Thursday, May 31, 2018

Negative Coping Skills

Negative Coping Skills
Here's a list of coping strategies that will cost you in the long run. These do more harm than good in most cases and can make life more stressful.

Diversions

Procrastination
Abusing drugs or alcohol
Wasting time on unimportant tasks
Interpersonal (With Others)

Blaming
Isolating/withdrawing
Mean or hostile joking
Gossiping
Criticizing others
Manipulating others
Refusing help from others
Lying to others
Sabotaging plans
Being late to appointments
Provoking violence from others
Enabling others to take advantage of you
Cognitive (of the Mind)

Denying any problem
Stubbornness/inflexibility
All or nothing/black or white thinking
Catastrophizing
Overgeneralizing
Tension Releasers

Tantrums
Throwing things at people
Hitting people
Yelling at others
Destroying property
Speeding or driving recklessly
Physical

Suicide
Self harm
Developing illnesses
Intrapersonal

Making fun of yourself
Self-sabotaging behaviors
Blaming yourself
Indulging

Spending too much
Gambling
Eating too much
Setting dangerous fires
Continually crying

Wednesday, May 30, 2018

Positive Coping Skills

Positive Coping Skills
Here's a list of coping skills that will help you when you are feeling strong emotions such as anger, anxiety, or depression. These activities are not likely to create more stress or problems, so these help you be more resilient and stress tolerant.

Diversions

Write, draw, paint, photography
Play an instrument, sing, dance, act
Take a shower or a bath
Garden
Take a walk, or go for a drive
Watch television or a movie
Watch cute kitten videos on YouTube
Play a game
Go shopping
Clean or organize your environment
Read
Take a break or vacation
Social/Interpersonal (with others)

Talk to someone you trust
Set boundaries and say "no"
Write a note to someone you care about
Be assertive
Use humor
Spend time with friends and/or family
Serve someone in need
Care for or play with a pet
Role-play challenging situations with others
Encourage others
Cognitive (Of the Mind)

Make a gratitude list
Brainstorm solutions
Lower your expectations of the situation
Keep an inspirational quote with you
Be flexible
Write a list of goals
Take a class
Act opposite of negative feelings
Write a list of pros and cons for decisions
Reward or pamper yourself when successful
Write a list of strengths
Accept a challenge with a positive attitude
Tension Releasers

Exercise or play sports
Catharsis (yelling in the bathroom, punching a punching bag)
Cry
Laugh
Physical

Get enough sleep
Eat healthy foods
Get into a good routine
Eat a little chocolate
Limit caffeine
Deep/slow breathing
Spiritual

Pray or meditate
Enjoy nature
Get involved in a worthy cause
Limit Setting

Drop some involvement
Prioritize important tasks
Use assertive communication
Schedule time for yourself

How Each Category of Coping Skills Helps
Diversions are those coping skills that allow you to stop thinking about the stress inducing situation. Diversions aren't meant to be the final solution, but each can be useful in the basic goal of remaining safe.

As time goes on, move away from diversions and toward those skills that will build resiliency to the challenges that continue. Diversions are only useful if one can recognize warning signs when feeling overwhelming emotions.

Social or interpersonal coping strategies involve interactions with others. Scientific studies have proven the benefits of social support to counteract the effects of stress on DNA. Social supports can be useful for recognizing warning signs and providing assistance in difficult times.

Cognitive coping skills are those that involve using the mind and thought processes to influence the way one feels and behaves. Cognitive behavioral therapy is a type of treatment that helps people find ways of thinking that improve their mental responses to situations.

Learning to think in more rational ways can be done by recognizing and changing irrational thoughts. Ultimately, a person can become much more stress tolerant and ultimately improve behavioral outcomes.

Tension releasing or cathartic coping strategies involve acting on strong emotions in ways that are safe for oneself and others. Punching a pillow could be a way to release tensions in a safe way.

Be careful with cathartic responses because these tend to become habit forming and may translate to real life scenarios, so the child who practices punching a pillow may envision a person's face and end up actually punching that person's face when angry.

Physical process are directly tied to mental and emotional processes. A person's breathing rate can illicit a response from the sympathetic nervous system. Raising your voice can send signals to your brain that you are angry. In the same way, acting calmly in the face of difficulty can help send signals to your brain that everything is o.k.

Exercise is another thing that can help by producing endorphins, which are naturally occurring drugs that can create a calm or euphoric feeling.

Praying, meditating, enjoying nature, or taking up a worthy cause can affect a person on a spiritual level. Satisfying the need to feel worthwhile, connected, and at peace improve well-being at the core of a person. Spiritual well-being then exudes out of a person in attitudes and actions that are self-actualized. According to Maslow's hierarchy of needs, we all need to feel a sense of purpose, but not everyone reaches that level.

Limit setting is a preventative measure to protect against overwhelming stress created by doing too much of something. Limits can be set for one's self or others. An example of setting a limit with others is learning to say "no" when you know you are too busy to help someone. Setting a limit for yourself could include dropping involvement in work activities that are not a good fit for your skills and focusing on those that you are efficient doing, which may mean having to be assertive with your boss about how you can help the most.


Tuesday, May 29, 2018

Coca-Cola selling Lemon-Do Chuhai

A catchy mish-mash of the words “shochu” and “highball,” chuhai or chuhi is a staple at izakayas across Japan, combining the earthy, distilled spirit shochu (which is typically made from barley, rice, or sweet potato and has roughly 25% ABV) with fruity-flavored, carbonated soda water. Whipped up either fresh — cocktail-style — on-site for thirsty imbibers or prepackaged in cans and sold out of vending machines, chuhai’s relatively low price point, bubbly charm and low-to-middling ABV (anywhere between 2-9%) has made it a favorite for penny-pinching session drinkers looking to pace themselves over the course of an evening.

Chuhai is also highly diverse and customizable to almost any taste — so long as you enjoy a sweeter beverage — with flavors ranging from classics like lemon and grapefruit to ume (salty plum) and cherry blossom. Simple enough to make on the fly and easily batched (even in their non-can form), chuhai might just be the perfect cocktail for helping loll away an afternoon of day drinking.


https://www.wsj.com/articles/cheers-coca-cola-launches-its-first-alcoholic-drink-1527327137


Canned drinks known as chuhai have long been popular in Japan. They are often made with a distilled grain-based alcohol called shochu and carbonated water flavored with fruit juice or other flavorings.

Coca-Cola, a big competitor in nonalcoholic drinks in Japan, is entering the playing field with a lemon-flavored version of chuhai called Lemon-Do. It will be available with 3%, 5% and 7% alcohol, including a salty-lemon version and another that is flavored with honey and lemon. The drink doesn’t include any Coke.

Despite falling demand overall for alcoholic drinks in Japan owing to the country’s shrinking population, demand for canned booze has been growing, in part because it is taxed less than beer and is cheaper. Most chuhai drinks are priced at roughly ¥200, or about $1.80, a can. Coca-Cola’s newest offerings will retail for ¥162, including tax.

Mr. Tsukano, the financial planner, said he buys beer and chuhai for himself and his wife once or twice a week, as many as three cans at a time. He said he likes to chase two cans of beer with a can of chuhai. “First I am going to ask my wife if she likes this, then we will buy it,” he said.

The chuhai market is seen as a growth area because it appeals to both men and women.

Coca-Cola is casting a wide net in trying to capture female drinkers, offering lower-alcohol options alongside the stiffer 7% variation. Recently, chuhai drinks with high alcohol content have been growing quickly.

*** I should send a resume!

TIPS FOR PROMOTING SUMMER FLUENCY DEVELOPMENT

TIPS FOR PROMOTING SUMMER FLUENCY DEVELOPMENT


Obviously, fluency is not a skill that develops overnight. Like most reading skills, it takes consistent practice and requires your child to read EVERY. SINGLE. DAY.

Here is a review of a few tips and suggestions I shared in this post to help you promote fluency development at home this summer:
  • Encourage repeated reading (reading a text multiple times)
  • Read lots of poetry
  • Choose books that are at easier levels
  • Build in time everyday for your child to practice reading
  • Read to your child to model appropriate fluency
  • Encourage your child to read along with audio books
  • Have your child record their voice while reading to reflect and set goals
  • Switch it up — echo read, choral read, and partner read  












Monday, May 28, 2018

Free War Memorials to visit in DC

The Vietnam memorial includes the names of over 58,000 servicemen and women who gave their lives in service in the Vietnam Conflict. The memorial also includes "The Three Servicemen" statue and the Vietnam Women's Memorial.
HOURS
The public may visit the Vietnam Veterans Memorial 24 hours a day. However Rangers are on duty to answer questions from 9:30am-11:30pm daily and to provide interpretive programs every hour on the hour from 10am-11pm. FREE to visit






The Korean War Veterans Memorial was dedicated in 1995. Its Wall of Remembrance and 19 stainless steel statues commemorate the sacrifices of the millions of Americans and allied partners who fought during the Korean War.
HOURS
The public may visit the Korean War Veterans Memorial 24 hours a day. However Rangers are on duty to answer questions from 9:30am to 11:30pm. daily and to provide interpretive programs every hour on the hour from 10am-11pm. FREE to visit.





The World War II Memorial commemorates the sacrifice and celebrates the victory of "the greatest generation." Friedrich St.Florian's winning design balances classical and modernist styles of architecture, harmonizes with its natural and cultural surroundings, and connects the legacy of the American Revolution and the American Civil War with a great crusade to rid the world of fascism.
HOURS
The public may visit the World War II Memorial 24 hours a day. Rangers are on duty to answer questions from 9am-11:30pm daily and to provide interpretive programs every hour on the hour from 10am-11pm.  FREE to visit

Sunday, May 27, 2018

Education Resources created by the National World War I Museum and Memorial

https://www.theworldwar.org/learn/educators-students/museum-lesson-plans


Education Resources created by the National World War I Museum and Memorial
Overview

ANIMALS OF THE GREAT WAR
THE IMPACT OF ANIMALS DURING WWI
Animals played a large role during the conflict known as the Great War. From traditional warfare animals such as horses and dogs to exotic animals such as lions, monkeys, and bears, animals of all types were important to both the war effort and to the morale of the troops on the front lines. In this lesson, elementary and middle school students will examine the use of different animals in various aspects of war. Students will then create their own museum exhibit based on the contributions of one particular animal. Download PDF Download Accompanying PowerPoint



BREAKING NEWS: JUNE 28, 1914
AUSTRIAN HEIR AND HIS WIFE MURDERED IN BOSNIAN CAPITAL
This two page PDF handout, written in the style of a breaking news alert, explains the events of June 28, 1914, when Archduke Franz Ferdinand was assassinated. Download PDF or View Online



CHANGING TECHNOLOGY, CHANGING TACTICS
HOW TECHNOLOGY CHANGED THE WAY WWI WAS FOUGHT
Why is WWI considered the first “modern” war? In this lesson, high school students will consider the advancement in technology and, specifically, adaptations of trench warfare based on technological advances through discussion, primary sources and a hands-on activity. Download PDF



DANGER OF THE PRINTED WORD
MEDIA AND THE ARMENIAN MASSACRES
This upper high school lesson looks at the Armenian massacres as a launching point for 20th century genocides. The primary focus of the project is to delve into the role the media plays in chronicling and sharing the events of the Armenian massacres as well as the impact it has on the outcome of the massacres and the reaction of the international community. Download PDF



DISLOYALTY
CIVIL LIBERTIES IN AMERICA DURING WORLD WAR I
President Wilson created the Committee on Public Information, Congress passed the Espionage and Sedition Acts, and a patriotic fervor led to public intolerance for persons and ideas considered to be possible threats to the nation. These all garnered support for the war, but allowed for suppression of civil liberties. This lesson for high school and above looks at how American civil liberties were affected by WWI, as well as the difficult question of when it may be acceptable to limit civil rights. Download PDF Download Accompanying PowerPoint



DOCUMENT BASED QUESTION
GERMAN-AMERICANS IN WORLD WAR I: FACING CHALLENGES AT HOME
What challenges did German-Americans face after the United States entered World War I? Students will analyze primary source documents, including propaganda posters, letters, and legislation, to understand the attitudes and challenges faced by the German-American community, and how they responded. Download PDF



DOCUMENT BASED QUESTION
UNITED STATES ENTERS WWI: WEIGHING THE DECISION TO ENTER THE WAR
The United States’ decision to declare war on Germany in 1917 was not made lightly. While many citizens supported the declaration of war, there were many that stood opposed. These primary sources represent arguments made by both sides of the issue as the nation wrestled with a decision that would forever change the United States’ role in global affairs. Download PDF



FILM SCRIPTS
FULL TRANSCRIPTS OF VIDEOS USED WITHIN THE MUSEUM
The following PDFs are the full transcripts of three videos used within the National World War I Museum and Memorial's Main Gallery. Use the text as reference for an onsite field trip, or as a groundwork for discussing WWI with your class. Introductory Film - Download PDF, Horizon Theater Film - Download PDF, Peace Film - Download PDF



LESSONS OF LIBERTY: PATRIOTISM
ANALYZE WWI PROPAGANDA POSTERS
This lesson plan asks students to examine their understanding of "patriotism" by analyzing over 60 primary source propaganda posters that called America to action during World War I. Designed for Middle School students, it can easily be adapted to any grade level. Download PDF



LEST THE AGES FORGET
NATIONAL VETERANS DAY PROJECT
How did our relatives alive in 1914-1918 impact the war effort in the armed forces or as volunteers? How can we connect with our family members and community to learn stories of the past? Lest the Ages Forget provides teachers with a unique opportunity to educate K-12 students using primary sources and to enhance their historical thinking. Download PDF



MUSEUM MANIA
WORLD WAR I IN THE MIDDLE EAST: RESEARCH PROJECT
The Middle East played a major role in WWI. This lesson asks high school students to create a "Museum of the Middle East in World War I" and in the process, explore the ways in which the conflict and the treaties which resulted from WWI laid the groundwork for contemporary political and social conflicts in the region as well as develop critical thinking, literacy, and research skills. Download PDF



ORAL HISTORIES
WWI SOLDIERS, IN THEIR OWN WORDS
These interviews, recorded between 1978 and 1980, allowed surviving veterans of the First World War to share their experiences, in their own words. The recordings, including several from African American veterans, have been digitized and are now available for listening on YouTube. If available, transcripts are also linked. Listen Online




TEENAGE ASSASSINS
THE SARAJEVO ASSASSINATION AND THE SPARK THAT IGNITED A WORLD WAR
This is a lesson created for high school students dealing with big issues, such as nationalism, terrorism, and the role of individuals in history, and the specific events surrounding the outbreak of World War I. Using activities and a variety of simulations to involve students in a critical examination of the events in the Balkans leading to the outbreak of World War I, students will reflect on broad issues of nationalism as a force in modern world history, the dilemma – and tactics – of militarily disadvantaged people struggling for their independence, and the tension between concepts of personal morality versus the perceived good of the nation. Download PDF



SERVICE AND SACRIFICE
QUENTIN ROOSEVELT’S ULTIMATE SACRIFICE
Former U.S. president Theodore Roosevelt was a great supporter of American involvement in the Great War. While serving, his son Quentin was killed in action in 1918. His death had a profound effect on fellow soldiers, the nation, and especially his father. This lesson asks to high school students to interpret multiple primary source documents and artifacts to provide evidence of the realities of war. Download PDF



THINKING LIKE A HISTORIAN
ARTIFACTS AND TRENCH TALES
As history becomes tangible, WWI will come alive in the classroom when students work with artifacts. Using their senses, observations, past knowledge and critical thinking skills students will learn to think like a historian to determine what historic artifacts can tell them about the past. Download PDF Download Accompanying PowerPoint



WHY FLYERS FLEW
ANALYZING “THE FLIGHT TO FLANDERS” POEM
What was life like as an aviator in WWI? Why did flyers agree to take on such a dangerous job in the war? As middle school students review primary sources and analyze a poem written by a Royal Flying Corps pilot they’ll decide if flying was as glamorous as the media portrayed it to be. Download PDF



ZIMMERMANNLAND
THE SOUTHWESTERN FRONT OF WWI
The Zimmermann Telegram was a major factor in the U.S. decision to join the Allies in World War I. Using this lesson, students will analyze the context of the telegram from the perspectives of the U.S., Mexico, and Germany; examine the reaction in the Southwestern U.S. states that Germany promised to return to Mexico; and connect the Telegram's impact to today's U.S.-Mexico border issues. Download Lesson Plan PDF Download Accompanying PowerPoint

Saturday, May 26, 2018

List of rhyming reduplicated words and phrases

Sometimes when you’re writing a rhyming poem, you may want to include a word or phrase that rhymes with itself, such as itsy-bitsy or super-duper. These are known “reduplicated” words or phrases. “Reduplication” is the term for words or phrases that are created by repeating sounds. Here is a list of rhyming reduplicated words and phrases that may come in handy to you sometime.

abracadabra
argy-bargy
artsy-fartsy
backpack
backtrack
bees knees
big rig
bigwig
blackjack
boogie-woogie
bowwow
boy toy
chick-flick
chock-a-block
chug-a-lug
chunky monkey
claptrap
crop top
cuddly-wuddly
ding-a-ling
ditch witch
double bubble
double trouble
downtown
easy-peasey
eency-weency
even-steven
fancy-schmancy
fat cat
fender-bender
flyby
fuddy-duddy
fuzzy-wuzzy
ground round
handy-dandy
hanky-panky
harum-scarum
heebie-jeebies
helter skelter
heyday
hi-fi
higgledy-piggledy
high fly
hippy-dippy
hobnob
hobo
hocus-pocus
hoddy-noddy
hodgepodge
hoity-toity
hokey-pokey
holy moly
hot pot
hotspot
hugger-mugger
humpty dumpty
hurly-burly
itsy-bitsy
itty-bitty
jeepers creepers
jelly belly
kowtow
laffy taffy
lite brite
lovey-dovey
mai tai
melee
mellow yellow
mojo
mumbo-jumbo
namby-pamby
naysay
nitty-gritty
nitwit
nutter butter
okey dokey
one-ton
out and about
payday
pedal to the metal
pell-mell
picnic
phony-baloney
piggly wiggly
pooper scooper
pop-top
powwow
prime-time
ragtag
rat-a-tat
razzle-dazzle
roly-poly
rough stuff
silly-willy
sky high
slim jim
slow-mo
soho
space race
sump pump
super-duper
teenie-weenie
teensy-weensy
tepee
tex-mex
tighty-whitey
true blue
turkey jerky
undone
voodoo
walkie-talkie
white knight
wi-fi
willy-nilly
wing-ding
wonton


Non-Rhyming Reduplicated Words and Phrases
Some reduplicated words and phrases don’t quite rhyme because they contain different vowel sounds, such as ping-pong or zigzag. Here is a list of reduplicated words and phrases that don’t rhyme.

bric-a-brac
chit-chat
clip-clop
criss-cross
dig dug
dilly-dally
ding-dong
fiddle faddle
flimflam
flip-flop
hee-haw
hip hop
kit kat
knickknack / nicknack
mishmash
ping-pong
pitter-patter
riffraff
seesaw
shipshape
singsong
tic-tac
tick-tock
tip-top
wiggle-waggle
wishy-washy
zigzag
  

Friday, May 25, 2018

Metacognition and Fix-up Strategies

Metacognition and Fix-up Strategies
“Using Metacognition in the Reader’s Workshop: Some Key Ideas
• Proficient Readers monitor their comprehension during reading- they know
when the text they are reading or listening to makes sense, when it
does not, what does not make sense, and whether the unclear portions
are critical to the overall understanding of the piece.
• Proficient readers can identify when text is comprehensible and the
degree to which they understand it. They can identify ways in which a
text becomes gradually more understandable by reading past an unclear
portion and/or by rereading parts or the whole text.
• Proficient readers can identify confusing ideas, themes, and/or surface
elements (words, sentence or text structures, graphs, tables, etc.) and
can suggest a variety of different means to solve the problems they
have.
• Proficient readers are aware of what they need to comprehend in relation
to their purpose for reading.
• Many readers must learn how to pause, consider the meanings in text,
reflect on their understandings, and use different strategies to enhance
their understanding. This process is best learned by watching and
listening to effective models of think aloud. As developing readers learn
these processes, they can gradually take responsibility for monitoring their
own comprehension as they read independently.”
Keene, E.O. & Zimmerman, S. (1997) Mosaic of Thought. Portsmouth, NH:
Heinemann

Fix-Up Strategies for Surface Meaning:
• Look for a word-part you know
• Slow down
• Take sentence apart
• Get an alternate pronunciation
• Look up possible word meanings
• Check text features for help
• Substitute a synonym that makes sense
• Record and study related vocabulary

Fix-Up Strategies for Deeper Meaning
• Reread
• Read it aloud
• Keep reading and see if it gets clearer
• Read the sentence above and below
• Talk to someone about a part
• Read an easier text on the same topic then return to the more difficult
text
• Take notes and write your connections and questions in the notes
• Create a picture or diagram to hold meaning
• Stop and reflect

Fluent readers are better at comprehending their reading. They do not constantly think about
solving words and the meaning shines through. The most important part of reading is being able
to understand it, so become a fluent reader so you do not miss meaning.
• Introduce the Acronym and the meaning of each:
o Expression = voices for characters, tone of voice that shows mood, inflection to
support punctuation
o Accuracy = number of words correctly read
o Rate = speed, how fast or slow (this will change based on the setting, mood and
characters but should never be so fast so that we can't understand or so slow that
we become bored or confused)
o Smoothness = reading in long meaningful phrases, heading all punctuation
• As we focus on fluency, we will use a rubric to remind us what fluent reading should
sound like and what it should not.

Foundation Strategy
• Read a story or passage with poor fluency. Ask the students to identify the problems.
Next, fix the identified problems and try again. You will need model the importance of
repeated practice continually.
o As you do this throughout your fluency lessons, help the students describe the
problems more specifically, using the vocabulary on the rubric.

Guided Reading/Mini-lessons:
 Expression focus

• Introduce "Mood" - read a passage with good fluency but the total wrong mood and ask
the students to identify what was wrong with your reading.
• Mood - (you can use the emotional wheel to help students describe moods) have students
go through each page and decide the mood of the scenes and characters. Have them label
these in the book with their sticky notes. In their small groups, have them do a few and
then practice making their voice change with each page to reflect the mood. (The Rough
Faced Girl is a good mood book that you can contrast)

• Mood - have students read various passages with a different emotion: happy, excited,
mad, sad, in love, silly, serious, bored etc. Have them practice those different emotions
both with you and then on their own. They will laugh and enjoy the lesson as they play
with their voice. If students are feeling very shy about this, make sure you boldly model
for them. If you can make them laugh or even laugh at yourself, you will lower the
affective filter (maybe not enough for them to step out today, but definitely in the
future).
• Mood - Show the kids one of the mash-up trailers for a children's movie. Demonstrating
how if you change the music or mood you can take a well-known story and make seem
very different. I like the Marry Poppins Scary Movie Trailer, you don't need to show
all of it to give the kids the idea. If you think it is too scary, there are many other choices.
Examples: Toy Story 3 Scary Trailer or What if Jaws was a Disney Movie.

• Mood - Facial Expressions: Explain how facial expressions are vital to expressing mood.
Ask the students to watch your face as you read a picture book. Make sure you read
expressively and exaggerate your facial expression. Ask what they notice (ignore the heat
of your self-conscious facial capillaries as they blush from the many penetrating eyes).
Next, tell your students to read a phrase (I usually choose one from a bulletin board
around me). Ask the students to read it in a happy voice with a frown on their face. Have
them try saying, "I am happy" with a frown on their face. Then repeat asking them to
say, "I am sad" with a smile on their face. They will notice that you cannot make it really
sound happy with a frown on your face and you really cannot sound sad with a smile on
your face. They will giggle and think it is funny. Have them practice using facial
expressions while they read. It will be uncomfortable for a while but let them know they
will soon forget they are doing it; good readers do it naturally. Praise it when you see it.

• Mood: Action or drama - Good readers get into their story when reading aloud. They
often use actions along with their facial expressions. Model this expressive reading then
demonstrate a lack of expression. Finally, have student share the differences they noticed.

• Smoothness: model reading where you are stopping at the end of each line instead of with
the punctuation. Ask the students to identify the problems. Talk about how much this
changes the meaning of the text and how often it occurs. Model correctly after.

• Smoothness: a really fun activity to help students notice punctuation is to have them do
actions or make sounds for each punctuation mark in a reading passage. Pause, sigh, or
tap pencils once for a comma. Make a stop sign with your hand, tap twice, hop, or click
your tongue twice at each period, question mark (you can shrug your shoulders here), or
exclamation point. You can slide at hyphens etc.

• Smoothness: Have students work on their breathing while reading. Model being out of
breath with a really long sentence. Show how punctuation helps us know when to
breathe. Make sure you have some challenging sentences for them to practice with.

• Smoothness: Read the book 20 Odd Ducks. This shows how punctuation can completely
change the meaning of the text. A fun extension we did was a class book where they had to write sentences about Earth Science, with different punctuation. They had to draw
pictures to illustrate the various meanings.

 Fluency and Character Ed in Five Minutes or Less
 According to Utah Law (Utah Code Title 53A, Chapter 13, Section 109), we are supposed to
teach character education in public schools. Described in 645 words, this law includes teaching
about honesty, integrity, morality, civility, duty, honor, service, obedience to law, as well as
respect, dignity and the idea of common good.

With an integrated curriculum, we can meet these needs in many ways. One affective way to
integrate fluency is to do it through music (with lyrics). Why would you do this?
• More time with eyes on text (highly researched)
• Engaged students because they want to sing along and/or learn the lyrics
• Extra oral reading practice
• Sets the tone of the classroom and brings in more joy
• Comprehension skills are used to analyze/determine the meaning
• Character education issues are often addressed

We call this "Song of the Day" at my school. It is one of our students' favorite traditions and we
have received extensive positive parent feedback from this. So, how does "Song of the Day"
work?

• First, pick a song, find the lyrics and determine if it is appropriate and has a message
about the topic you are addressing.

• Next, you need to display the lyrics for the class - preferably using a projector.

• After that, you play the song and highlight the lyrics with your mouse as they proceed.

I like to push their eyes ahead so I highlight a line ahead of where the lyrics are.

o The goal is to have the students read along, but if possible, we want them to sing
along. (The best way to lower their affective filter and get them to sing with you
is to start out by singing loudly yourself, even badly.... model that it is safe. - Dr.
Waite @UVU)

• Finally, have students write what they think the message of the song was, share with
their table and then have one from each table share with the class if time permits. They
should adjust or add to their thoughts if someone said something they really liked or
agreed with. Sometimes we allow students to submit songs. Sometimes I use the idea of song of the day to open up a topic


























Thursday, May 24, 2018

Instructional Strategies for Teaching Fluency

Instructional Strategies for Teaching Fluency
 “Notes taken from Fluency: Strategies and Assessments by Jerry L. Johns and Roberto L. Berglund

Paired Reading:
 Adult supports student by supplying word recognition help and
extending understanding of the text, as well as a model for fluent reading.
• Child chooses the reading material
• Use a starting signal
• Adjust your reading speed to match the student’s
• Deal with mistakes by simply repeating the work correctly and pointing
to the part the student needs to notice.
• Have a signal for independent reading.
• Praise independent reading.
• Wait 4 seconds for students to self-correct errors, and then give help
if needed.
• Talk about the reading material.

Reader’s Theater:
A presentation of text read aloud expressively and
dramatically by two or more readers. Students can read from commercially prepared
scripts or develop scripts from materials they are reading, either narrative or
expository in nature. General characteristics of RT include: no full memorization;
holding scripts during performance; full costumes or staging not required; narration
provides framework for action conveyed by readers.
(Johns, 2002)
• Develop or select a text to be used with students.
• Read aloud from the story on which the script is based. Proved a good
model of fluent reading.
• Provide a brief lesson on one aspect of fluency. This discussion should
help provide insights about how the text/characters might sound.
• Distribute scripts to the students and have them read silently or with a
buddy. They may be encouraged to take the scripts home for additional
practice.
• Have students practice reading the script and aloud again; then determine
who will be reading each role for performance purposes.
• Have students highlight their parts and read and reread their assigned
roles with their group. Encourage them to think about how they might best convey the feelings of the character they are representing.
• Finally, in front of an audience, have students perform their production.
Repeated Reading: “Engaging students in repeated readings of text is
particularly effective in fostering more fluent reading for students struggling to
develop proficient reading strategies.”
 (Allington, 2001 quoted by Johns, 2002)


• Select a brief passage or story (at an appropriate level of difficulty) for
the student to read.
• Ask the student to read the passage orally. Teacher should note miscues
and keep tract of the time it took the student to read the passage.
• Do a quick comprehension check by asking the student to tell you about
the passage.
• Encourage the student to practice rereading the passage independently
for the next few days.
• Repeat the process of having the student read the passage to you.
Record the time and number of miscues.
• Charts can be kept by the teacher or the student.
• Continue this general procedure over a period of time until a suitable rate
is achieved.

Echo Reading:
 Involves modeling fluent reading for students and then
encouraging them to reread the same text with support as needed. The student
immediately echoes or imitates the performance of a more skilled reader.
• Select fairly easy reading material.
• Read a phrase or sentence aloud. Call attention to any textual signals
that help you determine the rate and expression you used.
• Reread the phrase or sentence and have student(s) echo the same text
immediately after you finish.
• If students echo effectively, continue modeling the next phrase or
sentence. Then have the students again echo your reading.
• If students do not echo your reading effectively on the first try, model
the phrase or sentence again and have students echo your reading again.
• As students become proficient with easy materials, gradually move into
more difficult text.
Choral Reading: Reading done by a group or unison.
• Select a text.
• Provide copies of the text to each student or display it in a manner so
that all can see.
• Read the text aloud to students, modeling fluent reading. Tell students
why you chose to read it as you did.
• After modeling, invite students to follow along and read with you
Practice reading together chorally several times. Vary the experience as
you see fit.

4 Corners Reading:

• Students select a text or passage they would like to share.• Have them practice reading the text independently. This may take place over the course of a few days.
• At the designated time, divide the class into four groups, one group for
every corner of the classroom.
• Each student brings their chosen text to the group.
• Students take turns reading their text or passage to the group.

Radio Reading:
Students read fluently for the purpose of performing and
sharing a selected portion of text with others. It provides an opportunity for
students to use their experience with audio-only technology to model fluent reading
and communicate a message to their peers.

• Select material that is at the student’s instructional level.
• Explain the procedure to the students. Emphasize that it is the reader’s
responsibility to communicate a message. Assign segments to text to
students to prepare for the next day.
• Provide opportunities for students to practice their segments.
• In addition to practicing the selection, invite each student to prepare a
question or two about the material that can be asked of the listeners
following the reading.
• On the day of the Radio Reading, review with the students the following
procedures:
o Read your selection aloud with meaning and expression.
o If you have trouble with a word:
 Correct it and go on.
 Ask, “What is that word?”
o After reading:
 Ask the questions you have prepared for your selection.
 Ask someone to tell you what your selection was mainly about.
 Reread portions of text to clarify and correct confusions.
• At the conclusion of the experience, each student then poses his or her
questions to the group or you may lead a brief discussion about the entire
text. It may also be appropriate to reflect on the elements of effective
read-alouds and how the group did in modeling them.




Easy Reading: is just that----EASY!
Timed Reading:
Allows students to practice and record their progress.
Provides a visual documentation of their fluency growth and improvement.
• Provide a chart for students to record their wpm.
• Time the reading of a selected text and record the wpm on the chart.
• Encourage the students to practice the passage multiple times over the
next day or two.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• This process can be repeated a few times per selection. When the goal
is achieved, select a new piece of text for practice.

Reading Wave:
This is a fun one! And results in a pretty silly reading.
• Ask each student to select one sentence from the text they are reading.
• Have them practice reading that sentence until it is fluent.
• On the signal, each student will stand in turn, read their sentence and
sit down.
• The result should be “wave-like” and the final reading is much like a “mad
lib”.

Reading Train:
Another fun one!
• Have each student select a short passage from the text they are
reading.
• Have everyone stand in a circle and count off by 2s.
• Ask the 1s to turn left, while the 2s turn right. They should be facing a
partner.
• The 1s read their passage, then the 2s read their passage.
• Have everyone turn around so they are facing a new partner.
• Take turns again reading the chosen passage.

Super Speed X3:
This makes for great independent practice.
• Students will read their selected text for one minute.
• At the end of that minute, they will place a small sticky note where they
stopped.
• Ask them to go back to the beginning of the text and read again for one
minute. Then move the sticky note to where they stopped.
• Repeat the process a third time.
• Help them to celebrate the progress they made in just three short
minutes.

Shadow Reading:
The purpose of this procedure is to provide an explicit model of prosody. In this procedure, the teacher and student are reading the text simultaneously. The teacher is the stronger voice so the child is better able to mimic the fluent reader.

Oral Recitation of Lesson:
 A structured process that involves both direct
and indirect instruction using narrative text. The lesson includes the modeling of
effective oral reading and both guided and independent practice.
• Read a story aloud to students.
• Following the reading, elicit the major story elements. Individually or as a
group, complete a story map graphic organizer.
• Using the story map as a guide, help students write a summary of the
story.
• Following the completion of the story map and summary, read aloud a
selected portion of the story, perhaps one that was particularly exciting,
meaningful, or eventful.
• After reading the segment of the text aloud, have students read it
chorally with you until they appear to be reading with a good rate,
accuracy, and expression.
• Next, put students into pairs and have them read the story segment to
each other. Ask them to read the passage just as you have practiced it
together.
• When students have completed partner reading, read aloud another
portion of the text and follow it with choral reading and partner reading,
until several segments of the text have been modeled and practiced.
• On another day, ask students to select one of the modeled and practiced
passages and read it aloud to a peer group. Following each reading, ask
listeners to make one or two positive comments about each reader’s
performance.
• On successive days (2-4), ask students to read aloud in a soft voice to
themselves for about 10 minutes, using the same passages previously
practiced. Move around the class or group and listen to students as
they read, providing feedback as appropriate.

Teacher Directed/Silent Readings:
SSR encourages students to practice
reading self-selected materials. The purpose is to provide an opportunity for
students to develop fluency, expand their vocabulary and comprehension abilities,
develop broader knowledge of written language, and provide powerful source for
world knowledge.

• Proved an opportunity for students to locate the materials and have
them read for the SSR period.
• Designate a specific time during the day when all students will
participate in SSR. Some teachers chose to do this during reading
workshop.
• Review the procedures and guidelines so students understand the
expectations during this time.
• Start with a short period of time and expand the time, as students are
ready. When students ask if they can continue reading after the time is
up, consider that a signal to increase SSR time.
• Provide materials for students who can’t find something to read or who
run short of materials before the time is up.
• Be a model of good reading. Share with the students what you are
reading so they will grow to understand that adults choose to read for
pleasure, too.
• Following the SSR time, compliment students on their behavior and
consideration of others. Invite students to comment on their reading.








Wednesday, May 23, 2018

Guide to GDPR — The General Data Protection Regulation

https://martechtoday.com/guide/gdpr-the-general-data-protection-regulation

The truth is that no one really knows how GDPR will be enforced on American soil, and we likely won’t know until we see the first test case. Of course, for multinational companies with divisions in Europe, the supervisory authorities can hold the EU representatives accountable.



https://www.theverge.com/2018/5/22/17378688/gdpr-general-data-protection-regulation-eu

GDPR is an ambitious set of rules spanning from requirements to notify regulators about data breaches (within 72 hours, no less) to transparency for users about what data is being collected and why.





https://www.cnbc.com/2018/03/30/gdpr-everything-you-need-to-know.html






https://www.pcmag.com/commentary/361348/the-obvious-consequences-of-gdpr
The way I see it, GDPR is going to make a mess sooner rather than later. I also suspect that Google, Amazon, and Facebook are primary targets so the EU can soak them with big fines.
In the meantime, keep an eye on your data. On Friday it is all yours.

Holy Grail Of Shipwrecks' Found Near Colombian Coast

Holy Grail Of Shipwrecks' Found Near Colombian Coast, Woods Hole Says
May 22, 2018
Updated May 22, 2018 3:12 PM
Mark Pratt, The Associated Press
This November 2015 photo released Monday, May 21, 2018, by the Woods Hole Oceanographic Institution shows ceramic jars and other items from the 300-year-old shipwreck of the Spanish galleon San Jose on the floor of the Caribbean Sea off the coast of Colombia. New details about the discovery were released Monday with permission from the agencies involved in the search, including the Colombian government. Experts believe the ship's treasure is worth billions of dollars today. (Woods Hole Oceanographic Institution via AP)
This November 2015 photo released Monday, May 21, 2018, by the Woods Hole Oceanographic Institution shows ceramic jars and other items from the 300-year-old shipwreck of the Spanish galleon San Jose on the floor of the Caribbean Sea off the coast of Colombia. New details about the discovery were released Monday with permission from the agencies involved in the search, including the Colombian government. Experts believe the ship's treasure is worth billions of dollars today. (Woods Hole Oceanographic Institution via AP)closemore
A Spanish galleon laden with gold that sank to the bottom of the Caribbean off the coast of Colombia more than 300 years ago was found three years ago with the help of an underwater autonomous vehicle operated by the Woods Hole Oceanographic Institution, the agency disclosed for the first time.

New details about the discovery of the San Jose were released on Monday with permission from the agencies involved in the search, including the Colombian government.


"We've been holding this under wraps out of respect for the Colombian government," said Rob Munier, WHOI's vice president for marine facilities and operations.

The exact location of the wreck of the San Jose, often called the "holy grail of shipwrecks," was long considered one of history's enduring maritime mysteries.

The 62-gun, three-masted galleon, went down on June 8, 1708, with 600 people on board as well as a treasure of gold, silver and emeralds during a battle with British ships in the War of Spanish Succession. The treasure is worth as much as $17 billion by modern standards.

The Massachusetts-based WHOI was invited to join the search because of its recognized expertise in deep water exploration. The institute's autonomous underwater vehicle, REMUS 6000, helped find the wreckage of Air France 447 in 2011, which crashed in 2009 several hundred miles off the coast of Brazil.

It was REMUS 6000 that in November 2015 took some side sonar images that found the San Jose in more than 2,000 feet (600 meters) of water.

The vehicle descended to 30 feet (9 meters) above the wreck to take several photographs, including some of the distinctive dolphin engravings on the San Jose's cannons, a key piece of visual evidence.
This November 2015 photo released Monday, May 21, 2018, by the Woods Hole Oceanographic Institution shows cannons from the 300-year-old shipwreck of the Spanish galleon San Jose on the floor of the Caribbean Sea off the coast of Colombia. (Woods Hole Oceanographic Institution via AP)
This November 2015 photo released Monday, May 21, 2018, by the Woods Hole Oceanographic Institution shows cannons from the 300-year-old shipwreck of the Spanish galleon San Jose on the floor of the Caribbean Sea off the coast of Colombia. (Woods Hole Oceanographic Institution via AP)
This November 2015 photo released Monday, May 21, 2018, by the Woods Hole Oceanographic Institution shows cannons from the 300-year-old shipwreck of the Spanish galleon San Jose on the floor of the Caribbean Sea off the coast of Colombia. (Woods Hole Oceanographic Institution via AP)
"The wreck was partially sediment-covered, but with the camera images from the lower altitude missions, we were able to see new details in the wreckage and the resolution was good enough to make out the decorative carving on the cannons," said WHOI engineer and expedition leader Mike Purcell.

"It was a pretty strong feeling of gratification to finally find it," said Munier, who was not at the site but learned in a phone call from Purcell. "It was a great moment."

The treasure has been the subject of legal battles between several nations as well as private companies. Several weeks ago, UNESCO, the United Nations cultural agency, called on Colombia not to commercially exploit the wreck, whose exact location remains a state secret.

As for the treasure, that remains on the sea bed — for now.
http://www.wbur.org/news/2018/05/22/woods-hole-colombian-shipwreck

Do it for the views: A Fake Kidnapping

Walmart shoppers witnessed a harrowing kidnapping — or so they thought, Va. cops say
BY JARED GILMOUR

jgilmour@mcclatchy.com


May 22, 2018 08:12 PM

Updated 10 hours 29 minutes ago

Shoppers at Walmart watched helplessly as the kidnapping spectacle unfolded — but only later did witnesses, police and local media realize they had been duped, police said.

Around 9 p.m. Sunday, a man walked up to a seafoam green sedan stopped outside a Walmart in Midlothian, Virginia, according to Chesterfield County police. As the man opened one of the car doors, the vehicle’s trunk spang open — and a woman jumped out of it and began to run off, witnesses said.

That’s when two men hopped out of the car themselves and pursued the woman, according to police. Eventually the men recaptured their apparent victim. As she tried to fight them off, they forced her back into the vehicle. Then they sped out of the parking lot, according to police.


For about a day, local police scoured the area for clues. Walmart surveillance photos of the incident were posted on social media, with the police appealing to the community for help tracking suspects down. Authorities even called in FBI support to figure out what happened, WTVR reports.


Then, Monday evening, the woman who had been “abducted” and one of her male “abductors” walked into the police station to admit that it was a hoax. The woman was safe and sound, police said.

The pair told authorities that they chose to come clean after seeing extensive coverage of the apparent kidnapping on the local news, according to police. The woman had driven to the police station in the seafoam green sedan used in the “abduction,” which was actually her car.

Four men and the one woman — all either 19 or 20 — plotted the hoax over dinner and behind the Walmart Sunday night before showing up in front to carry out the plan, according to police. Police have now spoken to all of them.

Police said charges may be filed in the case: "It could be anything from a summons type offense to a lower misdemeanor," Captain Jay Thornton of the Chesterfield Police Department told WTVR.

But why did they do it? Their plan was to film onlookers' horrified reactions as they witnessed the “abduction,” according to police. Then the group planned to post the video and make a splash on social media.

"It's very irresponsible to fake a staged kidnapping for social media likes, so yes I do believe they should be charged," Jolene Shifflett, a local, told WTVR.

Thornton told the Chesterfield Observer that he's glad no one was actually in danger. But he also said the group that staged the fake kidnapping is lucky it didn’t accidentally turn violent.

“We’re glad it turned out like it did. Obviously, we don’t want to find someone in a tragic situation at the end of something like that,” Thornton told the newspaper. “If someone in the parking lot had decided to take some action and interject themselves, that could have turned out really bad.”


http://www.newsobserver.com/news/nation-world/national/article211705334.html

Reading Fluency Strategies

1. Fast finger:
 Prompt the child to “Read it with a fast finger.” Demonstrate this by having the students read it with their finger while you read it aloud quickly. Then ask the students, “How fast did your finger
move?”

2. Make your eyes do the work.
Get their finger out of the text. What originally helped their eye track the line will now
slow down their reading. It’s time to train their eyes to do the work alone. Say,
“I’m going to read this part to you. Use your eyes to follow the words I read and
then tell me how fast your eyes moved.” Read the passage and ask, “How fast
did your eyes move?”

3. Fluent Shared Reading: Use this one sparingly! Rarely! (It robs
independence). Do a shared reading of the text. While reading, provide a model
of good pace and phrasing.

4. Making words and lines to increase rate
Push words: move a masking card over words in a line of text from left to
right forcing the student’s eyes to stay ahead of the mask.
Push lines: move the masking card over a line of text, top to bottom,
forcing students to keep their eyes ahead of their voice. When the line
disappears, their eyes must be ahead of their voice.
Phrasing

Masking phrases
Use a single copy of the text placed so that every child can lean in and look
off the same page to read. Hold two small cards to mask 2-3 words
together and prompt the student to, “Read it all together.” Read it with
them to provide a correct model for the phrasing. Continue masking and
chorally reading. Then have the students read some phrases without
teacher support. Look for a shift in behavior. In later lessons, increase the
number of words between the masking cards until the students’ phrasing
becomes natural or 5-7 words per phrase.

1. Tape record a student individually reading the guided reading book and have
them rewind and read with it. Direct them to notice fluency. “How did it
sound? What can you change?” Have the student record their reading again
and listen to the change they made.

Expression
1. Clues from printing:
Bolded print, exclamation, and question marks: Point it
out in the text and explain what it means. Demonstrate how that expression
sounds. Do it with the students.

2. Neurological impress (This is a shared reading): The teacher and a student
sit together and read aloud. The teacher takes the lead by providing a model of
expressive reading while reading with the student.

Punctuation
1. Noticing punctuation: “There is punctuation in everything we read. Look
here, and here, and here. When we read we should look at the punctuation; we
don’t say anything, we just look. Read this with me. (Everyone reading from the
teacher’s copy). I’ll point at the punctuation, don’t say anything for the
punctuation, just look at it and then read on.” Read aloud with the students while
the teacher points at the punctuation. Next have the students do the pointing
and reading in their own copy and validate the pauses they make as they attend
to the punctuation.

2. Reading inside the quotation marks: “Quotation marks look like little lips.
They are used to show us what someone is saying. When we see the first
quotation marks, we know that the character is opening their lips to say
something. The second set of quotation marks show us that the person is closing
their lips. Let’s read what some of the quotes say. Here is one that is starting.
It will end here. Let’s read the part between the quotation marks.” Read together
then ask, “Who said this?” Locate more beginning and ending quotation marks and
read the quotes.

3. Character voices: Do the lesson prescribed above but locate who is saying
the quote. Then instruct the students to change their voice to sound like the
character.

4. Different ways to say “said”” Look for quotations and find how the
character said it; shouted, asked, told, begged, laughed… Make a list of different
ways to say ‘said’.




















Tuesday, May 22, 2018

The Five Day Fluency Plan for Grade Level Reading

The Five Day Fluency Plan
The goal for all students is to be able to read and understand grade level text. The Five Day Fluency Plan is one strategy that can be used to achieve this goal. It is important to keep in mind that this strategy is not meant to be rigid. On the contrary, it needs to be continually adapted to meet the needs of your students. Here are a few ideas to consider:

Include only the levels of support needed (e.g., You might be able to begin with choral reading or partner reading on day one).
Integrate word study with the plan so students learn word-solving strategies, which can be used on all texts.
Use the plan with a small group of students reading below grade level instead of the whole class (if most of the class can read the text without the supports).

The Five Day Fluency Plan needs to be a short-term intervention. We must implement it in a way that moves students to independence. After using the plan for a few weeks, try moving to less support. You might find you only need to use the plan for the first quarter. If students are not becoming more independent, you may need to do further analysis of the students word-solving strategies and provide more explicit instruction in this area.

Another way some buildings have adapted the Five Day Fluency Plan (especially in upper grades) is to use the plan with content area material (science, social studies). This is helpful when students are able to read narrative text, but struggle with expository text.

Directions Prior to Day One
Read the story several times, thinking about those places that students will need clarification and places you will want to ask a question to get students to think more deeply.

Locate multi-syllable words you want to use during your word knowledge block when teaching students how to take words apart.

Determine whether or not you will use the plan with the whole class or a small group of students. Also, determine whether you need to use all of the levels of support (read to, echo, choral and partner reading) or only some of the levels of support (e.g., only partner reading or only choral then partner reading).

Directions for Day One
During the mini lesson of the Reading Workshop, the teacher introduces the story with a variety of pre-teaching activities (e.g., vocabulary introduction, building background, etc.).

The teacher uses the Guided Comprehension model to read the grade-level text with the students. The teacher provides a model of fluent reading while students follow along in their own book. (This provides the students with the opportunity to see the words as they were pronounced.) The teacher stops periodically to engage the students in a meaningful conversation about the text.

The teacher determines the length of the passage to be practiced throughout the week. In grade 2, the passage might be short enough to have students practice reading the whole passage. However, in grade 5 the texts are often very lengthy. In this case, the teacher might choose a large portion of the text for students to practice. Keep in mind, in order for the plan to work students must be given extended amounts of time to practice reading texts (at least 20-40 minutes per day).

Note: If the most of the students in your class are reading at grade level, you might want to (1) partner the students, (2) ask a purpose-setting question, (3) have them partner read the section, and then (4) facilitate a discussion responding to the question you posed. You could continue this process working your way through the text.

Directions for Day Two
Note: In upper grades, you may need to continue the guided comprehension lesson on day two during the mini lesson in order to finish the selection.

During the Reading Workshop mini lesson, students reread all or a large portion of the text through the use of echo reading. The teacher reads at least a paragraph a text. The students then echo back the same portion of text. This encourages the child to pay attention to the words rather than simply memorizing the text. As the year progresses, the teacher may lengthen the amount of text to be echoed, such as a whole page or section. When students stumble over challenging words, the teacher stops and quickly teaches how to problem solve that word.

Note: You might find that some students need less support than others. In this case, you might vary the support by having some children (who are reading close to grade level) partner read while you echo read with a group of students needing more support. Keep in mind, the idea is to provide the amount of support your students need to be able to read the text independently by the end of the week.

The teacher continues to build comprehension of the text (e.g., stopping 2-3 times to think aloud, ask students to respond to a question, use a comprehension activity from Houghton Mifflin, use a graphic organizer together).

The teacher includes study of challenging words taken from the five-day fluency text within the word knowledge block. For example, students might need instruction on how to take larger words apart (e.g., a…part…ment) or how to use their knowledge of structural analysis to decode and understand words (e.g., pretest). Some students need extra practice with high frequency words or applying the knowledge of word patterns to reading.

Students needing extra practice take the text home to read with a family member or friend.

Directions for Day Three
During the Reading Workshop mini lesson, students reread the same portion of the text through the use of choral reading. The teacher monitors the students to ensure they are actively engaged in the reading of the text.

Note: Again, you might find that some students need less support than others. In this case, you might differentiate the support by having some children partner read or practice reading independently while you echo read with a small group of students needing more support. Keep in mind, the idea is to provide the amount of support your students need to be able to read the text independently by the end of the week.

The teacher continues to build comprehension of the text (e.g., stopping 2-3 times to think aloud, ask students to respond to a question, use a comprehension activity from Houghton Mifflin, use a graphic organizer together).

During the word knowledge block, the teacher continues to focus on study of challenging words and skills that will help children read the five-day fluency text successfully.

Students needing extra practice take the text home to read with a family member or friend.

Directions for Day Four
During the mini lesson or work time of the Reading Workshop, students reread the same text or portion of the text through the use of partner reading. Partner A reads a page. Then, partner B reads the next page. And so on. The teacher listens in on partners and provides support as needed. Partners can be selected by students or determined by the teacher. The first option might increase student motivation and engagement. The second option gives the child a more able reader to help if he gets stuck. You will need to make this decision based on your knowledge of your students.

Note: This is a critical component since it gives the student the opportunity to read half of the text independently. If time allows, have students read the text a second time, with Partner B reading the first page.

Directions for Day Five
During the work time of the Reading Workshop, students complete an extension activity, such as writing a response to the selection in their reader’s notebooks.

The teacher checks to see that all students are able to read the text. She might do this through the use of a one-minute fluency check or taking a running record on a portion of the text (at least 100 words). The teacher might already have a good idea as to those who are able to read the text. Check the students in question.

CELEBRATE! Think about a way to celebrate the students’ accomplishments. Perhaps there is someone in the building that could listen to the children read the text and brag o them. Maybe each child has an individual incentive chart (kept private) that records each week the child is able to read the grade level text with a reward for a certain number of stickers on the chart. Maybe the class has an extended recess or a class party when everyone in the class meets their goal. The sky's the limit. Be creative in finding some way to celebrate their accomplishments.

http://www.sps186.org/resources/languagearts/instruction/?p=7902

Monday, May 21, 2018

PREHISTORIC CULTURES IN MARYLAND

PRE-CONTACT MARYLAND TRIBES
PREHISTORIC CULTURES IN MARYLAND
10,000 B.C. - First humans arrived by this date in the land that would become Maryland.

1,500 B.C. - Oysters became an important food resource.

1,000 B.C. - Native American introduction of pottery.

800 A.D. - Native American introduction of domesticated plants; bow and arrow came into use.

1200 - Permanent Native American villages established.

1498 - John Cabot sailed along Eastern Shore off present-day Worcester County.

1524 - Giovanni da Verrazano passed mouth of Chesapeake Bay.

1572 - Pedro Menendez de Aviles, Spanish governor of Florida, explored Chesapeake Bay.

Maryland was inhabited by Indians as early as circa 10,000 B.C.

The Paleo-Indians came more than 10,000 years ago from other parts of North America to hunt mammoth, great bison and caribou.

Permanent Indian villages were established by circa A.D. 1000.

By 1,000 B.C., Maryland had more than 8,000 Native Americans in about 40 different tribes. Most of them spoke Algonquian languages.

These Native Americans lived in permanent communities where corn, beans, and squash were raised. They also hunted, fished, and harvested native plants to supplement their farming.

Their homes, called longhouses, were usually located along the region’s rivers and streams.

They also hunted, fished and traded with tribes as far away as New York and Ohio.

We do not know what the Native Americans called the Chesapeake Bay. That name came from the Native American word "Chesepiuk," an Algonquian name for a village that the Roanoke, Virginia colonists discovered in 1585 near the mouth of the Bay.

Later, mapmakers used the word to name the Bay. People have said that Chesapeake means "great salt water" or "great shellfish bay," but no records exist to verify those definitions.

Most of the tribal communities left the area as European settlers arrived in the 17th century. But these early inhabitants gave their names to many of Maryland’s rivers, towns, and counties.

Sunday, May 20, 2018

NATIVE AMERICANS PEOPLE, TRIBES, & BANDS MARYLAND

MARYLAND AT A GLANCE
NATIVE AMERICANS
PEOPLE, TRIBES, & BANDS



People.
Sometimes referred to as nations by Europeans, the largest division of Maryland's indigenous population primarily is defined by language. In the 1600s, European explorers encountered a great diversity of people living in the area that would be named Maryland. Most of the land was claimed by Algonquin tribes, although both Iroquois and Sioux maintained a presence.

Tribes.
Among these are the Accohannock, Assateague, Choptank, Delaware, Matapeake, Nanticoke, Piscataway, Pocomoke, and Shawnee. Tribes of similar traits and interests often created allegiances and political bodies for protection and commerce. Often referred to as confederacies or nations by Europeans, the largest was gathered under Chief Powhatan. Composed of Algonquin tribes, the Powhatan Confederacy stretched from the Carolinas to Maryland, and was the primary governing body encountered by European settlers.

Bands.
 The smallest recognized group of natives, the term band usually was applied to a single village, or a cluster of closely grouped small villages of similar tribe, or a migrant group of families. Bands could range from a few dozen to a several hundred. Although few bands of certain tribes lived in Maryland, those tribes, including the Susquehannock and the Doeg, also played significant roles in Maryland colonial history.

ALGONQUIN
The Algonquin people were very prosperous during European colonization. At that time, tribes and bands were present in most colonies, and Maryland was no exception. Of the Algonquin subtribes living in Maryland, the four most prominent were the Choptank, the Delaware, the Matapeake, and the Nanticoke. As coastal people, these subtribes spent the warmer months hunting and fishing in or near the Chesapeake Bay.
Due to tribal wars and colonial incursions, a large portion of the Maryland Algonquin had emigrated by the end of the 17th century. Some Algonquin, however, chose to stay, including the Nause-Waiwash band of Dorchester County.

ANNEMESSEX
The Annemessex were a small tribe living in the area of present-day Crisfield, now Somerset County. They held close ties with the Nanticoke and the Pocomoke. Although recognized by Maryland's colonial government in the Treaty of 1662, the tribe assimilated with the Pocomoke some time prior to the 1680s.

ASSATEAGUE
Living on the Eastern Shore in what today are Wicomico and Worcester counties, the Assateague (also known as Kickotanks) often were at odds with European settlers (as well as some of the other native bands). Consequently, most Assateague emigrated from Maryland by the early 1700s. Though a few moved to the Western Shore, and some traveled to Virginia and Pennsylvania, the majority settled and assimilated with tribes in Delaware.

CHAPTICO
Also known as Cecomocomoco, the Chaptico resided in southern Maryland in the area around St. Mary’s City. It is believed that the Chaptico were absorbed by neighboring Piscataway bands during the early 1700s.

CHOPTANK
With villages located on the lower Eastern Shore in what now are Dorchester and Wicomico counties, the Choptank maintained close relations with the Nanticoke.

While some tribe members purchased property and lived among the Europeans, most emigrated from Maryland during the 1700s.


TRANSQUAKING
The Transquaking were a band of Choptank encountered by Capt. John Smith (1580-1631) near present-day East New Market in Dorchester County.
DELAWARE
Also known as the Lenape, the Delaware bands located in Maryland were found mainly in Cecil County.

Their numbers greatly reduced from conflict and disease, most of the remaining Delaware were relocated to Oklahoma by the mid-1800s.

DOEG
Also known as the Taux or Moyumpse, the Doeg were located mainly in Virginia. With villages along the Potomac, however, the Doeg maintained trade relations with Maryland tribes, including the Nanticoke and the Piscataway.

An escalated trade dispute between the Doeg and European settlers in 1675 led to the colonist uprising known as Bacon's Rebellion in Virginia. By the late 1600s, with few villages remaining and increasing tension in Virginia, it is believed that the Doeg were absorbed by their Maryland neighbors.

MATAPEAKE
With the growing European presence on Kent Island, the Matapeake, also known as Monoponson, emigrated during the late 1600s and early 1700s. They found new homes with neighboring Algonquin tribes.

MATTAPANIENT
Located in Charles and Prince George's counties, the Mattapanient absorbed the Patuxent by the mid-1600s. During the late 1600s, the Mattapanient assimilated with the Chaptico.

MATTAWOMEN
Also known as Mataughquamend, the Mattawomen were centered near present-day Indian Head in Charles County. They maintained villages along Mattawoman Creek and on both banks of the Potomac.

NACOTCHTANK
Also known as Anacostian, Anaquashtank, and Nacostine, the Nacotchtank were a semi-agrarian band of Algonquin who lived along the eastern bank of the Anacostia River in the area that became Washington DC. They constituted a sizable village of approximately 500 natives. With abundant wildlife, they thrived from ready access to the fur trade. During the 1600s, however, the Nacotchtank were decimated by European diseases.

With diminished numbers, the Nacotchtank relocated during the late 1660s to present-day Theodore Roosevelt Island on the Potomac River in Washington, DC. No further record of the Nacotchtank exists, and it is believed that the remnants merged with their neighboring Piscataway allies.

OZINIE
Also known as Wicomiss, the Ozinie tribe was located on the upper Eastern Shore near present-day Rock Hall in Kent County. With an estimated population of 255 in 1608, they were reduced by disease and conflict, and assimilated with the Nanticoke in the 1660s.

PATUXENT
Originally recorded as Pawtuxunt, the Patuxent tribe maintained dwellings in Calvert, Prince George's and Anne Arundel counties, before being absorbed by the Chaptico during the 1690s.

POCOMOKE
Prior to European settlement, the Pocomoke were known as the Wighcocomoco. A member of the Powhatan Nation, the tribe was found in what today are Somerset, Wicomico and Worcester counties. The tribe prospered through trade, both with other tribes and European settlers.

Due to disease, tribal wars, and growing unrest between natives and settlers, a large number of Pocomoke had emigrated north by the late 1700s. These bands assimilated with tribes from Delaware and Pennsylvania. Those who remained tended to assimilate with European settlers.

PISCATAWAY
Also known as Conoy, the Piscataway was one of the more prevalent tribes in the Chesapeake region at the time of European contact.

Piscataway bands encountered by European settlers included the Chaptico, the Moyaone, the Nanjemoy, and the Potapoco.

Today, the Piscataway still reside in Anne Arundel, Calvert, Charles, Prince George's, St. Mary's and Wicomico counties. In cooperation with the Maryland Historical Trust, the Piscataway, in 1995, opened the Piscataway Indian Museum and Cultural Center at Waldorf (Charles County), Maryland. The Museum's mobile program, Living the American Indian Experience (LAIE), travels around the State to educate the public about Native American history and culture.

On January 9, 2012, the Governor officially recognized two tribes of Piscataway heritage: the Piscataway-Conoy Tribe (which includes the Cedarville Band of Piscataways), and the Piscataway Indian Nation (Executive Order 01.01.2012.01; Executive Order 01.01.2012.02). They are the first tribes recognized by Maryland.

MOYAONE
Also known as Accokeek, the Moyaone were located at present-day Accokeek, in Prince George's County. Once the government seat of the Piscataway with a population of nearly a thousand people, the village itself was abandoned prior to European settlement. It is believed that the population was absorbed into neighboring Piscataway tribes.
NANJEMOY
Piscataway band who lived between Mallows Bay and Nanjemoy Creek in Charles County.

POTAPOCO
Also known as Portobacks, or Potobagos, the Potapaco maintained three villages along the Port Tobacco River in Charles County. Recorded in Captain John Smith's 1608 explorations of the Chesapeake Bay, the tribe migrated south during the late 1600s, settling along the Rappohannock River in Virginia, and assimilated with other Algonquin tribes.

SHAWNEE
During the 1660s, due to conflict among the native nations in the west, a large number of Shawnee bands emigrated south and east from their homes in what is now Illinois. Most fled into Kentucky, but one band, the Youghiogheny, traveled further, and settled in western Maryland in what later became Garrett County.

In the late 1600s and early 1700s, other Shawnee bands who traveled through Maryland did not stay.

TOCKWOGH
Encountered by Captain John Smith in 1608, along the Sassafrass River, the Tockwogh lived on the upper Eastern Shore in Cecil and Kent counties.

YOACOMACO
A small tribe located along the St. Mary's River in southern Maryland, the Yoacomaco maintained sovereignty while conducting trade with the Piscataway, the Powhatan Confederacy of Virginia, and European settlers. Whether by disease, tribal conflict, or colonial expansion, there is no further record of the Yoacomaco tribe after the late 1600s.

A recreation of a traditional Yoacomaco village may be seen at Historic St. Mary's City.

POWHATAN CONFEDERACY
Centered in Virginia, the Powhatan Confederacy was the largest organized body of tribes in the Americas during the early days of European settlement.


ACCOHANNOCK
Located on the Eastern Shore, the Accohannock had great standing among their tribal neighbors. Part of the Powhatan Nation, the Accohannock maintained a peaceful coexistence with European settlers. After Powhatan's death, the tribe continued trade and amicable relations, despite edicts of Powhatan's heir.
Emigration and assimilation have greatly reduced the Accohannock's population, but they still maintain a presence in Somerset County. The Accohannock Indian Tribal Museum is found at Marion Station, Maryland.

On December 19, 2017, the Accohannock Tribe was formally recognized by the State of Maryland (Executive Order 01.01.2017.31).

NANTICOKE
Named Kuskarawaok by Captain John Smith during his travels of 1608, the Nanticoke primarily maintained villages on the Eastern Shore along the Nanticoke River. The largest village was Kuskarawaok on Chicone Creek near present-day Vienna in Dorchester County. During the mid-1700s, most of the Nanticoke left Maryland. Those that remained purchased land and assimilated with the European settlers.

MANOKIN
Nanticoke band living at Manokin Town, in what became Princess Anne in Somerset County.

WICOMICO
Nanticoke band whose primary village, Tundotank, was located near present-day Salisbury in Wicomico County.

PAMUNKEY
One of the largest tribes in the Powhatan Confederacy, the Pamunkey tribe was centered in northern Virginia, with villages in Charles, Prince George's and St. Mary's counties, Maryland. With the expansion of European settlement, the Pamunkey consolidated, abandoning many of their villages, including all those in Maryland.

IROQUOIS
Most tribes within the Iroquois were centered in the states north of Maryland, stretching into New England and Canada. In Maryland, the Iroquois presence encompassed mainly three tribes: the Massawomeck in western Maryland; the Susquehannock in the northern counties; and the Tuscarora, who emigrated from the Carolinas through Maryland in the 1700s.

MASSAWOMECK
According to maps of the mid-1600s, the Massawomeck primarily resided in what became West Virginia, although some permanent villages were in western Maryland in areas that later formed Garrett County.
The Massawomeck were a highly mobile tribe, conducting extensive trade among other tribes and European settlers. Trade routes ran east into Maryland, north to Canada, and south into Virginia. The tribe also conducted raids against rival tribes, such as the Tockwogh.

SUSQUEHANNOCK
Prior to the European presence on the continent, the Susquehannock tribe was prominent through what now are the southern sections of New York, eastern Pennsylvania, and Delaware and New Jersey. In Maryland, they formed villages on the Western Shore in Allegany County, and at the mouth of the Susquehanna River in Cecil and Harford counties. By the 1600s, war and disease had reduced the tribe to lands along the Susquehanna River, from the Chesapeake Bay into southeast Pennsylvania.

Conducting a series of raids, skirmishes, and wars with the colony of Maryland between 1642 and 1652, the Susquehannock signed a peace treaty in 1652, conceding much of the land from the mouth of the Susquehanna River to Maryland. This treaty effectively ended the Susquehannock presence in Maryland.

TUSCARORA
Living in the Carolinas when Europeans first encountered them, a majority of the Tuscarora tribe relocated north and west during the 1700s. Passing through Frederick County, Maryland around 1720, the tribe largely settled around the Great Lakes, and still maintains a presence in New York, North Carolina, Oklahoma, and Canada.

SIOUX
When Capt. John Smith explored the Chesapeake Bay in 1608, he encountered no Sioux in what would become Maryland. Yet, during the mid-1700s, three Sioux tribes emigrated through Maryland. The Monacan, the Saponi, and the Tutelo moved from Virginia and North Carolina to New York, later traveling further north into Canada. Though the tribes relocated largely as one group, a small number of bands remained behind, or merged with other tribes during their journeys.
Two Sioux bands found in colonial Maryland were the Saponi and the Tutelo. By the 1740s, a small number of Saponi settled in Dorchester County. This band later may have assimilated with local Nanticoke bands.

Saturday, May 19, 2018

Native American Chota village

The Overhill Cherokee village of Chota was located in the Little Tennessee River valley of eastern Tennessee in present-day Monroe County. Chota, or Itsa'sa, is also spelled Echota and Chote. The original meaning has been lost. Chota probably developed from its close neighbor Tanasi, which it had superseded in size and population by the 1740s.
Contemporary descriptions of the village in the 1750s and 1760s, generally confirmed by archaeological studies, indicate that it consisted of a central village plaza with an octagonal townhouse, or council house, where public ceremonies and social events took place. An open rectangular building, or pavilion, where public affairs were conducted in warm weather, stood adjacent to the townhouse. Approximately sixty individual domestic households surrounded the plaza and public buildings and extended along the river for nearly a mile. Each household included a circular winter house, an adjacent summer house, and their associated corncribs and outdoor work areas. Probably three hundred to five hundred individuals populated the village.

By the mid-eighteenth century, both Europeans and Native Americans recognized Chota for its military power, political authority, and economic influence, and regarded it as the capital of the Cherokee nation. Among the Cherokee leaders residing at Chota were Connecorte (Old Hop), Attakullakulla (Little Carpenter), Oconastota, Kanagatuckoo (Standing Turkey), Old Tassel, and Hanging Maw. British colonial traders resided at the town, and a steady flow of emissaries representing the British colonies visited it throughout its history. Henry Timberlake's 1762 journal conveys particularly vivid images of Cherokee life at Chota. In 1780 American Revolutionary War forces destroyed Chota, but it had been rebuilt by 1784. In 1788 the Cherokee capital was moved from Chota to Ustanalli in northern Georgia. By 1807 only thirty people resided at Chota, and by 1813, the population had diminished to a single household. The land occupied by Chota was finally ceded to the United States in 1819.

In 1939, and again from 1969 through 1974, the University of Tennessee conducted extensive archaeological investigations at Chota, recording the townhouses, thirty-seven domestic structures, and hundreds of refuse-filled pits and human burials. This work has contributed substantially to the description of eighteenth-century Overhill Cherokee culture and the changes it experienced as a result of European contact. Prior to the completion of the Tellico Reservoir in 1979, the central portion of the site in the vicinity of the townhouses was covered with fill by the Tennessee Valley Authority (TVA). By agreement with the TVA, this area is now managed by the Eastern Band of the Cherokee. Two monuments, one dedicated to Tanasi and the other commemorating the Chota townhouse, were placed at the site in the 1980s.






Rise of Chota
Chota does not appear in historical records until around 1745. Tanasi is first mentioned much earlier in the century, namely as the base or destination of various traders and diplomats. Tanasi appears on multiple maps of the Overhill territory produced in the 1720s and 1730s, but Chota does not. This suggests that Chota may have been part of Tanasi, or may not have been considered a town before the 1740s. In the 1720s, the head man of Tanasi— known simply as the "Tanasi Warrior"— was the chief of the Overhill towns in what is now Tennessee and the Middle and Valley towns in North Carolina.

In 1730, however, Moytoy of Tellico, with the help of flamboyant emissary Alexander Cuming, was crowned "Emperor of the Cherokee." This effectively shifted the overall capital to his town of Great Tellico, where Moytoy was chief. When Moytoy died in 1741, his son, Amouskositte, attempted to succeed him as emperor. Old Hop, the head man at Chota, began to consolidate power, and by 1753 Chota had usurped Great Tellico as the "mother town" of the Overhill Cherokee.

Around this time, on the eve of the French and Indian War, the Cherokee were reportedly leaning toward the French side, prompting the English colonies of Virginia and South Carolina to increase contact with the Overhill towns. Virginia sent Major Andrew Lewis with 60 men to build a fort at Chota, which was completed in August 1756. It was never garrisoned because the Cherokee allied with the English against the French. Later that year, South Carolina sent engineer William de Brahm with 300 men to build Fort Loudoun, which was completed in March 1757. By 1760, relations between the British and Cherokee had soured, breaking into conflict in the Anglo-Cherokee War. The warriors took spoils from the sack of Fort Loudoun to Chota.


After the fall of Fort Loudoun, the Overhill towns sued for peace, which was granted in the Treaty of Long Island in 1761. Virginia dispatched a delegation led by Henry Timberlake to solidify peace with the Overhill towns. He reached Chota in late December 1761, accompanied by Ostenaco (the head Cherokee man at Tomotley). At a ceremony inside the Chota townhouse, Ostenaco ceremoniously buried a hatchet, symbolizing peace between the British and Cherokee. Timberlake spent the night in Old Hop's "hot-house" (a circular dwelling used by the Overhill Cherokee in cooler months) before proceeding to Citico the next day.
Timberlake's "Draught of the Cherokee Country" reported 52 dwellings and a townhouse at Chota. Kanagatucko (Old Hop) was listed as governor of both Chota and Tanasi. The 175 warriors available at Chota made up the second-largest contingent among the Overhill towns, behind only Citico.

At the outbreak of the American Revolution, the Cherokee aligned with the British, hoping to expel American colonists from their territory. In 1776, Dragging Canoe (the head man at Mialoquo) and Old Abraham of Chilhowee led an unsuccessful two-pronged attack against Fort Watauga and Heaton's Station. In response, Virginia sent Colonel William Christian with a small force to subdue the Overhill towns. Christian entered the Little Tennessee Valley unopposed, and negotiated a truce with Attakullakulla and Oconastota. When Dragging Canoe refused to negotiate, however, Christian destroyed the towns of Great Tellico, Citico, Mialoquo, Chilhowee, and Toqua.

In 1780, John Sevier, who had just returned from the Battle of Kings Mountain, led an invasion of the Overhill country in response to several attacks on American settlements by renegade Cherokees. Most of the remaining Overhill towns, including Chota, were destroyed. Chota was rebuilt by 1784, but it never recovered its former status. In 1788, Old Tassel— who had become the leader of the Overhill towns after the death of Oconastota— was murdered by Americans under a flag of truce at Chilhowee. Largely in response to this incident, the Cherokee moved their capital south to Ustanali, near modern Calhoun, Georgia.

In the late 1790s, the Duke of Orleans paid a visit to the Tellico Blockhouse while on a tour of East Tennessee. The duke witnessed over 600 Cherokees engage in a "ballplay" at Chota, and bet 6 gallons of brandy on the outcome. By this time, only five dwellings were standing in the town.