Reflecting the Image and Glory of God as a Woman in Ministry Elaine Yoder July 19, 2022 REACH 2019 Reflecting the Image and Glory of God as a Woman in Ministry Audio 00:00 / 01:04 Download Download This session considers how women specifically reflect God’s image, and how this reflection gives direction for women of God to participate in ministry effectively. Download Elaine Yoder

New Year Expectations Arlene Birt January 11, 2024 New Year Expectations Blogpost 00:00 / 01:04 Download Download For those in the school setting, New Year’s seems to begin in August rather than January. Here we are, though, after a January New Year, and thinking of the fresh start we can have in the middle of our school year. Many of us have a break at this time, and returning to school after this break can give us a new beginning. Perhaps as teachers we are feeling tired, or lacking enthusiasm for those phonics lessons or grading papers. Students may be in the doldrums and need a restart. One of my first graders recently said, “I just want to color. That’s the only thing I want to do.” I can understand that! I am weary of the paperwork and trying to motivate students to do corrections, and I think coloring sounds pretty nice. (I did let him put his work aside and color for a while.) This was stated by a teacher before the holiday break: “This day was rough. The class was totally out of control. Our behavior system isn’t working any more. We don’t know what to do.” We talked about some ideas for helping the class through the next few days in hopes that they would be able to have that new beginning in January after having a break. As we think of our expectations for the New Year, we think of areas we want to improve and new ideas to try. In my life and teaching, I want to be consistent, following Jesus and modeling that for my students, and to be encouraging to others. I want to communicate with parents and students. I’ve recently been communicating more as we work through some behavior challenges. I realized that I also need to communicate positive items, so I’ve tried to send out encouragement to those parents who had previously heard from me about their child’s challenges. I need to state my expectations (and school expectations) to my students. I’m reminded of a Sunday School class that I was teaching where I was getting frustrated with some of the students’ behaviors. One Sunday afternoon as I was reflecting on this, I realized that I had never told them my expectations. I was used to my school students knowing my expectation of not talking while I am, but my Sunday School students didn’t realize that expectation. The next Sunday, I told them specific expectations that I have and what I expected from them. Our class went much better after that. I need to first think about my expectations, and then state those to the students. Sometimes I say, “I expect you to…” or “This is something our school expects….” I give these expectations as facts—these are not negotiable items. I might say it as “I want you to…” “You need to….” One of our school’s core values is Academic Excellence. This is the core value that we are focusing on this year, and in the new year I want to work on it more with my class. As I think of academic excellence, I know I must model this. I need to help my students see what academic excellence looks like and what are the expectations for academic excellence. As I model academic excellence and communicate that expectation, I will do neat work as I expect my students to do. I will study lessons so I can teach with excellence. I will plan good lessons and engaging activities. I have expectations for student behavior. I need to determine my behavior expectations and then communicate them clearly to the students. I must be consistent in following through on these expectations. I may need to model behaviors or guide students to correct behaviors. Sometimes we have practice sessions where we practice the correct behaviors. For example, I expect students to walk in line quietly and stay in the line. We are like a train with the cars hitched up, so we need to stay hitched up. We practice walking in the hallway and as I lead the line, I go in different directions, turning around or slanting across the hall to see if they can stay in line and “hitched up.” There are expectations for homework, doing assignments, cleaning up, paying attention in class, relating to other students, and cooperating. We may have become complacent about our routines and procedures and some of those expectations. Heading into a new year, we can push that restart button, give clear expectations, and determine to follow through on the expectations. Happy New Year! Photo by Moritz Knöringer on Unsplash Download Arlene Birt

Not Ignorant of His Devices (II Cor. 2:11) Lavern Miller January 31, 2023 Pacific School Leadership Institute 2021 Not Ignorant of His Devices (II Cor. 2:11) Audio 00:00 / 01:04 Download Download Obviously, Christians should be aware of Satan’s tactics. But how readily do we identify his attempts to destroy unity and purpose in our schools? What could be an opportunity for brotherhood co-operation too frequently becomes a boxing ring. Beware, “lest Satan should get an advantage of us." Download Lavern Miller

Re-entry: Caring for Returning Missionaries Henry Blank July 19, 2022 REACH 2019 Re-entry: Caring for Returning Missionaries Audio 00:00 / 01:04 Download Download Leaving the mission field and returning home can be a very traumatic event. Returning missionaries need discerning and caring people around them to help them navigate the challenges of re-entry. This session examines some of the major challenges that returning missionaries face and some practical ways churches and individuals can come alongside them. Download Henry Blank

Presentation Jonah Avina April 11, 2025 Western Fellowship Teachers Institute 2024 Presentation Audio 00:00 / 01:04 Download Download How do I “catch” my student’s attention? What do I do once they are “on the hook”? What is the purpose of a presentation at the class table? This session is intended for new teachers. Presentation was presented by Jonah Avina at Western Fellowship Teachers’ Institute (WFTI) 2024. Download Jonah Avina

5th-6th Grade Teacher Unknown Contributor May 22, 2021 5th-6th Grade Teacher Classified 00:00 / 01:04 Download Download Download

WMS Teacher Quarterly Evaluation Form Kendall Myers January 19, 2017 WMS Teacher Quarterly Evaluation Form Document 00:00 / 01:04 Download Download A 2-page reporting tool designed to help teachers communicate their joys as well as reflect on needs they see in themselves, their students, and the school. Courtesy Kendall Myers. Download Kendall Myers

Intentional Ministerial Involvement Arlyn Nisly January 22, 2025 CASBI 2023 Intentional Ministerial Involvement Audio 00:00 / 01:04 Download Download "And he gave the apostles, the prophets, the evangelists, the shepherds and teachers, to equip the saints for the work of ministry, for building up the body of Christ." –Ephesians 4:11-12 Your job as a minister is to be an equipper. As a pastor and a board member you have the opportunity to equip the board to do what it has been tasked with. Use this role to help the board to stay true to the mission of the church and the vision of the school. Join Arlyn Nisley as he explores how this can be done! Roles and Responsibilities for Ministerial Involvement Equip Mentor Maintain the mission and vision Serve as a liaison Help select qualified men Encourage growth Provide resources Offer vision Intentional Ministerial Involvement was presented by Arlyn Nisly at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023." Download Arlyn Nisly

Algebra 2 Class Work 2.1 Brian J Martin December 28, 2017 Algebra 2 Class Work 2.1 Document 00:00 / 01:04 Download Download This class work gives students practice working with sets and mapping diagram. Download Brian J Martin

Teacher needed in Ukraine. Unknown Contributor May 11, 2020 Teacher needed in Ukraine. Classified 00:00 / 01:04 Download Download Christian Aid Ministries is looking for a teacher for this coming school term in 2020-2021. This would be teaching American Children on the CAM Base in Ukraine.21 and older please. Download

Prince Edward Island PowerPoint Delores Mast July 7, 2021 Provinces of Canada PowerPoints Prince Edward Island PowerPoint Document 00:00 / 01:04 Download Download A PowerPoint presentation on Prince Edward Island. Presentations in this series were created with the Living History Threads curriculum (Level 43) in mind, but they can also be used more generally. Each presentation covers a single Canadian province or territory, including quality photos of primary geographical features, capital city, and one or two visuals for a key historical event or other item of interest. Download Delores Mast

Nunavut PowerPoint Delores Mast July 7, 2021 Provinces of Canada PowerPoints Nunavut PowerPoint Document 00:00 / 01:04 Download Download A PowerPoint presentation on Nunavut. Presentations in this series were created with the Living History Threads curriculum (Level 43) in mind, but they can also be used more generally. Each presentation covers a single Canadian province or territory, including quality photos of primary geographical features, capital city, and one or two visuals for a key historical event or other item of interest. Download Delores Mast

How to Love the Troubled Student Judith Yoder August 10, 2018 How to Love the Troubled Student Document 00:00 / 01:04 Download Download I worked with a troubled student for two years. This dear girl came from a troubled home. Her parents were going through a divorce. Not only that, she also was suddenly caught in the midst of Mennonite culture. Her world was turned upside down. Our call as teachers is to show tender love. When a situation calls for discipline, we need to show love. I had the privilege of learning what triggers her temper tantrums. That was a hard thing to learn, and I still don’t feel like I understand everything. Whenever she spent time with just her dad, it would throw her back into a whirlwind. Her dad did not have good influence on her and would let her spend hours watching TV. Her mom, on the other hand, was trying to influence her in the right way but has a hard time with not knowing how to discipline herself. When possible, preempt the problem by listening. One thing that I discovered would help to prevent a tantrum was catching it before it happened. For instance, on some mornings when she walked into school, I could tell that she was about to crack. I would pull her aside and talk to her. Not a discipline talk but an “I care” talk. I would ask her what was going on with her: What was going on at home? Had something happened to upset her? Did something hurt her? etc. Sometimes it took her awhile to talk but she would often open up and talk. I would listen to her, encourage her, pray with her, giver her a hug, and send her back to the classroom with a huge smile on her face. Respond to the problem calmly and firmly. That did not always work, though, and sometimes I didn’t get the talk done amidst the demands of the other students. When that happened it was not unusual for her to throw one of her tantrums. When this kind of thing happens, do not let the student control you. I would make her go into the teachers’ lounge or go sit on the swing until I came. If she refused to obey or tried to run away, I would calmly take her hand. She would often try to pull away and cry about how it hurt. I would stand there and calmly tell her if she stands there nicely or walks nicely with me it won’t hurt. Otherwise it would hurt her because she was resisting me. There were other times if she did not listen to me I would go get the principal and she would listen either when she saw me walking toward him, talking to him, or sometimes he actually had to talk to her. Let time bring opportunities. I would often let her sit by herself for a few minutes to help her cool off. By the time I would go to talk to her she was often ready to talk and realized what she had done. If she wasn’t ready to talk I would sit there till she was ready to talk. If other students needed me, I would let her sit by herself again till she was ready to talk. After we talked, we would always pray before she went back to her classroom or outside for recess. We would talk about her actions and what she could have done instead of what she did. I did not let her go unpunished for not obeying me right away. I would make her study in another classroom over recess. Sometimes she would write sentences or Bible verses. At other times, I would let her do her school work. The best advice I can give for working with a troubled student is to spend quality time with the student, listen, and show love and steadiness. Download Judith Yoder

Pre-Algebra Class Work 1.4 5 Brian J Martin December 28, 2017 Pre-Algebra Class Materials Pre-Algebra Class Work 1.4 5 Document 00:00 / 01:04 Download Download This class work gives students practice working with multiplying and dividing positive and negative numbers. Download Brian J Martin

Algebra 1 Class Work 1.8 Brian J Martin December 28, 2017 Algebra 1 Class Work 1.8 Document 00:00 / 01:04 Download Download This class work gives students practice working with mathematical notation and order of operations. Download Brian J Martin

Bible Memory Schedule Mr. Wesley Gingrich, Administrator October 9, 2020 Bible Memory Schedule Document 00:00 / 01:04 Download Download A twelve-year Bible memory schedule with passages for each month of the academic year. Download Mr. Wesley Gingrich, Administrator

Algebra 1 Class Work 2.6 Brian J Martin December 28, 2017 Algebra 1 Class Work 2.6 Document 00:00 / 01:04 Download Download This class work gives students further practice working with basic equations. Download Brian J Martin

The Power of Forward Momentum Chris Brode March 28, 2025 The Power of Forward Momentum Blogpost 00:00 / 01:04 Download Download Last year, I welcomed a new sidekick into my classroom. After only a few weeks of school, he had earned the nickname ‘Doc’ as well as the place of honor at my right hand in front of the students. In that short amount of time, it became clear to me that Doc had a natural ability to enhance my lesson material into a form more easily understood by the students. All I needed to do was place a copy of a student textbook or worksheet at my new companion’s feet, and he would immediately go to work to help all of us achieve greater levels of clarity. Before I go any further, I believe that I owe my readers a description of Doc. When he is standing at his full height, he towers over my pencil jar at a staggering twenty-one inches tall. Most of his height, of course, is in his neck, which conveniently hinges in the middle to allow it to fold neatly in half when he is asleep. He has one large, bulbous eye with vision acuity that would rival that of an eagle. To be clear, Doc is what one might call a document camera , representing a new generation of devices in the lineage of the overhead projector. As described above, these tools practically become an extension of the teacher’s presence in the classroom thanks to their ability to assist in displaying visual aids to help students learn. While he may only be an inanimate object, Doc has demonstrated a knack for using examples of my own teaching to help open my eyes to some of the vital ingredients present in an engaging classroom. Unfortunately, Doc’s timing for these coaching sessions has not always been ideal, and on more than one occasion, Doc has interrupted the flow of my teaching to point out something that every teacher ought to consider - the power of forward momentum. The first of these moments came on a sunny afternoon in September as I was preparing to project a social studies workbook onto the screen to give my class instructions for an upcoming activity. The lesson had all the ingredients to provide a high-quality learning experience for students: well-defined classroom expectations, a clear lesson plan, an exciting topic - yet Doc had other ideas. In mid-sentence, I paused for a few moments to watch the once crisp image turn blurry. I immediately pressed the ‘Auto-Focus’ button in hopes of a quick solution. Rather than clearing up the image for students, Doc began cycling rapidly back and forth between a focused image and something so hazy that nothing on the projected page could be recognized. All of a sudden, my group of engrossed students lost all attention and the lesson was practically ‘dead in the water’. It started with just a few students giggling in the back, but before long, most were talking and laughing as they watched their teacher struggling with an untimely technology problem. Fortunately, I was able to solve the problem but only at the expense of student focus and learning. I have spent some time reflecting on that experience, and I believe that it demonstrates a sometimes overlooked element that I have found to be present in most, if not all, engaging classrooms - forward momentum. I would describe forward momentum in this context as the continuous, uninterrupted flow of a lesson that keeps students attentive and interested in knowing what will happen next. Others have attempted to describe this with more concrete terms like instructional pacing and student engagement (Danielson, 2007). Whichever term you prefer, Doc’s rude disruption to our lesson that afternoon highlighted what happens when that natural flow is interrupted: classroom management problems escalate quickly and students struggle to be fully in tune with learning. Due to the nature of one’s work as a teacher, there will always be the potential for surprises in the classroom. Frankly, that is one of the aspects of teaching I find most appealing! However, there are several things a teacher can do to limit the number of ‘momentum killers’ at work in their classroom: Be familiar enough with your plans and teaching materials that you do not need to spend lesson time flipping through pages, searching for some necessary item, or processing and figuring out the content mid-lesson as you also attempt to teach it to others. Even brief interruptions lasting only a few seconds significantly weaken your connection with students and disrupt the lesson’s forward momentum. As adults, we struggle to remain alert and attentive when a speaker at a podium pauses to shuffle through papers in search of their next words, so it is only natural to expect that students, who are likely less mature and deferential, will struggle even more than us. I have both observed and been in conversation with frazzled teachers who were puzzled about why they needed to deal with so many student problems in their classrooms, and an abundance of these ‘micro-pauses’ throughout the day has often been the main culprit. Have a detailed classroom management plan that both you and your students know intimately. This plan will outline how both the students and teacher will perform classroom tasks, ranging from sharpening pencils to offering input in a class discussion. Without such a plan, the number of decisions a teacher must make in a day increases dramatically as they essentially need to treat every classroom activity or student request as a new situation to be thoughtfully considered. Not only does this kind of space create confusion for students, but the forward momentum of the school day is continually halted as the teacher considers answers to trivial questions such as where students turn in papers, if pencils can be sharpened during a test, or how many students may use the restroom at the same time. Instead, have a plan, make sure students know the plan, and be ready to offer quick feedback when anyone tries to deviate from the plan in a way that will kill your lesson’s forward momentum. This is not to say that a teacher cannot be flexible but is rather a challenge for us to be flexible at the right moments. Consider how you will approach ‘Doc’ moments that feel largely unavoidable. No amount of planning or knowledge on my part could have prepared me to deal with a technology problem. In the situation described above, I eventually pulled the plug on the document camera and allowed the system to reset before proceeding with the instructions. However, my experiences with the power of forward momentum have taught me to have something ready to keep students engrossed even when the unexpected happens. In fact, naming Doc and personifying him as a brilliant yet temperamental sidekick continues to be my approach in dealing with these occasional disruptions to class. It has normalized the occasional technology problem and students no longer seem to notice. Anytime the document camera needs to reboot, I simply say something like, “Well, it looks like Doc needs a quick nap…”, pull the cord, and proceed with the lesson by holding the book up so that students don’t have the downtime of watching me troubleshoot the technology. Plan independent warm-up activities at the beginning of lessons and reflection activities at the end. If done well, I have seen students come into class and immediately engage in the daily warm-up task, allowing the teacher to take care of incidental needs without disrupting students’ engagement. Similarly, reflection activities or informal assessments at the end of a lesson provide both meaningful learning opportunities to students but also allow a busy teacher a time to transition from one class to the next in a way that will not disrupt the class’s forward momentum. A teacher who has cultivated the skill of keeping his students’ minds intellectually engaged ‘come what may’ is ultimately one who will likely experience less classroom management problems, higher student achievement, and an overall more enjoyable classroom environment (Danielson, 2007). Teaching is full of surprises - some support learning, some can be frustrating, and some (like Doc’s autofocus failure) threaten to derail an otherwise well-planned lesson. In spite of the variety of a typical school day, maintaining forward momentum is one of the most powerful ways to maintain both an orderly classroom and student engagement. By anticipating and preparing for potential disruptions and establishing clear procedures, we can minimize the stop-and-go feel of our teaching to help students remain in tune - even when things do not go as planned. So, the next time you have a ‘Doc’ moment, take a deep (but quick) breath, adjust as needed, and keep going . In the end, great teaching is not really about everything happening according to plan but rather maintaining a classroom rhythm that will keep students learning and wanting more. References Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Association for Supervision & Curriculum Development. Photo by Arūnas Naujokas on Unsplash Download Chris Brode

Introduction to Diverse Learners: Dyslexia Becky Bollinger July 23, 2021 Introduction to Diverse Learners Introduction to Diverse Learners: Dyslexia Video 00:00 / 01:04 Download Download In the previous video, we took a look at 14 of the different categories of disabilities, and today we're going to talk about one of those specific categories, which is a Specific Learning Disability or SLD for short. And one of those specific learning disabilities is dyslexia. Definitions Dyslexia is a common learning disability, one that we know a lot about. In the Greek, "dys" means difficulty with, and "lexia" means language or words. And so dyslexia is difficulty with words. When a child has dyslexia, he has an average or above average IQ, and he's very intelligent. But when it comes to learning how to read and write and spell, that task can look insurmountable. And I think that is important for us to understand; when a psychologist is evaluating a child for dyslexia, they're going to first test their IQ, or figure out their intelligence quotient, and then they compare that with their academic performance. A child is not diagnosed with dyslexia unless there's a very large discrepancy between their IQ and their performance or their reading and their spelling skills. Dyslexia is something that's inherited, so it's often passed down from one generation to the next. And there are quite a few signs or symptoms, things to look out for. If you're wondering if this child might have a dyslexia, linked in the description below we'll include a signs and symptoms sheet that was written by Susan Barton. Teaching Phonological Awareness I really think that if we as teachers understand this skill or understand what is going into reading, that's going to help us when we think about "I have a child that's struggling with reading. How do I help them? What can I be doing in the classroom to be assisting them?" Phonological Awareness I think it's important for us to understand that dyslexia is not a vision problem. It is something called a phonemic awareness problem to understand this person, to talk about something called phonological awareness. And you can think about phonological awareness as being the umbrella term, the overarching term. It has a lot of different pieces or components to it. Phonological awareness is the ability to hear and manipulate sounds in spoken language. And so we use our ears, not our eyes, for phonological awareness. Phonemic awareness is one piece underneath this umbrella, and there's a progression of skills as someone grows in their phonemic awareness. So when a child is very young, they may just hear—like when you speak a sentence—it's just like one long blur of language or a sound. And at some point a child is able to identify each of the individual words in a sentence. So, for example, if we have a sentence, "The cow plodded down the streets," a child will first need to be able to identify that there are 1) The, 2) Cow, 3) Plodded, 4) Down, 5) The, 6) Street. Six words in that sentence. The next step in the progression is understanding compound words. So if we have "cow boy," we put that together and it becomes "cowboy," and "air plane" becomes "airplane." The next step would be to identify syllables in a word. So let's say you have "table." A child should be able to identify that there are two syllables in that word, [clapping on each syllable "ta ble," or "banana" would have [clapping on each syllable] "ba na na." You could also have the child make those motions on their on their legs and they could say [slapping one’s own thigh on each syllable] “ba na na," or say that we do "dictionary" [slapping one’s own thigh on each syllable] "dic tion ar y." Phonemic Awareness Then as they get better at this skill of phonological awareness, we get to the place where it's called phonemic awareness and that's taking the word and breaking it down to each of the individual sounds. So let's say we have the word "go." A student would be able to identify, "g-oh," makes the word "go." Or sometimes it's helpful to use this motion. We can say "g-oh" and then teach the child to slide. And you blend it together, and you have "go." Also that would work with like "past" "p-as-t." And these are the types of skills that a child with dyslexia is struggling with. They're having difficulty breaking down a word into its parts, and that happens when they need to read a word. Also, when they need to spell. It's the same skill. It's just, you know, encoding and decoding. Then we can even make this even trickier, and I can say, if I ask you to say the word "hop," you can say "hop," and then I can say change "h" to "st," and the word is "stop." And then I can just say change "p" to "k," and the word is "stock." And then I could change "o" to "i," and now the word is "stick." And so you have the ability to manipulate all of those sounds and change those words around just by changing one phoneme or one piece of the word. Spotting Dyslexia And so when a child has dyslexia, as you grow more experience with this, you'll be able to spot it in your classroom. Spelling One of the most common things with dyslexia is the difficulty with spelling. And that that is because, when a child goes to write a word, they're just trying to remember how it looked. They're not thinking about how it sounds and all of the different parts that are part of it. And so they might just wildly guess the spelling or, if they have a spelling list, they might be trying to memorize the words when instead they should be sounding the word out in their head. A child with dyslexia will do things like, when they're reading along and the word should be “horse,” and they might say an entirely different word because of the picture. So let's say there's a dog, they might read puppy because they are basing what they're reading off of the pictures. Nonsense Words One of the true tests of phonemic awareness is being able to read nonsense words. So a word like "mip"—they should be able to read that because they can sound out the individual parts. A child with dyslexia is going to struggle with that because it doesn't ring a bell to them as far as having remembered it from somewhere else. Relationship of Testing and Content Knowledge In older grades, as students are learning to be more independent with their work, sometimes it's— it can be really common that a child does really... like they know all of the information. They understand all of the content. And when you ask them questions in class, they can give you back the answers. They remember what they're being taught. But then when it comes down to having a test and needing to read the test and write the words out, that can be extremely difficult. And so there's like the question of, "is my test testing their knowledge, what they know, or is it testing their ability to read and write?" Those are some of the things that I often see in students when they're having dyslexia. And as we mentioned in the previous video, there is a wide range. So it could be just a mild case where this shows up a little bit, but with help in the classroom, some accommodation or some extra teaching here and there, they will be just fine. And then dyslexia can also be a really severe problem. There's a range there. Tips for Responding to Dyslexia in the Classroom Clear on Phonics What should we do about this? And we've kind of touched on this already, but I think first as teachers we can think about preventing this problem or being intentional about our teaching, especially in the kindergarten through the lower elementary grades. If we can teach phonics very explicitly. Motions If we can incorporate motions like I was showing you and some phonemic awareness practice right— kind of incorporated—in with our reading and spelling, teaching that can be... we can maybe avoid some problems, especially when there's just a mild or a little bit of a struggle for a student. Adapting Tests Also in the classroom, we're going to need to be accommodating and doing things like reading the test out loud for them when they need us to. And I always think about, so I teach third grade and students, for the first time that they're really having some of these... a lot of testing that they need to read on their own, like a bigger test, that they need to be independent as they do it. Building up Stamina in Reading And so I think about building up a child's stamina in their reading ability. So maybe, maybe I'll start by reading it for them, but then we'll take turns and I'll have them read it to me. And we kind of, or like they read a sentence, I read a sentence, and gradually we can build up, and until they're at the place where they're confident enough that they could push through and read on their own. And often when I've when I worked with children with dyslexia, sometimes their reading is not very strong. But because they kind of know what it's supposed to be saying, they're able to use their comprehension and their other strategies to be able to be successful on the test. One on One Help Sometimes or often when a child has dyslexia, they're going to need one on one help, one on one tutoring, to teach them how to read. A child with dyslexia can learn to read. They're just going to need a different way to go about it, or they're going to need some different strategies to help them to do that. Resources Resources And perhaps you have heard about the Barton Reading & Spelling [System] that many different schools have begun using to help a child when they're struggling to learn to read. And the foundation of Barton of that curriculum is teaching phonemic awareness, is teaching students each of the pieces, each of the components in words. And this is called Orton-Gillingham based instruction, and basically that means it's a curriculum. It's multisensory. It's structured. You hear each individual sound. There's progression with mastery. All About Reading And another curriculum that is Orton-Gillingham based that our school has begun using is something called "All About Reading." And I feel like this is a little bit more child friendly than the Barton curriculum. But it's taking the same techniques, the same procedures to teach a child to read. And there are many books out there that are resources that we can look at to help us to understand this a little bit more. Overcoming Dyslexia by Sally Shaywitz One of the—this is kind of the staple of books about dyslexia—"Overcoming Dyslexia" by Sally Shaywitz would be a really good book to read. The Alphabet War by Diane Burton Robb Also, I came across this children's book recently. It's called "The Alphabet War." And this book is just a story about dyslexia, helping children, even helping adults understand the challenges that are the struggle that a student can feel when they understand, but they just these words are so hard to understand them or to be able to read them. And so this book also points out that children with dyslexia often have significant strengths in other areas, and so kind of like we already mentioned, these children usually are auditory. They can just listen and soak in the information, but they struggle then with putting it on paper. Seeing the Strengths in Students I think that we need to also look for those strengths, look for the ways to encourage these students and build on what they're good at and the ways that they that they shine. Conclusion And so, if you're a parent or an educator of a child with dyslexia, I encourage you to keep learning, keep pressing into resources, and let's be well-informed so that we are understanding so that we can be prepared and be able to support and accommodate these children as best we can. Resources All About Reading . All About Learning Press. https://www.allaboutlearningpress.com/all-about-reading/ Barton, S. (2002). Warning Signs of Dyslexia . Barton Reading & Spelling System. https://bartonreading.com/pdf/Dys-warning-signs1.pdf Robb, D. B. (2004). The Alphabet War: A Story about Dyslexia . Albert Whitman & Company. https://www.amazon.com/Alphabet-War-Story-about-Dyslexia/dp/0807503029 Shaywitz, S. (2020). Overcoming Dyslexia (Second). Vintage. https://www.amazon.com/Overcoming-Dyslexia-Complete-Science-Based-Problems/dp/0679781595/ Download Becky Bollinger

Grade 3 Teacher Unknown Contributor May 29, 2022 Grade 3 Teacher Classified 00:00 / 01:04 Download Download We are looking for a teacher for a grade 3. Currently enrolled are 11 third graders in a school of 85 students, grades 1-12. Contact us if you're interested in an interview.Jacob Peters, PrincipalOsceola Christian School817-933-6266 Download