Melva Gifford

This is a continuation of notes I took while attending a very good workshop at the Timpanogos storytelling conference from an educator by the name of Sherry Norfolk. In the previous week I shared ideas that Sherry offered of how teachers can use storytelling more effectively in their classrooms. These are more notes to that presentation.

–          Modeling: book tells it, read it, write it.

–          Grandma spider is a Cherokee folktale: I’m not as little as I would like to be in never heard of the tail sign on a present a bit briefly here. There was a time that the world was dark and big bear called all the animals together for meeting. Big bear, told the animals that he saw a crack the Skye and in the crack in the sky. He saw something bright white. He asked the members of the animals who will go get the light. The Raven volunteered and says I’m strongly from flyover and get the light. So the ravens flew over to where the end of the world and got the light, but realized he couldn’t carry it with his weighing because he had to fly three sides to go ahead and put the light on top of his head that he did fly. But as he was flying, he smelled something burning and realizes that was on fire. He had to stop without and found that his head is now bald.

–          The next animal that volunteered was the badger, he said I can go ahead and get the fire. So he went to the end of the world to get the fire, and he says ILB smart. I won’t have the fire on my head. I’ll put it on the Mitel. But then he smelled something burning in the light burned his tail and as high badges no longer have from the tales

–          finally with the old grandma spider. She sessions go get the light. The best said that she was old and had a bad memory, and they doubted if she could do the job. She insisted. Let her go. Grandma spider began to create a web from when she was to the end of the world to bring her back. When she recently end of the world. She made a bowl out of wet mud. She puts the light in the bowl, and as she drags it back to the other animals. The bulk looks into a hardshell. When she returns home. The animals. So the light up into the sky giving the world like. And also created is the first bowl.

–          here’s a efficient telling of the story:  http://tellingtales.wikispaces.com/Cherokee+Legends+%26+Folktales

–          one way to help children understand the concepts of the story is that you tell the story is simply act out the story without any words and have the children imitate your actions. This is useful because some children have different learning styles and acting out the story silently helps broaden responding to different learning style.

–          You can also review the story by going step-by-step the story and as such questions as,

1. why did the bear called the meeting?

2. What did the Raven do

3. what happened

4. what did badger do

5. what happened

6. what did grandma spider do

7. what happened

8. what they do with the light

–          this displays an eight step structure that other stories can fit into an aside, no for writers. It is also the three try fail cycles. There are other stories that share a similar concept to other countries that can be plugged in to the grandma spider story

Sherry’s website: http://www.sherrynorfolk.com/

Which is a chance to add to an object in a sentence. I think of the W as two funnels that will let me add a bunch of extra stuff thus Add.

That just limits an object in as sentence. This may not be a very good image but may work until I can find a better one. Two Ts in ThaT two I in lImIt.

Have a better recommendation? Please feel free to share it in the comment section of the blog.

This can be a gross topic when talking about stools, but I found it informative and for those of us who want to understand things. The primary info came from an advertisements I found on Facebook which then linked me to YouTube. The site then wanted to sell pills to help people with their digestion issues.

Separate from that, we may find it informative. I listened to an advertisement that talk about what health risks or related to the different type of stools we have when going to the restroom. I took notes and found other sources and thought it would be informative information. Links are below.

Stool sticking to side of toilet = means that your fats are not being processed.

Stool that pellet or ball shaped = means liver stagnation, stress and lack of exercise

Stool that is pencil shaped or pinching end of bowel movement = means a spleen deficiency, too much fried food or dairy or cold drinks

Stool that is hard stool or have to strain to exit poop = means not enough good bacteria.

Stool that is soft = means fats can’t digest or drugs are interfering with your digestion or an immune deficiency or stress.

Stool that is tinted yellow or green = means that food is processing through your intestines too fast

Stool that is grey, shiny or greasy looking = means consuming too many antacids that contain too aluminum hidridoxidum or fats are not digesting

Stool that is fowl smelling = undigested fats are in your stool

Stool that contains white mucus in it = means your intestines are having a hard time functioning

Stool that is loose diearea = means spleen problems caused by a poor diet that can’t produce a healthy bowel movement.

Stool deposits= average 1 or 2 a day.

Stool is usually brown in colored due to bile

Stool that is green = usually means that food was digested more quickly than normal

Stool that is black, sticky and smells bad = may mean that you are bleeding internally.

Stool that is black is when taking a vitamin that contains Irion or certain medications

Stool that is light in color – like a light grey = can indicate trouble is that is not its normal color

Stool that is light colored = may mean a block in the flow of bile or liver disease

Stool that is pencil thin = used to be seen as bad but recent research indicates that it may not be bad.

Stools today was created from what you usually eat 3 days ago.

Affects multiple physical conditions.

Sources:

http://shopping.marineessentials.com/essential-flora-7/?utm_source=ISM&utm_medium=Facebook&utm_campaign=ES7

http://www.webmd.com/women/features/digestive-problems

http://healing.answers.com/glossary/stool-color-meaning

http://livewellnetwork.com/Steven-and-Chris/episodes/Poop-101/8634325

http://www.symptomfind.com/health/stool-color-meanings/

Yesterday I attended a very good workshop at the Timpanogos storytelling conference from an educator by the name of Sherry Norfolk. She had a lot of valuable information and says it was numerous and has made some examples. I plan on presenting my list of notes in the following three weeks of blogs for teachers, embellishments.

–          The human brain is geared for story.

–          Story has been taken out of school and education.

–          Local memory uses story memory and has an unlimited capacity of recollection.

–          You can present information to story that students will remember better. We organize information to story.

–          One way to implement information about a forest would be to present a story with several characters are walking through a forest. One of the children has never been enforced before and sees all the details of the forest. The newcomer expresses surprise at seeing each detail Of the forest while Her siblings and says “that obvious,” and then gives Additional nonfiction details about what the newcomer sees. That way the information is presented in an entertaining way and students remember better.

–          Pre-kindergarten: prepares kids for kindergarten. Common core says that information to be presented by text. Text can include and photos and other media. Aside from written text.

–          Some kids at five years old have never and taught how to count on all the colors. They just been told to shut up and sit down.

–          Pre-care education has since Simon to teach children how to retail news stories

–          When young children are told, a lot of stories are young, they learn cause-and-effect and prediction and inference. They also learned vocabulary words.

–          Studies show that children need to hear 1000 stories before they can learn to read. Stories are the way to teach children vocabulary.

–          If kids not getting story from home. The teachers need to provide stories to help inexperienced children to catch up with the rest of class.

–          Some fourth-graders have never hurts and guerrilla.

–          Watching TV does not permit children to create the own visualization. It is provided for them. While stories and picture books. Help with visualization

–          Even the little rhyme in CBC spider is a full story has a beginning, middle and end, and cause-and-effect.

–          Ask children to add meaning to images. One way to do this is when you’re teaching in itsy-bitsy spider can have objects that represent parts of the story such as the sun, spider, sprout, rain. Here are some examples that the instructor gave.

Spout = Toilet paper roll cover the tinfoil

Sun =can be drawn on a paper plate

Spider = fuzzy objects that to the end of the stick

Rain = a whole bunch of tinsel title the end of the stick

–          this kind of object lesson can help the children visualize what the rhyme, please

–          Let children each take a turn and acting out the story may be taking different objects to display. The advantage of this is if the child is not holding the spider in a diagonal way to climb up the spout that could be an indication that the child is not catching the interpretation of the rhyme and the teacher can know how to alter future education

–          kids at the age of four who can recite a nursery rhymes will be the best readers by the fourth grade

–          The brain needs to identify sounds. Rhymes help identify similar words.

–          Progression of teaching kids storytelling concepts

–          Share pitcher book on a certain topic, such as an event in the snow

–          Teachers can give a personal story of their personal experience in the snow.

–          What is different, and teacher points out how the similar because they both have snow.

–          Have each child take a turn and give an experience they had related to the snow while the children are talking the teacher writes it down their experience.

–          Each day. The teacher gives a different story and repeats the process so that children can eventually see how the picture book presents a story, the teacher story and then finally their stories written down all are related to experiences with snow or whatever toppings been covered-you can have children draw pictures of their experiences and then assign the students to attach their words to the pictures of the story.

More of this wonderful information will be presented in next week’s blog.

Sherry’s website: http://www.sherrynorfolk.com/

Got this from a challenger school commercial

Fewer is used for things you can count

Less is things you can’t count

I’m trying to think of a mnemonic to remember this. We’ll see if this works. Less has two SS and that can mean getting Some more and Some more. And thus it’s hard to keep count of how many you have thus you have less.  We’ll see if that will work.

Do you have a way to remember? Please share an alternative idea to help remember how each is used. Thanks.

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I attended some toast Masters training several months ago and took some notes as to why this organization is important, and why we need to make sure that it is a success. Hope these notes can be of use.

–          We don’t have leaders today.

–          What are you doing to promote Toastmasters?

–          When people stay at the same spot they get stagnant we get comfortable with the current position and don’t grow. We don’t stretch.

–          To grow, we need to find new ways to grow and new ways to meet people. The first may wait, maybe through Toastmasters, but they need to add additional context beyond that.

–          Give yourself opportunities to grow and meet people.

–          People just want to be asked, if you have a need. Ask others to help you.

–          Club research indicates that Clausen under eight membership may not survive the next year they are not in good standing, but suspended the no education accounts. No contest.

–          Need to be the size of 10 to 12 membership to be in good standing

–          mixup and change leadership each year to keep things fresh.

–          Free brochures and flyers: 99F, 101 F, 108F, 354F, PDF: 99, 101, 103, 108, 113

–          if you have a known deadline for on your schedule and plan for as part of your life. Recognize patterns. Let it become a part of your life.

–          Arrange talks at Kiwanis Rotary clubs, etc., but just don’t go to speak about Toastmasters, but choose a topic that would interest them and give a speech.

–          Speakers Bureau: chance to build your resume of speaking by let yourself be available to other organizations. More info available on D50 website or check out District 15 speaker.org/SP