School Bell: Paint Chips for Reading

Here is a cool, colorful idea for helping your child with early reading. If you are like me you have tons of old paint chip strips lying around in drawers from when you last dreamed of redoing that bedroom or den. Dig them out and convert them into a great learning tool.

Use complete strips and label them with beginning consonants or consonant blends or with common endings.  See the examples at the right of the photo below.

Now take the larger ones and cut out a window at the beginning [for initial sounds] or the end [for ending combinations] and write the base words as shown with the cards on the left in the photo above .

For more info and details on this idea check out this blog I found on line while exploring recently:  The Snail'sTrail   I made this link for the May 27, 2011 entry where she gives all the info for this reading idea. Check out more of her blog because she is FULL of great ideas!

Image credit and thanks to:  thesnailstrail.blogspot.com

School Bell: Celebrate Struggles: But...

The last two Mondays I explained two reasons to celebrate the struggles of schoolwork, particularly in middle school years :

1- Students hit that wall they are in a time when the grades matter far less than later in school or life.  [April 23]

2- Students who struggle learn strategies for overcoming challenges.  [April 30]

Today... the "but." Yes, celebrate Struggles BUT:

Be your child's best learning coach.

If you are a parent who does NOT have to help their child with homework:
It is essential that you find ways to challenge your children intellectually during these growth years. It is healthy for a child, while still surrounded by supportive parents, to experience challenge, frustration, even the occasional panic.  Those are opportunities to teach them ways to respond that will help them respond to other challenges, frustrations and panicked moments long beyond their academic years.

If you are a parent who DOES  have to help their child with homework:

When you are about to pull your hair at one more flash card drill, one more Venn diagram, etc., hold onto the thought that you are helping them develop systems for dealing with learning that will be in their personal learning baskets for the rest of their lives.  BUT: Touch base with your child's teacher about exploring learning assessments if you feel your child may have underlying challenges to learning or may need extra interventions to succeed.

Everyone: 
Gather up all the tips, tricks, and strategies you can and pass them on to your children through your teaching and through your example.  If they don't need them now, they will someday.

Parents play a pivotal role in their children's attitudes toward school and learning, their awareness of learning, and their opportunities to learn and grow. Coach your child every day!

Image credit and thanks to: inclusiveeducationpdresources.ca

School Bell: Special Education?

Is your child constantly frustrated by school work?  

Now is the time of year to kind of step back and consider whether it is typical temporary frustration or whether the frustration reflects a significant struggle to learn and to demonstrate learning. Schools are required to provide instructional support for children who are struggling to learn and who are shown [by special testing] to have a qualifying learning disability, processing problem, emotional disability or other qualifying condition.

If your child is working hard but making little progress, or is steadily falling behind his/her peers this is a good time of year to consider request your child be tested to see if they need special support to succeed. This problem can emerge at any grade level, but is often noticed between 3rd and 5th grade.

Testing is done within the school day and does not cost parents anything.  The school is required to get your permission before they initiate testing and you will be asked to sign permission for each type of test they plan to conduct.

Schools are required to respond within a specific time frame if you make a written request for an evaluation. When testing is done they will schedule a meeting to review the testing, determine if your child qualifies, and [if so] make a support plan.

If your child has struggled this year, despite reaasonable efforts, it is better to get the evaluation done this year for several reasons. 1- If the child qualifies, information and support plans will be in place when they begin next year rather than if you wait for the evaluation to see how next year goes.  2- The evaluations and questionnaires will receive input from teachers who have worked with your child and know your child this year, rather than if you wait until the fall when the teachers won't yet know your child.

Act sooner rather than later, because the evaluation process takes time and scheduling the followups can sometimes be challenging as well.  If you wait until the last month of school there will not be time to complete the process.

Note: If you have any specific questions, feel free to send them in a comment and I will do my best to answer. After 32 years as a teachert I can probably either answer your question or point you where to find an answer.

Image credits and thanks to:  cassidycash.com, eduguide.org, mylot.com

School Bell: Absentee tricks

Does your child sometimes miss part of a school day because of dental or doctor appointments?  How about colds or strep throat? With younger children there is little The best plan is to plan ahead. [Isn't that often the case?]


The Set-Up
Have your child pick a "buddy." 
Good candidates? 
... someone who is pretty dependable. 
... someone who lives nearby and could drop off books or papers.
For upper grades legible handwriting is a bonus as is having a similar class schedule.

The Deal
The bargain is that if either of you is out of school or misses a class the other one will gather the papers handed out, assignments made, and notes given for the absent one.  If you know the night before that you are going to be absent, call your buddy and give them a heads up to remind them.  If you see your buddy out of a class, do the same for your buddy.  When school is over, stop by or phone to pass along the information. 

Note-Taking Trick:
The simplest way to take notes for someone else is using a sheet of good old-fashioned carbon paper. One sheet can be used several times and makes the copy as your write with no need for a copy machine etc.  Just slide the carbon and a plain sheet under your notebook page and the extra copy will be made as you write your own notes. Another possibility if the absence is going to be longer [like out for a hospitalization, chicken pox etc.] talk to the teacher and see if the teacher could photocopy the teaching notes for the one who is absent. 


Special Needs Kiddos: 
If writing is a problem, or a challenge for learning or physical disabilities, talk to the teacher and see if they would be willing to support either of the above strategies. They may even suggest someone in the class who takes good notes that would be allowed to share them with you.  


Image credits and thanks to: mooreland.org, myuniversitymoney.com, amazon.com

School Bell: Secretary Hat Strategy

When I was still teaching full time I often had students filled with great ideas who were unwilling to take the time or make the effort to write them out.  That is not a criticism!  It was most often NOT a reflection of laziness, but of frustration with the physical challenges of writing or the processing difficulties of moving from thought to paper. Students with challenges like this find it simpler, less frustrating, less anxiety producing, etc. to write the shortest possible answer they can possible do.

If this sounds at all like your child, consider some options that might help him or her show the richness of thinking that may be hidden by the difficulty of putting it to paper.  The most common school solution is to offer a keyboard option... using a computer. This can be very helpful and sometimes even motivating.  But for some student keyboarding skill and dexterity can be almost as challenging as handwriting. What to do?  Think of all the bosses of bygone days who had poor handwriting.  "Hire" a "secretary" for your child!

1. Do a trial first.  Some night or weekend when there is more time and inclination  take a question from a homework assignment or a past test.  Ask your child the question out loud and have them answer it just out loud to you.  If you find they know a lot more than what they wrote, you are on to something... go to the teacher.

2. Talk to your child's teacher.  Show/Tell the teacher the difference between what you child typically produces for an answer and what they produce when freed of the responsibility of physically writing their answer. Ask if they are willing to accept your child "dictating" answers to questions. Years ago, I sometimes used cassette tapes for families who were willing and would then listen to the tapes to "correct" their "papers."

3. Try it for a test period, assuming the teacher is willing. Find out whether you see a significant difference in the information the child can demonstrate.

4. Meet again to plan. Tweak as needed or to use as a basic for discussing reasonable accommodations to enable more accurate assessment of your child's learning.

Make it clear and make it fun!! When my kids were younger I bought a plain bill-front cap from a craft store. Using markers and paint my child and I created a "Secretary" Hat. We even attached a couple of pencils and erasers to it for fun.

Whenever I was wearing the Secretary Hat, the child knew that I would write down exactly what he/she said with no changes or corrections or hints.  If he wanted help or advice in revising etc. I took the hat off.

In time the hat was used sometimes by sitters, or by others helping at homework time. I later learned that one of the aides at school had made a similar hat for herself after hearing about it.

---And, by the way... another advantage is that the "boss" can pace or fidget all s/he wants while dictating.

Try it!

Image credits: ipdc.co.id, affordablehousinginstitute.com

Soapbox: Special Ed Diplomas

Arrrggghhhh!  I am going to try to be calm as I write this entry.  In my state, in my town, as in many states and towns, there is an increasing demand to hold children to high specific standards of accomplishment.  This is a good thing generally.  However it sometimes shows a lack of sense, not to mention empathy or kindness.  "Someone" decided that receiving a high school "Diploma" would require meeting specific state standards of minimum accomplishment.  Still sounds good right?

However, no one apparently thought it through in terms of those who are intellectually incapable of meeting those minimum standards regardless of effort, due to  congenital or developmental impairments.  In some committee room somewhere they decided that for those students who have tried their darnedest and worked their hardest but who still cannot achieve those minimum standards a different document will be issued.  In their infinite lack of psychology and motivation they decided to call this document a "Certificate of Attendance."  Their document certifies that the individual attended high school for four years and is finished because they put in their time, put their bodies in a chair for a series of sufficient days to earn this demeaning, demoralizing document.

I have seen kindergarten diploma certificates like the one above. I have seen elementary schools use documents, like the one at right, almost as elaborate as my college diploma. Why can't they label as a "Diploma" the certificate given these children, some of whom put in more daily effort than those receiving "real" diplomas? If they want to distinguish it from the college prep diplomas, then do so.  Make one a "Diploma with Distinction" or "Diploma with Honors" or something! New York State used regular diplomas and "Regents Diplomas" for those who qualified through rigorous standardized state tests called "regents" exams. That was more than 50 years ago!

After struggling to keep my kiddos in school until they could finish high school, I [and they] expected more than an acknowledgement of their attendance in class as recognition.  They are ostracized and isolated and demeaned enough without the administration adding insult to injury in this last parting shot.
Give them a "diploma"....          
Come up with a solution!

Anyone out there have similar problem or other solutions used in their states????

Image credits: ilene.typepad.com, rison-dallas.com,  artweb.org, vaiden.net

School Bell: Math in Moments

Many children struggle with math, even become math phobic.  Learning disabilities often make math much more challenging.  Take advantage of little moments to make math review fun.  The kiey is to use short time spans to focus on a particular math skill. Because the time is short, the emphasis can be on fun, keeping the stress low and developing a habit of success and painlessness.

Stoplight:
See how many multiplication facts your child can get right before the stoplight turns green.  [Addition or any other mental math works well.] Try keeping track to see what the highest is during any given trip, week, 5 miles, etc.

Dish Swap:
The person washing dishes quizzes the person drying.  When s/he misses a question they switch positions until the next question is missed.  [This can be done with siblings of different ages by using different levels of math problems.]

Round Robin:
[Example with 3 people] Person A asks a question of person B, then B asks one of C, then C asks one of A, etc.  This is especially nice since there is no penalty at all for a wrong answer. The circle just continues.

Image credit: pc.gc.ca

Setting the Bar

Success is measured differently by parents of children with challenges.  It really doesn't matter whether they are your children, foster, adoptive, or maybe alien children. If you are raising a child [or more than one] with challenges you either learn to adjust your definition of success or you go crazy.  Perhaps both. 

 If you have a child with encopresis [an inability to control one's bowels] then a week withonly 24 soiled underpants is a victory worthy of celebrating.  If you have a child with a history of severe trauma, seeing the child merely jump up to see where the ambulance that went by is headed may be a celebration of the fact they did not run screaming, and hide under something. If you have a child with reactive attachment disorder you may find yourself celebrating a day the child only pinched you instead of hitting or spitting. If you have a child with anxiety disorders seeing only one blanket nailed covering their bedroom window may be a success, or seeing them silent but shyly looking at a visitor, rather than hiding,  may be a huge cause for celebration.  If you have a child who refuses to eat, hearing them ask for an apple is monumental, but if your child is overweight seeing them stop at just one may be equally so. 

Which brings me to a saying for which I am well known... "It's all in where you set the bar."  People who first hear me say that at trainings sometimes become offended, jumping to the conclusion that I am not willing to set high goals for challenged children.  That is far from the truth.  The truth is that I try to understand what IS a high goal for a child with challenges. I offer you myself.  I am [if I stand very straight] almost 5 feet 2 inches tall.  I always say I am 5'2" because I remember when I was 5'1" and always assumed I must have grown another inch.  [All you tall folks out there, stop laughing!] In fact I am more likely 5" 1-1/2" tall at best.  Now, given that information.... if you were to see me try to dunk a basketball and come close would you not feel that celebration worthy?  Perhaps more celebration worthy than a similar result from Michael Jordan [considerably taller..and I might add considerably more athletically gifted than I]? Whether we like to admit it or not we DO set different goals and expectations based on people's genetics and training and natural abilities [or in my basketball example, lackthere of!]

Why should it be different for children who happen to be autistic, mentally retarded, anxious, compulsive, traumatized, etc...  even short?  Each person's bar of success is different, and each bar should be ever mobile, always moving up to reflect each success.  Look at your children, with or without challenges, as individuals with different bars.  Set the bar to fit the child. Set it at a place that is achievable with moderate effort. Then you have two wondrous opportunities...1- To celebrate with them a moment of success, of achieving a goal. 2- To teach your child that when you achieve a goal you enjoy the success, you set a new goal, and you start toward that one, etc. etc. always growing, always achieving, always celebrating, succeeding.  Teach them to live by their own bar of success, and to celebrate each success with a new setting of the bar. 

We all need successes to celebrate.  We learn from failures but we are motivated by success.  Look for ways and places to set the bar for your children so that they and you can celebrate together. You might even try it for yourself. 

It's all in where you set the bar. 

Television Teachers.... part three

Using tv to teach reinforce literature and writing skills offers a benefit I have mentioned previously. Guided television allows kids with learning disabilities to work with literature concepts without being slowed by the process of reading or of writing.  This may seem nonsensical, but it can help them understand and get comfortable with concepts without the stress and frustration of their disability.  

Television Hint Three-- Predictions [especially good with mysteries or dramas]

During the early commercial breaks talk about what has happened so far, what is the problem, what are the clues etc. [This builds on the skills learned in Television Hint One... main idea and summarizing.] Once they have a good idea of the problem and can find some clues, ask them to predict one of the things that might happen next. This helps build their ability to analyze, to use information to form conclusions, and to build creative thinking. 

Sit-Com Variation...You can also ask what situations might come up in future episodes of the series, why, and what might happen. [Note: If it is a school-based show, you may even get some insights into your child's view of what goes on in schools by what they thing could come up.]

Older Kids--

Ask them to predict two possible ideas of what happens next, why each idea is possible, and what the results of each idea might be. 

For Foster Care...

A word of caution about using mysteries or dramas.  If your child has a history of trauma or exposure to violence, focus on comedies instead to avoid triggering painful memories or anxieties.  

[For parts one and two see the April 25 and May 1 blog entries.]

Television Teachers...part two

Picking up on the television as visual literature here is another way to use that time watching tv with your child to boost reading skills.  It is also wonderful if you have a child with learning disabilities that make reading a struggle.  This lets them work with literature concepts beyond their reading level abilities. 

TV Hint Two:  Characters and Description

Talk during commercial breaks about which characters are the "main" characters.  Who is the hero [for older kids... the protagonist]? the villain [antagonist]? What actors were just minor characters to fill out the story scene [ex: students in a school scene, diners in a restaurant, etc.] Ask them to pick a character and describe that character as many ways as possible... first physically, then by their behavior, their moods, their actions, etc. 

Older Kids:

Try to ask questions that might help them put the characters in a new situation. [Ex: a teen show... how would character X fit into your school?  If X were a new student at your school what kind of reaction would s/he get?  Would s/he be likely to fit in best with the sports kids, the drama club? where? ] Extend your child's thinking by exploring the what ifs.  If X had done Y instead of what s/he did in the show, how would the story have changed?

For Foster Care....

Foster children often struggle with reading and find themselves reading at a grade level below their peers.  But their interests and their thinking are often right with their peers. Using television as literature gives these kids a chance to explore and discuss concepts like plot and character at their grade level and thinking level instead of their lower reading level. Try it!

Quiet Notebooks

A blog reader asked a few days ago... What do you do when a child wants alone time or needs quiet activities to do, but struggles with reading?  My most successful solution is my "Quiet Notebooks"

Anyone can put together a Quiet Notebook for a child to encourage or teach them to be occupied quietly as an individual. Learning to occupy oneself happily is key to independence.  From the early years of tv, to videos and DVDs, to Wiis, computers, Leap Frogs and more, children and parents have always welcomed yet another way to keep children occupied when reading is not a viable option. A Quiet Notebook is a non-electronic alternative.

For best results, involve your child/ren in preparing their Quiet Notebook so they both feel included in the choices and understand how it works.  

Step 1: Get a binder and explain what a Quiet Notebook is.

Get a three ring binder and 3-8 pocket dividers or sheet protector envelopes. Have your child decorate a sheet of paper to glue on or slip in the cover. Explain that this Quiet Notebook will be theirs to use whenever they want or need quiet time activities.  Each divider will have an activity that they can do without needing any help. Some dividers may have a picture of them doing something, which is there signal to do the activity. When they want or need quiet, alone time they can come get their Quiet Notebook. They start at the first activity and when it is done, they go to the next divider's activity, and so on until all activities are done or they no longer need/want alone time. 

Step 2: Gather Materials

With your child go shopping, or look around the house for activity materials that you can pull from for filling the quiet notebook. 

Materials you can use:

a. A variety of single page activities from puzzle books, coloring books, old school workbooks, and more.

b. A small collection of hands-on activities such as tangram puzzles, pattern beads or animals, colored magnetic shapes, magnetic poetry word sets, etc.

c. Gather or bag a few healthy snacks.

Step 3: Fill the notebook dividers

Usually I do this without the child so the actual activities are a surprise.  Since the child has helped pick the books this usually works fine.  

a. Each divider should hold one activity with everything needed. [Ex: a single maze page and a pencil or a color-by-number page WITH crayons or pencils] 

b. Mix up sitting activities [like mazes, codes, worksheets, etc.] with more manipulative activities [like tangram puzzles, bead pattern activities etc.]

c. Surprise the child with a divider that includes a healthy snack treat. If it is a bulky or refrigerated snack [like some carrots, pretzels, applesauce cups, etc.], take a photo of the child reaching in the refrigerator or cupboard and getting one and put the picture in the divider. Just remind the child that if they see that picture they can do what the picture shows.  

You are ready!  Put the filled Quiet Notebook in a specific place.  Whenever your child uses it refill it, mixing in new activities each time so that it is always ready.  Every once in a while check with the child to see which activities are favorites and try to always include one of those.  

Variations:

1. Take photos of your child doing some of the activities in different places [on the bed, on the floor, at a desk] to give the child ideas and encouragement.

2. Occasionally put a photo in the divider that shows the child playing with something that may not FIT in the divider but which they could use during quiet time. [Ex: photo of child on a Sit and Spin or building with blocks or playing with mini cars or toys].

3. If and when appropriate, fill one of the dividers with a photo of the child doing an independent activity outdoors.  This could be as simple as doing the paper activity on a picnic table or something more specific like drawing with chalk on the sidewalk, working in the child's garden, or even jumping rope. There is no reason why quiet time choices can't also include active choices when feasible.  

Note:  Adaptations of this work well with children with autism spectrum concerns too. Let me know if you need more info.

Let us know--Try making and using a Quiet Notebook and let us know what works best for you and your kids! I know it takes some time to set it up, but once you have the stuff handy, it doesn't take long and it teaches an important skill.  

For foster parents... Quiet Notebooks can be a wonderful tool.  Sometimes when I had a phone call from the department I could just quickly handout the Notebooks and actually be able to finish the call without constant interruption from my kiddos.  Foster children also have trouble with occupying themselves independently and you can start with just single activity notebooks, then go to two activities, then three, etc. as you build up their attention span and independence.