Be Safe! Program

I was fortunate enough to get my hands on the Canadian Red Cross Be Safe! Program. The program is aimed at children 5 to 9 years of age and teaches them personal safety, covering sensitive topics such as sexual abuse. My school division purchased the kit, which includes detailed teacher lesson plans, posters and visuals for each lesson, parent and administration information and communication packages, Trusty the puppet, stickers, the program songs on CD, and a Your Body is Yours book. The resources are in both English and French. I shared the program information packages with my administrator and connected it to the Saskatchewan Grade 1 Health curriculum outcome: USC1.3 – analyze, with support, feelings and behaviours that are important for nurturing healthy relationships at school (and home). Then I took the online educator training to better familiarize myself with the program before sharing it with my kiddos. I sent a letter home with each child so that their parents could better support them if sensitive topics came up at home. I’m not going to lie, after I sent the letter home I felt anxious and wondered what the response would be and how the program would go but…

  1. The program is phenomenal! 
  2. I received ZERO complaints and instead, praise from caregivers! 
  3. I was supported by my administrators and division to teach this important topic.
  4. And, most importantly, my students loved the lessons and were able to retain the information! 

Let it be known, this is not a sponsored post but it may start to seem that way as I rave about this program. I believe that everyone’s favorite part of the program is the puppet, Trusty. It has helped my kids engage and connect with the topics. Now having a puppet is all the rage in Gr. 1 and students are asking their parents for their own puppets!

Image from: https://www.redcross.ca/history/artifacts/trusty-the-be-safe-puppet

The lesson progression is well-timed and has so far followed the thought process of my students. It starts with comfortable topics that may have already been discussed throughout the year but adds new information of interest. For instance, the program starts with the rights and responsibility of children by introducing learners to the UN Charter of Rights and Freedoms. My students loved to learn that play and rest is their right! When asked to clean up at home, one of my students tried to use this newfound knowledge to her advantage, citing play as her right! Her mom and I had a laugh about this and then she thanked me for challenging her daughter with topics like this!

Rights vs. Responsibilities (student answers)

The program continues with lessons on safe and unsafe friends and adults. All of my students now understand that a safe adult has to be someone you know and trust. The program moves into body positivity and accepting diversity and my students loved reading People by Peter Spiers, focusing on the cultures and diversity that we have in our own classroom. Since teaching the lesson, I have overheard three students talking to others about why they are proud of their bodies and the cool things they can do!

Safe vs. Unsafe Friends and Adults (student answers)

These three lessons set the tone for the future lessons and help to gradually and naturally arrive at more serious topics such as public versus private. We started with public places, items, and internet safety and worked our way into private body parts. I appreciate that the program properly labels private parts of the body. I told my students that they needed to know the real names if they wanted to be farmers, doctors, nurses, teachers, moms and dads, firefighters, police officers, veterinarians, EMTs, etc. and that while we only say these words when we are hurt, are in the bathroom, and/or need help, it is important to know these terms even if they make us laugh. One of my students said it was a bit weird to hear me say those words and others were shocked that girls and boys have different body parts. But by the next day when we discussed caring for our bodies, the laughing and awkwardness had subsided.

The program teaches the personal safety strategy – Say No! Go! Tell! – and the students are able to remember this quite well. The teachers across the hall have heard us yelling ‘no’ on numerous occasions and I’m proud of how firm my students will be. We are learning that touching should always be safe. A student said to me, “Is my mom brushing my hair a safe touch because it hurts me?” Another student was able to compare this to getting a needle (necessary and from a doctor) so the class decided it was a safe touch. That is complex social thinking from a group of six and seven year olds! At the end of the lesson, a student asked if we would be talking about secrets, which just happened to be the next topic of discussion. If that’s not well-timed, I don’t know what is! Students are learning to identify their trusted people and that they are always allowed to say ‘no.’ They are able to define terms such as safety, secrets, bribery, etc. I’m so proud of the learning that has occurred.

While I felt ambivalent at the start, I am so glad that I stepped out of my comfort zone to teach this program. It has more than exceeded my expectations. But if you are not yet convinced, I will leave you with this information from the Be Safe! Kit Information Package: 

The safety of our children matters. Their rights matter. Having adults that protect them matters. Our children matter!

Letter Review

In September I benchmark my Grade 1 students on their letter names and sounds (see my: Grade 1 Phonics Assessments). Then students who need additional review are placed in my room, as well as continue to review the letters in their classrooms. A typical intervention alphabet lesson includes:

  • review any letters that we have previously studied (name, sound, and action) with the large Letterland flashcards
  • introduce the new letters (name, sound, and action) with the large Letterland flashcards
  • practice forming our sounds with each student watching my mouth, discussing what my mouth/tongue looks like, and then practicing in their own mirrors to replicate the sound/mouth movements (I listen and correct sounds/formations as needed)
  • read the Letterland story for the current letters
  • brainstorm our own words that start with the letter sound
  • listen to the Letterland song for the letter while students repeat the sound and action (movement break)
  • sort 8 items/toys by initial sound for the letters (also focusing on turn taking)
  • find the names of our classmates that start with those letters and adding them to our word wall (we sometimes discuss sight words, too)
  • practice letter formation, after listening to “Start Your Letters at The Top” (Handwriting Without Tears), on our whiteboard tables
  • We also use activities from the Florida Center for Reading Research K-2 Phonics Curriculum and various letter songs on YouTube.

As a review of multiple letters or the entire alphabet we bowl or fish for letters (while the other students practice their writing), and play alphabet Jenga, Twister, dominoes, memory, Bingo, etc. One of our favorite reviews is the alphabet scavenger hunt!

I hide lowercase and uppercase foam letters of all sizes around my classroom. Students are put into teams or they can work as a group. When I hold up letter flashcards, everyone must state the name and sound and show me the letter action. I pick two students (from opposite teams) and they must search for the letter around the room while the rest of the students cheer them on. Students can receive two points – one for finding the letter and another for stating the name/sound when they bring it to me. I keep track of their points on the board and then we practice counting by 5s afterwards. The activity only takes about 30 minutes and allows me to take some anecdotal notes on each student’s letter proficiency. The best part is the student engagement!

Our Favorite Learning Tools!

I asked my Grade 1s to share some of their favorite tools for learning! Here are their top picks:

Emotions/Classroom Community:

This year I combined Inside Out lessons with our Bucket Filling, good/poor choices, and Zones of Regulation emotional programming. I have found that the students are more engaged with the lessons and are able to relate better.. (this could be because we watch the movie together with some delicious popcorn!?). The “Let’s Talk About” book series is also a learning tool that we utilize.

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Zones of Regulation Curriculum by Leah Kuypers

 

Reading:

The Grade 1s enjoy Flashlight Fridays and using our slinkies to sound out words, our ropes to retell a story, and our mirrors to visualize our pronunciation of words and letter sounds!

 

 

Sight Word and Alphabet Learning:

The students love forming letters with magnets, salt, play dough, and shaving cream. Writing on our Buddha boards and chalkboards is always fun, too! Some alphabet and sight word games that they enjoy are: upper/lower match boxes with popsicle sticks, bowling, fishing, balloon pop, ball toss, golfing, toppling bunnies, scavenger hunts, fly swatter, cup stacking, bingo dabber, egg flip, and toppling towers sight word/alphabet games. We enjoy sounding out CVC words on our pool noodles and by jumping in our hula hoops. As a teacher, my favorites are the word walls and my Lakeshore rhyme and alphabet buckets with initial sound or word family toys/examples. The picture cards are also a great find! As always, I recommend the Florida Center for Reading Research for engaging, research-based phonics and phonological awareness games.

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Books, Books, Books

Here are some classroom Book Teaching Resources that I am fortunate to be able to share with my learners. I have found that having a categorized system ensures that no book gets left behind!

What are some books that you love to use in the primary grades? What organizational system works for you!? Happy reading!

 

Reading Intervention Planning

This year I had the opportunity to attend a Joyful Literacy Reading Summit in Saskatoon. We learned all about helping struggling readers thrive through a games-based approach. I spent the next couple months trying to implement my newfound knowledge into my teaching, as it positively applies to my work as a Student Support Teacher. So far the kids are loving the games and our Grade 1 reading scores are improving!

With my brain full of great ideas and seemingly not enough hours in a day, my first step was to read Putting on the Blitz by Janet Mort. The text offers ideas about setting up meaningful interventions and there are great game-based resources and examples to learn from. My task was to try and figure out how this would work for my students and within my environment with the resources allotted to me. The next step was to approach my room and resources with a different lens. I had to figure out what I already had in my room that could be used to create game-based phonics and phonological awareness interventions. Suddenly fly swatters were looking like tools for learning in our Sight Word Splat instead of for their intended use! However, I did also have to purchase resources and took advantage of great finds at the Dollar Store, as well as, the Teacher Tax Credit. It is amazing what resources you can find when you look at things with a different perspective.

With significantly less  money in my pocket, my next step was to pull everything together and create a phonics and phonological awareness intervention year plan. This year plan utilizes the games that I have already created in my classroom, as well as, the Florida Center for Reading Research’s Florida Assessments for Instruction in Reading curriculum. If you are a primary teacher and especially if you are a primary Student Support Teacher, I highly recommend taking the time to utilize this resource. It does take a lot of time to create – printing each game on cardstock, cutting, laminating, labeling the resources in Ziploc bags, and filing – but in the end you have hundreds of age-appropriate lessons, games, and assessments that focus on phonological awareness, phonics, comprehension, fluency, and vocabulary. The best part is that it is research-based and the kids are highly engaged by the games! They ask me to play them again and again!

The intervention plan is flexible in regards to the proposed timelines and activities – the students’ understanding will dictate the speed in which you proceed or review concepts and your classroom resources and game creations will vary from my own but can easily be incorporated into this plan. There are Saskatchewan curriculum connections. And since reading intervention is one piece of the literacy pie for my Grade 1’s, I have included guided reading plans with reading strategies and resources.

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I find that having this intervention plan posted in my room allows for easy planning in my Weekly Planner, which can also be adjusted to meet your planning needs. This planner helps when you need a substitute teacher due to an unforeseen event, such as illness. At a quick glance, my substitute teacher is informed about our daily activities, where to find the materials, who I am teaching at what time, and the behavior and academic needs of my learners. So far I am finding that the two resources work nicely together.

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May your literacy and intervention planning be as joyous as your play-based teaching!

Putting it Together: As Easy as ABCs

Time to put it all together! I decided the best way to overview my learning was to pick out words from my word wall and make an alphabet song! This is not an inclusive list of what I have learned because there are more “s” words than “x” words, for instance. But I do think it highlights the many categories I studied. Please bare with me internet people!

All below information from Signing Savy (Video ASL Dictionary):

A – aunt

A

B – baby

B

C – cat and a car driver

C

D – dad

D

E – elephant

E

F – family

F

G – grandmother/grandfather

G

H – help

H

I – in

I

J – jumping

J

K – kangaroo

K

L – love

L

M – mom

M

N – night

N

O – out/octopus

O

P – places

P

Q – quit

Q

R – rainbow

R

S – store and school

S

T – time

T

U – uncle

U

V – very

V

W – work in the world

W

X – xylophone

X

Y – year

Y

Z – zip zoom

Z

And at the end of the day, maybe I can just leave it to this lady:

…or these people:

Or really just anyone else in the world! Haha! Comment below and thanks for watching! 🙂

Lord of the Flies Unit Plan B30

Worthwhile ELA Resources

Worthwhile Resources

Culturally Responsive:

  • Green Grass, Running Water – Thomas King
  • Medicine River – Thomas King
  • Monkey Beach – Eden Robinson
  • Morning Star: A Warrior’s Spirit – Morningstar Mercredi
  • The Book of Negros – Lawrence Hill
  • American Born Chinese – Gene Luen Yang
  • To Kill a Mockingbird – Harper Lee

Boy Friendly:

  • Tears of a Tiger – Draper
  • Harris and Me – Gary Paulsen
  • Hatchet – Gary Paulsen
  • Son of the Mob – Gordon Korman
  • Divergent – Veronica Roth

EAL/Modified:

Other:

  • A is for Activist”  by Innosanto Nagara
  • Three Day Road – Joseph Boyden
  • The Sweater by Sheldon Cohen
  • Shipbuilder by Stephen Surjik
  • Hamlet – Shakespeare
  • Life of Pi – Yann Martel
  • Hunger Games – Suzanne Collins
  • Lord of the Flies – William Golding
  • Obasan – Joy Kogawa
  • The Kit Runner – Khaled Hossemi
  • Fault of Our Stars – John Green
  • Romeo and Huliet – Draper
  • A Raison in the Sun – Lorraine Hansberry
  • Night – Elie Wiesel

Advanced:

  • Handmaid’s Tale – Margaret Atwood

Teacher Resources:

  • Grammar Language Power Books
  • Jessiehmann.com for ELA 20 curriculum
  • msjproch@wordpress.com
  • Where in the World
  • Grammar Girl – Quick and Dirty Grammar