The Math Game Myth everybody Knows But No One Talks About

#1. The Math Game Myth everybody Knows But No One Talks About

The Math Game Myth everybody Knows But No One Talks About

Parents see the value in math games to help their children get a jumpstart on learning. I can attest to the value of using games for kids early on, even before they start pre-school or kindergarten, as a way of teaching math concepts (counting, money, addition, and subtraction).

The Math Game Myth everybody Knows But No One Talks About

Age Levels Not all the time Correct
One of the frustrating things that parents run into when trying to buy games for their children is looking games that are age-specific and difficulty-level appropriate. This can be particularly difficult when a child does not meet the age specific expectations as specified on many board games. Your child may be whether especially exceptional or not as good in working with the skills involved in the game that is being played.

Kids Want to Play Other Games
At Kindergarten age, I remember demanding to play Monopoly, Risk, and even Chess with my older brother while my parents staggering me to play Chutes and Ladders or Candy Land with my younger sister. I easily liked these games. It was just rolling the dice and pushing the pieces nearby as many children do in play. On the other hand, I found jigsaw puzzles, specifically those with landscape type pictures, particularly difficult even when they were specified as proper for my age group.

Skill Appropriateness
Wouldn't it be easier for parents if games were ranked in regards to skills appropriateness?

Parents need to be able to purchase and download study games that are "ability appropriate" instead of "age appropriate." It would be much easier if games could adjust in mystery to accommodate the skill level and needs of the child playing them.

With some illustrious exceptions, board and card games had very few alternatives to adjust the games skill difficulty. Board games do not allow for growth in mystery without purchasing added materials or pieces. Even new applications need new downloads. To growth difficulty, you are required to purchase new modules and cards.

Solution for the Future
One has to ask, "is this the best way?" Have we not learned that children are unique and that one size does not fit all? When will math games start reflecting the needs of our children?

Since study is taking a forefront in the minds of the country, educational games needs to change. Games are no longer for entertainment purposes only. Math games, reading games, all educational games should be based on the skill levels needed to unblemished the games and not on the "age" or "gender" set forth by the makers.

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construction Your First Deck For Your Home

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This description will give you a good idea of what's involved in building a deck. There are always quicker ways to do things and you will learn them and fabricate some of your own as you go forward with your project. always work safely and make sure you have a good firm footing underneath you. A trip or slip with a power tool can be dangerous. Let's get started with some of the tools you will need for your project.

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Tools Needed- galvanic saw, hand saw, hammer, 8,10 and 12 penny common galvanized nails, 4' level, string line, pencil, measuring tape, tripod and level gun (rent at your local rental store by the day), 5# sledge hammer, security Glasses and a good pair of work gloves (your hands will love you for it).

Lumber Needed-If you cannot frame out from your plans what lumber you need, most lumber market will do a 'take-off" for you and sell you only what you need for your project. Many pre-made plans include a lumber list right on them! Get some extra 2 " x 4" x 8' long lumber for temporary supports, etc.. If you buy pre-cuts studs, they are even cheaper. You buy the cheapest thing they have as it is only for temporary use. You can always use them for something. Framing anchors are needed for the post bottoms ledger joist connections and today they make many types of handrail anchors if you want to use them. Look at the anchor chart at the store and see what they have.

Building a deck isn't as hard as it may appear. All decks have the same basic components, just more or less of them. Posts, piers, floor joists, decking, handrails and stairs are the major pieces of any deck. Footing piers are covered in my e-Book footings so we will assume you already have footings in place and are ready to frame your deck. building plans are available at most major hardware and lumber market and give you tons of layout info even if the deck shown isn't exactly the size you want. Roughly in any place in the country today, building departments want your keep posts to remain above grade. When you check with them as to whether you need a building permit or not, ask them. They will be glad to tell you what they expect to see. Remember, if you fail your inspection, they have to come back again and that is extra work for them. They want to pass you the first time!

The associates that supply pressure treatment to your posts have found the posts last a great deal longer if they are kept from having taste with the earth. I prefer this recipe as well and have found it to be true. Your pier footings or tubes should have been poured 2" above terminated grade and this is where your new deck post will sit. You do not want to sit the post directly on top of the concrete without some type of anchor to hold it in place. Some brands of metal anchors are available at your lumber and hardware stores. If you are using a 6" x 6" pressure treated (Pt) post, buy the whole of anchors you need, one for each post. One type is a flat plate with a center nail hole and 4 'feet" or points sticking out from the bottom in each corner. Place the anchor on the bottom of the plate with the "feet" or points facing downward, away from the post. Nail a 10 penny common nail straight through the plate into the post to hold it there while you work. Stand the post upright at the line marked for the corner of your framing. The "feet" will bite into the concrete footing pier from the weight of post and make it Roughly impossible to slide it around. Once the weight of the deck is on the post, it will not move. Repeat this work for each post for your deck. There are many types of post to footing anchors available. Some wish a bolt be set in the concrete pier and the anchor then bolts to that and then nails to the post. All work equally well.

Now with all your posts ready, we'll assume you have 4 for this deck, you can whether stand the posts into their exact positions as intimately as potential and use some 2" x4"" lumber to brace them in an upright position until you complete the sub-floor framing for the deck or stand one post, frame to it, stand another post, frame to it, etc. I propose you stand all the posts first to check your deck layout before you get half of it framed and find out you made a math mistake in your layout.

As you frame along to your plans, the old carpenters adage that measure twice, cut once, is still spoton today. Lumber is expensive. Don't waste it and don't be in a rush! Wasted lumber costs money and a slip or fall with a saw or sledge hammer, can cause serious injury. Be just while you work but enjoy it. Your plans show the size and whole of post required. At this point they should all be standing, temporarily braced. The next item to be installed is the ledger board on the house if it is not already there. This board(s) will run the width of you deck minus 3". The surface band joist nails to the ends of the ledger board for a neat terminated look. The ledger board is always one size larger than your floor joists. 2 " x 8" floor joists, 2" x 10" ledger board. After removing the required siding to allow the ledger to be installed, nail the ledger with some 10 penny commons in a few places just to hold it there. Now a little math work. If you are using 2" x 6" decking lumber for your deck floor, set the top of the ledger board, 1 5/8" below the door sill to the deck. 2" lumber is surely 1 5/8" thick. If you want a 4" step out the door, set it 5 5/8" below the door sill and so on. With the ledger temporarily nailed in place, layout your joist locations on the ledger. Don't forget the surface band joists on each end. Your plans will tell you if the joists are 16" on center (O.C.), 12" O.C. Or whatever the fabricate calls for them to be. Using your measuring tape, beginning on one side of the deck and measuring from the surface of band joist, the next joist goes 16" On Center, not the edge of the board. More than likely it will not come out even spaces. One space will be smaller. Do Not Make Them Larger! The lumber is sized by fabricate to carry a distinct weight and production the joist spaces larger could cause a collapse of the deck.

With the joist layout complete, you can now see the spaces in the middle of the joists. beginning on the end bays or spaces, drill 2 holes, one above the other equally spaced in the ledger for lag bolts. Each bay after the end bays, gets one bolt not two. Stagger the bolts up and down from the top to the bottom so one bay the bolt is 2" down from the top in the center of the bay, the next is 2" up from the bottom in the center of the bay and so on. Pre-drill a pilot hole for each lag bolt. The lag bolt must be long enough to pass straight through the ledger and house plywood and into the house band joist behind. An example would be using a 2" ledger, ½" plywood on house, and a 2" band joist on the house, you would need a 4" lag bolt. Remember, lumber is 1 5/8" not surely 2". Here's where and galvanic impact socket gun comes in handy. You need to use a socket and ratchet for this work but it is potential with a plain old wrench. whether way, wrench or socket, your arms will be worn out when you have them all installed. The galvanic impact gun makes very short work of this task.

Ok we have the ledger installed, joists laid out on the ledger and it is time to build and set the beam across your piers or top of your keep posts that will carry the surface end of the floor joists. The beam shown on the plans could be shown as 3- 2" x 10". You have to fabricate a beam from 2" x 10" lumber, three pieces thick, as long as your ledger board on the house. If your deck is 12' long, just nail 3-2" x 10" x 12' pieces together and your done. If your deck is 18' long this probably will not work. Some long length lumber is available but is very costly. It is economy to get 4- 2" x10" x 12' and 1- 2" x 10" x 8' piece. You cut one 2 " x 12" x 12' in half production two 6' pieces. Layout one 12' and one 6" piece end to end. Now layout another 12' piece over the 6' piece below and lap 6' onto the first 12' piece. Fill the 2nd layer with the other 6' piece you cut. Nail these together with 10 penny common nails. You now have two pieces 18' long, nailed together with the joints in the wood not lining up. Never line up the end joints. When nailed, place the last 12' piece over the 2nd layer beginning from the 6' end and lapping over the joint. Fill in the last end with a cut 8' piece 6'. You have only 2' of wasted wood so far.! When nailed with 12 penny commons to the first two layers, you have an 18' long beam, securely nailed together with No joints lining up. This is very important if the beam is constructed from pieces. Last note, every board has tree growth rings showing on the ends. Place your first layer of both boards so the rings point the same way down. Place the 2nd layer so the rings face up. Place the 3rd layer so the rings face down. When the boards dry out and try to warp, this alternating of the rings will help keep your beam level and not warp or bow. Ok here's where you need some extra muscle. You must at this point do a little math again. With the keep post standing, you need to frame how long the posts need to be, plus the beam, plus the floor joists and then the decking. So again: (* actual size)

floor joists 7 5/8"*

beam 9 5/8"*

total 17 1/4"* Or 1'-5 1/4"* All Together.

Remember you have to add the thickness' of the pieces you are using. Above is an example only.

Now is the time to setup the framing anchors. setup one framing anchor for each interior floor joist. The end joist or band joists get nailed to the end of the ledger and do not wish a framing anchor. Nail one of the framing joist hanger on line whether to the left or right side of the floor joist. Many people like it one way or the other. whatever works best for you. Do Not nail both sides to the ledger. Ok beam setting time. Having figured out the height of the beam and joist assembly, exchange the elevation of the Top of the ledger on the house out to your posts. The mark on the posts, will be level with the top of the ledger. The tripod and level you rented, make this short work. It is potential to use a string line and bubble level but that is not as spoton and is surely tough to do. Do not try it with a 4' carpenters level. If the level is off by only 1 /16" per foot, in a 12' wide deck that's 3/8" out of level not counting pencil marks. Most carpenter levels are off more than that. Trust me.

Ok with the posts marked, deduct the height of your joist/beam assembly as in the example 1'-5 ¼". Make this line Below the upper mark. This is where you cut your posts. Remember-Measure Twice, Cut Once. Cut off the posts with your saw and be careful. Standing on a ladder is awkward. Make sure you have man holding the ladder and you have a firm footing. Watch where the top of the post is going to fall. Don't hit your partner, your going to need him shortly. Ok now, with the posts securely braced, get all the help you can find to lift the beam into place on top of the posts. This was a good day to have a picnic or some other way to trick your friends or relatives into coming over. (Don't tell it is to do work!). All together, lift the beam into place squarely on top of the posts. Hopefully you have two or more ladders so the beam can be nailed into the posts as fast as possible. You don't want to balance it any longer than you have too. Now you can also see why I keep repeating the requirement for bracing the posts so well. Your braces are holding both the post and the beam at this point but not for long.

Now with all your help, start installing the floor joists. Drop one into each joist hanger on the ledger and place the other end on top of the beam. While one man nails the ledger end on the layout mark and against the nailed side of the of the hanger, the other man nails it into place on top of the beam. Jump nearby a little putting joists in every 3rd of 4th one and you will find that each one will help stabilize your beam and post assembly. Once a few are done, the assembly becomes much more carport and easier to work on. Toenail each joist securely to the ledger and top of the beam. Now you can complete your metal ledger joist hangers and beam to post connectors. Bend the ledger joist hangers nearby the joist until they are tight against each side and the bottom of the joist. These hanger have 2 indented metal fingers on each side that you can drive in with your hammer to hold them securely in place. Each hanger comes with short nails that are required to be driven into each hole in the hanger. Some hangers have 4 holes some 5 but whatever it is, setup a nail in each hole both into the ledger and into the joist on both sides. The building inspector will look for these nails.

Bridging- In the case of a deck where the span in the middle of the ledger and the edge of the beam is 8' or greater, bridging is required to forestall the joists from warping and spreading apart thereby loosening the nails in the decking or perhaps pulling out the nails from the ledger or the beam causing the deck buildings to fail. Bridging can be whether cut from left over pieces of wood joists, or metal bridging which is available at all lumberyards. Wood bridging or blocking is cut to fit in in the middle of two joists. Nail each one on center line of the deck offsetting the ends left and right so as to be bale to end nail them straight through the joist itself. Do not toenail them. When your done you will have one row Roughly center of deck all the way across. Metal bridging simply nails form the top of one joist to the bottom of the other. Make sure you tell the salesperson what your joist centers are. 16"Oc are longer than 12" Oc. Metal strap bridging comes laid flat. Nail one end to top of joist, bend down and under the next and nail to the bottom of the 2nd joist in a criss cross manner. They are available in Some separate brands.

Now it is the time to take a break. Look over your work so far. There is bound to be nail missing or not driven completely into the wood. End all this first and then you can take off the braces for you posts.

Remove All Nails From Your Braces! Stepping on a nail sticking out a board is very painful and will cause a severe foot injury. always strip all nails from wood when it is removed. Don't put it off untill later.

Cleanup- Cleanup all the debris from your framing work. Make sure the ground is leveled nearby your footing piers and rocks and other debris is removed. Even a small rock can cause you to twist an ankle.

Decking-After installing a flashing over the ledger board, start you decking against the house and work outward. I always leave a ½" space in the middle of the house and the first decking board. This will allow rain to fall straight through the chance and not wick down your siding or house plywood. It once was view spoton to leave a nail width in the middle of decking boards but this is not a good idea. Wood shrinks. Butt the boards together without forcing them. whether nail or screw them to the joists below. Use at least two screws for each deck board to each joist. Three is better. Use the longest length deck boards you can get. The less end joints the better. If you must butt two boards together, make sure you center the butt over the center of the joist and toenail or screw each one to the joist. Many carpenter like to let the boards "run wild" over one end of the deck, and then attack a chalk line at the end of the facility and cut them all at once. This will give you a better terminated look instead of cutting each board and trying to line them up in a perfect level line.

Handrails-Every state is separate in its requirements. My state requires handrails 36" high with a mid point rail as well as a minimum if the deck is more than 30" above the ground. Railings must withstand a 250 pound side load push. Designs can vary by what the homeowner wants to see as a terminated product. Handrails could be cedar, Pt lumber, plastic, vinyl or even pipe. The types and styles are endless. A few points though to remember. The handrail posts must be securely fastened to the surface band joist by whether straight through bolting them or lagging them. straight through bolting is far the better manner. Cutting away ½ of the post to supply a rectangular notch the height of the band joist and the decking and then bolting makes a strong, collect handrail post. Two bolts minimum in each post to the surface band joint is required. The handrails and top cap can then be nailed or screwed to the posts and supply a safe wall against an accidental fall. Just about whatever you can imagine, you can build for a handrail system

Final-Buy a concentrate of sheets of 100 or 120 grit sandpaper, Wrap the sandpaper nearby a piece of 2x4 and rub it along the edges of the handrails and posts. This will take off and potential splinters for soft hands.

Place the picnic table and barbecue on the deck, sit back and enjoy your hard work!
Pete
Your kindly building Inspector

http://www.Wagsys.com

Bices-Building Inspection & Code compulsion ideas Software

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Learning, Longevity & Alz

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Americans are competitive, study scores and believe in a best future.
If you lived in Andorra, (look between France and Spain), your
longevity would midpoint 83.5 years. The U.S. Averages 78 years.

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The U.S. Spends twice as much as other commercial countries
on condition care yet in 2007, men midpoint 75 and women 81 years of
life expectancy.

Don’t get nervous from the aid (post traumatic stress disorder),
in Zambia 2007, men and women cash in their chips on midpoint at 34 years of age.

Google: United Nations World population Prospects, September 2007.

Life Long Learning

Let’s forget boring advice like more exercise (a zero-sum game), heighten nutrition (it tastes like cardboard), and avoid stress (when we stop breathing), and hear something that Surprises Broca.

The language center of your brain (left hemisphere) is run by a partnership together with Broca’s and Wernicke’s areas. They power up your facial neurons, speech production, and language processing. Understanding (understanding all you hear and read) involves Broca, and he gets bored absolutely and rocks your attention span.

Wake Up, Broca

You can add up to nine years to your longevity and lower the risk of Alzheimer’s
up to 40% through instruction and learning. Sure, if you get knocked down by a
Gm truck all bets are off, but figures don’t lie, though liars can figure.

If you Google world countries by the subsets: race, religion, urban or rural and schooling, you will survey the foremost cause of long life by up to nine years is
education and learning level.

If you are enjoying life (it gets better) and want to hang in, become a life-long-learner. There are exact programs to heighten your eyes, concentrate your left and right brain, and pump up your Orbito-Frontal Cortex. We can recapitulate many two-minute strategies for Pareto’s Vital 20%. Slackers need not apply.

Fluent Readers

Most of us find it inconceivable that being a fluent reader, (articulate, coherent and
comprehensive) is indispensable to your longevity. You reading style impressed Mrs. Harrison, your 3rd grade teacher, but after decades, it’s time for improvements.
According to Dr. David W. Baker, Feinberg School of Medicine, Northwestern
University (Archives of Internal treatment 7.23.07) literacy, requiring reading and
some math, predicts when Atropos cuts the thread of your life.

She is one of the three Greek sisters of Fate (Moira). Clotho is the sister who spins
your thread of life from cosmic causes. Lachesis measures your thread of life and
processes your destiny. Finally, Atropos, the lady with the large shears, cuts the
thread of life. Makes sense to me.

Scholars offer four myths to select your true destiny: determinism, retribution, reciprocity and chance. The secular world prefers chance except in emergencies. Any port in a storm, right?

Dr. Baker’s team followed 3,260 in Chicagoland for more than 5 years. They were
tested for condition and literacy. Sixty percent were labeled literate and the rest not.
Sure, they died of heart disease, cancer and stroke like the rest of us, but the learners lasted significantly longer. Differences approached 9 years.

How Come

More instruction produces statistically higher lifetime earnings; colleges graduates
potentially earn twice the income of high schoolers. Graduate school (law, treatment etc) graduates can expect 2x the income of college folks.

Money provides best condition care, safer surroundings, and best nutrition. You already know that, right?

Fluent readers exercise their brain synapses and neuronal circuitry compared to five-hour daily Tv viewers. Reading uses distinct brain structures than watch Tv,
listening to music, and playing video games.

Cognitive Exercise

Longevity requires daily exercise of your brain in these four areas:

a) drawing on their long-term memories for coding and decoding.

b) experiencing logic and hypothesize (critical thinking) through cause and
effect.

c) sequencing short-term memories for facts processing

d) combining creative reasoning imagery and association.

According to the connection of American Publishers, the midpoint college graduate
reads one (1) book annually. Does surfing the Internet and daily emails exercise your neurons sufficient to prolong your longevity? We recommend the road less traveled.

Dr. Baker’s researchers end a more marvelous changeable than instruction for examining the link between socioeconomic status and longevity, is reading fluency.

Step one: select to devote ten supplementary weekly hours to reading and learning. Second, survey cognitive strategies to implement your gift 3rd grade learning skills. What have you changed since Mrs. Harrison’s class?

Cognitive Reserve

Do you have the bounce-back factor for your brain? Humans need a brain resilient to the commonplace damages from pollution, trauma and stress while their lifetime. The goal is for your 3-pound coconut to avow functioning in spite of damage from aging and low level Alzheimer’s.

Research indicates that those of us with a high cognitive-reserve (fluent readers and learners) appear to build a firewall colse to the brain to sacrifice the effects of general aging and exact attacks.

A well-researched project in a Canadian leadplant showed low cognitive-reserve
employees were affected by lead exposure 2.5 times more than those with more
than 12th grade reading level.

High-cognitive keep population (more instruction and learning) survived and thrived in the face of lead exposure.

Google: Dr. Margrit L. Bleecker, published in the American Academy of Neurology
medical journal. 7.31.07

Endwords

Advanced reading and learning skills yield structural and functional brain modifications. It offers a permanent umbrella effect for extended longevity and a potentially reduced risk of Alzheimer.

Read an in-depth interview with Dr. Yaacov Stern, Columbia College of Physicians and Surgeons on Cognitive Reserve. [http://www.sharpbrains.com/blog2007/07/23/]
build-your-cognitive–reserve-yaakov-stern/

Consider the benefits of reading and remembering three (3) books, articles and reports in the time others can hardly end one. Ask us how.

See ya,

copyright 2007 H. Bernard Wechsler http://www.speedlearning.org hbw@speedlearning.org

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The Impact of Music in Our Schools

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"You are supposed to go to choir rehearsal."

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These words were uttered from the mouth of my third grade instructor Ms. Kratz way back in 1981. A few weeks prior, my music teacher, Mr. Snouffer, pulled me into the tiny, dingy backstage area of our minuscule cafeteria stage at Whitehall Elementary School in Williamstown, New Jersey. He asked if I knew the words to Barry Manilow's, "I Made it through the Rain." I said yes, and he asked me to sing it. I have no idea how in 3rd grade I knew the words to that song. Let's just say that from a very young age I knew I was not like the other kids. Apparently, Mr. Snouffer saw a spark in me when I sang in music class, and he was checking to see if I could make it in the chorus. He decided I could and let Ms. Kratz deliver the message. He did not know the impact that this uncomplicated gesture would have on my life.

Right colse to this time my dad took off and my mom had to find the humility and courage to accept government aid in order to keep our home. In addition, I had begun to painfully hear my name called early in the morning every Monday to pick up my "free lunch" mark for the week. This was humiliating at first, and ultimately just became reality. To top it all off, while my brothers were excelling in academics and athletics, I was falling behind in Math. This led to me having a tutor outside of school. Actually, though, I would still be falling behind in Math if you asked me to compute whatever beyond basic Algebra.

Mr. Snouffer was the first male figure in my life who took an active interest in my talents and abilities. His invitation to me to participate in the school choir was my first taste of accomplishment in my own rite. I went on to place competitively in All State and Region Choirs in New Jersey, win regional teen arts festivals, star in my schools plays and musicals, and I have done some acting as an adult. Above all, I still reap the rewards that involvement in the performing arts provides. Those are willingness to risk and face fears, discipline, self-confidence, collaboration, team work, and great appreciation for all arts and the value that they have in our culture.

In addition, I learned a great part about failure from my early days in choir. I was one of the only Jewish people in my small elementary school; therefore, Mr. Snouffer invited me to introduce the Chanukah song while our Christmas concert one year. while all of our school performances I did my introduction flawlessly. Our parent/evening performances had honestly become so favorite that the cafeteria was full of kids sitting in the aisles and people standing along the sides. This was my first time presenting in front of a large group of people alone. One of my classmates plan it was honestly cool to see me up there and he yelled my name from the audience. It turned out that I was quite unprepared for this. When I heard my name I froze, and wholly broke down. I had to be ushered off the stage and miss the entire song that I was supposed to introduce. I was devastated. The part came when Mr. Snouffer told me that it was ok. He even went as far as to take accountability for my breakdown. He let me know that since I had done so well while our school performances that he didn't think to tell me to look at the back wall while the evening performance. Finding back, I can honestly say that it this contact in choir was the first time I learned that it is Ok to take risks, even fail, get back up, and keep going and learning.

A few months ago, after 29 years, I reached out to Mr. Snouffer with a letter of appreciation. He was grateful to hear from me and appreciative of my willingness to let him know about the impact this uncomplicated gesture had on my life. He also expressed that as a instructor (now directing an ample Choir department at Westlake High School in Austin, Tx), you can't ever honestly know which moments or gestures will have an impact on your students. I suggested that possibly the only real objective is to be fully present and real in each moment and from there we can have significant impact.

Writing my letter of appreciation to Mr. Snouffer allowed me to reconnect with a formative moment in my personal history and inspire a great teacher. Also, while our current cheaper is eliciting allocation cuts in very painful areas like instruction and arts education, I am reminded how critically prominent it is for children to have the occasion to broaden their minds and contact through participating in the arts and art education. I reiterate, there are many qualities that are honed through music education, along with discipline, team work, communication, perseverance, self-mastery, and courage. Also, it has been illustrated that children who study music are more likely to graduate high school and go on to college.

I want to encourage you to take a few moments to examine the people who have had great impact in your life. Maybe you can even reach out to them and let them know. Who were they? How did they impact you?

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Use a Fixed Term Membership Site to originate Residual income With Ease

The title alone may have been sufficient to get you here, but we have to teach you about a fixed term membership site. Many individuals have no idea what this is or how it works, and without it your residual income could just be strangling along. However, it's not difficult to understand and if you utilize it to perfection, you'll found yourself with more money in your pocket.

All you do with an Ftm site is consistently add weekly article and distribute it through an autoresponder. Keep in mind you want to do this for a exact period of time, but the benefits will assuredly be noticeable. The easiest way to get your Ftm site up and running is by beginning out with these three steps.

1. Write One 2-3 page narrative lesson every week.
2. Load this narrative to an autoresponder for subscribers to access.
3. Sell access to the series, which would last 3 - 6 - 9 or 12 months.

There are several barriers to overcome when you're using a former membership site, but if you take benefit of these tactics your Ftm site will be much better. However, you might want to learn a bit more about them.

48 Hours or Less

Depending on the site you choose, many of them could take days, weeks, or even months to get up and running. In a fast paced world where everyone is trying to make a buck online, it's leading for you to cut this down as much as possible. This is why it's leading to get a Ftm site. The setup time is no longer then 2 days and you're ready to start manufacture money. It's as simple as 1 sales page, an article, a PayPal or Clickbank account, and an autoresponder.

Easy to Maintain

Let's be specific here, it sucks to keep up with fresh article and writing 3-5 articles week after week after week is simply for the birds. Granted you could hire person to do it, but I'm trying to save you money! An Ftm site can be steady with just 1 narrative a week for a short period of time. Best of all it will be there forever, even after you've moved on to other ventures!

No Pricey Add-ons

Alright, there will be no purchases of any kind that deal with scripts to get started. The most leading thing you need is an autoresponder that will do all the work for you. Well, you'll need that recurring billing catalogue (Cb or Pp), but you get the idea. This is one of the biggest reasons why it doesn't take that long to do.

Minimal Time Required

Okay you do the math. Johnny writes 3-5 articles every week, moderates his forum, sends and responds to messages, and looks for new things to write about for next week. Stacey on the other hand writes 1 narrative each week and adds it to her autoresponder for members to receive. Which person spends more time on their work and which one has more time to play? Ah yes, there is nothing like those 4th grade qoute solvers to get the blood flowing.

Keeping Your Subscribers Active

Hey, it's great when you see that you have 10,000 subscribers in your autoresponder account. Unfortunately it's not very promising when 5% of them are clicking on the link, 2% of those habitancy are roaming around the site, 1% of those are absolutely going where you tell them, and.25% is absolutely purchasing something from you. Figure out that math qoute and you should probably have a high paying job in astrophysics. The point is you don't get squat. An Ftm site will keep your subscribers active, even if you only have 50.

It's All Important

Each one of these benefits is crucial to your success or failure in the online world. Remember, only about 3% of the habitancy who come online have a successful occupation from home. These are the habitancy who want to get rid of their 1st, 2nd, or 3rd shift hours and enjoy life the way it was meant to be. If this is you, I told have to tell you where to go from here.

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How To Homeschool My Child The Best Way (Part 2)

3Rd Grade Math - How To Homeschool My Child The Best Way (Part 2) The content is nice quality and useful content, Which is new is that you just never knew before that I do know is that I have discovered. Prior to the distinctive. It's now near to enter destination How To Homeschool My Child The Best Way (Part 2). And the content related to 3Rd Grade Math.

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In my new article about how to homeschool my child, I discussed the first secret I commonly share with homeschoolers. Homeschoolers need to lay a foundation that matches their faith & beliefs. In this article, I will discuss the point of using books, real classics, in all branch areas. Living books with a real message are the best way to homeschool your children.

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How is How To Homeschool My Child The Best Way (Part 2)

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Secret # 2: Books

My kids will laugh at this.

I love reading.

I love literature.

I love books.

So I honestly want to use books more than textbooks. If there is a good book to teach a single subject, I encourage you to use that instead of a textbook.

I was a communal school trainer for 6 years and all the time dreamed of having class sets of books we could read together and discuss. A class set of books costs money and I never did get those class sets of books.

At the starting of homeschooling my children, good books were something very leading to me.

We started homeschooling in elementary school ages, colse to 3rd and 5th grade. So we began reading some of the great classics at that age. I've loved reading children's literature because I didn't read all those books growing up. I wasn't even a reader when I was growing up.

I've become an avid reader now. In fact, my house teases me when we go on vacation, and I'm packing my suitcase. Steve looks at me, and says, "you're taking all those".

I respond, "Last year we were gone for 2 weeks, and I read 4 books. I've got to have sufficient to keep going".

I didn't want to go to a bookstore and buy new ones. Last year we went to Costa Rica, and I wasn't going to buy anyone in Spanish anyway. Books are just fantastic.

In homeschooling, we try to center all our language arts on books. All our history, government, and even some science and math are centered on books.

You may be saying to yourself, "You use quarterly books to teach math."

"Yes, I do!"

When I discovered Sir Cumference and the Round Table, I belief that was the coolest story. What's so cool about it? It teaches a math belief through a story about a knight, his damsel and his young son. You probably belief you could only use textbooks for teaching math. Not necessarily! You can use real storybooks to teach math concepts like geometry, Pygathorean theorem or concepts of circles.

Beyond math, you should be reading literature & history books with your child. This includes read aloud time and private reading on your child's reading level. As you read books with your children, be sure to write & talk about what you are reading. I will cover this in an upcoming article.

I hope you obtain new knowledge about 3Rd Grade Math. Where you'll be able to put to use in your day-to-day life. And most importantly, your reaction is 3Rd Grade Math.Read more.. that guy How To Homeschool My Child The Best Way (Part 2). View Related articles related to 3Rd Grade Math. I Roll below. I have suggested my friends to assist share the Facebook Twitter Like Tweet. Can you share How To Homeschool My Child The Best Way (Part 2).

special studying Strategies For Elementary Mathematics

No.1 Article of 3Rd Grade Math Practice

Many children caress anxiety associated to mathematics to a confident extent, and this may begin as early as kindergarten. This anxiety can succeed in poor academic operation in math, many misunderstandings in math content and procedures, and negative attitudes toward math. Obtaining a math tutor may be helpful for many students, but often, parents who have a normal insight of learning strategies for mathematics can contribute equally productive help. The following facts can help parents, teachers, and tutors contribute a basis for mathematics learning for elementary school students.

Understanding the learning Progression

3Rd Grade Math Practice

First, we need to think how children best learn. Think about very early learning for children and the idea of "cat". When toddlers see a cat, their parent says, "cat", and pats it, to give the child the name for that object. Soon, the toddler knows what a cat is, from finding it, touching it, and hearing the name for it. Later, the child draws a picture, points to it, and says "cat". Eventually, as a child grows, he is able to associate the spoken word "cat" with a thinking photo of the animal. This learning progression, from concrete (the real cat) to semi-concrete (the picture) to abstract (the spoken word) is an example of how children learn mathematics as well. To teach a child about triangles, first they need to interact with real triangles - touch them, trace them, see them. This is where manipulatives play a large part in mathematics instruction. Children use hands-on manipulatives to learn the characteristics of math concepts (like a triangle), or use them to show procedures (like adding 4 blocks and 3 blocks). The first learning strategy to use when teaching children new mathematics content, therefore, is to go to the manipulatives.

special studying Strategies For Elementary Mathematics

Learning the underlying Rules

A second strategy that is helpful for students when learning mathematics is to memorize principal facts, vocabulary, and rules. Much time is spent in the 1st and 2nd grade with students learning expanding and subtraction facts, and an equivalent whole of time is spent in the 3rd and 4th grade with learning multiplication and division facts. Even with this practice time at school, many students have mystery committing these facts to memory. It is critically leading that students memorize these, however, as most later mathematics learning is dependent upon the quick and correct recall of math facts. Think how difficult it would be for children to add 358 to 472 if they did not have a firm grasp of expanding facts? Likewise, how would a trainee find a common denominator for two fractions if they could not recall basic multiplication facts? There are many, many ways that these facts can be practiced. One way is the "tried and true" flash cards. A variation of traditional flash cards is 3-sided flash cards. When learning multiplication facts, for example, write one factor in one corner, one factor in another corner, and the product in the final corner. When using these flash cards, cover up the product with your finger, so that the child can see the two factors, and practice multiplying them together. When learning division facts, put your finger over one of the smaller numbers, so they can see the large whole and one of the smaller numbers. They have to divide to decree which whole is covered. For example:

On your triangle, write 2, 3, and 6 - one whole in each corner. When practicing multiplication, cover the 6, so that the child sees 2 and 3, and multiplies them together to get the sass of 6. When practicing division, cover the 2, so that the child calculates 6 divided by 3, to decree the sass of 2.

Helpful Shortcuts

Another strategy that is productive is teaching students the steps of a course by using mnemonics. For example, the first letters of Please Excuse My Dear Aunt Sally stand for the steps of the order of operations (parentheses, exponents, multiply, divide, add, subtract). The "family list" of Daddy, Mother, Sister, Brother, Cousins, Relatives indicates the steps for long division (divide, multiply, subtract, bring down, compare, repeat or remainder). Strategies such as these help students remember procedural steps so that they can accomplish them consistently.

For conceptual learning, like "What is an equilateral triangle?", children learn through the processes of explain, elaborate, illustrate. In this situation, a child should define the equilateral triangle (explain), tell what that means in his own words (elaborate), and draw a photo of it (illustrate).

As with any other type of learning, mathematics strategies can only be learned through consistent application and many opportunities to practice. You will know that children have come to be proficient in the use of the strategies when they are able to independently apply them to mathematics problems they encounter in school.

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Kindergarten Math chapter Plans - Three Ideas

#1. Kindergarten Math chapter Plans - Three Ideas

Kindergarten Math chapter Plans - Three Ideas

1) whole Circles - Counting to 10

Kindergarten Math chapter Plans - Three Ideas

Draw 10 large circles on a colored card (you could also use paper plates). These can now be the focus of a whole of activities.

Hold the circles up when counting to ten (they can be pointed to if fixed to a consideration board).

Give a plate to each of 10 students and then ask them to move colse to until they are in the right order.

Mix the circles up and ask small groups of students to put them in the right order. They can lay them on the ground in a line.

Lay them on the ground, with 1 whole missing. Ask the class to say what outline out what whole is missing.

Lay them on the ground outside to make a stepping stone pathway to follow.

Lay them outside along an obstacle procedure to show the order of activities.

Students can draw with chalk a whole pathway of their own on concrete.

This is a great time to introduce hopscotch. The numbers from 1 to 10 written on squares that you jump on are a exquisite prolongation activity.

2) Patterns - Identifying and Continuing

Use Lego and/or wooden blocks to play with patterns. Individual or small groups of students can create small patterns by placing the blocks in a row. Other students can be challenged to halt them. If possible, photo the patterns made and display them on the classroom noticeboard.

Draw the patterns made with the blocks on paper using crayons or pencils. Students can draw colse to the blocks and color in the shapes.

Create patterns with colored paper squares, rectangles and triangles and glue.

Create patterns with sycophant shapes dipped in paint. Squares, circles, triangles, stars and moon shapes are easy to cut.

Create patterns out of found objects from nature (leaves, twigs, flowers and bark). Use patterns to decorate classroom storage boxes and noticeboard borders.

3) Grouping of Things - Sorting and Grouping

You can use wooden blocks, Lego, plastic animals, plastic cutlery, small cars or any other variety of items, for the following activity. Mix items up in a box and challenge students to sort them by color (red, blue, green), size (small, big), or type (cow, chicken, horse).

Use decks of cards for sorting. Sort by color, number, or royal position (jack, queen, king, ace).

Use students for sorting. Sort by hair color (red, black, brown, blonde), lunch choice (apple, mandarin, banana, grapes), or school vehicle formula (bus, train, car, walking).

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3rd Grade Math Games Help Kids master needful Skills

#1. 3rd Grade Math Games Help Kids master needful Skills

3rd Grade Math Games Help Kids master needful Skills

By the time kids reach 3rd grade, math has moved on from easy expanding and subtraction to more difficult multiplication and branch concepts that want a solid grasp of basic math facts and skills. Without this foundation, it's hard for kids to make sense of the math problems they're asked to do, leaving them frustrated and confused. Since math is one of the construction blocks of academic success, supplementary tools such as online math games can help get kids on track.

3rd Grade Math Games Help Kids master needful Skills

Reinforce previous Concepts

It's leading to make sure that kids understand the construction blocks of a subject before involving on to new ideas. 3rd grade math requires a grasp of far more than just numbers and the relationships between them. Kids need to know and fully understand expanding and subtraction before being introduced to multiplication. A limited relate of these previously taught concepts never hurts, and that's where online math games can come in handy. Rather than sitting with a textbook and going back over an idea that they've already learned, kids can receive the same summary in the form of an entertaining, interactive lesson.

Emphasize Skill Building

In any academic subject, skills build upon each other as a child learns. If even one math opinion has a child lost or confused, they'll have a hard time comprehension the next thing that they're meant to be learning. It's leading to put emphasis on skill construction at an early age so that, by the time they reach 3rd grade math, kids have the foundation essential to begin studying and mastering more involved concepts. A knowledge of math facts is key at this level, especially when it comes to multiplication. In order to come to a full comprehension of these facts, kids need to be proficient in expanding and subtraction. Both of these processes involve a clear comprehension of how numbers work together, a skill which can be tested and reinforced through the use of math games and interactive studying tools.

Prepare Kids For Higher Math

Just as studying expanding and subtraction get kids ready to grasp multiplication and division, the concepts introduced in 3rd grade math lay the foundations for even more involved ideas that will be introduced in future grades. Ensuring that kids have a clear comprehension of math at the elementary level means that they'll be able to move on to math in middle school and high school without a problem. If kids pay concentration in school and receive any extra help that they need, chances are good that they will understand and reserve the concepts essential to succeed with math. Together with online math games as part of academic study offers extra assurance in the form of involving studying tools that kids will remember as they progress through school.

The use of online math games at home or in school helps to give kids the academic edge they need to succeed in 3rd grade math. through interactive lessons, individualized pacing and visual reinforcement of math concepts, kids can no ifs ands or buts see what they're studying and gain a fuller comprehension of skills that they'll be using both in school and in daily life.

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The End of Cursive Writing

No.1 Article of 3Rd Grade Math Practice

Ever since the '80s when standards study started, handwriting (cursive) practice has become less and less emphasized in schools. For the last 10-15 years, we've been lucky if anyone de facto presented it for more than a few lessons. It's one of those things that need lots of drill/practice which, because of a lawsuit somewhere in the Us while the late '80s, has disappeared. There is no more drill/practice on math facts and the math scores and abilities show it in most schools/kids. Also there has been greater emphasis on reading (not that anyone has changed what they were doing - they are now doing it longer and harder and earlier and that is an additional one story entirely).

Manuscript or Printing

3Rd Grade Math Practice

Children learn the stick and ball/circles and lines coming to manuscript (printing) because they are neurologically ready for those skills by kindergarten; they can't do diagonal lines well until they are about 8 years old. That is why cursive, when taught, commonly begins late 3rd or early/mid 4th grades.

The End of Cursive Writing

This next section may seem abstract because it is difficult to understand/communicate. Remember, child development is cumulative and when skills aren't mastered, there is no foundation on which to build.

The question with those circles and lines is that they de facto reflect body awareness (very early skills advanced in children), but at an abstract level (theoretically children can understand/apply the abstract when they have mastered the concrete/physical. Think about the fact that you have 3 midlines on your body: left/right (line drawn from the top of your head vertically down to in the middle of your legs); front/back (line drawn head to foot but centered if you were in silhouette); and top/bottom (line drawn over your waist). Hope you have those visuals. These concepts are also language concepts, and many children have language deficits in school. That is an additional one article.

Children learn to creep and crawl in development (precursor skill to standing and walking). Those actions involve crossing all of your midlines and/or centering your weight accordingly - try it yourself where no one can see you (doing it gradually so you can feel the shifts/changes). Those midlines "relate" to the lined paper we use in school. The horizontal line is the top/bottom midline. Ever consideration how some kids letters sit on top of the line or float above it rather than going below it? These are midline awareness problems. Everyone knows citizen who reverse b and d in printing - left/right midline awareness problems. [Note: Front and back don't chronicle to 2 dimensional work.] Children who have difficulty remembering b from d tend to use capital letters, even if it is in the middle of a word, because they don't have to consolidate on which is which; spelling is hard adequate to remember which letters make what sound and then put those letters in the strict order in the first place.

Another question with manuscript/print writing is the spaces. Some children don't identify time/space well, so their words are mashed totally together. A compensatory tactic to get them to space words is to put a finger after a word so they can't begin the next one immediately. The benefit to cursive is that it forces word divorce and great use of space, but neurologically impaired children often have difficulty with spatial relationships. Some students only write on the right, left, top or lowest of a page, misunderstand what margins are (and how to indicate them), where to begin writing (letter and total writing reversals like mirror writing).

Cursive

Cursive has some basic forms: lines (t, u, w, v, i), loops (b, e, f, h, j, k, l, p, q), humps (a, c, d, g, h, k, m, n, o, v, x, y, z). Of course, many of them are combinations of those three forms. There are also directional shifts and puzzling non-shifts (think f, g, q, z) Cursive requires stopping and starting within a letter (think a, c, d, etc.), crossing midlines which may not have been mastered (think, b, f, g, h, etc.) and recognizing starting and ending (picking up pencil/pen and animated a space to start an additional one word). When you are writing, you don't think about it at all, but a child must remember: sound-symbol association (letters and sounds and then within that, the strict letter combinations and in which order), letter and sound sequences (gril/girl and brid/bird are frequent errors for elementary and middle school (sometimes high school) students, and then letter formation. Without a lot of repetitive practice, guess what loses? Cursive writing.

Frequently studying disabled students deal with all of the above, in expanding to much more. If they aren't solid in their own body positions in space (and those spatial relationships associated to prepositions in language), they have difficulties when teachers give directions (oral will confuse when paired with visual stimuli which is what most teachers enduringly do) when demonstrating strict letter formation (also, when a educator turns his/her back to the class to write on the board, that is when behavior problems begin.

As for reading cursive, that is roughly like dealing with a foreign language because letter formations aren't like those on this page. When children have trouble reading in the first place (i.e., Ld kids), they give up. More and more teachers even in high school have to print on the boards/overheads in class if they want students to read and learn what they are teaching.

Back in the dark ages of education, students spent 40 minutes 2-3 times a week doing drill and practice with a educator who walked nearby and watched us do the work agreeing to directions: up, down, up, down, etc. Or up, down, curve to the left, up to the line and cross the lines, nearby and back to the line then out (that was the letter p). We used fountain pens so mistakes couldn't be erased and the educator could see where we didn't succeed directions - boring was an understatement and probably what contributed to the lawsuit about drill/practice work in schools.

Drill and practice is considerable for some skills to be learned. Without the repetition and practice, our bodies don't maintain the information. Drill and practice is consistently used in athletics: throwing, catching, defensive/offensive techniques, etc. Athletes become adept straight through practice. study has eliminated much practice in the classroom in favor of other skills which are also needed. Cursive writing has been sacrificed to those other skills.

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Teaching Fractions for Third Grade With a Twist

#1. Teaching Fractions for Third Grade With a Twist

Teaching Fractions for Third Grade With a Twist

When you say mathematics, we often call it as math. Many habitancy believe that it has no plural form so it cannot be written as maths. In American English, they identify the word "math" only but in Uk English, "maths" is accepted. It's also the same with "Physics" and "Economics". When you quest for example for 3rd grade math, but you enter 3rd grade maths, you will still find facts about math but not that as spoton as what you are expecting to see.People tend to be careless sometimes in typing keywords when searching on the internet. There also instances that they miss to put punctuation marks. Sometimes because of eagerness to quest for information, it results to wrong input of keywords.

Teaching Fractions for Third Grade With a Twist

When a child reaches the second grade level your child starts to learn about fractions. Third grade math commonly covers more on quote on fractions. But it is also the best time to enhance his abilities by recalling and finally applying more complicated concepts. After a quick refresher procedure you can lead him to a more advanced study of fractions. As a parent or teacher, you can create ways on how to demonstrate and elucidate to your kids to enhance his math curriculum area.

Review

You can start by reviewing him the lessons that he has learned last year by naturally drawing a circle and divide into four equal parts. You can ask them what that part is if you shade 1, 2, or 3 parts of circle. This enables him to refresh his minds and can in effect cope with the future concepts that he may be facing.

Fractions with Crackers

This kind of game is unique since it involves the cooperation of food. This is done by having each kid with a graham cracker. Let them divide the crackers into four equal parts. Give them each a plastic knife only to let them spread the crackers. Ask them to cut again each cracker into halves to make it eighths. Place separate spread outs for them and let them choose three of it. Have them coat three pieces of graham crackers with the same spread each. Then show them how to write fraction of numbers. For example, five pieces of graham crackers coated with chocolate spread makes 5/8.

Fraction with Colored Candies

Kids love candies so why don't couple them with fractions? Try to give them candies with separate colors. Call out a color and ask some of them what part of that candies are that color. After that, check their candies if they answered correctly. Teach them how to add and subtract fractions with the same denominator by sharing to them a technique in doing this. In expanding and subtraction of fractions, they should add and subtract the numerators and remain the denominators as is. For example: 2/3+ 3= 3/3 or 1. You supply illustrations on the board if necessary.

Allow Them to Play

It is prominent also that you let them practice their new skills by letting them have fun. Group games can help in making them more comfortable in learning. They could also institute their abilities if they interact with each other. You could also assign fractions in their home works to let them practice what they have learned from school. It is vital in math that you have constant practice but having fun while studying could help also.

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Calculating How Much Paint to Buy

3Rd Grade Math - Calculating How Much Paint to Buy The content is good quality and useful content, That is new is that you simply never knew before that I do know is that I actually have discovered. Prior to the distinctive. It's now near to enter destination Calculating How Much Paint to Buy. And the content associated with 3Rd Grade Math.

Do you know about - Calculating How Much Paint to Buy

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Whether you're painting the interior of your home yourself or hiring a professional to help, estimating how much paint to buy in progress will save you important time and money. It's an easy process arresting 3rd grade math skills - which I'm sure many of you have brushed up on over the years while helping your kids with their homework.

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How is Calculating How Much Paint to Buy

We had a good read. For the benefit of yourself. Be sure to read to the end. I want you to get good knowledge from 3Rd Grade Math.

To find out how much paint you'll need for your exact room, you first need to decree the comprehensive square footage of the area you intend to paint - which can contain all from walls - ceilings - windows - doors and trims.

Paint Tips To Consider

• Typically a gallon of paint will cover a exterior area of 350 - 400 square feet. (Check the manufacturer's suggestion on the label)

• A proper size door occupies 20 square feet of space.

• A particular average sized window typically occupies approx.15 square feet and an average of 7.5 square feet of paint to cover the trims and sashes.

• New drywall and unfinished materials will require a primer and at least one complete coat- as un-prepared surfaces are porous and will dispell most of the first coat.

• To ensure a capability job always specify a primer plus two coats.

• When painting over a dark color factor in two coats of paint.

• Buy more paint than you think you'll need. It will help with dye lot consistency and leave you with extra material for those invariable touch ups.

How To Measure

• Measure the distance of all walls you intend to paint (from end to end) and multiply them by their comprehensive height (from floor to ceiling) to decree the wall's square footage.

• Subtract the square footage of any doors and windows in the space from the room total.

• Now that you've considered the paint-able wall surfaces, divide that wall area by 400 (the square foot coverage from each gallon) to decree the amount of gallons you'll need to paint your walls.

• Remember to duplicate the amount for two coats.

• Do the same rehearsal for the ceiling (tip: your floor area is the same estimation as your ceiling area).

• Measure the distance of all trims, baseboards, coves and moldings in linear feet - and multiply it by.5 for a safe (6") estimation of coverage. (Paint goes a long way here).

Now you just need to decree what finish, brand and color to buy.

Paint Finishes
Flat Finish.

• Absorbs light and is very forgiving in hiding small wall imperfections.

• Suitable for low traffic interior spaces.

• Poor selection in kitchens, baths playrooms and children's bedrooms as it doesn't wipe down well.

Eggshell Finish.

• Similar to matt with a little sheen as it dries.

• Great selection for interiors and washes down much better than flat.

• Can show little imperfections in the walls.

• A better selection for kids rooms.

Satin Finish.

• Has a plane shine and is very arresting and reflective.

• Wonderful in contemporary homes with perfect wall construction.

• Shows every imperfection.

• Works well for trims, baseboards and moldings.

Semi-Gloss Finish.

• Quite glossy and are used mostly in kitchens, baths since they cleans very easily.

• The higher the sheen the more wipe-able and durable the material.

• Typically used on all trims, doors, baseboards and moldings.

Glossy Finish.

• Used in high contemporary interiors and on contemporary cabinetry and furniture.

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Transition to Next Generation estimate Systems for Nj Schools

No.1 Article of 3Rd Grade Math Practice

The New Jersey branch of study has recently become an active partner of Parcc. Parcc, the Partnership for assessment of Readiness for College and Careers (Parcc) is a consortium of states. The goal of this consortium is to generate and invent a coarse set of assessments in English and math for students in kindergarten straight through senior year of high school and to furnish a benchmark to ensure students are on pace to have core skills in order to follow in college and/or their respective careers. These new K-12 assessments will build a pathway to college and vocation readiness by the end of high school, mark students' expand toward this goal from 3rd grade up, and furnish teachers with timely data to apprise study and furnish learner support. The Parcc assessments will be ready for states to administer while the 2014-15 school year. Parcc received an 6 million grant straight through the U.S. branch of Education's Race to the Top assessment competition to support the amelioration and invent of the next-generation assessment system.

New Jersey's transition to the coarse Core State Standards over the next few years will be supported by a linked transition to a next-generation assessment system. By choosing an assessment principles now, New Jersey educators can conduce more substantially to the needful decisions in the amelioration of the principles and will have more time to generate focused curriculum and instructional plans based on the assessment specifications. Following truthful reveal of both next-generation systems, New Jersey decided to become a Governing state in Parcc.

3Rd Grade Math Practice

Understanding this mandate by New Jersey educators and teachers is needful as it effects not only how they teach but how they will be evaluated in their careers. New Jersey chose Parcc for several reasons. First, the accountability principles in Parcc includes four assessments throughout the instructional year. As such, the accountability principles is based on complicated assessments administered at distinct points while the year, so students can demonstrate their knowledge and skills throughout the school year. This will de-emphasize the impact of any one test score because all four test scores will be weighted to suspect an accountability score. The interim tests will furnish instructionally relevant data to teachers throughout the school year so they can target interventions in a more timely and personalized way for each student. Second, as a follow of grand federal funding received by ten other Parcc members, New Jersey educators will have more oppotrunity to share resources over states to growth study and learning. Third, Parcc membership will ease comparions of learner results over states, as a majority of states within Parcc are eastern or southern states. These states comprise New York, Delaware, Massachusetts, Pennsylvania and Maryland.

Transition to Next Generation estimate Systems for Nj Schools

The Njafpa, or New Jersey association of Federal agenda Administrators, will be holding its' yearly Winter Training Institiute on December 2nd, 2011 at the Eatontown Sheraton in Eatontown Nj. Mr. Jeffrey Hauger, of the New Jersey branch of study will be presenting faultless data about how this agenda will affect school districts in New Jersey. This is a Nj educator pro amelioration event and attendees can earn pro amelioration hours by attending. More important, however, is that this will give teachers and educators from over the state an opportunity to meet in man the personel set to oversee Parcc. This is one of many events Mr. Hauger will be presenting in order to by comparison the Njdoe's planned implementation of Parcc. The goal of each presentation will be to furnish high quality model instructional units and prototypes of the straight through procedure assessments. The practical implementation of this agenda will require all districts to administer these assessments straight through computer networking.

In totality Parcc's goals are ambitious but will furnish a uniform approved to guide the study process for all students. The assessment principles will comprise a pathway to college and vocation readiness for all students. These assessments will be high quality and portion a full range of coarse Core State Standards. The data provided by these assessments will furnish greater support for educators in the classroom. There are obviously those that oppose standardizing learner assessment because of its implications and link to teach pay and tenure decisions. Parcc, however, addresses many of the issues that an assessment agenda like this offers.

here Transition to Next Generation estimate Systems for Nj Schools

Linear Equations - How To Predict The Nature Of Solution!

3Rd Grade Math Worksheets - Linear Equations - How To Predict The Nature Of Solution! The content is nice quality and useful content, That is new is that you never knew before that I do know is that I actually have discovered. Prior to the distinctive. It's now near to enter destination Linear Equations - How To Predict The Nature Of Solution!. And the content related to 3Rd Grade Math Worksheets.

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In a principles of two linear equations, there are three possibilities about the explication of the system. In this presentation, I am going to study all of three possibilities one by one.

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How is Linear Equations - How To Predict The Nature Of Solution!

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1. The equation have one unique solution:

The principles of two equations can have one unique solution. First of all the students need to know the meaning of one unique explication for the two linear equations. One unique explication means, if we draw both the linear equations on the graph, we get two right lines which might intersect at a point on the coordinate frame. The point of intersection is called the explication of the equations, which gives the value of both the variables.

Both the linear equations can have one explication if their slopes are different. For example; reconsider we have the following principles of linear equations:

3x + y = 2

-2x + y = -9

To find the slope we have to solve both the equations for "y" as shown below:

First equation is changed to slope and y-intercept form as

y = - 3x + 2

The coefficient of "x" which is "- 3" is the slope of line and constant term "2" is called the y-intercept.

Similarly, second equation can be changed to slope and y-intercept form as shown below:

y = 2x - 9

Slope = 2 and y-intercept = - 9 for this line.

Now, slope of first line is "- 3" and that of second line is "2".

Therefore, both the lines have separate slopes and hence have one unique solution. In other word there is one unique estimate value for variable "x" and another estimate value for "y" or in other words, if these lines are drawn on the grid, both lines will intersect at a point.

2. The equations have no solution:

There is another possibility, that the equations can't be solved and we can't find the values of variables, which is called the equations have no solution.

The process to detect this possibility is same as in case one.

Slopes and y-intercepts of both the lines are obtained and if both lines have the same slopes but separate y-intercepts, then they have no solution.

No explication means, if both lines are drawn on the grid they will be parallel to each other and never intersect with each other.

3. The linear equation got infinite many solutions:

The third possibility is that both the equations got infinite many solutions. This is the case when both the equations got same slopes and same y-intercepts. If the lines are drawn on the coordinate grid, they will overlap each other and each point is a explication for the system.

Hence, a principles of two linear equations in two variables can have above three possibilities about their solutions. The nature of the explication can be expected without solving the equation by seeing slopes and y-intercepts.

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Online Games Help Kids Learn First Grade Math

3Rd Grade Math Worksheets - Online Games Help Kids Learn First Grade Math The content is nice quality and helpful content, Which is new is that you never knew before that I do know is that I have discovered. Prior to the unique. It is now near to enter destination Online Games Help Kids Learn First Grade Math. And the content associated with 3Rd Grade Math Worksheets.

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Math is a field that many kids have problem with as they improve straight through school. It's requisite that math basic skills be mastered early on, as these skills build the foundation for comprehension harder concepts introduced in higher grades. First grade math contains quite a few important skills, and using online games may be able to give students the help they need in order to come to be fluent in working with numbers.

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How is Online Games Help Kids Learn First Grade Math

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Building on Basic Concepts

In kindergarten, kids learn uncomplicated math skills like amount recognition and counting. They're able to begin to identify that higher numbers are bigger numbers and can understand concepts like counting by twos and tens. Using online games with these children when they reach first grade can help them transition in the middle of starting math skills and more complicated numerical concepts. Providing a wide range of dissimilar games in an intriguing online environment gets kids excited about tackling new ideas and puts math in a inescapable context. Once the foundation has been laid for basic comprehension and computational skills, children can use these games to improve even further.

Mastering New Skills

By the time they're studying first grade math, kids should be ready to tackle things like the relationship in the middle of expanding and subtraction, the belief of adding and subtracting two-digit numbers and studying to count beyond 100. Being able to assess numbers as larger, smaller or equal to each other is also important, as it provides the basis for recognizing whether or not the reply to a computation problem is the literal, one.

Children need to be allowed to expert these and other requisite math skills before being asked to move on to new ideas, but the modern classroom setting doesn't always allow for this. As focus on core curriculum begins to push complicated ideas into lower grade levels, kids are incredible to learn more at a younger age. First grade math still contains many basic concepts requisite for comprehension higher math, and therefore shouldn't be rushed through. By letting a child try and re-try each new thing as it comes, online math games can give the extra time and custom that struggling students need to accomplish success.

Taking it One Step at a Time

Every child learns at a dissimilar rate, but it's important to remember that all children should be able to grasp similar concepts once they've completed first grade math. Without the ability to count, add, subtract and understand basic relationships in the middle of all three, progression to higher math becomes difficult. Though online math games can't be used to teach all a child needs to know, they can be an invaluable tool when it comes to augmenting what is learned in the classroom. Games provide a dissimilar context and more interactive setting than worksheets and are also more dynamic, which gives kids a new way to think about the concepts they're studying and can shed light on things they may be having problem with.

The interactive world of online games makes first grade math enjoyable for young children and allows them to custom new math concepts face of school. Both parents and teachers can use these tools to heighten customary learning, thereby giving kids a unique and intriguing way to hone requisite math skills.

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Informal Reading and Language Based Assessments For Elementary Grade Students

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Assessment Packet

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How is Informal Reading and Language Based Assessments For Elementary Grade Students

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Table of Contents:

Assessment 1 The Names Test of Decoding
Assessment 2 Roswell-Chall Diagnostic Reading test
Assessment 3 Gates-McKillop-Horowitz Reading Diagnostic Test
Assessment 4 San Diego Quick estimate or Graded Word List (Gwl)
Assessment 5 The Developmental Spelling Test
Assessment 6 Wepman Auditory Discrimination Test
Assessment 7 The Harp Free Retell
Assessment 8 Barr Rubric for writing
Assessment 9 Cloze
Assessment 10 Concepts About Print

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Assessment 1

Name of Assessment: The names Test of Decoding
Source: Phonics they use by Patricia M. Cunningham

Assessment Goal: A word decoding and word knowledge test using singular and polysyllabic first and last names

Format: The test is made up of a set of 35 first and last names (70 words in all), representing various patterns, phonetic sounds, consonant blends, vowel sounds, and syllables. It is a more natural and thorough set of words to decode, for students in grades four and up. Ask the child to pretend they are the trainer and they are taking morning attendance.

Scoring procedure: Use a check to indicate strict responses and write the phonetic spelling for any incorrect responses. If the student does not endeavor a name, write "no" next to that name and encourage the child to continue. For polysyllabic words, consider the word strict regardless of where the student places the accent on the word. Each strict word/name is one point. However, I was not able to find what scores indicate frustration, instructional, and independent levels in Phonics they use or in my research. (See reflections below).

Time to Administer: There are no time constraints in this assessment.

Reason for administering this test: There are many word recognition and decoding tests that can be given, but agreeing to Cunningham, " I wanted a part of their (students) word identification potential that was not confounded but context but that was not just a list. Cunningham went on to expound that reading from a word list is unnatural and choosing the words is difficult since you risk choosing sight words they may already know. This test id more authentic and meaningful

Reflections: Since this is a qualitative test, I dream there are no scoring levels and I might be mistaken about each word being worth one point. This test is designed to see; in what phonetic area the student needs study or support. This is a more authentic means of looking at a student's word assault techniques and decoding skills.

Assessment 2

Name of Assessment: Roswell-Chall Diagnostic Reading Test
Source: Florence G Roswell and Jeanne S. Chall

Assessment Goals: Designed to value the basic word pathology (decoding) and word recognition skills of former grade children. To compare student's potential to decode words with long and short vowel sounds, vowel patterns, word families, consonant blends, multi-syllabic words, and letter recognition and sounds.

Format: Section 1A - Ask student to tell you the sound the letter makes. If they cannot, ask them to tell you a word that starts with that letter. Section 1B - Repeat procedure from 1A. Section 1C - Have the student to vertically read the words in each word family group. You may model the first one. Example: Read, "am", then read, "clam". Section 2A - Have the students read the words across. If they read a word incorrectly, write down what they said. This section is assessing students' potential to decode words with short vowel sounds. Section 2B - The vowels are in isolation. Ask student to tell you the long and short sound each vowel makes. Section 2C - Have the student read the two vertical words in each column. For example, show "mat/mate". This section assesses student's potential to decode words with a "silent e". Sections 3A&3B - Assessing long vowel sounds with and without vowel pairs. Have students read the words across. Section 4 - Tell students, Here are some longer words." Model the first word, and then ask the student to read the rest of the words across.

Scoring Procedure: Each strict retort is worth one point. There is a scoring sheet. The estimate is to help the trainer plan study to hold and progress weak areas.

Time to administer: No time constraints.

Reason for giving this assessment: To conclude the student's potential to decode words that are made up of distinct sounds and blends and to conclude if the student understands vowel patterns and rules such as "silent e", and differences in long and short sounding vowels and vowel pairs. It also helps to value basic word pathology (decoding) and word recognition skills.

Reflections: This is a basic estimate that builds on phonemic awareness. Also, if a student is not thriving in completing all sections and study is designed to heighten weak skills, retesting would show any correction the student makes.

Assessment 3

Name of estimate and source: Gates-McKillop-Horowitz Reading Diagnostic Tests: Second edition, Teachers College Press, 1981
(Auditory Blending and Auditory Discrimination)

Assessment Goals: "Assess the strengths and weaknesses in reading and associated areas of a singular child." Auditory blending and discrimination tests are given to provide the trainer with comprehension towards the student's potential to understand that words are comprised of phonemes. Both subtests also compare students' auditory (listening) comprehension. To diagnose reading problems requires estimate in phonemic awareness and word recognition.

Format: Auditory Blending-Teacher is to accurately pronounce the phonemes of each word. The student upon listening to the word shall put it together and say what they hear. The student is allowed a second endeavor if they are incorrect in their first identification.

Auditory Discrimination-Turn the student nearby and have their back facing the instructor. The trainer may provide the student with a sample such as showing a pen and pencil and request either they are the same or different. The trainer reads two words and the student, without looking, is to retort either if the words are the same or different.

Scoring Procedure: Auditory Blending-The trainer is to write exactly what the student says. A raw score is constructed giving1 point for strict on the first try, and half a point for strict on the second try. Then, the score is compared to the average.

Auditory Discrimination-The student is given one trial and the raw score is comprised of how many strict answers the student gets. The score is then compared to an median thought about score.

Time to administer: These portions of the test are relatively quick to tests to administer. There are no time restrictions or constraints.

Ways estimate guides instruction: These tests compare the student's receptive and auditory abilities. Quite often, reading difficulties come from a child not able to distinguish sounds or private phonemes, or are unable to put them together. The test will help expound where those difficulties lie, so as remedial study can be given.

Reflections: Often when a young child had many ear infections while sensitive language acquisition stages, they may suffer a degree of hearing loss. The child may have mystery deciphering definite sounds or unit phonemes. This test may pick up on a hearing issue that can impact on language associated skills.

Assessment 4

Name of Assessment: San Diego Quick estimate or Graded Word List (Gwl)
Source: Ekwall, e., & Shanker, J.L. (1988). pathology and remediation of the disabled reader (3rd edition). Boston, M.A: Allyn and Bacon, Inc., pp. 102-103

Assessment Goals: The San Diego Quick estimate is a set of graded word lists that you can use to conclude the learner's word recognition ability. It also helps to compare speed and automaticity of word identification.

Format, scoring procedure, time to administer: Put each of the following word lists on a 3x5 inch index card. Hint: On the back of the card put-

--. Pre-primer level
-. Primer
. First Grade level
. Second Grade Level
... Third Grade Level, etc.

The conjecture for labeling is that if you drop the cards, you can sort them in order, but an older student cannot facilely tell what grade level he or she is reading on. It is recommended to laminate cards or insert them in plastic sleeves.

Directions: Tell student "There are ten words on each card. I would like you to try every word on this card." Give the student one card at a time. Write words mispronounced. The test begins with the card of the words that are two levels below the actual grade level of the student. The cards are read while the administrator notes which words have been missed. Once the student misses three on a list, the test is compete and the testing goes no further.

1 word missed = Independent Level

2 words missed = Instructional Level

3 words missed = frustration Level

Reason for giving this test: This estimate serves as a tool to gain an approximate estimate of the student's reading level, but does not part comprehension or the potential of the student to define the words. It serves as an indicator to either more testing is appropriate.

Reflections: Although this test is quick to administer and gives a snapshoot into a child's word recognition, other assessments need to be given to get a full photograph of the child's abilities.

Assessment 5

Name of Assessment: The Developmental Spelling Test
Source: J. Richard Gentry & Jean Wallace Gillet, 1993

Assessment Goals: The Developmental Spelling Test was designed to help teachers conclude the specific stage of spelling development at which a child, in former grades K-2, is functioning at. The five stages are Precommunicative, Semiphonetic, Phonetic, Transitional, and Conventional.

Format: The trainer calls out each spelling word on the list, followed by the provided sentence, and then repeats the spelling word again. The trainer should, "explain that the operation will not be graded as right or wrong, but will be used to see how children think definite difficult words should be spelled. Be encouraging, and make the operation challenging, playful, and fun" (Gentry, 1993). Teachers are looking for inventive spelling.

Example of word list:

1. Monster I do not like to watch monster movies.
2. United You live in the United States.
3. Dress The girl wore a new dress.
4. Bottom A big fish lives at the lowest of the lake.
5. Hiked We hiked to the top on the hill.
6. Human Miss Piggy is not a human.
7. Eagle An eagle is a distinguished bird.
8. Closed The tiny girl accomplished the door.
9. Bumped The car bumped into the bus.
10. Type What type of pet do you want?

Scoring Procedure:

Precommunicative spellers randomly string letters together to form words: spelling does not correspond to sound. (Example: rtes for monster)
Semiphonic spellers know that letters record sounds, but usually abbreviate the spelling in a way that either leaves off preliminary and/or final sounds. (Example: m for monster)
Phonetic spellers spell the words as they sound, though spelling may ne unconventional. (Example: mostr for monster)

Reason for administering this test: To see where the child places in spelling and to create study that will progress the student's skills. It can be used as a part of growth as we. looking where the student needs help, for example with end sounds, study and activities can do done that focus on the ending sounds of words.

Reflection: It is helpful to let the child know that this spelling test is not a graded test but that the student is helping you, the trainer learn how children think when they are attempting to spell unfamiliar words. It is also good to catch potential spelling difficulties early sufficient to teach proper spelling patterns and rules that would be helpful as the student enters the upper grades.

Assessment 6

Name of Assessment: Wepman Auditory Discrimination Test
Source: Joseph M. Wepman (Revised 1973)

Assessment Goals: To conclude the potential of students to recognize the fine differences that exist in the middle of the phonemes used in English speech. This estimate can be given to students and to adults as well.

Format, scoring procedure, and time to administer: The examiner's sheet consists of thirty word pairs differing in a singular phoneme in each pair and ten word pairs which do not differ. Thirteen out of the thirty word pairs differ in preliminary consonants, an additional one thirteen word pairs differ in final consonants and four word pairs differ in the medial vowels. The test is administered orally to one student at a time. The student is seated so that he or she cannot see the examiner's mouth or the words on the examiner's word sheet. The investigator reads each word pair only once, and the student indicates either the investigator read the same word twice of read two distinct words. The investigator records the student's responses on the exam sheet. The test takes practically five minutes to administer. After the test has been completed, the investigator tallies all errors made in both the "x" and "y" columns and writes the sums in the boxes labeled "x" and "y" scores at the lowest of the test sheet.

Reason for administrating the test: Similar to the Gates-McKillop-Horowitz , the Wepman test was designed to compare a person's potential to recognize tiny differences in sounds of words that are close in resonance.

Ways estimate guide instruction: Assessing where a qoute lies helps in planning instruction. Again, as a result, hearing problems can be detected.

Reflections: This is a very thorough test and the scoring varies agreeing to the age of the person being tested. Phonemic awareness is very important for early readers and this test is a good indicator if a child can hear private unit sounds.

Assessment 7

Name of Assessment: Harp Free Retell
Source: The Handbook of literacy estimate and evaluation. Harp, B. (2000).

Assessment Goals: Using specific rubrics for the article Retelling Checklist and the Expository Retelling Checklist, teachers can gage the comprehension level of the student based on the student's potential to orally delineate a story he or she has read.

Format, scoring procedure, and time to administer: The article Retelling Checklist is an estimate set up like a checklist request students to recognize story elements, disagreement and key ideas, and qoute resolution. All narratives share elements such as character, setting, plot or problem, turning points or key episodes, and end with a resolution to the qoute or issue. The checklist accounts for aided and unaided, oral and written retellings. Rubric scores points from 4 down to 1 (4 being the most thriving retelling). This is not a timed assessment.

Reason for administering this test: To help young readers recognize story elements and main ideas, which aid in comprehension. Teachers can part the level of detail a student uses when retelling a narrative, or important and main concepts, sequencing events, utilization of charts, graphs, and maps in an expository piece.

Ways in which results can be used in planning instruction: Activities to promote comprehension, focus on story elements, and recalling ideas would be activated if the student's retelling are weak. Illustrated organizers, look backs, think alouds, five 'W's and the 'how' are ways in which a student can visually see the important facts needed in a thriving retelling.

Reflections: I tried to get more facts about this estimate by searching on the Internet, but did not find whatever further. This estimate seems self-exclamatory and I think as a qualitative test, it is the up to the examiner's judgment to outline out where the student needs hold and help.

Assessment 8

Name of Assessment: Barr Rubric for writing (Writing Scale 1, Grades K-3: Becoming a writer)
Source: Assessing literacy with the studying record; A handbook for teachers, Grades K-6: The studying article estimate Systemä.

Assessment Goal: A guide for teachers to focus on the characteristics of developing student writers, from the corporeal act of putting oral language on paper, chalkboard, or computer screen to actual use of writing to delineate meaning.

Format: The scale integrates the transcription and composing aspects of writing as one supports and reinforces the other. The scale describes six stages of development:

1. Beginning writer

2. Early writer

3. Developing writer

4. Gradually fluent writer

5. Fluent writer

6. Exceptionally fluent writer

Scoring Procedure: Scores from one to six article writers in varying levels of dependence to independence in their writing.

Time to administer: Students should acquire their writing all year in portfolios of their work. A range of writing for various purposes, on both assigned and self-chosen topics, can be samples periodically for signs of progress and facts for instruction.

Reason for administering this test: To see where the student is as a writer and to prepare study and hold to take the student to the next level of writing. Using the rubric will pinpoint areas that need to be addressed and drive study in those areas.

Reflections: Students can look at their own work and conclude what should go into the portfolio. They can part their own success in writing and can strive for improvement. Teachers can focus on the parts of writing that needs work. The trainer and the student are partners in working together in selection of the work and in conferencing about pieces of writing.

Assessment 9

Name of assessment: Cloze
Source: Dr. Seidenberg; Classroom discussion

Assessment Goals: A quantitative estimate that will furnish a whole score to compare reading comprehension

Format: Cloze is a method by which you systematically delete every fifth word, after the first sentence of a 300 to 500 word passage, and value students' potential to correctly provide the deleted words using context clues and drawing from their own vocabulary. The last sentence in the text remains intact. Therefore, a 500-word piece would have 100 deletions. A 300-word piece would have 60 deletions.

Scoring the Cloze: Every word the student matches exactly is thought about correct.
Score Levels:

58-100 Independent
44-57 Instructional
0-43 Frustration

Reason for giving the Cloze and implications for instruction.
A score of 58 percent or higher indicates student read the tube with competence. Reading individually will not be difficult for the student.
A score in the middle of 44 and 57 percent indicates the tube can be read with some competence by the student; however, reading with some guidance would be beneficial.
A score below 43 percent will probably be too difficult for the student. A great deal of guidance will be needed, or other material should be substituted.

This is a means of assessing the comprehension level of the student, therefore aiding in preparing study or support, for example, working with improving vocabulary, context clues, and providing background knowledge.

Reflections: My student found this to be a fun activity. It is more interactive for the child and is spellbinding being able to faultless the story as if the student was helping the author write it. A fun postponement for this estimate is a Mad Libs activity. While it is not the same as Cloze, it is helpful in teaching parts of speech and the results are humorous or nonsense stories, which children seem to enjoy.

Assessment 10

Name of Assessment: Concepts About Print by Marie Clay

Materials used: Concepts About Print; What children learned about the way we print language? and (C.A.P) Concepts about print story booklet, Stones by Marie Clay

Assessment Goals: Especially relevant to the estimate of pre-reading or emergent literacy competencies such as:
Book orientation knowledge
Principles spellbinding the directional arrangement of print on the page
The knowledge that print, not the pictures, comprise the story
Understanding of important reading terminology like word, letter, Beginning of the sentence, top of the page.
Understanding of uncomplicated punctuation marks

Format:

Very scripted as outlined below:

Use one of the C.A.P booklets by Marie Clay such as Stones, Sand, corollary Me, Moon, or No Shoes. Or use a simple, Illustrated children's book that the student has not seen before.
Hand the student the book, with the spine facing the child and say, "Show me the front of the book."
Open the book directly to the place where print in on one page and a photograph on the other. Then say, "Show me where I begin reading." Make sure the child shows the exact place.
Stay on the same set of pages and after the child points to the spot where you begin reading, say, "Show me with your finger where I go next." Then ask, "Where do I go from there?"
Turn to a new page and say, "Point to the Beginning of the story on this page>" Then say, "Point to the end of the story on this page."
Turning to an additional one pair of pages and say, "Show me the lowest of the page," (page 8) and then "Show me the top of the page.' Point to the photograph and say, "Show me the lowest of the picture," and then, "Show me the top of the picture." (page 7)

On the same page, point to a capital letter with your pencil and say, "Show me a tiny letter that is the same as this one." (I on page 6) Next, point to a lowercase letter and say, "Now point to the capital letter that is the same as this one." (t on page 12) You may wish to repeat this procedure with other pairs of letters.
Turn to a page that has a period, an exclamation point, a inquire mark, a comma, and a set of quotation marks. Point to each in turn and ask, "What is this? What is it for?"

Scoring Procedure:

Observe and notate the child's responses on the Concepts About Print Score sheet using the Quick Reference for Scoring Standards, assigning one point for each item scored. A scale of 1 to 9 (Stanines) are provided for age groups in the middle of 5 and 7 in order to see how children compare with other children in their age groups.

Time to Administer:

As far as I could see, there was no timed element to this test and some children may retort more right away than others.

Reasons I chose this assessment: I feel it is important to compare and hold young emergent readers by construction a foundation for them to invent literacy skills and strategies. The basics come first and we as teachers should not take for granted that every child entering a school environment (pre-school or kindergarten) knows these basic concepts about print. Once we are assured that they are comfortable with the concepts, we can teach supplementary skills for thriving readers and writers.

Ways in which results can be used in planning instruction:

After assessing the child's knowledge of print, teachers plan study and teach the unknown concepts. Retesting should be done to compare and monitor growth.

Reflections:

It is hard to reflect on this estimate because I have never administered it. However, as I stated above it is more important and age thorough to compare young children's understanding of print, rather than the pressure that has recently been applied for children to memorize all their letters and some words as a part of being literacy ready. Children need to understand the concepts of print before they can make sense of reading and writing.

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