Emerging Literacy Skills
The look-read-say method (otherwise known as the whole word approach) helps ELLs learn early decoding and early reading according to word patterns which were previously introduced in the read-aloud. It is up to the teacher to choose 4-6 target vocabulary that can be explicitly taught from sound and meaning.

• Stage 1: the teacher presents the word in a sentence strip.
• Stage 2: The teacher says: "The word X sounds like Y."
• Stage 3: ELLs hear the pattern.
• Stage 4: Students say the word and spell out the word.

Predicting the contents of a read-aloud is an important pre-reading technique. It should follow the vocabulary presentation stage. ELLs with limited oral vocabulary can supply a few words. Later, they can confirm their predictions in terms of plot, characters, and story sequence. Modeling predictions provide discussions from which student predictions play a crucial role.Read-alouds represent an appropriate oral language program suitable for the language learning development of early literacy and second language learners. The read-aloud is not completely an oral experience. Teachers should connect the oral experiences with early reading components of early literacy

To receive your free ebook, "Taking Charge in the Classroom" and your free weekly ezine containing tips, news and in-service training sessions for teachers, visit the New Teacher Resource Center at [http://www.newteachersignup.com]
Dorit Sasson is a freelance writer, educator and founder and director of the New Teacher Resource Center.

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