As the name suggests, this type is designed for the field. What comes to mind is the rugged outdoor, rough terrains, windy, rainy, sunny, and dusty conditions.

With such situations, you need a watch that can handle the dirt, bangs, falls, heat, different temperatures, abrasion and much more.

A field watch comes in a tough design and is also a durable watch. Traditionally, stainless steel was the main material of construction.

However, titanium and resin are becoming popular. The materials handle the extremities well, they don’t rust or corrode. Most come with fabric wrist bands for easy changing or replacing in case of damage.

The timepiece will also have a large face or dial for easy viewing. This is because you’ll in many instances view the watch while in motion or from poorly lit situations.

Generally, they feature a dark dial/ background with large numbers. The hour markers and the hands will also be bold and will come in a contrasting color. A good case in point is silver-tone or white against a black dial.

And believe it or not, this type of watch is one of the most loved types for customers all over the world. But I also understand that not everyone would love it.

So, if you’re still looking for some nice alternatives, then I highly recommend you check out the resources below. They’re all great watches and can definitely help you look better:

Seiko SNE331 review – https://www.wickedcoolwatches.com/seiko-sne331-review/
Seiko SSC017 review – https://www.wickedcoolwatches.com/seiko-ssc017-review/
Seiko SGG711 review – https://www.wickedcoolwatches.com/seiko-sgg711-review/
Timex T5E901 Review – https://www.wickedcoolwatches.com/timex-t5e901-review/
Timex T5E231 review – https://www.wickedcoolwatches.com/timex-t5e231-review/
Timex T49851 review – https://www.wickedcoolwatches.com/timex-t49851-review/

Thinking about buying a new sports watch? Not sure which criteria to look after? Not even know what brands you should buy from? Then don’t worry. Because today, I will share with you 3 important things you need to know first before spending your money on any new sports tracking devices aka sports watches.

The first thing you need to know is to whether choosing a watch that has a heart rate monitor. For example, if you love CrossFit and you want to buy a new specialized CrossFit tracker, then it should be a good one with a heart-rate monitor. The reason is that that function will help you know more about your body when you increase your workout degree.

Another important aspect you need to consider is the price of the watch. There are some sports in which you will often need to spend more in order to bring home decent fitness tracking watches. Let’s take biking as a prime example here. Biking watches will often cost a lot more since they will have more things to track for you when you’re on track. So, it’s important for you to set out a proper budget to buy that stuff.

And finally, you should always keep durability in mind when choosing your next sports watches. If you’re into running, especially trail or ultra running, then a good watch for you should be shockproof, waterproof, and has a lot of tracking functions integrated inside.

The reason is that ultra running is one of the toughest body tests you can get yourself into. So, it’s better to arm yourself with the best watches possible so they can tell you when you need to speed up or rest properly.

Now, for more information on the best watches, especially fitness tracking watches, you can take a look at this Wicked Cool Watches website. It’s one of the best sites out there about watches in general.

Not only in adults, health is the most important for children, training this sport helps children to have good health, burn excess calories, strengthen resistance. Focus on looking, hitting, and catching the ball, your child will be in a run all the time while playing baseball. This will get their heart rate going and help them build up their endurance. It will also make them more flexible.

2. Baseball Builds FriendShips

Coordinating teammates is very important in baseball, baseball builds friendship like no other sport. No sport brings victory based on the power of individuals, and baseball teaches your children how to be a link of a team, an organizer or an indispensable hitter of the team.

One of the great joys of coaching baseball is listening to the chatter in a dugout. I’m routinely astonished at the amount of game knowledge these kids absorb and share with each other – skills particularly important in a sport where one player’s physical superiority cannot determine outcomes.

3. Equal Opportunity Sport

Baseball does not require a child to be exceptionally tall, strong, fast or agile, it is extremely equal. Any child, whether high or low, strong or weak, quick or slow can play baseball. Baseball is a sport for everyone, I haven’t met a kid who can’t play baseball.

4. Uniform

All children wearing uniforms are cute, but no one is cuter than a boy wearing a baseball uniform. Why? Because that’s just the right amount of uniforms. With football there is too little and with football, lacrosse and hockey there are too many. One fall, I spent a whole football session waving to the wrong child. Now I buy my son the bright socks, so I can recognize it. And then there was that traditional element: the pants looked funny but I was determined not to get dirty (despite the fact that I didn’t iron an article about clothes for more than a year), no matter how much Washing times in Oxygen-Clean it.

There is no reason not to help your child become a baseball player, always create the best conditions for him, choose a good slowpitch glove or a good catcher mitt to make a great gift to motivate them. I recommend that you choose a baseball sunglasses to give to your child’s feats, most of them love it.

Baseball Eagle is a blog site written by Max, he is a person with very good knowledge in baseball sport, you can refer to more polish exercises or the selection of ball tools. Best baseball.

Some time, usually between the ages of 5 and 6, most children begin to read. Watching a child transition from a nonreader to one who can both entertain and educate herself with a book is, for many parents, one of the milestones and miracles of family life.

Learning to read accurately, fluidly, with good comprehension and stamina is also a crucial set of skills for school success. Schools know this. That’s why in the best ones, the early years of primary education are devoted to teaching kids to read using scientifically proven methods to ensure that all kids are reading at grade level.

But in many schools, in all kinds of neighborhoods, there is a shockingly large chunk of kids — about one in three — who don’t master the skills they need to learn to read in a sophisticated way. Their road is a difficult one: although many will try to use their intelligence to cover the holes in their skill set, as the work gets harder and the reading grows more complex, these children will find they are unable to keep up.

This is one of the great tragedies of the American school system. It is even more heartbreaking when you talk to scientists about how the human brain reads. Researchers estimate that somewhere between 2 and 5 percent of children, most of whom have developmental disorders or profound neurological problems, will never learn to read. The rest? If they are given what experts say is the right kind of instruction, they will learn to read, and most of them will be able to read well.

Reading casualties

But what happens to these kids if they don’t get the right kind of instruction? Reading experts call them “instructional casualties.” Most of them don’t have neurological problems. They are not disabled. Their schools and, specifically, their primary school teachers have failed them.

In terms of outcomes, longitudinal research, the kind that follows kids for decades, tells a sad story. If your child is experiencing reading failure, it is almost as if he has contracted a chronic and debilitating disease. Kids who are not reading at grade level in first grade almost invariably remain poor fourth grade readers. Seventy four percent of struggling third grade readers still struggle in ninth grade, which in turn makes it hard to graduate from high school. Those who do manage to press on — and who manage to graduate from high school — often find that their dreams of succeeding in higher education are frustratingly elusive. It won’t surprise you to know that kids who struggle in reading grow up to be adults who struggle to hold on to steady work; they are more likely to experience periods of prolonged unemployment, require welfare services, and are more likely to end up in jail.

Even if your child is one of the lucky ones and is doing fine in reading, students who are poorly served by their primary schools end up being a drain on the public education system. Reading problems are the overwhelming reason why students are identified as having learning disabilities and assigned to special education, often an instructional ghetto of the worst kind.

The right way to teach reading

It doesn’t have to be this way. No area of education has been as thoroughly studied, dissected, and discussed as the best way to teach students to read. Seminal research and longitudinal studies from the National Academy of Sciences and the National Institute of Child Health and Human Development, combined with MRI (magnetic resonance imaging) and computerized brain modeling from the nation’s top academic labs, provide a clear prescription for effective reading instruction. And yet that information is virtually unknown among teachers, parents, and those who serve on school boards.

In nearly every conversation about reading instruction, educators talk about different pedagogical approaches and different philosophies, as if one is equal to another. And perhaps because some kids seem to learn to read like they learn to run, from observation and for the sheer love of it, it can appear like almost any kind of reading instruction can work with varying levels of success — for at least some kids. But researchers say they’ve come up with a straightforward formula that, if embedded into instruction, can ensure that 90 percent of children read.

What does the research show? It turns out that children who are likely to become poor readers are generally not as sensitive to the sounds of spoken words as children who were likely to become good readers. Kids who struggle have what is called poor “phonemic awareness,” which means that their processor for dissecting words into component sound is less discerning than it is for other kids.

In practical terms it works like this: a child destined to become a poor reader and a child destined to become a good reader can both understand the word “bag,” but the poor reader may not be able to clap for each of the three sounds in the word or to know that the last sound is what distinguishes “bag” from “bad.” If a child struggles to hear individual sounds that make up words, that child is likely to stumble when you try to teach her, for example, that the letter t makes the “tuh” sound. This becomes a real problem when we ask those kids to execute the neurological triple backflip known as reading.

And here’s a critical fact you need to know: scientists have shown again and again that the brain’s ability to trigger the symphony of sound from text is not dependent on IQ or parental income. Some children learn that b makes the buh sound and that there are three sounds in bag so early and so effortlessly that by the time they enter school (and sometimes even preschool), learning to read is about as challenging as sneezing. When the feeling seizes them, they just have to do it. Other perfectly intelligent kids have a hard time locating the difference between bag and bad or a million other subtleties in language.

Many studies have shown that phonemic awareness is a skill that can be strengthened in kids. And following that instruction in phonemic awareness, about 100 hours of direct and systematic phonics instruction can usually get the job done and ensure that about 90 percent of kids have the fundamentals they need to become good readers.

Reading lessons

Many school districts have adopted what they call a “balanced literacy” approach to reading. If administrators at your child’s school describe their reading program that way, you’ll need to ask a few more questions.

In some schools, balanced literacy means that preK teachers work on letters and letter sounds. Kindergarten, first, and second grade teachers deliver an orderly progression of explicit phonics lessons and, as the children become competent and confident readers, push them to discover the best that literature and nonfiction have to offer while doggedly building up their comprehension through weekly word study, spelling tests, and story analysis.

In other schools, balanced literacy can mean something very different and something that looks a lot like what is called the “whole language” approach — which is now largely discredited. At these schools, teachers provide a portion of the kids with a smattering of phonics (most schools now concede that some kids do need phonics to help figure out the code) and also encourage them to guess words from illustrations, and later, from context. As the children (hopefully) get more competent at reading, teachers minimize the study of language and devote their time and energy to getting kids excited about words, reading, and books. If you care about your child’s school success, you’ll want more of the former kind of instruction — phonics and word study — and less of the latter.

Once you’ve seen science-based reading instruction delivered well, you’ll want it for your kids. For six years, Kristina Matuskiewicz, a kindergarten teacher at Edna C. Stevens Elementary School in Cromwell, CT, believed that, like all the teachers at her tidy suburban school, she was helping to make good readers. She read them stories, she identified words and described their meaning, she offered them a variety of good books and worked to shift them to independent reading. “Each teacher had their own approach to teaching reading,” says Matuskiewicz.

The problem was, none of their approaches were working very well. In 2007, only 70 percent of the third graders were proficient in reading. Not only that, each year about 33 out of 489 kids in the preK through second grade classes required outside support in reading — a program that was costly for the school and for the district.

What the “right way” looks like

The principal, Lucille DiTunno, decided the school needed to take another approach. First, she asked her teachers to establish a “literacy block” — 90 minutes a day dedicated to reading. Three years ago, DiTunno paid $28,000 to Literacy How, then a division of Haskins Laboratories in New Haven, to bring consultants to the school every week for a full year to teach teachers about the scientifically proven methods that help kids learn to read.

The first meeting, says Literacy How consultant Wendy North, was a disaster. “We got off on the wrong foot,” says North. The teachers felt like they were being blamed for the struggles of kids they hadn’t taught in years. Instead of directing the anger at the inadequate instruction they had been given at teachers college, she says, they felt humiliated and angry that outside experts were being brought in to teach what they already knew — how to teach reading.

North persevered. These days, kindergartners in Matuskiewicz’s class get a different kind of instruction than their older brothers and sisters did. During the first week of kindergarten, Matuskiewicz sits with each child and determines if he or she knows the letters and their corresponding letter sounds. The skill levels of the children are variable. So, class work in the autumn has to do with “sorting” — identifying letters and connecting them to sounds.

Some of the kids with a keen sense of phonemic awareness are already moving on to what is called in teacher-speak “decodable text” — little books with single lines of text made up of words that can be sounded out with ease. After about thirty minutes, all the children stop their work and, using a broad hand motion for each sound, sing what is known as “the vowel song” with great gusto. When the chorus of cheerful voices begins to die away, North and Matuskiewicz look pleased. “The rap against phonics is that there is too much drilling,” says North. “But look at this classroom. No one is suffering here.”

First grade teacher Angela DiStefano, a 12-year teaching veteran, says the Literacy How approach to reading has changed her professional life forever. “Before that, I thought it was my job to teach kids to share my enthusiasm for reading.” Now, she teaches them to read with explicit instruction on how to sound out words. Not long ago, she gave a seminar for first grade parents to teach them some rules about vowels (for example: vowels make their short sound in closed pattern words like tap and the long sound in open pattern words like hi, so, and my) so parents could reinforce the lessons at home.

The Literacy How approach has increased the scores on interim tests, and results from the first third graders who learned to read this way are expected to be high. Already, only three children per year are now being referred for the costly reading support, a massive savings for the district.

DiStefano says that the new program has made her relationship with parents more straightforward. “Before, we might say, ‘That child isn’t reading!’ And we’d shrug. We didn’t know what to do. Now we can sit with a parent and say, ‘Your child is struggling to understand the rule that when a word ends with e, the middle vowel says its own name.’ And we can describe our plan to reteach that and get parents to emphasize that at home and get that child back on the path to reading success.”

Seven tips for reading success

Remember that learning to read and to read very well are crucial to your child’s well-being.
Find a school that uses scientifically based reading instruction. Find out what that is, and make sure your child’s school is doing it.

Make it clear to your child’s teacher that you expect frequent, detailed reports on your child’s progress in basic reading skills.

If your child is not moving forward steadily, be prepared to take action. “Wait and see?” Nope. Watchful waiting is a good practice for many aspects of child rearing. Progress in early reading is not one of them.
Be prepared to encounter some confusion and defensiveness from the people you’d think are the experts. Do not be deterred.

Throughout elementary school and middle school, teachers should be engaging in increasingly sophisticated forms of word study.

After second grade, surround your child with all kinds of books and make what she’s reading a topic of dinnertime conversation. Listen to the way she talks about books to ensure that her comprehension continues to deepen.

Source: greatschools.org