Susan David’s book Emotional Agility inspired me to write this review.
I knew I would love this book when the author made reference to Dr. Victor Frankl’s book, Man’s Search For Meaning. This book takes a candid look at the negative self talk and endless bombardment of thoughts that contribute to our emotional state. We can choose to tackle or tame them. Even one negative thought can morph into anger that manifests itself in unintended ways. There are so many life-changing statements in this book that you will need a highlighter or two and bookmarks to locate the nuggets of truth and guidance when you need it. The author has a conversational style that makes it an easy read, yet profoundly powerful. This was my forth and best book purchase of the new year. Susan David offers advice about “showing up,” learning to tame negative thoughts and practice self-compassion. This truly remarkable book belongs in everyone’s toolkit. I have attended, then facilitated Book Circles on this amazing book. I give it my highest endorsement: ⭐️⭐️⭐️⭐️⭐️
I am a book lover. I wish I had a library next door. My dream is to someday own a bookstore, or work in one. While driving in my golf cart I passed by a little library box next to the parking lot for the beach. I had to take a look. Some thoughtful person, probably the creator of this mini-library, placed books that would appeal to all interests. There were several children’s books too. I also noticed a knitted scarf that was either found in the sand or placed for someone who might be in need of warmth. I asked my retired husband if he would consider building a library box for our block. I am not sure if he nodded to quiet me or if he will build one, but either way, I found some plans online. Hopefully it will be a place where fellow book lovers will find a book that appeals to them. My other hope is that it will be inspiration to others to make their own neighborhood library box.
•Students must learn 3,000 words per year by 3rd grade. •Only 400 words a year are directly taught by teachers. •Academic demands are high •Everyday speech consists of only 5,000- 7,000 words. The books that young children are able to read are intended to help them practice their reading skills rather than build their vocabulary. While we can use these books to build the vocabulary knowledge of young children, it takes some effort and thought on the part of the teacher, tutor, or parent.
Young children do not build their vocabulary by reading books but rather by having books read to them.
:Strategies to Teach Vocabulary Words
1. Read the story.
2. Contextualize the word within the story.
3. Have children say the word.
4. Provide a student-friendly explanation of the word.
5. Present examples of the word used in contexts different from the story context.
6. Engage children in activities that get them to interact with the words.
7. Have children say the word.
•For students with special needs, it is important that the teacher introduces a new word and provide VISUALS•
Build on prior knowledge
Define in kid friendly terms and provide examples
Use games, songs, multi-sensory activities.
Use Semantic Mapping:
Vocabulary words fall into 3 tiers:
Tier One: Basic words that rarely require instructional focus (door, house, book)
Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis).
Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).
****Robert Marzano has written several books on Vocabulary Instruction. Here are his strategies:
Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).
Step two: Students restate or explain the new word in their own words (verbally and/or in writing).
Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).
Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).
Step five: Students discuss the new word (pair-share, elbow partners).
Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
Resources:
Bringing Words to Life by Isabel Beck Vocabulary Games for the Classroom by Lindsey Carlton and Robert J. Marzano Words, Words, Words by Janet Allen Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction by Robert J. Marzano
When my daughter asked me if she could be a summer camp counselor in the hills of Santa Cruz, at first I said no. The distance from our house to the camp was too far and I was not keen on letting her go by herself. She approached me again, this time she had a plan to recruit her brother who was in college. I relented because her brother could watch over her and that seemed like a good bonding time for the two of them. My daughter, Katie, met a young medical student, Steven, from England who was curious about California and looking for a summer adventure. That summer Katie and Steven fell in love. Then my daughter decided to go to college in England. She and Steven married and began their busy professional lives. Katie gave birth to my granddaughter on a snowy January. Then four years later she had another daughter in the summer. I travel to see My English Roses as often as I can. When the pandemic is over and it’s safe to travel, we all plan to have a grand reunion. Every day I give thanks for FaceTime so I can see their beautiful faces and stay connected. I miss my loved ones across “the pond.”
