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Impacting the Lives of Others - for Good

4/10/2016

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Everyone has a purpose and makes an impression on others in the world.   It is rare to learn the extent or reach of our impact.  We may even consider our intent selfish and not realize that what we do and pursue - can have a tremendous ripple effect that changes the lives of others, for good.

Pictured above:  Joe Stutts and Ben Foss

​During the final workshop for the Advanced Trainees at McKinney Christian Academy - Multisensory Teacher Training course last Saturday, we watched a film from Headstrong Nation to spark some discussion about the learning different child and the struggles individuals face from dyslexia and ADHD.  The film features Ben Foss, advocate and author, sharing his personal experiences with dyslexia.  He reflected on being identified with dyslexia at the age of 8 and how he persevered despite the challenges it created for him in school.  He talked about the anger and frustration he felt when teachers would make him rework failing assignments - again and again.  When he got home, the frustration would be released in his tearing his room apart.  Despite the challenges and many obstacles, he was determined.  When he made it to law school, he realized that he had hit a wall and he began to explore his dyslexia.  He realized that without accommodations, he wouldn't make it through.  While studying law, he came across the case of Joe Stutts and it served as inspiration for him.  


Joe Stutts grew up in the 50's and never learned to read due to dyslexia and lack of appropriate intervention.  In the film, he recounts his experience of getting 27 F's in one school year and being placed in a class for students with severe cognitive disabilities.  He said he knew he didn't belong there but not being able to read meant his abilities were not recognized in school.  As a young adult, Joe entered the Army and was trained as a cook.  Since the exams during his training were read to him, he excelled and was named the outstanding student of his training group.  His fellow classmates accused him of cheating because they knew he couldn't read.  But Joe said, "There wasn't no cheating," and laughed.  I think it fair to say that this was Joe's first experience with success in an academic environment and it was fuel for his spirit.

Joe's biggest challenge came after the army.  He began work for the Tennessee Valley Authority as a laborer and became keenly interested in the apprentice program for  heavy equipment operators.   When he scored very low on cognitive ability having taken a written exam (General Aptitude Test Battery), he was denied acceptance into the program.  Joe used alcohol to reduce his frustration and anger and yet, he was determined and called the EEOC.  He just knew that he could be an operator if they just gave him the chance to learn.  After explaining his dyslexia and situation to the EEOC representative, he was advised to get a lawyer because he had a case.  Joe won but it took an appeal of the first denial decision to win his case and ultimately achieve his goal.

Ben successfully completed law school but decided the practice of law was not his path and went, instead, to business school.  Having come to grips with his dyslexia and reaching out to others that faced similar obstacles to create a community of support, he found that it opened door for him.  He created a non-profit organization, ILI (Initiative for Learning Identities), fueled by the inspiration of Joe Stutts.  

Ben just had to meet Joe to let him know how much his story and lawsuit had meant to him during his struggle through law school and ignited the desire to help others like them both.   Joe discounted his actions by saying they were purely selfish ones.  He had a goal and, having experienced success in the Army, he just couldn't stand to be denied without a fight.  He had no idea that he was fighting for so many others when he stood up for himself and advocated for his opportunity.  He said, "That's all I wanted.  I knew I could learn if they would just give me the  chance to prove it."

During their meeting, Ben presented Joe with the pen he used to sign the documents establishing the non-profit, ILI, and in turn, Joe gave Ben the certificate he earned for completing the apprenticeship program to become a heavy equipment operator.  Joe also entrusted Ben with a sword that had been given to Joe by his father.  He said, "I would be proud for you to take it and keep fighting for us."  

Watch the video yourself!  Here is the link:   Headstrong Nation  

At the conclusion of the film, we all had tears and were clearly moved by the stories of Ben, Joe, and others in the film.  We shared other instances of people and students we knew that have overcome huge obstacles with learning disabilities.  Everyone agreed that teachers hold so much power to either provide the encouragement and support essential to make a vital difference for a student OR to add to the heap of frustration, anger, and despair our lack of understanding can cause.

Vicki, one of MCA-MTT's advanced trainees and an administrator in a Catholic school, shared this story with us.  She recently interviewed a young teacher applying for an opening at her school.  During the interview, the young applicant shared his personal struggles in school and how he had been headed down the wrong path.  As an adolescent, he would lie, cheat, and steal and knew his life was headed for trouble but didn't care.  He was angry and saw no point to school or how it would make any difference for his future.  Then, when he was in 7th grade, he was caught cheating on a test by his teacher.  He figured he would be sent to the principal and have, yet another, suspension.  The teacher, however, did not turn him in; did not punish him or send him to the office.  Her reaction was quite surprising to this troubled young man.  Instead, she pointed out the strengths that were so obvious to her and that she saw so much potential in him.  She let him know that with all he had going for him, he didn't need to cheat his way through school - that he was capable of so much more.  In his interview the applicant said this teacher's reaction made ALL the difference in the world to him.  She had been genuine and specific in identifying his abilities.  He knew she wasn't just giving him a line like, "try harder - you can do it!"  He stepped out on another, more positive, path and credits his success to this teacher that showed him grace - giving him the time, patience, understanding and support when he needed it most.  As he shared the name of this amazing teacher, Vicki said her jaw just dropped and said, "I know all about this wonderful teacher, but I never knew this story.  I know this teacher because she's just down the hall.  She's here, teaching at this school."  Vicki said, "you can just imagine the reunion that followed."

Just as this teacher never realized the difference she made for this young man  when he was a student, Joe had no idea that his goal of equipment operator for the Tennessee Valley Authority and the determination it would take to make it happen would make any impact on anyone else but himself.  Ben took inspiration from Joe and is sharing it, and the experiences of himself and others, with so many that also struggle.  As teachers, therapists, and caring adults - we MUST remember that we make an immeasurable impact on a child's life with a ripple effect that knows no end.  If you receive the gift of a former student showing up to tell you what a difference you made to them - treasure it because for the most part, we may never know.  

This, I know for sure - we make an impact on someone's life every day and we must be forever cognizant and intentional that our impact be filled with encouragement, love, and grace.  That is a tremendous responsibility and a gift we can give that will change lives - for good.


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How Does "Mrs. Scott" Become "Miss God"?  What???

4/2/2016

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As a teacher, I've been called many things. Today, I was called something by a student that I've never been called before - "Miss God".  I was given this new name by the cutest little spunky kindergartner you have ever seen.

She saw me approach for bus duty and blurted out my new name to her teacher. "Look, here comes Miss God!" I didn't hear it so the teacher shared it with me after I had checked off the bouncing group on my clipboard to board the bus. "She called you Miss God. Isn't that so strange?" I started to explain that I was her sister's dyslexia therapist. "Oh," the teacher responded, "no wonder she thinks you are like God." I am pretty awesome - but, no. There is an explanation. A perfectly dyslexic explanation.

My name is Mrs. Scott. When you consider that the hard sounds of g and c are made by the same mouth position with the only difference being that /g/ has a "voice" and /c/ does not, AND the same applies to /d/ and /t/, then it is easy to understand how Mrs. Scott gets translated by a kindergartner (with dyslexia in the family) to be "Miss God".


So - now you try it. Make the sound of /g/ and then the sound of /c/. Look in the mirror and see that you are doing the exact same mouth movements with both sounds. Put your hand on your throat to feel the "voice" for /g/ and the lack of a "voice" for /c/. Do the same for /d/ and /t/.

It explains why some children mispronounce some words when reading - they are not distinguishing the differences in the partner sounds and their voiced/unvoiced characteristics.

This is why phonemic awareness is so important and worth the time to teach.  It is a foundational skill to reading development.  As a teacher, when you notice that a child is having trouble differentiating between letter sounds, they need MORE phonemic awareness.

While I am a very passionate dyslexia therapist and teacher (and so happy it shows!), I'm mere mortal - just flesh and bone.


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RULE #1 - Two Sounds of C

2/1/2016

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You probably know that the letter C makes two sounds.  The sound of /k/ and the sound of /s/.  But…did you know that you can tell when C will make each sound?  It’s TRUE!  There’s a RULE for that!

It’s pretty simple, really.  When C comes before the letters E, I, or Y, it will make the /s/ sound.  When C comes before A, O, U, or a consonant, it makes the /k/ sound!  There you have it.

OK – so there are some situations that are a little tricky, but again – they follow the RULE!  For example – when C is at the end of the word (usually a two or more syllable word) it sounds like /k/.  When you hear the /k/ sound at the end of a one syllable word with a short vowel – you need to use CK for spelling it.  CE at the end of the word makes the /s/ sound and sometimes that silent E is there only to make the C soft, and sometimes it does double duty and makes the vowel long, too.  (There are at least five situations for the Silent E Rule and we’ll share those in future, RULE of the WEEK, posts!)
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This situation surprised me UNTIL I checked the RULE!  No surprise, really - it is still consistent!  The word “picnic” has a /k/ sound at the end.  If you add a suffix that starts with E, I, or Y, you lose the /k/ sound.  SO – you have to add K to retain the /k/ sound.  Picnic then becomes picnicked and picnicking.  The same applies for panic, traffic, etc.  However – when the /k/ sound changes to /s/ when adding the suffix, you just leave the C and add the suffix.  This happens in words like “toxic”.  When you add the suffix, -ity, you get, toxicity.  AND – because the sound of C becomes /s/ when it is followed by an E, I or Y, the RULE is followed and the sound changes from /k/ in toxic, to /s/ in toxicity.  Voila!   

Oh yes – exceptions!  Well, there are a few.  Most can be explained by word origin.  Celtics is Irish and can be pronounced with a /k/ or a /c/ sound.  Ciao and cello – Italian.  Facade – French.  Here’s a few more – soccer, and the word, edict, has a silent C.

If you’d like a poster, or rule cards (to fit on a binder ring), and a few activities for Word Work to help students learn the rule – you can find it in our TpT store.  A full Rule Explanation is also provided.  Need a list of words that fit the rule, too?  Yep – it’s included, too!  AND – there are 3 lists for each sound so you can differentiate to meet the needs of your students.

We hope you find the information helpful and interesting!  We are pretty nerdy when it comes to spelling rules so for us – this is just FASCINATING.  As dyslexia therapists, we know that the rules not only help kids learn to spell – they are essential for our students in decoding to READ, too!

Be watching for our next
RULE of the WEEK post – The two sounds of G.

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Introducing RULE of the WEEK

1/27/2016

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Have you ever wondered about the rhyme or reason for the way words are spelled?  Is it just random or is there a grand design and rules that really explain and govern word construction?  

Some say spelling rules are too complicated and they don't apply to enough words to make learning them worth it. There's a lot more to it than just "i before e, except after c" and "when two vowels go walking. . ."  The truth is that over 90% of words follow explicit spelling rules that make words make sense.  Teaching them is IMPORTANT for EVERY student - not just struggling readings and those with dyslexia.

When you consider that there are over 4 million words that are included in the English lexicon - good luck trying to memorize all the words you might want to read or write!  If we left it to only those words we could memorize, our vocabulary would be very limited.  Finding the patterns and rules in how words are assembled allows us to read or spell so many MORE words!

Are the rules of spelling a little fuzzy for you?  Do you struggle to understand what they mean and get confused with words that don't seem to fit?  No worries!  The 3Word Nerds are here to explain them ALL!  There are about 30 rules that need to be addressed and we will be bringing them to you a week at a time!  We'll FULLY explain the rule and give you EXAMPLES!

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Stay tuned - the FIRST RULE is coming soon!  We'll also have some materials available to help you teach it to your students!  One great feature is that you'll have resources for students that are at an early reading/writing level all the way up to advanced so you can differentiate instruction and challenge your students.  We'll have posters available, activities, and MORE!​

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A Creative & Fun way I taught my Students Facts about Dyslexia

10/5/2015

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I wanted to start my school year off by teaching my students facts about their learning difference, Dyslexia.
This strategy of mine had BIG potential of  being the most boring
possible way to begin a school year!!
Thank the good Lord for giving me the idea to put our new mini iPads to use!
We did research via
YouTube
Google
and various books.

Each of my students took away some great facts about their learning difference.
The videos that have been created are as uniquely creative and special as each one of my students!
I wanted to share this video by a 2nd grade student with you -
her mom has given me permission to share.  

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Isn't her voice the cutest?!  

The most important thing my students learned from this project is that knowledge is power ~ 
knowing about why they struggle has helped 
them realize they are much more than their Dyslexia.
When you know the facts, you can own your struggles
and rise above them, discovering that YOU are 
SO MUCH MORE.

~sherri
3Word Nerds

A sidenote: The waffle and spaghetti analogy we learned from "Madeline's Minute" on YouTube.
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    A certified WORD NERD - Christian, wife, mother, and dyslexia therapist/teacher here to share what I've  learned about making the Spelling/Reading Connection!

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