As retired teachers and avid readers, my husband and I decided that we would put up a little library so our neighbors can find a book, leave a book, and know that it is an option in our part of town.
I sit in front of my living room window and watch people walk their dogs, ride their bikes, or drive by in their golf cart or car. Originally the books were for adult readers (mysteries, thrillers, how-to books, politics and other topics that would not interest young readers. Often I see people stop and check out the offerings. It makes me wish it wasn’t so “little.”
The school bus stops in front of our house, and I thought about the children who might like a little library of their own. We put one up right next to the “grown up” library. If we knew enough carpentry, we could have built it ourselves, but we bought one on Amazon. My husband sunk it deeper into the ground so kids could reach it easily.
I have loads of children’s books that my grandchildren have outgrown. It is pure joy to see kids stop to pick out a book. One mom donated several books. Soon the children’s library was stuffed. We had to put out a plastic tub with a lid for the overflow. I truly hope it has inspired passersby to put up a little library in their own neighborhood.
I joined a Book Circle with colleagues from Cal Poly. We read Demysifying Disability by Emily Ladau. She is a fierce advocate for disability rights. Each member of the book circle took a chapter to explore and present to the group. I had Chapter 4, Ableism and Accessibility. I decided to extract the quotes I found that resonated the most with me. I then created slides to share with the group.
What is Ableism?
“Attitudes, actions, and circumstances that devalue people because they have a disability or perceived as having a disability.” Ladau, E. L. (n.d.). Demystifying Disability
“ Ableism takes a heavy toll. Too many disabled people have been led to believe that our lives are not worth living…..That line of thinking is unequivocally untrue. Disabled lives are worth living. “ p. 75
“The Women’s March did not include disabilities as part of their “Unity Principals.” p. 76
“Disability must be included in social justice movements. Excluding it isn’t just ableist, it’s directly contributing to harm.” p. 77
Accessibility
Accessibility is about making things more equitable so that disabled people have the same opportunities and support to thrive as do nondisabled people.”
“Accessibility is not about special treatment or privileges.” p. 79
Imagine trying to navigate this in a wheelchair or with a cane.
As I sit in my chair looking out at the ocean, I dream of faraway places I have only seen in magazines, or saw once in a movie. I watch the choppy waves and wonder how a cruise ship manages to get the passengers safely to their destination amidst such an angry sea. I need to shut down those thoughts and exchange them with, “I wonder what their final destination is?” I have not given up on the idea of a plane, a ship, a train, or my own car taking me away to places I long to see. I believe I could use a time-out.
It seems I am not the only one that could use a time-out to gain a new perspective in a place that is removed from the ordinary routine we often create ourselves. I teach an online course for those teachers who are seeking a teaching credential. Many are already teaching with provisions that they earn the credential. The stress of working and taking courses in the evening has many feeling drained and less than pleasant about receiving feedback. I try to frame my comments with suggestions that I hope they will find helpful. I have a series of snippy emails from a student who rushes through the work, turns in incomplete responses and makes excuses that run the gamut. I encourage each student to hold a space on the weekends for self-care, with the admonishment that safeguarding body and mind is worth the effort. One student told me that she is fine in the classroom, but falls apart at home. She desperately needs to balance school and home life, but doesn’t know how. She needs a time-out to refocus her priorities. Her home should be sacred space.
Teacher burn-out is at a record high. Many leave the profession due to various reasons, but predominately stress is the major cause. New teachers are trying to impress, and they take home piles of homework, leaving no time at home to unwind. Teaching requires that the instructor be completely present for their students. Stressed, overburdened teachers transfer those feelings to their students. A principal once told me that teachers have the job of, “fixing a train while it’s moving.”
My wish for every teacher, new or old, is to sit in a time-out chair and take a good look at what you can do that restores your mind and body. I hope each and every one leaves work at work in order to keep home a sacred place.
From my years as a teacher I encountered many students who would shut down when it came to writing. Some would say that they could not think of anything to write. Others had trouble knowing how to begin. I came up with a few ways to inspire my young writers and hope you find them helpful.
•Have a Writing Center (a designated space for students to bring a clipboard or a notebook and come to write.) It doesn’t have to be a huge space, just keep it well stocked.
•Review the rules for use of the Writing Center. I used these:
• 1. Writing takes place here.
• 2. Work quietly to allow others to do the same.
• 3. Leave your area clean.
•Remember to:
•Stock the area with paper, cards, envelopes, pens, pencils, markers
•Have posters, anchor charts and/or a word wall for students to use as reference.
•Allow it to be a ”smart choice” when students finish early.
Fun stationary invites students to be creative.
Use Story Stones- This could integrate art and writing!
•You could start with river rocks.
•Paint a simple picture.
•Put the in a bag or tub with a lid.
•Student pulls out a stone and makes a story.
Sometime allowing students to draw first gets them motivated to write. Often teachers allow students to draw AFTER they write. Try reversing that order. A visual helps them generate ideas.
Speaking of using visuals, try something creative, and give students a story starter: I woke up and looked in the mirror. I was a cat!
Use more creativity and get students to use a thesaurus! Have them re-write words to songs, logos, signs, etc.:
Pledge of Allegiance = Promise of loyalty
•Stop Sign = CEASE!
•Lost and Found = Absent and Established
•Bird cage = fowl pen
•Happy New Year = Merry recent term
•Animal shelter = Creature haven
•Good Night =Beneficial Evening
Most of all, students need good modeling, practice and opportunities to write about subject matter they can relate to. Have fun-it transfers to the students.
•The Common Core State Standards in 3rd grade fictional literature calls for students to identify and describe characters’ actions, thoughts, and motivations, which is no small task for an 8-year-old who is just beginning to read longer text. Character traits can be positive or negative. Begin with positive traits. Give examples.
A great way to do this is to introduce adjectives. Have students use words that describe themselves. Brainstorm adjectives together. What is great about them? Are they fun, creative, nice, silly, brave, quiet, loud, sporty, curious…… Transfer the skill of describing to a character analysis of the whole character. Remind students that character traits can be postive or negative, and traits include how a person acts and thinks. You could have students draw a main character and use adjectives to describe that person. A thought bubble could be used to note the character’s thoughts.
You can shift the focus to motivation. What do you think this character is thinking? What gives you that idea? You will be guiding students to give evidence. That is a skill they will need for upper grades. Use Think-Alouds so students get an idea of how to begin the process.
This link will provide positive and negative character traits:
The most effective phonics instruction is systematic, sequential, and explicit. Teachers give preschoolers plenty of practice before moving on. Your child will read short, easy books containing the particular letter sounds or words they’re working on.
I like to incorporate art into most subjects, especially writing. Reluctant writers respond well to drawing or painting their ideas first, then transforming their thoughts into words. So often students appreciate the opportunity to have a choice in how they express themselves. I generally encourage students to write about their art, which has inspiired creativity in both areas.
Creating comic strips is a good way to introduce art into writing. With the interest in graphic novels, it is not difficult to present this method of writing to students.
As an elementary school teacher I learned the importance of adding engagement to my lessons. Young students with short attention spans need to move and be actively engaged.. Adding a game can help them stay connected and learn while they are having fun. I am reminded of this quote by Alfred Mercier: “What we learn with pleasure we never forget.”
There are many ways to help children learn while having fun at the same time. A Dollar Store shower curtain liner provided space to create tic tac toe, Alphabet Bingo, Sight Word Racetrack, and handwriting practice. I used washable markers.
We raised trout in our classroom. A guest speaker brought samples of pond water for students to examine and classify bugs they discovered. We took a field trip to a nearby lake to release them.
Sorting seashells by color, size, shape, then counting how many are in each category is fun.
A cardboard box can be transformed into an airplane.
Use Qtips to learn about bones.
Have students draw a scene from a story you read aloud. They can then write about their drawing.
When Covid hit our home, it packed a wallop. I was in the hospital for 9 days hoping I could take a breath without an oxygen tank. I also got pneumonia. I think I will never take for granted the ability to walk to the bathroom and back to bed. It took months for me to regain the ability to care for myself.
Each morning I say “Sickness, be gone!” I pray more than I have in years. It felt good to turn off tv and pray instead. I am returning to the source of the air that we breathe. With faith I am proclaiming “Sickness be gone.”
Now my husband has Covid and he has a deep barking cough that continues, robbing him of more than a few hours of sleep at a time. He feels weak and has been to the emergency room twice. The second visit they sent him home with Paxlovid which he takes and hasn’t felt better yet, but we are hopeful.
Update: My husband is well now and we are grateful.
I put together some tidbits of wisdom that I gathered as a teacher, as well as insights from mistakes I have made and learned from. I hope they are of value to you.
Bring your best self to school. For many students school is a safe haven. Once in on a rainy day I ran over a dog on the way to school. Needless to say I was devastated, late and had mascara all over my face from crying. I took the day off rather than try toTeach after such an awful experience. The students need you to be completely present for them.
Build trust with the students, parents and staff. I have learned how important it is to have trust among those you work with on a daily basis. Keep confidential information to yourself. Another person’s life experiences are not your story to tell.
Help students set goals. Not everyone will have the same goals. Model goal setting by sharing your own goals. I shared with my class that my goal was to read 40 books in one year. It inspired several students to do their own goal setting.
Decide what kind of classroom management you want. Be consistent, caring and fair. Read about Positive Discipline (Discipline teaches, punishment hurts) Decide if you want a reward system (points, stickers, small tokens) Time out area for stressed kids (helpful, not punitive) Time out for YOU (teacher time) Teach how to be peacekeepers. Be consistent, be fair. When issues arise, hold a Class Meeting to talk it out together.
Being a retired teacher, I think back on the times I read aloud to my class of second graders as they gathered on the carpet. I wore a large pair of glasses and I would tell students that I use my glasses to see into the future. I then would pick out a student and say something like, “Wow, I just knew you would be a famous author, I just read your book and it is incredible! Please keep writing books!” My pretend glasses always made them smile. Then I would read the story and stop at various points to ‘peer into the future’ again. This was a time of imagination that seemed to brighten their day and inspire them to do great things.
Below are just a few books I have found that get children interested in hearing a book read aloud. There are so many. Tap into their interests by selecting books that are age-appropriate. Inspiring children when they are very young to listen to stories and talk about them. It sets the stage for their success in school as well as discovering that books help us learn about people, places and ideas.
Little Critter books all have relatable stories with adorable illustrations to capture a child’s imagination. There are many in this fun series.
Ages 5-8
This book reminds us that we all have days when things don’t go they way we would like. This book comes with cards so your child can practice skills that lead to empowerment. Ages 7-10
Kids of all ages will be enchanted by Stroganoff, the mini-moxie who models good manners.
For ages 9-12 this true tale of orphaned otter pups comes from the Monterey Bay Aquarium.
Captivating true stories that include science and history.
Children will own the names you call them. Choose your words carefully. This is good advice for teachers, but especially important that parents know this too. They are a child’s first teacher. Call them scholars, call them friends, call them writers, call them mathematicians, call them scientists, call them teachers, call them helpers, call them readers, call them thinkers, call them loved.
Call them scientistscall them readerscall them writersCall them helpersCALL THEM MATHEMATICIANSCALL THEM FRIENDSCALL THEM SCHOLARS
A book I highly recommend to build a child’s confidence.
Standardized testing requirements are designed to hold teachers, students, and schools accountable for academic achievement and to incentivize improvement. They provide a benchmark for assessing problems and measuring progress, highlighting areas for improvement.
Despite these key benefits, standardized academic achievement tests in US public schools have been controversial since their inception. Major points of contention have centered on who should design and administer tests (federal, state, or district level), how often they should be given, and whether they place some school districts at an advantage or disadvantage. More critically, parents and educators have questioned whether standardized tests are fair to teachers and students.
Standardized tests are thought to be fair because every student takes the same test and evaluations are largely objective, but a one-size-fits-all approach to testing is arguably biased because it fails to account for variables such as language deficiencies, learning disabilities, difficult home lives, or varying knowledge of US cultural conventions. (https://soeonline.american.edu/blog/effects-of-standardized-testing)
With a few of these disadvantages in mind, there are alternatives for standardized testing that have been pulled together by experts:
Sampling: administering standardized tests to a random sample of students, instead of all students every year
Stealth Assessments: another way to collect reading and math scores; digital programs that students complete throughout the year in order to show progress over time
Multiple Measures: collecting other data in order to track student progress, rather than relying on one standardized test
social and emotional skills survey
game-based assessments
performance/portfolio-based assessments
Inspections: different approaches to assessments including projects, reports, presentations, etc.
The highest level of Bloom’s Taxonomy is Create!
The overemphasis on testing has led many teachers to eliminate projects and activities that provide students with an opportunity to be creative and imaginative, and scripted curriculum has become the norm in many classrooms. There is nothing creative or imaginative about filling in a bubble sheet for a multiple choice test. Students are so tired of prepping for and taking standardized test that some have protested by dressing up like zombies to protest — and thousands of families are opting their children out of taking high-stakes exams.
Every student is a unique individual with their own talents and abilities. The standardized testing regime fails to recognize the importance of individual achievement in education and instead uses a “cookie cutter” approach to learning that ignores students’ individual interests and abilities.
When I was a little girl I wanted to be an airline stewardess (that’s what they were called back then). I had dreams of seeing the world, living in fancy hotels, and wearing a cute uniform. Sometimes things are not as glamourous as the seem. As an adult I learned that getting an education would be a better choice and lead to a career, not just a job. I started my educational journey slowly by taking a few classes at the community college. I was intimidated and fearful that I would not be able to overcome my long held hatred of math. A wonderful teacher with patience and a gentle way of infusing laughter into his lessons helped me pass many tests (Thank you, Mr. Longshore). He undid the damage done by my 7th grade teacher who told me, ” You know Blondie, don’t ever go into anything that has to do with math or thinking.” A speech teacher helped me overcome anxiety about speaking up. She encouraged me to get up in front of the class and do a role reversal with my son (Thank you, Margie Milroy). From that community college experience I went on to CSUSB and took classes in Liberal Studies in preparation for a teaching credential. I learned how quickly a quarter can fly by. I worked hard to get through classes, and received my Bachelor’s degree. Thank goodness for Chapman University opening a satellite campus close to my home so I didn’t have to drive Cajon Pass anymore. I remember carpooling with a friend when her brakes went out and we had to take the runaway truck ramp. With pain, sweat, tears, and a fear of downhill driving, I earned a teaching credential. The greatest achievement in this whole journey was earning a Masters degree from Cal Poly and another credential in Special Education. I would have pursued a doctorate but after paying off student loans, I decided that I would rather spend money on my beautiful grandchildren and traveling. It is never too late to change course and go after a dream.
Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.
There are 4 ways to differentiate instruction:
• Content- what are you teaching?
• Process- How will you teach it?
• Product- What will be the outcome?
• Learning Environment- whole group? Small group?
• Use Bloom’s Taxonomy (think lower-level to higher-order thinking).
• In Revised Bloom’s Taxonomy:
Remember, understand, apply, analyze, evaluate, create. Use robust verbs in your lesson plans. What will the students do?
•A flexible classroom allows for independent, paired, and group work.
•“Wiggle chairs”, floor space, and a quiet area are essential.
Wiggle chairStudy carrel
•Examples:
•Break some students into reading groups to discuss the assignment.
•Allow students to read individually if preferred.
•Create quiet spaces where there are no distractions.
Once I learned to read at the age of five there was no stopping me. I read the back of cereal boxes and the ingredients in every can in the kitchen. I loved rhyming books the most. It was a special treat when my stepfather came home from the grocery store with Archie and Veronica comic books. The Sunday comics were something I waited for all week. Once I discovered Nancy Drew I wanted to be a detective. She was smart, confident and curious.
In school I usually had the task of helping the struggling readers. I often wondered why the teacher didn’t work more closely to bring along students who couldn’t read as well. I didn’t mind, as I was usually bored with the stories in the designated reader.
The teachers I remember the most are those who presented a book in a way that grabbed my attention. When I read The Good Earth by Pearl Buck, I was wanting to know more. I didn’t want the book to end. One teacher introduced me to Shakespeare and I was hooked. She would ask open-ended questions and put us in groups to discuss and act out pivotal scenes. Another teacher introduced me to classics, Moby Dick, The Grapes of Wrath, Beloved, The Alchemist, My Antonia, The Call of the Wild, To Kill a Mockingbird, The Pearl, and so many more.
I have always escaped into books. It has been a way to learn of other ways of living, exploring different perspectives, trying out new vocabulary. Books are my friend, a constant I can count on for entertainment as well as enlightenment. On top of my dresser is a basket filled with “To Be Read” books. My guess is that it will always be full.
As a University Supervisor I have the task of observing and shaping future teachers. It’s a job I love. I try to pass on advice I’ve gained over the years. My work with both mainstream and students with special needs has shown me that for many students school is the best part of their day. They look to their teacher for validation that they are valued for their unique contribution to the class. It’s imperative that their teacher models enthusiasm, interest and compassion. This isn’t always the easiest thing to do when we have problems at home ourselves. I always tell my future teachers to bring their best self through the door of the classroom. If they have issues they cannot put aside, take a day off. Students need their teacher to be completely present, completely invested in moving students forward, and most importantly, happy about doing so.
So what can a teacher do to bring their best self to class? Get enough sleep. It seems simple enough, but looking at a screen before bed can hinder a good night’s sleep. Another useful tip is to exercise just before bed. Light stretching and deep breathing gets your body into a relaxed state. Reading a book before bed is another way to get your eyes tired enough that they close. Many times I have to reread passages not realizing that I was dozing off. Last but not least, say a prayer for everyone you know, especially the students who are in your classroom.
Children love books they can relate to. They need to see themselves represented in the pages. Books that present differences help students feel less alone, more connected. I have been carefully scrutinizing children’s books that lift children out of a sense of isolation. The following are books I highly recommend. I am not selling or being reimbursed in any way for my endorsements. Check them out to help students learn about the importance of inclusion.
“When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part.” Rudine Sims Bishop
I have had lots of time to reflect. The urge to get away to faraway lands is stronger than ever. I remember being asked as a child what I wanted to be when I grew up. I always answered, “an airline stewardess.” I wanted to see the world. My life took another direction and I became a teacher. The traveling I have done has largely been a result of my daughter living in the UK. My son-in-law has arranged trips to France, Italy, Spain and Netherlands. The memories of those places are sealed in my heart.
When I got to see the opera Carmen in Verona, I was awestruck by the sheer majesty of the arena. We were huddled together in the rain as the performers sought shelter, then came out just as the rain stopped. It was a memory I will treasure forever.
Venice was magical and also a bit sad. The ocean is rising and many of the first floor buildings are under water now. Our gondola host shared his experiences having to duck to get under the overhangs. He pointed out apartments that are now submerged.
A trip to France to see the shrine at Lourdes was at the top of my bucket list. I waited with other believers to get into the baths. The water from the natural spring is said to heal. The real healing for me was within, not visible. I noticed that there were people with far greater needs than myself. As dramatic as it sounds, when I got out of the bath, I was immediately dry. I will always be grateful for the emotional transformation that took place in that holy place.
In Spain I walked around Barcelona admiring the Gaudi House, and the beauty of the city. The best way to learn about an area is to walk around and talk to people. We decided to go into a grocery store, buy food for lunch and sit out by a dock to enjoy a meal together.
I visited North Wales recently to see my family. It remains one of my favorite places. I have seen Snowdonia and now want to return to see how many more waterfalls I can find.
I am making a list of places I want to see. Life is just too short, but I plan to make sure I find a way to see some of them.
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Buy This Wanderer a Coffee
If you would like to buy me a coffee, I’d be grateful.
Thank you!
•Students must learn 3,000 words per year by 3rd grade.
•Only 400 words a year are directly taught by teachers.
•Students do not learn vocabulary words based on their age or their grade.
•They learn words based on their experiences , (Beck, et al, 2002)
•Academic demands are high
•Everyday speech consists of only 5,000- 7,000 words.
Parents and teachers have a role to play in expanding a child’s vocabulary. The more children read and hear books read aloud, as well as listen and engage in conversations, the more they are exposed to new words. When a child asks, “What does that mean?” they should be told an accurate and appropriate definition based on their age and cognitive ability to make meaning of the word.
Children learn new words through experiences, therefore science experiments, videos, art, movement, fieldtrips, guest speaker are important. Engaging in conversations allows a child to hear and practice new words. Visuals are particularly valuable to expand vocabulary, as most children are visual learners. Using multi-sensory activities helps place new learning into longterm memory. It’s important for new words to be presented in kid-friendly terms.
Here are examples of Common Core State Standards for vocabulary acquisition for Grade 2 (this is only a sampling, check out the full list online :
•CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
•CCSS.ELA-LITERACY.L.2.4.B Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
•CCSS.ELA-LITERACY.L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
This is a great way to show “shades of meaning.” Teach synonyms in a visual manner. Paint strips can be found at Walmart and hardware stores.
Great Resource
Remember that children acquire vocabulary primarily from experiences. MAKE IT FUN.
In order to teach vocabulary, you must be aware of the three different types or tiers. Tier 1 vocabulary can be classified as everyday vocabulary that we use in life around us. This type of vocabulary is often learned orally at a young age, reading, and daily experiences.
•Tier 2 vocabulary is high utility words found in cross curricular texts.
• They are academic words that are general enough to be used across all domains, yet are not part of students’ everyday social language.
•Example: students know “happy,” but may not know, “contented.”
•Tier 2 words need to be taught because they are not used dailyand it increases a student’s vocabulary to know synonyms.
Tier 3 vocabulary is domain or content specific. For example, if teaching about circles, the word circumference or radius would need to be taught. Or if you are doing an ancient civilizations unit on Egypt, the word hieroglyphics would need to be explained. Students’ academic success comes when specific instruction of both Tier 2 and Tier 3 vocabulary is taught.
Have students create their own Vocabulary Journal.
Children are fascinated by animals and nature. Nurture and celebrate their curiosity through books that give them information and new vocabulary. The following are great for inquisitive minds.
One of the most interesting books I have seen to inspire budding scientists.
Another outstanding book to pique the interest of students in elementary classrooms.
The best visual encyclopedia for curious minds.
For the Little Ones, this is perfect.
This one is great for backyard fun.
Absolutely fabulous pictures and facts about the planets.
This one is edited by that wacky “scientist” from Back to the Future. Very well written and FUN
Important facts presented in a fun and easy to comprehend manner.
When a child is able to form an image in their mind, it helps them understand what they are reading. It provides a context based on the child’s prior knowledge. Teachers can lead students to visualize by reading aloud and having students either draw what they “see,” write about it, or discuss with a partner.
A child’s imagination is unlimited and should be encouraged and celebrated. Reading to children and asking questions like, “I wonder what will happen next,” allows them to construct their own scenarios. Children learn through repetition and exposure to a variety of experiences.
Books that become familiar are like the foundation of a house. Once a child finds a book that sparks their imagination, they see wonderful possibilities that didn’t exist before. A trip to the library can open a world of possibilities to a growing mind. Reading aloud is especially important in that it helps children equate reading with caring and enjoyment.
Fairy Tales offer an opportunity to go outside reality and explore a creative world where animals talk, a lesson is bestowed and magical things happen. My granddaughter in the photo above is looking for fairies or leprechauns. That beautiful gift of imagination grows through books. Here are some books that are fantasy and fairy tales. Check with your local library to see if they are available.
Elliot is in third grade and he has magical powers.
Sisters on a magical adventure
Celia’s grandmother tell her stories about fairies and Celia tries to save the woods from demolition.
It is exhausting being a unicorn. Read this just before bed.
Begin your collection of children’s books. Make sure you check out your local library book sales, thrift stores, yard sales, online sources.
So good she just couldn’t put it down….
Last night I fell asleep reading a thriller (my new favorite genre). Mind you, it was 1 a.m. and I was hopeful I would finish the last third of the book. There is something hypnotic about eyes moving across a page, even if it is a thriller. When a parent reads to a child the child learns to equate books with pleasure and comfort. Changing your voice to match the personality of a character captivates a child. They learn to imitate the reader. So much of what children learn is through imitation. Parents who read books leave an imprint that promotes a love of reading.
It is important that children select their own books to allow them to explore their interests. Books are the passageways to other cultures, places, experiences. The books they choose must be at their reading level. It’s good to use the “Five Finger Rule.” If a child makes 5 mistakes when reading a page, that book is too difficult. Direct the child to a book that is appropriate for their reading level yet honors their choice. If they insist on a book that is too hard, offer to read it to them. It’s always best when they find a book they can read themself.
These days children are doing much of their reading on devices (iPads, phones, laptops). You may think, “at least they’re reading,” but a Harvard study showed that,
“...the use of digital devices before bedtime prolongs the time it takes to fall asleep, interferes with the circadian clock, the sleep-promoting hormone melatonin, REM sleep, and reduces alertness the following morning. Use of light-emitting devices at bedtime also makes one more alert, so it’s hard to fall asleep.” (https://www.thetechedvocate.org/4-reasons-printed-textbooks-are-better-than-digital/)
Put your Ipad or phone in another room before bedtime. Resist the urge to allow children to use a device prior to bedtime.
Make sure a child has access to books. Local libraries, thrift stores, Little Libraries, garage sales, online read aloud websites, and book swaps are ways to accumulate your personal library. Check out these:
Student engagement is a vital component in any classroom. Over the past year, remote learning has become a reality for most students around the world. As many students return to in-person learning, or any number of hybrid learning environments, here are some ideas to keep engagement rates high and help maintain student learning in any environment.
Virtual, In Person, & Hybrid Learning Environments
Organizing Content
Nearpod: Software to create lessons with informative and interactive assessment activities.
Netboard.me: collect, organize and share any web content. Create Web pages with texts, links, documents, videos, photos, presentations, etc.
Prezi: with a basic subscription and a profile that states you’re in Education, you get PreziNext and PreziVideo for free. Access to designer templates, millions of reusable presentations, etc.
Slidesmania: Free PowerPoint templates or Google Slides themes for education. You can find simple, formal and even fun templates.
Sutori:organize, plan and center instruction. The collaborative nature and ease of use makes Sutori the perfect companion for student and teacher presentations.
Symbaloo: is a cloud-based application that allows users to organize and categorize web links in the form of buttons, offering its PRO version to all educators at no cost.
Creating Digital Lessons
EdPuzzle: Video lesson creation software with lots of usable content.
Kahoot: A game-based learning platform that brings engagement and fun to players at school, at work, and at home.
Loom: Instantly shareable video. Capture your screen, record your front-facing camera, and narrate it all at once, then instantly share with a simple link.
Pear Deck: Facilitates the design of engaging instructional content with various integration features.
Squigl : Content creation platform that transforms speech or text into animated videos.
Thinglink: Tools to create interactive images, videos and other multimedia resources.
Management and Brain Breaks
Go Noodle – GoNoodle is a fun website with a variety of brain breaks and indoor PE fun right in one place!
Whole Brain Teaching – The teacher breaks up information into short chunks, using large hand gestures, varying the intonation of her voice by speaking loudly and then softly, quickly then slowly. The greater the variance, the more likely students are to recall and use the information. It activates various parts of the brain, locking information into long-term storage.
Class Dojo – Encouraging and supportive behavior management device. Teachers can encourage and support students for any skill or value — whether it’s working hard, helping others, staying on task, etc.
Mapping Your Heart– view this video to learn about Heart Mapping, invented by Georgia Heard, as one strategy to begin building an inclusive classroom community.
Strategies to Build Rapport with Students:
Building rapport with students from the beginning of a placement allows Teacher Candidates to make connections early and start forming relationships, even in the Virtual Teaching & Learning Environment.
Ask students to share any extenuating circumstances you should be aware of regarding their learning. Students can submit their response in writing, or as a video or audio recording. Flipgrid is a user-friendly video-based platform to use with students.
What I Wonder About Heart Map: A video with the creator of Heart Maps, Georgia Heard, modeling how to create a “What I Wonder About” Heart Map.
Building Rapport Online: Blog Post highlighting tips to make the “online learning experience warm, friendly, and engaging for our young people”, such as SmallTalk or Small Conversations.
Equally important as building rapport with students is maintaining that rapport. Here are some suggestions to maintain connections with students virtually:
After you teach a lesson, even a mini-lesson, always make sure you scan your group to insure they have a clear understanding of what you have taught. Moving on without a check does a disservice to students. Form a small group to reteach the lesson. The hand method is a good visual that goes a step further than “thumbs up, thumbs down.”
Check For Understanding Strategy
Description
3‐2‐1/ Fist to Five/ Thumbs Up, Thumbs Down
4‐3‐2‐1 Scoring Scale
Students communicate their level of understanding to teacher using their fingers
ABCD Whisper
Students should get in groups of four where one student is A, the n next is B, etc. Each student will be asked to reflect on a concept and draw a visual of his/her interpretation. Then they will share their answer with each other in a zigzag pattern within their group.
Capacity Matrix
The capacity matrix is a charting technique used to break down topic areas into steps for achieving a specific result. It identifies tasks, knowledge levels, and understanding of the topic area.
Circle, Triangle, Square
(Circle) Something that is still going around in your head, (Triangle) Something pointed that stood out in your mind, (Square) Something that “Squared” or agreed with your thinking.
Clickers
Electronic surveying devices that give instant feedback and data
Decisions, Decisions (Philosophical Chairs)
Given a prompt, class goes to the side that corresponds to their opinion on the topic, sides share out reasoning, and students are allowed to change sides after discussion
Entrance/Exit ticket
Each student will be given a ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have? These tickets can be given to the teacher when exiting the room or upon entering the next day. The teacher uses this information to guide the instruction.
Every Pupil Response
Each student receives a pink and yellow card. Each color represents a specific response. Students raise the card to provide the correct response to a teacher directed question.
Example/Non‐Example
Given a concept, students sort or write various examples/non‐examples
Example/Non‐Example
Given examples/non‐examples, students determine concept
Fill In Your Thoughts
Written check for understanding strategy where students fill the blank.
Description
Students use this strategy to help them remember information that is important to them. They will “flag” their ideas on a sticky note or flag die cut…
Students demonstrate their knowledge of transformations of functions by physically moving their arms and body
Draw your handprint. In each finger, write one thing you learned today.
A kinesthetic activity where students in the class physically move to create a histogram, where each student represents a data point rating their view .
Give One, Get One
Cooperative activity where the students write response to a prompt, meet up with another student and share ideas so that each leaves with something to add to their list
Onion Ring
Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself.
Pop It (Bubble Wrap)
Students write what they want to know about a topic on a dot sticker. Place each sticker on the bubble wrap. When a topic is covered, the student pops the bubble.
Project Study Group
Analyzing incorrect responses in multiple choice questions
Student Data Notebooks
A timed writing in response to a question or prompt (can be used before, during, or after instruction)
A scoring guide using subjective assessments that is generally composed of dimensions for judging student performance.
Students take turns leading discussions in a cooperative group on sections of a reading or video
Slap It
Students are divided into two teams to identify correct answers to questions given by the teacher. Students use a fly swatter to slap the correct response posted on the wall.
Check For Understanding Strategy
Timed Pair Share
Triangular Prism (Red, Yellow, Green)
Word Sort
Description
Given a prompt, students pair up and share their perspective for a given amount of time, taking turns (A talks, B listens, then B talks, A listens)
Students give feedback to teacher by displaying the color that corresponds to their level of understanding
Given a set of vocabulary terms, students sort in to given categories or create their own categories for sorting
Take and Pass
Cooperative group activity used to share or collect information from each member of the group; students write a response, then pass to the right, add their response to next paper, continue until they get their paper back, then group debriefs.
Whip Around
Teacher poses a question and students list three items. All students stand. Teacher randomly calls students to share , if their topic is called they sit. Teacher continues til all students are sitting.
I teach an online course for future teachers in a master’s degree program. I was grading journal post last night when I read a student’s journal entry detailing her fears about interacting (or failure to interact) with parents. She was candid in describing possible scenarios. “What if a parent had a horrible school experience and hates teachers?” “What if the family doesn’t value education?” “What if I don’t make a good impression?” “What if I cannot connect with them at all?”
I asked myself, “What if I give her the wrong advice?” I found myself falling into the trap of fear and doubt that she carried. I’m a veteran teacher with 20 years experience dealing with parents. I know better. I know that being my authentic self is all I can be, and it’s good enough. I love teaching, and this student is obviously worrying herself sick over ‘what ifs.’ Her anxiety was reaching toxic levels. I thought about the most honest and heartfelt (hopefully helpful) advice I could give her. I told her to highlight the student’s strengths. I encouraged her to send notes home with the child
to report effort, acts of kindness, and any improvement. They send a clear message that you are noticing their child’s growth, and you care about their child. It will help build a bridge that may undo preconceived notions about the teacher or the school. This is crucial if they’ve lived their life with negative memories of a bad experience. A student that goes home happy and feeling supported is bound to share that with their parents. A teacher’s job is to make sure they get to know their students, let them know you value them for who they are.
Too often parents are not part of a student’s support team. That is a signal that the teacher needs to give even more of their heart and time to that student.
It’s good to give a glance at the what ifs, but more important is to be proactive in how you will connect with your students. What if you make a real difference? What if the parents want to decide to become involved? What if that student remembers you all their life?
A good book can spark imagination, teach us, and take us on a journey.
I love to share resources for children by topic. Kindly share with me if you have collections of special interest and I will add them. 😉 Teaching children to read and to Love reading is my passion.
We have all had a lousy day. Relatable text is important for children to make text-to-life connections.
Lucy is teased for being different. She finds courage to be herself.
This book helps children learn our fears are greatly exaggerated.
“No more carrots, fruit or peas, I’m going to live with dog family!” says a little girl who’s had enough of her parents forcing her to eat her dinner. But what if life with the dogs isn’t all it’s cracked up to be? “Dog Family” is a loveable story about one little girl’s adventure as she discovers the importance of family love.
CAUTION: FOR OLDER STUDENTS
The powerful, unforgettable graphic memoir from Jarrett Krosoczka, about growing up with a drug-addicted mother, a missing father, and two unforgettably opinionated grandparents.In kindergarten, Jarrett Krosoczka’s teacher asks him to draw his family, with a mommy and a daddy. But Jarrett’s family is much more complicated than that. His mom is an addict, in and out of rehab, and in and out of Jarrett’s life. His father is a mystery — Jarrett doesn’t know where to find him, or even what his name is. Jarrett lives with his grandparents — two very loud, very loving, very opinionated people who had thought they were through with raising children until Jarrett came along.Jarrett goes through his childhood trying to make his non-normal life as normal as possible, finding a way to express himself through drawing even as so little is being said to him about what’s going on. Only as a teenager can Jarrett begin to piece together the truth of his family, reckoning with his mother and tracking down his father. Hey, Kiddo is a profoundly important memoir about growing up in a family grappling with addiction, and finding the art that helps you survive.
Use Think-Pair-Share at any point in the lesson to structure meaningful conversation:
•Before introducing new material to tap into prior knowledge
•After watching a film clip to gauge a reaction
•After reading a short text to begin a discussion
•Before students begin an assignment, such as an essay or a set of word problems, to gather ideas or formalize procedures
Ask a question. Be aware that open-ended questions are more likely to generate more discussion and higher order thinking. A think-pair-share can take as little as three minutes or can be longer, depending on the question or task and the class size.
Rote memorization is not an effective way to learn and remember. How many kids forget their spelling words as soon as they finish the test?
BORING!!!
We need to give kids an active role.
Just a handful of kids’ needs are met when the entire class has the same word list!
NOT FAIR NOT GOOD TEACHING
There is another way– Use WORDS THEIR WAY
●Use of multi-sensory learning ●Students are actively engaged ●Students learn word patterns ●It’s fun
The Primary Spelling Inventory, or PSI, can be used in kindergarten through third grade. The Upper-Level Spelling Inventory, or USI, can be used in upper elementary, middle school, high school, and postsecondary classrooms. If a school system wants to use the same inventory across all elementary grades, they can use the Elementary Spelling Inventory, or ESI.
ASSESS First, then FORM GROUPS based on needs, TEACH needed skills, ASSESS
Stages of Spelling Development
Pre-Phonetic(Before a child learns letter/sound combination they will try to write letters they have seen)
Phonetic (child is learning letter/sound and will try to sound out words).
Making Learning new spelling words FUN and MULTI-SENSORY
Remember that the fun activities are NOT in place of direct instruction of a skill. They are meant to make the learning enjoyable so it is stored in longterm memory.
**We learn through experiences
Save This Website to download lots of FREEforms. Free Forms
Health Risk Behaviors : Smoking, Severe obesity, Physical inactivity, Suicide attempts, Alcoholism. Drug abuse, Repetition of original trauma, Self Injury ,Eating disorders
What Can a Teacher Do?
•Create a caring classroom
•Greet them when they enter
•Class Meetings- Compliments
•Morning Message on the board
•Friendship Board- Messages of Encouragement
• Sprinkle Praise- Highlight Accomplishments
Convey that you care-get to know your students
If you suspect child abuse:
Tell your principal immediately
You are a mandated reporter- Call Child Protective Services
Keep confidential notes in a safe place-date and time
Children need to practice reading skills by reading aloud. This helps them develop fluency. A child can read to a sibling, a pet, their toys, and even plants. Their reading becomes enjoyable when they have someone or something to share in the experience.
When I taught second grade I set up an experiment. My hypothesis was that plants that are read to do better than those that aren’t. I had the same type of plant (pathos) in opposite sides of the classroom. One plant was read to daily and one was not. Students clamored to be the reader. They kept a notebook of their discoveries. It may have been happenstance, but the plant that was read to flourished in contrast to the plant that did not have a child read to it. I’m not a scientist, but I am a reading teacher with a creative mind. My experiment was a success! It got students reading and writing.
I imagine that a sibling or a pet would love the attention. Anything that encourages reading is a good thing.
It’s good medicine to laugh. It’s even better to have a belly laugh. This is a great way to begin the day, a meeting, the school year. According to Psychology Today, “A hearty chuckle releases endorphins, feel-good neurotransmitters and endorphins are part of the reason laughing is so contagious. Laughing also has many health benefits such as increasing blood flow and improving mental and physical resilience. In fact, it’s not unlike a vigorous workout session.”
Interesting facts:
“The eminent psychologist on laughter, Robert Provine, Ph.D., of the University of Maryland, agrees that laughter isn’t really about humor. He contends that it’s more about relationships. Cutting-edge humor straight out of Comedy Central is great, but people actually laugh more in conversation and through interaction. Provine has unearthed a few facts on laughter including:
The first use of the phrase falling “down the rabbit hole” comes to us thanks to the great Lewis Carroll who introduced the term in 1865 in Alice’s Adventures in Wonderland. In the story, Alice literally falls down the hole of the White Rabbit, taking her to Wonderland.
I began searching the internet for resources to give my online students who are in a Masters level course to earn their teaching credential. I have weekly resources for them that coincide with the week’s topic. I took a look at a topic that generally has them confused, the difference between phonemic awareness and phonics. I wanted the clearest information that would be easy to understand. Boy, did I go down a rabbit hole!
I could tell students a thousand times how important it is to know the sounds that make up words, and they always refer to phonics instruction. Most students are able to learn both the letter and the corresponding sound, but for some, the two skills do not stick. That is why it is important to teach sounds first. A child who can recite the alphabet but doesn’t have knowledge of the sounds, will not be able to read. There are important distinctions between phonemic awareness and phonics.
Phonemic awareness refers to the sounds in words. Not the letters, the sounds. The word cat has three phonemes: /c/a/t/. You can practice phonemic awareness in the dark because it does not include sight, just sound.
Phonics is awareness of both the letters and their sounds.
If child cannot read, you must go back and teach sounds. It is the only way they will be able to decode.
We all know when someone cares about us. Students come to school hoping they will be liked and accepted. A teacher that takes the time to know each student creates a solid foundation of trust. Learning is often connected to experiences and emotions. When a child feels secure, learning can move into long term memory.
From the start of the school year find out what your students are interested in. What do they want to know more about? Use an interest inventory. Share your hobbies, favorite sports, songs, movies. Take time to establish an atmosphere of security and respect.
Class meetings are a good way to teach social skills, establish community and foster open communication. Regularly check the status of the class. Encourage problem-solving with teacher guidance.
Give sincere compliments. Model how to show appreciation. Have students practice through role play.
Have students bring an object from home that is meaningful to them. Ask for volunteers to share what it is and why it is meaningful. You could do this on Mondays to get students to think about what was shared. Building connections in the classroom will benefit everyone.
Teachers, I hope you have a safe, productive, positive school year!
Always tap into a student’s prior knowledge, building on what they know. Help them make connections by using visuals, engaging in partner share, review previous lesson. Moving forward to new subject matter requires assessment to determine if there is a need to reteach.
Know your students! Some can take leaps while others require review and rehearsal. There is much to be gained by assessing exactly where your students are.
Students flourish when they are recognized and appreciated. There are so many ways to help a student feel great about their success. I like to honor each improvement with a visual representation of their accomplishment. When done selectively, this is a way to boost self-esteem in students, particularly those who don’t generally get recognized.
A medal that a student can wear on the playground lets other children know of successes. It can be worn home so parents can also acknowledge improvement.
This book should be on every teacher’s desk as a resource for promoting an inclusive classroom. It is important to remember that dependent does not mean deficit. We want all students to work to their full potential. Here is just one sampling of the valuable guidance from acclaimed author, Jaretta Hammond:
Dependent Learner
Relies on the teacher to carry the cognitive load most of the time
Unsure how to tackle a new task
Needs scaffolds to complete a task
Sits passively until teacher intervenes
Poor retention of information
“I don’t get it.”
Independent Learner:
Relies on the teacher to carry some of the load temporarily
Uses strategies and processes for tackling a new task
Will attempt new tasks without scaffolds
Has a way to get unstuck
Has learned how to retrieve information from long-term memory
Children learn phonological skills from infancy. Phonological awareness involves a continuum of skills that develop over time and are crucial for reading and spelling success, because they are central to learning to decode and spell printed words.
Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes.
***Remember that Phonological Awareness is an umbrella term that covers sub skills. It deals with SOUNDS, not letters. When students know sounds, you can then introduce letters. PHONICS combines sounds and letters.
After you teach a lesson, even a mini-lesson, always make sure you scan your group to insure they have a clear understanding of what you have taught. Moving on without a check does a disservice to students. Form a small group to reteach the lesson. The hand method is a good visual that goes a step further than “thumbs up, thumbs down.”
Check For Understanding Strategy
3‐2‐1/ Fist to Five/ Thumbs Up, Thumbs Down
4‐3‐2‐1 Scoring Scale
Students communicate their level of understanding to teacher using their fingers
ABCD Whisper
Students should get in groups of four where one student is A, the n next is B, etc. Each student will be asked to reflect on a concept and draw a visua l of his/her interpretation. Then they will share their answer with each other in a zigzag pattern within their group.
Capacity Matrix
The capacity matrix is a charting technique used to break down topic areas into steps for achieving a specific result. It identifies tasks, knowledge levels, and understanding of the topic area.
Circle, Triangle, Square
(Circle) Something that is still going around in your head, (Triangle) Something pointed that stood out in your mind, (Square) Something that “Squared” or agreed with your thinking.
Clickers
Electronic surveying devices that give instant feedback and data
Decisions, Decisions (Philosophical Chairs)
Given a prompt, class goes to the side that corresponds to their opinion on the topic, side share out reasoning, and students are allowed to change sides after discussion
Entrance/Exit ticket
Each student will be given a ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have? These tickets can be given to the teacher when exiting the room or upon entering the next day. The teacher uses this information to guide the instruction.
Every Pupil Response
Each student receives a pink and yellow card. Each color represents a specific response. Students raise the card to provide the correct response to a teacher directed question.
Example/Non‐Example
Given a concept, students sort or write various examples/non‐examples
Example/Non‐Example
Given examples/non‐examples, students determine concept
Fill In Your Thoughts
Written check for understanding strategy where students fill the blank.
Check For Understanding Strategy
Flag It Function Aerobics
Handprint Human Graph Interlocking Paper Plates
Description
Students use this strategy to help them remember information that is important to them. They will “flag” their ideas on a sticky note or flag die cut…
Students demonstrate their knowledge of transformations of functions by physically moving their arms and body
Draw your handprint. In each finger, write one thing you learned today.
A kinesthetic activity where students in the class physically move to create a histogram, where each student represents a data point rating their view .
Give One, Get One
Cooperative activity where the students write response to a prompt, meet up with another student and share ideas so that each leaves with something to add to their list
Onion Ring
Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself.
Pop It (Bubble Wrap)
Students write what they want to know about a topic on a dot sticker. Place each sticker on the bubble wrap. When a topic is covered, the student pops the bubble.
Project Study Group
Analyzing incorrect responses in multiple choice questions
Quick Writes Rubric Say Something
Student Data Notebooks
A timed writing in response to a question or prompt (can be used before, during, or after instruction)
A scoring guide using subjective assessments that is generally composed of dimensions for judging student performance.
Students take turns leading discussions in a cooperative group on sections of a reading or video
Slap It
Students are divided into two teams to identify correct answers to questions given by the teacher. Students use a fly swatter to slap the correct response posted on the wall.
Check For Understanding Strategy
Timed Pair Share
Triangular Prism (Red, Yellow, Green)
Word Sort
Description
Given a prompt, students pair up and share their perspective for a given amount of time, taking turns (A talks, B listens, then B talks, A listens)
Students give feedback to teacher by displaying the color that corresponds to their level of understanding
Given a set of vocabulary terms, students sort in to given categories or create their own categories for sorting
Take and Pass
Cooperative group activity used to share or collect information from each member of the group; students write a response, then pass to the right, add their response to next paper, continue until they get their paper back, then group debriefs.
Whip Around
Teacher poses a question and students list three items. All students stand. Teacher randomly calls students to share , if their topic is called they sit. Teacher continues til all students are sitting.
I have put together a list of books for your child’s first day back at school. These books are best for ages 3-8. It’s a good idea to read aloud and discuss with your child their hopes and fears about a new school year. Be proactive and do this before school begins. The books I have on this post are useful, and I have used many myself in various classrooms. They are always a big hit with students. Parents, this is a good opportunity for you to prepare your child for school in the fall.
Another delightful Pigeon adventure from the wonderful author Mo Willems.
. Great for ages 3-5.
Little Critter is a bit nervous about starting school today. There’s a lot to be done before he can even get on the bus—he has to pick out his clothes, find his backpack, pack the perfect lunch, and say good-bye to Mom. Join Little Critter as he gets ready for this exciting day. Lift the flaps and find out what surprises are in store for Little Critter on his first day of school! Ages 3-6
With its heartfelt message and colorfully whimsical illustrations, “Our Class is a Family” is a book that will help build and strengthen the class community. Kids learn that their classroom is a place where it’s safe to be themselves, it’s okay to make mistakes, and it’s important to be a friend to others. When hearing this story being read aloud by their teacher or parent, students are sure to feel like they are part of a special family away from home. Great for Ages 4-7
Jacqueline Woodson’s lyrical text and Rafael López’s dazzling art reminds us that we all feel like outsiders sometimes-and how brave it is that we go forth anyway. And that sometimes, when we reach out and begin to share our stories, others will be happy to meet us halfway.
(This book is also available in Spanish, as El Día En Que Descubres Quién Eres!) Ages 5-8
Lena doesn’t want to miss out on her first day of school, but she can’t go without her favorite shoes! How can she convince them to be brave? Ages 4-8
The first day of school is right around the corner! And everything is bigger for Bigfoot — especially back to school problems like getting a haircut, trying on new clothes, and finding new shoes that fit! Told from a giant (and very hairy) point of view, Back to School with Bigfoot deftly tackles the worries kids face as that first day of school draws closer, and ends on a colossal high note!
Ages 4-8
This is a humorous book that will calm the jitters of the first day. On the first day of school, new classmates are asked to share what they would most like to happen in the upcoming year. Some kids’ hopes are familiar while others are off-the-wall. Whether it’s looking good on picture day or skateboarding at school, everyone’s wishes are shown in humorously exaggerated illustrations. Ages 6-8
Miss Mingo, a flashy flamingo, starts off the year by inviting all creatures big and small to share something special about themselves. Did you know that Cricket hears with his legs, Snake smells with his tongue, and Frog enjoys eating his own skin? Visit this multi-species classroom for a nonfiction storybook filled with learning — and laughter.
Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently.
You select books that students can read with about 90 to 94 percent accuracy. Students can understand and enjoy the story because it’s accessible to them through their own strategies, supported by your introduction.
They focus on meaning but also use problem-solving strategies to figure out words they don’t know, deal with difficult sentence structure, and understand concepts or ideas they have never before encountered in print.
You should choose Guided Reading Program books for students that:
Match their knowledge base
Help them take the next step in learning to read
Are interesting to them
Offer just enough challenge to support problem solving while still supporting fluency and meaning
You work with a small group of students with similar needs.
You provide introductions to the text that support students’ later attempts at problem solving.
Each student reads the whole text or a unified part of the text.
Readers figure out new words while reading for meaning.
You prompt, encourage, and confirm students’ attempts at problem solving.
You and your students engage in meaningful conversations about what they are reading.
You and your student revisit the text to demonstrate and use a range of comprehension strategies.
Facts You May Not Know: Their Brains are under construction and not fully formed.
Your brain does not keep getting bigger as you get older
Your brain doesn’t finish developing and maturing until your mid- to late-20s. The front part of the brain, called the prefrontal cortex, is one of the last brain regions to mature. It is the area responsible for planning, prioritizing and controlling impulses.
Many mental disorders appear during adolescence
(schizophrenia, anxiety, depression, bipolar disorder, and eating disorders—emerge during this time)
Teens should get about 9-10 hours of sleep a night, but most teens don’t get enough sleep. A lack of sleep makes paying attention hard, increases impulsivity and may also increase irritability and depression.
Recognize that there is an emotional connection in learning. If students think you care and are invested, then they will care and be invested. Also, be aware that they can’t always control their emotions and don’t always know why they make the choices they do.
•Recognize there is a physical connection to learning. The brain essentially uses glucose and oxygen as food. Adding kinesthetic activities to instruction circulates oxygen and glucose in students’ brains, increasing the efficiency of student learning. Plus, moving around & talking are WAY more fun than taking notes.
•Teens need more sleep than children and adults
•Although it may seem like teens are lazy, science shows that melatonin levels (or the “sleep hormone” levels) in the blood naturally rise later at night and fall later in the morning than in most children and adults. This may explain why many teens stay up late and struggle with getting up in the morning. Teens should get about 9-10 hours of sleep a night, but most teens don’t get enough sleep. A lack of sleep makes paying attention hard, increases impulsivity and may also increase irritability and depression.
•There is another part of the brain that is fully active in adolescents, and that’s the limbic system. And that is the seat of risk, reward, impulsivity, sexual behavior and emotion.
•So they are built to be novelty-seeking at this point in their lives. Their frontal lobe isn’t able to say, “That’s a bad idea, don’t do that.” That’s not happening to the extent it will in adulthood.
No big changes from what you would expect from a telling of The Little Mermaid, but it is set in the Carribean with vibrant island colors and a notably dark-haired and darker-skinned Little Mermaid. I love the illustrations by Nivea Ortiz, they are vibrant and keep little ones who aren’t reading independently yet enthralled.
A funny re-telling of the classic fairy tale Princess and the Pea. Set in Peru and with a dash of Spanish words throughout the rhyming text tells the story of a prince who is being prepped for marriage and his mother who is making sure that only a real princess makes the cut. The queen is absolutely a monster-in-law, but the sweet prince makes up for her and then some. This book is a fantastic read-aloud, and I can’t give it away, but there might be a funny twist at the end too.
There are no twists or changes made to the classic tale and the text is short enough for a circle time read. Children adore the rich colors used in the illustrations and I love that there are no big changes to the story, simply a different lens and location.
A retelling of Goldilocks and the Three Bears that takes place during Chinese New Year. Goldy Luck is asked to take some food over to her neighbors but when they aren’t home curiosity gets the better of her and she gets into all kinds of trouble.
A retelling of Little Red Riding Hood that has a sick Auntie with spots and it’s up to Little Red to get her what she needs. Instead of a wolf, there is a Hungry Lion who has no clue what he’s getting himself into! Kids love this book, the illustrations are hilarious and the story is fun. I don’t think it’s particularly African, in the way that Rachel Isadora’s books successfully incorporate cultural references in a much deeper way, but this is a fun read that has a brave little heroine and is definitely worth reading and finding a place for it on your bookshelf.
This is a story about respect and how there is a difference between being comfortable in other people’s houses and crossing lines that shouldn’t be crossed. Beautiful book that celebrates these lessons and the West African culture of Ghana.
In this version of Stone Soup a fisherman gets tricked into helping to make soup. This book is told from the point of view of the fisherman but the illustrations show a different point of view. (China)
Each page offers a blessing, beginning with “I wish”. “I wish you more ups than downs.” “I wish you more give than take.” “I wish you more we than me.” It conveys a message of caring. I like the diversity of the children on each page, and the endless opportunities it offers for follow-up activities. It’s such an incredible way to provide one another with meaningful wishes as you say goodbye.
This book takes the standard fairy tale, and flips it in reverse! The story starts at the end, and works its way backwards to the beginning. While the book is amazing as a stand alone, It’s a great end of the year trip down memory lane!
This story focuses on James, who decides that he is going to be on his VERY BEST behavior on the last day of school. He lists all of the the things he WON’T do on the last day of school so he can get the final gold star of the year and impress his teacher.
It is a fun-filled story about the life of a second grader, Billy Miller. If you only have time to read part of it, the first section of the book is called “Teacher,” where Billy deals with the insecurities and anxieties of starting a new grade with a new teacher.
Four, three, two, ONE! The last day of school is finally here. For Ivy and her friends it’s time to take down pictures, clean shelves and say good-bye. But there is also time for one last surprise. Your students will enjoy this follow-up to First Day, Hooray!
Are you singing a certain song right now? It’s the last day of school! Gilbert is excited about summer vacation. First there’s a class party, and Mrs. Byrd will give out the end-of-the-year awards. But will Gilbert even get one? Patty’s the best speller. Philip’s the best reader.
