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Helping Puerto Rico

Thanks to Tesla and many others for their untiring efforts in helping Puerto Rico slowly, slowly, but surely, get up, and get back on its’ feet again.  Those of us who have been praying for the peoples of this island who belong with us, the United States of America, are beginning to see the results of your hard work pay off for many, although there is much more to be accomplished.

Thanks to the Army Corps of Engineers, the Military, the other agencies assigned to help such as FEMA and many of the medical groups, as well as the logistical teams who help put plans into action and make it happen.  You are appreciated so much.

There are still approximately 60% without power as of this writing.  That’s 60% too many.

We will continue to watch and pray and hope and give thanks where it is due.

 

 

Writing for Puerto Rico

Writing is by this blog author and may be considered an argumentative essay for literary purposes.

I have ties to this beautiful land, this commonwealth of the United States of America.

I have been there about 12 times in the last 16 years.

I have seen over the many years of travel just how proud and dignified a people the Puerto Ricans are.  They have every right to be.  Most of them have indigenous roots in the Taino Indian and in their Spanish and Italian forefathers and mothers who traveled by ship long ago to this “rich port” to do the very same thing our American ancestors travelled across the oceans to be able to do:  establish for themselves a new home, land and livelihood they could call their own; a land where they could worship their God without fail.

The people who have lived here for generations on end have carried on traditions of cultivating the soil to grow copious amounts of precious fruits and vegetables and plant trees that produce bountiful food such as arugula, avocados,  bananas, basil, breadfruit, cabbage, cantaloupes, carambola, carrots, celery, cilantro, coconut, corn, eggplant, ginger, grapefruit, green beans in the pod, green pepper, guava, honeydew melon, lettuce, lima beans, limes, longan, lychee, mangoes, mangosteen, onions, oranges, papaya, peppers, pineapple, plantains, potatoes, pumpkin, quenepas, star fruit, sugar cane, tangerines, tomatoes, and watermelon.

My extended family had a lemon tree, a banana tree, and different kinds of plum trees right in their backyard, as well as guavas, papayas and coconuts.  They could have actually lived off the land if they would have wanted to.  And many of the people in Puerto Rico do indeed live off the land…did, did live off the land. The land that has been ravaged not once, but twice, in so many weeks.  The second time was the knockout punch.

So, tell me again, how are these people, and there are so many of them, how are these people supposed to help themselves now?

Before any of the disasters, the people of Puerto Rico were a thriving island with numerous industries and small locally owned businesses from one end to the other.

We had actually driven from one end of the island to the other, and from sea level up to the highest mountain peak driveable.  We saw the  small thriving businesses, the homes, the farms, the industries, the scores of hotels, the throngs of timeshares, neighborhood stores and grocers, churches and parishes, rainforests, local ocean parks and the many roadside broilers of meats, homemade foods and wares…who are not there any more because they lost everything in the storms.

And we expect them to rebuild and fix up and live and thrive, on what?

On 16% power.

For those in power, for those who have power, let them take notice, take swift action and help Puerto Rico while it is not feasible for Puerto Rico to help itself.  And with this support, the indigenous peoples of Puerto Rico can once again someday live off the land they have known, cultivated, and loved for so many generations.

 

 

Embracing the Struggle

I am only on Chapter 2 in my newest book Embarrassment, by Tom Newkirk, mainly because there has been lots of multitasking going on here and there (and everywhere) this week at my house; when I do find the opportunity, I find myself rereading to gather meaning and glean even newer and more information as a reader (which I love to do–oftentimes I read through the first time quickly and miss something).

Oh, how I love this book!  Last year, for me as an Instructional Coach, it was all about “embracing the struggle” of all the new learning that was out there just waiting to be digested–for all there was to learn, as a new teacher, and we had quite a few–but…it still is all about that same thing, my friends.  More Newbies. Extended family illness with caretaking responsibilities was the greatest factor in our loss of three last year, and we are embracing the struggle with our Newbies this year so they won’t be Newbies next year:)

But I digress.  I need to say why this entry is so aptly named.

The book Embarrassment is really all about finding a way to somehow finally embrace the struggle we all have/have had in our lives–the pivotal moments we feel sick in the pit of our stomachs or get that rare migraine, or just feel ourselves getting hot under the collar and very uncomfortable even thinking about them–to have that struggle take its’ rightful place alongside all other respectable feelings in our memories…

 

Please Walk Literacy Down the “Other” Curriculum Roads, for Pete’s Sake

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Why can’t teachers teach for strategy use in Science, Social Studies, Math, and other subjects (in which students have to actively read in order to complete class assignments) for active problem solving at the point of difficulty in the reading portion??

There is no reason why they can’t.

The following is taken from the  State Department of Education of South Carolina’s website ( ed.sc.gov): 

Example:  Student  at 6th grade level reads Math word problem:

The new floor in the new school cafeteria is going to be constructed of square tiles that are either gray or white and in the pattern that appears below:

(showing the visual pattern)

Part A:  What is the ratio of gray tiles to white tiles?

Part B:  What is the ratio of white tiles to the total number of tiles in the pattern?

Part C:  If the total cost of the white tiles is $12, what is the unit cost per white tile?

 

What happens if there is a breakdown in the way a student problem solves at the point of difficulty?  If the student has very few ways to make meaning and make sense of what he/she has just read, well, we all know what happens next, all too often…

But what if the student has some strategies under his/her belt, so to speak, that can be utilized at the point of difficulty?  What if it looks like…

Looking at ratio… and I know /tion/ from words I’ve learned in 6th grade, like nation, ration, migration,etc.  So I can say ra (ray) or ra (as in ran) and add tio (sha).  Chances are the student will get to /ratio/.

Looking at constructed…and I know I can break apart words into chunks like this–con/struct/ed/ and then put the parts back together and read them, blending…

Well, hey, that student has met with success in Math {using Reading Strategies}

 

 

Using Reading Strategies in Science WorkStations

 

Please click on the link below to access the photos of strategic reading behaviors used in Science WorkStation Fridays (and do please click on the arrow “rotate” button in upper right corner to set photo):

-Science Work Stations Using strategic reading behaviors

Ocean/Moon Photos Over Two Hours Time…

What kind of graphic organizer would be most effective for use on an anchor chart to use these photos with  during an ELA Block or Writing (which are later-in-the-evening versions of the logo photo for CallingAllCoaches (and teachers too)?   Please Comment and tell why you chose your graphic organizer!IMG_1233

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