How to Brush How my Teeth

This is a 3-fold pamphlet with step-by-step instruction on how to execute proper teeth brushing. The graphics and various colors of font were not accepted on blogger; however, I am posting what is compatible and will also upload it to Webct.

How
To
Brush
My
Teeth

Proper tooth brushing is proven to be an effective weapon in combating plaque, tooth decay, gum disease and other health problems that may result due to poor dental health.
In order for tooth brushing to be effective, brushing must be properly executed. Make sure you have all the items listed and then follow the step-by-step instructions.
Toothbrush
Toothpaste (ADA approved)
Dental floss
Water
Squeeze toothpaste onto the head of the toothbrush.
Moisten toothpaste on toothbrush with water.
Place toothbrush at the back of your mouth and work your way around to the other side with gentle circular strokes. WARNING: Up-and-down strokes may harm your gums.
Brush all your teeth on all sides for 2 to 3 minutes.
Spit the foamy toothpaste from your mouth into the sink.
Rinse your mouth out with water until all the toothpaste is washed away.
Continue brushing for 30 seconds then rinse and spit water into the sink.
Rinse toothbrush and re-apply toothpaste.
Stick tongue out.
Place toothbrush head with toothpaste on the tongue horizontally. «
With firm strokes, move toothbrush up and down while making contact with the tongue.
Rinse mouth thoroughly with water for 10 seconds by swishing water throughout your entire mouth.
Spit water into sink.
Continue until the tongue is red in color and all white residue is gone.
Floss as directed.


It is recommended that thorough brushing be exercised after every meal and/or two times per day.

"How to" Outline & Poetry Blog

Focus on “How to” make sure outline is in the blog/Poetry- an example of one poem (that I like) & how to use it in the class ( one paragraph ).

Expository Piece: Product will be an instructional pamphlet.

How to brush my teeth.
Proper brushing two to three times a day will produce clean teeth and promote healthy dental hygiene. Before beginning the process that is listed below, read and gather the required items.
Required items:
Toothbrush
ADA approved toothpaste
mouthwash (your choice)
dental floss
water
1. Open mouthwash and follow directions as listed on the label.
2. Squeeze toothpaste onto the head of the toothbrush (the part of the toothbrush that has several bristles).
3. Moisten toothpaste on toothbrush with water.
4. Bring upper and lower teeth to a rest position on each other . An exaggerated cheesy smile is what the teeth should resemble.
5. Raise the toothbrush to the mouth with head of the toothbrush touching the teeth.
6. Moving the toothbrush in a circular motion while in contact with the upper teeth, also brush from the gum line up to where the gum line meets the upper, inner lip.
7. Continue brushing for 30 seconds then rinse and spit water into the sink. Repeat for 3-5 minutes or until all food and build up are expelled.
8. Repeat the steps 6-7 on bottom teeth.
9. Rinse toothbrush and re-apply toothpaste and moisten again.
10. Stick tongue out.
11. Place toothbrush head with toothpaste on the tongue at a 90 degree angle.
12. With firm strokes, move toothbrush up and down while making contact with the tongue.
13. Rinse mouth thoroughly with water for 10 seconds by swishing water from cheek to cheek. Spit water into sink.
14. Continue until the tongue is red in color and all white residue is expelled.
15. Floss as directed.
It is recommended that thorough brushing be exercised after every meal and/or three times per day. This will help in the prevention of tooth decay, plaque build up and halitosis (bad breath).

Poetry
I would like to introduce Shel Silverstein’s poem, Rain to my class. It would be a great piece to teach the class on stanza’s, choral reading and rhyming. I would make the curricular connection of the poem to introduce the study of the various climates. This poem would obviously be the lead into studying precipitation (rain).

Blog #8
1. What is narrative? Explain components.
2. Explain W.W. experience. Discuss process and sandwich (SBH, 2007) Theory.
1. There are five components to compose a well-written, successful narrative paper. Each and every component is crucial to the paper, one component cannot successfully stand independently of the other parts. When creating a paper that needs to be a narrative, consider that by the end of the paper the reader must have been told a story. It could be fictional or non-fictional, preferably, which ever type the author selects, will be an engaging story for the audience. As the author puts pen to paper, he must be conscience that the story must fluidly show a sequence of events over a period of time. This could be an event that took place within a week, months, years or decades. Ultimately, the length of time is totally contingent on the goal of the author. To add to the fluidity of the story, it must be crystal clear when moving from the beginning, to the middle and the finale of the story. Each event that the author introduces in the story must be clearly and completely explained/discussed/elaborated.
2. The Sandwich Theory (SBH, 2007) is for application during writing workshops for groups that are comprised of 3-5 students. It is a theory that promotes positive feedback and exchange of ideas among the students. The three parts of the theory are:
* Each student will have their papers underneath their seats and take turns at making a positive statement to the author stating what they liked about the narrative.
* TSW ask the author a question about the writing and/or make suggestions ( for example, character development, word choice) to help move a small concept to a big concept paper.
* TSW then ask a positive question or make a positive suggestion
I enjoyed the writing workshop with my home group. It allowed me to gather suggestions from my group and feel more comfortable with receiving their input. The positive input helped to corroborate that my paper did possess the fluidity that is required as one of the components of a narrative paper. The Sandwich Theory opened the door to a face to face discussion exchanging suggestions to improve our individual MGP paper of choice. I was able to witness the multifaceted talents of each home group member.

Teeth

TEETH!
§115.22. Health Education. Grade 6.
(a) Introduction.
(1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.
(2) In middle school, students learn about health behaviors that will safeguard their health as well as information related to understanding puberty and the reproductive process. Students are taught about factors in their environment that impact, not only their health and the health of their families, but the health of their communities as well. Middle school students learn to refine their critical-thinking skills to avoid unsafe situations, analyze health information and products, and maintain healthy relationships. Students begin to investigate health in the broader context of community.
(b) Knowledge and skills.

(6.1) Health information. The student comprehends ways to enhance
and maintain personal health throughout the life span.

The student is expected to:
(C) compare immediate and long-range effects of personal health care choices such as personal and dental hygiene

(E) examine the concept of cost versus effectiveness of health-care products

OUTLINE

Narrative: The Wiz of D! A short-story about P.W. and the journey to meet the Wiz. Along the way, P.W. makes friends with desires of their own. Will the new found friends help defeat D-Cay, the wicked tooth fairy and finally make it to the Wiz of D?

Expository: TSW learn the steps involved in proper teeth brushing. This will be a hands-on class activity. Instructional (step-by-step) booklet /handout will be provided. All student participation is mandatory.

Persuasive: This will be a factual piece that lists the benefits of proper dental hygiene and the negative outcomes of poor dental hygiene. Media to be determined.

Descriptive: The results of poor dental hygiene will be presented to the students with animated illustrations and the benefits of proper hygiene will be reinforced. Media to be determined.

May I talk in class? YES!

Define talk. Why is it beneficial in the classroom? Give examples of talk in the classroom.

The value of talk in elementary classrooms is an essential part of language arts and is necessary for academic success in all content areas. (Heath, 1983) Simply stated by Shuy (1987) "talk is a necessary ingredient for learning." Talk is the ability to communicate ideas, gather information, expression of opinions and to gain a deeper understanding of material.

Just as in listening, there are various forms of talk. Talk can be labeled as formal or informal. The two types of talk that are conducive in the classroom are aesthetic and efferent. If the talk is aesthetic, the student may communicate a story and it will further the student's understanding of the material they have read, be it for recreational reasons or academic enrichment. Should the talk be efferent, then we know that it should serve as a tool to assist the student in understanding the information and enabling him/her to present the information verbally or written. Proper classroom management is of the essence when assigning talking to students.

The goal of assigned talking for students is to ensure that the student is comprehending the material as well as to promote higher level thinking in the minds of the students. As teachers, we may assign talking in various methods, but not limited to, the following: one-on-one, partners, whole groups, small groups or having grand conversations. Talking amongst peers plays a role in a student's social development and interrelation connections. Group conversations will promote interaction even in the midst of varied opinions.

My personal opinion is that my teachers that were dead set on a QUIET classroom at all times performed an injustice to my development. I had to learn to operate in a "noisy" environment when I entered college. I had some classes when the teacher (typically ONLY in advanced courses) allowed free talk time but these type of teachers were few and far between. Being comfortable with stating my opinion, which was not always in agreement with the popular opinion, developed during my young adult years. I believe it would have been a great benefit to have been comfortable with this during my high school days. Learning that we can agree to disagree on issues came a later stage in my life. As with everything, evolution of classroom methods comes with time unless we are fortunate enough to have radical teachers that passionately teach even if their methods may seem unorthodox to others but are more concerned with the growth of the student.

Are you listening to me?

"Are you listening to me?" is the infamous question that I can recall back to my young elementary school years. Not necessarily directed only to me but to all my fellow classmates. If I knew then what I know now the correct answer would probably be no! Right after recess or before lunch, when children are hyper, frustrated, over-heated, under-heated, distracted whatever the case may be, NO, they are not listening. Listening is a complex, interactive process by which spoken language is converted to meaning. My simplest definition is adhering and processing the words that are communicated to me. The four types of listening are discriminative, aesthetic, efferent and critical. Discriminative listening is when the individual elects by selection what he wants to listen to. For example, a lover's quarrel. Aesthetic listening is for sheer enjoyment, shall I go as far as stating that it is recreational. For example, listening to my favorite songs. Efferent listening is to retain information, for example, medical reports or data gathering for reporting. Critical listening is not only listening carefully but also forming concepts and engaging all processes of the brain. I confidently say that I utilize all four types of listening on the daily basis. When I am in class, I use my efferent and critical listening. As my day progresses, I use my discriminative listening when at home or in public places and I engage my efferent listening skills when I am listening to K-LOVE.

During the debate, I used my critical and efferent listening skills. It was a challenge to sit back and not take over the entire process of the team. A former debate team member in high school, I knew that our statements/facts were not solid enough to withstand the debate. Debating an issue is not won by being able to "argue" it is about the ability to present well-formed statements to persuade an audience using voice inflections to strengthen the points. It truly was a challenge but I was reminded of what I learned in debate team...listen and respond, do not react with the first words that pop into your mind. This will allow true substance to the arguments you form and will counter with. It is an art form that requires LISTENING, knowledge, controlled emotion and strategically used passion. Listening to the points offered truly became a moment of utilizing my aesthetic listening.

"Did anyone notice...?" is, thus far, the most important Teacher Talk. I believe that this method will allow the student to feel value placed on their input. Even in adulthood, speaking for myself, when I am comfortable and feel welcomed in my surroundings, I am motivated to participate and exchange ideas or whatnot. I truly believe that with young, impressionable children making them feel important and allowing them to know what is expected of them enables them to become comfortable in growing as people and developing as students.

Try not to damage my Bodysuit!

Role: Kick Ball
Audience: P.E. Students
Format: Instructions
Topic: How to play as a team. Strong verb: Fairness
This game is a just like baseball except you will not use that hard, wooden stick known as Bat to hit me! Instead you are allowed to use your feet (that are armed with your not- so- soft shoes) to send me rolling or even flying into that patch of green called the field. While I take this short yet possibly long and quick journey, you will run like the wind to reach those bases before your rivals end my journey and send me flying back to the arms of their teammates! If I beat you there, guess what?! YOU'RE OUTTA HERE! When you arrive at the home base before I do your team earns a point. You are allowed three OUTS before having to hit the field. The team that earns the most points will win (bragging rights 'til next time). Now, in order for this game to be fun you will need to be fair by following the rules to this game. Remember that eventhough my rubber exterior is softer than that of a friend of mine called Baseball, I may cause injury if you throw me at one of your classmates with too much momentum. When you are too close to another boy or girl, no firing me me like a mad cannon towards anyone. The only way this game can be fair is if everyone on both teams sticks around to take their turn and are not out on the bench due to injuries. No man down is what I say! Hopefully, you boys and girls are not too aggressive or hostile, not for my sake but that of your classmates. When it is your turn in the field, you are trying your best to get me to the bases before the Kicker gets there, no tripping, kicking or illegal blocking of the bases. Remember you have many hands and feet to help you get me to the place I need to be. If you catch the ball in the field throw me over to someone closer to the infield to try to send the kicker to the bench without scoring big! If your teammate misses me as I dash by, give 'em a helping hand or with your racing feet try to catch me. I am swift once the air gets behind me. Don't forget the goal is to catch me or stop me and get me to my friends named 1st, 2nd, 3rd and home base! I really enjoy visiting with them. Be fair to your teammates and rivals!
You have the rules now let's kick some ball...wait, that would be me, Kickball!

Capable Writers
Write for audience, purpose and use appropriate form
Utilize the writing process:
*Tap prior knowledge
*Organize ideas
*Visualize
*Summarize
*Make connections
*Revise meaning
*Monitor
*Play with language
*Generalize
*Evaluate
Have a goal of writing
Use peer response
Self assess
Differentiate between genres(different verbiage)
Use a variety of strategies
Postpone editing until the end
Be able to judge the quality of writing

I understand this methodology of developing capable writers; however, I do not believe that there is set sequential order that is “one size fits all.” As we have read and discussed in class, every child learns and processes knowledge differently, I believe that their writing skills are individual as well. There are many factors to consider such as what type of thinker the student is, his/her interests and basically their reading levels and how well they are developed in their reading.

The Reading & Writing Process

The Reading Process

The key features of the reading process are:

1. Pre-reading-this stage consists of activating the interest of the intended reader(s) in the book. This may be accomplished by providing a purpose for the assigned reading or previewing the text with the student(s).

2. Reading- this stage may be exercised in various methods such as shared, guided, independent, buddy and aloud reading.

3. Responding- can be exercised by instructing the students to write in a journal, use grand conversations, flag and tag activities, or several other activities.

4. Exploring-visiting the selected read by means of instructing student(s) to re-read the selection, examine the author's craft, focus on new vocabulary words that are within the selected read, and participating in minilessons.

5. Applying-challenge the student(s) in order to deepen their interpretation and value of the reading experience. Assign projects that will assist them to make the mental correlations with the reading experience and their personal lives that will promote a personal growth such as identifying and addressing a social injustice or cause them to be motivated to further research the author, the theme, or subject matter as it affects their life directly or indirectly.

The Writing Process

The writing process consists of five parts. The five parts are:

1. Pre-writing-this first part is where the minds of ther reader(s) are stimulated on the topic and are captured on paper. Students are encouraged to brainstorm, outline the topic(s), discuss the subject matter and to explore their thoughts and ideas. The purpose of pre-writing is to organize the student's thoughts.

2. Drafting- this is the handwritten draft of the topic(s). There will be three copies at this part of the process. Students are encouraged to handwrite these drafts without editing or revisions.

3. Revision-this part of the writing process is where attention is placed on sentence structure, elaboration, using adjectives, active verbs, etc. Ideally, the draft will be reviewed by a peer and/or the teacher.

4. Editing-this is the stage focused on grammatical rules to include proper noun-verb agreement, correct spelling and punctuation. This should be reviewed an individual other than the student, such as a peer and/or teacher.

5. Publishing-is the final stage where the draft is actually produced with some sort of media. This could be limited to the classroom as part of a teacher's cirriculum via paper and pen or it may be used as a display, presented to the intended recipient (school principal or councilperson) or perhaps published as a blog. :-)


I was introduced to the writing process as early as sixth grade. The introduction was made very simple so that a class of sixth graders could comprehend the ideas; however, the writing process was faithfully taught by every English teacher from sixth grade to my final senior year in high school. I consider myself blessed to have been graced with awesome English teachers that shared the same teaching philosophy despite their various teaching styles.

In nineth grade, my English teacher provided the class with a packet of five differently colored sheets of paper. On each page, he provided an elaborate explanation to each component of the writing process. Also included on each sheet were most commonly made mistakes that hindered the flow of a paper and suggestions to improve our writing styles and skills. He promised us that we would NEVER forget that packet and on his "scout's honor" swore that we would always use what this packet of information. Twenty plus years later, I admitt that I apply these five components to every writing piece I have published. My favoriate part of the process is brainstorming because it allows me to write with "no holds barred." I truly believe it encourages the mind to go up and beyond in terms of imagination and creativity. During a brainstorming session for my senior year term paper, out of the ideas that I recorded, I was able to create a second paper that was required in one of my other classes. This knowledge has carried on in my mind beyond my high school years. I have applied this know-how my educational career, as well as work and church related life. When I was charged to create and publish monthly newsletters to serve as a communication tool within communities. At first, I will honestly confess that I felt unsure of being able to communicate effectively. I relied on that life saving packet of so many years ago and it made the task easier to accomplish.

Chapter 4 Blog

The emergent literacy process is the current method for teaching reading and writing for kindergarden through second grade students. This process includes research that is child-focused (i.e. the age that researchers found that language readiness begins is much younger than previously believed). Other aspects that are now considered are the cultural and social aspects of language learning as well as their personal understanding of written language. Reading and writing are incorporated in emergent literacy. To "hook" the young minds into reading, teachers may apply the process into the classroom in various ways such as shared reading and/or literature focus units. Children will learn that letters actually have value/meaning through their own experiences in their family life or communities. Children's interest in written language can be introduced or demonstrated by teacher activities that produce classroom rules or labeling supplies, furniture, etc. This reinforces the value of written print. Personally, I believe that labeling is effective as I, to this day, recall my teacher having every item labeled when I walked in to her classroom the very first day of school. She went a step further and color-coded our name tags; red for girls and blue for boys to reinforce what I know I had learned at a very young age. In first grade, my teacher, Mrs. Camacho, would ask us to write her notes during quiet time should we have any questions regarding anything she had talked about in class. I guess, perhaps, they were ahead of their time since this was 30+ years ago.
Emerging into writing is probably one of my favoriate areas. When I faciliated an after school program that included children between the ages of 5 and 11, it was fascinating to see the younger children attempt to immitate the older children's writing and drawings. One of my rules was that they complete their homework before being allowed to have play time and if they were not assigned homework, they must read any book in the room for 20-30 minutes and draw a picture that represented any thing of the story...a character, a setting, or something that occured in the story. This would almost always present an opportunity to interact with the child and assist him or her with spelling or defining a word. This is considered interactive writing. Minilessons is discussed in the final pages of the chapter. Minilessons are geared for children to learn about how reading and writing are used to convey messages and how children behave as readers and writers. The example of a minilesson that the textbook offered is for making predictions. The five parts of the minilesson are: introduction of the topic, sharing examples, providing information, supervising practice and reflection of what was learned. The only activity that I can recollect that is perhaps an example of this type of minilesson is a project that we were asked to do every new year during English class, draw a picture or bring in an item to help as a visual aid to a recollection of what events took place during our summer vacation. After the written part of the project, my classmates would write a summary for each student's story.

Blog Entry #1

How do students learn?

What a simple yet complex question. According to our class discussion and the text, there are five general stategies that children (students) utilize when processing information: rehearsal, predicting, organizing, elaborating and monitoring. Along with these five processes, there are social contexts that are conducive to their learning. My exposure to the classroom is limited; however, when I facilitated an after school program that included providing tutoring, rehearsal was one of the fail-safe methods of assisting the children in learning their time tables. I understand that every student is an individual and learn in varied ways but for mathematical tutoring, rehearsal (I now am aware of the official name of the strategy) was a success.

On a personal note, as a returning student after four years, I can attest to Smith's Metacognition. As an older student, I am having to re-learn what studying practices work for me and am learning what worked well for me in the past needs to be re-visited. In comparison to the times I was in school in my younger days, I would read the text once and know it without doubt or question. I was able to produce "A" grade quality papers and tests without much effort. I am now finding that I am feeling extremely challenged. I attribute it to my brain being older and the amount of data that is now in my lexcion acquired from years in the workforce affects how quickly I can process information. As I study, I am constantly asking myself if I am retaining the knowledge that is introduced by way of lecture and reading; time will tell. I will put the five learning strategies to the test and see what results it renders.

What are the six components of Language Arts? How does teaching LA connect to how children learn?

The six components of Language Arts are listening, talking, reading, writing, viewing and visually representing. Integrating the 6 LA will help students to find interest and retain the knowledge of the subject matter presented to them. As a child's schemata develops, using the six LA will enable them to process and learn wholistically.