The Art and Science of Distance Learning – No excuses

First, let’s define distance learning. It is a form of learning when teachers and students are  physically separated. It takes multiple forms and can employ a variety of technologies. It is known as on-line learning, e-learning. It can involve such platforms as Zoom or Teams, as well as strictly on-line platforms that are asynchronous, meaning not at the same time. 

I have heard from children and parents that the current efforts for meaningful education is limited during this time of COVID-19 because of distance learning. The frustrations of families are very real. I want to emphasize that the current situation is not the fault of the teachers, schools or the administrator, but rather a confluence of unexpected set of circumstances beyond the control of families or schools. With that being said, however, here are just a few of the simple issues, not even the more complex issues, that students and their families have identified as needs in order to avoid frustrations and confusions: (a) assignment due dates with advance notice, (b) You Tube postings that are short, to the point with interspersed practice, (c) additional performance feedback that is frequent and instructive, and (d) clarity of instruction. 

Middle school and high schools, since there are  multiple teachers and variety of subjects involved, present even more difficulties, demanding a more intense level of coordination across teachers as well as an integrated systems approach, not in content, but in alignment of structure and organization at the administrative level. 

Now, some teachers and administrators have pulled this off, have mastered the intricacies involved in distance learning, and they should be applauded. And let’s be clear, distance learning can be very successful if done well and can meet the needs of most students. Please, note that I said MOST and not ALL.

Overall, however, distance learning requires specialized skills and a grasp of the intricacies, and even a predilection, for teaching on-line. And most teachers do not possess and are not trained in these methods and orientations. Most teachers, instead, have the planning skills and the management techniques for the design and implementation for face-to-face instruction, which are decidedly different from those skills necessary for instruction in a distance format. 

In fact, most universities offer extensive, multiple week programs for instructors who engage in courses that are not presented in the traditional manner, suggesting a real art and science to all of this that classroom teachers probably do not have. 

This discussion about distance learning is especially important as we look forward to next year, a year which may include some, much, if not all of instruction in a different manner. 

In that case, if school is not fully back to normal, teachers need training in how to design and implement distance learning. Keep in mind again, that I am not faulting teachers and administrators who were taken unaware. But this next school year is a horse of a different color, and we have an indication of the direction that the wind may blow. I want to emphasize that we no longer have a legitimate excuse. We have that heads up. (I know, mixed metaphors.)

So, parents, what can you do. If some form of distance learning is involved in the next school year, advocate with your district/school to require teachers to receive in-service training in the art and science of teaching in alternate formats. Also, insist that administrators take an active part in organizing consistency across classes, keeping in mind the logistical nightmare imposed upon families with multiple students from multiple grade levels and from multiple schools. Let’s learn and move forward from this recent unpleasant experience.  

And let’s hope that the “new normal” will look much more like the “old normal” and teachers will not have a need for additional training. But let’s make sure that those skills are solidly in place if necessary.  

A Squirrely Situation: What is the New Normal! – Warning, this is a RANT!

This is what I have heard. There is no guarantee that elementary and secondary schools will return to normal for the fall, perhaps for the entire year. And I am not sure that the “new normal” is going to be “normal” enough.  And I am concerned.

In an article on May 21, the Seattle Times reported that a working group in Washington state composed of 123 stakeholders, including educators, principals, advocates, and union representatives have met to consider several different options. Some of the options are opening as usual, rotating students through buildings, and remote learning.  Most ideas that I have seen from across the country shares the likelihood, at the very least, that plans will include elements of remote learning of some type. But remote learning is not the panacea, especially in the way it was slapped together in this emergency situation. And, I am not faulting the educators here. Everyone did the best they could in a very unusual situation and with a very tight timeline. But now we need to do better. 

And right now, I’m thinking this situation is NUTS! What kind of education can our students (e.g., preschool, elementary, secondary, and college) get ON-LINE or with limited accessibility to face-to-face classrooms and teachers. How do teachers plan? How do families plan for childcare and employment? And I am concerned about our students.

·     YES! I am concerned about students losing opportunities for quality education and how that will impact their futures!

·     YES! I am concerned about children’s health and public safety!

·     YES! I am concerned about children who do not fare well with on-line formats, and there are many of those students!

·     YES! I am concerned about children who do not have access to technology that can facilitate success or do not have the support at home needed for success because their parents work! 

·     Yes! I am concerned about children with special needs who cannot get instruction aligned with their IEPs!

By golly! We have got to do better than this! So, what is the solution! I don’t know. Do you have any bright ideas?  We have only three months before those doors are due to open. 

Now to restate, I am vitally, completely, wholly, utterly, absolutely concerned about our children’s future. I mean, I have played my part with this school-closure thing for more than the last quarter of the school year.  

This situation of COVID-19 is NUTS, not to know what is coming and how to plan and what this “new normal” will look like, and the role that distance learning will play in these plans  – at least for the fall quarter. On the whole, states, districts, and school administrators appear to be at a loss, with not yet fully conceptualized ideas and guidance, and they might not have plans until midsummer. I want to reiterate that I do understand the complexities involved in these decisions. I do understand the reality of the current state of affairs. I get it. And everyone is doing the best they can in this “unprecedented time.” And it is important to recognize this. But we do not get a trophy for effort or participation in this case. We need a well-formulated, workable plan prepared and disseminated. And the sooner this plan is in place, the better. A plan that accounts for the concerns above.

No matter the fact that I know there are so many variables and that I have enormous heart for those who are responsible for these decisions:

I still feel like this COVID-19 situation is nuts and that the squirrels have come out to play.

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Need an Anchor? – Have a little drift?

Have you heard of drift? It’s not a boat wobbling without an anchor just outside the harbor. Drift is moving away from what works. This happens to all of us. Our good intentions often slip somewhat as life gets in the way. In those cases, it is often helpful for a little reminder, a review. So, let’s remember a few practices that might be helpful for school at home. (This is for those of us who don’t have little darlings with angel wings on their shoulders, flapping excitedly when given a direction.) 

Set a place for your student(s) to work that is easily accessible to you. A kitchen table works great. This is especially important if you have more than one student in your one-room school.

Set a time for school and communicate the amount of time clearly with the students. The time should be appropriate for the age, grade, skill level of the student(s). It Includes break times. Break times can be either after so many minutes or after a completed task. Use a countdown timer if necessary. Many children have difficulty with sensing the passage of time. Ten minutes can feel like an hour.

Ensure you have all materials on hand.  For example, you will definitely need the following: paper, pencils, erasers, necessary books and worksheets. Think ahead. Many tasks will require specialized materials. Planning ahead will keep students on task and reduce frustrations overall.

Set expectations at the beginning of each class session. Here’s a few that may be helpful:  (a) work until completion or until break, (b) check your work, (c) work for neatness and accuracy, (d) complete the task, (e) ask if you have questions, (f) your work is completed when the parent has checked it.

Have a list for each child of what needs to be done so that they can check off their own progress as they proceed.

If students are working independently, be available. But try not to hover. All ages of students benefit from a little bit of monitoring. 

Use positive specific praise and reinforcement. For example, say something similar to,  “I liked how you paid attention to that podcast,” or “Great job getting that hard problem correct.” Make sure you comment on effort as well as on accuracy. Find things they are doing well. Educators call it, “Catch ‘em being good.”

Be as consistent as possible. Set up a schedule and keep to it as much as you can. The more you are consistent, the better students respond. But remember to be sensitive to your student(s) feelings. This is very hard work and can be discouraging.

Include some task or subject that holds special interest for the student in order to enhance what they are learning outside the ordinary daily grind. Find something that they enjoy that will extend their learning and include it in daily lessons. 

Use humor and patience. Learning from home with on-line resources is challenging for both you and your student. 

And finally, plan something fun each day for after class and communicate clearly, “First school, then _______ (fill in the blank).” Choices are always good.

The hard part is sticking to all of this in order to reduce that drift. 

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Roar Like a Lion – From the San Diego Zoo

Who doesn’t like a trip to the zoo. Well, here’s an opportunity for both teachers and students for some quality learning, sponsored by the San Diego Zoo. These are a great series of courses, and they are FREE. Yes, FREE! 

Students who are 13-years-old and older can sign up and so can teachers Students can earn a certificate for each completed course, and teachers can earn continuing education units (CEUs) and clock hours. 

Just some of the topics of the courses range from penguins, big cats, and alligators with many more types of animals in between. The modules are well-designed with an overview, objectives, and assessments. They include colorful photos of animals and lots and lots of information. I was surprised at what I learned just by exploring a few. 

Don’t be discouraged when you choose a module. It takes a little time to load. In addition, make sure you click on the audio button down below. And just so that you know, some slides do not have audio, and just click on the next button to access more of the content. 

Don’t delay. These courses may disappear at the end of the school year.

https://www.sdzglobalacademy.org/coursewereheretogetherfreespecies.html?utm_source=GS-Facebook&utm_medium=Social&utm_campaign=FB-Traffic&utm_content=Image_Academy_Tiger

Pack a lunch, grab a hat, and don’t forget sunscreen!

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Pin Your Forehead to the Wall – A mothers solution for peace (This is hilarious)

Well, now I have heard everything! 

Locked in with your students. Have you wished for less running through the halls, less wrestling across the couch and floor, and a few minutes without the shrill voices of wrangling discord. (Well, it may not be all THAT bad, but it may feel like it.)

So, pin your kids foreheads to the wall. NO! I AM NOT KIDDING. But do not call child protective services, not yet anyway! 

One mother gave each child a twenty-dollar bill and set up a competition. Two rules: (a) no hands and (b) stand up. Whoever pinned that $20 to the wall with their forehead the longest could keep it. Game on. (By the way, the younger children watched in disbelief!). This mother earned herself several moments strung together of peace and quiet, time for several cups of coffee or time to get the bills paid in relative tranquility. 

I am sharing this with you because I am surprised at the visceral understanding of human nature that mothers possess. She didn’t need to take a course in classroom management. I am also amazed at the gentle problem solving that mothers employ. Here’s what she did right: 

1. She used humor instead of yelling at the kids and sending them to their rooms.

2. She did not bribe them, beg them, or coerce them into being good.

3. She used high motivation. (I mean, come on, who wouldn’t pin their heads to a wall for twenty bucks!

4. She used a challenge format, a game.

5. She was ready with simple rules and to change up the game.

6. She recognized that different methods are appropriate for different ages. (She didn't have the three year old play the game.)

Well, her 13 year-old daughter was the victor. Her older brother wiggled around so much toward the end of the competition that his bill fell to the floor. 

I’m not suggesting that all parents hustle down to the bank and withdraw $20 bills. But what I am suggesting is that the same principles used here can de-escalate fidgety behavior after weeks of lock-in when tensions can run high  – use humor, motivation instead of punishment, make it a game, employ their imagination, be ready with the next act when needed.

And if you don’t have a twenty to spare, maybe a five will do. Cheap at the price! 

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Get Your Science On – Something for the older students

Can’t get out to summer camp this year? Want your kids to actually do something that will add to their lives and still, and primarily, have fun, and not be umbilical corded to their Play Stations?

Well, here’s Steve Spangler. He has science experiments that can be done at home. Most require simple materials from around the house. In fact, if you have a one-room school with several youngsters at different ages, you can appoint (If willing to be appointed) your preteen or teenager to be the leader and share the experiments with their younger siblings. Then just listen for the “oohs and aahs.” This can be hours of investigation and hilarity.

And what’s really great about these experiments is that Steve Spangler explains why they work. Now, don’t get me wrong, he doesn’t do a long theory lidden dissertation. These videos are free. He does support virtual summer camps with complete kits. But those cost money. I don't know about you, but I like the FREE STUFF! 

I’m including two sites that might be helpful. But be aware, not nearly all, but just some of these experiments require adult supervision. So, help your students select the ones they can do safely without you eagle-eyeing over them every minute. 

In fact, for those parents who are kids at heart and like to play. Some of these would be fun for you, too! 

https://stevespangler.com/science-at-home/

https://m.youtube.com/user/SteveSpanglerScience/videos

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

All Aboard! – Train rides for more exploration

What child ( of all ages) doesn’t love trains, magical. When David and Isaac were very little, we boarded the Cascade passenger train that travels along the Sound from Bellingham to Seattle. We stopped at Everett, not more than 60 miles, for just a taste of a ride. Grandpa met us at the end of our line and drove us back home. I had as much fun as my grandkids did. 

Sharing a real ride might be a little difficult right now. But you can still take a  virtual trip. Here’s one from Switzerland to Italy. Very scenic. (Just skip the ads.): 

 https://www.youtube.com/watch?v=Mw9qiV7XlFs&feature=emb_rel_pause

After the ride, visit this site below. It’s really great for your youngsters, ages about four through seven. The stories are read from real books, pages turned. There’s about 15 stories with related activities. If I had known about this, we would have had more hours of fun.

B & O Junior Junction: Very cute! Your students will love it! Easy to access. New content added weekly. And - Yes! It is FREE!

http://www.borail.org/JrJunction.aspx

Field Trip: And you don’t even need a ticket

Schools often have field trips as the year winds down. Youngsters lining up to board on big yellow buses. Well, here’s a great virtual field trip for a little bit of break from academics that anyone can enjoy, especially your students in upper elementary. I know I liked it, even though I’ve left my preteen years far, far, far behind. I shared this particular FREE opportunity in a prior post called Resources! Resources! Resources! (Please, see that post for more ideas.), but was afraid it might have been lost in all the words. So, here it is. Load up those kids, pack a picnic lunch, and head out for a fun afternoon. 

American Museum: 

This is wonderful. It has virtual tours and a lot of interesting topics. Make sure you scroll down the homepage to the section for Families and Students. That is where you will find some interesting materials. Especially OLOGY! Very cool. After you check out that location, then explore further. You will find some wonderful things including art, science, history. The T-REX conversations and videos are really great. And right! IT IS FREE! 

https://www.amnh.org/explore

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Beyond Goldilocks and the Three Bears - Developing preschooler's comprehension

Of course it worked! But, seriously, I am so happy that those who read my blog actually try some of the ideas! I’m going to share part of a communication from a parent who tried a suggestion on a trip to their cabin, and then I’ll share a little bit about how to extend the strategy to even make it better. The children are three and four years old.

If you haven’t read the post yet and want to know what we’re talking about, go to the post “The Three Bears and the Little Red Hen.”

There is no TV, no cell, and no internet. It’s wonderful up there. But we did bring books, and let me tell you, my little ladies surprised me!! As I read, I started asking questions like you suggested and they were answering them!!!! I read a page or two and asked a question. When they knew the answer, they say it, and then I kept reading. But when they didn’t know, they were quiet. I could tell they were thinking. I gave them time and then re-read the page and asked again, and they answered. I guess it surprised me just how much they can really comprehend at this age. 

She did this GREAT! And it is surprising what children know and can do. These “little ladies” are a little on the young side for this strategy, but each child is different and develops at different rates, so go ahead and try. If the strategy doesn’t work, that’s fine.  However, whether you use this story reading strategy or not, remember to play with language with your preschoolers. Play with language all the time. When you’re driving down the road, sing songs and recite nursery rhymes. Use the same simple rhymes and songs over and over so that the children memorize them. Use especially nursery rhymes (See the post Jack and Jill for more information about that strategy). 

Another GREAT source for language play are the Dr. Seuss books. Just be careful with selecting Dr. Seuss books. Some of his books are pure nonsense and fun and a type of play with language, They are great for developing phonological awareness, structure of language and sounds in words. Some of his book are real stories with a distinct beginning, middle, and end, with characters and settings. They have a plot. These types of books are great for asking questions. 

Now, how to extend this story reading strategy. Here’s just a few suggestions. 

1.   The four questions apply to the overall story. For example, there is usually only one main character in the story. So, in Goldilocks and the Three Bears, the answer to the question of “Who is the story about” is Goldilocks. The three bears are not the main characters. For the setting question, after the Goldilocks goes to the bear’s house, ask the question: “Where does the story take place?” Sure, Goldilocks goes through the woods to get to the bear’s house, but the real plot of the story is in the house itself. This helps children to be able to sift through relevant and irrelevant information.  By asking just these four questions for books that have a plot, we can extend the strategy to be more meaningful and helpful for children. 

2.   Begin story time with a summary using the questions that will be asked. For example, “We’re going to read a story about Goldilocks. She goes to the bears house and gets into trouble. The bears find out and she jumps out a window and runs away. Let’s read the story.” In this way, you are linking the questions to the summary and highlighting the important components of the structure of all stories. 

3.   After you have read the story, summarize it again. “We read a story about Goldilocks. She went…..” You get the idea. This summary once again emphasizes the important points of the following: (a) who is the story about, (b) where does the story take place, (c) what was the problem, and (c) how did the story end.” And remember why you are doing this. It is because all stories, narratives, have the same structure and you are sensitizing the little ones to a strategy that they need for comprehension. 

4.   Finally, link today’s story to yesterday’s story. Hold up the book from the day before and review the same set of questions. For example, “Remember, yesterday we read a book about Goldilocks. She went to a bear’s house and got into trouble. The bears found out, and Goldilocks jumped out a window and ran away. TODAY we are going to read a story about the Little Red Hen. She lives on a farm. She asks for help from the other farm animals to make bread, but they refuse. She ends up making the bread by herself and eating it all up.” 

Remember, each child develops at different rates. Some will benefit from this story grammar strategy early on and some not until they are around five years old. Be careful not to push the child into something when they are not developmentally ready. Do not be afraid to adapt the strategy to a simpler form or to extend it as you see the child learning. (A simpler form is just summarizing the story before you begin reading. “Today, we’re going to read a story about….” without asking the questions.)

Remember also, even if you don’t get this strategy exactly right. For example, you forget to ask a question or choose the wrong type of book. Don’t worry. It’s all good. You have done something really wonderful with your child anyway. You have read a book together and shared time. That is the most important thing you can do.  

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

Appreciate the Teacher Week – To the professional and accidental teacher

I’m sure that most parents have hand delivered flowers and thoughtful thank you cards to your children’s teachers during Teacher Appreciation Weeks in the past. And they deserve that thank you. 

On good days, a teacher’s job in school is demanding, physically and emotionally and mentally. They are not only doing the job of teaching a subject, but also are nurturing the most important people in your lives for significant hours in a day. 

Right now, we want to completely and thoroughly acknowledge that teachers have been placed in a very difficult situation with this COVID-19 environment. Teaching from home is an upheaval of so much they do. (Just ask me. I’m doing the same thing at the university level.) It takes additional and heroic planning, adaptations, organization, and implementation, which all takes additional time and thought in order to provide meaningful content to students across virtual forums. This is uncharted territory and looks very unlike what a teacher does in a classroom. And then, on top of that, teachers deal with tricky, unfamiliar technology, internet interruptions, and software that freezes. 

Furthermore, in many cases, teachers are not only teaching your children, but they are also teaching their own and experiencing much of the same frustration as you, of helping with content outside their third grade expertise. They are also trapped in the same kind of difficult situation of trying to get their work done, as a professional, as well as staying on top of assignments, geometry problems, and writing prompts of the inhabitants of their own one-room school house.

So, as a recipient of those cards and flowers over the past more than 30 years, I send to all of you teachers out there virtual flowers and thank you cards for those of you who have taken on these new multiple responsibilities and challenges. It is not easy.

This thank you includes, you, too, parents. Those of you who are doing sometimes up to three jobs: jobs of being a parent, an accidental teacher, and in many cases, the job of supporting your family by working from home.

Here’s to you all of you teachers. 

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.

The Three Bears and the Little Red Hen – This is so easy for your little ones

The Three Bears and the Little Red Hen have something in common besides a good story. Helping your young children see the commonalities across stories supports their comprehension of not only these simple ones, but also of more complicated works, such as Moby Dick. (No! You’re not going to read to them Moby Dick, but someday, they may read it.) All narratives have the same structure, called story grammar. By familiarizing young children to story grammar, you are laying the foundation for later comprehension and analysis in later grades. You probably did something like this in school. And you can do this at home! 

No preparation needed. No special materials.

You just ask four little questions as you read the story. 

·      Who is the story about? 

·      Where does the story take place?

·      What is the problem?

·      How is the problem solved? 

Here’s an example using The Three Bears by Robert Southey, an earlier version of Goldilocks and the Three Bears from England. Children understand a great deal more than you would think. This version provides opportunities for the basis for other conversations. I like this version, also, because there are some “big words” in it that will extend a child’s vocabulary. Don’t be afraid to use big words and tell what they mean. After reading each section of the story ask the related question. If the child cannot answer or gets the answer wrong, just gently tell the child the answer.

In a far-off country there was once a little girl who was called Silver-hair, because her curly hair shone brightly. (Who is the story about? Answer: Silver-hair)

One day she started out into a wood to gather wild flowers, and into the fields to chase butterflies. She ran here and she ran there, and went so far, at last, that she found herself in a lonely place, where she saw a snug little house, in which three bears lived; but they were not then at home.  (Where did the story take place? Answer: The bears house.)

While Silver-hair was lying fast asleep, the three bears came home from their walk. They came into the kitchen, to get their porridge, but when the Big Bear went to his, he growled out: “SOMEBODY HAS BEEN TASTING MY PORRIDGE!” (What was the problem? Answer: The three bears came home and found their house broken into.)

At that, Silver-hair woke in a fright, and jumped out of the window and ran away as fast as her legs could carry her, and never went near the Three Bears’ snug little house again. (How was the problem solved? Answer: Silver Hair jumped out the window and never came back again.)

Now, there can be variations of this strategy, depending upon the skills and maturity of the child. You might read the story first through without the questions and then say, “I like this story, let’s read it again. This time I’ll ask some questions. See if you can answer them.” 

Or you might prepare the child before you begin reading by providing a brief summary, “We’re going to read a story about a little girl who is very curious, named Silver Hair. She breaks into a house and damages it. And runs away when she is caught.” Then you might say, “Let’s read the story. I’ll ask you four questions as we read: Who is the story about, where does the story take place, what is the problem, and how the problem is solved.”

Or you might say before you read the story. You know the story of Goldilocks and the Three Bears. Here’s a different version. It is very similar to the story you know. This little girl’s name is Silver Hair.”  

And of course, any variation all depends upon the age of your child and what they already know. 

Adaptation: But, if this is too difficult for your child or the child is younger, then choose a simpler version of the story, gaging the degree of difficulty upon your own circumstances . Most fairy tales have multiple versions of the same story, some with less complicated language structure and vocabulary. In addition, instead of asking all four questions, choose just one “Who is this story about?” Then add the additional questions as you read subsequent stories, developing your child’s comprehension across time and stories.  

So, there it is, a simple way to lay a foundation for skills in comprehension. This is easily done with children four and five years old. So, the next time your child brings you a favorite book and slips up next to you for a good story, think about stretching their thinking, just a little bit. 

I have included the link to where you can download a copy of the pdf of The Three Bears, just in case it’s a rainy day and you want to snuggle down and read a good story this afternoon. 

https://etc.usf.edu/lit2go/68/fairy-tales-and-other-traditional-stories/5105/the-three-bears/

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.