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| frog street curriculum training: Developing Early Literacy Christopher J. Lonigan, Timothy Shanahan, 2008 The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting Report of the National Reading Panel: Teaching Children to Read (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning. |
| frog street curriculum training: Early Childhood Literacy Timothy Shanahan, Christopher J. Lonigan, 2013 What are today's best practices in early literacy instruction--and what should schools and programs focus on in the future? More than 20 of the biggest names in early literacy research give you balanced, insightful answers, using the landmark NELP |
| frog street curriculum training: Before and Now F. Isabel Campoy, Pamela Byrne Schiller, 2010 |
| frog street curriculum training: Leading Anti-Bias Early Childhood Programs Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo, 2023 The book offers principles and guidelines for program-wide transformation in the early childhood education field: Professional development activities for teachers at all levels of awareness and experience in anti-bias education. Approaches for engaging with families around social justice values. Strategies for supporting and strengthening the leader's ability to initiate and sustain anti-bias change. Support for leaders in embracing and negotiating positive conflict and responding to opposition to anti-bias change. Tools for documenting a program's readiness for and progress in anti-bias education-- |
| frog street curriculum training: Early Literacy Skills Builder , 2010-09-01 Apply the science of reading to students with moderate-to-severe developmental disabilities, including autismThe Early Literacy Skills Builder program incorporates systematic instruction to teach both print and phonemic awareness. ELSB is a multi-year program with seven distinct levels and ongoing assessments so students progress at their own pace.Five years of solid research have been completed through the University of North Carolina at Charlotte, proving ELSB to be a highly effective literacy program and more effective than a sight-word only program. ELSB is based upon the principles of systematic and direct instruction. It incorporates scripted lessons, least-prompt strategies, teachable objectives, built-in lesson repetition, and ongoing assessments. The seven ELSB levels contain five structured lessons each. All students begin at Level 1. If a student struggles here, go back and administer Level A. Instruction is one-on-one or in small groups. Teach scripted lessons daily in two 30-minute sessions. On the completion of each level, formal assessments are given. ELSB includes everything you need to implement a multi-year literacy curriculum. |
| frog street curriculum training: Teaching and Learning STEM Richard M. Felder, Rebecca Brent, 2024-03-19 The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning. |
| frog street curriculum training: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| frog street curriculum training: Preschool Health and Safety Matters Jody Martin, 2011 Early childhood educators are responsible for the health and safety of the children they care for. From preventing harm from known safety risks to promoting children's medical, nutritional, oral, and mental health, educators and program directors act as children's daily protection and support. This easy-to-use manual provides educators with the information they need to ensure that the children in their care stay safe while they are learning the best practices to stay healthy for life. |
| frog street curriculum training: Phonemic Awareness Michael Heggerty, 2003-01-01 |
| frog street curriculum training: I Love You Rituals Becky Bailey, 2000 |
| frog street curriculum training: The World Book Encyclopedia , 2002 An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students. |
| frog street curriculum training: Eager to Learn National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Early Childhood Pedagogy, 2001-01-22 Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€and learnersâ€every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. |
| frog street curriculum training: STAR Program Manual Joel R. Arick, Lauren Loos, Ruth Falco, David A. Krug, 2015-05-05 |
| frog street curriculum training: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| frog street curriculum training: The language dimension in all subjects Jean-Claude Beacco, Mike Fleming, Francis Goullier, Eike Thürmann, Helmut Vollmer, Joseph Sheils, 2016-10-24 Mastering the language of schooling is essential for learners to develop the skills necessary for school success and for critical thinking. It is fundamental for participation in democratic societies, and for social inclusion and cohesion. This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects. It proposes measures to make explicit – in curricula, pedagogic material and teacher training – the specific linguistic norms and competences which learners must master in each school subject. It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to benefit from diversified language-learning situations in order to develop their cognitive and linguistic capacities. |
| frog street curriculum training: Letter People - Alpha Time Teachers Curriculum Letter People, 2016-03-29 This is the entire 400 page Alpha Time Letter people curriculum created in 1976 to teach kids the alphabet 1 letter at a time. Contains many activities of each letter person. This is the revised edition from the Alpha One curriculum released in 1970 |
| frog street curriculum training: California Preschool Curriculum Framework: History-Social Science. Science California. Child Development Division, California. Department of Education, 2010 |
| frog street curriculum training: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| frog street curriculum training: California Preschool Learning Foundations: Visual and performing arts. Physical development. Health Faye Ong, 2008 |
| frog street curriculum training: The Storm Whale Benji Davies, 2013-08-15 The stunning bestseller by Benji Davies, winner of the inaugural Oscar's First Book Prize. Noi and his father live in a house by the sea, his father works hard as a fisherman and Noi often has only their six cats for company. So when, one day, he finds a baby whale washed up on the beach after a storm, Noi is excited and takes it home to care for it. He tries to keep his new friend a secret, but there's only so long you can keep a whale in the bath without your dad finding out. Noi is eventually persuaded that the whale has to go back to the sea where it belongs. For Noi, even though he can't keep it, the arrival of the whale changes his life for the better - the perfect gift from one friend to another. 'A future classic and a must have for the discerning picture book fan' The Booksniffer 'The Storm Whale is an evocative portrayal of a child's need for friendship, told through the sparest of text and imagery in this beautiful picture book' The ReadingZone 'The Storm Whale is one of those rare picture books that evokes loneliness with such fragility, and that conveys such feeling and beauty that it cannot fail to move its readers… an absolute gem, do not miss out' Library Mice 'I have to admit that I was fighting back tears by the end. It's just so incredibly sweet and really pulls the heart strings!' Being Mrs C 'Charming and engaging this book gives lots of scope for child to adult discussion about feeling lonely and saying goodbye to something loved' Love All Blogs 'Poignant, sensitive and understated […] this is a not to be missed tale where the narrative thrust and emotional span transcends the simplicity of its words' Droplets of Ink Other books from the World of the Storm Whale: The Storm Whale in Winter Grandma Bird *NEW* The Great Storm Whale Also by Benji Davies: Grandad's Island On Sudden Hill, written by Linda Sarah When the Dragons Came, written by Naomi Kefford and Lynne Moore Jump on Board the Animal Train, written by Naomi Kefford and Lynne Moore |
| frog street curriculum training: Tad Benji Davies, 2020-06-23 * Indie Next List Selection * Winner of the Oscar's Book Prize * From Benji Davies, the award-winning creator of The Storm Whale and illustrator of the Goodnight Already! series, comes a heartwarming and tender tale about courage and growth, featuring a special tadpole named Tad. Tad is small. In fact, she is the smallest almost-a-frog in the whole, wide pond. That makes it hard for her to do big things like follow her tadsiblings who swim to other parts of the pond when they outgrow the nest. As her tadbrothers and tadsisters swim up, up, up, they leave poor Tad by her lonesome. That’s until...Big Blub shows up! He's not only bigger than Tad, but Big Blub isn't exactly what a tadpole would consider friendly. Swimming at her own pace, Tad soon learns how to to be bigger than her fears. Benji Davies creates a memorable and timeless tale that proves sometimes the mightiest creature comes in the smallest package. |
| frog street curriculum training: Opening the World of Learning Judy Schickedanz, David Dickinson, 2005 A comprehensive curriculum for preschool and other early childhood programs. It covers all domains of early learning. The content of each unit is built around daily routine within an activity-center day. Themes, skills, and concepts are developed through quality children's fiction and nonfiction trade books. This program is designed to develop language and early literacy skills in the context of rich content - primarily in the areas of mathematics, science, and social studies. Unit topics include Family, Friends, Wind and Water, World of Color, Shadows and Reflections, and Things That Grow. Research-based strategies include whole-group, individual, and small-group activities. The daily schedule allows teachers to focus intensively on language and literacy. |
| frog street curriculum training: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| frog street curriculum training: Sophie Wants a Turn Becky Bailey, 2014-01-01 |
| frog street curriculum training: Connect4learning Julie Sarama, 2016-02-01 |
| frog street curriculum training: Conscious Discipline Rebecca Anne Bailey, 2001-01-01 Provides an introduction to Conscious Discipline, a social and emotional intelligence classroom management program designed to give teachers the discipline skills they need to address the emotional and social issues of children in the twenty-first century. |
| frog street curriculum training: Nonformal Education (NFE) Manual Peace Corps (U.S.). Information Collection and Exchange, 2004 |
| frog street curriculum training: Frogs Gail Gibbons, 2018-01-01 Christina Moore uses her talent for storytelling to create a more narrative-like tale....An attractive offering for listening centers and for young children interested in nature and science. -School Library Journal |
| frog street curriculum training: Wisconsin Model Early Learning Standards 5th Edition Wisconsin Department of Public Instruction, 2017 |
| frog street curriculum training: Conscious Discipline Expanded and Updated Becky A. Bailey, 2018-10-15 |
| frog street curriculum training: California Common Core State Standards California. Department of Education, 2013 |
| frog street curriculum training: Competency-based Education Larry McClure, 1981 Leading educators explore the meaning and development of competency and the competency-based approach; review complex problems and issues pertaining to program development; examine the role of instruction in achieving competency-based education; describe school and non-school programs being implemented; probe evaluation issues; and examine implications of competency based education for secondary school practice. |
| frog street curriculum training: Through a Child's Eyes Sandra Duncan, Jody Martin, Sally Haughey, 2018 Classroom design is a crucial component of an effective learning environment. Through a Child's Eyes will help teachers develope learning areas that leverage childhood learning. Learn how to use the child's perspective to make the classroom a place of joy and possibility with the use of inviting materials, natural colors, intriguing loose parts, and unique sensory explorations. |
| frog street curriculum training: Bringing Literacy Home KaiLonnie Dunsmore, Douglas Fisher, 2010 True family literacy is not just a matter of establishing parent-child book nights and encouraging parents to read aloud to their children. Effective family literacy programs recognize and validate the important ways teachers, families, and community members learn from one another. Family literacy also relies on bringing students' home literacy routines into the classroom then back home again. This important book sheds light on family literacy practices that consider-and celebrate-students' complex and diverse home lives. Cultural considerations are key, and several chapters deal with the need to recognize, respect, and capitalize on home contexts for literacy in order to engage students, families, and communities. In these pages you will Read about successful family literacy programs Gain ideas for incorporating home culture and literacy practices into school settings to better engage students Learn how to effectively communicate literacy practices and goals to parents This volume differs from other books on family literacy in that the contributors themselves reflect the demographic diversity in today's schools. So in addition to presenting their research and classroom experiences, they give rich, personal accounts of their own interactions with students, teachers, and families. And they raise questions about power and access, calling for true learning partnerships. Book jacket. |
| frog street curriculum training: Story Play Mary Jo Huff, 2011 When a story comes to The End it does not have to be the end of the story. Instead, teachers can continue the learning with fun and playful activities and experiences. Story Play encourages teachers, librarians, child care professionals, and family members to become storytellers with ideas for expanding stories into meaningful learning experiences. Learn how to make simple storytelling props, including a Storytelling Tool Box, a Story Box, and a Story Wall, that adults and children can use to expand the pleasure of simple stories like Jack Be Nimble and longer stories like Chicken Fun. With stories, poems, songs, chants, and fingerplays, as well as ideas for working with puppets and props, Story Play brings all the fun of storytelling into the classroom in new ways. These easy-to-follow ideas focus on literacy skills and are perfect for engaged, active learning. Storytelling is a powerful tool for adults who work with children, and the fun ideas and activities in Story Play are sure to light a fire in every child's imagination! |
| frog street curriculum training: The Gillingham Manual Anna Gillingham, Bessie Whitmore Stillman, 1997 In this multisensory phonics technique, students first learn the sounds of letters, and the build these letter-sounds into words. Visual, auditory and kinesthetic associations are used to remember the concepts. Training is recommended. |
| frog street curriculum training: Teaching Today Geoffrey Petty, 2009 The edition hss been updated to become more PGCE focused. In particular, it now includes signposting for coverage of the FENTO standards and further coverage of key areas such as interactive whiteboard training. |
| frog street curriculum training: Brain-Based Learning David A. Sousa, 1999-09-01 Join David Sousa for a dynamic 42-minute presentation in which he brings the concepts of How the Brain Learns to life . . . and gives specific examples of how brain-based learning can be put to use in your classroom. Charts, diagrams, and David Sousa's own clear and engaging style begin the presentation . . . and three separate examples of the theories themselves are shown through in-the-classroom footage, where theory becomes practice. It's an involving and useful new approach to this vital material, structured in a way that makes it a valuable tool for self-learning and an essential part of a larger professional development program for teachers and administrators alike. |
| frog street curriculum training: Baby Doll Circle Time Rebecca Anne Bailey, Loving Guidance Inc, Elizabeth Montero-Cefalo, 2012 This revolutionary curriculum helps children develop healthy templates for relationships, sense of self and self-regulation for the rest of their lives. |
| frog street curriculum training: Managing Emotional Mayhem Loving Guidance, Incorporated, Rebecca Anne Bailey, 2011-10-01 |
Frog - Wikipedia
A frog is any member of a diverse and largely semiaquatic group of short-bodied, tailless amphibian vertebrates composing the …
Frog | Definition, Species, Habitat, Classification, & Facts | Britannica
Jun 9, 2025 · Frog, any of various tailless amphibians belonging to the order Anura. The name ‘frog’ is often used to …
Frog Fact Sheet | Blog | Nature - PBS
May 7, 2021 · Frog: any member of a diverse group of short-bodied, tailless amphibians. There are over 5,000 species of known …
Frogs Facts, Types, Lifespan, Classification, Habitat, Pictures
A frog is a big-sized tailless amphibian, distributed all over the world. There are about 6000 species of frogs out of which …
Frogs: The largest group of amphibians | Live Science
Aug 23, 2022 · Frogs and toads make up the largest group of amphibians. Species in this order, called Anura, substantially …
Frog - Wikipedia
A frog is any member of a diverse and largely semiaquatic group of short-bodied, tailless amphibian vertebrates composing the order Anura [1] (coming from the Ancient Greek …
Frog | Definition, Species, Habitat, Classification, & Facts | Britannica
Jun 9, 2025 · Frog, any of various tailless amphibians belonging to the order Anura. The name ‘frog’ is often used to distinguish the smooth-skinned, leaping anurans from the squat, warty, …
Frog Fact Sheet | Blog | Nature - PBS
May 7, 2021 · Frog: any member of a diverse group of short-bodied, tailless amphibians. There are over 5,000 species of known frogs, and scientists continue to discover new species. Frog …
Frogs Facts, Types, Lifespan, Classification, Habitat, Pictures
A frog is a big-sized tailless amphibian, distributed all over the world. There are about 6000 species of frogs out of which about 90 of them dwell in the United States. They stand unique …
Frogs: The largest group of amphibians | Live Science
Aug 23, 2022 · Frogs and toads make up the largest group of amphibians. Species in this order, called Anura, substantially outnumber those in the two other living orders of amphibians — …
Frog Facts | Amphibians & Reptiles - BBC Earth
Aug 4, 2024 · Frogs are the most successful and varied group among amphibians, spanning a wide range of sizes, colours and patterns. They also have different mating rituals, food …
Frog - Description, Habitat, Image, Diet, and Interesting Facts
Everything you should know about the Frog. The Frog is any number of different amphibians with stout bodies, long legs, and moist skin.
Frog Animal Facts - A-Z Animals
May 27, 2024 · The frog is the most common and populous of the three major orders of amphibians – and the only one that lacks a tail. The first true frogs evolved in the early …
23 Amazing Types of Frogs From Around the World - Outforia
Apr 22, 2023 · We’ve made up a long list of different types of frogs that live all around the world. This in-depth frog guide will discuss a multitude of frog types, their behaviors, habitat, diet, and …
Ultimate Frog Guide: Everything to Know - Toads N' Frogs
Mar 7, 2022 · There are approximately 300 frog species living throughout the USA, and the most common belonging to the Hylidae and Ranidae families. Examples of frog species include: A …
