Today I came across this fantastic, reasonably short, clear, conversational, and insightufl article about the importance of validation in teaching and in all our interactions. Not only does Gonzalez explain what validation is and why it is important, she talks us through a number of concrete examples of situations in which validation can be challenging, and exactly how to approach it. Have a look! The Magic of Validation
Scott Woods Makes Lists has published a lovely annotated list of some excellent picture books. Educators, families, all humans, head to the library and check some out today! Have some extra cash? Here’s an idea; buy a copy, read it to your kids, and *donate* it to the library so both you and the other kids in your town can have access ❤ 28 MORE Black Picture Books That Aren’t About Boycotts, Buses or Basketball (2018)
There is a good range of topics, poetry and prose, and harder and easier reading levels, many accessible for ELLs.
I recently led a small PD session for beginning educators working with EFL (English as a Foreign Language) small groups, and I wanted to share the resource document I wrote. It’s a collection of activities, organised by learning objective, written with Israeli students ages seven through twelve in mind, but most are adaptable for beginning English students of all ages around the world. Please feel free to share by linking back to this page, and let me know what activities you use and how they go. Please contact me with questions, comments, or suggestions to add or change by commenting below or at madeleinebella [at] gmail [dot] com. Thank you! Here’s the doc: EFL Small Group Resources
Blends and Digraphs
“To Be” and Other Irregular Conjugations
So pleased to find this blog of vegan-message-themed comics and poems for all audiences! Here’s a page devoted to comics especially written For Little Ones.
One of my favourites is“Where Are You Going, Deirdre?” It is based on the true story of a brave mother who risked her life to hide her calf in order to keep him from the farmer. Through colourful illustrations and kid-friendly dialogue, we see a young human learn the sad truth of what happens to the infants dairy cows are forced to birth. The story ends happily, with the girl helping the farmer understand that the baby belongs with his mum, and deciding to turn his farm into a sanctuary. Children wonder:
- Is it sometimes okay to take something that doesn’t belong to you if you think you need it? Why or why not? [If children say yes, explore the difference between taking something without hurting anyone very badly – e.g. a mother who steals bread to feed her children – vs. physically harming someone, killing, or separating families.]
- What is the difference between want and need? [Younger children could make contrast posters or pages in their Philosophy Journals with pictures or words showing Want on one side and Need on the other.]
- Is it possible to love animals and hurt them at the same time? What does it mean to love?
- Many people do things they know are wrong because everyone they know does it too, and this makes it even harder to stop. Why is it so difficult to break habits? If lots of people do something harmful together, does it make it less bad? Why or why not?
- Do we have a responsibility to help others/our friends make compassionate decisions? Why or why not?
The poem“Nature Returns” envisions Earth after humanity. Through beautiful personification and vivid imagery of the Earth “stretching” to recover from what people have done to her, the poem opens important questions about our impact on and responsibility to the Earth:
- Does the Earth belong to people? Explain your answer.
- What does it mean to take care of the Earth?
- Have you ever wondered if plants have an awareness of what is happening to them?
- If a forest doesn’t know what is happening to it, does it make it okay to destroy it? Why or why not?
- Does nature have inherent value [for itself, not for someone else]? Why or why not/explain.
When you finish reading a comic or poem, check out Violet’s section on Things to Make And Do to get creative or get out of the house.
Let me know what your favourite poem or story is and how you discussed it in the comments below!
The other day, one of my students was stuck on a poem she was writing about herself and her family, and I suggested she include some of her Wonderings. Hardly missing a beat, she said she wonders what her next family will be like. For a moment, I was perplexed. She had just written and told me about how happy she was with her family! Why was she writing something about leaving her family? Then it clicked – “Oh! Do you mean like in a next life?” Yes. Of course. This child’s writing reminded me or helped me realise that not only does community of inquiry change our beliefs, our prior beliefs influence what we’re even able to wonder about in the first place. She wrote a beautiful, unique poem with ideas it wouldn’t have even occurred to me to include, because I don’t have the schema for reincarnation that she does. I’m up in the middle of the night now wondering about what else I might wonder about if my prior beliefs were different. #lovinglearningfrommykids
Last week, I had the privilege of introducing an origin/identity poem discussion and writing exercise to my fourth graders. In this lesson, students study and discuss George Ella Lyon’s “Where I’m From,” and they write their own poems inspired by Lyon’s work. Lyon is the poet laureate of Kentucky, currently working on a project to collect poems from every county in the state. My lesson plan for this study is posted below. If you do a similar activity with your students, please post your experiences in the comments!
Wherever you are in the world, you and your students can use her form to explore how memories shape identity. Encourage your students to use vivid sensory details from sights, smells, sounds, sensations, and tastes that resonate with them deeply. The stronger and more important each image is to you, the stronger and more meaningful it will be for the reader.