all4mychild

Hey, Little Ant

admin — Thu, 10 May 2012 12:05:20 +0000

Title: Hey, Little Ant

Author: Phillip and Hannah Hoose
Illustrator: Debbie Tilley
Age: early elementary, elementary, middle school
Description: A boy has to decide whether to squish an ant, or not. He is persuaded by friends and the perspective of the ant itself.
Goals/Concepts:

Perspective Taking
Social Skills
Narrative/Retelling
Tone of Voice

Why I like this book: A good story to clearly show perspective taking. It also leads to great discussion in social groups across the ages.

Ideas for use:

Act out the story. One person be the boy and the other the ant. If you’re in a group- there are friends as well. Switch roles.
While acting out, practice tone of voice and body language. How would the ant look, feel, sound like if he was about to be squished?
A great story to pair with “Braidy” through Mindwing Concepts. Use to retell the story from different perspectives (boys, ants, friends). Can create thinking and speaking bubbles to pair with the story where necessary.
A great story for discussion with older kids about “early peer pressure” (as the friends want him to squish the ant). Could also pair to introduce with Michelle Garcia Winner’s Social Behavior Maps to show how behaviors have consequences for yourself and others.
The books leads to discussion as the ending isn’t told. Would be great to discuss causality- what would happen if he does? If he doesn’t? How will he feel? What would happen to the ant’s family? This can be modified based on the age of the child
If you’re musically inclined there is a song that goes with the story- sing along and enjoy
Use for writing. Do compare and contrasting paragraphs with a graphic organizer and/or venn diagram. What the same about the boy and the ant? What’s different?
Could pair with curriculum topics about insects, protecting species, etc.
A nice post on activity ideas to go along with this story, geared towards elementary school and beyond teachers guide to the Little Ant

Submitted by: Meghan G. Graham M.S. CCC-SLP

The Runaway Bunny

admin — Wed, 02 May 2012 11:21:55 +0000

Title: The Runaway Bunny
Author: Margaret Wise Brown
Illustrator: Clement Hurd
Age: preschool, early elementary, elementary
Description: A little bunny decides that he wants to run away from his mother. However, she won’t allow it, and finds a way to always follow him wherever his imagination takes him.
Goals/Concepts:

why questions
inferencing/prediction
descriptive language
“if, then” sentence structures, causals
early narrative- retell

Why I like this book: Most children can relate to strong message of love and commitment of the mother bunny.

Ideas for use:

A great story to model “why”/”because”: Why does the mother follow the bunny? Why did she want to be a fisherman? Why did she want to be a mountain climber? etc.
Have children make guesses as to what the mom would become when the little bunny decides to find a way to get away (i.e. he says he’ll be sailboat and sail away- what could mom become (wind)?; He says he’ll join a circus and fly away on a trapeze- what could she be to catch him?(tight rope walker))
Read the story to the child, without showing the colorful picture scene. See if they can visualize ( (great to pair with the Visualizing and Verbalizing program)- What do they envision? Have them draw what they picture. For example, the circus- Help them develop the scene: what would they see (clowns, crowds), hear (lions roar), smell (popcorn), etc.
The story models “if, then” syntax throughout the story. During retell could also model causals (i.e. the mommy said she’d become a mountain climber beacuse the bunny wants to be a mountain)
Use the pictures, and have students “retell” the story. Encourage temporal markers (first, next, then after that). Can make boardmaker pictures to go along, and have students sequence and then re-tell.
Have students add to the story to address narrative generation, as well as sentence structure practice. What else could the bunny do to “get away”, and what would be mommy do? (i.e. If you run after me, I will become a horse, and ride away…..the mommy would become a cowboy, and ride the horse back to the stable.) They can illustrate the story

Submitted by: Meghan G. Graham M.S. CCC-SLP

HOMEWORK: A Parent’s Guide to Helping Out Without Freaking Out!

admin — Fri, 27 Apr 2012 12:22:45 +0000

We have been reviewing books for nearly a year now and on occasion we enjoy reviewing a different kind of book, but hopefully one that will be informative and useful to our readers. Today’s review is one of those.

Recently, Neil McNerney, M.Ed., LPC contacted us to ask whether we would be interested in reading and reviewing his book, HOMEWORK: A Parent’s Guide to Helping Out without Freaking Out. I volunteered because I have 3 kids of my own (10, 13, and 15), so homework is a part of everyday. As it happened, I brought the book with me on vacation and started to read it one morning while relaxing in the sun. I thought I would give it a good skim and then write something up. Well, within the first few pages, I was hooked!! I loved this book. I finished the entire book in that one sitting and found every chapter and page to be filled with helpful information.

When I offered to read the book, I was thinking that I would get some tips for helping my daughter, the “perfectionist student”, which I did; but I also found tons of helpful information to help my oldest son. He suffered a concussion two years ago and has struggled with Post Concussion Syndrome since that time. Very recently he has begun to do well again, but over the course of those two years, he was a “disorganized student”, an “unmotivated student”, a “defiant student” and an “I don’t care student”. In fact there were many times when I genuinely worried whether he would return to the motivated student he once had been. Reading this book was quite reassuring, particularly the fact Neil continually reminded the reader that no matter what a child may say, they ALL want to improve and do well. Hearing that from someone who has worked with 100′s of kids meant a lot!

Neil’s approach in writing this book also hit my 3 R’s: Realistic, Respectful and Really well written. It is clear from reading this book that Neil really enjoys his work and in particular teenagers! That meant a lot to me as I happen to think teenagers are fascinating!

If I had to summarize the book, I would say that it provides a very helpful framework for thinking about your child’s study styles and then provides a clear framework for how best to support each style. He does this while all the while reminding us that the most important thing that we as parents can do is to remain calm and to remember that the primary goal of homework is to foster a sense of internal motivation that will serve our children throughout their lives!

Whether or not your children are struggling with homework, I would recommend this book. I found it to be filled with tips and concepts which can be applied to many aspects of parenting. Thank you, Neil, for seeking us out. I am so glad that I had the opportunity to read your book!

Neil McNerney, M.Ed., LPC is a licensed counselor, adjunct faculty member, speaker, and parenting expert. He travels nationally speaking to professional and parenting groups on parenting and childhood issues. (bio taken from the cover of his book).

To learn more, visit www.neilmcnerney.com or follow him on twitter @neilmcnerney or on facebook @ReduceHomeworkStress.

It’s Funny Where Ben’s Train Takes Him

admin — Fri, 13 Apr 2012 17:40:40 +0000

Author: Robert Burleigh

Illustrator: Joanna Yardley

Age: preschool, elementary school

Description: Ben sets up an elaborate train excursion in his room that takes him up, around, through, and under trees, farmhouses, tunnels and towns. It all starts with a drawing…

Goals/Concepts: Motor planning

Sequencing
Spatial terms
Imaginative play

Why I like this book: This story is a delightful example of how a simple little drawing can be the start of an adventure as Ben’s imagination takes over using everything in his room from blocks to toy animals, bubbles and plants. I also love the book because it’s about a boy and his trains! What a great way to capture and expand on imaginary play.

Ideas for use:

Ask the kids to put all the places Ben and his train went in the correct sequence and act it out.
Use the book to facilitate ideation – have kids look around the room and think about what common objects they can use to represent buildings, trees, etc.
Read the story to a small group of kids and have them decide on a theme for a collaborative story to do together.
Play, “I’m Going on a Picnic” clapping game but go on a train ride instead…”and I will pass a farmhouse, go through a tunnel”, etc.
Have kids draw a story starter picture of some kind of adventure and then exchange it with a friend to complete the picture and story to promote flexibility.

Submitted by: Jill Perry, MHA, MS, OTR/L

Hush!

admin — Mon, 09 Apr 2012 13:29:45 +0000

Title: Hush!

Author: Minfong Ho

Description: A Caldecott Honor winning story of a mother desperately trying to keep the animals of the jungle quiet as her baby is sleeping. However, little does she know that her baby is awake the whole time.

Goals:

Inferencing
Reading body language
Phonological awareness (rhyming)
“Who?” questions
Retelling (early narrative)
Animal vocabulary
Perspective Taking
/l/ blends, /l/

Why I like this book: This is one of my favorite stories. The pictures are adorable, and the poetic story keeps kids engaged. Kids also love the animal noises that author provides (i.e. HOOM-pra, HOOM- Pra for the elephant, Op, Op for the frog, etc.)

Ideas for use:

Great book to teach early inferencing and prediction. There are visual clues as to what animal could be making noise next. Have kids collect the “clues” from the mothers words or from the pictures
the body language is amazing in this story. Lots of examples for children to interpret, act out, and infer what she is thinking and feeling. Add cut out thinking bubbles above the mother’s head.
have kids fill in the blank to generate the rhyming word while reading
the story is a good model for “who” questions (a person or animal) as the mother is consistently wondering “who” is making the given noise.
a simple sequencing narrative for kids to retell. Use the pictures and have the kids retell the story. Encourage temporal markers
would be a good simple narrative to pair with “Braidy” from Mindwingconcepts
good story to discuss “setting” as the story takes place in a hut in the jungle of Thailand . Have kids generate and discuss the animals of the jungle, the plants, what they would see and hear (pair with the Visualizing and Verbalizing approach for description)
Carry over to pretend play: If a group- Have kids “act” it out! One “mommy” can tell the animals to “hush!” The repetative phrases are easy for kids to remember.
If you don’t have a group, use pretend play toys and act out. A simple pretend play house would work- what could be making noise in the house that the mommy would worry about? (i.e. mail man, the dog, cars outside, etc.) Work on sequencing of play schemes.
The mother never knows the baby is AWAKE. Perfect to discuss and model perspective taking. Use thinking bubbles and act out for comprehension
Lots of /l/ blends and repetitive for kids to practice (sleeping, black, etc.)

Submitted by: Meghan G. Graham M.S. CCC-SLP

The Cozy Book

admin — Mon, 02 Apr 2012 20:41:46 +0000

Title: The Cozy Book

Author: Mary Ann Hoberman
Illustrator: Betty Fraser

Age: preschool, early elementary

Description: This is a beautifully illustrated book that takes a child through waking up to bedtime while experiencing all the sights, sounds, smells, tastes, touches, movement and emotions a young child might live through in a day.

Goals/Concepts:

Sensory regulation
Perspective taking
Body awareness
Sequencing
Spatial terms
Friendship
Imaginative play
Rhyming

Why I like this book: This is a book that must be experienced. It is long and written in rhyme. The illustrations have lots of detail, action, and emotion. The book reminds us that we live in a world that bombards the senses at every turn and recognizing the “cozy” senses can help us stay regulated.
Ideas for use:

Read the book a little at a time and have the kids talk about what is “cozy” or regulating for them as each sense is highlighted.
Talk with kids about the sequence of their days.
The book points out that some things are “cozy” for some people and not for others. Have a discussion about differences and taking another person’s perspective.
Kids can conversely talk about sensory experiences that are not cozy and what they can do about it. (Some kids in the book are putting hands over their ears to block out noise).

Submitted by: Jill Perry, MHA, MS, OTR/L

Like this review and activities? Check out the Social Adventures App for more activities for children.

Treasure Kai

admin — Wed, 28 Mar 2012 12:12:24 +0000

Title: Treasure Kai

Author: Karin Guinn Robertson

Description: An interactive book app OR available as a traditional book at TreasureKai.com but with interactive properties. A young boy, Kai, embarks on a adventure to find lost treasure.

Goals/Objectives:

Reading Comprehension
Inferencing/Prediction
Phonological Awareness-rhyming
Narrative

Reasons I like this book: It reminds me of the “choose your own adventure” chapter book concept from my childhood. You get to choose how Kai finds the treasure.

Ideas for use:

Story is great for comprehension. The story allows you to be read to, or read yourself. Use the story for prediction questions (what might happen next?), “wh” questions, etc.
When a riddle (clue) is provided, see if students can make guesses/infer what it could be? Why do they think that? Where might Kai go? What will he need to do?
Play “I spy” with description questions when Kai is in the antique shop, his “secret hideaway.” Lots of objects. Focus on saliency- can they give you a clue with 2 important details about the object?
The clues to finding the treasure are in riddle form. Have students predict which rhyming word is coming. For an activity after the book, have them generate their own treasure story and write their own riddles that rhyme to give a clue.
Another good book to tie with “Braidy” through Mindwingconcepts. The “actions” that happen change order based on the route you choose. Have students retell.
Kai demonstrates great body language. Have students imitate/interpret.
There are some examples of figurative language in this story “shaking in his boots,” wearing his “birthday suit”- can lead to discussion or activity around figurative language
The website found here (www.treasurekai.com) has “fun fact videos” that would be great for further comprehension and more expository in nature. There are videos around the shipwreck that inspired the author, the concept of quicksand and more. Great to use as a follow up activity…and can likely tie to curriculum concepts in science, and social studies/history
The author also provides “reading strategies” tab on her site. The author was inspired by her children who were reluctant readers. She has tips and research here.

Disclaimer: reviewer was provided a promotion code for this app

Submitted by: Meghan G. Graham M.S. CCC-SLP

Like this review and activities? Check out the Social Adventures App for more activities for children.

Should I Share My Ice Cream?

admin — Wed, 21 Mar 2012 12:16:47 +0000

Title: Should I Share My Ice Cream?

Author: Mo Willems

Description: The beloved elephant, Gerald, labors over the decision whether to share his ice cream with friend, Piggie. Should he or shouldn’t he….?

Goals/Objectives:

Body language/facial expressions
Friendship
Perspective taking
Prediction
Emotions

Why I like this story: A beautiful story about Gerald who doesn’t want to share his ice cream but knows it would be the friendly thing to do. He thinks about what Piggie might be feeling and makes a decision. The twist at the end is the icing on the cake (or the whipped cream on the ice cream)!

Ideas for use:

Great book to lead off discussion about why we share and how it makes us feel.
Talk about Gerald’s facial expressions and body language and how that communicates what he is thinking and feeling.
Kids may want to act out Gerald’s exaggerated body language and see if others can guess what they are feeling or thinking.
Have kids predict what Gerald will decide based on his page by page reasoning.
Discuss how Gerald feels when the plans change unexpectedly. What does Gerald do? What would the kids listening to the story do?

Submitted by: Jill Perry, MHA, MS, OTR/L

Like this review and activities? Check out the Social Adventures App for more activities for children.

Moondance

admin — Fri, 16 Mar 2012 22:39:50 +0000

Title: Moondance
Author: Frank Asch

Description: Bear has a wish to dance with the moon. Before his wish comes true, he learns a little bit about weather and a lot about friendship.

Goals/ objectives:
• Wishing vs knowing
• Inferencing/ Prediction
• Sequencing/ retelling
• Describing supportive friendships
• Simple weather concepts

Why I like this story: It is a classic, it is very sweet, and it can be read and discussed at a number of different levels.

Ideas for use:

Wishing for something to happen vs knowing that something will happen can sometimes be confusing for little ones and this can lead to disappointment. This story provides an opportunity for talking about the difference between the two and for introducing the notions of flexibility and finding joy in alternatives
For younger or more concrete learners, this book provides an opportunity to introduce some simple weather facts and vocabulary (fog, clouds, rain, puddles, condensation, evaporation, etc)
Discuss the weather sequence in the story and other weather sequences (seasons, leaf sequence, etc)
Bird is a wonderful role model of a supportive friend throughout this story. His encouragement of Bear to consider alternatives comes up often. He helps Bear find alternative dance partners and he offers Bear another perspective when Bear feels left behind. Following the reading of this book, discuss Bear’s reactions to Bird suggestions and follow up with a discussion of how thinking flexibly is important.
The simple story line offers a great opportunity to introduce Braidy, the Story Grammar Marker from Mindwing Concepts.
Dancing is a major theme in this book. In a group, encourage kids tune into body language by first demonstrating how they might dance differently in fog, rain or a puddle. What about mud, snow or wind? Peers can try to guess where friends are dancing based on salient clues (e.g., shivering while dancing in snow, feet getting stuck in the mud, etc)

Submitted by Karen S Head MS CCC-SLP

Like this review and activities? Check out the Social Adventures App for more activities for children.

My Friend Has Autism

admin — Fri, 09 Mar 2012 14:37:21 +0000

Title: My Friend Has Autism

Author: Amanda Doering Tourville

Description: A delightful story of friendship along with some objective information to help explain autism to children. This book is not typical of the books we usually review, but we wanted to let people know that it is available and written beautifully. As we know, autism is a spectrum disorder and the child described in this book is at one end of that spectrum, so it is not a universal explanation, but it does express universal themes of the pure acceptance of a true friend. The “teachable information” (e.g., “Did you know? That children with autism have trouble communicating…”) is presented in a bubble format which is imbedded in a sweet story of two friends sharing an interest. Therefore (if read aloud), the reader has the choice to include the “Did you know?” bubbles or not.

Goals/ objectives:
• Introduction of some common characteristics of autism to children
• Enhance understanding that difference is just that… different
• Reminder that similarities are the “most important thing”
• Discussion of the qualities of true friendship

Why I like this story: It is written from a child’s perspective and it is so heartwarming.

This book is just one in a series of books entitles Friends with Disabilities. When reading it, I was reminded of a beautiful blog post written by mother and blogger, Mom – Not Otherwise Specified. She educates her child’s class about autism through the use of a very accessible metaphor. You can read it here.

Submitted by Karen S Head M.S. CCC-SLP