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Reading and writing

Teranga Academy is coming to Bowling Green in August 2022

BOWLING GREEN, Ky. (WBKO) – Bowling Green Independent Schools, in partnership with Family Fugees, Inc. will open Teranga Academy Bowling Green in August 2022. Teranga Academy will support teens and their families who are new to the United United and American schools by offering up to three years of competency-based English immersion programs.

The Fugees Family, Inc. has worked with refugee students in school settings for 15 years and is the only network of US schools dedicated to refugee education. Fugees Family Schools are built for and by refugees and immigrants, and they have refined a successful model of centering students and their families in their approach to education. On March 9, 2022, the organization received its largest gift, a $10 million gift from philanthropist MacKenzie Scott to help expand the Fugees’ nationally recognized school model to 50 U.S. school districts over the next five years. By opening Teranga Academy, Bowling Green Independent Schools will become the first public school district in America to partner with Fugees Family, Inc. for this expansion.

In high schools across the United States, refugee adolescents do not have equitable access to education based on a single model practiced from grades 6 through 12. Fugees Family Founder and CEO Luma Mufleh says, “Giving our sixth-graders textbooks that they couldn’t understand would not be compassionate or a vote of confidence. That would be setting them up for failure. Teaching them that there is no shame in being a beginner and that acquiring a complex skill requires starting with the basics is a way of showing that we believe in our students.

Beginning in August 2022, Teranga Academy will be open to Bowling Green Junior High and Bowling Green High School students who have been in the United States for three years or less, who are multilingual, and whose formal education has been interrupted. Students will attend one of three levels of the academy for a maximum of three academic years. The Teranga Academy will be an English immersion program, focused on transitioning to a new country with trauma-informed practices and culturally appropriate teaching. Classes will also include music, art, American culture, and the program will use recreational soccer to build community among students.

The goal of Teranga Academy Level One will be for students to achieve at least a third year proficiency level in reading, writing, math and English. Students will be taught by certified elementary teachers, with the basics of reading and writing and early math skills. Level two will allow students to achieve at least a sixth grade proficiency level and level three will achieve an eighth or ninth grade proficiency level, including intentional transition to Bowling Green Junior High or Bowling Green High School.

Superintendent Gary Fields says, “Our school district has worked for several years to support our refugee students, but we have not been able to do so at a level that we believe is best for the students. Our teachers have received extensive training, we’ve increased student access to multilingual teachers, and we’ve researched across the United States and found no other model that would work with cultural diversity and language that we have at Bowling Green. After hearing about the Fugee family, Luma Mufleh visited our schools on December 10, 2021 and agreed to partner with us to do this important work.

Teranga Academy teaching positions are currently posted on the district website. Training for these teachers will be provided throughout the summer by the Fugees Family, Inc. The district is also currently working to identify potential BGHS and BGJHS students who may choose to attend Teranga Academy in the fall. Registration will be optional for current students and an event will be planned in April to introduce families and students to the new opportunities available.

For more information on the Fugees family, visit

### Teranga is a Senegalese word meaning hospitality, respect, community, solidarity and sharing. The logo is adapted from the Fugees family logo, with the BGISD colors and the Statue of Liberty, representing hope, freedom and justice. Luma Mufleh is the founder of Fugees Family, with schools now in Georgia and Ohio and a growing footprint bringing educational equity to refugee resettlement communities across America. His TED Talk on Educational Justice for Refugee Families has been viewed over 1.7 million times. His book, Learning America, will be released on April 5, 2022.

Copyright 2022 WBKO. All rights reserved.

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Reading and writing

Nichi GLOW: Japanese beta-glucan, in children with autism spectrum disorders, improves behavior, sleep and gut microbiome in a clinical study | national

TOKYO–(BUSINESS WIRE)–March 14, 2022–

In the first report of its kind, children with autism spectrum disorders (ASD) showed improved behavior, learning abilities and sleep, after oral consumption of AFO-202 strain of black yeast Aureobasidium Pullulans product of beta 1,3 -1,6 glucan (Nichi GLOW), published in BMJ Neurology Open ( ). Beneficial replenishment of the gut microbiota has also been reported with Nichi GLOW, which differs from other beta-glucans in its source, method of production and purity.

This press release is multimedia. See the full version here:

According to the parents of study participants, improved learning and communication skills, sleep rhythm and quality in addition to interaction with peers were the main changes observed in a clinical study after a 90-day intake of the Nichi GLOW beta-glucan food supplement. One demonstrated his reading, writing and math skills during a follow-up consultation with Dr. Raghavan, a developmental pediatrician and neurologist. ß-glucans considered to remove aggregate alpha-synuclein by enhancing NK cells and as a prebiotic, controls enterobacteriaceae, a cause of disease, therefore may have potential in the fight against neurological diseases involving dysbiosis of the gut microbiome. Nichi GLOW, a safe food supplement, which does not contain any allergens, deserves larger clinical studies with longer follow-up in different populations to be validated as an adjunct to conventional treatment in neurodevelopmental and neurodegenerative diseases, because the intestinal microbiota also varies with dietary habits. , says Dr. Raghavan. (Graphic: Business Wire)

Autism is a neurodevelopmental disorder affecting 1 in 44 children in the developed world, with multiple causes and varying severity of manifestations. These children are more likely to develop neurodegenerative diseases later in life. In the study, Nichi GLOW intake improved CARS score and communication skills ( ). Nichi GLOW controlled Enterobacteriaceae, a gut microbiome that produces harmful proteins like curli and amyloid, leading to misfolding and aggregation of alpha-synuclein in neurons, a cause of the disease ( ). Synucleinopathy spreading through the gut-brain axis to the brain, could cause Parkinson’s disease or dementia, therefore, it is worth studying the prophylaxis of the Nichi Glucan product line in neurodegenerative conditions, because the activation of microglia is one of the mechanisms of their action in the brain ( ), says Dr. Raghavan, the lead researcher.

The results were presented in a webinar commemorating autism sunday ( ), organized by the Jesuit Antonyraj Memorial Interdisciplinary Center for Advanced Recovery and Education (JAICARE). Research in Japan has revealed the hidden potentials ( ), of this ß-glucan; thanks to a healthy ecosystem in Japan assisting in the development of new solutions, which together with GN Corp’s cross-global interdisciplinary network of healthcare expertise, made this groundbreaking feat possible, the scientists commented.

The Nichi Glucan product line was approved as a food additive in Japan in 1996 and does not contain any commonly notified allergens. They are unique, being produced as an exo-polysaccharide by new strains of Aureobasidium Pullulans in a GMP certified facility in Japan and exported under various brands: Nichi-GLOW, Neu-REFIX, Nichi Glucan & Nichi Glucan-REFIX; not intended to diagnose, treat, cure or prevent any disease and approval status may vary from country to country. The publications are intended for academic purposes and research initiative; should not be construed as medical advice. A doctor’s advice is recommended for specific health issues.

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CONTACT: Samuel JK Abraham

[email protected]



SOURCE: GN Corporation

Copyright BusinessWire 2022.

PUBLISHED: 03/14/2022 02:07 AM/DISC: 03/14/2022 02:07 AM

Copyright BusinessWire 2022.

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Reading and writing

Horoscope for Wednesday March 9, 2022

Lunar Alert

There are no restrictions on purchases or major decisions. The moon is in Gemini.

Aries (March 21-April 19)

Over the next few weeks you will be playing your cards close to your chest. You might even be discreet. You will definitely succeed in researching as you will easily uncover hidden information and discern the subtext of things. (Don’t leave without your deerstalker.)

Taurus (April 20-May 20)

You will be more involved with the youngest in the coming weeks. It could be a younger friend, but it’s more likely that you’re more involved with a group or organization. This same window of time is a great time to set goals. (Goals help you stay on track and make decision-making easier.)

Gemini (May 21-June 20)

Bosses, parents, teachers and VIPs will be listening to you in the coming weeks. It will be obvious to them that you have something to say, and they want to hear it. Personally, you could start planning your general direction in life.

Cancer (June 21-July 22)

You have a great opportunity in the coming weeks to study and learn. You could use this same astrological influence to finish an important manuscript or article. Many of you will make travel plans and, indeed, some of you will travel.

Leo (July 23-August 22)

This year, you will benefit more than usual from the wealth and resources of others. This windfall can come to you through your partner or through inheritance or government money. In the coming weeks, discussions on shared ownership could take place.

Virgo (August 23-September 22)

Expect to have heated discussions with partners and close friends in the coming weeks as your ruler Mercury will be opposite your sign. For some of you, that means you will attract someone who is talkative and talkative. Yada yada yada.

Libra (September 23-October 22)

You are ready to roll up your sleeves and get started on some tasks over the next few weeks. Some will do it at work; some will in your personal life. You will all accomplish a lot, which could lead to a promotion or a better job. It could also improve your health.

Scorpio (Oct. 23-Nov. 21)

Over the next few weeks, you will enjoy puzzles, mind games, crafts, and opportunities to express your creative talents, especially mentally or with your hands. You are a trickster and will welcome opportunities for a few pranks. The playful moments with the children will delight.

Sagittarius (November 22-December 21)

You focus on home and family. Over the next few weeks, you could be tackling home repairs. Family discussions will take place, probably about real estate opportunities or ways to improve your place of residence. This could include plans for a residential move.

Capricorn (December 22-January 19)

The pace of your days will quicken over the next few weeks as you are busy with appointments, short trips, and an increase in reading, writing, and studying. You will be full of ideas and eager to share your thoughts with others.

Aquarius (January 20-February 18)

It is not surprising that in the next few weeks you will have ideas for making money because this year you will become richer! Something is going to happen to inflate your coffers. Maybe you will earn more, or could you receive gifts or an inheritance?

Pisces (February 19-March 20)

Your need to talk to others and enlighten them about your ideas and hopes for the future will be very strong in the coming weeks. That’s why it’s important to interact with others online or in person, because you need to be heard. Do you have something to say !

If your birthday is today

Actor Oscar Isaac (1979) shares your birthday. You are charming and have a great sense of humor. You are also compassionate and caring for those less fortunate. In particular, you have a strong sense of justice. This year is the last year of a nine-year cycle for you, which means you will let go of what is no longer relevant in your life.

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Reading and writing

20 exciting Groundhog Day activities for elementary school kids

Groundhog Day is an exciting day and a great opportunity to teach students about the traditional Pennsylvania Dutch superstition that if a groundhog emerges from its burrow and sees its shadow, it will immediately return and another six weeks of winter will follow.

We’ve put together a bunch of activities with links to resources for elementary school teachers to make celebrating Groundhog Day in the classroom with your students easy and exciting.

Groundhog Day Arts and Crafts

1. A cute 3D craft book for Groundhog Day

This lovely 3D book by @aspoonfuloflearning on Instagram is a fantastic activity for young students. This cute book is just one activity in a pack and is a great way for students to show off what they’ve learned about Groundhog Day.

Learn more: A spoonful of learning

2. Marmot paper bag puppet


This simple activity is a great recycling project for grocery bags. All you will need is green, white and black paper, glue, marker and googly eyes. Students will love telling the groundhog story with their paper groundhog puppet.

Learn more: Activities for children

3. Pop Up Groundhog Craft


Once students have had fun decorating this cute pop-up groundhog craft, they can take it outside to see if their groundhog is casting a shadow. This is perfect for illustrating the story of Punxsutawney Phil coming out of his burrow to check his shadow.

Learn more: children’s soup

4. Paint hands and feet


Perfect for young learners, this delightfully messy activity will be a fantastic keepsake that parents will cherish for years to come. Students dip their feet in grown paint to make the groundhog, then use their hands in green paint for the grassy ground. A lovely poem completes this sweet Groundhog Day artwork.

Learn more: Play with me


This ultra-simple piece of art by @curriculumcastle on Instagram is fantastic even for the youngest learners. All you will need to create this striking work of art is a pre-printed template for students to color and cut out, black paper, and chalk.

Learn more: Curriculum Castle

Groundhog Day science and technology activities


Fun shadow activities are always favored on Groundhog Day to symbolize the groundhog’s search for its shadow to predict how many weeks of winter remain. This shadow activity is great for teaching students how the size and shape of shadows change depending on the position of the sun.

Learn more: At Danielle’s


This fantastic STEM activity pack includes an in-depth reading passage plus an exciting challenge to build a groundhog-worthy burrow. The pack includes many planning and design worksheets to help students through every step of the process.

Learn more: Teachers pay teachers

8. Groundhogs rise from a chemical reaction


In this STEAM activity, students can try a classic experiment with a Groundhog Day twist. They can decorate balloons to look like groundhogs, then set up their baking soda and vinegar experiment. As the chemicals react, the “groundhogs” will rise and students can see if their groundhog is casting a shadow or not.

Learn more: Family powered by STEAM

9. Lego Burrow Building Challenge


This design challenge is perfect for young students. They will be challenged to create a burrow that can hold a groundhog. There are cutouts included which can be given to each student so they can check that their burrow is the correct size. A worksheet for planning and reflection is also included.

Learn more: Hit with the first


This simple activity for younger students will see them try to match shadows to the groundhog casting them. To increase the difficulty, you can adapt this idea by taking pictures of shadows cast by 3D objects and having students find out which object created which shadow.

Learn more: In my world

Groundhog Day Reading and Writing Activities

11. Acrostic poem and secret code activity


Get your students working hard with this free activity pack from Teachers Pay Teachers. The pack includes an acrostic poem template for “Pennsylvania” and an activity to decode a secret message. This pack is perfect to accompany any lesson on the origins of Groundhog Day in Pennsylvania and even Punxsutawney Phil.

Learn more: Teachers pay teachers

12. Read Geoffrey Groundhog Predicts the Weather by Bruce Koscielniak

Geoffry the groundhog has become a celebrity because he successfully predicts how long winter will last. On February 2, he leaves his burrow and seeks his shadow, but as his fame has grown, many people are waiting for him this year. With all the commotion, Geoffry can’t see the ground to tell if he can see his shadow, so he struggles to make his prediction.

13. Cut and Paste Understanding


This copy and paste comprehension story activity is perfect for young learners or learners who are reluctant writers. Students can read or listen to the story, then answer the who, what, when, where, and why questions using the cut-and-paste method. This fantastic activity is free to download from the link above.

Learn more: Peachie Speech

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This fantastic groundhog writing activity is ideal for exciting writers reluctant to write stories. All it takes is a few dice for students to build their own story about Mr. Groundhog. A reflection worksheet is also included, encouraging students to check their work.

Learn more: sherpa teacher

15. Groundhog Scrambled Sentences


These scrambled sentences worksheets are ideal for young students who are just starting to put sentences together. The cut and paste element of the writing activity helps students try out different combinations of words and check their work before writing the final sentence.

Learn more: Teachers pay teachers

Groundhog Day Baking Activities


These cake pops are a perfect baking task that is easy for students to take away when done. Younger students will enjoy the mess of putting it all together and older students will enjoy the more complex task of creating their groundhog.

Learn more: a bit plain

17. Groundhog Day Pancakes


Groundhog pancakes are an easy activity that students will love. Not only are these pancakes fun to make, but they’ll also be super tasty. Use different toppings and encourage students to create their groundhogs in different ways.

Learn more: Simple and seasonal

18. Groundhog Molasses Cookies


Baking cookies is a great activity to follow along with an instructional writing lesson. Bake these delicious cookies and then, while they cool, have your students write down the recipe and procedure they used to make them. Once you’re done writing, you can all enjoy cookies!

Learn more: Wishes and dishes


Liven up morning breakfast clubs at school by having students create groundhog toast slices! They can use different toppings to create their groundhogs and it can be a great opportunity to discuss healthy food choices.

Learn more: The teacher mom 2017


These cupcakes are a cute treat that students can bake and enjoy on Groundhog Day. Cook from scratch with older students or buy pre-made dishes and simply assemble them with younger students. Students of all ages will enjoy making (and eating) these delicious creations.

Learn more: Bakerella

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Reading and writing

Museum opens exhibition in tribute to community service | Pictures

The spirit of community service is alive and well in Porterville.

The Porterville Historical Museum wants to make sure that point was delivered and that was judging by the strong turnout for the museum’s new special exhibit on Friday as the museum hosted a gala for the exhibit, Salute To Service. The exhibit will be on display at the museum for approximately six weeks. The museum is open every Saturday from 10 a.m. to 4 p.m.

“It’s a great turnout,” said museum treasurer Susan Uptain. “I’m really happy about it.”

Over 100 years of community service in Porterville are featured in the exhibit. The exhibit not only honors service clubs in the community, but also all who serve, including military, police, fire and lifeguards and volunteers.

Among the highlights is a more than 100-year-old bald eagle that was displayed at Eagles Lodge on Main Street. The bald eagle is accompanied by a photo from the 1923 Porterville Armistice Day Parade of an Eagles Lodge tank rolling down Main Street.

The float has a banner that reads: “Eagles shoot for old age pensions.” Also on the back of the tank is the bald eagle which is now on display in the museum.

Porterville Library Junctions, which has established “little libraries” in and around Porterville, was also prominent at the exhibit. The organization aims to establish 100 library junctions in honor of Porterville Fire Captain Raymond Figueroa and Firefighter Patrick Jones who were killed in the February 18, 2020 fire that destroyed the Porterville Public Library . Friday was of course the second anniversary of the fire.

PLJ also featured one of its flagship bookcase junctions designed by Jeanette Brewer which is now on sale. More information is available by emailing [email protected]

PLJ also had a video that, in addition to showcasing their organization, also featured a “book bike” from another community. While the Porterville Public Library has a bookmobile for tasks such as providing resources to local schools, PLJ’s Tim Baker also said it would be nice if Porterville had a large tricycle that could transport books all over the city. town. “I would love to have one here,” Baker said.

The Porterville Public Library also had a showcase for its adult literacy program, which includes the Adult Learning Center located in the City Hall Annex building adjacent to Centennial Park. The case sits below the model that was used to raise money for the band’s mural at Centennial Park.

The Adult Literacy Program—Reading to Succeed—provides adults with basic reading, writing and math lessons. The program is funded by the California State Library. Volunteer tutors work with adults in the program.

“The only requirement is a heart to help an adult read and write,” said library assistant/literacy assistant Annamarie Olson of anyone who wants to become a tutor. Those who want to become a tutor can call the library, 784-0177.

Other clubs highlighted in the exhibit are the Porterville Lions Club, Porterville Zonta Club, Porterville Breakfast Rotary Club, Rotary Club of Poterville, Elks Lodge, Porterville Garden Club, and VFW Post 9499 of Springville. This exhibit features Vietnam Veteran Steve D. Schultz’s book “We Marched Through Hell,” which chronicles the experiences of many local veterans.

The permanent exhibit that honors firefighters is also part of the exhibit and the plaque saved from the library fire that was dedicated during the library’s renovation in 1975 is part of this exhibit.

Among those in attendance at the gala was Porterville College President Dr. Claudia Habib, a member of the Breakfast Rotary Club, who was heavily involved in the development of the Breakfast Rotary exhibit.

Breakfast Rotary President and Stafford’s Chocolates owner Rob Taylor also donated a Stafford’s gift basket for the event. Raffle tickets were sold for the gala gift basket.

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Reading and writing

How to Reverse Deep Learning Loss

The skill of reading is necessary for nourishment and ensuring a good quality of life. Therefore, for children to develop skills in any subject, reading is a non-negotiable skill.

Reading does not come easily to anyone. We are born with all the neurons (brain cells) that we will have throughout our lives. However, the number of synapses or connections formed later between brain cells determines the growth of abilities such as communication, reading, writing, painting and singing. Between the ages of 0 and 5/6, children develop almost a million new neural connections every second. These develop through a child’s everyday experiences. Therefore, it is crucial that children are exposed to the right stimulation and interactions during this time.

The science of developing language in a child through constant exposure to spoken sounds and words is perhaps as old as the Indian art of storytelling (katha). Although katha was originally intended to transmit ideas and beliefs to future generations and to preserve the culture of a community, it was also considered necessary for the holistic growth and development of a child. It is well established that a child’s first attempt to develop their language skills, and therefore their reading skills, begins when they begin to respond to noise, words and cooing by crying or gurgling. The later sounds a child encounters, such as the sound of conversations and music, lay the foundation for the child to learn reading and writing skills.

Knowing how to read means being able to imagine, to be curious, to think critically, to develop better interpersonal skills, to appreciate diversity and to be able to realize one’s full potential and productivity. So the question is what is the best way to acquire this skill.

We are not born with brains ready to read. The brain has to work hard to coordinate its areas of visual processing, sound-symbol connection, language understanding, and speech production in order to be able to decode words and sentences. To further hone reading skills, it is important to focus on repetitive reading practices, read beyond textbooks, and listen to nursery rhymes, stories, and songs.

Cognitive neuroscientist Stanislas Dehaene said: “Existing neural networks in the brain are retrained for reading. Due to what is called brain plasticity, during brain development a range of brain circuits can adapt to new uses. When we learn a new skill, like reading, we recycle some of our old brain circuitry.

Research-based evidence indicates the following: if parents or family start reading or storytelling early with their children, there is a much greater chance of developing better reading skills (James Hutton, MD, 2015) ; for most elementary school children, systematic instruction and repeated classroom exercises are more than enough to “wire” their brains for reading. There will be dyslexic children. However, the good news is that by focusing all teaching efforts specifically on phonological awareness and decoding skills, the brains of children with dyslexia can be “trained” to read.

Although the pandemic has affected students’ reading skills. But lost ground can be regained through “deliberate practice” of reading and listening to a diverse set of texts, and “intensive instruction” by the teacher in phonetics, phonemic awareness, vocabulary, communication fluency and comprehension. This, according to Cunningham & Rose; Eden; Hudson et al, (2016), will strengthen students’ brain circuits and make them strong and successful readers.

The government has embarked on a nationwide 100-day elementary school reading campaign from January 1. The idea is to take full advantage of brain plasticity and reverse reading skill losses by retraining brain circuits wherever needed through consistent, repeated and diverse actions. reading practices. The campaign has been designed so that each week a learner is exposed to a new activity that is joyful and engaging, and can be undertaken at home or at school. If you join us in reading to children, reading with them, or helping them learn to read or become better readers, you are contributing to the larger cause of nation building.

Anita Karwal is Secretary, Department of School Education and Literacy, Ministry of Education Opinions expressed are personal

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Reading and writing

Primary schools in Yorkshire face biggest national challenge to meet pupil leveling target

The government’s white paper on leveling up set the target of nine out of 10 pupils across the country achieving this standard by 2030 – but the current figure is 65%.

Yorkshire has the lowest percentage with the East Midlands at just 63%, with Rotherham the worst performer in the region at 59%.

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Even the best performing locations – York and Hull – only achieved 68%.

The Government has set itself the target of 90% of children leaving primary school with the expected level of reading, writing and arithmetic by 2030.

The Institute for Fiscal Studies has warned that “the scale of the challenge is enormous” if the government is to achieve its goal. The research institute’s analysis said: “Overall, in 2019, 65% of pupils leaving primary school met expectations in reading, writing and mathematics.

“On a regional basis, pupils in London have achieved the best results, while those in Yorkshire and the East Midlands have the most ground to catch up.”

He added: “But the gaps between most local areas are overshadowed by the gap between current student performance and government ambition. In 2019, only 21 of England’s 151 local authorities had more than 70% of their primary school leavers meeting expectations.

“Only two – Richmond upon Thames and the City of London – have exceeded 80%. Unfortunately, it is not at all clear that the Leveling Up white paper has plans and funding up to this challenge.

“Without a significant injection of new funds, the fact remains that school spending per pupil will remain below its peak in 2009-2010 until 2024-25.”

The white paper outlines plans to ‘eradicate illiteracy and incalculability’ and plans to create 55 education investment areas, including seven in Yorkshire. Plans include retention payments for top teachers and the creation of “elite” sixth graders.

Rotherham is among the locations, along with Bradford, Doncaster, Kirklees, Leeds, North Yorkshire and Wakefield.

Rotherham councilor Victoria Cusworth, cabinet member for children and young people, said it was difficult to assess how achievable the white paper’s aims were.

She said: “The education upgrade targets are certainly challenging, but we are still awaiting full details on the resources, support and policies that will be in place, so it is difficult to judge how well they are achievable. While we are still awaiting this detail and have time to assess what it will mean in practice, we welcome the added focus on improving the educational attainment of Rotherham’s children.

“It must be recognized that the barriers we face in making meaningful and lasting improvements in education go beyond the classroom and are linked to the broader issues facing communities like ours, which have a legacy of industrial decline and neglect, compounded more recently by austerity and the pandemic.

Make work experience part of the upgrade ride

Student work experience should be included in the government’s upgrade campaign, a social mobility charity has urged.

Stakeholders for schools said increasing the number of work experience placements offered virtually can meet the government’s goal of distributing opportunities more evenly.

Employers have been urged to offer more placements ‘virtually’ amid evidence this would allow young people from all parts of the UK to access them.

Speakers for Schools said it has resources to engage with one million young people a year by 2023, but is calling on 1,500 businesses to get involved.

Support the Yorkshire Post and become a subscriber today. Your subscription will help us continue to bring quality news to the people of Yorkshire. In return, you’ll see fewer ads on the site, get free access to our app, and receive exclusive member-only offers. Click here to subscribe.

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Reading and writing

Downstream school districts forced to get creative to handle staffing shortages – The News Herald

In addition to the three Rs of education – reading, writing and arithmetic – there is a fourth: recruitment.

A chronic staff shortage is forcing officials at Downriver schools to deploy a range of tactics to attract staff, from teachers and bus drivers to teaching assistants and support staff.

It’s part of a local, state and national problem that has educators and administrators looking everywhere for workers. The COVID pandemic, an unstable labor market and pre-existing shortages of employees in key areas have combined to hamper school work schedules.

Recruiting and retaining teachers is described by Michigan’s top education official as the state’s most pressing challenge.

“We need to work to fund key teacher recruitment and retention efforts,” the state superintendent said. Michael Rice told the State Board of Education in November.

In late December, Governor Gretchen Whitmer signed into law HB 4294, which allows uncertified school personnel — such as paraprofessionals and secretaries — to serve as substitute teachers throughout the 2021-2022 school year.

“The pandemic has been a challenge for our children, our teachers, and our parents, and our educators have gone out of their way to ensure Michigan children have a bright future,” Whitmer said. “Allowing schools to employ school staff that students know as substitute teachers will help keep school doors open and students learning in the classroom for the rest of the school year. I am committed to working with the Legislature to develop high-quality solutions to address these long-term staffing shortages so that we can ensure that every child can access a quality education.

Downstream school leaders say the worker shortage extends beyond the classroom, to all school operations. Short- and long-term approaches to easing the crisis have included pay raises, limited and scuttled programs, teacher hiring initiatives, and increased volunteerism among existing staff.

“Staffing shortages have certainly had an impact on area school districts,” Huron School District Superintendent Donovan Rowe said. “Staff shortages have stretched our replacement staff resources to the limit.”

Downstream school districts have responded with a variety of initiatives and workarounds. Among these :

• Taylor High School was closed on a Friday due to shortages. Griff Mills, superintendent of the district of 5,500 students, said the action was a “last resort”.

• Allen Park Public Schools recently increased substitute teacher salaries to $150 per day (from $90) for daily substitutes, and up to $200 for long-term substitutes (from of $100).

• Lincoln Park and the Woodhaven-Brownstown districts received state-administered grants to help students explore careers in education. The hope: to develop a kind of pool of future teachers to develop oneself.

• Districts in the region have reduced some less essential programs. Allen Park, for example, canceled some so-called elementary school “special classes” like art, music, gym, and library media to use those teachers in core curriculum classes.

• Districts have also looked to current educators and other staff to fill staffing gaps. “We are so fortunate to have caring staff with a ‘pitch in’ approach,” said school superintendent Allen Park. said Michel Darga. The district of 3,691 students purchased a transport van — much smaller than a school bus — so coaches can drive small teams to events.

• Across the region, schools are encouraging retired teachers to return to the classroom. The state’s “Welcome Back Proud Michigan Educator” campaign offers waivers and fast tracks for former educators hoping to recertify. In the spring, the Michigan Department of Education sent out tens of thousands of recruiting postcards to educators whose certificates had expired.

• Districts are also strengthening relationships and partnerships with colleges and universities to attract student teachers.

“It’s a tough situation to deal with,” Taylor’s Mills said. “We know this takes a toll on our staff. We are looking at things we can do to help our staff decompress and take some time for themselves.

To that end, he said, the district gave employees a paid day off before Thanksgiving “to show our teachers and staff that we really appreciate all the work they do.”

Allen Park’s Darga said both instructor and non-instructor paraprofessionals “step in wherever they can and our replacements are rock stars.”

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Reading and writing



Enforce the law that prohibits school segregation

Imagine a public school teaching 5- and 6-year-olds to adopt Baptist doctrines and customs. The school has three Baptist students. During the “Baptist Lives Matter in Schools” action week, teachers tell Baptist children to reject the traditions of Catholics and Jews, disrupt non-Baptist families and communities, and concentrate on the development of “Baptist villages”.

This would be a flagrant violation of Article 9, Section 8 of the Colorado Constitution. He says, “No sectarian principle or doctrine will ever be taught in the public school…”

This means that no teacher can tell Baptists to separate into villages and focus on their Baptist identity. All should give thanks for this law, for such instruction could harm the three Baptist children in the school and all other students who are anything other than Baptists.

The school should teach reading, writing and arithmetic without advocating religious principles and segregation based on sectarian identity. Teach children to respect each other regardless of group identities and labels.

Immediately following the constitution’s prohibition of religious indoctrination and segregation, Article 9, Section 8 states that “no distinction or classification of students shall be made on account of race or color…”

The law, updated 10 years after the Civil Rights Act of 1964, is crystal clear. Teachers should be concerned with the minds of students, not the religious beliefs of their families or their genetic lines. The law places religious identity in the same phrase, context, and category as “race” and “color.”

One cannot read this law without concluding that Centennial Elementary School in Denver is breaking it. Attorney General Phil Weiser and other law enforcement officials should enforce the law and end the Centennial “Family of Color Playground Night” and the open indoctrination of children into pursue segregation based on race.

The school plans to participate in the Black Lives Matter at School week of action. The program includes a commitment to “disrupting Western nuclear family dynamics.” They might as well advocate disrupting Jewish, Catholic, and Muslim family dynamics for the benefit of three students from Baptist homes.

The Black Lives Matter at School week of action asks teachers to emphasize 13 principles that include “transgender affirmation, queer affirmation” and “black families, black villages, black women and black people shameless”.

“This specific week of action is part of the ongoing Black Lives Matter movement that aims to provide a learning environment for all students for what I believe is critical reflection and honest conversation about all communities of color,” said Denver Public School Board President Xóchitl Gaytán. The Gazette, speaking for itself. She said a board statement is forthcoming.

“I support this ongoing movement and critical reflection,” Gaytán said.

Centennial Elementary consists of three black children who are the main victims of this message. The instruction tells them that they are different and that they must separate into villages containing only other blacks.

Our country has worked hard to eliminate segregation and other forms of institutional racism, so we should not initiate racial division in schools. It violates the letter of the Colorado Constitution, the spirit of the Civil Rights Act, and several U.S. Supreme Court decisions, including Brown v. Board of Education.

Weiser, Governor Jared Polis, U.S. Attorney Cole Finnegan, and Denver City Attorney Kristin M. Bronson should enforce the law against this school and simply say “no” to institutionalized intellectual and academic segregation.

It is immoral, destructive, and contrary to modern laws and cultural mores designed to protect our children from ugly practices that we have long deemed wrong.

Denver Gazette Editorial Board


Pandemic, endemic —

or just academic?

Give extra credit for civic engagement to some high school students in Colorado who walked out of class last week to protest what they say are the dangers of COVID on campus. But they lose points when it comes to following the news.

The latest news on COVID, in its “omicron” iteration, is actually encouraging. His ever-busy workload in Colorado, once again, has diminished. The Gazette reported last week that the holiday wave of the virus had peaked.

That doesn’t mean the show is over, so the kids should head back to class – though that’s probably the best use of their school day anyway. On the contrary, the virus persists as it has for nearly two years, and it will likely continue to do so. That means we’ll just have to live with it – which is literally what most people will do.

Indeed, after a year in which most Coloradans have been vaccinated and many have developed natural immunity from a bout with COVID, the simple reality is that the vast majority of people are simply not in danger.

That doesn’t mean they’ll never catch COVID again. It’s just that all the data suggests it’s extremely unlikely to have a big impact on people who aren’t already suffering from health complications.

There is also growing evidence that the omicron variant – accounting for almost all new cases these days – is the mildest to date. Meanwhile, research from almost the start of the pandemic clearly shows that most children and young adults never faced any appreciable risk of severe COVID symptoms in the first place.

All of this should shape our public policy priorities. Frankly, the students who left (in coordination with a nationwide walkout that drew a fairly low turnout) should be much more worried about further school closings. These had a devastating impact last year on Colorado children’s learning as well as their mental health.

Children face minimal harm from COVID itself because, as science clearly shows, catching it will not have serious consequences for them unless they are at risk due to otherwise compromised health. Considerably greater harm awaits them if they return to remote learning as demanded by state and nationwide teachers’ unions — in defiance of science.

More generally, the back and forth on whether the pandemic has become “endemic” – that is, is here to stay – is almost academic. The reality, for all but Coloradans who fall into high-risk health categories, is that COVID is now as navigable as a seasonal flu.

Of course, many parallel debates continue to swirl around COVID and our response to it. Is Governor Jared Polis adequately meeting the critical needs of an understaffed health care infrastructure? Should simple paper masks give way to N95s for the medically vulnerable? And by the way, will we ever achieve an elusive “herd immunity”?

Such questions are quite marginal to most Coloradans, who are simply trying to find the shortest path back to normal. The good news is that we already seem to be on this path – and we are well on our way.

Colorado Springs Gazette Editorial Board

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Reading and writing

Last Word: Unwritten Books

In 1986, after India and Australia tied the second test in Chennai, I had an idea. I would write a book about this match. There was a precedent — that of Jack Fingleton The greatest test of all was an account of the first tie a quarter of a century earlier.

Writing a book about a single game has had its challenges, but there is even a book (a monograph, actually) about a single round: John Arlott’s Alletson Sleeves, about Notts batsman Edwin Alletson making 189 in 90 minutes in 1911.

Finally, my book was not written. My sportswriter wrote to the editors to pitch it – and none of us heard from them again!

READ: “Necessary” for obvious reasons

I remembered this book and other unwritten books when an interviewer asked me about one of my recent books – Why don’t you write something I can read? Reading, writing and arrhythmia — if I hadn’t written a dozen books about gambling. No, I didn’t. But my unwritten books could reach that number.

My next unwritten book was a ghost-written autobiography by Mohinder Amarnath. We spent some time in Jamshedpur during a Ranji Trophy game and then in subsequent meetings we had many informal chats. I was excited – especially about spending time with Lala Amarnath, one of the most fascinating cricketers to play for India – but nothing came of it either.

The closest to writing a book on cricket before writing one was during the inaugural tour of South Africa in 1992-93. A major publisher called me on Indian Express where I was a sportswriter and got the ball rolling. We met before the tour, and in South Africa I took a lot of notes. It was a historic tour, and there was a lot going on on and off the pitch. But when I returned to India, the editor seemed to have lost interest. I was stupid; I should have insisted on a contract and an advance rather than promises.

READ: A look at sports hero Schumacher

In My unwritten books, critic George Steiner said, “An unwritten book is more than a void. It was the unwritten book that could have made the difference. I’d like to believe that’s true in the case of my unwritten books, but I know that’s not possible!

At different times, half a dozen Indian cricketers were keen on their autobiographies and asked me if I could write them. In one case, I got the player and the publisher together, and we discussed the project in detail. But again, things didn’t work out. I may have been to blame in some of these cases as other issues (mainly the issue of finding time) surfaced.

Sometimes I wonder what performance I could choose if I had to write on a single run. Possibly Vinoo Mankad’s 184 at Lord’s in 1952 (he made 72 in the first innings and had match numbers of 5 for 231 in 97 overs). It would be an awesome addition to my list of unwritten books.

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Reading and writing

After comments about black teachers, Texas school counselor comes to the defense

CYPRESS, Texas (KTRK/CNN) — A Texas school board administrator has defended comments he made where he linked black teachers to student dropout rates.

“Because I dared to deny that this equated to high retention rates, my life was threatened, and my wife and children were targeted. I will take responsibility for not saying it more eloquently Cypress-Fairbanks Independent School District Board Trustee Scott Henry said.

In his first public comments since Monday, Henry said his passion for students led him to make a false equivalence between black teachers and high dropout rates in the Houston Independent School District in response to an audit by fairness to which he opposes.

Three days later, 34 people showed up at a board meeting to respond.

“And despite the false statistics that have been shared, none of my students to date have dropped out due to their teacher being black. Instead, they have thrived and are changing the world one day at a time,’ said a teacher who identified herself as Ms Hudson.

“I support Scott Henry and the goal of providing all children with the resources and curriculum they need to succeed. The audit is not intended to ensure that every child will receive the tools they need to improve their performance in reading, writing and arithmetic,” said Clark Benson.

“Please focus on the students, as we are the school district’s number one priority. Thank you,” said student Brian Lamb.

Most speakers said they supported the fairness audit that Henry opposed and continued to call for his resignation.

None of the council members echoed those calls, although Gilbert Sarabia, Lucas Scanlon, Debbie Blackshear, Julie Hinaman and Tom Jackson all indicated some support for understanding the audit and implementing some changes in the district. .

Jackson, the chairman of the board, apologized to the community while describing Henry’s comments as a mistake like tapping a toe.

No action has been taken on the matter beyond comments from board members and the public.

Copyright 2022 KTRK via CNN Newsource. All rights reserved.

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Reading and writing

With lessons learned from 2021, here’s what to expect for the year ahead – Marin Independent Journal

The last two years have followed a plot reminiscent of Bill Murray’s film “Groundhog Day”.

Every morning we wake up hoping we can move on, but as the drowsiness of our slumber wears off, we realize the pandemic is continuing, cable news and TikTok remain the most trusted sources of news. of America, and CVS is always throwing 3ft receipts to its “Esteemed Customers.

Like Murray’s character, some of our commendable neighbors have taken advantage of this monotonous time to try something new or improve. Peloton workout machines sold in the millions as people focused on improving their fitness. Pet adoption skyrocketed as people added furry companions to their pods for social distancing, as required by the COVID-19 pandemic. Alcohol sales soared as people rewarded themselves for training so hard and eased nagging worries that maybe they didn’t need that 50-pound ‘boxerdoodle’.

As the New Year approaches, we can find strength in knowing that 2022 will not be a repeat of the past two years. Here are some of the changes not to miss in our near future.

• We can flush the toilet again without guilt. Whoever invented the dry song “if it’s yellow, let it mellow” didn’t know the meaning of the word mellow or owned the patent for scented candles.

• The cost of housing will drop. Of course, that’s only true if you’re part of the recently reported exodus from county and state for lower-cost and tax locations (or if you start charging your kids – or boxerdoodle – rent ).

• Gavin Newsom will be running for governor. Of course, it looks like he just ran for governor. But political pundits agree that his 2021 encore performance was more of a tap dance than a race and, in any event, was actually an early fundraiser for his 2024 presidential bid.

• The outdoor dining war will escalate. The tables on the sidewalks and in the streets of Marin have been a boon for restaurateurs. They are savored by the restaurant public. It must be recognized that this hosting is a valuable gift and a competitive advantage for these companies. This is clearly hurting other retailers due to reduced parking and crowded sidewalks. Hopefully this will be resolved not through the lenses of racial justice or climate change, but on how good their avocado toast is.

• Public schools will be open for in-person learning. The educational losses from the pandemic shutdowns were simply too damaging to be repeated. Apparently our children need to be taught to be green, easily offended, secular savvy. What better place to learn this than a chemistry lab and a gym class? As a bonus, some children will also encounter reading, writing and arithmetic.

• Kamala Harris will head for the border. The vice president’s efforts to address the immigration crisis have been as impactful as Taco Bell is authentic Mexican food. If Harris wants to position herself for a presidential “enchilada” race in 2024, she will focus on immigration solutions as narrowly as a tortilla on a burrito grande. It will first have to stabilize its staff, which has a higher turnover than most fast food restaurants.

• Smash-and-grab crime will drop. Not here, of course, but someone somewhere will realize that allowing parked cars and retail stores to be piggy banks for scoundrels is bad public policy driven by “big glass.”

• We will enjoy a full year of inflation. While the consumer price index was subdued for more than a decade until April 2021, we can expect a blistering 12-month inflation in 2022. If 1970s-style price increases are in classes, can leisure suits and pet stones be far behind?

• We don’t have to worry about COVID-19 boosters anymore. We’ll call them annual flu shots instead. Better yet, if we call them tequila shots, maybe vaccination rates will go up.

Each year brings its own surprises, challenges and delights. In that regard, 2022 will be no different after all. Good year.

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Reading and writing

Love of literature inspires disabled Afghan writer

An Afghan vendor sells dried fruit along a street in a market in Kabul on October 29, 2021. Photo: VCG

An Afghan vendor sells dried fruit on a street in a Kabul market on October 29, 2021. Right: A man rides a motorbike with a boy and three girls on a street in Kabul o

A man rides a motorbike with a boy and three girls on a street in Kabul on October 29, 2021. Photo: VCG

The love of literature inspired Ashraf Frough, a disabled Afghan writer, to continue writing and publishing books at a time when Afghanistan is plagued by serious economic problems.

With both legs paralyzed, Frough continues to write books to promote literature and art.

Since the Taliban take control of Afghanistan in mid-August and the formation of the Taliban-led interim government on September 7, the war-torn country has suffered economic hardship with tens of thousands forced to flee Afghanistan.

When Frough was only 10 years old, he was seriously injured in the spine by shrapnel from a rocket, leaving him paralyzed.

“The 20-year war and conflict has had a very negative impact on all aspects of Afghan life, especially writers and book publishers. I published three books, two of which were after the takeover of the Afghan people. Taliban, “Frough, who lives with his family of eight, told Xinhua News Agency.

“Publishing and writing books was the only way to heal my pain after my disability,” he said.

The two-decade-long war and bloodshed deprived authors and publishers of opportunities to promote reading and literature in Afghanistan.

“Peace has returned after decades of conflict but war and poverty still have a huge negative impact on literature and culture. As you know, following the regime change this summer, hundreds of historians, Afghan writers and cultural figures have left Afghanistan, ”he said. noted.

“All of this made me decide to continue writing and publishing works,” said the wheelchair-bound author, adding that there were still many unfinished works in literature and language.

A language and literature student at Kabul University, Frough chose to stay in Kabul after the abrupt withdrawal of US and NATO forces from Afghanistan in late August. He stayed at home, continuing to write and publish books.

Interested in writing love stories, the disabled writer published three stories – two of them Letters from Malila and Khar-i-Isa (The Donkey of Jesus) after the Taliban took power .

Since being seriously injured when his home was hit by a rocket, Frough has been immersed in reading and writing books.

The young man calls on Afghan artists and writers to unite to bring the country’s culture and literature to life.

“I do my best to keep our culture and literature alive as I have done for the past 20 years,” he said.

The unexpected withdrawal of American troops left only chaos, hunger and poverty in the impoverished nation, forcing everyone here to fight for a loaf of bread to survive, Frough said. “But I want to keep the spirit of culture and literature alive in my country.”

Nasir Maqsoudi, owner of Maqsoudi Publishing House, which published Khar-i-Isa, said war, conflict, the COVID-19 pandemic and droughts have worsened the economic situation of Afghans.

“War and conflict have discouraged the publishing business in Afghanistan for so long,” Maqsoudi said.

Darwaz Publishing Center editor-in-chief Tareq told Xinhua that it will take time for the publishing industry to return to normal in Afghanistan.

“People can’t afford daily necessities and basic necessities now, so how can they afford books? Explained the editor.

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Reading and writing

How to help teens struggling with school in person during a pandemic

The teens have returned to school in person this year, but teachers and administrators are seeing the effects of the COVID-19 pandemic continue to haunt their students academically, socially and physically.

Between quarantine and virtual learning, high school students missed many milestones – homecoming dances, proms, lunches, cheering gatherings and all the normal everyday moments in between. .

Now that they are back to school, this wasted time manifests itself in the form of increased violence in schools, poor academic performance, cheating and mental health issues prevalent among students. While the headlines lament “Learning loss” some psychologists and administrators are more concerned about the emotional effects the pandemic has left behind.

“Time lost” during distance learning

“What we are seeing is that the behavior of the college crept up to the ninth grade”, child and adolescent psychotherapist Katie Hurley says TODAY Parents.

“Everyone worries about learning losses, but what nobody talks about are the social skills that have been lost and just the experience of growing up together,” said Hurley.

Although they were fortunate enough to be able to stay connected through social media like Snapchat, Instagram and text messages, due to distance and hybrid learning last year and the last quarter of the previous year, the high school students did not go through the developmental stages together. as they normally would, Hurley noted.

“Think about the first handshakes and the first kisses or the first crushes. It was all missed. So now there’s this catch-up and this urgency that teenagers just don’t know what to do with. They’ve really lost their ability. to communicate with empathy and to think with empathy, “she said.” So now they’re all trying to figure it out on their own, and there are a lot of hiccups. “

Dwayne Reed, a school administrator in Chicago, said he had observed similar scenarios.

“In my mind, if I was running the world, I would be doing 80 to 90% of all education right now, socio-emotional learning,” Reed told TODAY Parents. “We can get into math, science, reading, writing a bit later, but for now we need to start with the basics of kindness, conflict resolution, time management, building concern, care and compassion. “

A “huge adjustment” for adolescents

After spending an entire year learning remotely from home during the pandemic, Genevieve Rickey, 16, returned to school full-time in person in Voorhees, New Jersey.

“I feel like going back to school has been a huge adjustment,” said Geneviève TODAY.

After a year of waking up and turning on her iPad for school and ending her days at noon, Genevieve has gone on waking up at 6:30 a.m. and taking a car or bus ride to and from the city. school before going to dance practice every night, five days a week. The long days “definitely take their toll on the mental health of not only me, but my classmates, I’ve noticed,” she said.

Geneviève said it has become more difficult to concentrate at school. Last year, she noted, teachers were only teaching 20 minutes at a time. Going back to a full day of school made it harder for her to maintain her attention, and at the end of the day she feels like she has been “hit by a bus,” she said. .

“It’s just like the last two years of school is almost like a fake school,” she said. “We were kept saying ‘Oh, this year won’t matter that much’ because everyone knew it was a tough year. Now that we’re back in person it’s like ‘No, it’s a normal year ‘. and the pressure is back, and it’s just a lot harder than before. “

The pressure of university applications adds to the stress

For members of the Class of 2022, the return to school coincided with the start of their college applications, adding another layer of stress and anxiety to an already busy time.

Class of 2022 Andrew Dixon said applying to colleges was more stressful for him because he hadn’t been able to visit them all in person.Courtesy of Andrew Dixon

“The failure of my school’s virtual setup – due to the lack of internet access in rural America – really prevented virtual students from learning last year,” said Andrew Dixon, a high school student from Fayetteville, Tennessee. “If you were quarantined or concerned about COVID, you had to choose between your safety and your education. “

Andrew said the challenges of virtual learning have made it difficult for him and some of his friends to continue and pass their classes this year. “I think these struggles over COVID made my friends question the careers they dreamed of,” he said.

The college search process also felt profoundly different. “I’ve been fortunate enough to do tours,” said Andrew, “but a lot of those tours were during COVID. Some colleges gave me a map and told me to just walk around. have that lingering feeling of “Did I make the right choice? ‘”

Parents: listen more, fix less

As high school students navigate this post-quarantine world, how can parents best support them? Resist the instinct to save them, said Hurley.

Parents can see their children struggle, feel a sense of urgency and “go into problem solving mode very quickly”, coach and criticize them.

“What teens keep telling me is, ‘I just need someone to listen to me,’” Hurley said. “We need to spend more time listening to them, sympathizing with them, and then trying to help them figure things out.”

Hurley suggested helping the kids find ways to connect socially with friends outside of school. “Ask them, ‘How do we make this happen? What can I do to make it easier for you? “”

When talking to teens, ask questions from a place of curiosity instead of interviewing them or gathering information from them about their grades or doing in school, advised Hurley.

“I can definitely see that a parent’s instinct is to try to find a solution and try to solve a problem,” said Genevieve, who said she yelled at her mother when she upset her. about something like a math test result and her mom goes into action mode, ready to field a tutor and some extra help.

16-year-old Genevieve Rickey and her younger brother Andrew are attending their freshman year of high school in person in Voorhees, New Jersey this year. Courtesy of Stéphanie Rickey

“It’s not what I need,” said Geneviève. “I’m doing everything I can. I just need her to be there for me and tell me that everything will be fine. Backslid as it sounds, sometimes solving problems makes things worse and gives the hell away. feel like my parents think I can’t fix it on my own I know how to fix my problems, for the most part. I don’t need her to tell me. Just be there for me.

Changes in post-pandemic parenthood

Parents can’t fix it, but they can recognize that post-pandemic parenthood may look different. This fall, Genevieve skipped her high school prom – and a day and a half of school – to attend a Harry Styles concert. Before COVID, her mother Stephanie Rickey said, she would never have let her daughter miss school for a concert. But his priorities have changed now.

“My eldest son’s junior year was all about AP classes, SATs, looking for college. But now with Gen, if she wants to skip school to go to a concert she doesn’t couldn’t have seen in the last year and a half and that makes her happy, that’s fine with me, ”Rickey said. “It’s a different mindset than I had with my oldest son because of the pandemic and what we’ve all been through.”

Parents may also recognize that teens need time off alone or, conversely, more time to socialize. “Some of them are just tired, really exhausted. They need some recovery time,” said Hurley. She advised parents to ask their children what they need at the end of the day: being around friends or being at home? Genevieve, for example, said her way of dealing with the stress and overload of the school day is often to crawl into bed and take a three-hour nap when she gets home.

Be aware that during the pandemic and the quarantine, Hurley noted, many friendships among teens may have changed. “Some of them feel like their friends are just not on the same page anymore,” she said. “It can be very difficult because they’re all in really different places right now.”

Chicago school educator and administrator Dwayne Reed said after so much time apart, students need to relearn how to connect as humans. “They yearn for relationships.”Courtesy of Dwayne Reed

“I think the best thing parents can do is talk to their kids – I mean, literally talk to them and have conversations,” Reed said. “They yearn for relationships. Relationship education is what is going to be our saving grace.”

“We can’t fix everything they’ve been through,” Hurley added. “We just can’t. There is no way out of this overnight. Mental health people have been saying since the minute the pandemic hit that this was going to be the game. more difficult for children. “


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Book creator

Dialogues and Exercises Workbook ”is a collaborative guide to get students talking and interacting

Tommie Shider, a retired ESL instructor who worked in the New Brunswick school district for thirty-seven years, has completed his new book “Getting to Know Me: Dialogues and Exercises Workbook”. ‘Useful exercises that provide oral presentations, as well as listening, reading and writing exercises to enable understanding of the issues in a variety of ways.

For the last ten years of author Tommie Shider’s career, he has been the specialist in English as a second language, providing innovative teaching strategies and techniques, professional development and workshops to his colleagues and teachers. of the Rutgers PALS program.

Tommie Shider received his Bachelor of Arts degree from Rutgers University in New Brunswick. He is the creator of “Tommy’s World” and the author of four publications: “The Pronom Book”, “ESL Reinforcement Activity Book”, “Survival and American Holiday Chants” and “All About Me”.

Published by Page Publishing, Tommie Shider’s educational book includes units that deal with school, family, work, friends, and favorites. The illustrated cards are included in the final unit: My Favorite Things. Characters and visuals are used to enhance comprehension.

Readers who wish to discover this useful work can purchase “Get to Know Me” in bookstores around the world, or online at the Apple iTunes Store, Amazon, Google Play, or Barnes and Noble.

For more information or for media inquiries, contact Page Publishing at 866-315-2708.

About publishing pages:

Page Publishing is a traditional full-service publishing house that handles all of the intricacies involved in publishing its authors’ books, including distribution to the world’s largest retail outlets and royalty generation. Page Publishing understands that authors should be free to create, not bogged down in logistics like converting eBooks, setting up wholesale accounts, insurance, shipping, taxes, and more. Page’s accomplished writers and publishing professionals allow authors to leave these complex and time-consuming problems behind and focus on their passion: writing and creating. Learn more about

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Reading and writing

Rhythmic Arts Project fundraiser returns to Lobero Theater on December 11

SANTA BARBARA, Calif .– The 23rd annual Rhythmic Arts Project (TRAP) benefit returns to the historic Lobero Theater on Saturday, December 11.

TRAP is a play on words. It’s the abbreviation for gear and trap, it’s what some drummers call their drums.

TRAP drummer and founder Eddie Tuduri doesn’t take it for granted.

And he is thankful for his health during the pandemic.

Tuduri, who toured and recorded with the Beach Boys, Rickie Nelson and others for decades, was a throat cancer survivor before his last performance.

This was before COVID became a household word.

He also survived a serious body surfing accident in 1997.

The Carpinteria accident almost left him paralyzed.

During his recovery from a broken neck, Tuderi transformed part of the Santa Barbara Rehabilitation Institute into a rhythm section with participating patients and soon the Rhythmic Arts Project was born.

It has since improved the life skills of people with physical and intellectual challenges.

TRAP methods have been published in specialized journals.

“We do peer study, it’s reading, writing, arithmetic, creative thinking, abstract concepts that address all kinds of social skills,” Tuduri said.

He quickly learned ZOOM to keep TRAP students and teachers operating globally.

“It was a real box of worms, but we figured it out, and it became a lot of fun. I’m really happy with how it went during what year I taught in Africa, America. South in all states. “

Like concerts, face-to-face lessons are making a comeback.

Past Benefits have featured Michael McDonald, John Densmore and the late Bill Withers and Paul Barrere.

The December 11 show will feature Tata Vega.

“Aunty who has been with Madonna, Michael Jackson, Elton John and she won an Academy Award with her group of“ 20 Feet From Stardom, ”Tuduri said.

Carl Graves, Chris Pinick, Jimmy Calire, Steve Nelson, Bill Bodine and Rick Geragi will also perform with Tuduri.

He calls his group Pockets.

Lin Aubuchon from KTYD will host the event which will start at 7:30 p.m.

TRAP students, including Dion, will also take the stage as special guests.

Tuduri is full of gratitude and hopes word of mouth will help fill the seats.

For more information on general and student tickets, visit

For more information on TRAP, visit

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Reading and writing

Nonprofit that teaches kids in San Diego the power of reading

SAN DIEGO (KGTV) – Many children in San Diego don’t read until grade level. However, a local nonprofit, Words Alive, is doing their best to change that and make sure every child sees themselves as a reader.

“In the San Diego Unified School District, for example, 48% of kids on last year’s smart balance test are not reading at grade level,” says Amanda Bonds, director of the Words Alive program.

Bonds said reading is a skill set that can be improved throughout our lifetimes.

“It is our responsibility as a community to help children reach this point together to ensure that young people have positive and rich experiences while reading, writing and talking about what they read,” Bonds said. .

With the help of nearly 1,600 volunteers; Words Alive helps children by using quality books, reading workshops and reading aloud programs.

“I love the engagement with the kids,” said volunteer Jim McIlhon. “I love to see their faces light up at the start of our sessions and how attentive and responsive they are to the stories.”

McIlhon said he liked that Words Alive was following the school curriculum.

“Being in COVID, for some of these kids is their first time in a collective school environment. So the first few weeks the books are about change, making friends or adjusting to new environments. As the school year progresses, we touch on other things like working together. “

Bonds points out that teaching children to read takes an entire community with the end result of creating literate and successful young people.

“When you are a reader and it becomes a valuable part of who you are, it is often something that you are happy to share with someone else and which can help us resolve this literary crisis,” said said Bonds.

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Fiction publisher

An interview with Dr Cristina Pantoja-Hidalgo

Many years ago a friend from Spain told me: if you want to know the high level of Filipino literature today, you have to read the travel writings of Dr Cristina Pantoja-Hidalgo. Later I found out that we were both working at UST, and we had a short conversation entirely in Spanish. As she was a colleague, I took advantage of her generosity to find out what pushed her to become a literary creator.

Question: you are one of the rare people who have been able to lead a career combining literary creation and scholarship. Another example is Nobel laureate Mario Vargas Llosa. Which has been the most common in your life and why?

Hidalgo: I am flattered and at the same time embarrassed to be mentioned in the same breath as Mario Vargas Llosa. I am far from even its shadow.

I started writing long before I became a scholar. I consider myself above all as a writer. I didn’t intend to be a teacher. But I’ve been teaching now for almost as long as I’ve been writing. When I obtained my undergraduate degree in 1964, a bachelor’s degree in philosophy from the Faculty of Philosophy and Letters of UST, I was only 19 years old. But after graduation, my college merged with the College of Liberal Arts, to form the Faculty of Arts and Letters. The new college was short of teachers. Thus, the honorary graduates of the old college for this year were offered instructor jobs. I found myself teaching students some of my age or older. I taught part-time, while working as the Associate Women’s Editor for Graphic Magazine.

When I got engaged soon after, I decided that a career in journalism would be difficult to combine with raising a family. So I gave up my job at Graphic and opted for an academic career. Since then, I have combined the two professions wherever life has taken me. But I think I didn’t start taking scholarships seriously until we got back in 1990, after living as expats for 15 years, and I went back to teaching at UP and decided to resume my doctoral studies. University life demands that you become a scholar, if you are not yet. If you compare my books of literary scholarship and criticism with my books of creative writing, the former are vastly outdated.

When did you realize you wanted to write stories?

I think I always wanted to be a story and essay writer. I started journaling and writing a “family journal” when I was nine years old. Like many other Filipino writers, I was first published in my high school journal (the Paulinian at St. Paul College Quezon City) where I started as a journalist, then I became a literary editor and finally a writer in chief. At the same time, I was contributing news and feature articles to national magazines. In college I followed pretty much the same pattern – writing first for our college journal, The Blue Quill, then for college journal, The Varsitarian, first as editor, then as editor-in-chief. In my sophomore year, I was offered a weekly column on the youth page of The Manila Chronicle. And by the time I got into senior, I was writing the youth section of the graphic magazine. I believed then that if you wanted to be a writer, you became a professional journalist. Many of my contemporaries at university were already working full time as reporters for the national dailies and attending evening classes. At the same time, like me, they saw themselves primarily as writers of fiction or poetry.

Wasn’t it difficult, even frustrating, to be a writer in a country where very few people read?

First of all, I would like to clarify one point. It is not entirely correct to say that “very few people read” in the Philippines. Some publishers prosper by publishing certain types of books. For example, popular fiction (like romance novels, for example, and fantasy novels like the Harry Potter books) has made Precious Pages a major publisher, selling books not only here but also abroad. foreigner. Adarna Books and Lampara Books publish children’s books and teenage books very well (the term now used is “young adults”). Some writers of graphic fiction and speculative fiction have entered the international market. There is also a market for light comedic essays, as evidenced by the success of Visprint (now Avenida). And Filipinos are one of the largest groups of wattpad (very short, stereotypical, self-published, “novels” online) writers and consumers.

What is true is that the market for what the publishing world has come to call “hard-enlightened” is indeed very small. (“Hard Bed” refers to the award-winning literary award-winning stories, poems, essays, etc.) that are written with respect – if not admiration – by critics and studied by students of literature and creative writing.)

The fact that the market for quality literature is small didn’t bother me. I think, like many of my contemporaries, we became writers because we just loved to read and naturally took to writing. We wrote primarily for ourselves, for the satisfaction of having our name printed, and for the recognition of our peers and superiors – the veteran writers whose books we have read and admired. It wasn’t until I got involved in publishing that I realized that there was a great need to change the situation, a need to close the gap between the public and the authors of quality literature.

It was then that I became director of UP Press and later director of the UST publishing house. Also, after retiring from the public service, my husband started a small publishing house, Milflores Books, and I helped him by identifying promising new writers, soliciting titles from them and writing and editing a few books. . It gave me a different perspective on writing and editing.

Which authors have been the most influential in your life? Why?

There are too many to mention. But I will just quote the most important. Among Filipino writers, the writers who have had the greatest influence on my work would be: Carmen Guerrero Nakpil, Kerima Polotan-Tuvera, Gilda Cordero Fernando and, of course, Maestro Nick Joaquin.

Among foreign writers, these writers influenced me at different times in my life. When I was just starting to write fiction, there was Jane Austen, Edith Wharton, Virginia Woolf, Katherine Mansfield, Elizabeth Bowen. Later came Isak Dinesen, Doris Lessing, Maxine Hong Kingston, AS Byatt, Jeanette Winterson, Ursula Le Guinn. And there were also a few male writers – Henry James, Italo Calvino, Milan Kundera, Jorge Luis Borges.

I should also mention the 11th century Japanese Sei Shonagon and other female chroniclers like Murasaki Shikibu and Lady Sarashina; Annie Dillard; MFK Fisher – they influenced my non-fiction. And the spirit of the marvelous realism of the writers of the Latin American “boom” – Alejo Carpentier, Gabriel Garcia Marquez, Carlos Fuentes, Mario Vargas Llosa, Jorge Amado, etc. function in the company, although I never tried to write like any of them, just because it is not possible. I am different in race, sex and temperament. But I think I understood them and was incredibly moved by them.

Of the books you have written so far, which ones have you personally been most satisfied with? Why?

I don’t think I am more “satisfied” with a book than with the rest. The book I worked on the hardest, and put everything I knew and understood, at that time, is the novel Recuerdo. So this is very special for me. You could say that I was the most invested in this novel. The one I’m most proud of, because it was a daring experience for me, is the novel A Dream Book. The Catch a Falling Star collection of short stories gives me particular satisfaction as it is the most popular of my books, having been in print for over 20 years now and still going strong. Plus, it has now been translated into Filipino (along with three of my other short stories), which has long been a dream. But the book that is closest to my heart, my favorite child, so to speak, is Tales for a Rainy Night. With these stories, I broke with realism and discovered a new voice, a new way of telling stories – I call them modern fairy tales, modern and urban fairy tales.

Filipinos are generally multilingual and you are no exception to this rule. I even know that your Spanish is excellent. What made you choose English as your literary language? Does that mean you don’t usually read authors in Tagalog?

I think English was the only possible choice for me. Spanish was my first language in the sense that it was the first language I learned. I may have mentioned to you that this was the only language my maternal grandmother (who lived with us) spoke, so it was the language of our home. Tagalog, I learned as a subject at school. I can speak it, of course, but I’ve never gotten into the habit of reading it, let alone writing it. Due to the fact that I have taught at the National Writers’ Workshop of UP (since about 1993) and UST (since I took over the management of the UST Center for Creative Writing and Literary Studies) , I became more adept at Filipino (which, although based on Tagalog, is a different language). The two workshops are conducted in a bilingual manner and the teaching jury must comment on all the work submitted by the scholarship holders in writing. However, I cannot claim to have a master’s degree in Filipino. And to dare to write literature in a particular language, you have to have the confidence that comes with fluency.

Why do you think a young student should take an MA in Creative Writing? What can we learn there?

As with any art, it is a great help to study under the guidance of professional practitioners, in an environment conducive to learning, because of the company of people who all agree that literature and the creative writing is important. This is what enrolling in a master’s degree in creative writing has to offer. Some writers prefer the greater freedom of learning on their own. I’m not saying it’s not possible. But I know – from my own experience and watching the development of young writers entering undergraduate and graduate creative writing programs – that it takes a lot longer. I don’t think anyone doubts that a young musician benefits from studying at a music conservatory, or that a young painter benefits from studying at an art school. I wonder why there seems to be some doubt that young writers should spend time in a writing school.

Are you writing a new book? About what?

I have just finished the first volume of what will perhaps be my memoirs. Its title is What I Wanted to Be When I Grown Up: Early Apprenticeship of the Writer. It starts with my birth, goes back to my maternal ancestors, and then progresses, through my studies at the convent school, until the summer after my high school diploma. I didn’t want it to be read like most memoirs and autobiographies I’ve read. So I created a different framework for it. The backbone of the book is the books I read from my early childhood until the summer before entering college. I finished writing this book last year and it should be published by UP Press before the end of this year.

Am I working on something new now?

Yes, I don’t know if this is just a collection of essays, or if it will be volume 2 of my memoirs.

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Reading and writing

UB teacher and her alumnus award Lowell Memorial Poetry Reading | BU today

Gail Mazur, Aaron Caycedo-Kimura (GRS’20) will read their work Thursday at a virtual event

Gail Mazur, the author of eight volumes of poetry, says that for her, “poems begin with words, ideas usually emerge rather than begin”. Photo by M. Lacasse

Creative writing

Gail Mazur, Aaron Caycedo-Kimura (GRS’20) will read their work Thursday at a virtual event

Gail Mazur still remembers the moment she fell in love with poetry, no matter that it was over 65 years ago. She was 16 and a friend had taken her to an event at Brandeis University in honor of Pulitzer Prize-winning poet William Carlos Williams. The panel included Robert Lowell, Elizabeth Bishop, Richard Wilbur, WS Merwin and Louise Bogan, all of the most influential poets of the 20th century. “It was probably the most exciting event of my first 16 years”, Mazur said.

It will be another decade before she begins writing her own poems in earnest after a friend takes her to the Grolier poetry bookstore in Harvard Square, where she befriended a circle of local poets. and began attending Lowell’s famous “office hours” at Harvard. University. She was 40 years old when she made her first collection, Night lights, was published in 1978.

Now 83 years old and award-winning author of eight books (most recent, Land’s End: new and selected poems, was published last year), Mazur is a highly regarded writer of poems that explore the vagaries of everyday life, with a keen sense of humor.

Thursday night at 7 a.m., she’ll read her work as a guest speaker at this semester’s Robert Lowell Memorial Poetry Reading, which goes virtual in a nod to the ongoing coronavirus pandemic.

A lifelong Red Sox fan, Mazur is perhaps best known for his poem “Baseball”, Which begins with the lines:“ The game of baseball is not a metaphor / and I know it’s not really life. ” Written in the 1970s, long before the team’s recent forays into four World Series titles, the poem expresses what Mazur describes as “the overwhelming joys and disappointments of being a fan of the Sox.” [maybe especially this past week]. Strive and fail. And the physical beauty of the stadium and the game. The poem, now largely anthologized, reached Mazur with a bang. “It might be the only poem I’ve written that’s almost done,” she says.

Much more often, his poems do not take shape until after numerous revisions, according to Mazur. “A big part of a first draft can be an impetus and an inspiration. Revision is “work”. Sometimes you are sure that a poem is finished and is just beginning. You have to, at least in a way, take pleasure in revising, just improving things, making everything fall into place. do it job. “

For her, poems can be triggered by a single word or phrase that comes to her when she walks down the street, reads a line in a newspaper, or hears an excerpt from a phone conversation. “Poems start with words, ideas usually emerge rather than start them. The important thing is not to waste the moment when the words start to come, ”she said. “You have to find a way to capture it, on a napkin or a notebook, because those moments are fleeting.”

Aaron Caycedo-Kimura was an established painter before he began to write poetry. “Above all, I am a creator, who expresses himself through words and painting,” he says. Photo courtesy of Caycedo-Kimura.

Joining Mazur for virtual reading will be a former student, Aaron Caycedo-Kimura (GRS’20). He enrolled in the BU’s MFA Creative Writing Program after his wife, Luisa Caycedo-Kimura (GRS’14) graduated from the program and praised it. It wasn’t until she got serious about becoming a poet that he was inspired to pursue his own writing. “Luisa started showing me drafts of her work to get feedback, and I had no idea what to say. I figured if I had to study on my own and start writing, eventually I could give it some reasonable feedback. She also started taking me to poetry readings. With all this inspiration, I couldn’t help but give it a go.

He enrolled in BU’s Master of Fine Arts program because he wanted to study with Robert Pinsky, distinguished professor William Fairfield Warren and professor of English at the College of Arts & Sciences and three-time American Poet Laureate. “Towards the end of Luisa’s time in the program, I read her Singing school. He presented the poetry in such a way that he clicked for me. It made me feel like Understood. I can do it. I can write poetry.Enrolling in the Master of Fine Arts program and studying with Pinsky, Mazur (she was a guest speaker in the program) and Karl Kirchwey, professor of English at CAS and associate dean of the faculty of humanities, was ” a dream come true”. Caycedo-Kimura said. “The program was the best thing I have ever done for my creative life.”

Like Mazur, Caycedo-Kamura came to poetry relatively late, publishing his first collection of poems, the award-winning Chapbook Ubasute, last year alone, at 57. He initially trained as a musician, but during his second year of graduate school at Julliard, he realized he didn’t want to be a professional musician. He had always felt more visually oriented, and he began to land graphic design jobs to pay the bills, painting on the side. Growing up in Santa Rosa, California, the hometown of Peanuts creator Charles Schultz, he would draw Snoopy and Charlie Brown, before moving on to caricatures of people and political cartoons. Eventually he became an accomplished painter. His work as a visual artist influences his poetry, he says, and vice versa. “I like to say I’m a poet because sometimes I like to paint without the material mess… the two activities are very similar, both in process and product.”

Caycedo-Kimura’s first collection of poems, the chapbook Ubasute, pays homage to his parents: his father, Joe, who died in 2011, spent WWII in a Japanese internment camp on the west coast; her mother, Hama, survived the incendiary bombings of Tokyo during the war and was haunted by it her entire life. She died in 2015.

“I write about my parents to keep them alive in my life and to continue to honor them,” he says. “Writing about them allows me to appreciate them better. ”

His first complete collection of poems, Common Grace, will be published by Beacon Press next fall. The 65 poems are divided into three sections, drawing inspiration from different facets of his life. “In the first section, ‘Soul Sauce’, I introduce myself through poems about my experiences related to my Japanese-American heritage, my life as a visual artist and poet, and my aging. The second section, “Ubasute”, is an extended version of my chapbook and deals with my parents’ experiences during WWII, then becoming newlyweds and parents, moving to the suburbs, getting old and dying. The third section, titled “Gutter Trees,” includes poems about his life with his wife.

“Reading and writing go hand in hand,” he says. “I write down the memory or idea on the page of some sort of brain drain, writing as much as possible about it.” He also shares with Mazur a similar philosophy on the importance of revising poems: “Revision is everything. The revision is being written. Revision sculpts. This is where a part is shaped.

Does he see himself above all as a visual artist or a poet? The word “poet”, he notes, comes from the Greek word meaning “to do”.

“The poet is a creator. This is also how I see myself as a visual artist. So above all, I am a maker, who expresses himself through words and painting.

The artist in his studio in Bloomfield, Connecticut (left); photo by Luisa Caycedo-Kimura. Woodford Farm Barn, by Aaron Caycedo-Kimura (right); photo courtesy of the artist.

Pinsky, who hosts the Lowell Memorial’s biannual readings, says tonight’s readings are “not to be missed.”

«At Gail Mazur the end of the earth, his recent collection of new and selected poems, A Life of Masterful Work includes celebration and wonder, laughter and invention, as well as elegy: all with the joy of art, ”Pinsky says. “Aaron Caycedo-Kimura’s chapbook Ubusute is a memorial, a loving tale of his parents and their creations – a family, a garden, a rise above the infamous internment camps. In length, in staging, in generation, these books of a teacher and her pupil are far from each other. In their drive towards understanding, in the music of poetry, they resemble each other.

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Reading and writing

Help children think clearly and write clearly

Photo provided by Mighty Writers

Ensuring that students have all the support they need is at the heart of the mission of Mighty Writers.

Founded by Tim Whitaker in 2009, Mighty Writers aims to fight illiteracy by helping students of all ages in Philly, Camden, Newark and Atlantic City to further develop their reading and writing skills.

Angela Gomez, a native of Ventnor and Volunteer Manager for Mighty Writers, first got involved in the organization as a workshop leader shortly after graduating from Rutgers University. Having worked with children in the past, she takes great pride in helping them grow.

“I really enjoy working with the team and working with the kids and being able to make a difference, especially in the community of Philly,” said Gomez.

Mighty Writers fulfills its mission by offering activity workshops, in person and virtual, that target all facets of reading and writing. Whether it’s helping high school students write and edit college essays, teaching students how to organize business plans, or educating students about mindfulness, there is something for everyone. tastes. These workshops not only aim to help students improve their skills in a fun and enjoyable way, but also provide them with a safe environment to learn and interact with their fellow students.

Mentoring programs are also offered to provide counseling, including reading and homework help, to students whenever they need it. Gomez said that building these kinds of relationships is vitally important in helping students develop confidence in their writing skills.

“We want to make sure that we tell them that you’re not just there as a mentor, you want to be someone around that kid that they know is there for them at all times,” said said Gomez.

Yet although offering reading and writing assistance has been the main focus of the organization, the hardships caused by the ongoing coronavirus pandemic presented other immediate needs in the community, the main one being access to adequate nutrition and hygiene.

To do their part in tackling these issues, Mighty Writers are now organizing food and diaper drives for the underserved communities in which they are based to ensure families have sufficient access to meals, groceries and other basic necessities. These events have become essential for the organization.

As Gomez said, serving as a teacher in the community means going beyond the typical needs of the classroom and ensuring that students have the resources they need to be successful.

“If your kids have a need, we try to meet that need,” Gomez said. “Whether it’s academically or making sure they have food or diapers, if the family is helped a bit, children have more time to focus on school and learning, reading and writing. “

As Mighty Writers continues to grow, new volunteers are always welcome, especially those with a passion for reading and writing.

“If you are a book lover and a writer in general, we want you to share this love of reading and writing with our children,” Gomez said. “By joining Mighty Writers, you can give back to the community and share that love with children.”

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Reading and writing

The teacher who changed the way we teach writing

At the end of the summer, the educator and writer Mike Rose is dead a spontaneous brain hemorrhage at his home in Santa Monica; he was seventy-seven. I learned of his death the ruthless way we often do in 2021: through a friend’s Facebook post. The news was a big shock. Of course, Mike was a few years old on me, but he always seemed to be in excellent health. Tributes from his students, colleagues, and those who loved his writing quickly appeared on the internet. His revolutionary book “Lives at the border”, From 1989 onwards, exerted a powerful and benevolent influence on American classrooms. A friend described its impact this way: “Anyone who remembers a writing teacher who cared about them benefits from Mike’s work.

In 1990, Bill Moyers devoted an episode of his PBS series “A World of Ideas” to teaching Mike. (An extract is posted on Mike’s blog.) The interview features Mike at his best: charming, passionate, thoughtful, persuasive. He describes the education to Moyers as “an invitation” and as “an attempt to bring people into a kind of conversation, into a set of ideas, into ways of thinking and conversing, of reading and writing. , which is new to them “. In 1983, while Mike was teaching at UCLA, he saw the damage done by an error-driven teaching model that offered simplistic mechanical “fixes” to students’ writing. It was an ostensibly scientific approach to composition writing that equated students with their “deficits” and implicitly encouraged students to identify with them. Mike tells Moyers about a student who judges traditional writing teachers like a donkey’s cap. “English is just not my thing,” the student told him.

Mike, on the other hand, provided writing studies with a heart: he modeled a deep compassion that called on teachers to understand students as whole people, with very mixed feelings about academic writing, which nevertheless try to do a very difficult thing. He had a keen knack for discovering, through intensive individual work with writers, the deep (and often poignant) logic behind surface errors. His work heralded a paradigm shift in the way writing is taught in our education system, from elementary school to middle school. A former classmate wrote to me that Mike had taught him that “every piece of writing, from first grade to Samuel Beckett.” . . represents a complex, fascinating, almost miraculous collection of intellectual and imaginative processes. Teaching writing can be more than pointing out grammatical errors.

Back in the days when Mike was writing “Lives on the Boundary,” however, writing education and literary studies barely spoke to each other. UCLA’s English department in the 1980s sought to prepare graduate students for faculty jobs, which, as far as they still (slightly) existed, were mostly snatched up by graduates of UCLA’s programs. ‘Ivy League. Professors took little interest in the types of positions they sent the majority of their graduates to: jobs in less prestigious institutions with heavier teaching loads that included much of the teaching of writing. Student writing and writing pedagogy were largely ignored in the English department and outsourced to another unit on campus. That unit, Mike Rose’s unit — Writing Programs — was housed in an entirely different building. As the name suggests, it was not a department but only a program; its professors were lecturers, not eligible for tenure. The distance across the courtyard between Rolfe Hall (English) and Kinsey Hall (Writing Programs) was a silent allegory of the intellectual and spiritual distance between the two units.

It was perfectly possible to leave UCLA with a doctorate. in English in those years (as I did) without ever having met Mike. I never had a lesson with him; the only time I met him in a formal setting was when he was invited in English 375 — Teaching Apprentice Practicum — a compulsory course for graduate teaching assistants. He radiated with himself and with us a comfort that I had never encountered in my literary studies classes. He taught us “the abilities hidden by class and cultural barriers”, and that “we should Welcome certain types of errors, take them into account in the programs we develop, analyze them rather than simply criticize them. Error marks the spot where education begins. Mike was on the sly showing graduate students in English how Actually teaching and caring for students, while by day we learned literary theory and wrote dense (and ultimately largely unread) essays.

My first full-time position, as a Visiting Assistant Professor, was at Loyola Marymount University, where, in this case, Mike had enrolled. During my first semester, I was assigned to teach an advanced composition course for prospective primary and secondary teachers. I didn’t know much about how to teach such a course, and nothing, really, about the teacher training program. So I attributed “Life at the border”. On some level, it was an obvious choice: LMU was the college that changed Mike’s life, and the book tells that story. He also talks about the importance of knowing where your students are coming from and listening to the stories they tell, and how to help them tell them. These are all good lessons for student teachers who are preparing to enter their own classroom. In a move more intuitive than cerebral, I more or less pitted “Lives at the Frontier” against a few books from the growing list of edges from conservative sources that were using lore as a stick against today’s students – Allan Bloom’s “The closing of the American mind“and ED Hirsch, Jr.,”Cultural literacy. “It was a rout: Rose by knockout in fifteen weeks. But then, it was never a fair fight (and I was hardly an impartial referee).

Here’s the most important thing Mike taught me (maybe without knowing it): Nostalgia is dangerous bullshit. Although I didn’t realize it at the time, it was the hidden thesis of this course that I taught — Bloom, Hirsch, et al. were merchants in a malignant form of nostalgia, telling us that the reading public – or elementary, high school, and college students – were cleaner, smarter, working harder in some of the ill-defined good ol ‘days. Once you know how to look for it, a criticism of that kind of thought runs throughout Mike’s writing. But I remember being most struck by his presentation in “Lives at the border”. It’s an admirable writer’s trick: Mike swivels around a litany of contemporary whining about the inability of American students to read and write, including the infamous News week cover of a magazine “Why Johnny Can’t Write”, to almost identical grimaces of Harvard professors and a president of Brown University, some of which date back to 1841. Johnny, it seems, does has never been able to write – or has always been able to write, at least whenever we have been willing to take on the challenge of teaching an increasingly diverse and diversely literate student body. “Is it a declining education system,” Mike urged us to ask, “or is it a system that attempts to honor – through radical change – the many demands of a pluralistic democracy? “

Favorites of New Yorkers

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Reading and writing

Green Bay Literacy Helps Wakker, Others Fulfill Their Dreams of Citizenship

By Heather Graves

GREEN BAY – In Ukrainian, “povynno buty” means intended to be.

Regardless of the language, Olga Wakker, a 57-year-old Ukrainian immigrant, said it was a phrase she often uses to describe her way to the United States.

Born and raised in Odessa, Ukraine, a port town on the Black Sea, Wakker said she never imagined moving to America, let alone becoming a citizen and earning a living on a dairy farm in northeast Wisconsin.

It all started with a chance meeting with a Dutchman during a folk dance ensemble concert in 2010 in Odessa.

Two years later, the couple married and embarked on a new adventure in the United States.

Her husband, Johannes, was familiar with life in the United States, having worked as a factory engineer in Wisconsin for many years.

However, when the couple moved, they bought a dairy farm in Kewaunee and started making traditional Dutch cheese, which they sell across the country, including in many shops in Grand Green Bay.

“I didn’t choose Kewaunee, Kewaunee chose me,” she said. “Kewaunee was predisposed by fate for me, as my husband, Johannes, lived and worked here for over 30 years. “

When she arrived in the United States, she said she found several Ukrainian and Russian-speaking friends in the area, which made Wisconsin feel right at home.

“They helped me find a school where I could study English,” she said.

Wakker took a test at Northeast Wisconsin Technical College to assess his level of English comprehension.

“From there I was sent to Literacy Green Bay, where I took English lessons,” she said.

When she received a letter from the United States Citizenship and Immigration Services regarding her citizenship interview, she said the staff and volunteers at Literacy Green Bay have been a great help.

Wakker said during the citizenship interview that applicants should be able to understand the questions asked by the interviewer and answer correctly in English, without making mistakes.

“When I was preparing for the citizenship test, I had difficulty because I am not fluent in English,” she said. “Plus there were a lot of new words I had to learn during the preparation process. However, I overcame these difficulties with my diligence in studying and with the help of my Green Bay literacy tutors. So worth it. I’m glad I did. It gave me a sense of accomplishment.

Wakker was granted citizenship in March 2021.

She said that many factors fueled her desire to become a citizen.

Wakker said living in the United States for almost eight years before applying for citizenship enabled him to learn.

“I had time to get to know this country, so I really knew why I wanted to become a citizen,” she said. “The main reason was that America offers freedom in many aspects of human life. it is very important for me. Also, I wanted to be able to vote because I wanted to be a part of American society and be able to make a difference for the country as a politically active and responsible citizen.

Wakker said the lifestyle of a small town is an adjustment.

“I come from a big city, so I miss life in the big cities,” she said. “The first thing that was difficult to adjust was the weather. In Odessa, Ukraine, we have four seasons with mild and short winters. So it was hard to get used to the harsh Wisconsin winters.

She said driving, at first, was also a challenge.

“At first it was difficult for me to get used to the freeways with the intense driving on the roads,” said Wakker.

Access to Ukrainian food is also sometimes difficult to find.

“I miss Ukrainian food like hard rye bread, salted herring, smoked mackerel, dried and salted fish, black sunflower seeds for a snack and many more,” she said. .

Fortunately, Wakker said, a trip to Milwaukee or Chicago can help with most of those cravings.

Citizenship program

Motivated by four pillars – empowerment, inclusive, responsible and collaborative – Literacy Green Bay has been an advocate for adult literacy for 40 years.

Chief Executive Officer Robyn Hallet said the association’s mission is to help adults and families acquire the reading, writing, math, English, computer and workforce skills needed to function effectively in as workers and members of the community.

The organization’s outreach also includes helping immigrants becoming U.S. citizens with classes, tutoring, and mock interviews.

“We kind of prioritize (citizenship) in our tutoring program because it’s a limited time frame that someone has at the time of their citizenship test,” Hallet said.

She said learners are assessed on their current understanding of English and then matched with a tutor who helps them prepare for the citizenship test.

Hallet said that over the past three years, Literacy Green Bay has helped more than 30 immigrants to Greater Green Bay become U.S. citizens.

Like many nonprofits, Hallet said Literacy Green Bay relies on community members, both for financial donations and volunteer hours.

“In a typical year we have around 200 volunteers,” she said. “We have several sources of funding. We are of course very grateful for all the support from the community, which includes the local businesses and foundations that support us. “

She said the organization can always use more support, especially with the increased literacy needs of adults in the wake of the pandemic.

“We are always on the lookout for other people and businesses who want to support the adult literacy mission,” Hallet said.

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Reading and writing

California’s new reading target is achievable, but it needs to be more meaningful

Credit: Allison Shelley for American Education

A first grade boy and his kindergarten friend read together on a bench outside.

The state’s Superintendent of Public Education, Tony Thurmond, last week announced a new effort to have all third-graders read at grade level by 2026. Research tells us that top performing organizations with successful goals meet three criteria: Goals are empowering, achievable, and meaningful. Before California embarks on strategy design, policymakers should take action to ensure that the reading goal is achievable and more meaningful.

The goal of 100% is difficult and can seem intimidating at first for many teachers and principals. An additional 200,000 students in each class will eventually have to become proficient readers. California students are going to have to get off to a better start.

Recent data from the Stanford Educational Data Archive (SEDA) allows us to see average test scores in third grade and then learning rates as students progress through elementary and middle school. In the graph below – based on a decade of data before the pandemic – each school district is represented by a circle. Poor neighborhoods are in purple and poor neighborhoods in blue.

Two-thirds of California’s districts are at the bottom right and are labeled “Opportunity” districts. Their students don’t start off as well as they should, finishing third grade in reading below grade. The good news is that from Grades 4 to 8, their reading scores increase by more than a year for every year in school. They have above average growth compared to students in the rest of the United States.

While more than half of students have a bad start, many California school districts offer learning opportunities. A fully funded transitional kindergarten should give more students the opportunity to start their studies well.

Is the reading goal achievable? The good news is that California has a steady history of recent improvements in reading to build on. In 2003, California ranked 49th in the country on the National Assessment of Educational Progress (NAEP). Half of the fourth graders read at the lower basic level. By 2019, fourth-grade reading scores had increased by a full level (from 206 to 216), and 62.5% of students were reading at basic level and above. The achievement gap between white and Latino students has also narrowed.

When we follow the same groups of students as they move from year to year, consistent progress is also evident in the state’s Smarter Balanced exams. About 220,000 more elementary and secondary school students became proficient readers and writers from 2015 to 2019 than they initially were in third grade. These trends are present in all Smarter Balanced states, but California and Oregon have been pioneers in improving results.

Visalia Unified School District is an example of a district where students are catching up over time. As the table below shows, by the time students complete grade eight, they are meeting reading and writing expectations. If researchers can begin to understand why students aren’t getting off to a good start, but also learn from how districts like Visalia are helping struggling readers improve, Superintendent Thurmond’s ambitious goal might be achievable. .

The benefits of reading in grade three are clear: A study of 4,000 students by the Annie E. Casey Foundation finds that those who read effectively in grade three are four times more likely to graduate from high school in time and go to college. It is important to put students on the path to educational and economic success. Equally important is keeping them on track throughout their schooling.

How Many University Graduates Does California Need? Economists at the Center for Education and Work at Georgetown University estimate 65% of jobs in California today require at least some college. By 2030, Moody’s Analytics predicts that 50% of California’s future workforce will need an associate’s degree and 70% will need at least a college degree.

The state has taken great care in developing standards and exams that meet the expectations of colleges and employers. Now is the time for policymakers to align everything, to ensure that their educational goals match the economic development needs of the state.

Setting ambitious goals should not lose sight of the ultimate destination for students. State policymakers should align goals – 100% reading in third grade and at least 70% mastery by the end of middle and high school, because that’s how many people need to be on the right track. way to succeed in college. Doing so makes a difficult and perhaps achievable goal all the more meaningful for students, parents, and educators across the state.


David Wakelyn is a consultant To Union Square Learning, a non-profit organization that works with school districts and charter schools to improve education. He was previously part of the National Governors Association team that developed Common Basic State Standards.

The opinions expressed in this commentary are those of the author. If you would like to submit a comment, please review our guidelines and contact us.

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Reading and writing

BVSD reminder; Marc A. Thiessen; affordable housing; Richard Garcia; – Daily Boulder Camera

Harriet Edelstein: BVSD Reminder: Building Confidence in Our Children

I am writing to support the members of the BVSD school board who made the wise, humane and practical decision to put in place a mask mandate for our children and to oppose their recall. We are in a global pandemic. Recommendations from our Colorado and local public health officials, infectious disease specialists and the CDC should be followed. All school employees and our children must be masked to protect themselves and those they come into contact with from devastating illness and possibly long-term disability.

Supporters of the recall say they are concerned about the mental health of our children. I expect them to advocate for more mental health professionals, social workers, psychologists and counselors in our schools then. I worked as a school social worker in the BVSD system for almost 30 years. During my time in schools, the need for mental health services was overwhelming and has only increased since then, especially with anxiety and depression brought on by the continued spread of COVID-19 and the stress that added to families. Hiding our students will help end the disruption we are causing to all by hastening the end of this scourge. Doing less only continues the devastation. Children need to know and trust that their parents and guardians put their safety first. They must also be taught to be good citizens and socially responsible people by caring for others.

Needless to say, the exorbitant cost of a recall (at least $ 600,000) is an outrageous waste at a time when schools and staff are suffering the needs of responding to continuing viral epidemics. Refuse to sign the recall petition.

Harriet edelstein


Riley Mancuso: Marc A. Thiessen: A Hateful Comment

Shame on camera for reprinting Marc A. Thiessen’s hateful comment of September 26 “When you vote to let terrorists kill Jews, that’s anti-Semitism”.

It is not anti-Semitic to oppose sending blank checks to the IDF. Israel is not Jewish. Israel is an apartheid nation-state that attempts to synonymous with Judaism to deflect criticism. Many Jewish organizations strongly oppose the Israeli occupation, including the Jewish Voice for Peace (JVP) and B’Tselem (Israel Information Center for Human Rights in the Occupied Territories), which holds a current account of the death toll in the “conflict”, showing that 87% of the deaths were Palestinians and only 13% Israeli.

Palestinians are not terrorists. The Palestinians are a people, a diverse population of Jews, Christians and Muslims, whom Israel attempts to equate with terrorism to distract from its own war crimes. And war crimes is the end of it. Defense for Children International (DCI) keeps a weekly record of the number of children killed with live ammunition by the IDF in the West Bank, as well as children jailed for months without charge or trial in Israeli detention centers. However, the life and human dignity of Palestinian adults also matters.

You can find out more at What Israel is doing to the Palestinians is not a bilateral “conflict”, it is ethnic cleansing, as defined by the United Nations – “” … a deliberate policy designed by an ethnic or religious group to eliminate by violent means and inspiring terrorism the civilian population of another ethnic or religious group in certain geographical areas.

Riley mancuso


Don Tocher: Affordable housing: it’s too many students

Martha H. Jones shows why your editorial stance is weak (September 26), and I think the greatest return on investment in affordable housing is in the actions that should be taken by CU Boulder.

While I like a lot of things about CU (a few good departments, faculties, publicly accessible programs, and sports), I think CU has been irresponsible about it.

According to: 72% of CU’s undergraduates (approximately 22,000) live off campus. CU improved its image as a “party school” by dumping too many students and young teachers into the city; thus making our affordable housing goals unachievable. It continues its momentum of expansion without worrying about its environment.

CU Sud’s effort included negotiating with CU for the easement necessary for flood mitigation; this failed (Editor’s note, Camera letters, August 25). Likewise, asking CU to reduce its growth – in fact, temporarily downsizing in sync with the construction of residential-only spaces will likely fail, too. So if so, sue CU for encroachment.

Don Tocher


Bob Norris: Richard Garcia: The recall is a big mistake

Rarely have recalls in Colorado met with the intention of recalls in the state. The attempted recall of Boulder Valley School District board members Richard Garcia, Lisa Sweeny-Marin and Kathy Genhardt, is no exception.

They were following the recommendation of the Boulder County Health Department which, in turn, followed the science used by the CDC to protect the health of students in the district. For those of you who don’t know Mr. Garcia, he has dedicated over 40 years to educating our children. Mr. Garcia understands not only reading, writing and arithmetic, but also the many other facets of education that are necessary for the development of the whole child. Mr. Garcia was also responsible for programs that help parents understand how to support their own children and their education and also how to bring parents, teachers and principals together to ensure better results.

Voters in the Boulder Valley School District would be foolish not to keep Mr. Garcia’s job on the school board.

Bob norris


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Reading and writing

Your Vote Could Save Virginia | Letters

The race for governor in Virginia is clearly a battle between those who want to control your life and those who support individual freedom.

Terry McAuliffe, already a failed governor from 2014 to 2018, is a lifelong politician who rode Clinton’s tails all the way to the governor’s mansion and didn’t accomplish much.

He doesn’t believe in school choice but offers nothing more than spending more money on failing public schools and emphasizing critical race theory.

He believes in higher taxes for everyone. He opposes the right to work, opposes the Second Amendment, is in favor of late abortion.

He also opposes all fossil fuels and believes in sweeping green energy policies that would destroy the economy. (Can wind power make an airplane fly?)

When McAuliffe was governor, Virginia created fewer jobs than competing states, and Virginia’s GDP was slower than competing states.

Glenn Younkin, however, is a political outsider, a self-made man, a new face, a successful CEO.

He is not beholden to political hacks. He clearly articulates his ideas, without using vague generalities.

His plan for education includes raising standards, choosing a school, protecting advanced math lessons, and refocusing on the fundamentals of reading, writing and math. Critical race theory will not be allowed.

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Reading and writing

The reader observed: from Saint Jerome to Scott of the Antarctic

Over the centuries, in paintings and eventually in photography, one of the most common subjects of representation has been the reader.

More than just artistic objects remarkable in themselves, such images can reveal a lot about contemporary attitudes and beliefs about books and reading. It was common for Renaissance artists to surround Saint Jerome with learning materials – shelves, manuscripts, reading desk – in order to convey the image of the great scholar in the sublime isolation of his office, at the same time depository of the synthesis of the texts. and at the same time a place of production of new forms of knowledge. Many of these images – take the iconic portraits of Albrecht Dürer and Antonella da Messina – present Jerome as an idealized reader, timelessly leaning over his books in blissful isolation from the temporal world beyond the walls of study.

Saint Jerome in his office – Antonello da Messina
national gallery – London, CC BY-NC-ND 4.0

The same powerful imagery finds confirmation in later iconography. In the great period of British emigration, involving the displacement of millions of 19th century Crusoes, the same iconography would prove particularly resistant as attempts were made to contain the experience of life at a colonial distance. This is something to which a number of illustrated editions of Crusoe – leaning over his Bible with his precious shelf of hard-earned trophies behind him – pay eerie homage.

The Bushman's Dream - Thomas Selby Cousins
The Bushman’s Dream – Thomas Selby Cousins ​​(Ancient Map Room – Sydney)
As reproduced in Crusoe’s Books (Oxford 2021)

Artist Thomas Selby Cousins ​​immigrated to New Zealand in the 1860s and then to Victoria, where he soon gained a reputation for scenes from Australian life. The Bushman’s Dream (shown here) has been reproduced in the Sydney Illustrated News in 1869. If we compare it to the first illustrations for Robinson Crusoe, we have an idea of ​​how this visual tradition is now entangled in a colonial context. Such images describe the way in which reading evokes in the imagination other events and places aroused by its encounter with print. The dreamy Bushman, seated at his makeshift table in the outback, is transported in his mind to an English stage. In the seclusion of his hut, he says, the printed word can bridge the tyranny of distance through a vicarious return to a familiar world.

Despite its celebration of reading as a solitary act, we must not forget that The Bushman’s Dream appeared in a newspaper with a large circulation, much like the one that appears in the image of Cousins. At that time, these global communication tokens were part of a vast network involving steam trains, freighters, and telegraph lines recently introduced to the Antipodes. Three-volume novels, like the one before him, were then produced on industrial presses and regularly arrived by the thousands in Australian ports by steam packet.

Robert Falcon Scott in the Winterquarters Hut – Herbert Ponting (Bonhams – London)
As reproduced in Crusoe’s Books (Oxford 2021)

At the beginning of the twentieth century, such images of the reader in exile still found their echo, even under the most surprising of circumstances. In the fateful Antarctic Spring of 1911, before Robert Falcon Scott and his sleigh team embarked on a journey they would never return from, that same visual tradition was on Herbert Ponting’s mind as he posed the chef de the expedition for a remarkable portrait in his hut on Ross Island (above). Despite the seemingly improvised arrangement – books stowed in overturned packing cases, material lying around casually, memory mori in the form of the pocket watch that hangs next to the bed – the result is a living picture, a pastiche of Jérôme.

Dora Thornton notices how these portraits, repeated from the 16th century, were painstakingly coded. The architectural framework, the choice of accessories, the very posture of the model together convey messages on the status, education and self-awareness of their subject. At this moment, with his bookcase tucked behind him, pen in hand, Scott takes his place in a line of individuals who had sought refuge among their books for generations. On the edge of the known world, it seems, civilization continues, and the familiar practices of reading and writing make it possible.

Such images can be seen over the years as evidence of the prevailing attitudes towards the history of reading. Even in the industrial age of print production, the romantic appeal of the isolated reader is evident. The act of reading is by turns public and private. Elizabeth Leane finds an analogy for reading Antarctica in how shards of ice break off an iceberg to form their own independent bodies:

the text acted like ice in heroic-era expeditions, sometimes isolating expedition members from those around them, calving imaginative little islands on which they could run aground; and at other times solidify the gaps between them.

In such cases, reading appeals to interiority, gesturing towards the intimacy of cognitive experience; to others it may be an explicitly social practice, mediating relationships in a way that involves commonly accepted common values.

Featured Image: The Metropolitan Museum of Art, New York, Saint Jerome in his cabinet (1514) by Albrecht Dürer. Bequest of Ida Kammerer, in memory of her husband, Frederic Kammerer, MD, 1933.

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Reading and writing

House Creek students learn what’s in a name | Herald of Copperas Cove

Calling someone by name connects you better with that person. It also increases trust, empathy, and positive communication. Like any word in the dictionary, a person’s name has meaning. Kindergarten students at House Creek Elementary School learned the meaning not only of their names but of their classmates as well, teaching them empathy and understanding of different cultures.

The students read several books, including “Chrysanthemum,” “A-My name is Alice,” and “Your name is a song” as they engaged in onomastics, which is the study of names.

“We had read several books on names and they were able to make connections,” said teacher Vanessa Mondy. “The students loved chanting their names.

The students were each given shrink-wrapped plastic paper on which to write their name either freehand or by tracing it using nameplates on their desks. The young scholars wrote their names in whatever pencil color they wanted, and the plastic papers were then heated and shrunk to create individual key chains.

“The difficult part was getting the students to find their names,” said teacher Courtney Dennis-Irvin. “We have a lot of independent preschoolers, but some students weren’t able to write their names on their own yet. Some students had difficulty determining the directionality of the print. It was difficult for some to understand that when you write your name, you write it from left to right.

The lesson covered essential Texas knowledge and skills requiring students to identify upper and lower case letters and up-to-down and left-to-right reading and writing movements.

“This mission has had many life lessons, including always treating others kindly and taking the time to get to know them,” said teacher Lauren Buckram. “They know how to write their names, which is a skill they will need to know how to do for the rest of their lives.”

Kindergarten child Joules Flores had his own idea of ​​the meaning of his first name.

“My mother loves jewelry. She really loves jewelry, ”said the 5-year-old.

Teacher Sheila Shumaker was inspired to see students excited about something they created.

“The students loved the outcome of the project,” said Shumaker. “They loved how their own work was transformed into a keychain and how they will be able to keep this memory for a long time.”

Teacher Kristin Utsey said the lesson also helped develop students’ fine motor skills.

“It was a great way to teach the uniqueness of names, especially at the start of a school year,” Utsey said. “This lesson showed students that each name is special and that we should cherish how important and unique each is. “

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Fiction publisher

Column: UC San Diego Professor’s ‘Choose Your Own Adventure’ Book Is An Inclusive Epic

When UC San Diego novelist, poet and literature professor Kazim Ali posted on Twitter that his latest book was going to be an episode of the popular young adult series “Choose Your Own Adventure,” fellow writer Hananah Zaheer responded. : “My 10 year old self is very excited!”

Ali’s 10-year-old self could certainly relate. And with the release of “The Citadel of Whispers” tomorrow, her 50-year-old self is also thrilled.

“It is a dream come true to be part of a literary tradition to which I was part as a reader. There are a lot of other interactive books out there, but this one is the original, so it’s very, very cool to me, ”Ali said from his home in Normal Heights. “I grew up reading these books. I read ‘The Cave of Time’ and ‘Who Killed Harlowe Thrombey?’ So who can say that my love of reading and writing did not come from these past experiences? “

Based on the interactive format of role-playing games like Dungeons & Dragons, “Choose Your Own Adventure” was launched in 1979 with a series of books that allow the reader to put themselves in the shoes of the narrator of the story. The books were written in the second person and the narrative could change based on decisions made by the reader at different points in the story. And if you didn’t like the way your story unfolded, you could go back and send your literary self on a whole new path.

The series sold over 250 million copies worldwide before being discontinued in 1999. It was relaunched in 2006 by independent publishing house Chooseco. When Ali joined the “Choose Your Own Adventure” team, he chose to put his own spin on the beloved format.

Ali’s “Citadel of Whispers” takes place in the fantastic world of Elaria, a vast mountainous land whose collection of small city-states coexist with the help of the Whisperers, a mysterious order of spies, diplomats and men. scholars who keep the Elaria balances power in harmony.

But when the book begins, an ambitious Emperor threatens to upset Elaria’s delicate balance, and a small group of Whisperer students from the prestigious Citadel must fight to restore order.

One of those students is Krishi, the talented teenager Whisperer who is the “you” that readers of the book become. And for the first time in the history of ‘Choose Your Own Adventure’, readers can choose Krishi’s gender based on how they identify with themselves. Nothing in Ali’s book – not the artwork, language, or even the character’s hair or clothing – puts Krishi in a specific gender box. Krishi is who the reader wants Krishi to be.

“I wanted this book to have adventures and comedic elements, and I wanted it to have non-traditional characters,” Ali said of “Citadel,” which is the first book in this “Choose Your Own Adventure” trilogy. “. “I thought the character should be genderless so that whoever the reader is, whether they feel non-binary or have no relationship to gender, they can connect.”

And Ali’s adventures in mastering archetypes did not end there.

In the Citadel, all Whisperer students wear long hair and dress in plain linen tunics and pants. The best fighter in the class is a girl, Krishi’s friend, Zara. The stealth weapon is Krishi’s best friend, Saeed, who is small in stature but powerful in mind.

And one of the more intriguing adult characters is Dalilah, a Duchess in her 60s who’s the captain of a pirate ship and possibly the most savvy navigator in all of Elaria.

You underestimate these non-traditional champions at your peril, which was also part of Ali’s plan to uplift the characters and readers.

“Instead of making a learning story, I wanted to make a story where young people were fully capable and fully realized characters,” said Ali, who was inspired by young activists like Greta Thunberg and survivors of the gunfire. Parkland mass. ” They are in danger. They make mistakes. They will fail. But that doesn’t happen because they are stupid or underdeveloped. They understand the world they live in and are not afraid to take action.

Like Ali’s child warriors and pirate duchesses, his literary career challenges easy categories. He writes poetry, fiction and non-fiction. He is the founder and publisher of independent publisher Nightboat Books. He is a translator and has edited several anthologies and critical books.

Now Kazim Ali is the author of a multi-volume fantasy series, and he hopes readers who find themselves in Krisha find inspiration knowing they can choose whatever life path speaks to them.

And there’s a good chance there is more than one.

“I hope readers see all the different ways they can change the world. The Whisperers are diplomats. They are spies. They are martial artists. They must be masters of disguise. On the contrary, people who choose these children (to be Whisperers) seek this adaptability. I think this will speak to children of the world we live in now, where service to others will take many different forms as we move forward into the future.

“The ground is moving under our feet, and I like the idea that young people have power and think they can make things right. I like this energy.

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Reading and writing

Boox external E-Ink monitor for laptops available, 25 inch inbound

Sometimes 16 shades of gray are enough for productivity workloads. This month, Onyx International started selling one of the industry’s first 13.3-inch E Ink monitors that can be used as an external display for laptops. The company is also preparing a 25-inch E Ink monitor for desktop computers.

E Ink displays are quite widely used for e-book readers and some specialty devices that can take advantage of their low power consumption and high contrast without the need for colors. But E Ink technology can also be applied to PCs used for tasks such as reading, writing or coding by people who experience eye strain when working with traditional monitors due to blue light, bright colors or screen flash. In fact, E Ink monitors for PC are starting to appear. Late last year Dasung started selling its 25.3in Paperlike monitor and this week Onyx started selling its 13.3in Boox Mira E Ink monitor.

(Image credit: Onyx International)

The Boox Mira display can display 16 shades of gray and features a resolution of 1650×2200 as well as a pixel density of 207 pixels per inch. The unit has front lighting with color temperature controls (cool, warm), manually adjustable refresh rate (normal / text / video / slideshow) and supports capacitive touch. As for the inputs, the product has two USB Type-C ports and a mini HDMI connector. Plus, it even comes with VESA 75×75 holes in case its owner wants to use it on an arm.

(Image credit: Onyx International)

Onyx’s Boox Mira weighs 590 grams, which is the weight of external laptop LCD screens based on IPS, VA or TN panels. Meanwhile, the Boox Mira promises more convenience when working with texts, spreadsheets, and code. Unfortunately, the 13.3-inch E Ink display doesn’t come cheap. It can be ordered for $ 799.99 directly from the manufacturer.

(Image credit: Onyx International)

In addition to the Boox Mira, Onyx International is preparing its 25.3-inch Boox Mira Pro monitor with 3200 x 1800 resolution (145 PPI) for desktop applications. This monitor will have DisplayPort, HDMI, mini HDMI, and USB Type-C input. As for the price, the manufacturer plans to charge $ 1,799.99 for the unit when it becomes available.

Obviously, E Ink displays in general and Boox Mira / Boox Mira Pro in particular aren’t designed for anything that might require a more or less decent refresh rate. all. Even a Color E Ink the display is unlikely to be found among the best gaming monitors.

(Image credit: Onyx International)

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Reading and writing

SAT scores above the global average in Fairfax public schools

FAIRFAX COUNTY, VA – SAT scores for Fairfax County public schools continue to outperform national and national averages, according to College Board data for the class of 2021.

The mean score, which includes reading / writing and math but not the essay, was 1201 for the FCPS class of 2021. By comparison, the mean score for the FCPS class of 2020 was 1211.

The average FCPS score was higher than Virginia’s 1151, and the global average was 1060. In the reading and writing section, the average FCPS score was 601, compared to 584 in Virginia and 533 worldwide. The math score was 600 for FCPS, compared to 567 in Virginia and 528 globally.

Disparities persist between ethnic and racial groups. Asian FCPS students had the highest average score (1294), followed by White students (1220), multiracial students (1213), Hispanic students (1095), and black students (1054). Nonetheless, the average score for each racial or ethnic group surpassed that of its peers at the Virginia level and globally.

“As we center equitable access in our decision-making, it will be important to respond with the expansion of tailored learning experiences,” FCPS said of racial disparity. “These test data reminds us that we still have a lot to do as a system and as a community to provide the academic support all of our children need to be successful.”

Due to cancellations related to the COVID-19 pandemic and the reluctance of families to send students for in-person tests, participation in the SAT has plummeted around the world and in Virginia. According to the College Board, attendance fell 31.4% globally and 33.4% in Virginia. The decline was less pronounced at FCPS, with a participation of 4.4% less.

FCPS attributed the smaller drop to the school district that hosted the SAT school day for the first time in September 2020. The SAT school day allowed students to take the SAT free of charge at their school on a designated weekday. In total, 63 percent of the senior FCPS class have taken the SAT. The SAT School Day will once again be held for the Class of 2022 on October 13.

“We recognize that priorities have changed significantly during the pandemic. Providing convenient access to the SAT at no cost was our way of easing the burden on our families and students, ”said Superintendent Scott Brabrand. “The fact that FCPS saw such a small decrease in participation shows that this concept worked.”

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Reading and writing

Standardized tests are not the end of intelligence

2021 staff lariat mugs

By Aliyah Binford | Journalist

Passing tests is actually very difficult for me. For those who fully understand what I’m saying – of which I’m sure there are many – then this piece is for you. Standardized tests become more difficult as you get older; whether it is reading, writing or math, they are getting more and more difficult. I can study for a test for days and understand the material, but when it comes time to take the test, my mind goes completely blank, and it’s like I have short-term memory loss.

Between 40% and 60% of students suffer from test anxiety, and I’m part of that group. There is so much stress taking a test, and if I do poorly, teachers interpret it as if I don’t know the subject or I’m not as smart as my peers. Think about it from a student’s perspective for a second. Your teacher tells you that you need to take a test – a test you may have already taken earlier in the year – to measure your growth. Your growth determines the classes you will be placed in next year and, whether the teacher says it or not, what opportunities you will have in the future. How would you feel if you were this student?

I might be the smartest person in the room, but because I scored low on a test, I’m instantly relegated to a lower category, which makes absolutely no sense to me. I understand that we need consistent measures of student progress in math, reading, science and social studies. However, a low grade in these topics shouldn’t be the only resource teachers and schools turn to before telling me I’m slow or not smart. A lot of people are smart on the streets, not in smart books. I grew up learning the rules of the street and how to be an adult in our dog-eating dog world, so when I got to school here in Baylor I struggled tremendously, even in subjects that I did. get it right – all because schools feel the need to make things as difficult as possible for students, when in the end it scares me instead of giving me confidence in real life.

The problem is that standardized tests are not an accurate measure of a student’s quality of education or even intellect. For me, you can determine a person’s intelligence by giving them real world problems and seeing how they solve them. You can be smart and still have a hard time in school. There are a lot of famous people who didn’t make it in school and still did amazing things in life like a scientist, inventor, and founding father. Benjamin franklin, who gave up at the age of 10 to help support his family. So why do schools push kids to take tests, judge them for not doing well, and assume they are not smart? I believe everyone is smart in their own way, and schools shouldn’t put people in lower categories based on those kinds of results.

Test anxiety is a real thing. Standardized tests are not important enough to decide if you will have difficulty in life. How you will be successful in life is up to you, and I believe I will be successful easily, even if I struggle with tests that I think are unnecessary.

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Reading and writing

Education: Then and Now – Lewiston Sun Journal

Bethel built elementary schools early on, in response to Massachusetts school laws and Protestant custom. Typically a room, a teacher, multigrade at the start, they teach reading, writing, arithmetic, but also punctuality and sociability. Attendance, for a few years at least, soon became the norm; illiteracy is becoming a greater handicap in an increasingly literate society. For farmers, traders and possibly factory workers, literacy was sufficient; crafts were learned at home and on the job, books and newspapers increased their reach. Gradually consolidated into fewer, larger and more sophisticated businesses, primary schools continue to look after the original bases. Part of a growing population wanted more education; local leaders founded academies and high schools; finally, the state contributed, then regulated. Gould, like many other such institutions, prepared students for academia, professions, commerce, education, and civil society (political roles for elite men, largely social roles for women). Admission to university needed Latin and maybe a little Greek; for many years, most continued their classical studies in college. As admission requirements have changed, so have high school courses.

Many lawyers, doctors, engineers, etc., have been trained by apprenticeship; secondary education provided them with the prerequisites of advanced literacy and numeracy, perhaps a little science… Business required a similar education; the MBA was far into the future. Prospective teachers could add modern language to the curriculum, as well as pedagogy; finally high school became a prerequisite for normal school, later for teachers’ college. Civility and elite status required additions such as music, dance, history, politics…

Gould has served Bethel’s educational needs for over a century. But by the end of the 20th century, a secondary education had become the universal norm, the minimum; the diploma is a necessity. Secondary education has therefore had to expand and diversify to meet the needs, interests and capacities of all young people. Gould and Bethel decided the former couldn’t do all of this; hence Telstar.

As secondary education developed, the high school diploma became, perhaps unreasonably, a certificate of intelligence and diligence, practical for employers and the public. When community college becomes free, maybe fourteen years of schooling will be the threshold of a “full” education, of a good job. But higher education is another column.

David R Jones has taught educational history to prospective teachers, administrators, et al.

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Reading and writing

Most parents in Tennessee are optimistic about school this year, poll finds

A month after the start of the new school year, three-quarters of parents in Tennessee said school was going well for their child and 69% said their students felt safe attending classes in person, even though many districts have temporarily closed under pressure from the highly contagious delta variant of COVID.

Survey results released Tuesday also show that nearly half of parents in the state fear their students may have fallen behind academically during the pandemic, with concerns even more prevalent among suburban parents and children. parents of high school students.

The poll – commissioned by the State Collaborative on Reforming Education, also known as SCORE – offered some surprises on parents’ perceptions of the start of the third consecutive school year affected by the pandemic. The survey was conducted from September 1-5 with a representative sample of 500 registered voters and 300 parents of public school students across the state, where most of the students returned to school. school in early August.

About 77% of parents surveyed were positive about how the 2021-2022 school year was going for their children.

At the time, at least 18 of Tennessee’s 147 school systems had closed for up to a week to try to tame the virus, as illness or quarantine sidelined too many teachers to staff classrooms. class adequately. And a third of all COVID cases in Tennessee have been in children up to the age of 18. Additionally, Education Commissioner Penny Schwinn had just started granting seven-day waivers to allow some schools to temporarily switch to virtual learning as part of a new COVID response plan.

Since then, Tennessee has reported more new cases of the coronavirus than any other state, relative to its population – an average of 109 per 100,000 people, according to a New York Times Database.

Data released Monday by the state health department, shows the death toll of people under 20 has doubled to 20 since the start of the school year.

And at least 14 public school employees who contracted COVID have died this school year, based on a report on deaths confirmed by Tennessee Lookout, an online news organization. The report notes that it is not known whether an employee was exposed to COVID at school or outside of school.

SCORE officials believe parents feel good about more face-to-face learning than last school year, when districts had the general power to switch to virtual learning to respond to pushes. local viruses. A new state rule requires schools to provide in-person instruction and tap into stored days if they have to close. Even with Tennessee’s COVID numbers, Gov. Bill Lee’s administration has not backed down on that position.

“The positive feelings expressed by parents about the start of this school year are a testament to the hard but essential work that teachers and school and district leaders across the state have done to support face-to-face teaching under very difficult circumstances. difficult, ”said David Mansouri, President and CEO of SCORE. said in a statement.

Teresa Wasson, spokesperson for SCORE, added that polls for the past two years show that two-thirds of parents in Tennessee believe distance learning is worse for their students than learning in person.

Beth Brown, president of the Tennessee Education Association, agreed that face-to-face learning is the best and said it’s great for parents to feel positive about the school year. But she also cited a mismatch between what the survey shows and what she hears from educators on the ground who continue to respond to the disturbances.

“People need to understand that the pandemic is wreaking havoc among educators in a state where there is already a shortage of teachers,” Brown told Chalkbeat. “Teachers are exhausted, exhausted and struggling mentally and emotionally. “

This year’s survey yielded similar results to last year regarding parents’ concerns about learning delays related to the pandemic. But this is the first pandemic year that Tennessee has benefited from the results of statewide tests, which were released a month before the last survey was conducted. In 2020, testing was canceled across the country due to the virus.

Tennessee scores showed an overall decrease in skills of 5 percentage points since 2019 as part of the Tennessee Comprehensive Assessment Program, also known as TCAP. Scores declined across all subjects and levels, with the largest drops among students who have historically followed their peers and learned longest.

The SCORE survey also looked at education issues unrelated to the pandemic.

Most respondents, including 71% of parents and 65% of voters, believe that Tennessee’s public schools are not receiving enough funding. And even larger percentages of those polled said they would support increased state funding for K-12 education.

The poll also showed strong statewide support for continuing the annual state tests, which have been used in Tennessee since 1988, to find out whether students meet education standards in reading, writing. and mathematics.

Based in Nashville, GOAL is a research and advocacy group founded in 2009 by former US Senate Majority Leader Bill Frist of Tennessee.

The group’s survey was conducted by Public Opinion Strategies and had a margin of error of just over 4% for the sample of registered voters and over 5% for parents in public schools.

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Reading and writing

What I learned from the Sealey Challenge

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Even though it started in 2017, this year was the first time I heard about the Sealey Challenge. Named after poet Nicole Sealey, it challenges participants to read a book of poetry every August day. Through social media, the entire community of poets and readers is connected via #TheSealeyChallenge.

I became a poet and poetry reader during my undergraduate studies (in my 30s) and have continued throughout my Masters of Fine Arts program and today. I have published poems and want to publish my own books. Since finishing my MFA, however, I have struggled to write poetry with any regularity. When I read about the Sealey Challenge, it seemed like a great way to jumpstart my poetic brain, post more on Instagram, and generally dig into my pile of TBR poetry.

So what did I learn from the Sealey Challenge?

This is not how I like to read poetry

I know this sounds pretty harsh, but listen to me. I slowly read poetry. Very slowly. And several times. Since I know every syllable, punctuation, and line break is a CHOICE, I try to give every bit its due. I like to read each poem aloud at least once, feel it in my mouth, and let the sounds echo. This is especially true of poets who like to play with assonance and dissonance a lot.

The Sealey Challenge forced me to read fairly quickly. Even though the books were very small (I’m not going to read Pablo Neruda’s collected poems in a day), there was simply no way to read a chapbook or collection in a day at the pace that I prefer to read from. poetry. That said, I’ve definitely dropped a few Post-It flags on poems I want to revisit and dissect.

How to be better on Instagram

Kind of. The poetry community on Instagram has been great throughout this challenge. Maybe a friend of mine who is an expert on social media helped me a bit too. A lot. Okay, it was mostly her, but #TheSealeyChallenge was a fun way to use what I learned.

I prefer poetry books with a consistent theme

Perhaps it is my experience as a fiction writer that makes me like this. Hard to say, but I’ve found that if a chapbook or collection works on a single theme or story it appeals to me much better. Many poets that I truly admire will publish a book every few years of all the poetry they have written since their last collection.

Marie Ruefle’s Dunce was an absolute joy, but with little connective tissue. Kim addonizio Tell me bore all its mark of brutal honesty, even if it contained no narrative. That’s not to say that there aren’t a few themes since poets tend to go through thematic phases when writing, but I really like big themes and general stories. This is purely a personal preference, mind you.

Republic of the Deaf Ilya Kaminsky floored me with the story of a fictional town that goes deaf after a deaf boy is shot. Leila Chatti’s struggle with her medical problems in Flood reminded me of my own intersex medical struggles. The intersection of Cameron Morse * cancer diagnosis and pending paternity in Risk of falling was like gravity to me.

Little Star Week 8 image from Fall Risk by Cameron Morse
Of Risk of falling by Cameron Morse

Reading is not the same as writing

Did I write a single poem in August? No. Maybe it’s because I added a book of poetry every day to the normal responsibilities of adults. Maybe I’m just apologizing yet.

Have I noticed a number of new poem ideas as a result of The Sealey Challenge? Absoutely. We will see what September brings.

31 pounds can be too much

I fell behind in the Sealey Challenge. What can I say other than “adulthood is sometimes difficult? »I have a full-time job. A woman, three cats, a new house for me which needed work. I’m also trying to write another novel and this little lateral flurry of Book Riot. I don’t even have human children, but it can still be a lot.

I subscribe to write and read daily. I also agree with giving us a break, not to be too hard on ourselves. For five or six days around mid-August, I found myself too tired for verses and stanzas. My wife and I took a short break which helped me recharge and get back on track. I doubled down on poetry books for a few days, but then recognized that I wouldn’t read 31 books in 31 days.

And it’s good.

I continued the challenge. I finished four books late, but still read one book every day for most of the month. I wasn’t afraid to catch up. I read and write marginalia, planted little Post-It flags, and posted on social media. The challenge had the desired effects on me, although I didn’t end up hitting that magic number.

Overall, the Sealey Challenge was a fun and, rightly so, stimulating experience. I made a dent in my poetry shelf, remembered why I adored certain poets, and discovered new voices on my shelf. Five stars. To reread.

* Full Disclosure: Cameron Morse is a friend, has survived his cancer prognosis for years, and now has a second child.

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Reading and writing

Finalists selected for 2022 Colorado Teacher of the Year

Each year, the Colorado Teacher of the Year program honors an exceptionally dedicated, knowledgeable, and qualified K-12 teacher to represent the entire profession in the state. The selected teacher then continues as Colorado’s candidate for the national teacher. Denver7 is proud to partner with the Colorado Department of Education for the Teacher of the Year program.

Colorado 2022 Teacher of the Year will be named at the end of October and will come from one of these seven finalists:

Mountain Vista Community School

Carrianna DePace is a fifth grade English teacher at Mountain Vista Community School, a Harrison School District K-8 Title I school in Colorado Springs. She has spent her entire career teaching at MVCS because she feels so passionate about her community and believes that in order to be an agent of change you need to fully engage and know your community. DePace is a first generation college graduate and became a teacher because she knew that for children like her who face chaos and trauma at home, a safe school and education has the power to equalize. She believes that in order to effectively teach students, we must know and love the child as a whole and hold students to high expectations. DePace holds a Bachelor of Arts in Elementary Education and a Masters in Curriculum and Teaching. DePace continued his studies at the University of Colorado – Colorado Springs.

SkyView Academy

After earning a Bachelor of Science in Journalism from Utah State University, Julia Ferre built a career in creating on-air and online media before finding her path to education. She was accepted into the Boettcher Teachers’ Residency Program in 2016, where she shared her skills and experiences with students at a neighborhood school in Douglas County. She obtained a Master of Arts in Education with an endorsement of culturally and linguistically diverse learners from Adams State University. After four years as a grade 5 teacher, she became a grade 8 science teacher at SkyView Academy, a charter school in Highlands Ranch. Ferre believes that the environments designed by the students and the learning demonstrations selected by the students promote the strongest intrinsic motivation.

Grand Ouest High School

Emmylou Harmon teaches CTE Science / Math / Agriculture at West Grand High School in Kremmling, where she taught 21 years of her 23-year teaching career. Harmon received a Bachelor of Arts in Mathematics from High School Teacher Education from the University of Northern Colorado and a Master of Science in Science Education from Montana State University Bozeman. She has taught algebra, geometry, remedial math, health, physical science, chemistry, biology, greenhouse / horticulture, environmental science, and food science. Harmon received 2021 Colorado State Science and Engineering Fair Teacher of the Year, an award sponsored by Lockheed Martin. She was also selected as the West Grand School District Teacher of the Year in 2021. Harmon not only works for her students to experience education, but she also plans experiences for staff at school in order to create an educational community in the hope of building a strong and stable team of teachers.

Falcon College

Ashley Lowe teaches Grade 8 English Language Arts at Falcon Middle School in Peyton. As a third year teacher, she has developed and implemented contemporary educational programs and practices to elevate learning in her classroom and authenticate student engagement. She was part of her school’s initiative of Modern Teacher, a model of teaching that creates a culture of learner-centeredness. Its personalized learning plans for students were recognized nationally at the 2021 National Conference on Digital Convergence. Lowe was recognized by her district as the 2021 Teacher of the Year for her school. Lowe believes in the power and importance of forming meaningful relationships with students to share his passion for the arts of the English language. She believes that as an English teacher she teaches more than reading, writing and communication – she also teaches empathy. Lowe received his Bachelor of Arts in Secondary English Education from Colorado State University at Pueblo and is studying for his Master of Arts in English online at Arizona State University.

Glenwood Springs College

Autumn Rivera is a sixth grade science teacher at Glenwood Springs Middle School in Glenwood Springs, as well as an assistant professor in the education department at Colorado Mountain College. For over sixteen years as an educator, she worked with students from elementary to postgraduate level. Rivera holds a Bachelor of Arts in Biology and a Master of Arts in Secondary Science Education from Colorado College; and a master’s degree in educational leadership from the University of Colorado – Colorado Springs. Rivera is the Colorado Association of Science Teachers’ Region 3 Elementary Board representative. She also volunteers with the American Association of Chemistry Teachers. She has presented a variety of professional development courses, including at the Roaring Fork EdTech Summit and the Colorado Science Conference. Rivera is also the college science officer for her school district.

Craig College

Cristina Vanzo teaches STEM education from grades 6 to 8 at Craig Middle School in Craig. She holds a Bachelor of Arts in Interdisciplinary Studies and a Master of Science in Learning and Technology from Western Governors University. She has been teaching in the Moffat County School District since 2012, the start of her education career. After being a fifth-grade teacher for two years, Vanzo decided to take on a new challenge, moving to middle school, where she taught math and science to sixth-graders. It was around this time that she worked with her school leaders to develop a STEM program for students. Working in a rural district, she identified the need for STEM education and worked with stakeholders in the district to create an elective engineering course. Its program has been recognized at the state level by the Colorado Association of School Boards through the Student Achievement Program Award. Vanzo is always up for challenges and comes to school with enthusiasm every day to learn alongside her students.

Classic Academy Ascension

After spending many years in the oil and gas industry as a scientist and business development analyst, Paula Wilderman began her second career as a teacher to show students the importance and beauty of mathematics. Born and raised in the Midwest, she received a Bachelor of Science in Biology from Southern Indiana University. Wilderman went on to obtain a doctorate in microbiology and molecular biology from the University of Miami. She moved to Colorado for a postdoctoral fellowship at the University of Colorado School of Medicine before pursuing a career in industry. Over the years, she has been both a tutor and coordinator of several programs in the Denver area. In 2018, Wilderman began teaching math and science to middle and high school students at Ascent Classical Academy in Douglas County in Lone Tree. There, Wilderman is involved in school activities and the establishment of school culture. She constantly demonstrates the wonder of learning and can be heard encouraging her students to say, “I don’t know that… yet. She created the Ruby Society which helps girls develop their virtue, character and gratitude. Wilderman has established and heads the local chapters of the Junior and National Honor Societies and is the co-leader of the House of Leonidas, one of the six houses of the school’s house system.

This Colorado Teacher of the Year cover brought to you by Canvas credit union. Find out how Canvas celebrates our community and helps Coloradans afford life to

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Reading and writing

Fifth-grade Trotwood student publishes book about her epilepsy experiences

“The seizures had weakened her entire right side and she had to undergo therapy for two years,” said her mother, Carrie Farley. “She had to have EEGs and wear electrodes on her head for 24 hours straight, even at school, and her only complaint was that it was heavy.

Jordynn Farley had to wear electrodes 24 hours a day during his EEGs, but his only complaint was that “it was heavy”. CONTRIBUTED

“Her type of epilepsy is benign rolandic, and she is expected to overcome it as a teenager. We are relieved, but we felt very helpless, because it is something that we could not control. As parents, we want to protect our children from disappointment. She was very strong, but still had times when she asked “Why me?” “

“She’s been on medication and is under control, but it’s worrying when she gets confused and forgets things. Her most recent seizure was two weeks ago, but it was much milder.

“The severe seizures were when she was asleep, so we had baby monitors in her room and we had to put in baby gates because, with her medication, she sleepwalks. Behind the scenes no one knows what she’s going through – I’m very proud of her, she’s a happy, hard cookie. “

To exploreGrowing Number of Baby Boomers Retiring May Create ‘Telltale’ Changes

At her grandmother’s house, Jordynn “told me she wanted us to write a book together,” Marr said. “She wanted to tell her story to inspire other people and asked me to help her find a title.

“She’s still active in sports and church, and performs in school plays – and when she said ‘I’m not stopping, it won’t beat me’, we came up with ‘Unstoppable Me: Living With Epilepsy. ”I asked her“ how to live with epilepsy, can you describe it? ”And when she finished writing I was amazed.

And, still the teacher, Marr became his editor. “I told her she needed to correct some grammar and spelling.”

Jordynn said, “Grandma is stubborn, but she’s a good teacher. I especially wanted to inspire children and adults who have a problem that is not normal. I wanted to show them that you can still do amazing things like I did.

“I didn’t even know what I had when the seizures started, but my handwriting got worse and became a scribble-scrabble. It has improved, and I know how to do even better now – my right hand is starting to shake and I’m right handed, but I’m glad I didn’t have bad seizures anymore.

“Through it all, I started writing about what it was like to have her, and then getting the EEGs and the treatment and all the things that I did. At the end, I wrote a message to the kids and adults about how, if I could do it, they could too. “

When Jordynn’s book was finished, his mother had it published on Amazon and said, “I was thrilled and so proud – she always loved reading and writing, being creative – but I was still amazed.”

Contact this writer at [email protected].


What: “Unstoppable Me: Living With Epilepsy”, a book written by Jordynn Farley

Or: The book can be purchased online via Five dollars from every $ 20 book sale will go to the Neurology Department at Dayton Children’s Hospital, and another five will go to the Dayton Epilepsy Foundation.

Also: The book can also be purchased on Amazon.

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Reading and writing

Upstate Young Woman Writes Children’s Book About Cerebral Palsy Journey | Erin De Gregorio

Samantha VanAlstyne, 25, can now list “published author” on her resume as she continues to juggle life and college during an ongoing pandemic. Earlier this year, she self-published “Hi, I’m Sam,” which details her journey with cerebral palsy and learning self-acceptance.

“It all started as a conversation with my seven-year-old niece,” VanAlstyne said, further explaining that she is a five-year-old aunt, with two on the way. “She wanted to know why I live in a group home rather than my father.”

“Then,” VanAlstyne continued, “the idea became an educational tool for children and adults who might not know how to approach the subject otherwise.”

Having always enjoyed reading and writing growing up, VanAlstyne said she wanted to be an author while other children aspire to be a firefighter or a police officer. “I’ve always breathed books and even now I read or listen to two to three books a month,” she said.

But, we can also say that being an author is in VanAlstyne’s blood. “As a child, my favorite books were the Little House on the Prairie series,” she explained, “mainly because the author is my distant maternal relative. “

VanAlstyne started the writing process last October and carefully organized her college semester schedule so that she could use her Fridays off as “work days” for writing. She saw the final product come to fruition in January, after learning how to publish the 700-word story herself as well as design the layout and cover. She also collaborated with her cousin Tessa for the illustrations for the book.

“Getting my first batch of books after publication was fun,” VanAlstyne said. “I cried when I opened the box.”

Throughout this process, VanAlstyne said she learned that the children’s book was more needed than the audience anticipated. Pictures of children holding VanAlstyne’s book were also posted on various social media platforms, which helped spread VanAlstyne’s messages of learning, love and acceptance.

“When I published it, I had hoped to sell maybe 10 copies to my family and friends,” she said six months after her book came out. “But I sold about 300 of them, which is way more than I expected.”

The Chatham, NY native moved to Hudson five years ago and currently lives and receives services through Devereux Advanced Behavioral Health New York. VanAlstyne credits team members Devereux New York for helping “thrive and become more independent”.

“We are extremely proud of Samantha and all she has accomplished,” said John Lopez, Executive Director of Devereux New York. “She is a talented young woman who, during the COVID-19 pandemic, decided to take the time to write and publish a book – in addition to taking several university courses. “

He continued, “At Devereux New York, we strive to help the people we serve pursue their dreams, and Samantha does just that.”

As summer is in full swing, VanAlstyne is pursuing her associate degree in psychology at Hudson Valley Community College – in the hopes of one day helping people with substance use disorders. She also plans to write several sequels to “Hi, I’m Sam” in the future.

“Hi, I’m Sam” can be purchased online through Amazon, Barnes and Noble, and Walmart. Those interested in directly supporting VanAlstyne can also purchase an autographed copy from its website,

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Reading and writing

Ypsilanti Community Schools K-8 Virtual School Seeks to Build on Distance Learning Success

YPSILANTI, MI – When Kier Ingraham was asked to lead virtual education for K-8 students at Ypsilanti community schools last fall, she had no idea the option of Fully distance learning would give students and parents the flexibility they needed to learn during the COVID-19 pandemic.

It took some time for teachers to adjust, she said, but teachers seized the opportunity by reaching out to individual families to find out what types of education worked best for them and which ones. moments allowed them to come closer.

The success of the program was evident in the growth of the distance learning program from around 300 students in fall 2020 to around 650 students in April, Ingraham said.

Virtual meetings with parents who wanted more individualized instruction for their children – often after traditional school hours – and small group work will again serve as the backbone for a new K-8 Ypsilanti Community virtual learning school. Schools is offering this fall.

“We use what we have learned to provide an innovative learning option for our students and our communities,” said Ingraham, principal of Ypsi Connected Community School. “We listened to our parents, we listened to the community and we realized that the power of relationships was one of the main reasons we as a group of online educators have been so successful this year. last. “

The Ypsi Connected Community School is the next iteration of its efforts to provide a virtual option for students in grades five to eight, providing students with live synchronous instruction during traditional classroom hours, Monday through Friday.

JEC plans to offer in-person classes to all interested students this fall. This past school year, the district gave students the choice of virtual or in-person lessons when its COVID-19 numbers were dropping, although most students spent the majority of the year in distance learning.

Teaching is led by certified teachers, providing a distance learning environment with opportunities for groups of students to periodically meet in person in the classrooms of the district’s Achieving College and Career Education (ACCE) building. at 1076 Ecorse Road, the location of the YCS Virtual School for grades 9-12.

Each child receives a personalized education plan that includes instruction in small groups, Ingraham said, with the ability to create their own project-based learning experience, making the participation of family members paramount in the process. teaching format.

“We think it’s perfect for a lot of students,” Ingraham said. “It’s not for all students and it’s not for all families, but there are a lot of students who learn best in a supportive home, who don’t necessarily learn better in a class of 25. to 30 students. “

This was evident in the past school year, Ingraham said, when distance teachers designated times to hold sessions in small groups of about six students.

One-on-one learning group sessions like this are just not possible in the traditional setting of a brick and mortar classroom, she said, but will continue to be part of the makeup of Ypsi connected community school.

“This is where we saw our power – it was this 30 minute math lesson that had the biggest impact because you had a group of six or fewer students with a master teacher without any distractions,” he said. said Ingraham.

For Kindergarten to Grade 5 students, the typical day begins with a morning meeting and recording with a teacher, as well as a reading and writing block and ‘unified arts’ instruction that may include art, music or physical education before lunch and recess. period.

The afternoon block from 12:30 p.m. to 3:30 p.m. includes lessons in math, science and social-emotional learning, before a daily recap.

College students have one hour of counseling to start the day before a reading and writing block and “unified arts” teaching with live instruction. After lunch there is a period of mindfulness, followed by math, science, and a location-based learning block to close the day.

Periodic in-person meetings are designed to provide students with face-to-face interactions with other students, while also providing opportunities for hands-on activities.

Additionally, a place-based learning block can include a skill parents want to master for their child or a project they want to complete within the community, Deputy Superintendent Carlos Lopez said, with comments opportunities to work with a designated “coach” from the East. University of Michigan.

Targeted teaching will focus on science and social studies with an emphasis on community history, said Lopez, giving examples of developing a community garden, with food collected to benefit food banks. local.

“We are trying to find ways to really involve our young people and our young people so that they can support the vision of the community forward, because there are a lot of decisions made at this level that can really inspire our people. young people to get involved and become advocates and start creating solutions to everyday problems, ”Lopez said.

“This window into this pandemic has allowed us to see how, collectively, if we move from a school-centered ideology to a community approach where family and their stories and their stories are part of our agenda, then we are truly becoming more culturally sensitive. We pass on to our children this sense of respect and value for who they are and who they are. “

Ingraham plans to have 24 students each per level “band” divided into K-1, 2-3, 4-5 and 6-8 levels, with three or four teachers per level. She noted that School of Choice students may be subject to a lottery process for enrollment.

Those interested in enrolling at Ypsi Connected Community School can apply online.


In-person, hybrid and virtual options for the school year offered by Ypsilanti community schools

Ypsilanti Kindergarten students can join the Spanish immersion program in the fall

Woman’s New ‘Ypsi Kind’ T-Shirt Business Helps Local Nonprofits

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Reading and writing

Urbana woman testifies in Senate at hearing on USPS woes | Senate

Urbana resident Rania Dima, an aspiring historical fiction writer and self-proclaimed lover of the written word, is desperate to learn braille quickly. A rare condition called Usher Syndrome deprived her of the ability to read print and computer screens, and as her hearing deteriorated, her addiction to audio screen readings also waned.

However, delays within the US Postal Service hampered Dima’s ability to learn his new ways of reading and writing. She sends and receives resources to learn braille through the Free Matter for the Blind program, which essentially classifies these items as first class mail. Before the pandemic, Dima’s supplies arrived in one to two weeks.

The wait is now one to two months, she testified before members of the US Senate.

“I have profound hearing loss, and I’m losing the last part of my hearing,” Dima, a member of the Baltimore-based National Federation of the Blind, said at the hearing. “From my perspective, the federal, state and private agencies that support me are thwarted and I feel marginalized. “

Dima’s testimony, at a hearing Tuesday for a subcommittee that Senator Chris Van Hollen of Maryland chairs, highlighted the impact of the USPS delays on residents of the state.

“Your testimony shows the very real impact in the world of these unacceptable delivery delays that we are trying to elucidate,” Van Hollen (D) told Dima during the hearing.

The session, highlighted by the testimony of USPS Inspector General Tammy Whitcomb, provided an opportunity for Van Hollen and his fellow senators to better understand the systematic gaps contributing to the mail delays that have plagued the country for more than six months. As Inspector General, Whitcomb’s job is to conduct independent audits and evaluations of the USPS.

The changes Postmaster General Louis DeJoy implemented after taking office last year have exacerbated the USPS infrastructure pandemic, including staff shortages in the face of increased demand for courier, particularly last summer, Whitcomb said at the hearing.

Van Hollen said Maryland had not been spared the woes of the USPS. He said its inefficiencies were particularly pronounced in the Baltimore area.

“Over the past year, I have heard thousands of voters – thousands – talk about the slow pace of postal delivery, and I share their frustration and anger at this unacceptable situation,” Van Hollen said at the time. of the audience.

The senator is seeking to reverse what he called the “short-sighted” cost-cutting measures – including reducing overtime and removing machinery from facilities – that DeJoy oversaw.

The USPS “needs a new direction now,” Van Hollen told the News-Post, adding that he believed DeJoy’s removal should be part of an immediate overhaul of the agency’s leadership.

USPS employees can attest to agency flaws, and one did so on Tuesday. Longtime postal worker Brian McLaurin said he had seen a “slow and steady decline” in service at the agency.

Postal workers are less empowered to deliver mail in a timely manner, he said, adding that it was a “serious problem” for mail to be left behind. McLaurin said he saw mail sitting in a post office for up to three days, due to insufficient staff, processing issues, machine breakdowns and facilities with fewer machines.

The implications of these delays can be as trivial as a birthday card arriving late, and as serious as hampering Dima’s ability to learn a new language as her sight and hearing slowly fade.

Dima is not as advanced in her braille training as she would like. As the necessary resources take longer to reach her, she cannot receive timely feedback from her writing teacher before moving on to her next lesson.

The downsides of Dima’s slow learning braille were evident on Tuesday. She asked a member of the National Federation of the Blind to share most of her testimony.

“If these delays had not occurred, I would most likely be able to read my statement to you today,” Dima said. “But I can not.”

Follow Jack Hogan on Twitter:


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LBUSD sees massive registrations for summer courses, and it’s more than remedial classes • Long Beach Post News

A combination of factors led by the one-year shutdown of COVID-19 has spurred massive enrollment in the district’s Support, Enrichment and Accelerated Learning Program, abbreviated as SEAL, which takes place over the summer.

LBUSD has 14,351 students enrolled in SEAL or traditional high school credit recovery programs, or over 20% of LBUSD students. Compare that to the 5,433 traditional summer school students in 2018, or the 8,663 in 2019 after the district first introduced SEAL, and it is evident that this year is unique (there was very little in-person summer programs in 2020 due to the pandemic).

“The reality is that in our summer program this year, the number of students enrolled is larger than many school districts in the state of California,” said Brian Moskovitz, LBUSD deputy superintendent for early learning. and elementary schools, and one of the administrators who run the SEAL program.

Indeed, enrolling more than 14,000 students would place the summer program in the top 10% of the state’s largest school districts. Moskovitz said that in 2019, the district allocated surplus funds to SEAL in an attempt to turn the negative connotations around “summer schools” into a summer program that really attracted students.

“We’ve always had a summer school program in different versions,” he said. “But the summer school has always had a reputation for remediation. Two summers ago we launched SEAL as a summer program that included enrichment and was available for general education students, bringing cool enrichment programs so it wasn’t just for students who needed remedial support.

This change resulted in an increase in enrollment, as parents were drawn to a broader range of classes than math and “catch-up” English. The SEAL program offers reading, writing, math, science, poetry, drawing, painting and language courses in double immersion. Moskovitz said many people in the district were excited about the SEAL program, which spans several offices at different levels within the administration.

Due to the loss of learning associated with COVID-19 closures – as well as the social isolation experienced by many students – he said the district had really attacked this summer as a way to start changing things before the ‘autumn.

“Knowing that we would be able to deliver a program in person and what the learning was like over the past 18 months, we intended to create a strong program,” he said. “We have a comprehensive art program, for example, based on socio-emotional learning. “

The SEAL program not only serves to catch up with students who may have fallen behind in the past school year, it also serves as a reintroduction to in-person learning for many students. Moskovitz said final numbers were not yet available, but that a “significant” portion of summer enrollments included students who did not return for in-person learning in the spring.

“For many of our students, this is the ramp back to in-person learning,” he said.

Much attention will be given to reopening LBUSD when the new school year begins at the end of August, with campuses reopened to full capacity for the first time since COVID-19 closed them in March 2020. But many students have had their first glimpse of campus life in 15 months this summer thanks to SEAL and are also reintegrated into school routines with SEAL programs which will be reused in the fall.

Even for those students who attended school in the spring, many were only in person for half the day or every other day. The SEAL program is much closer to the regular school schedule that students will see in the fall.

“Our plan is that we’re fully set to reopen with all in-person learning this fall,” Moskovitz said. “We recognize that in those first few weeks, if you have 20 to 25 kids back in class, we will need to help people reintegrate, by creating routines and community, and by empowering students who haven’t. not SEAL to do some of this. “

Moskovitz said he had been in several classrooms over the last few weeks of the program and saw firsthand what this transition looked like for students. Normal art programs like creating a family shield contribute to socio-emotional learning goals of helping students reintegrate, as young students use their representations of family life to express what their family has. lived in the past year.

“With socio-emotional learning, we try to make sure they have ways to express themselves if they are frustrated and give them the opportunity to express their identity and share about themselves”, did he declare.

Moskovitz, whose work focuses him on the district’s youngest students, also said he was blown away by how quickly children bounced around in the classrooms he visited.

“The students are incredibly well behaved and engaged. You won’t notice from surface behaviors that they’ve been out of school for a year and a half, ”he said. “They are resilient.”

After a bleak year, LBUSD hopes for full-time in-person classes next year

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Reading and writing

Washington Elementary School Adds Unique Element to Summer School Curriculum | WFRV Local 5

OSHKOSH, Wis. (WFRV) – School administrators say a new curriculum at Washington Elementary School in Oshkosh is like your typical summer school, but with one important difference.

Kindergarten and Grade 1 students in the program, called the Summer Climb Program, get to work with Washington elementary teachers they’ve worked with throughout the school year.

“From day one of the program, they (the teachers) knew exactly what each student’s individual goals were and what teaching opportunities would advance those goals,” says Krisi Levy, principal of Washington Elementary School. “Without the dedication of our staff, their willingness and enthusiasm to stay here with their students in the summer, Summer Climb would not be possible.”

Summer Climb program staff include intervention math and literacy teachers and a special education teacher.

The program helps children maintain their math, reading and writing skills at a time in their lives when research shows this type of learning to be most effective.

Through a partnership with Oshkosh Area United Way, all students enrolled in the program receive a full scholarship to participate.

“It’s really about early intervention and how to reach our students earlier when they are developing these foundational skills,” says Levy.

Levy says Summer Climb is helping make up for lost in-person learning time resulting from the pandemic, which is a feature of the program that parents say they enjoy.

“We had been doing virtual learning over the past year, so when we had the opportunity to bring him (his son who is in the program) back to an in-person learning space, it would be a great way to bring it back. moving from learning in the living room to learning in person with real teachers face to face and real socializing with teachers as well, ”says parent Libby Robarge.

Students in the Summer Climb program not only work on their math, reading and writing skills, they also learn social and behavioral skills.

“I think what has impressed us so far is the stamina and maturity level of the kids,” says Bailey Zeinert-Coe, kindergarten teacher at Washington Elementary School.

The program lasts for seven weeks during the summer.

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Reading and writing

KimsKorner: more learning fun in summer

It’s hard to believe that we are already in the middle of summer. And I tried to make sure you have any summer learning ideas, I wanted to include these outdoor family activities that I found at activities. There is a lot of learning contained in these activities because we know that not all learning comes in a textbook. Hope you will enjoy some of them with your children. I also added the paragraphs they started these ideas with as I felt they had great information.

“Playing outside with your kids isn’t just about encouraging more physical activity. A 2019 study found that children who spent the least amount of time in green spaces were 55% more likely to develop psychiatric problems, such as anxiety and mood disorders, during their teens or days. ‘adulthood.

And while it might seem difficult to get kids of different ages involved in a single activity, we’ve rounded up 50 mostly free activities to do outdoors with the family to help you find the perfect fit. The next time the weather is nice, try these creative ways to play outside. “

Go for a walk. Set a timer to see how far you can walk in five minutes, 10, 20, or 30. Note whether you’re going to loop or take a round-trip route so you can plan accordingly.

Ride a bike.


Bubble with a DIY mixture.

Play classic outdoor games like Red Rover, Red Light Green Light or Steal the Bacon.

Organize a scavenger hunt in the wild. Look for pine cones, acorns, and other common outdoor items and count which ones have found the most coins.

Hula hoop.

Roller skates.

Play Follow the Leader in your backyard or neighborhood.

Draw a hopscotch in chalk.

Make homemade play dough and take it outside. It’s less messy than playing on the floor or on a carpet.

Head to a nearby town and check out their playgrounds. Maybe you will find a new favorite.

Install a canvas and let your little ones paint. Again, less mess to clean up.

Find a shady tree and read.

Picnic at a local park, at the beach, or in your own backyard.

Do things you would normally do indoors, like playing board games or having a pillow fight.

Make s’mores.

Plant a small potted vegetable garden.

Shoot a movie at home.

Eat homemade popsicles.

Have a water balloon fight.

Wash the car.

Go for a group jog.

Play wiffleball or kickball.

Take turns playing photographer with your phone or camera.

Make mud pies. Who can make the fanciest creation?

Sing as loud as you can.

Is it dark outside? Play hide and seek with flashlights (and partners if you have little ones).

Water the plants. Give your preschooler some basic experiments to consider: Does the hose get water out faster than the watering can? What is the easiest to control?

Build paper planes. Who can fly theirs the furthest?

Look for bugs.

Go through the sprinkler.

Make homemade bird feeders with pine cones, peanut butter, and birdseed.

Gather a cart, stuffed animals, and pots and pans and host an instant parade.

Find things like pine cones, sticks, seashells, and stones to craft a mobile.

Play on the swing in the dark.

Pick flowers (from your own garden).

Find shapes in the clouds.

Take a nap in a hammock or just on a blanket that you lie on the grass.

Go fishing. ”Set up a wading pool with items and let your little one try to catch them.

To set up a tent.

Paint the rocks.

Have a water shootout.

Learn to cartwheel.

Build a fort using patio furniture.

Walk barefoot in the grass. Then try the cement (first make sure it’s not too hot). Have your preschooler compare how they are feeling. What other surfaces can you get your feet to touch?

I didn’t want to leave out some of the ideas I started sharing last week from Scholastic, which has lots of different learning ideas for the summer. Hope you enjoy all the ideas I have shared for this week.


Summer reading activities

These ideas will keep kids engaged in reading, writing, and creative thinking, even on the hottest days.

Wet writer: Using a bucket of water and a brush, have the children write words on the asphalt or sidewalk.

Sell ​​summer: Tell the kids: Try a new product or activity and write about it. How would you describe it? Would you recommend it? Create an advertisement to sell it to others.

Plan a Trip: Have kids use the internet, travel guides, brochures, and maps to plan a dream day, weekend, week, or month-long trip.

Summer Detective: Have the children follow a story in a newspaper during the summer, or investigate a local story (eg, an upcoming fair). Tell the children: Write about the event as it unfolds so that you have documented it from start to finish.

Play it: Take an adventure book with a clear plot (The Phantom Tollbooth, Charlie and the Chocolate Factory, etc.) and invent a board game based on it.

Comic: Write a comic about a fictional character or yourself. See how long you can keep the tape. Read classic comics for inspiration.

Keep kids motivated

Parental involvement during the summer months is crucial for student success. According to the National Education Association, “Parents who are actively involved in their children’s learning at home help their children learn better in and outside of school. Encourage parents with a final newsletter filled with activities that will save them from forgetting and even develop their skills over the summer.

Set aside time each day to read. Track the books your child reads and reward them with a special activity or treat when they reach certain milestones (for example, every 10 books). Make art projects based on your favorite titles, like drawing a favorite scene or making paper bag puppets.

Visit your local library. Many libraries have wonderful summer reading programs that reward children for the number of books they read.

Make every day educational. Children learn problem solving, math, science and vocabulary while helping with grocery shopping, laundry and cooking.

Create a summer scrapbook. Save postcards and movie tickets, record family stories or interesting events from every day, whether you are going on vacation or just going to your neighborhood park.

Car games in working order

For kids on the bus or families on vacation, put those long trips to good use with activities that keep the kids busy and develop their reading and math skills.

For years K-3:

Car Bingo: Create a car bingo card with words, shapes, colors, and things kids are likely to see on a trip (stop signs, notice boards, railroad signs, etc. ) to strengthen reading, math and visual word skills.

The numbers game: look out the window and call when you see one, two, three or four of something, and so on.

The alphabet game: one person chooses the right side of the road, and the other chooses the left side. Name the objects you see in alphabetical order (you can only use a sign for a letter). The first person to reach the letter “z” wins.

For levels 4-8:

Capital Game: Write down every license plate you see, not by state, but by state capital. The first to correctly identify 10 state capitals wins.

Cow game: One person takes the right side of the road, the other takes the left side. Count all the cows you see. You earn one point for each cow. When you see a graveyard on your side of the car, you lose all of your points.

Animals Galore: Decide on a number of points for each animal you see (cow = 1 point, horse = 1 point, pig = 2 points, etc.). While driving, add up the points. Play until a person gets 10 points, or for a fixed time.

Math With License Plates: Use the numbers on license plates to practice addition, subtraction, multiplication and number patterns and see how creative kids can be!

During the summer my goal is to have things that will keep your kids from losing what they have learned this year, whether virtual, in person, or a combination. With this school year as unusual as it used to be, it will be important to get your kids thinking every now and then. Seriously think about it you’ve all become great teachers now and I’m just going to add some skills needed for different levels so you don’t have to search for things just have them do them at different times this summer. May God bless you all and have a good week.

Let me know your ideas or what you would like to see and I will take care of it. Email me at [email protected]

Remember to be kind and love each other and continue to set a good example for our children. See you next week with some new ideas and ways to help your kids, or ideas that might help you raise your kids in some way.

It is important to do educational work during the summer to help the children be ready for school in the fall.

Join Kimberly Jenkins (740)353-3101 ext. 1928

© 2021 Portsmouth Daily Times, all rights

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Reading and writing

Geneseo graduate completes book series

Her last book in the “Shadow Girls” series has been completed and will be published in 2022, and author Kate Ristau said she was “very excited to see this series through to the end”.

The book is steeped in folklore and mythology, as are all of Ristau’s books, because she said her experience was folklore and mythology… “I have been reading myths since I was a child.”

Her series of books, ‘Shadow Girls’, is set in Ireland and is published by a small press, Not a Pipe Publishing, and Ristau said: “They are, to put it simply, a dream publisher. They encourage all of their authors to work together and support each other. My last book in the “Shadow Girls” series is finished, but still needs a fair amount of editing before it will be published in 2022. “

Ristau, the former Kate Anderson, daughter of Jeanne Anderson, Geneseo, now lives in Portland, OR., With her husband Bob Ristau, also formerly of Geneseo. The couple have a son.

After graduating from Geneseo High School, Ristau graduated from Illinois State University where she majored in English. She then went on to study at the University of Limerick for an Irish Studies program that explored Irish language, folklore and music… “My time there shaped the stories I would later write”, a- she declared. “I’ve learned that the best stories speak directly to the reader – they resonate with them. My teacher stood in front of the class and told us the story of when a friend of a friend met a leprechaun late one night near the fairy tree. I’ve learned that the stories that stick tell us something about the world we live in – how it works and who we are.

“It’s the thing with mythology, the stories that endure are the stories that matter to a culture and a people,” Ristau said.

She went to college to study folklore and mythology and it was the stories she read about Ireland that sparked her first book, “Shadow Girl,” which Ristau says is about a girl born. in our world but kidnapped by the fey. She returns to our world to find out the story of what really happened to her as a child.

“The draft of this first book slipped out of my fingers, but it took years and many revisions before it actually got published by a small press,” she said.

The young author said she grew up “reading and writing… I still have stories I wrote in third and fourth grades, and so many poems scratched out of notebooks and journals. I always knew I wanted to write, but I didn’t really know how someone became a writer. Now I know you become a writer by, well, by writing! “

Ristau added that reading is just as important as writing and said, “You also have to read. Reading is your chance to explore other worlds and learn from writers. In fact, I learned the most from the books I hated.

His experience in folklore and mythology was part of his childhood when his mother read him stories from Greek mythology. “They helped me understand how stories work and what matters to us,” she said. “We watched ‘Clash of the Titans’ over and over until the VHS tape was finely scratched, and we turned into ‘Hercules and Xena Warrior Princess.’ I kept thinking about these stories and writing my own. I still remember teachers like (Stephen) LaCroix encouraging me and believing in me.

Ristau writes her first drafts quickly, “but they need a lot of work before they’re ready for readers,” she said. “My first reader is, and always will be, my mom. She reads the book, tells me I’m amazing, then gives me advice that always makes the book better. After making changes, I share the book with other readers and do their revisions before my editor rereads it.

Ristau’s most recent book, “Wylde Wings”, has undergone “a big series of edits over the past few years,” she said. “In fact, I got a lot of help from two of my mom’s eighth grade classes. (Jeanne Anderson taught at Geneseo Middle School before her retirement). They read the book and made comments that helped transform the book.

She received a grant from the Regional Council of Arts and Culture to launch her Mythwakers series, a documentary exploration of mythological characters… “I start with the ‘Minotaur’, of course. I have read about her since I was a child and love to share her story with new readers.

“Wylde Wings” is now available for preorder on Kickstarter and all of Ristau’s books are available online at independent bookstores, and “at the library, of course,” she said.

Ristau is a firm believer in the power of libraries and she remembers reading the stacks of books in her classroom while a student at St. Malachie in Geneseo.

“After school, we would go to the Geneseo public library to see what’s new or discover unexpected treasures,” she said. “I always have this feeling of wonder every time I walk into a library with my own son. “

“Since the start of the pandemic, I have also had the opportunity to help with the virtual programming of the Geneseo public library,” said Ristau. “It has been a joy to work with young writers as they explore their own new worlds and create fantastic characters.”

Her advice to other writers – “Being a writer is difficult, but writing itself is so rewarding. When I’m immersed in a story, the world fades away and I can tell truths that I couldn’t otherwise. Stories have a way of revealing love, life, and truth. When you write down your truth, your world opens up, sentence by sentence. You start to see everything differently. Just like mythology, a good story can get us to the heart of who we are and who we want to be. So if you have a hard time just keep writing. Keep telling your truth. The world needs your stories.

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Reading and writing

Sara Bareilles donates 5,000 books to Humboldt County Literacy Association – Times-Standard

Grammy-winning Eureka’s own celebrity Sara Bareilles has donated 5,000 pounds to the Humboldt Literacy Project, the nonprofit announced on social media Monday.

Bareilles, who currently stars in the comedy “Girls5eva”, was the keynote speaker at a recent Scholastic Art and Writing Awards event and was invited by the children’s book publisher to select a charity for the donation.

“We are overwhelmed with gratitude,” Emma Breacain, executive director of the Humboldt Literacy Project, said in a statement. “I don’t know if Ms. Bareilles realizes how far her donation will go. Of course, our tutors and learners will use these books in their studies, but we also have partnerships with many other local agencies.

The donation means that approximately 150 boxes of books are intended for readers in Humboldt County.

Breacain noted that the relaxation of pandemic restrictions means some of the association’s activities may restart.

“Now that we are coming out of various COVID restrictions, we will soon be able to offer family books again and start providing books again to local agencies who work with families and individuals trying to improve their skills and outlook,” Breacain says.

According to the organization, around 14,000 adults in Humboldt County are “functionally illiterate.”

“Ms. Bareilles has a lot of themes of courage, resilience and pride woven into her work, and I think this perfectly echoes the courage and resilience that our volunteers and clients demonstrate every day, and how much we are proud of them, ”said Breacain.

Since 1981, the association has worked with local adults who want to improve their reading and writing skills.

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