Monday, October 17, 2016

Multi-sensory Spelling Multisensory Word Work

Multisensory Spelling “VKAT-V” (Visual, Kinesthetic, Auditory, Tactile, and Vestibular)

HOW TO PASS ANY SPELLING OR VOCABULARY TEST with zero stress, plus build working memory at the same time! Win Win! 

All “VKAT-V” ELA activities are done standing up, to enhance

student engagement and to trigger Vestibular balance which can enhance and deepen learning. Instructional Grouping and setting in the Classroom is critical to student success. Student always work in cooperative groups standing face to face so they can teach and repeat all instructional materials using a think pair share model and or a call and respond model.
  1. Say the” vocabulary” word
  2. Spell the “vocabulary” word (taction and voiced)
  3. Chunk the “syllables” word (phonetic and mnemonic memory devices can be expanded on)
  4. Count the letters
  5. Use the word (visual gestures and dramatic or emotional articulations are required)

Multisensory Vocabulary “VKAT-V“ Word-Work (Visual, Kinesthetic, Auditory, Tactile, and Vestibular)

Part ONE! Students take turns asking and answering. 

  1. Ask the question: What is the denotation and connotation of the term … (gestures and dramatic emotional articulations are suggested) 
  2. Answer the question: The primary meaning or denotation of the term…, is…., a possible connotation of the term is… (visual gestures and dramatic or emotional articulations are suggested) 
Part TWO!
  1. Ask the question: Please give me a contextual exemplar or the terms common usage… (gestures and dramatic or emotional articulations are suggested) 
  2. Answer the question: An excellent contextual exemplar of the term is … , a secondary contextual exemplar might be… … (answer the question, visual gestures, and dramatic or emotional articulations are suggested) 
Part Three!
  1. Ask the question: Please give me an important detail or attribute that is associated with the term … (visual gestures and dramatic or emotional articulations are suggested) 
  2. Answer the question: An important or critical detail of the term is … , a secondary trait of the term would be… (visual gestures and dramatic or emotional articulations are suggested)


  3. The vestibular system includes the parts of the inner ear and brain that help control balance and eye movements!

Friday, October 14, 2016

Games for Autistic Children and Adults

Can Games Improve Autistic Children and Adults Executive Functioning Skills and Theory of Mind?

Executive functions are a set of critical cognitive processes – including learning positive behaviors, attentional control, cooperation, self-control (inhibitory control), working memory, and cognitive flexibility, as well as reasoning, problem-solving, and planning – that are necessary for the cognitive control of social-emotional behaviors. Executive functions gradually develop and change across the lifespan of an individual and can be improved at any time over the course of a person's life. Similarly, these cognitive processes can be modified, improved and affected by a variety of activities including playing board games which affect an individual quality of life.

     Theory of mind (often abbreviated ToM) is the ability to attribute cognitive states— perspectives, beliefs, intents, desires, empathy, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires, intentions, and perspectives that are different from one's own. Deficits can occur in people with autism spectrum disorders and can impact the quality of social interactions in a family. By playing games that require cooperation, taking turns, planning, sharing, and patience, many social skills related to ToM are improved. 

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Wednesday, October 12, 2016

"The Chaos" a by poem Gerard Nolst Trenité

"The Chaos" is a poem demonstrating the irregularity of English spelling and pronunciation. Written by Dutch writer, traveller, and teacher Gerard Nolst Trenité(1870–1946), it includes about 800 examples of irregular spelling. The first version of 146 lines of text appeared in an appendix to the author's 1920 textbook Drop Your Foreign Accent: engelsche uitspraakoefeningen, but "the most complete and authoritative version ever likely to emerge", published by The Spelling Society in 1992–93, has 274 lines


Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Susy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.

Pray, console your loving poet,
Make my coat look new, dear, sew it!
Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it's written.)
Made has not the sound of bade,
Say-said, pay-paid, laid, but plaid.

Now I surely will not plague you
With such words as vague and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Previous, precious, fuchsia, via; Cloven, oven, how and low,
Script, receipt, show, poem, and toe.

Hear me say, devoid of trickery,
Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind.

Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation's OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.

Ivy, privy, famous; clamour
And enamour rhyme with hammer.
River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge,
Marriage, foliage, mirage, and age.

Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Though the differences seem little,
We say actual but victual.
Refer does not rhyme with deafer.
Foeffer does, and zephyr, heifer.
Mint, pint, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.

Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.

Petal, panel, and canal,
Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor.
Tour, but our and succour, four.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.

Compare alien with Italian,
Dandelion and battalion.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.

Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.

Pronunciation—think of Psyche!
Is a paling stout and spikey?
Won't it make you lose your wits,
Writing groats and saying grits?
It's a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.

Finally, which rhymes with enough—
Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!

Socratic Seminar: Bushi, Jedi, Seth Code

Socratic Seminar Purpose: What do the Bushi (Samurai), Jedi, and Seth Codes teach us about Virtues? 
  • What are Virtues and what can we learn from cultures that live by a Code of Conduct?
  • How do the Jedi and Bushi codes of conduct compare and contrast with each other?
  • The development of virtues to guild thinking and actions are more important or less important today? 


Socratic Seminars promote thinking, meaning making, and the ability to debate, use evidence, and build on one another’s thinking. When well designed and implemented, the seminar provides an active role for every student, engages students in complex thinking about rich content, and teaches students discussion skills.

One format for the Socratic seminar is as follows: 

Procedure 1. The teacher selects a significant piece of text or collection of short texts related to the current focus of study. This may be an excerpt from a book or an article from a magazine, journal, or newspaper. It might also be a poem, short story, or personal memoir. The text needs to be rich with possibilities for diverse points of view. 

2. The teacher or facilitator develops an open-ended, provocative question as the starting point for the seminar discussion. The question should be worded to elicit differing perspectives and complex thinking. Participants may also generate questions to discuss. 

3. Participants prepare for the seminar by reading the chosen piece of text in an active manner that helps them build background knowledge for participation in the discussion. The completion of the pre-seminar task is the participant’s “ticket” to participate in the seminar. The pre-seminar assignment could easily incorporate work on reading strategies. For example, participants might be asked to read the article in advance and to “text code” by underlining important information, putting questions marks by segments they wonder about, and exclamation points next to parts that surprise them. 

4. Once the seminar begins, all participants should be involved and should make sure others in the group are drawn into the discussion. 

5. The seminar leader begins the discussion with the open-ended question designed to provoke inquiry and diverse perspectives. Inner circle participants may choose to move to a different question if the group agrees, or the facilitator may pose follow-up questions. 

6. The discussion proceeds until the seminar leader calls time. At that time, the group debriefs their process; if using a fishbowl (see below), the outer circle members give their feedback sheets to the inner group participants. 

7. If using a fishbowl, the seminar leader may allow participants in the outer circle to add comments or questions they thought of while the discussion was in progress.


Socratic Seminar: Bushi, Jedi, Seth Code Background Research 

The Sith Code 
The Sith Code, as written by Sorzus Syn[1] and taught by Darth Bane:[2]
  • Peace is a lie, there is only passion.
  • Through passion, I gain strength.
  • Through strength, I gain power.
  • Through power, I gain victory.
  • Through victory, my chains are broken.
  • The Force shall free me.

Jedi Mantra

  • Emotion, yet peace.
  • Ignorance, yet knowledge.
  • Passion, yet serenity.
  • Chaos, yet harmony.
  • Death, yet the Force.

The refined version established by Odan-Urr and transcribed by Homonix Rectonia during the Early Manderon Period was perhaps the best known:


  • There is no emotion, there is peace.
  • There is no ignorance, there is knowledge.
  • There is no passion, there is serenity.
  • (There is no chaos, there is harmony.)(*)
  • There is no death, there is the Force.—
  • The Jedi Code (Based on the meditations of Odan-Urr)


[PDF] What is a Jedi? Extensive 200-page document on warrior code, Bushi (Samurai), Jedi, Seth Code.

[PDF]The Bushido Code: The Eight Virtues of the Samurai - USC US-China ...
The Bushido Code: The Eight Virtues of the Samurai. Tim Clark. A Brief History of the Samurai. The word samurai originally meant “one who serves,” and ...

[PDF]bushido: the soul of japan - Comunidades.net
by I NITOBÉ - ‎1904 - ‎Cited by 29 - ‎Related articlesBushido, then, is the code of moral principles which the knights were required or instructed to observe. It is not a written code; at best it consists of a few maxims.

[PDF]Bushido (Chivalry) and the Traditional Japanese Moral Education
by N Sonda - ‎2007 - ‎Cited by 6 - ‎Related articlesthe revival of such traditional values and thoughts; Bushido seemed to be an ... Bushido is not just acode of ethics for samurai warriors but rather a moral.

Monday, October 3, 2016

Free printable scrabble letters for word games

Free printable classroom scrabble letters for word games!

[PDF]Bananagrams Game Instructions (game available at www.morselmunk ...
Bananagrams Game Instructions (game available at www.morselmunk.com) ... IMPORTANT: Words can be horizontal or vertical, going from left to right or top to ...

[PDF]The addictive word game enjoyed by millions just got ... - Bananagrams
The addictive word game enjoyed by millions just got WILDER! Included are 6 WILDTILES, putting a spin on the original. BANANAGRAMS game. Ready to go ...

[PDF]Bananagrams rules here - Fun outside games for kids
Mar 5, 2009 - Each player may rearrange his/her own words as often as ... Players then play the regular BANANAGRAMS game, but there is no "peeling".

[PDF]Rules for BANANAGRAMg it...“
connecting and intersecting word grid. Words may be horizontal or vertical, reading left to right or ... Players then play the regular BANANAGRAMS game but there is NO PEELING or. DUMPING. ... letters to spell a type of animal. letters in each ...

[PDF]Appletters Game Instructions (game available at www.morselmunk.com)
Appletters Game Instructions (game available at www.morselmunk.com). How To Play: The goal of the game is to get rid of all your tiles. As an option to make ...

[PDF]appletters instructions MASTER - Exodus Books


WILD CARDS!