Instructional Design. Phase One: Collecting Data for the Instructional Design. Field Notes for First Home Engagement

Size: px
Start display at page:

Download "Instructional Design. Phase One: Collecting Data for the Instructional Design. Field Notes for First Home Engagement"

Transcription

1 Liana St. Amand TTE319 December 15, 2013 Instructional Design Phase One: Collecting Data for the Instructional Design Field Notes for First Home Engagement When I first walked up to the door of my case study, Victoria s home, her mom, Arianna, was already standing at the door ready to greet Naya and I. She called to Victoria, and she also came to greet us. Victoria led us to the living room, and Arianna asked us if we would like anything to drink. We all sat down on the couch. I began the interaction by pulling out the story backpack. The one that I had brought was about grandparents. I chose this backpack, because I already knew that Victoria is very close to her grandparents. They were especially excited about the book, My Tata s Guitar, because it is bilingual. Victoria s tata only speaks Spanish, and she understands English, so Victoria told me that she was excited to be able to read the story with him. After discussing the backpack for a few minutes longer, we turned our attention to the camera. I showed Victoria how to use it, and asked her to take pictures of the different things that are really important in her life. I then used that to begin talking about some of the things that she may take pictures of. She told me that she might take some of her cousin. Arianna explained to us that Victoria and her cousin, were born at very close times, and are extremely close. They spend a lot of time together. She also explained that since they are both in kindergarten, Victoria s cousin helped her during the first couple weeks of school, when she was feeling sad, by cheering her up on the playground at lunch.

2 This conversation led into a more extensive conversation about their family. I already knew that Victoria had a brother and a sister, but I learned that her brother is in a second grade class at another school, in a program called choices. Her mom also explained to me that she has a very large family, and is actually a fraternal twin. Twins run in their family, and Victoria was actually a twin before birth, but unfortunately her twin was miscarried. Much of Arianna s family is scattered around the US, but there are still quite a few of them who live in Arizona. Victoria spends most of her time with her dad s parents, which are the ones who she spends the most time with. Victoria s grandmother works in the cafeteria at school, but is currently on medical leave. I then asked them about how language affects their life. Arianna explained to me that she does not fluently speak Spanish. She knows some from classes, her family, but does not use it very often. She explained to me that Victoria s dad s parents both speak Spanish. Victoria s nana can speak English and Spanish and her tata only speaks Spanish. She also explained that while Victoria does not really speak a lot of Spanish, her tata and her somehow find a way to communicate, and she thinks that Victoria knows more Spanish than she lets on. I then asked about some of the things that Victoria enjoys doing at home. Victoria grew very quiet so her mom prompted her with some ideas. She mentioned that Victoria loves to draw, at which a big smile grew on Victoria s face. I mentioned that I had noticed that she was an excellent artist from seeing all her work in school. Then Arianna said that they also enjoy watching detective shows together. This brought up the conversation that her mom is getting her associates in criminal justice at Phoenix University, and plans to eventually get her bachelor s degree. She talked about how it is difficult to balance working with school, and taking care of the

3 kids, but somehow it all works out. The family all does homework together at the kitchen table, but Victoria does not like having her parents help her. Instead she gets her older sister to help. After this it seemed like it was about time to leave, so I asked them when she would like to schedule another interaction. We decided to set in for the following Thursday, before the family went to see Disney on Ice. I gave Victoria a big hug, and then we all said our goodbyes. Reflection for First Engagement I ended up learning a lot from my home visit. I was a little bit worried that Spanish was not as present in Victoria s life as I had originally believed, but from the home visit I learned that it is a big influence. Victoria is learning to speak Spanish at her grandparents house. Her tata is a very important influence in her life and she is extremely close to him. In order to communicate with him, Victoria has had to learn some Spanish. I found their relationship to be very inspiring, because it shows that people can be extremely close despite language barriers, and there are ways to communicate with people, by teaching each other and using gestures. It also made me realize that even if I have students who do not speak the same language as me, I can still develop a connection with them and find ways to communicate with them. When Arianna explained to me that Victoria does not like when she helps her with her homework, so when the family sits down to do homework, Victoria s sister helps her. This made me realize that Victoria may benefit from working more with her peers. If she is having challenges with something, maybe I can try having the class work in pairs so that Victoria can learn from her classmates, and then I can help scaffold off of want she learns from her peers. I also thought that it was extremely helpful to learn that Arianna is furthering her education at Phoenix University. This helped me to gain insight in their extremely busy schedule, and I was able to understand some of the stresses that Arianna must go through in order to finish all her

4 assignments as well as work and take care of her family. I have a lot of respect for her, and her ability to juggle everything in her life. One of the biggest themes that kept coming up throughout the entire interaction was the importance of family. Victoria is so close to her family, and spends so much time with her extended family. Her cousins are her best friends, and she spends almost as much time with them as she does her siblings. They all depend on each other and look to each other for support. I found the relationship that their family has to one another to be so heart warming. Most of my extended family lived in Massachusetts and New Hampshire while I was growing up in Arizona, so I never was able to spend much time with my cousin, aunts, uncles, and one set of my grandparents. I hope that when I eventually have my own family, I will be allow to be in an area that is close to my parents and brother, so that my children will be able to spend a lot of time with them. Field Notes for Second Home Engagement On the second home interaction I went by myself. I felt a lot more comfortable about going to the home after such a successful previous interaction. When I walked up to the door I was greeted by Victoria and Arianna. They welcomed me into the home, and Victoria and I walked into the living room. I started by asking her if she had taken pictures with the camera over the past week. She explained that she had not done this yet, but would try to do it soon. I then asked about how she has liked the backpack. She told me that she loved it and had fun reading the books. At this point Arianna walked in and heard us talking about the backpack. She told me that Victoria had read the books several times each, and had especially loved My Tata s Guitar. Arianna told me that Victoria had brought it over to her grandparents and read My Tata s

5 Guitar with her tata. They had been able to read it in English for Victoria to understand and then in Spanish for her tata to understand. Arianna explained that although Victoria cannot fully speak Spanish she is able to communicate best in Spanish when she is with her tata. They have such a special bond that they find a way to communicate. I then asked a little bit more about Arianna s language experience. She explained to me that she knows some Spanish from the Latino portion of her family, but most of the Spanish that she knows came from learning it in high school. I mentioned that I had heard Victoria speaking some Spanish words with her friends, such as, Hola, chica. Arianna said that Victoria does do this sometimes with her family members and friends, but she never says much more than that in Spanish to anyone besides her grandparents. After this I took out the book that I had made about myself to share with Victoria. I began at the beginning and read each page. After I read the page, Victoria looked at the pictures and asked me questions about the pictures. She also looked for me in all of the pictures and asked if it was me in some of the pictures. After we read through the entire book, I explained to her that I would make a book for her using the pictures that she takes with the camera. I also asked her if she had a preference to the colors that I used in the book, and she told me that she wanted rainbow colors. I explained to her that it was really important that she bring me that pictures as soon as possible, so that I would have enough time to work on her book. When we finished discussing the book, I asked Victoria what she had done today. She looked up at her mom, and Arianna prompted her by mentioning that they had a parent-teacher conference with Mrs. P. At this Arianna became extremely emotional, and told me that Mrs. P had mentioned that she wanted to retain Victoria for next year. Arianna felt as if Mrs. P had already given up on Victoria, and was extremely worried and disheartened. She mentioned to me that she felt as if she should stop working on her associate s degree, because she felt as if she

6 was failing Victoria because she is so busy. I told her not to feel this way, and I told her that I would talk to my professors to get advice. She also explained to me that she was extremely worried about what it would do to Victoria s self-esteem. Victoria is so close to her cousin, who is also in kindergarten. Arianna told me that she was nervous that if her cousin moves up to first grade and Victoria is stuck in kindergarten, that Victoria will be extremely upset and that it will make her feel poorly about herself. We talked about this for a while longer, and I told Victoria that she is a wonderful student and that I love her very much. We then transitioned into talking about their plans for that night. Victoria explained to me that their family was going to Disney on Ice. Arianna told me that no matter how many times she explains to Victoria that they will only be watching the princesses skate, she still keeps saying that she is going to get to skate with them. At that point, Victoria started expressing that fact that she was very hungry. I realized that it was starting to get late, so I wish them a goodnight. They walked me to the door, and we said our farewells. Reflection for Second Home Engagement This home visit was a very emotional one due to the talk about the conference, and ended up getting a little bit off of topic from my original plan. Fortunately I had read the book before we started talking about other things. I believe that sharing my book with Victoria and Arianna, made it easier for them to open up to me, and even though our discussion was off topic, I feel like it was very valuable. I learned that Arianna truly cares about the success of her daughter and puts a lot of pressure on herself for Victoria s academic success. This home visit, also helped us to establish a stronger bond, because I felt as if Arianna could come to me to express her concerns and receive a little bit of comfort. I hope that my presence helps to keep the whole

7 school experience somewhat positive for the family. While I do believe that there were some positives from the experience, it also put me in a somewhat uncomfortable situation. I did not know what was within my rights to say, and I did not have all the words to comfort them. It was definitely not something that I was expecting from this second visit. While Victoria is not a true ELL, she is exposed to another language on a regular basis. She is so close with her grandparents, despite the language barrier between her and her tata. I have heard many stories about people who are not close to their grandparents because they cannot communicate in the same language. Victoria and her tata are very lucky, because they have found ways to make sense of each other. Also, the way that Arianna explained it, I believe that Victoria understands and speaks more Spanish than she leads on. My beliefs extend from her being able to speak Spanish with her tata, since she is so comfortable with him. Victoria also lets Spanish into her conversations when she is having fun with her friends and family. I hope to learn even more during the final interaction with my family. Field Notes of Third Home Engagement For my third home visit, I planned to have a guided reading lesson with Victoria. When I got to my home visit I was slightly early. I knocked on the door, and Victoria s dad greeted me. He told me that Victoria and her mom would be out very shortly, and invited me to make myself comfortable in the living room. Shortly after taking a seat, Victoria walked into the living room. I got up and gave her a hug. We then sat down, and I told her that I had brought the book I made for her. I explained to her that I had made her an I Spy book, and I needed her to tell me what she spied in all the pictures that she had taken. We went through every page, and she explained

8 to me what each picture was. I wrote her answer at the bottom of each page. Halfway through the book, Victoria s mom, Arianna, walked into the living room and joined us on the couch. Arianna sat quietly while Victoria told me what she saw in the pictures. Once we finished writing down what she saw in the pictures, I turned the book back to the first page of the book. We both signed our names as the author of the book. Victoria wrote her letters too big so they did not fit on one line, so she continued the rest of the letters under the already written letters. After we were finished adding her words into the book, it was time to begin the guided reading book. She started by reading the words, I spy with my little eyes. She was able to read the words, I, my, little, and eyes. She sounded out with and my, with the help of Arianna and I. It took a while to get through this first phrase so then she did not want to keep going when we finally got down to her words. She could not remember what she had said earlier, and tried sounding the words out again. By the time we had finished the first page she did not want to continue. In order to make her a little less frustrated, I decided to not force her to read all twenty pages of the book, so we agreed that her mom would read a page, then I would read a page, and finally she would read a page. This ended up working out much better, once she realized that she would not have to struggle through all the pages she seemed to relax. After a few pages, she started to get used to the, I spy with my little eyes pattern and was able to point to each word while she read them, without having to stop to sound the words out. Although she was able to read the words in the repetitive pattern, I noticed that when she saw the words, with and my, in the words that we had written, she had to try to sound them out again. After we finished the lesson, we started talking about all the growth that Victoria had shown that semester. Arianna explained to me that they had bought her an electronic device to help her practice her letters. Victoria went and grabbed it for me to see, and I watched her play a

9 letter game on it. When she finished the game she grabbed some number flashcards that went from 1 to 20. He and her mom sat on the floor while I watched, and Victoria took the numbers and put them into order. When they got them into the correct order, Victoria put them all back into a bag and came to sit next to me. I told them that I had to get going, but that I had a present for her first. I gave them the book that Rebecca had given us to give as thanks. Victoria got a huge grin on her face, and wrapped her arms around the book. Arianna then gave me a picture of Victoria, and had her sign it. After this we said our goodbyes and I made my way to the car. Reflection for Third Home Engagement Overall I thought that the home visit went extremely well. Our last home visit had been a difficult one, with a lot of emotions coming out, so it was nice to have a more happy tone to this visit. It was a good opportunity to tell her mom that on her recent letter and sound recognition assessment she had shown growth from our last home visit. This was something that they had been working on a lot at home, so it was able to give them some encouragement that what they were doing at home was helping her. Although the overall home visit went really well, I felt that the lesson fell a little short of Victoria s needs. I had hoped that Victoria would be able to read the book to about 95% accuracy, since guided reading books should be at about that level for a student. Unfortunately the book ended up being much more difficult for her than I had thought. Even though she had come up with the descriptions of the pictures, she was not able to recall these words when she went to read them again. Also the vocabulary that she used was much higher than her reading level. In order to stay true to what she said, I was unable to edit the words to make it easier for her to sound out. Although there was some difficulty reading the text, and the lesson did not go

10 exactly as planned, I do believe that the process was effective. Two of the objectives that I had for Victoria were met in this lesson. She was able to recognize the repetition in the text, and when she did not know a word referred back to the pictures to help her out. These are two valuable strategies for reading that go beyond just sounding out words. I believe that this process helped Victoria to extend her knowledge of reading, even if it was not the perfect guided reading lesson. Overall I found my home visit experience to be very valuable. I feel that over the past semester I have really bonded with Victoria and her mom. This experience has helped me to become a better teacher to Victoria. I hope that next semester I will learn even more and continue to grow as a teacher. Student s Book

11 Phase Two: Analysis At the beginning of the semester, Victoria was unable to write her name. Now she writes whole sentences and is able to create illustrations to go along with her writing. When Victoria writes, she sounds out each letter of the words that she does not know and writes them down on the paper. She also uses sight words that she is familiar with. Victoria has worked very hard to learn all of her letter sounds, and this has become one of her strengths. A contributing factor of her success in learning her letter sounds was her family helping her to practice them. Now that Victoria has gained this skill as strength, more emphasis should be put on scaffolding her learning. We can do this by focusing more on other areas of literacy development. Victoria is also still being challenged by blending letter sounds together to read the word. It may help her to divide the letters up into groups to form small blends, that she can then blend together further. The students write and read every day in the classroom. Although they are encouraged to write and read, they rarely have the freedom to choose what they want to write or read about. Victoria may benefit from having more freedom to get creative with her writing, and to be able to choose her own books to read. When I had Victoria read the book that we had created together, I noticed that it was too difficult for her read by herself. I believe that it would be helpful if Victoria had access to more books that she could read by herself. Her frustration in reading the book held her back from trying. She may be able to become more confident in her reading abilities if she has more books to read that are at an appropriate level, and therefore help prevent her from getting too frustrated with reading.

12 Phase Three: Creating a Plan of Action Current Strengths of Victoria As of 12/4, Victoria can recognize 14 sight words. These words are: a, I, if, like is, the, zoo, she, for, he, little, did, to, and up. Victoria recently made it into the ABC club. This means that she can identify all her uppercase and lowercase letters, and sounds. Victoria creates beautiful, descriptive drawings to go along with her writing. Current Needs of Victoria Victoria is still working on blending her sounds when she is trying to read words. After Victoria sounds out a word, she is unable to recognize the same word on another part of a page, and must sound it out again. Recommendations for Advancement of Skills At the time that I was creating the lesson plan for Victoria, some of the strengths were still needs. For example, Victoria was still learning her letters and sounds, and could only recognize a few sight words. Due to this, my lesson plan was more geared to giving her more strategies to figure out words that she could not sound out. The strategies I wanted her to get from this lesson were to look for repetitive text and use illustrations to help derive meaning from the text. My hope was that if she got stuck on sounding out a word, these strategies may be able to help her. Guided Reading Lesson Plan for Student s Photo Book

13 Theme/content area: Guided Reading, ELA Date: November 7, 2013 Age group: kindergarten Estimated time needed: 20 minutes Objective: The student will be able to finish the I spy phrase based off of the photos that she took. The student will be able to connect the photos to the text. The student will be able to recognize repetitive text. Connection to Standards: AZ ELA Common Core Standard Reading Standards for Literature Kindergarten: Integration of Knowledge and Ideas K.RL.7: With prompting and support, describe the relationship between illustrations and the story in which they appear. Type of Lesson: individual Materials: student s photo book, permanent marker Lesson Sequence: Introduction/Anticipatory Set: We will begin this lesson by going through the premade book. Each page of the book will have the phrase, I spy with my little eyes at the top of the book, and one picture that the student had taken on a camera glued underneath it. I will have the student tell me what they spy in the photo. I will then write whatever the student says underneath the photo. The student and I will do this for all 20 pages of the book.

14 Modeling: I will model for the student that she should point to each word as she reads it. This will help me be able to follow along with her and accurately understand what she is trying to read. I will also be able to see if she skips a word, or if she becomes stuck. Guided Practice: After we have added all of her words into the book, we will close the book and turn to the cover. I will ask her to begin reading the title. I will look for the strategies that she uses to read unfamiliar words, and aid her when it is completely necessary. I will be looking to see if she is able to use the photos to help aid her in discovering what the text says, and look to see if she can recognize repetitive text. Closure: After we have finished the book, I will ask her what she noticed about the book. We will talk more about the photos in the book. Assessment: I will assess the student by creating a running record. I will watch to see what words she is able to identify. I will also watch for the strategy that she uses in figuring out what words she is reading. Phase Four: Implementation I conducted this lesson at the third home visit. I had originally planned to have her do the first part of adding her words to the text at the second home visit, but I did not receive the pictures back until after the visit. When we started the lesson I explained to her that I had made her an I Spy book, and I needed her to tell me what she spied in all the pictures that she had taken. We went through every page, and she explained to me what each picture was. I wrote her answer at the bottom of each page. Halfway through the book, Victoria s mom, Arianna, walked into the living room and joined us on the couch. Arianna sat quietly while Victoria told me what she saw in the pictures. Once we finished writing down what she saw in the pictures, I turned the book back to the first page of the book. We both signed our names as the author of the book.

15 Victoria wrote her letters too big so they did not fit on one line, so she continued the rest of the letters under the already written letters. After we were finished adding her words into the book, it was time to begin the guided reading book. She started by reading the words, I spy with my little eyes. She was able to read the words, I, my, little, and eyes. She sounded out with and my, with the help of Arianna and I. It took a while to get through this first phrase so then she did not want to keep going when we finally got down to her words. She could not remember what she had said earlier, and tried sounding the words out again. By the time we had finished the first page she did not want to continue. In order to make her a little less frustrated, I decided to not force her to read all twenty pages of the book, so we agreed that her mom would read a page, then I would read a page, and finally she would read a page. This ended up working out much better, once she realized that she would not have to struggle through all the pages she seemed to relax. After a few pages, she started to get used to the, I spy with my little eyes pattern and was able to point to each word while she read them, without having to stop to sound the words out. Although she was able to read the words in the repetitive pattern, I noticed that when she saw the words, with and my, in the words that we had written, she had to try to sound them out again. Recommendations Since Victoria has continued to grow since our lesson plan, I would tweak them from the ones I would have originally given her after completing this lesson. Now my main focus would be working on blending words together after sounding the words out. She does a wonderful job sounding out each letter, especially when she is writing, but still is challenged when she has to blend all the sounds together to figure out the word. I would also give her some more strategies

16 to figure out words that are not phonemic, and therefore are too difficult to sound out. For example, I would start telling her rules for what the -sh sound normally makes. Finally I would recommend to the family that they spend a lot of time reading with Victoria. This will allow her to start recognizing words, as well as extend her vocabulary. They should also make sure that they are pointing to each word as they read to her, and allow her to look at the words and the pictures.

3. Which word is an antonym

3. Which word is an antonym Name: Date: 1 Read the text and then answer the questions. Stephanie s best friend, Lindsey, was having a birthday in a few weeks. The problem was that Stephanie had no idea what to get her. She didn t

More information

Kids Booklet 5 & on Autism. Create an autism awareness ribbon! Tips for parents & teachers. Activities puzzles

Kids Booklet 5 & on Autism. Create an autism awareness ribbon! Tips for parents & teachers. Activities puzzles Kids Booklet on Autism Create an autism awareness ribbon! Tips for parents & teachers 5 & Activities puzzles Take a look at what s inside! Questions and Answers About Autism page 2 Brothers and Sisters

More information

Gricelda Olvera ELI 31 Final Portfolio Rosie Speck Fall 2013 I M FROM MEXICO AND MY NAME IS. Gricelda Olvera.

Gricelda Olvera ELI 31 Final Portfolio Rosie Speck Fall 2013 I M FROM MEXICO AND MY NAME IS. Gricelda Olvera. Gricelda Olvera ELI 31 Final Portfolio Rosie Speck Fall 2013 I M FROM MEXICO AND MY NAME IS Gricelda Olvera. Week 1. First week of class!!! The first few days in college I felt nervous. On the second day

More information

Level 5-6 What Katy Did

Level 5-6 What Katy Did Level 5-6 What Katy Did Workbook Teacher s Guide and Answer Key A. Summary 1. Book Summary Teacher s Guide Once there was a girl named Katy. She tried to be good, but she always ended up doing the wrong

More information

Parents Talk About Teaching Kids to Read

Parents Talk About Teaching Kids to Read Parents Talk About Teaching Kids to Read [This page prints out on 5 sheets] Learn what other parents say about teaching their kids to read. Click on the links below to go to the quote. After you read the

More information

Myofascial Pain Syndrome Case Study by Meg Syfan

Myofascial Pain Syndrome Case Study by Meg Syfan Myofascial Pain Syndrome Case Study by Meg Syfan The following case study is with my client who has been diagnosed with Myofascial Pain Syndrome. My hope is that this information will give insight and

More information

Autism, my sibling, and me

Autism, my sibling, and me ORGANIZATION FOR AUTISM RESEARCH Autism, my sibling, and me Brothers and sisters come in all shapes and sizes. They have a lot in common, and they can be really different from each other. Some kids even

More information

#8 Assessment: The competent teacher understands various formal and informal assessment

#8 Assessment: The competent teacher understands various formal and informal assessment #8 Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. As a teacher I need to be able to

More information

The KEYHOLE Early Intervention Programme in Autism Spectrum Disorder. Booklet 4. Interaction. Facebook: /AutismNI

The KEYHOLE Early Intervention Programme in Autism Spectrum Disorder. Booklet 4. Interaction. Facebook: /AutismNI The KEYHOLE Early Intervention Programme in Autism Spectrum Disorder Booklet 4 Interaction Facebook: /AutismNI Twitter: @AutismNIPAPA THE KEYHOLE EARLY INTERVENTION PROGRAMME IN AUTISM SPECTRUM DISORDER

More information

Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Visual Schedules for Students with Autism Spectrum Disorder Taylor Herback 200309600 University of Regina VISUAL SCHEDULES FOR

More information

Information on ADHD for Children, Question and Answer - long version

Information on ADHD for Children, Question and Answer - long version Information on ADHD for Children, Question and Answer - long version What is Attention Deficit Hyperactivity Disorder or ADHD? People with ADHD have brains that may function a little differently in some

More information

If Only He Could Talk! Communication Strategies for Children with Visual Impairments by Amber Bobnar

If Only He Could Talk! Communication Strategies for Children with Visual Impairments by Amber Bobnar "If only he could talk!" www.complexchild.com If Only He Could Talk! Communication Strategies for Children with Visual Impairments by Amber Bobnar I find myself thinking this all too often. My son, Ivan,

More information

Under the Supervision of: Prof. Judy Freedman Fask, College of the Holy Cross

Under the Supervision of: Prof. Judy Freedman Fask, College of the Holy Cross Interviewee: Jamie Lard Interviewers: Marissa Steppacher and Lauren Donovan College of the Holy Cross Interpreters: Kristin Olsen and Heather Webber Northeastern University Transcriber: Kyla Donovan, Salter

More information

It still is, but in a different way since dementia joined our family.

It still is, but in a different way since dementia joined our family. You can picture the cheerleader and the football player who became high school sweethearts. She had the pom poms and he had the shoulder pads and the tough guy scowl. Well that was us, but it was so totally

More information

Learning to use a sign language

Learning to use a sign language 85 Chapter 8 Learning to use a sign language It is easy for a young child to learn a complete sign language. A child will first begin to understand the signs that others use, especially for people and

More information

CA: Hi, my name is Camille, and I will be interviewing you today. Would you please introduce yourself?

CA: Hi, my name is Camille, and I will be interviewing you today. Would you please introduce yourself? Interviewee: Ying Li Interviewer: Camille Alvarado Date of Interview: April 17, 2007 Location: Worcester, Massachusetts Transcriber: Randylin Bourassa, The Salter School Interpreters: Nicole Heart and

More information

Interviews with Volunteers from Immigrant Communities Regarding Volunteering for a City. Process. Insights Learned from Volunteers

Interviews with Volunteers from Immigrant Communities Regarding Volunteering for a City. Process. Insights Learned from Volunteers Interviews with Volunteers from Immigrant Communities Regarding Volunteering for a City Cities across Minnesota are taking a new look at involving volunteers to assist the city. One of the opportunities

More information

Helen Keller. Grade Level: 1-6

Helen Keller. Grade Level: 1-6 Helen Keller Grade Level: 1-6 Teacher Guidelines pages 1 2 Instructional Pages pages 3 4 Activity Page pages 5 Practice Page page 6 Homework Page page 7 Answer Key page 8 9 Classroom Procedure: Approximate

More information

Johnny s School Year. Johnny was an average teenage boy who played football and went to high school just like

Johnny s School Year. Johnny was an average teenage boy who played football and went to high school just like Jacque Easy Peasy 4/12/2018 jnarnaud@gmail.com Johnny s School Year Johnny was an average teenage boy who played football and went to high school just like everyone else. There was nothing special about

More information

(p) (f) Echolalia. What is it, and how to help your child with Echolalia?

(p) (f) Echolalia. What is it, and how to help your child with Echolalia? (p) 406-690-6996 (f) 406-206-5262 info@advancedtherapyclinic.com Echolalia What is it, and how to help your child with Echolalia? Echolalia is repeating or echoing what another person has said. Children

More information

Veca Alvarez Professor Cox LSEM October 2017 Friday, August 25th Besides being a regularly scheduled school day, this Friday in particular

Veca Alvarez Professor Cox LSEM October 2017 Friday, August 25th Besides being a regularly scheduled school day, this Friday in particular Veca Alvarez Professor Cox LSEM 100-53 19 October 2017 Friday, August 25th Besides being a regularly scheduled school day, this Friday in particular was the first Friday back meaning that it was the day

More information

3 RD FORM EXTRA PRACTICE 7 HEALTH PROBLEMS

3 RD FORM EXTRA PRACTICE 7 HEALTH PROBLEMS 3 RD FORM EXTRA PRACTICE 7 HEALTH PROBLEMS http://www.englishexercises.org/makeagame/viewgame.asp?id=7131 http://www.englishexercises.org/makeagame/viewgame.asp?id=5978 1- Complete the crossword puzzle.

More information

START: READ 1 Guide for Repeated Interactive Read-Alouds

START: READ 1 Guide for Repeated Interactive Read-Alouds START: READ 1 Guide for Repeated Interactive Read-Alouds Complex Storybook Goals for Read 1 New Shoes for Silvia, Jerry Pinkney Push In and Connect Key Events Push-In Story Problem and Target Vocabulary

More information

Letter to the teachers

Letter to the teachers Letter to the teachers Hello my name is Sasha Jacombs I m 12 years old and I have had Type 1 Diabetes since I was four years old. Some of the people reading this may not know what that is, so I had better

More information

visiting Gran s new home by Virginia Ironside

visiting Gran s new home by Virginia Ironside visiting Gran s new home by Virginia Ironside Jack loved visiting his gran. She was cuddly and jolly and often gave him pocket money, always had time to play and sometimes sang him old songs and talked

More information

Living My Best Life. Today, after more than 30 years of struggling just to survive, Lynn is in a very different space.

Living My Best Life. Today, after more than 30 years of struggling just to survive, Lynn is in a very different space. Living My Best Life Lynn Allen-Johnson s world turned upside down when she was 16. That s when her father and best friend died of Hodgkin s disease leaving behind her mom and six kids. Lynn s family was

More information

Attention Deficit-Hyperactivity Disorders (ADHD) definition

Attention Deficit-Hyperactivity Disorders (ADHD) definition Attention Deficit-Hyperactivity Disorders (ADHD) definition: a pervasive pattern of inattention, impulsivity, and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed

More information

Title of Lesson: Using Self-Control Domain: Personal Social Grade Level: Second or Third Required: 30 minutes

Title of Lesson: Using Self-Control Domain: Personal Social Grade Level: Second or Third Required: 30 minutes Classroom Guidance Title of Lesson: Using Self-Control Domain: Personal Social Grade Level: Second or Third Required: 30 minutes ASCA National Standard(s): PERSONAL/SOCIAL DOMAIN PERSONAL/SOCIAL DOMAIN

More information

Dads get post-natal depression too

Dads get post-natal depression too www.breaking News English.com Ready-to-use ESL/EFL Lessons by Sean Banville 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html

More information

Managing Your Emotions

Managing Your Emotions Managing Your Emotions I love to ask What s your story? (pause) You immediately had an answer to that question, right? HOW you responded in your mind is very telling. What I want to talk about in this

More information

S A DDL EB A C K ED U C A T IO N A L P U BL ISHING

S A DDL EB A C K ED U C A T IO N A L P U BL ISHING It Does Matter Chapter 1 Laine walked to school. Tess was with her. Tess was Laine s best friend. And Tess was in her English class. Tess didn t share any other classes with Laine. But they did have lunch

More information

Houghton Mifflin Harcourt Avancemos Spanish correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid, and Novice High

Houghton Mifflin Harcourt Avancemos Spanish correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid, and Novice High Houghton Mifflin Harcourt Avancemos Spanish 1 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid, and Novice High Novice Low Interpersonal Communication I can communicate

More information

Renal Residential Holidays

Renal Residential Holidays Renal Residential Holidays The benefits for Patients, Families and staff Claire Hardy Senior Health Play Specialist Background As a unit we have been very lucky to have had the opportunity to provide residential

More information

Houghton Mifflin Harcourt Avancemos Spanish 1b correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High

Houghton Mifflin Harcourt Avancemos Spanish 1b correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Houghton Mifflin Harcourt Avancemos Spanish 1b 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Novice Low Interpersonal Communication I can communicate

More information

Helping your Child with ASD Adjust to New Siblings. Af ter the baby s birth

Helping your Child with ASD Adjust to New Siblings. Af ter the baby s birth Helping your Child with ASD Adjust to New Siblings Af ter the baby s birth 2 Table of Contents Af ter the baby s birth 5 Why might it be dif ficult for my child with ASD? 6 Communication: 8 Managing Change:

More information

ORIENTATION SAN FRANCISCO STOP SMOKING PROGRAM

ORIENTATION SAN FRANCISCO STOP SMOKING PROGRAM ORIENTATION SAN FRANCISCO STOP SMOKING PROGRAM PURPOSE To introduce the program, tell the participants what to expect, and set an overall positive tone for the series. AGENDA Item Time 0.1 Acknowledgement

More information

Brinton & Fujiki Brigham Young University Social Communication Intervention Script for story book, Knuffle Bunny Free

Brinton & Fujiki Brigham Young University Social Communication Intervention Script for story book, Knuffle Bunny Free Brinton & Fujiki Brigham Young University Social Communication Intervention Script for story book, Knuffle Bunny Free Knuffle Bunny Free by Mo Willems, 2010, Harper Collins Children s Books, New York.

More information

Testimony of Elaine Genise Williams. before the. Committee on Health, Education, Labor and Pensions United States Senate. U.S.

Testimony of Elaine Genise Williams. before the. Committee on Health, Education, Labor and Pensions United States Senate. U.S. Testimony of Elaine Genise Williams before the Committee on Health, Education, Labor and Pensions United States Senate U.S. Senate Committee Reauthorizing the Higher Education Act: Examining Proposals

More information

Houghton Mifflin Harcourt Avancemos Spanish 1a correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High

Houghton Mifflin Harcourt Avancemos Spanish 1a correlated to the. NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Houghton Mifflin Harcourt Avancemos Spanish 1a 2018 correlated to the NCSSFL ACTFL Can-Do Statements (2015), Novice Low, Novice Mid and Novice High Novice Low Interpersonal Communication I can communicate

More information

Oliver Figgat A Birth Story

Oliver Figgat A Birth Story Oliver Figgat A Birth Story Dear Oliver, I feel like writing this in letter format will be easiest, because let's face it. This is all about your birthday! In the days leading up to your birth, I was incredibly

More information

I ll Do it Tomorrow. READTHEORY Name Date

I ll Do it Tomorrow. READTHEORY Name Date READTHEORY Name Date I ll Do it Tomorrow It is Saturday afternoon. You have a big science project that is due on Monday. Your teacher told you about it weeks ago, but you saw no reason to get started right

More information

Take a tour through a fictional online fundraising campaign. And you ll be ready to put your campaign online and start fundraising

Take a tour through a fictional online fundraising campaign. And you ll be ready to put your campaign online and start fundraising IN THIS GUIDE YOU WILL Take a tour through a fictional online fundraising campaign Plan your own campaign as you follow along WHEN YOU RE DONE You ll have your own campaign outline And you ll be ready

More information

Overseen by: Prof. Judy Freedman Fask, College of the Holy Cross

Overseen by: Prof. Judy Freedman Fask, College of the Holy Cross Interviewee: Claire Constantin Interviewer: Pat Doherty Interpreter: Betty Filipkowski Date of Interview: March 6, 2008 Transcriber: Victoria Iannazzo Overseen by: Prof. Judy Freedman Fask, College of

More information

classes initially, but they now sit in the class and listen to what the teachers tell them, even though they don t respond as much. They appeared to b

classes initially, but they now sit in the class and listen to what the teachers tell them, even though they don t respond as much. They appeared to b Jeevan Gnanodaya School for the Deaf - Site Visit Date: Monday December 5 th, 2011 Visited By: Mrs Shanthi Ravikumar and Mrs Vatsala Venkatesh (Mother and Aunt of Asha Austin volunteer Charanya Ravikumar)

More information

#1. What is SAD and how will we resolve it?

#1. What is SAD and how will we resolve it? SCS Workbook I highly recommend using this workbook and writing everything down as it will deepen your results. The act of writing it down (typing is fine too) makes everything go into your subconscious

More information

The Mirror on the Self: The Myers- Briggs Personality Traits

The Mirror on the Self: The Myers- Briggs Personality Traits Lastname 1 Maria Professor L. Irvin English 1301-163 25 November 2014 The Mirror on the Self: The Myers- Briggs Personality Traits Isabel Brigg Myers said, It is up to each person to recognize his or her

More information

Good Communication Starts at Home

Good Communication Starts at Home Good Communication Starts at Home It is important to remember the primary and most valuable thing you can do for your deaf or hard of hearing baby at home is to communicate at every available opportunity,

More information

Meeting a Kid with Autism

Meeting a Kid with Autism What s up with Nick? When school started, we had a new kid named Nick. He seemed a little different. My friends and I wondered, What's up with Nick? Turns out, Nick has autism. What is Autism This year,

More information

#025: MAINTAINING A POSITIVE ATTITUDE WHILE LEARNING ENGLISH

#025: MAINTAINING A POSITIVE ATTITUDE WHILE LEARNING ENGLISH #025: MAINTAINING A POSITIVE ATTITUDE WHILE LEARNING ENGLISH Hi, everyone! I'm Georgiana, founder of SpeakEnglishPodcast.com. My mission is to help YOU to speak English fluently and confidently. In today's

More information

BOOKLET FOUR. Finding direction: values, flow and strengths. We hope you have found this booklet helpful. We welcome your feedback.

BOOKLET FOUR. Finding direction: values, flow and strengths. We hope you have found this booklet helpful. We welcome your feedback. BEHAVIOURAL ACTIVATION FOR DEPRESSION BEHAVIOURAL ACTIVATION FOR DEPRESSION BOOKLET FOUR LIST OF BOOKLETS 1. Introduction to BA for Depression 2. Monitoring activity and mood 3. Roadmap: The Activation

More information

Anti-smoking vaccine developed

Anti-smoking vaccine developed www.breaking News English.com Ready-to-use ESL/EFL Lessons Anti-smoking vaccine developed URL: http://www.breakingnewsenglish.com/0505/050516-nicotine-e.html Today s contents The Article 2 Warm-ups 3 Before

More information

Parent Personal Statements of their Observations From the UCSD Suramin Treatment Trial Blinded Comments, September 13, 2016

Parent Personal Statements of their Observations From the UCSD Suramin Treatment Trial Blinded Comments, September 13, 2016 Parent Personal Statements of their Observations From the UCSD Suramin Treatment Trial Blinded Comments, September 13, 2016 Subject #1 Can you imagine being the parent of one of the locked-in patients

More information

Overseen by: Prof. Judy Freedman Fask, College of the Holy Cross

Overseen by: Prof. Judy Freedman Fask, College of the Holy Cross Interviewee:Dennise Scott Interviewer: Lauren Spadaro Interpretors: Rebecca Blusenheim, Bethany Bertrand, Northeastern University Date of Interview: May 8, 2007 Location: College of the Holy Cross Overseen

More information

Finding strength in times of adversity: J s story

Finding strength in times of adversity: J s story Finding strength in times of adversity: J s story When J s best friend and girlfriend committed suicide at the age of 21, he wanted to get a fresh start away from the violence and alcohol abuse he was

More information

Choosing Life: empowerment, Action, Results! CLEAR Menu Sessions. Adherence 1: Understanding My Medications and Adherence

Choosing Life: empowerment, Action, Results! CLEAR Menu Sessions. Adherence 1: Understanding My Medications and Adherence Choosing Life: empowerment, Action, Results! CLEAR Menu Sessions Adherence 1: Understanding My Medications and Adherence This page intentionally left blank. Understanding My Medications and Adherence Session

More information

Appendix C. Sample prepirls Passage, Questions, and Scoring Guides. Reading for Literary Experience Charlie s Talent

Appendix C. Sample prepirls Passage, Questions, and Scoring Guides. Reading for Literary Experience Charlie s Talent Appendix C Sample prepirls Passage, Questions, and Scoring Guides Reading for Literary Experience Charlie s Talent Charlie s Talent Summer had just begun. Charlie was planting a garden in front of his

More information

STRENGTHENING CHILDREN S ORAL LANGUAGE AND LITERACY: ASKING QUESTIONS

STRENGTHENING CHILDREN S ORAL LANGUAGE AND LITERACY: ASKING QUESTIONS STRENGTHENING CHILDREN S ORAL LANGUAGE AND LITERACY: ASKING QUESTIONS ORAL LANGUAGE SUPPORTING EARLY LITERACY RESEARCH PROJECT Hugh McCusker OLSEL Project Officer Asking Questions Background to the Project

More information

Teaching Family and Friends in Your Community

Teaching Family and Friends in Your Community 2 CHAPTER Teaching Family and Friends in Your Community 9 Old people can remember when there were fewer problems with teeth and gums. Children s teeth were stronger and adults kept their teeth longer.

More information

News English.com Ready-to-use ESL/EFL Lessons by Sean Banville Wayne Rooney to leave Manchester United

News English.com Ready-to-use ESL/EFL Lessons by Sean Banville Wayne Rooney to leave Manchester United www.breaking News English.com Ready-to-use ESL/EFL Lessons by Sean Banville 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html

More information

Why Is Mommy Like She Is?

Why Is Mommy Like She Is? Why Is Mommy Like She Is? A Book For Kids About PTSD Deployment Edition Patience H. C. Mason Patience Press High Springs, Florida PP Patience Press 2010 by Patience Mason All rights reserved. No part of

More information

Free Cory Stories: A Kid's Book About Living With Adhd Ebooks Online

Free Cory Stories: A Kid's Book About Living With Adhd Ebooks Online Free Cory Stories: A Kid's Book About Living With Adhd Ebooks Online In short statements and vignettes, Cory describes what it's like to have ADHD: how it affects his relationships with friends and family,

More information

Preface of the special issue: Recent CMV Research

Preface of the special issue: Recent CMV Research Himmelfarb Health Sciences Library, The George Washington University Health Sciences Research Commons Pediatrics Faculty Publications Pediatrics 2014 Preface of the special issue: Recent CMV Research Kayla

More information

I can t sit. still! Pam Pollack & Meg Belviso Illustrations: Marta Fàbrega LIVING WITH ADHD CAN BE EASIER IF YOU GET THE RIGHT TOOLS

I can t sit. still! Pam Pollack & Meg Belviso Illustrations: Marta Fàbrega LIVING WITH ADHD CAN BE EASIER IF YOU GET THE RIGHT TOOLS I can t sit still! Pam Pollack & Meg Belviso Illustrations: Marta Fàbrega LIVING WITH ADHD CAN BE EASIER IF YOU GET THE RIGHT TOOLS My name is Lucas. What is your name? I can t sit still! Pam Pollack &

More information

Table of Contents. YouthLight, Inc.

Table of Contents. YouthLight, Inc. Table of Contents Introduction...5 Purpose...6 Rationale...6 How to Use this Book...7 Process Essentials...7 Lesson 1 What is Empathy?...9 Reproducible Worksheets: Definitions of Empathy...12 What Empathy

More information

Rising Scholars Academy 8 th Grade English I Summer Reading Project The Alchemist By Paulo Coelho

Rising Scholars Academy 8 th Grade English I Summer Reading Project The Alchemist By Paulo Coelho Rising Scholars Academy 8 th Grade English I Summer Reading Project The Alchemist By Paulo Coelho Welcome to 8th grade English I! Summer is a time where you can relax and have fun, but did you know you

More information

Getting It Right For Young People In Education

Getting It Right For Young People In Education Getting It Right For Young People In Education National Youth Reference Group SET UP AND SUPPORTED BY THE DEPARTMENT FOR COMMUNITIES AND LOCAL GOVERNMENT National Youth Reference Group NYRG National Youth

More information

QUESTIONS ANSWERED BY

QUESTIONS ANSWERED BY Module 16 QUESTIONS ANSWERED BY BERNIE SIEGEL, MD 2 Q How do our thoughts and beliefs affect the health of our bodies? A You can t separate thoughts and beliefs from your body. What you think and what

More information

Teen Sexual Health Survey

Teen Sexual Health Survey Instructions Teen Sexual Health Survey Thank you for taking part in our survey. DO NOT write your name on this survey. The answers you give will be kept private. No one will know what you write. Answer

More information

:00:00:00 00:00:00: :00:21:08 00:00:27:02. I'll Believe in a Star...

:00:00:00 00:00:00: :00:21:08 00:00:27:02. I'll Believe in a Star... 0002 00:00:00:00 00:00:00:00 ' 0003 00:00:21:08 00:00:27:02 I'll Believe in a Star... 0004 00:00:33:09 00:00:35:13 Welcome to the contest that s become an institution! 0005 00:00:39:22 00:00:41:19 Could

More information

Mentoring. Awards. Debbie Thie Mentor Chair Person Serena Dr. Largo, FL

Mentoring. Awards. Debbie Thie Mentor Chair Person Serena Dr. Largo, FL Mentoring What is a mentor, the dictionary says it is someone who is an experienced and trusted adviser, an experienced person who trains and counsels others in the workings of a workplace or organization.

More information

Choosing Life: Empowerment, Action, Results! CLEAR Menu Sessions. Substance Use Risk 5: Drugs, Alcohol, and HIV

Choosing Life: Empowerment, Action, Results! CLEAR Menu Sessions. Substance Use Risk 5: Drugs, Alcohol, and HIV Choosing Life: Empowerment, Action, Results! CLEAR Menu Sessions Substance Use Risk 5: This page intentionally left blank. Session Aims: (70 Minutes) To understand the health consequences of drugs and

More information

Autism: Growing challenge 'It's time that people learn about it' mother. Sunday, February 8, By KIM BARTO - Bulletin Staff Writer

Autism: Growing challenge 'It's time that people learn about it' mother. Sunday, February 8, By KIM BARTO - Bulletin Staff Writer Autism: Growing challenge 'It's time that people learn about it' mother Sunday, February 8, 2009 By KIM BARTO - Bulletin Staff Writer (This is the first article in a series on autism. The series will look

More information

ENGLESKI JEZIK. 02. Every time Jim came to see Jill, her some flowers. a) he d bring b) he d brought c) he ll bring

ENGLESKI JEZIK. 02. Every time Jim came to see Jill, her some flowers. a) he d bring b) he d brought c) he ll bring 12.00 h I GRUPA ENGLESKI JEZIK 01. I ll inform you as soon as we the results. a) will be hearing b) shall hear c) have heard 02. Every time Jim came to see Jill, her some flowers. a) he d bring b) he d

More information

SELF-ESTEEM AND HUMAN RELATIONSHIPS 9. SELF-ESTEEM AND ADHD

SELF-ESTEEM AND HUMAN RELATIONSHIPS 9. SELF-ESTEEM AND ADHD SELF-ESTEEM AND HUMAN RELATIONSHIPS 9. SELF-ESTEEM AND ADHD 9.1. Self-Esteem in Children with ADHD ADHD stands for Attention Deficit/Hyperactivity Disorder. It's thought to be caused by developmental differences

More information

ESL Health Unit Unit Four Healthy Aging Lesson Two Exercise

ESL Health Unit Unit Four Healthy Aging Lesson Two Exercise ESL Health Unit Unit Four Healthy Aging Lesson Two Exercise Reading and Writing Practice Advanced Beginning Checklist for Learning: Below are some of the goals of this lesson. Which ones are your goals

More information

Stories of depression

Stories of depression Stories of depression Does this sound like you? D E P A R T M E N T O F H E A L T H A N D H U M A N S E R V I C E S P U B L I C H E A L T H S E R V I C E N A T I O N A L I N S T I T U T E S O F H E A L

More information

What Tomorrow May Hold

What Tomorrow May Hold What Tomorrow May Hold Asperger s From A Teen s View While every precaution has been taken in the preparation of this book, the publisher assumes no responsibility for errors or omissions, or for damages

More information

News English.com Ready-to-use ESL / EFL Lessons

News English.com Ready-to-use ESL / EFL Lessons www.breaking News English.com Ready-to-use ESL / EFL Lessons 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html Warmer

More information

Best Christmas Ever! The

Best Christmas Ever! The The Best Christmas Ever! Thomas sighed as he looked out the window and watched the snowflakes gently tumble to the ground. He d been looking forward to the Christmas season, but now he just felt sad. There

More information

Unit 15 Difficult situations

Unit 15 Difficult situations Unit 15 Difficult situations About this unit Two difficult situations are described in this unit, one of a girl with a hearing and speech impediment being misunderstood at a fast-food outlet; the other

More information

READY. Book. CURRICULUM ASSOCIATES, Inc. A Quick-Study Program TEST

READY. Book. CURRICULUM ASSOCIATES, Inc. A Quick-Study Program TEST A Quick-Study Program TEST Book 6 READY LONGER READING PASSAGES READY Reviews Key Concepts in Reading Comprehension Provides Practice Answering a Variety of Comprehension Questions Develops Test-Taking

More information

SMS USA PHASE ONE SMS USA BULLETIN BOARD FOCUS GROUP: MODERATOR S GUIDE

SMS USA PHASE ONE SMS USA BULLETIN BOARD FOCUS GROUP: MODERATOR S GUIDE SMS USA PHASE ONE SMS USA BULLETIN BOARD FOCUS GROUP: MODERATOR S GUIDE DAY 1: GENERAL SMOKING QUESTIONS Welcome to our online discussion! My name is Lisa and I will be moderating the session over the

More information

Chapter 14 Support for parents and caregivers

Chapter 14 Support for parents and caregivers 179 Chapter 14 Support for parents and caregivers All over the world, parents and other family members work very hard caring for their young children. And when a family has a child who cannot hear, there

More information

Catherine. I am 46 yrs old with Usher syndrome 2a. I am married with two teenage boys 15 and 13. I am

Catherine. I am 46 yrs old with Usher syndrome 2a. I am married with two teenage boys 15 and 13. I am I am 46 yrs old with Usher syndrome 2a. I am married with two teenage boys 15 and 13. I am Director of EC Energy Ltd, we are a small family run company. I manage the finances of this and 3 other sister

More information

Deaf Support Department

Deaf Support Department Deaf Support Department Welcome Heathcote Deaf Support Department (DSD) is a specialist department in the school that has space for up to 15 deaf learners from Year 7 to Year 13. Deaf students are considered

More information

News English.com Ready-to-use ESL / EFL Lessons

News English.com Ready-to-use ESL / EFL Lessons www.breaking News English.com Ready-to-use ESL / EFL Lessons The Breaking News English.com Resource Book 1,000 Ideas & Activities For Language Teachers http://www.breakingnewsenglish.com/book.html Woman

More information

maintaining gains and relapse prevention

maintaining gains and relapse prevention maintaining gains and relapse prevention Tips for preventing a future increase in symptoms 3 If you do experience an increase in symptoms 8 What to do if you become pregnant again 9 2013 BC Reproductive

More information

Autism in U.S. children on the rise

Autism in U.S. children on the rise www.breaking News English.com Ready-to-use ESL/EFL Lessons by Sean Banville 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html

More information

Memories with Grandma Elf. Animation activities for 7 11 year olds

Memories with Grandma Elf. Animation activities for 7 11 year olds Memories with Grandma Elf Animation activities for 7 11 year olds Introduction Why is dementia relevant to young people? Nearly a third of young people know someone with dementia. As the population ages

More information

Anti-smoking vaccine developed

Anti-smoking vaccine developed www.breaking News English.com Ready-to-use ESL/EFL Lessons Anti-smoking vaccine developed URL: http://www.breakingnewsenglish.com/0505/050516-nicotine.html Today s contents The Article 2 Warm-ups 3 Before

More information

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1 CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1 Course Number 5716 Department Elective Length of Course One (1) year/two (2) semesters Grade Level 9-12 Prerequisite None

More information

I think. I infer I predict My guess is Perhaps This could mean It could be that My conclusion is.

I think. I infer I predict My guess is Perhaps This could mean It could be that My conclusion is. I think Maybe I infer I predict My guess is Perhaps This could mean It could be that My conclusion is Inferencing at a Glance The title is: Clues on the cover 1. 2. 3. What I can infer after looking at

More information

Lesson 8 Setting Healthy Eating & Physical Activity Goals

Lesson 8 Setting Healthy Eating & Physical Activity Goals Lesson 8 Setting Healthy Eating & Physical Activity Goals Overview In this lesson, students learn about goal setting. They review the activity sheets they filled out earlier to log their eating and activity

More information

Jennie s Example. The Origin Scene. Mr. Anderson was the first person I ever knew who died, and the thing I didn t

Jennie s Example. The Origin Scene. Mr. Anderson was the first person I ever knew who died, and the thing I didn t Jennie s Example The Origin Scene Mr. Anderson was the first person I ever knew who died, and the thing I didn t know about death was how quiet it was going to be. There was this weird hush in the Andersons

More information

Central Florida Speech and Hearing Center Dramatically Improves Fundraising Tracking by Using Qgiv s Peer-to- Peer Platform for the First Time

Central Florida Speech and Hearing Center Dramatically Improves Fundraising Tracking by Using Qgiv s Peer-to- Peer Platform for the First Time Central Florida Speech and Hearing Center Dramatically Improves Fundraising Tracking by Using Qgiv s Peer-to- Peer Platform for the First Time BACKGROUND Central Florida Speech and Hearing Center is the

More information

by Gary Boyle Read the following story by Suwitcha Chaiyong from the Bangkok Post. Then, answer the questions that follow.

by Gary Boyle Read the following story by Suwitcha Chaiyong from the Bangkok Post. Then, answer the questions that follow. Bangkok Post Learning: Test Yourself Test Yourself is where you can improve your reading skills. Whether it s for tests like University Entrance Exams or IELTS and TOEFL, or even just for fun, these pages

More information

MEETING #5: FINDING OUR VOICES

MEETING #5: FINDING OUR VOICES MEETING #5: FINDING OUR VOICES 1. Munch and Mingle 20-30 minutes Materials = snacks Give 20 30 minutes for catching up. Before the discussion part of the meeting begins, the girls will have a brief meeting.

More information

Imperfectly Perfect Family

Imperfectly Perfect Family Percy s Imperfectly Perfect Family Renée C. Bauer Illustrated by Mark Brayer Copyright 2014 Renée Caggiano Bauer. All rights reserved. No part of this book may be used or reproduced by any means, graphic,

More information

Dream in Gold. If you had the opportunity to meet the one person who inspires you most; what would you say?

Dream in Gold. If you had the opportunity to meet the one person who inspires you most; what would you say? Dream in Gold If you had the opportunity to meet the one person who inspires you most; what would you say? What does it mean to be a Keeper? Being a Keeper comes with a lot of responsibility. You must

More information

Why does someone develop bipolar disorder?

Why does someone develop bipolar disorder? Bipolar Disorder Do you go through intense moods? Do you feel very happy and energized some days, and very sad and depressed on other days? Do these moods last for a week or more? Do your mood changes

More information