Today was heartbreaking for some, but for my little and I, it was the beginning to hopefully many more years of being "sisters!"
We started out by going outside to play on the playground with her other school friends. We also chalked pictures of horses and wrote our names with a variety of colors. She knew it was going to be a fiesta and wanted to do so many things! We went in and out of the cafeteria at least ten times! We ate lots of food (one of her favorite foods is pizza) and drink milkshakes. We also talked with the woman from BBBS, and my little said her favorite things about mentoring are painting, going outside, drawing, and reading our journals. During the last fifteen to twenty minutes, we joined in on the big game of kickball! As always, she really enjoyed it and was always running around and smiling.
She forgot her journal today, but fortunately I remembered to bring mine! I reflected on my favorite moments of the last year and shared with her how I feel this summer and next year will be. I meet with her parents in about a week and half, and Dawn said this could also be our first "meeting" as being part of the community. This is going to be an amazing experience, but also a huge responsibility on my part. It will be a commitment every week and also something I will have to save up for; St. Charles is somewhat of a long drive from Winona. I have factored all of this in already and there should be no problems! I am also really excited for this summer as I meet with her through the end of May. Once the summer actually begins, we will write letters or emails back and forth, which I hope she will like to do!
I am most looking forward to learning more about my little outside of school. What is her family like? What does she really like to do? How can we become better friends, and what is my role in her life?
This blog will hopefully be continued as I begin this new experience...!
Thank you, Stace!
Saturday, April 26, 2008
Friday, April 18, 2008
April 15: To WSU!
Wow, what a day! I rode on the bus to St. Charles to pick up the littles. They were all ecstatic, especially for the bus ride! My little sat next to me and she shared her journal (I did not bring mine, thinking we were not going to have time!). I told her that we are now even! She also brought a photo alblum of her family with many pictures of her siblings. I was trying to figure out why she wanted me to look through the pictures so quickly, and then I finally realized that inside the photo alblum she had hid two candy bars! The bus ride was a great opportunity to talk and joke around with the other kids.
Once we got to WSU, her eyes became really big, and as we walked off the bus, she was beaming and holding onto my arm very tightly. I think the moment she was waiting for finally came!
One thing I noticed about this group is that not only have the Bigs and Littles become more closely bonded, but the Littles have as well. I noticed this while we were eating icecream; all of the littles were sitting around the table eating and talking, some in Spanish and some in English.
My favorite part was going to the football field to meet the sports players. One of my friends, Eric, was leading the event, and he did an amazing job! All of the kids were actively involved, and I also loved playing soccer! I caught my little looking at one of the players from a distance, so I asked her is she wanted a picture with him. She first responded with a "No!" because she hates taking pictures! I knew she wanted to but was too afraid to ask. I said, "Are you sure? He's really nice, and he is a friend of mine." She said only if I was in the picture with her, so Amanda's little, my little, myself, and Eric took a picture! This was one of the few times I caught her smiling with a FULL GRIN!
The theater department was also an adventure for me; I have never been in many of those places. My little did not talk much with me during this time. She was having too much fun running around with the other kids looking at objects they have probably never seen before! If we had the time, it would have been really fun to have them put on a short play or try on some costumes.
Next week is our last time this year meeting as a group. I will hopefully keep in contact or meet with my little outside of school because we are becoming "community sisters." And over the summer, we will keep in contact through email or through letters (snail mail).
Next year, it would be amazing if we could join in on any field trips that happen. I also know that as a community big we can expand our experiences. I just hope that she understands what it means completely to be part of the "community" program; she will most likely not be spending as much time with this group of kids, but on the other end, there is much more to be explored!
Thank you for an amazing field trip!
Once we got to WSU, her eyes became really big, and as we walked off the bus, she was beaming and holding onto my arm very tightly. I think the moment she was waiting for finally came!
One thing I noticed about this group is that not only have the Bigs and Littles become more closely bonded, but the Littles have as well. I noticed this while we were eating icecream; all of the littles were sitting around the table eating and talking, some in Spanish and some in English.
My favorite part was going to the football field to meet the sports players. One of my friends, Eric, was leading the event, and he did an amazing job! All of the kids were actively involved, and I also loved playing soccer! I caught my little looking at one of the players from a distance, so I asked her is she wanted a picture with him. She first responded with a "No!" because she hates taking pictures! I knew she wanted to but was too afraid to ask. I said, "Are you sure? He's really nice, and he is a friend of mine." She said only if I was in the picture with her, so Amanda's little, my little, myself, and Eric took a picture! This was one of the few times I caught her smiling with a FULL GRIN!
The theater department was also an adventure for me; I have never been in many of those places. My little did not talk much with me during this time. She was having too much fun running around with the other kids looking at objects they have probably never seen before! If we had the time, it would have been really fun to have them put on a short play or try on some costumes.
Next week is our last time this year meeting as a group. I will hopefully keep in contact or meet with my little outside of school because we are becoming "community sisters." And over the summer, we will keep in contact through email or through letters (snail mail).
Next year, it would be amazing if we could join in on any field trips that happen. I also know that as a community big we can expand our experiences. I just hope that she understands what it means completely to be part of the "community" program; she will most likely not be spending as much time with this group of kids, but on the other end, there is much more to be explored!
Thank you for an amazing field trip!
Wednesday, April 9, 2008
April 9th
Today we first read our journals. She wanted me to read hers first, which is a change from the norm! I've noticed that she really enjoys reading my entries and that there is a decrease in the amount she writes. But I am not going to encourage her to write any more; it is something she must want to do in order for it to continually be an inviting experience. In my journal, I shared about my week and also told her how much I like to write encouraging letters to people. I also asked if she was excited for next year when we get to do things outside of school. She really wants to watch movies, eat ice cream, and go to the park. In her journal she brought pictures of her family! This brought up lots of discussion about who was in the picture and also about her recent move to a new house.
After reading the journals, I gave her a bookmark I made for my field experience project. I really enjoyed making it and I know she enjoys little gifts like that. Something I must be careful of is of her expecting me to bring things each week. I want whatever I bring to be a surprise as well as a good experience.
Next we painted with water colors. In my journal I wrote about going to a birthday party dinner for Amanda, one of the big sisters. My little wanted to make her a birthday card, so we spent the next hour painting, drawing, writing, and talking. She wrote on the card, "To Amanda, my second best big sister." She was very creative and put a lot of effort into the card, and Amanda loved it! While we were painting a ball game and knocked over our water. It got our papers all wet, but the experience was actually quite comical! Her face was priceless when she looked up at me with a wet face! After we cleaned up the mess and started working again,she told me that she lost the envelope for the Winona Field trip, and I was fortunate enough to get both an envelope AND a stamp from the school office!
After we finished, we went outside to play tag with the others. I love the freedom we now have in our friendship to be ourselves! I really notice it in my little and her growing openness and willingness to talk about her school and home life. What really got me pumped was when she said she was SO EXCITED for the Winona trip next week. I told her to make sure she gives the envelope to her parents and to get it in the mail as soon as possible.
This was another amazing week. Looking back, I can see how it does take a long time to truly develop a relationship with a child, especially someone who comes from a different cultural background.
After reading the journals, I gave her a bookmark I made for my field experience project. I really enjoyed making it and I know she enjoys little gifts like that. Something I must be careful of is of her expecting me to bring things each week. I want whatever I bring to be a surprise as well as a good experience.
Next we painted with water colors. In my journal I wrote about going to a birthday party dinner for Amanda, one of the big sisters. My little wanted to make her a birthday card, so we spent the next hour painting, drawing, writing, and talking. She wrote on the card, "To Amanda, my second best big sister." She was very creative and put a lot of effort into the card, and Amanda loved it! While we were painting a ball game and knocked over our water. It got our papers all wet, but the experience was actually quite comical! Her face was priceless when she looked up at me with a wet face! After we cleaned up the mess and started working again,she told me that she lost the envelope for the Winona Field trip, and I was fortunate enough to get both an envelope AND a stamp from the school office!
After we finished, we went outside to play tag with the others. I love the freedom we now have in our friendship to be ourselves! I really notice it in my little and her growing openness and willingness to talk about her school and home life. What really got me pumped was when she said she was SO EXCITED for the Winona trip next week. I told her to make sure she gives the envelope to her parents and to get it in the mail as soon as possible.
This was another amazing week. Looking back, I can see how it does take a long time to truly develop a relationship with a child, especially someone who comes from a different cultural background.
Thursday, April 3, 2008
April 2nd
Today we did many fun things!
We first played Apples to Apples with other bigs and littles. This is her new favorite game that her and her students play in her ESL class. This game involves a great deal of language and comparing word meanings. I noticed she was more self-conscious in this bigger group setting than when we read one-on-one; when she did not know a word, she would lean over and ask me to help her define it. Also, if she could not pronounce the word, she would initially say "I can't" or " I don't know that one." I think this largely had to do with the pressure and intensity of the game. After I encouraged her to sound out the word to herself, she became more comfortable and confident. This experience showed me how important new audiences are in reading; a child may know how to read, but when there are unfamiliar people listening, self-consciousness can become an issue. Paired reading is also very important in developing confidence in reading skills; it is the first step to reading in small groups and other new settings.
Later today I introduced to my little the idea of becoming a community big and little. I told her we could go to other places outside of school like go to the movies, eat ice cream, play at the park, and any thing else she likes to do. She said she would love to do that! She always says that the time goes by way too fast, and I think meeting outside of the school and meeting two or three hours a week will allow for more experiences and a deeper friendship to develop.
Today I also noticed that I must be careful with my words; sometimes I speak like I would to any of my friends, which is usually much more casual and fast. I think this confuses her, especially when I ask her a question or am explaining directions.
In the library we read a short passage about a fish fry and apple pie family reunion. It was a practice MCA test reading, and because we usually never work on homework, I thought it would be beneficial to do a little bit of assigned reading. Half way through the story she asked if we were done yet, which showed me that she does not enjoy enforced reading! One of the hardest things for her to do is reading difficult English words. A strategy I encouraged her to use is splitting the word (covering one half with her finger) and trying to sound it out that way. We then asked each other questions in an interview format. It was fun to see her act "professional" when she asked me when I was born and what my favorite things to do are.
She then read my journal entry (she did not bring hers). Even if she does not have hers for me to read, it is still beneficial for her to learn about what I am doing throughout the week. I know she thinks about that because she always asks questions.
Next week I will bring some books of interest; I know she loves soccer and other sports. Comical books and suspenseful books also grab her attention. Games like apples to apples that are both social and educational are also beneficial.
I can't wait until the field trip to WSU. She said she was going to come; her parents just had to put the letter in the mail!
We first played Apples to Apples with other bigs and littles. This is her new favorite game that her and her students play in her ESL class. This game involves a great deal of language and comparing word meanings. I noticed she was more self-conscious in this bigger group setting than when we read one-on-one; when she did not know a word, she would lean over and ask me to help her define it. Also, if she could not pronounce the word, she would initially say "I can't" or " I don't know that one." I think this largely had to do with the pressure and intensity of the game. After I encouraged her to sound out the word to herself, she became more comfortable and confident. This experience showed me how important new audiences are in reading; a child may know how to read, but when there are unfamiliar people listening, self-consciousness can become an issue. Paired reading is also very important in developing confidence in reading skills; it is the first step to reading in small groups and other new settings.
Later today I introduced to my little the idea of becoming a community big and little. I told her we could go to other places outside of school like go to the movies, eat ice cream, play at the park, and any thing else she likes to do. She said she would love to do that! She always says that the time goes by way too fast, and I think meeting outside of the school and meeting two or three hours a week will allow for more experiences and a deeper friendship to develop.
Today I also noticed that I must be careful with my words; sometimes I speak like I would to any of my friends, which is usually much more casual and fast. I think this confuses her, especially when I ask her a question or am explaining directions.
In the library we read a short passage about a fish fry and apple pie family reunion. It was a practice MCA test reading, and because we usually never work on homework, I thought it would be beneficial to do a little bit of assigned reading. Half way through the story she asked if we were done yet, which showed me that she does not enjoy enforced reading! One of the hardest things for her to do is reading difficult English words. A strategy I encouraged her to use is splitting the word (covering one half with her finger) and trying to sound it out that way. We then asked each other questions in an interview format. It was fun to see her act "professional" when she asked me when I was born and what my favorite things to do are.
She then read my journal entry (she did not bring hers). Even if she does not have hers for me to read, it is still beneficial for her to learn about what I am doing throughout the week. I know she thinks about that because she always asks questions.
Next week I will bring some books of interest; I know she loves soccer and other sports. Comical books and suspenseful books also grab her attention. Games like apples to apples that are both social and educational are also beneficial.
I can't wait until the field trip to WSU. She said she was going to come; her parents just had to put the letter in the mail!
Thursday, March 27, 2008
March 26th
It was amazing seeing my little again after two weeks! I surprised her today by picking her up at her classroom door; she was not expecting me to be standing there!
We first read our journals, which she remembered to bring and even wrote four detailed entries. She really likes reading mine first, and I noticed that when she can find someway to relate with my experiences, she speaks up more and asks questions. Often she has trouble with some of the words, and when this happens, I usually wait a few seconds for her to figure it out on her own before I help her. Today, after a few difficult words, asked me to not help her. She wanted to do it all on her own! And the amazing thing is that she was almost always correct. This is tremendous progress not only in her reading skills but also in her self-confidence. Maybe this will lead to more reading when we are together because of her greater comfort level.
After this we went outside to play tag with some of the afterschool kids. This was the first time I ever really met her school friends. It was a good experience to see how she interacted with them and how I was just like one of them. It is critical for kids to have someone that is consistent and trustworthy in their lives.
Next we went back inside and spent some time with Amanda and her little. Amanda and I are both taking a literacy for ELL students course, and we wanted to do a little "experiment" with our littles. We went to the library and each wrote about our favorite dream vacation, and this helped both Amanda and I observe how each of them feel about and approach open-ended writing. My little was very insistent that she included everything she was supposed to and that she filled up the entire page. Amanda and I also wrote about our dream vacations, which I think gave them more incentive to stay focused and keep writing. I really liked how my little wrote about going to Miami and spending time at the beach. I have told her a lot about the beach, and she commented on how she would see the ocean and lots of "star shells." If either of them started to lose interest or did not know what else to write about, I asked them where they would after they went to their dream vacation spot. This opened many more doors and questions! I loved how we did not just write; we talked with each other, asking questions and sharing stories.
Amanda's little and mine are in the same ESL class. I was told today that my little had made the most artistic rabbit, which must have been an activity they were working on. I asked her to draw it in her next journal entry so I could see it.
We wanted to play Apples to Apples - her favorite board game - but we ran out of time!
I also did not have a moment to talk to her about becoming a "community little." I will have to set aside time to do that next week.
We first read our journals, which she remembered to bring and even wrote four detailed entries. She really likes reading mine first, and I noticed that when she can find someway to relate with my experiences, she speaks up more and asks questions. Often she has trouble with some of the words, and when this happens, I usually wait a few seconds for her to figure it out on her own before I help her. Today, after a few difficult words, asked me to not help her. She wanted to do it all on her own! And the amazing thing is that she was almost always correct. This is tremendous progress not only in her reading skills but also in her self-confidence. Maybe this will lead to more reading when we are together because of her greater comfort level.
After this we went outside to play tag with some of the afterschool kids. This was the first time I ever really met her school friends. It was a good experience to see how she interacted with them and how I was just like one of them. It is critical for kids to have someone that is consistent and trustworthy in their lives.
Next we went back inside and spent some time with Amanda and her little. Amanda and I are both taking a literacy for ELL students course, and we wanted to do a little "experiment" with our littles. We went to the library and each wrote about our favorite dream vacation, and this helped both Amanda and I observe how each of them feel about and approach open-ended writing. My little was very insistent that she included everything she was supposed to and that she filled up the entire page. Amanda and I also wrote about our dream vacations, which I think gave them more incentive to stay focused and keep writing. I really liked how my little wrote about going to Miami and spending time at the beach. I have told her a lot about the beach, and she commented on how she would see the ocean and lots of "star shells." If either of them started to lose interest or did not know what else to write about, I asked them where they would after they went to their dream vacation spot. This opened many more doors and questions! I loved how we did not just write; we talked with each other, asking questions and sharing stories.
Amanda's little and mine are in the same ESL class. I was told today that my little had made the most artistic rabbit, which must have been an activity they were working on. I asked her to draw it in her next journal entry so I could see it.
We wanted to play Apples to Apples - her favorite board game - but we ran out of time!
I also did not have a moment to talk to her about becoming a "community little." I will have to set aside time to do that next week.
Thursday, March 13, 2008
March 12th
Today Monica did not bring her journal. I was a little disappointed because it has been two weeks since we last met. Instead of asking her why she forgot it, I just told her that I miss reading what she has to say and that I would love to share my journal with her. I wrote all about my vacation and also brought some seashells from the beach. She has never been to the beach, so looking through about twenty shells and also looking at some pictures that I brought amazed her! This was a great way for her to learn more about the world and also about my friends and what I do outside of school. After she looked at pictures of the beach and touched every shell, I let her choose a shell to bring home. She chose the biggest one, and I told her she could hear the ocean if she listened carefully!
We then went outside to play on the playground. As we were walking out, she was telling about her ESL test she took in the morning. I asked her how she thought it went, and she said it was really hard. Maybe I could talk to her ESL teacher and find out the results or what she needs more help on. I am also interested in how the ESL program works at St. Charles Elementary. One of the other littles just started in the program and his big told me that it lasts most of the morning at school. I am interested in what strategies they use to improve literacy during this time and how their progress is monitored.
After playing outside we came back in and played Jenga. This was an amazing bonding experience because we laughed and felt completely comfortable around each other. I could tell through her mannerisms and joking personality, which only happens occasionally. The suspense of the game also added to the excitement of the moment. She then wanted to play basketball, but she said she would only play if I played with her. That was a reassuring comment; I didn’t know she felt that comfortable around me. For the remainder of the time we played knockout, went outside to play Frisbee, and also played a tag game with other bigs and littles.
I noticed today that she instigated a lot of the activities. It was her idea to go outside, her idea to play Jenga, and her idea to race me outside before she was picked up. This is a definite change since the beginning of the year; there is a great increase in her confidence and comfort levels.
For my ED 330 class, Literacy for English Language Learners, we are to present on a special interest topic. Amanda and I hope to involve our littles somehow, maybe by comparing and contrasting their reading, writing, and speaking skills. This could be done through samples of their writing and an audio recording of them reading. I will have to ask Dawn about this to make sure it complies with BBBS rules.
We then went outside to play on the playground. As we were walking out, she was telling about her ESL test she took in the morning. I asked her how she thought it went, and she said it was really hard. Maybe I could talk to her ESL teacher and find out the results or what she needs more help on. I am also interested in how the ESL program works at St. Charles Elementary. One of the other littles just started in the program and his big told me that it lasts most of the morning at school. I am interested in what strategies they use to improve literacy during this time and how their progress is monitored.
After playing outside we came back in and played Jenga. This was an amazing bonding experience because we laughed and felt completely comfortable around each other. I could tell through her mannerisms and joking personality, which only happens occasionally. The suspense of the game also added to the excitement of the moment. She then wanted to play basketball, but she said she would only play if I played with her. That was a reassuring comment; I didn’t know she felt that comfortable around me. For the remainder of the time we played knockout, went outside to play Frisbee, and also played a tag game with other bigs and littles.
I noticed today that she instigated a lot of the activities. It was her idea to go outside, her idea to play Jenga, and her idea to race me outside before she was picked up. This is a definite change since the beginning of the year; there is a great increase in her confidence and comfort levels.
For my ED 330 class, Literacy for English Language Learners, we are to present on a special interest topic. Amanda and I hope to involve our littles somehow, maybe by comparing and contrasting their reading, writing, and speaking skills. This could be done through samples of their writing and an audio recording of them reading. I will have to ask Dawn about this to make sure it complies with BBBS rules.
Wednesday, February 27, 2008
February 27th
On the bus ride to St. Charles I talked with the new director of BBBS about how my time with my little is going. I mentioned to her that I want to become a full-time community big next semester, which means I must talk with my little about meeting either on Wednesdays or any other day of the week. I am not sure what this will entail on her end, but I am hoping it will work out!
Before we started reading our journals today, I asked her if she had any homework to do. When I asked this question, she sort of shrugged off the question until I asked to see what was inside her take home folder. Once she opened that, she named at least three things she needed to do! She had been sick this past week a couple of times so she had to do quite a bit of make-up work. We found three worksheets to do, and our incentive was reading the journals when we were finished. The first two worksheets were practice with homonyms. One had her write each homonym next to another (i.e., matching) and the other had sentences where she chose from two different homonyms to put in the blank. After helping her with the first few questions, she understood the concept of homonyms and was able to complete the rest easily. One thing I stressed was not only writing the words but understanding what each one meant. For example, she had the words "beat" and "beet." I asked her to define both words before she moved to the next question. I was really impressed at how well she was focusing!
The last worksheet worked with symmetry. She had to draw a mirror image of an object over the line of symmetry. At first she kept saying "this is too hard" and "I don't think I can do this," but after I helped her understand how to gage where to draw the lines, she was able to do the rest with little trouble. I was there for her to ask questions and to listen to her work outloud.
Next we read our journals! I noticed while she was reading mine that she was having difficulty reading some of the words I wrote. Next time after she finishes reading mine, I want her to write down the words she cannot say well or does not know on a separate sheet of paper. We could then look in a dictionary or talk about the word's meaning outloud. I told her about my spring break trip to Florida and about how we will not be meeting next week. She was a disappointed, but I told her that I would bring pictures and write in my journal everyday. I encouraged her to do the same!
I was really impressed at how well she concentrated during this time of intense homework and reading! We finished the day by playing Uno and Jenga.
I am so thankful that she was willing to work through those worksheets with me. I think it helped us develop more trust and let her know that I am always here to help, not criticize, the work that she is doing. Maybe it is a start to igniting a drive in her to enjoy learning - something she is not too crazy about right now.
Before we started reading our journals today, I asked her if she had any homework to do. When I asked this question, she sort of shrugged off the question until I asked to see what was inside her take home folder. Once she opened that, she named at least three things she needed to do! She had been sick this past week a couple of times so she had to do quite a bit of make-up work. We found three worksheets to do, and our incentive was reading the journals when we were finished. The first two worksheets were practice with homonyms. One had her write each homonym next to another (i.e., matching) and the other had sentences where she chose from two different homonyms to put in the blank. After helping her with the first few questions, she understood the concept of homonyms and was able to complete the rest easily. One thing I stressed was not only writing the words but understanding what each one meant. For example, she had the words "beat" and "beet." I asked her to define both words before she moved to the next question. I was really impressed at how well she was focusing!
The last worksheet worked with symmetry. She had to draw a mirror image of an object over the line of symmetry. At first she kept saying "this is too hard" and "I don't think I can do this," but after I helped her understand how to gage where to draw the lines, she was able to do the rest with little trouble. I was there for her to ask questions and to listen to her work outloud.
Next we read our journals! I noticed while she was reading mine that she was having difficulty reading some of the words I wrote. Next time after she finishes reading mine, I want her to write down the words she cannot say well or does not know on a separate sheet of paper. We could then look in a dictionary or talk about the word's meaning outloud. I told her about my spring break trip to Florida and about how we will not be meeting next week. She was a disappointed, but I told her that I would bring pictures and write in my journal everyday. I encouraged her to do the same!
I was really impressed at how well she concentrated during this time of intense homework and reading! We finished the day by playing Uno and Jenga.
I am so thankful that she was willing to work through those worksheets with me. I think it helped us develop more trust and let her know that I am always here to help, not criticize, the work that she is doing. Maybe it is a start to igniting a drive in her to enjoy learning - something she is not too crazy about right now.
Thursday, February 21, 2008
February 20th
In last week's blog journal I noted that I contacted my little's third grade teacher. I asked to see if there was anything I could do to help with her performance in any areas. This was her reply:
"Every week she has spelling sentences to write using the words for the week. Often she has trouble with meanings. You could help her with this. Basic math facts and telling time are a concern too. I will appreciate anything you do."
This week when my little came, I asked her if she had any work to do in her bag. She said a brief "no" and we continued playing. I am not sure if she is being honest about not having any work or if she does not want to do it during the time we spend together. We occasionally read books she brings home, but other than that, she tells me she has no work to do.
One thing her teacher would like to see improvements on is her spelling. To help with this, next time I hope to read a story with her, and as she comes across words she struggles with or cannot define, she can write them on a piece of paper. After we are finished with the story, we could make our own spelling test and use the dictionary to define the words she does not know. We could even translate them into Spanish to help with comprehension.
I also wanted to comment on my little's writing in our journal. Two weeks ago I asked some questions about the both of us, like what some of our favorite things were and some other basic information. She said she did not finish answering all of the questions, and this provided a perfect opportunity for us to answer the questions outloud. We each took turns answering and she wrote down our responses on the paper. On the following pages of the journal, she reflected on a birthday part she went to in beautiful print. In the past we have talked about printing and how it is really easy to make our letters and words sloppy. I could tell she put a lot of effort into this week's entry. Though of the spelling and sentence structure were incorrect, this was yet another great opportunity to talk about how to write a proper sentence (i.e., period at the end of a sentence, capitalizing the first letter of a sentence, etc.). She also wrote another page in cursive, which was very well done! When she focuses and takes time to review her work, she is very successful. I also think it helped to read the journals in a separate room (we went to the library) because it was much more quiet.
For the rest of the time, we wrote cards to each other. I made her and her sister a poster for their door at home, and she made me a very encouraging card. It was extremely encouraging to know she is enjoying when we meet!
Next time I hope to bring some interesting childrens books - ones that I really enjoyed when I was younger - so we can begin working on spelling. If she is up to it, I may even ask her to give me a spelling test, maybe with the words she is learning for the week! I may also bring some math games and some more art materials.
"Every week she has spelling sentences to write using the words for the week. Often she has trouble with meanings. You could help her with this. Basic math facts and telling time are a concern too. I will appreciate anything you do."
This week when my little came, I asked her if she had any work to do in her bag. She said a brief "no" and we continued playing. I am not sure if she is being honest about not having any work or if she does not want to do it during the time we spend together. We occasionally read books she brings home, but other than that, she tells me she has no work to do.
One thing her teacher would like to see improvements on is her spelling. To help with this, next time I hope to read a story with her, and as she comes across words she struggles with or cannot define, she can write them on a piece of paper. After we are finished with the story, we could make our own spelling test and use the dictionary to define the words she does not know. We could even translate them into Spanish to help with comprehension.
I also wanted to comment on my little's writing in our journal. Two weeks ago I asked some questions about the both of us, like what some of our favorite things were and some other basic information. She said she did not finish answering all of the questions, and this provided a perfect opportunity for us to answer the questions outloud. We each took turns answering and she wrote down our responses on the paper. On the following pages of the journal, she reflected on a birthday part she went to in beautiful print. In the past we have talked about printing and how it is really easy to make our letters and words sloppy. I could tell she put a lot of effort into this week's entry. Though of the spelling and sentence structure were incorrect, this was yet another great opportunity to talk about how to write a proper sentence (i.e., period at the end of a sentence, capitalizing the first letter of a sentence, etc.). She also wrote another page in cursive, which was very well done! When she focuses and takes time to review her work, she is very successful. I also think it helped to read the journals in a separate room (we went to the library) because it was much more quiet.
For the rest of the time, we wrote cards to each other. I made her and her sister a poster for their door at home, and she made me a very encouraging card. It was extremely encouraging to know she is enjoying when we meet!
Next time I hope to bring some interesting childrens books - ones that I really enjoyed when I was younger - so we can begin working on spelling. If she is up to it, I may even ask her to give me a spelling test, maybe with the words she is learning for the week! I may also bring some math games and some more art materials.
Thursday, February 14, 2008
February 13th: Almost Valentine's Day!
Today I prepped for many different things: I brought an art activity, my journal, some fun questions for a game, and a small Valentine's day gift for my little.
The first thing my little said was that she forgot her journal. I hope she is not starting to think it is an assignment or a task she has to complete. We decided we would save mine to read for the next week so we each had something to share.
Instead of diving right into a sitdown activity or game, we played "tossing the big purple ball" with the group. She really likes to be active and is always asking if we can play game, so I thought this would be the best way to start out.
After a while of playing the game, I set up the art activity I brought, which was popscicle sticks and glue! She was hesitant at first when I asked her if she wanted to make something with me. I said she could glue the sticks in a square-like formation to make a pencil holder or any other design. After she started gluing a few sticks together, she started to notice the pattern the sticks made as you stacked them on top of each other. After the first couple of minutes she was hooked and wanted to make it as tall as she could. Other people also came over to make their own designs. This reminded me of when I first met my little and how she loved making things with her hands. She also opens up more when we work with our hands. She not only expressed her excitement over the activity, but she also answered a lot of my questions about school and her teacher. I will definitely have to keep thinking of ideas like this that keep her attention.
Speaking of her school performance, I have contacted her teacher and am hoping for a response soon. I asked the following:
______________________________________________________________________________________
This is Kelly Moon, my little's big sister through BBBS. I hope all is going well in your classroom, and that you had a fun time during your Valentine's Day party!
Mentoring with her has been a wonderful experience thus far. There is nothing more rewarding and humbling than to see a child open up and begin to enjoy spending time with you. We have continued writing journals back and forth, and have spent the majority of our time playing group games, making art projects, and simply talking. One thing that we have not discussed openly is her school work. She recently mentioned that she does not do well in some areas, and I was hoping that communicating with you may be beneficial.
I have noticed that she has trouble with spelling and writing. Do you also notice this in the classroom? From what we have talked about, she seems to know what subject areas are hard for her. As her mentor, I am curious if there is any way I can provide assistance during the time we spend together. Here are a few questions that I have:
*What is she usually assigned for homework? We usually do not do anything except occasionally read a few stories she has in her bookbag.
*What subjects does she have difficulty in/ would benefit from extra assistance? I am willing to spend part of our time together going through any areas that she needs help with.
If you think this would be worthwhile, please let me know! I am willing to help in any way possible!
______________________________________________________________________________________
I hope this leads to something great! My little's teacher is a great woman and really cares for her kids' well being.
The language barrier for ESL students is something I have become more passionate about throughout the last couple of weeks. In ED 330, we are trying to address, "How do you make strategies that are effective for all students effective for ESL students?" There are many effective strategies for teaching literacy in an English speaking classroom, but these are going to lose their influence as classrooms become more and more diverse. Teachers will need to have the drive to not only teach literacy, but to also teach it in a way that is comprehendable to all. I have been visiting an ESL classroom at Jefferson Elementary School, and my eyes have been opened to the impact of an effective ESL classroom on the students. I must look more closely at these strategies to see whether or not they can be brought to my one-on-one time with Monica. My most prominent goal, however, is to maintain trust and friendship; I want her to improve her school performance and yet still view me as an encouraging friend.
Before leaving, I asked my little if there was anything she would really like to do next time, and she said she would like to write cards to each other. This will be a great opportunity to break out the many art supplies I have!
The first thing my little said was that she forgot her journal. I hope she is not starting to think it is an assignment or a task she has to complete. We decided we would save mine to read for the next week so we each had something to share.
Instead of diving right into a sitdown activity or game, we played "tossing the big purple ball" with the group. She really likes to be active and is always asking if we can play game, so I thought this would be the best way to start out.
After a while of playing the game, I set up the art activity I brought, which was popscicle sticks and glue! She was hesitant at first when I asked her if she wanted to make something with me. I said she could glue the sticks in a square-like formation to make a pencil holder or any other design. After she started gluing a few sticks together, she started to notice the pattern the sticks made as you stacked them on top of each other. After the first couple of minutes she was hooked and wanted to make it as tall as she could. Other people also came over to make their own designs. This reminded me of when I first met my little and how she loved making things with her hands. She also opens up more when we work with our hands. She not only expressed her excitement over the activity, but she also answered a lot of my questions about school and her teacher. I will definitely have to keep thinking of ideas like this that keep her attention.
Speaking of her school performance, I have contacted her teacher and am hoping for a response soon. I asked the following:
______________________________________________________________________________________
This is Kelly Moon, my little's big sister through BBBS. I hope all is going well in your classroom, and that you had a fun time during your Valentine's Day party!
Mentoring with her has been a wonderful experience thus far. There is nothing more rewarding and humbling than to see a child open up and begin to enjoy spending time with you. We have continued writing journals back and forth, and have spent the majority of our time playing group games, making art projects, and simply talking. One thing that we have not discussed openly is her school work. She recently mentioned that she does not do well in some areas, and I was hoping that communicating with you may be beneficial.
I have noticed that she has trouble with spelling and writing. Do you also notice this in the classroom? From what we have talked about, she seems to know what subject areas are hard for her. As her mentor, I am curious if there is any way I can provide assistance during the time we spend together. Here are a few questions that I have:
*What is she usually assigned for homework? We usually do not do anything except occasionally read a few stories she has in her bookbag.
*What subjects does she have difficulty in/ would benefit from extra assistance? I am willing to spend part of our time together going through any areas that she needs help with.
If you think this would be worthwhile, please let me know! I am willing to help in any way possible!
______________________________________________________________________________________
I hope this leads to something great! My little's teacher is a great woman and really cares for her kids' well being.
The language barrier for ESL students is something I have become more passionate about throughout the last couple of weeks. In ED 330, we are trying to address, "How do you make strategies that are effective for all students effective for ESL students?" There are many effective strategies for teaching literacy in an English speaking classroom, but these are going to lose their influence as classrooms become more and more diverse. Teachers will need to have the drive to not only teach literacy, but to also teach it in a way that is comprehendable to all. I have been visiting an ESL classroom at Jefferson Elementary School, and my eyes have been opened to the impact of an effective ESL classroom on the students. I must look more closely at these strategies to see whether or not they can be brought to my one-on-one time with Monica. My most prominent goal, however, is to maintain trust and friendship; I want her to improve her school performance and yet still view me as an encouraging friend.
Before leaving, I asked my little if there was anything she would really like to do next time, and she said she would like to write cards to each other. This will be a great opportunity to break out the many art supplies I have!
Thursday, February 7, 2008
February 6th
Today I was greeted by my little by surprise! She jumped out from around the corner and tried to scare me, but ended up scaring the person in front of me instead!
My goal for today was to do some homework if she had any. I asked her right away if she had anything in her bag. She said, "Yep! I have my journal and some books to read." We started by going through our journals. She wanted to read mine first again. In my journal, I put a list of fun questions that I encouraged her to answer for next time. She asked, "what if I do not know the answers to all of them?" I told her to do her best and to not worry if she does not know some of the answers.
Something surprised me about her journal. Last time I was concerned about the spacing between her words and her spelling. In her most current entry, she wrote one page in a messy format where the words were all connected. On the next page, the writing was much more neat and was spaced correctly. I pointed out this difference and asked her if she could also notice it. She said that one was very messy and one was much better. Although some of the words were spelled incorrectly, I praised her for the improvement and decided we would focus on spelling for next time.
Today was a another GREAT day of progress. I showed her some pictures I had brought of my sister and my new baby nephew. She said I looked nothing like my sister! She also really liked the picture of the baby; I think she related in that she has a younger brother.
We also painted flowers for a short time, and then went to find the teachers lounge where puppy chow was being made! While eating it, we played "hi-ho Cherry-o!" Later we read part of a book and played volleyball and tag with the larger group. I feel like she is trusting me more and more each time and is learning to appreciate the time she has with me, as I am with her. There aren't really any words to explain this type of friendship. I am most thankful for the opportunity to help her discover her passions and goals.
My little's sister is now part of the program. I am hoping she is also gaining a lot from this experience, and maybe it will provide more ground for them to bond as well.
My goals for the remainder of the semester:
* Learn more about my little's academic abilities and find avenues to help
* Learn more about her family life and thoughts about school
* Develop more effective ESL strategies through my ED 330 class and find ways to apply them to my mentoring.
* Look at ways to embrace her Spanish language and culture.
What I hope to do next week:
* Make a game about improving her spelling in her journal.
* Bring a variety of Valentine's Day activities to choose from.
* Bring some fun quizes I found as well as some fun worksheets that develop greater critical thinking skills and knowledge of random facts.
My goal for today was to do some homework if she had any. I asked her right away if she had anything in her bag. She said, "Yep! I have my journal and some books to read." We started by going through our journals. She wanted to read mine first again. In my journal, I put a list of fun questions that I encouraged her to answer for next time. She asked, "what if I do not know the answers to all of them?" I told her to do her best and to not worry if she does not know some of the answers.
Something surprised me about her journal. Last time I was concerned about the spacing between her words and her spelling. In her most current entry, she wrote one page in a messy format where the words were all connected. On the next page, the writing was much more neat and was spaced correctly. I pointed out this difference and asked her if she could also notice it. She said that one was very messy and one was much better. Although some of the words were spelled incorrectly, I praised her for the improvement and decided we would focus on spelling for next time.
Today was a another GREAT day of progress. I showed her some pictures I had brought of my sister and my new baby nephew. She said I looked nothing like my sister! She also really liked the picture of the baby; I think she related in that she has a younger brother.
We also painted flowers for a short time, and then went to find the teachers lounge where puppy chow was being made! While eating it, we played "hi-ho Cherry-o!" Later we read part of a book and played volleyball and tag with the larger group. I feel like she is trusting me more and more each time and is learning to appreciate the time she has with me, as I am with her. There aren't really any words to explain this type of friendship. I am most thankful for the opportunity to help her discover her passions and goals.
My little's sister is now part of the program. I am hoping she is also gaining a lot from this experience, and maybe it will provide more ground for them to bond as well.
My goals for the remainder of the semester:
* Learn more about my little's academic abilities and find avenues to help
* Learn more about her family life and thoughts about school
* Develop more effective ESL strategies through my ED 330 class and find ways to apply them to my mentoring.
* Look at ways to embrace her Spanish language and culture.
What I hope to do next week:
* Make a game about improving her spelling in her journal.
* Bring a variety of Valentine's Day activities to choose from.
* Bring some fun quizes I found as well as some fun worksheets that develop greater critical thinking skills and knowledge of random facts.
Wednesday, January 30, 2008
Ideas for Improvement: January 30th
When discussion ended, I asked my professor about my little and her reading and writing abilities. I told her about the journals we keep and explained the difficulties I see in my little's handwriting and spelling. She offered some helpful ideas, which will soon follow.
Each time I meet my little, we exchange our journals; she reads mine and I read hers. I have noticed that there is rarely any space between her words, and though her writing is very neat, her spelling is not very accurate. She does try, however, because the words are spelled phonetically. Also, for her latest entry, she wrote approximately three paragraphs, which shows that she puts a lot of effort into her work. It was quite an improvement from before break, but there is still much she can improve on.
One helpful idea my professor offered is to "capture" or write down words that I have difficulty reading. Before reading her journal entry, for instance, I can tell her that I have some difficulty reading her words because they are close together. Then I can proceed to read a few lines and show her where I have the trouble. I could even have her read it outloud to me so she notices the problem as well. For spelling, I can tell her before I read that I am going to "capture" the words that I notice are not spelled right. When finished reading, I can show her the list, and from here there are a couple of more options:
1.) Have her fix the spelling problems on her own if they are easy for her
2.) Make a game out of the words, maybe writing down every other letter for a word and having her fill in the blank letters to complete a properly spelled word
To continue with this activity, she could then read my entry and "capture" big words or hard to spell words. From here we could do the same thing as #2 from above.
Maybe this will help with her writing and spelling. I am also planning on contacting her teacher to talk about the progress she is making in class. I will ask:
What are her strenghths? Weaknesses?
How does she best communicate within the classroom?
Are there any worksheets or games we could work on together outside of the classroom to enhance her learning?
I am hoping to find ways to connect with my little not only socially but academically. I feel like her attitude towards school is somewhat apathetic. When I ask her how her day went at school, she usually answers with a simple "good" and looks for an activitiy to start. I want her to become passionate about learning and talking out in the open.
It is difficult some days to greet my little and to say goodbye; she is often not very personable, especially during these times. I must say, however, that there is a huge improvement from last semester. Today she brought in some pictures of her brother, sister, and cousin (without me asking!) and told me a story about what she does after school when she goes home. I noticed today how much more communicative she is while playing a game. Next week she wants to paint, so I hope this is another opportunity to learn more about her. I also cannot wait until it gets warmer outside! My little is VERY active and loves playing dodgeball, soccer, and other games with the group.
Each time I meet my little, we exchange our journals; she reads mine and I read hers. I have noticed that there is rarely any space between her words, and though her writing is very neat, her spelling is not very accurate. She does try, however, because the words are spelled phonetically. Also, for her latest entry, she wrote approximately three paragraphs, which shows that she puts a lot of effort into her work. It was quite an improvement from before break, but there is still much she can improve on.
One helpful idea my professor offered is to "capture" or write down words that I have difficulty reading. Before reading her journal entry, for instance, I can tell her that I have some difficulty reading her words because they are close together. Then I can proceed to read a few lines and show her where I have the trouble. I could even have her read it outloud to me so she notices the problem as well. For spelling, I can tell her before I read that I am going to "capture" the words that I notice are not spelled right. When finished reading, I can show her the list, and from here there are a couple of more options:
1.) Have her fix the spelling problems on her own if they are easy for her
2.) Make a game out of the words, maybe writing down every other letter for a word and having her fill in the blank letters to complete a properly spelled word
To continue with this activity, she could then read my entry and "capture" big words or hard to spell words. From here we could do the same thing as #2 from above.
Maybe this will help with her writing and spelling. I am also planning on contacting her teacher to talk about the progress she is making in class. I will ask:
What are her strenghths? Weaknesses?
How does she best communicate within the classroom?
Are there any worksheets or games we could work on together outside of the classroom to enhance her learning?
I am hoping to find ways to connect with my little not only socially but academically. I feel like her attitude towards school is somewhat apathetic. When I ask her how her day went at school, she usually answers with a simple "good" and looks for an activitiy to start. I want her to become passionate about learning and talking out in the open.
It is difficult some days to greet my little and to say goodbye; she is often not very personable, especially during these times. I must say, however, that there is a huge improvement from last semester. Today she brought in some pictures of her brother, sister, and cousin (without me asking!) and told me a story about what she does after school when she goes home. I noticed today how much more communicative she is while playing a game. Next week she wants to paint, so I hope this is another opportunity to learn more about her. I also cannot wait until it gets warmer outside! My little is VERY active and loves playing dodgeball, soccer, and other games with the group.
Ideas for Improvement: January 30th
A side note, yet VERY aplicable...
Currently I am taking a new course offered at WSU called English Language Learners (ED 330). Tonight, we discussed highly controversial issues, including mandating English in the United States, the importance of bilingual education, and the differences that set English speakers and "others" apart. Some interesting questions posed during discussion were:
Does not having a common language inhibit integration?
Is our common denominator English?
What challenges are there for immigrants from other countries due to the language barrier?
What is the true definition of literacy?
I do not know all the answers to these questions, but they rang strongly in my ear after leaving the classroom.
Currently I am taking a new course offered at WSU called English Language Learners (ED 330). Tonight, we discussed highly controversial issues, including mandating English in the United States, the importance of bilingual education, and the differences that set English speakers and "others" apart. Some interesting questions posed during discussion were:
Does not having a common language inhibit integration?
Is our common denominator English?
What challenges are there for immigrants from other countries due to the language barrier?
What is the true definition of literacy?
I do not know all the answers to these questions, but they rang strongly in my ear after leaving the classroom.
Wednesday, January 23, 2008
Another Day of Progress: January 23rd
I was greeted today with another huge smile! My little was immediately drawn to the DDR mat that was lying on the floor. After a few taps with her feet, she decided it was time to read our journals. This was the first time she asked me if it was time to read our journals; normally I would instigate it. I gave her the option to read first or listen, and she took the initiative by saying she would like to read.
This semester, I am hoping to make the journal more of a writing/reflective process as opposed to last semester's "do it however you would like" focus. We now have developed more trust and a greater level of respect for each other, and this will hopefully lead to more in depth entries. In my entry to her today, I not only reflected on what I did throughout the week, but I also explained how I felt during those events. At the end of the entry, I made a list of questions and gave her the option of answering as many or as few as she wants. Some of the questions I asked were:
- What is your favorite part about school? Your least favorite?
- Who do you look up to?
- If you could be any Disney character, who would you be and why?
- What do you want to be when you grow up?
Many of the questions were ones I asked at the beginning of last semester, but because we did not write down the answers or spend much time answering them, it was not a real beneficial process. I am looking forward to seeing what a little more trust and friendship will yield!
I was amazed at the entry my little wrote to me! She wrote three full paragraphs of things she did throughout the week. I noticed she put a lot of effort into making her handwriting neat. She even made detailed illustrations below the paragraphs. This is a sign that she is enjoying the journal.
Today she also showed me her report card. Much of the information is confidential, but I do want to point out that her teacher gives her lots of credit for showing effort. Some of her areas that need improvement are reading, writing, and mathematics, and I think the only way I can aid in these areas are by contacting her teacher. This way I can find out what unit they are studying and possibly have some activities ready on Wednesday afternoon. Maybe some one-on-one tutoring time will be helpful for her. I think if we spent part of our time studying instead of playing we may develop an even closer bond through the struggles and learning process.
Here are a couple more moments of the day that I will cherish for a long time:
After journals, we played the card game UNO. It was a perfect icebreaker and a way to joke around. It was the first time we were ever sarcastic around one another.
We went to the library to read a book. She had to read for fifteen minutes, so I thought it would be wise to have her read a book to me and vice versa. She again offered to read first, which caught me by surprise! Throughout both stories, she asked many questions, and afterwards, she was able to tell me which story she liked more and why. This may become a regular routine!
Near the end of our time, I showed my little my homeade box collection (an interesting hobbie, I know!). She was intrigued by how one box could fit inside another, and then another, and then another, and so on! Inside one of the boxes were a few shells I had saved from a previous trip to Florida. I asked her if she had ever seen a shell before, and she said she did not go to the ocean. She seemed a little upset and flustered when I asked this, but I could tell she was extremely mesmorized by the colors and shapes of the shells. She even asked me if I could hear the ocean, and I told her she should try at home where it is a little more quiet. I ended up giving her the box and the shells, so she could take a small treasure from the ocean home with her.
I would be interested in becoming a big sister outside of this class. After this semester, I will definitely be looking into it!
This semester, I am hoping to make the journal more of a writing/reflective process as opposed to last semester's "do it however you would like" focus. We now have developed more trust and a greater level of respect for each other, and this will hopefully lead to more in depth entries. In my entry to her today, I not only reflected on what I did throughout the week, but I also explained how I felt during those events. At the end of the entry, I made a list of questions and gave her the option of answering as many or as few as she wants. Some of the questions I asked were:
- What is your favorite part about school? Your least favorite?
- Who do you look up to?
- If you could be any Disney character, who would you be and why?
- What do you want to be when you grow up?
Many of the questions were ones I asked at the beginning of last semester, but because we did not write down the answers or spend much time answering them, it was not a real beneficial process. I am looking forward to seeing what a little more trust and friendship will yield!
I was amazed at the entry my little wrote to me! She wrote three full paragraphs of things she did throughout the week. I noticed she put a lot of effort into making her handwriting neat. She even made detailed illustrations below the paragraphs. This is a sign that she is enjoying the journal.
Today she also showed me her report card. Much of the information is confidential, but I do want to point out that her teacher gives her lots of credit for showing effort. Some of her areas that need improvement are reading, writing, and mathematics, and I think the only way I can aid in these areas are by contacting her teacher. This way I can find out what unit they are studying and possibly have some activities ready on Wednesday afternoon. Maybe some one-on-one tutoring time will be helpful for her. I think if we spent part of our time studying instead of playing we may develop an even closer bond through the struggles and learning process.
Here are a couple more moments of the day that I will cherish for a long time:
After journals, we played the card game UNO. It was a perfect icebreaker and a way to joke around. It was the first time we were ever sarcastic around one another.
We went to the library to read a book. She had to read for fifteen minutes, so I thought it would be wise to have her read a book to me and vice versa. She again offered to read first, which caught me by surprise! Throughout both stories, she asked many questions, and afterwards, she was able to tell me which story she liked more and why. This may become a regular routine!
Near the end of our time, I showed my little my homeade box collection (an interesting hobbie, I know!). She was intrigued by how one box could fit inside another, and then another, and then another, and so on! Inside one of the boxes were a few shells I had saved from a previous trip to Florida. I asked her if she had ever seen a shell before, and she said she did not go to the ocean. She seemed a little upset and flustered when I asked this, but I could tell she was extremely mesmorized by the colors and shapes of the shells. She even asked me if I could hear the ocean, and I told her she should try at home where it is a little more quiet. I ended up giving her the box and the shells, so she could take a small treasure from the ocean home with her.
I would be interested in becoming a big sister outside of this class. After this semester, I will definitely be looking into it!
Thursday, January 17, 2008
Mentoring Resumed! January 16th
On the bus ride over to St. Charles, I was nervous about meeting my little after not meeting for an entire month. With so much time to prepare, I decided to bring some fun activities to try, including a book in both Spanish and English and the card game Uno. Last semester I remember always bring at least one new thing to try in case we ran out of fun things to do.
I walked into the school building and just around the corner was my little! She greeted me with a giant smile and hug! When we walked into the cafeteria she instantly started looking around for something to do. My friend Joe was playing basketball, and I know she really enjoys playing, so we asked to join in. If she was at all hesitant at this point, she was instantly relaxed and smiling after tossing the basketball straight into the hoop! Joe and I were really impressed that she could make it into the tallest hoop in the room.
Next we sat down and I asked her if she would like to read a book with me. It is called "If I had a Dragon," or "Si yo tuviera un Dragón" en español. On each page, the words were both in Spanish and English. I read the English part and she followed with the Spanish. She told me previously that she could speak in Spanish but did not know how to write or read it very well. I hope this was at least a start to a deeper understanding of her language and a step in developing trust between the two of us. Next week I may bring some flashcards with Spanish words on one side and English on the other. We can hopefully play a guessing game or a matching game with them.
For the remainder of the time we played Uno. At first it was just the two of us, and then two more sister-little pairs joined in and we had a giant game going. All of the littles were really focused and competitive, and my little could not wipe a smile off of her face.
I've noticed that my little is very introverted and thinks a lot to herself. This semester I hope to encourage her to speak or express herself in a way she sees fit. I see us doing a lot of hands on activities and thinking games, which may take a lot of effort on my part. But it's definitely worth it!
Overall, this was an amazing first day back! I cannot wait for next week!
I walked into the school building and just around the corner was my little! She greeted me with a giant smile and hug! When we walked into the cafeteria she instantly started looking around for something to do. My friend Joe was playing basketball, and I know she really enjoys playing, so we asked to join in. If she was at all hesitant at this point, she was instantly relaxed and smiling after tossing the basketball straight into the hoop! Joe and I were really impressed that she could make it into the tallest hoop in the room.
Next we sat down and I asked her if she would like to read a book with me. It is called "If I had a Dragon," or "Si yo tuviera un Dragón" en español. On each page, the words were both in Spanish and English. I read the English part and she followed with the Spanish. She told me previously that she could speak in Spanish but did not know how to write or read it very well. I hope this was at least a start to a deeper understanding of her language and a step in developing trust between the two of us. Next week I may bring some flashcards with Spanish words on one side and English on the other. We can hopefully play a guessing game or a matching game with them.
For the remainder of the time we played Uno. At first it was just the two of us, and then two more sister-little pairs joined in and we had a giant game going. All of the littles were really focused and competitive, and my little could not wipe a smile off of her face.
I've noticed that my little is very introverted and thinks a lot to herself. This semester I hope to encourage her to speak or express herself in a way she sees fit. I see us doing a lot of hands on activities and thinking games, which may take a lot of effort on my part. But it's definitely worth it!
Overall, this was an amazing first day back! I cannot wait for next week!
Subscribe to:
Posts (Atom)
