A Little Spot Learns Online: A Story about Virtual Classroom Expectations Book Review

Right now many parents, students and teachers are making the leap into online learning. While it can be very overwhelming in the beginning, there are tools and resources to help ease this change.

A Little Spot Learns Online: A Story about Virtual Classrooms Expectations by Diana Alber, is a creative picture book that prepares students for online learning.

The illustrations in this book are absolutely fantastic. The use of Spot really draws readers eye to the main character, especially because all other characters are humans. The pictures are also super accurate about the different parts of online learning, adding just the right of humor (the potty page gets me every time).

The writing style is concise and the sentence structure varies, giving the reading a nice flow. Part of me expected this book to rhyme, but I really like that it doesn’t because it matches the focus of the book.

I have spent hours and hours in Zoom meetings with students, and it’s important for learners to be aware of Zoom etiquette, like this picture book includes.

  1. Dress for success. While it is very easy for us to stay in pajamas all day, it’s important that students attend online classes in their regular school clothes. As the book points out, this gets students ready to learn.
  2. Make sure your area is clean. In full honesty, I always use a virtual background when I’m in a Zoom meeting. However, kids and parents should be aware of what other classmates and teachers will see once the camera is on.

The advice given in this picture book is exactly what I would give any families making the transition to online learning for students in grades K-6. This would be a fantastic read aloud activity for teachers to do on the first day of school or at the start of a new semester.

To purchase this book click here.

Little Reading Coach is a certified Teacher of English (K-12) and Reading Specialist (P-12) offering online reading and writing tutoring services for students in grades 3-12. For more information click here.

eNinja Book Review

One of my favorite aspects about being an English teacher is using books to teach my students life lessons. I believe that picture books can teach kids at all ages how to handle life situations, even high school students. I’ve been teaching virtually with EdOptions Academy by Edmentum for three years, and now more than ever, students need guidance in making the transition to online learning.

eNinja, written by Mary Nhin and illustrated by Jelena Stupar, is a relatable picture book that shows readers how to be successful with online learning.

It’s no secret I’m a HUGE Mary Nhin fan (How to Win the World Cup in Your Pajamas Book Review, Arial the Youtube Book Review, Arial the Chef Book Review, and Arial the Secret Santa Book Review) and her Ninja series is just as fabulous as her other works.

eNinja follows Ninja on the journey of transitioning to online learning. This can be a very big change for students, and Ninja isn’t so sure about this way of learning. With the help of a friend, Ninja learns the secret to this transition: the 3 P’s (polite, positive and prepared). I LOVE that readers have an easy way to remember how to handle online learning.

Prepared. Being prepared means more than just showing up to class in an online environment. As the text mentions, students should charge their devices, have a quiet spot in the house to work, and all of the necessary supplies within arms reach. Staying organized is really the key. Even as a virtual teacher, I take these steps to make sure I am ready to go for all of classes.

Polite. For me, this one is a biggie. Since I use Zoom constantly for student interaction, it’s important to follow the advice given in this part of the book. Some of the suggestions include: don’t be on another device, have loud background noises, and wait for the teacher to listen to questions or raise my hand. There is a fantastic illustration to show students online etiquette, which I would suggest putting next to a student’s learning area as a reminder.

Positive. Is online learning a big change? Yes. Can be hard and scary? Absolutely. The fact that Ninja expresses these feelings allows readers to connect with the character, because chances are readers feel the same way. I LOVE that Nhin doesn’t just have Ninja talk about his feelings, but also explains ways to help alleviate them. Students should use checklists and schedules to keep them on track. The book literally ends on a positive note :).

But, wait! As always with a Mary Nhin book, she thinks of some extras. At the end of eNinja, readers are given advanced learning tips (which are AMAZING ones to use) a virtual meeting success cheat sheet that includes being prepared, polite and positive.

Even though this is a picture book, I would recommend it for students in grades K-12. It is a quick read that offers solutions to some problems that students can face making the transition to an online classroom.

To purchase the book click here.

Little Reading Coach is a certified Teacher of English (K-12) and Reading Specialist (P-12) offering online reading and writing tutoring services for students in grades 3-12. For more information click here.

Accommodating Special Education Students in the Virtual Classroom

As a virtual English teacher, I’ve worked with classified students in grades 6-12. Parents and brick and mortar teachers are often amazed that special education students choose to do virtual learning (before the pandemic).

Yes, there are special education students who attend online programs. Yes, they can be successful.

This week I co-hosted a professional development presentation for Edmentum’s EdOptions Academy (EOA) on Implementing Special Education Accommodations in a Virtual World. I was able to show other virtual teachers samples of assignments I used with my classified students and how I evaluated them.

Today, I would like to share some of my experiences and examples in the hopes of helping teachers outside of EOA. These ideas can be used in brick and mortar classrooms, blending learning and distance learning environments.

Preparing to Make Accommodations

  1. Be familiar with a student’s IEP. When I worked in a brick and mortar school, I would sometimes have 20 students with IEPs. It can be A LOT to remember the specific details for every student, so I would often take quick notes about the classification(s) and accommodations. The same concept applies to the virtual learning environment.
  2. Use your knowledge of the student. In the virtual world, this can be done in a number of ways. Call/text/Zoom/email with the student and get to know who the student really is. What’s their favorite sport? What hobbies do they like? Also, feel free to talk to the parents, school, Child Study Team and special education teachers about the student. The more knowledge you have about each student the more you can make appropriate accommodations.
  3. Be flexible with grading assignments. This is a biggie. Many teachers use specific rubrics to grade assignments, but when making accommodations these rubrics may not be relevant. In these cases, it’s important that we think outside the box and use our content knowledge to assess if the student fulfilled expectations. We may need to create another rubric specifically for that child, or only include certain parts of the original rubric, it really comes down to the teacher to decide. Regardless of what a teacher chooses to do, always make sure to include specific feedback.
  4. Be aware of reading levels. To be super honest, this is a really big component of online learning. Students are required to do A LOT of reading (assignments, comments, lectures, directions, etc.). If a student has a reading level of third grade and is taking a sixth grade English course, he or she is going to be reading texts at the sixth grade level. This can be quite a challenge for many students who aren’t at that reading level yet. Since students are required to read in all courses, even a math teacher should be aware of a student’s reading level.

Accommodations in the Virtual Classroom

  1. Offer extended time. This is a very simple and effective way to help classified students, especially in the virtual world. It’s also helpful to check-in with the student and remind him or her with how much extra time they have left. For instance, if there is an assignment due on Wednesday, maybe consider having it due for classified students on Friday. On Thursday check-in with students and give them suggestions online learning graphicabout what they need to finish for the assignment to be submitted on Friday.
  2. Reduce assignment length. Personally, I use this accommodation quite a bit with my special education students. If the original assignment for students is to write an essay, I may have them write a paragraph instead.
  3. Support public speaking. A curriculum typically has a speaking/presentation component that can be fulfilled in the virtual classroom. There are a few different ways students can present a speech: 1. video chat with the teacher one-on-one, 2. participate in a phone call with the teacher (if a student gets anxious about looking at an audience), 3. record a selfie video of the student reading the speech and then send it to the teacher or post it on Youtube and share the link. It’s also important to remember that students don’t have to memorize their speech. I usually tell my students to practice reading aloud their information a few times before presenting.
  4. Providing alternate texts. As I mentioned before, reading level plays a huge role in virtual learning. If a student can only read at a 5th grade level, but they are taking 8th grade English, this could be a challenge for him or her. Teachers can provide an alternate text that still focuses on the theme/topic of the original text, but is better aligned with the student’s reading level. For instance,  my 7th grade English students are expected to read Edgar Allen Poe’s “The Pit and the Pendulum”, to focus on how history (The Inquisition) impacts literature. This original text is too complex for my classified students, so I have them read chapter one of Number the Stars by Lois Lowry because it is connected to the Holocaust. I keep the same historical focus as I would with the original text, but now students have access to a text that they can handle.
  5. Provide novel support. Students will read a few novels a year in their English/ELARead Aloud courses. Getting students to just read the book can sometimes be a challenge, let alone having them complete activities and assignments based on the reading. Teachers can supply students with an audio version, guided notes, reading comprehension questions, and chapter summaries. However, another spectacular option that I have done is to provide students with a read aloud (see Effective Read Alouds in the Virtual Classroom) where I would read a few chapters aloud and then discuss plot, characterization, theme and quote analysis. I would record these sessions in Zoom and keep track of the links on a document that I could send to any student who needed access to the text. Students can watch, rewind and fast forward the video as many times as they want.
  6. Include outlines and graphic organizers. Just as in brick and mortar classrooms, outlines and graphic organizers are fabulous resources to give to students. If students need to compare/contrast, provide a Venn Diagram in an editable document for students to use. For writing a lab report, give students an outline to complete before writing the report.
  7. Help guide research. Utilizing textual evidence and research take place across all content areas. It can be overwhelming for classified students to look at a Google search bar and start the research process, let alone tackle a database. Two of my favorite options for research are to give students a list of key words to use in their search, and provide a list of links for students to use to complete assignments.
  8. Provide structure with note-taking. Learning in the virtual environment requires students to be more independent with their learning, and oftentimes students will need to take notes on the content in their courses. This can be challenging because students may not know what to record or how to record the information. Some options for students are to include guided notes, fill in the blank PowerPoint slides, and give note-taking templates (Cornell Notes, etc.).

As with all accommodations, different options work for different students. At the end of the day, it is up to the teacher to decide how to best support students.

Little Reading Coach is a certified Teacher of English (K-12) and Reading Specialist (P-12) offering online reading and writing tutoring services for students in grades 3-12. For more information click here.

Reading Comprehension at Home: 5 Things Parents Can Do

Whenever I chat with parents, they always express concern with their child’s reading comprehension. They worry that their child struggles with reading because they don’t understand what they are reading. While every child learns differently, there are some general tips and tricks that parents can do to help their learners at home. Below are some of my favorite, easy to incorporate ideas that I share with my families:

  1. Background information. This is HUGE! The more background students have about a topic or idea before reading about it, the more their brain is prepared to learn new information. Take a look at the passage or book your learner is reading and provide them with some information about the topic. For instance, if your student is going to read Anne Frank, find a Youtube video about WWII. Videos and movies are a great resource for background information, especially since kids will be reading in the near future.
  2. Predictions. This strategy works really well with elementary students, who seem to really enjoy it. Stop periodically and ask your learner what they think will happen next, where will the character go, will the problem get worse? Always try to keep the questions opened-ended so kids can explain their answers fully using examples from the text. Feel free to ask follow up questions, such as why or how to get your student to expand on their prediction.
  3. Stop and check. Kids need to learn to check in with themselves while they’re reading. No one wants to sit and waste 20 minutes reading a short story to realize none of it makes sense. Help your child figure out when is an appropriate time for them to stop in their reading and do a quick reading comprehension self check. Maybe have younger students stop after every paragraph or page and see if they can summarize what they just read to you. For older students, maybe have them stop and give a summary or main idea every 10 pages or chapter. If your child got all the big ideas then keep reading. If he or she missed some big concepts go back and re-read.
  4. Re-read. This is by far the best reading comprehension strategy for kids to use, in my opinion. Once a student realizes they are lost or confused, re-reading can usually help them get back on track. We all zone out sometimes when we read, or get mixed up at a particular part, so re-reading is a great, quick way to clarify any confusion and continue reading. Sometimes just re-reading a sentence or two does the trick, but if a student needs to re-read a few paragraphs or a page let them.
  5. Visualizing. I knew I was a strong reader as a kid when I could read a novel with no pictures and have a movie playing in my head. Elementary students rely on pictures in books to help them visualize when they are learning to read, but as kids get older and the texts become more complex, usually there aren’t any pictures to help students. That is where visualizing comes in. Usually a novel will provide readers with a great description of a setting or character. Stop and have kids draw what the description is using colors. For those that don’t like to draw (like myself) show kids some pictures. For instance, in Divergent readers are introduced to the city of Chicago, so show students pictures of the city to help them visualize.

 

Does your learner in grades 3-12 need additional support with reading comprehension? Check out https://www.littlereadingcoachllc.com/ for details about online reading and writing tutoring.

Ultimate List of Books with Movies for Grades 4-8

One of my favorite teaching techniques is to incorporate videos to help students with reading skills. The visual component gives readers support with reading comprehension, analyzing theme and characterization, comparing/contrasting, and more.

Reading and watching film versions of books is not just a classroom activity. It can be done as a family activity at home as well. Parents and children can take turns reading a story aloud every day, every night, during snack time, etc. Once the book is finished make it a family movie night with some popcorn to enjoy viewing the story.

Below is the ultimate list of books with films for grades 4-6 that I have used with my students over the last 10 years.

The Wind in the Willows by Kenneth Grahame. This is a great text for grades 4-6 and is a classic piece of children’s literature. The film version (Mr. Toad) was created by Disney in 1949 and is in a set with The Adventures of Ichabod.

Harry Potter by J.K. Rowling. Personally, I LOVE this series. It’s great for grades 4-8 (and beyond) and the movies really bring to light the message of the story.

Percy Jackson and the Lightening Thief by Rick Riordan. This text is typically used in 6th grade during mythology units, but it’s a great fantasy series for students in grades 4-8.

Tuck Everlasting by Natalie Babbit. I really love using this text in 6th grade to help teach students about figurative language. This quick story is jam packed with rich language, and centers around important themes. I would suggest this book for grades 4-6. The film version, I will admit, is not my favorite. It’s way more of a love story than the text shows, and it’s a little much. However, I love showing students the pond scene because it highlights the main ideas and quotes that are important in the book.

A Wrinkle in Time by Madeline Le’Engle. I fell in love with this book in sixth grade and still use my personal copy from middle school when I read this with my students. Due to the complex vocabulary, I would suggest reading this book with students in grades 6-8. Disney actually created two movie versions of this text, a made for TV movie and the latest with a star studded cast. I have only used the TV movie with students.

The Prince and the Pauper by Mark Twain. There are a few different versions of this text. The one I linked is one of my favorites because of the illustrations. This is also another classic piece of children’s literature and many textbooks have included the short story version in their books. I recommend this one for grades 4-6. The film is a 20 minute version from Disney feature Mickey Mouse (click here for the Youtube link).

Mulan. This text also comes in a variety of forms. It can be found as a ballad (as seen in the link) and there is a short story version that I can’t seem to find online. The film version is by Disney, so there is some fun and humor added. This is a great piece to use with students in grades 4-7, especially since it’s a cross curricular piece with social studies.

The Giver by Lois Lowry. To me, this will always be the original YA dystopian text. This work is best for grades 6-8 (there are mentions of some mature thoughts known as “stirrings”). I found the film version to be very engaging, and while it is a little different than the text, it’s been modernized to attract present day students.

The Hunger Games by Suzanne Collins. Similar to The Giver, this YA dystopian book made a statement when it came out. In my opinion, it sparked the YA dystopian movement over the last 10 years. This trilogy is best for grades 6-8. The movies are pretty true to the text and can be enjoyed by the whole family.

Divergent by Veronica Roth. This book has turned struggling and non-readers into readers without fail over the last 10 years. It’s the perfect middle school (grades 6-8) novel. It’s action packed, a little violent, honest, and creative. I will admit that I have never seen the film versions because I don’t want to ruin the movie I’ve created in my head with this amazing text.

Wonder by R.J. Palacio. I’ve spent most of my teaching career with 6th grade students who are starting middle school for the first time. This is such a perfect book for students in grades 4-6. It’s realistic, charming and heart warming. The movie does a great job making the story come to life.

The Outsiders by S.E. Hinton. If you’re looking for a novel to suck in middle school boys, this one is perfect. I recommend it for grades 7-8 because it is a little violent. The movie also has a great cast.

Holes by Louis Sachar. Even though I’m not a huge fan of this book personally for some reason, students love it. This book for grades 4-6 and it’s filled with humor that will make your kids chuckle. The Disney movie, that’s not an animated film, does a great job capturing the story.

The Lion, the Witch, and the Wardrobe by C. S. Lewis. Another classic children’s story that is one of my personal faves. This fantasy story is packed with imagination and rich symbolism. It’s great for students in grades 4-6. There are a few film versions for this piece. My personal favorite is the cartoon version from 1979 (click here for the Youtube link) and Disney did create a non-animated version.

Matilda by Roald Dahl. I have always been a Roald Dahl fan and this is one of my favorites because I always wanted to be like Matilda (I know, I’m a nerd). This novel is great for grades 4-6. The movie is also spectacular and is perfect for the whole family to enjoy.

Charlie and the Chocolate Factory by Roald Dahl. One of my favorite aspects of this book is the character development, which makes the text humorous and enjoyable. It’s ideal for grades 4-6. The film version with Johnny Depp is a little dark, so I prefer to use the Willy Wonka and the Chocolate Factory version.

James and the Giant Peach by Roald Dahl. In all honesty, I love the clay animation look of this film version to help distinguish the different phases of the plot. It’s super fun and engaging for young readers in grades 4-6.

Fantastic Mr. Fox by Roald Dahl. This is my personal fave Roald Dahl novel. My first grade teacher read it aloud and I’ve re-read it countless times since then. The film version is equally as captivating as the text and is great fore grades 4-6.

To Kill a Mockingbird by Harper Lee. This American classic  is a very popular in 8th grade English. The text complexity, language and themes are more mature, so I recommend this for 8th grade and up. The film version is also a classic and is shot without color.

Twilight by Stephenie Meyer. For fans of vampires and romance this series is perfect. This is one of those guilty pleasure books that even adults still enjoy. I recommend this for grades 6-8. The film versions closely mirror the books.

Mrs. Frisby and the Rats of NIMH by Robert O’Brien. I was first introduced to the movie version of this text when we visited my aunt down the shore growing up. It wasn’t until I saw the book sitting in a classroom that I realized the movie was based on a book. This is a mysterious and action filled story for grades 4-6.

Shiloh by Phyllis Reynolds Naylor. This book is perfect for kids who love dogs! It’s all about the bond between a boy and his dog and is ideal for grades 4-6. The movie version is equally adorable and can be shared with the whole family.

The Sisterhood of the Traveling Pants by Anna Brashares. This book is perfect for teen girls, so I recommend it for students in 8th grade and above. It dives into the lives of four friends and the personal experiences they have while wearing a par of thrift store jeans. The film also has a star-studded cast and is highly enjoyable for teens.

The Wizard of Oz by L. Frank Baum. An absolute classic piece of children’s literature and cinema. The story and the film are great for all members of the family, especially those who love music and theater.

**Many of these books can be shared with younger readers as well as the age groups listed. If you’re worried about content, feel free to check out Common Sense Media .

For more information about online reading and writing tutoring services for students in grades 3-12 click here.

 

 

Harry Potter Virtual Read Aloud

Read alouds have been a staple in my classrooms for years, brick and mortar and virtual (see Effective Read Alouds in the Virtual Classroom). I love being able to transport students to different worlds and time periods while reinforce reading skills and strategies.

With schools and libraries being closed, it’s important that we not only keep students Harry Potter Read Aloudlearning, but also provide them ways to escape reality for a little bit. As a certified Reading Specialist, I want to be able to provide this for students during these difficult times.

Read alouds are extremely beneficial for all students, especially those with an IEP.

*Read alouds allow students to enjoy a story without worrying about decoding (reading) words. This is super important for struggling readers who can get frustrated while reading.

*Read aloulds allow students to listen to a teacher model fluency and pronunciation. 

 

Starting Wednesday, April 1st, I will be posting a FREE recording of read aloud sessions of Harry Potter and the Sorcerer’s Stone with teacher notes in Google classroom. Students will have access to the classroom until June 30, 2020. I will go in depth with information about plot, characterization, making inferences, reading comprehension, theme, etc. A document of teacher notes will also be available for students to review after each read aloud. Students are more than welcome to follow along in their own copies of the text, or close their eyes and enjoy the story.

Click here to sign up

 

 

 

Writing Right: A Story about Dysgraphia Book Review

As I’ve mentioned before, I have a love/hate relationship with social media. Over the weekend I was scrolling through my Facebook newsfeed, when I came across a very interesting post in a dysgraphia parent group about a teenager who wrote a children’s book about dysgraphia. I immediately took a screenshot to remind myself about the book and I am beyond glad that I did so.

Writing Right: A Story about Dysgraphia, by Cassandra Baker, is a phenomenal children’s book about the realities of a little boy with dysgraphia.

Before I launch into why I love this book so much, I have to share a little bit of background. Cassie wrote this book to earn her Gold Award with girl scouts because she grew up with family members who were affected by dysgraphia. Having been a girl scout a long time ago, I completely respect and admire this young lady’s passion and desire to share information with families.

As soon as readers open the book we are greeted by our main character, Noah, who has dysgraphia. He tells readers that he has great ideas, but his handwriting is messy and he has trouble getting his thoughts on paper. He does not write as quickly as his classmates and he wishes he had a writing robot.

Even though Noah has great ideas, when he works on a project it doesn’t come out like it looks in his head and he gets very frustrated. He even yells at his mom and rips his poster in half. His mom clearly sees his struggles and reaches out to the teacher, and together they come up with a great plan. Noah can use his mom’s computer to help with homework and he also goes to an occupational therapist.

With lots of practice, patience, and hard work, Noah improves his ability to express himself in writing. So much so that he even writes his own story!

There are so, so many aspects of this book that I love. The first is that it’s written from Noah’s point of view. The simplicity of his explanations and his honesty are absolutely spot on and relatable to children. The struggles that he faces are truly ones that children also experience, adding to that realistic factor.

As a parent and a teacher, I also love how Noah’s mom reached out to his teacher and came up with a plan. By working as a team, they were able to find out what would not only help Noah in the short term, but what would help in the future as well. This is the ideal type of teamwork parents and teachers hope to experience when working together to help a child in need.

I was also a HUGE fan of the in-depth look at OT from a child’s perspective. I have seen some OT’s come up with super creative and fun activities for students at all age levels, and it’s clear that Natalie, the OT in the story, is one of those amazing individuals who really “get” kids. She has Noah practice cutting, using different writing utensils and more in order to help him.

However, I think that my absolute favorite aspect was the end of the story. Not only do we see progress for Noah, but Cassie also includes super important information about dysgraphia. While the picture book is meant for children, these notes are clearly meant for adults, making this a true family text.

As a Reading Specialist, I am always looking for works to recommend to families and this one will definitely be added to my list. If you’re an educator, a parent or a child affected by dysgraphia in some way, this book is a must read.

To purchase the book click here. 

Multi-sensory Writing: It Makes a Difference

Students today write a lot more than we realize.  They constantly compose emails, text messages, captions for social media, and more. We live in a time where written expression is used constantly, and to thrive in today’s society, students are expected to participate.

Little Reading Coach believes in using a variety of methods for teaching writing. However, before students can write paragraphs and essays, they must first be able to understand the parts of speech that make up a sentence, which is why LRC starts at the beginning and gradually works students up to writing extended pieces.

Framing Your Thoughts (Sentence Structure) is a multi-sensory program by Project Read that LRC utilizes to help students master the art of writing. Using symbols, visuals, and hands-on interaction, this program provides writers with a different approach to learning how to structure effective sentences.

This type of program is ideal for students with dysgraphia, dyslexia, ESL/ELL, etc.,  as well as those who don’t seem to grasp learning to write in the traditional way. It breaks down sentence writing into parts of speech, and encourages students to diagram sentences using the specific symbols in the program. This deconstruction allows writers to “see” what makes a complete sentence and how to use the various parts of speech correctly and effectively.

Personally, I have used this program when I taught literacy support for 6th and 7th grade, and saw a tremendous difference in my students’ writing. The symbols and visuals allowed them to see why a sentence was a fragment and how to fix their mistakes. I have also used this program when tutoring middle and high school students who were reading on grade level, but needed some additional writing support. LRC offers multi-sensory writing for grades 3-12.

For more information about Little Reading Coach click here.

DyslexiaLand Book Review

A few months ago I saw a book on Facebook that I knew I had to read. I bought it and added it to the TBR pile, where it sat for a few months. I wanted to make sure I dedicated a solid chunk of time to reading it since it’s not the usual YA novel that tends to call my name.

DyslexiaLand: A Field Guide for Parents of Children with Dyslexia, by Cheri Rae, is a must have book for parents and educators about the realities of dyslexia.

First and foremost, this guide is written by a mom with a dyslexic son AND a dyslexia advocate. I love this on so many levels. Rae gives us the mom-to-mom heart to heart in a way that is supportive and engaging. There is no pity party, but rather advice to provide families with comfort and guidance.

The guide does not read like a textbook, and the organization and structure are insanely user-friendly. I love how I can easily flip to exactly what I’m looking for and not feel overwhelmed with text on a page. One of my favorite aspects is the acronyms list of educational terminology. Even as a seasoned English teacher and Reading Specialist, this is an extremely handy list that I have book marked for future IEP meetings.

I was definitely interacting with this text while I was reading. I have underlines, hearts, stars and exclamation points all over the place. Rae totally hit a HUGE nail on the head when she discussed that teachers do not have the proper training or professional development for supporting students with dyslexia. As I’ve mentioned in We Need to Talk…About Dyslexia, I was one of those teachers who lacked training. My knowledge of dyslexia and appropriate teaching strategies were pretty much non-existent until I started my Orton-Gillingham journey. In the public and charter schools I’ve worked in over the years,  I have never had any training for dyslexia, which supports the point Rae brings up.

I have also been in about 25 IEP meetings since August, and have seen the term “specific learning disability” and ideas like reading comprehension and fluency associated with it. Yet, the “d” word has never been uttered in any of these meetings. I’ve been very intrigued with IEPs recently (probably from being part of so many), and I find it fascinating that I have not seen dyslexia ever mentioned in one. So needless to say, I was all over the section on IEPs. For the first time ever I completely understood what was being discussed about these legal documents. Rae’s explanations are crystal clear and makes IEPs less confusing (which is not an easy feat).

Middle school is my jam. Always has been and always will be. However, one of the biggest obstacles I’ve faced is the belief that learning to read only happens in elementary school. This is not the case for all students. Rae makes it a point to discuss dyslexia from elementary school through high school (woot woot!). The transition to-do lists are super awesome and spot on.

I also appreciated how Rae discussed that Orton-Gillingham tutoring can be done online. As a virtual teacher and tutor, it’s often difficult for people to wrap their heads around online education, let alone embrace it. As research has proven, OG is a successful approach when working with dyslexia. Whether the instruction is given in a school environment, at a center, or one-on-one with a tutor in person or online, the goal is to help students with reading.

Overall, I am absolutely over the moon about this guide. I believe it should be in the hands of every educator. Yes, every math, science, consumer arts, woodworking teacher, etc. should read this book. Literacy and reading impacts all areas of life. It provides parents with a sense of direction in tackling DyslexiaLand. It equips parents for the meetings, discussions, and realities of navigating the educational system.

To purchase this amazing guide click here.

Unicorn Growing Up Grateful Book Review

I currently work with a very special population of students who are all classified, and many deal with anxiety, depression etc. When I meet one-on-one with these students, they are usually very negative and have a hard time finding positivity in their lives. I try my best to provide them with positive reinforcement, but they often have a hard time accepting it.

Unicorn Growing Up Grateful is a journal that children can use to record positive aspects of their daily lives. There are a few different journal options to choose depending on the individual child that will be using it. The two themes are unicorns or dinosaurs. There are also two versions- one for students with disabilities or writing difficulties, and one for students who can write.

Here are the links to the four journals:
For the child who can write:
Unicorn
For the disabled child or young one not yet learned how to write:
Unicorn
Dinosaur

 

I work with students with disabilities and dysgraphia, so I chose the unicorn journal for that population of children. Visually, the journal looks like a coloring book with adorable images of a cuddly unicorn.

One of the best tools to offer students with writing disabilities is a graphic organizer. The organizer provides lots of space for a student to write or draw each day. There is a space to practice writing the date and a sentence starter for what a child is grateful for that day. My favorite aspect of the organizer is the happiness scale. Kids draw the mouth on the unicorn to indicate how happy they were that day. There is also a section for kids to reflect on the best part of their day.

I see this product being used more at home than in school. The book is a 66 page habit forming journal, so it can be used effectively during after school hours. Personally, I would have my child complete a page in the journal after dinner during reading time. Kids can use crayons,  markers, or colored pencils to color and fill in the graphic organizer while we talk about their day. I can see this as being a very powerful tool to help kids reflect on the day, their actions, etc., and to recognize the positive moments that happen every day.

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