MEET DEBRA ECKERLING!

Debra Eckerling has expertise in feature articles, corporate communications (newsletters, corporate profiles, and web content), and public speaking. She does business and individual consulting; has written for local, national, trade, and online publications; and is the eZine editor for StoryLink.com. Debra has led workshops and writers support groups for more than 10 years.

Freelance writer, Debra Eckerling recently expanded her focus, so she can help young adults learn to love the written word. Her new website – www.PurplePencilAdventures.com- has interviews with young published authors, as well as weekly writing “adventures:” fun writing prompts to get the creative-brain going. Check out this sample post.

Jolie Vanier, Puwaii Adventures with Joliea and Friends, is an author and film actress with a lot of energy and a ton of personality. What better way to put her talents to use than to create a series about “the world’s youngest fashion designer” who goes on adventures? Book #1 - Puwaii Adventures with Joliea & Friends - comes with an audiobook CD. Book #2 - Puwaii Adventures with Joliea & Friends ... the Adventures Continues - comes with an audiobook CD and a DVD for a read-along, where she offers art lessons. Jolie loves watching her character come to life. She talks about being a writer, offers advice and encouragement, and more!

Debra: How did you come up with the idea for Puwaii Adventures? And the concept for including a DVD?

Jolie: I had to figure what the book would be about. That was the easy part, because I love fashion. My fascination with fashion started when my mother took me to a Pucci exhibit; I loved his designs and those wonderful, brilliant colors! (Color is fascinating to me - do you know that by combining red and yellow, you get orange?) I was trying to figure out how to start the story at the same time my family and I went on a vacation to Hawaii. That’s when I had the bright idea of “smooshing” Pucci and Hawaii together, and I came up with the Puwaii look!

Next, I decided my main character would be “Joliea”, the “youngest fashion designer in the world” who travels in a magical submarine. (Notice the similarity between Jolie and Joliea? Hahahaha!) I’ve read enough to know any exciting story needs a villain - so I came up with “Jack the Rat.” My other characters are taken from real life, like “Princess Issa,” is actually taken from my Maltese dog, Izzy.

I thought how nice it would be if I offered my books on CD, so my readers can hear me read my books! Then with my second book I included a DVD with a pictorial read-along. I also give children art lessons! Then I have a section where I tell you how to create your own book. I like the idea of “giving back, so that’s why I included both the CD’s and the DVD.

“I’ve always found a kinship with writing,” Debra explains. “I enjoy encouraging people, whether they are 8 or 80, to express themselves. Strong communication skills – the ability to compose your thoughts, whether you are writing or speaking them – are essential for any kind of success.” Here’s a writing prompt found on the website.

We have two "holidays" this long weekend: Valentine's Day on Sunday and then Presidents' Day - and no school - on Monday!

Here is this weekend's fun, writing adventure: Create a new holiday! When is it? What is it? And how do you celebrate? Be creative!

Debra’s workshops are designed as a safe environment for tweens and teens. They can play with words, share them with their peers, and get constructive nudges in the right · Communication Skills direction, while developing their voice in the process.

Workshops: Writers Group Leader Debra Eckerling has created a program to help kids learn to love the written word.
Develop:
· Writing Skills
· Creativity
· Self-Esteem
· Communication Skills

“It was my creative writing class in high school, where we had to journal a certain number of pages a week, that helped me the most. In doing all this writing I found my voice, but more importantly it gave me a safe place to express my emotions. It also built my confidence.

“I love helping writers go from dreamer to doer. And it is so simple. All you need is a pen, paper, and the confidence to realize you can achieve any goal you set out to accomplish.”

Debra Eckerling’s website – www.writeononline.com – gives writers in all areas a virtual home to get motivated, set goals, and move forward on their projects. The site has Author Q&As, Expert Columns, monthly writing contests, and more.

Check out this article on Traditional vs Self-Publishing.
Moving Write Along: Advice from the Experts – Traditional vs Self-Publishing

Visit Debra’s websites: www.purplepenciladventures.com and www.writeononline.com. You can also become a fan at www.facebook.com/writeononline and follow Debra at www.twitter.com/writeononline.

VBT - Writers On The Move: March Author and Book Tour Schedule http://is.gd/9hRRx

Kathy Stemke's websites:
Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.html
http://kathystemke.weebly.com
Follow me on twitter: http://twitter.com/kathystemke
Follow me on Facebook:http://www.facebook.com/topic.php?uid=6147172660&topic=4910#!/kathymarescomatthews.stemke?ref=profile

IMMEDIATE REWARDS FOR APPROPRIATE BEHAVIOR!

When young children receive immediate positive reinforcement for appropriate behavior, they are more likely to repeat that behavior. Positive reinforcement is "catching" a kid doing something you want them to do and rewarding it. This is an effective way to shape a child's conduct, communication skills, and attitude. Children naturally want to earn and keep your approval.

A recent study dramatically reinforced this teaching approach. A research group at the University of Rochester conducted a three-year study funded by the Centers for Disease Control and Prevention. They interviewed 278 mothers of 3-year-olds and observed mothers and children playing and working together. The women and children represented all socio-economic groups.

They found that the children of parents, who were negative and controlling, verbally and physically, were "situationally" compliant. This means as soon as the parent became distracted, the child reverted to inappropriate behavior because they had not learned the correct skills. By contrast, the children of parents who use gentle guidance or positive reinforcement showed "committed compliance," which means they understood and used the correct behavior, even when their parents were not monitoring them.

Positive Reinforcement works because it gives children positive goals to work towards instead of only focusing on negative consequences to avoid. Positive reinforcement fulfills strong basic psychological needs of every child as well as setting a more positive and healthy tone for the caregiver-child relationship. Some parents find it helpful to display a note where they can see it often, reminding them to look for appropriate behavior in their children. The note might read, "notice the positive" or "catch'em doing good."

Use Verbal Praise
Always praise the behavior, not the person. Praises like good girl or good boy risk misinterpretation. If a child exhibits inappropriate behavior, they may think that they are a bad person. It's better to praise the behavior by saying, "You did a great job cleaning your room, son."

Praise Genuinely
Complimenting a child's behavior can lose its punch if you praise usual, expected behavior or if you praise too much. Don't over do it. You may want to keep a mental note of the number of times you are using praise in a day. Use eye and body contact during your delivery to reinforce your sincerity. A child can tell when you're faking it.

Use a Variety of Ways to Praise
To keep a child's attention, change the delivery of your praise. A teacher may give a pat on the head or shoulder to show approval, while a parent may give a hug or a kiss. Body language like a thumbs-up, communicates approval in a cool way. You might want to write a note praising their clean room and leave it on their pillow.

Children love behavior charts with colorful stars or stickers, because they can show visitors their accomplishments by showing them the chart. Charts are interactive and fun. Let the child help you make the chart and make daily entries.

Help your child draw a picture of his reward. Put dots around the prize about an inch apart. With each day of successful behavior, allow the child to connect a dot. When the circle is complete, the child gets his reward. They enjoy watching their own progress as they get closer and closer to finishing the circle.

Keep the time until the prize is collected short. For a toddler, use end of the hour rewards; for a preschooler use end of the day rewards; and for the school age child use end of the week rewards. In fact, for a preschool child it's best to refer to an event as the ending time such as, after dinner" or" at bedtime."

To work, a reward must be something the child likes. You can become a detective and ask some leading questions to find out what rewards a child wants. The following are examples of leading questions.

"If you could do some special things, what would they be?"
"If you could go somewhere with a friend, where would you go?'
"If you had a dollar, what would you buy?'

Make reward coupons to be redeemed when they earn a certain number of points. But remember that children need reminders. Reminders are less likely to provoke a refusal or power struggle. You might give a clue like, "Where does your plate belong?" You might want to write a list of positive behaviors or responsibilities on a poster board. You can review these lists with the child as needed.

A child who receives positive reinforcement develops high self-esteem; and a child with a high self-esteem usually exhibits self-motivation. A child who exhibits self-motivation generally becomes a successful achiever at home and at school.

There are some who say rewards can stunt creativity in children, and children should perform for the joy of the activity. But, life is full of rewards. If a person follows the rules, and works hard, they are rewarded.


Kathy Stemke's websites:
Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.html
http://kathystemke.weebly.com

TEACHING TODDLERS TO READ!

HeliumTeaching toddlers to read

kathy's websites:
Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.html
http://kathystemke.weebly.com

SIGHT WORD ACTIVITIES

BLIND PICK Place several sight words on a large poster board and hang it on the wall at your child's eye level. Like "Pin the Tail on the Donkey," tie a scarf around the child's eyes and spin them in place three times. Have them place their finger on a sight word on the poster. Remove the scarf and have the child read the word.

WORD SCAVENGER HUNT Hide sight words around the room.

BEACH BALL WORDS Section off a ball into many squares with a marker. Each square houses a sight word. Toss the ball to your child, who recites the word under their right thumb.

GAMBLE FOR WORDS Roll the dice. Pick the same number of sight words as the number indicated on the dice. He/she must be able to read each word as they pick it up. Set a time limit and see how many points he/she can earn.

WORD WAR Write sight words on a stack of index cards. A parent or older sibling can play this game with the child. Each player takes turns flipping a card over and the first one to read the sight word wins that card. Parents should count to 10 slowly before telling their child the sight word.

STINKY CHEESE GAME Cut triangles out of yellow construction paper. On 20 triangles write sight words that you want to practice. On 5 triangles write "stinky cheese." Put the triangles in a sack and shake it up. Your child identifies the sight word on the cheese he pulls out of the bag. If he chooses "stinky cheese," he holds his nose and says, "Stinky cheese!" in a silly voice.

UNIFIX CUBES Practice reading sight words that are taped onto the cubes. Make a tower of correct and incorrect words. Try the incorrect words again. Try to make a giant tower with all the sight words correct.

PINECONE WORDS Place poster board pinecones on a small Christmas tree. On the back of each one write a sight word. The children take turns running to the tree, grabbing a pinecone, and reading the sight word.

http://www.helium.com/users/406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.html
http://kathystemke.weebly.com

DAYS OF THE WEEK SONG!

DAYS OF THE WEEK BOOK IS COMING SOON!
It includes movement activities to learn how to spell the days of the week, worksheets, matching activities, and much more!


7 DAYS A WEEK (Sung to the tune of "Row, Row, Row Your Boat")
As they are singing the children can sit in a pike position on the floor and row with their arms.

Teaching Tips for Early Readers

There’s nothing quite like seeing a child’s eyes light up with joy because they’ve finally read their first word. Having fun with language is the key you need to unlock the world of reading to your child. The following are tips for hooking kids on reading. Try them and see what works for you and your child.

1. Make reading a habit. Give your child lots of opportunities to read. Bring a book with you wherever you go. They can read in the car, or waiting in the doctor’s office.

2. Play a rhyming game with a puppet. Have the puppet say, “My name is Mark. Can you find words that rhyme with Mark?” If the answer is yes, jump up and down, and if the answer is no, squat down low. “Does park rhyme with Mark? Does ball rhyme with Mark?”

3. Trace and say letter sounds. Involving the senses of touch, sight, and speech is a powerful tool for learning letter sounds. Use a finger to trace a letter while saying the letter sound. Do this on a paper, in a sandbox, or on a plate filled with sugar.

4. Play sound matching games. Using a set of alphabet letters, have your child pick the letter that matches the sound you make. Start with five letters and add more letters when your child is ready.

5. Pick books that are the right difficulty level for your child. The aim is to give your child many successful reading experiences. Have fiction and non-fiction books available. Dig deep into the meaning of books. Ask comprehension questionsd.

6. Have your child watch your lips to see how you make certain sounds. You can ask, “Can you see my tongue touch my teeth when I say (th)? Does it tickle your tongue?”

7. Play sight word concentration games. Make two sets of common sight words, and have them hunt for pairs. If they can read the word, it goes in their pile.

8. Point out words all around the town. (traffic signs, grocery signs, advertising signs)

9. Gently correct your young reader.

10. Say silly tongue twisters, sing songs and say rhymes. This will help kids become sensitive to sounds in words.

Keep reading fun! With activities like these you can inspire your child to practice every day. The more kids see and work with words, the more they are able to effortlessly decode them. Be patient and encourage them. This will give them the desire and confidence to continue to learn, and soon they will be hooked on reading.

Uppercase & Lowercase Letter Recognition

Developmentally, upper case letters are easier so we teach them first. The upper case teaching order helps teach correct formation and orientation while eliminating reversals. At 3 and 4 fine motor skills can better accommodate uppercase letters. Learning capitals first makes learning lowercase letters easy. Teach lowercase c, o, s, v, and w, first because they are exactly the same as their capital partners, only smaller. By teaching capitals first, we have prepared children for nearly half of the lowercase letters that are similar in formation. Have the children learn this saying to help them distinguish a “b” from a “d.” When you write a “b,” just like in baseball, first draw the bat and then the ball—a bat and ball make a “b.”

UPPERCASE & LOWERCASE CLOTHESPIN MATCH

Denise Griffith from Wheatley Early Childhood Programs in Port Arthur, Texas created the matching game pictured here. With a fine marker write an uppercase letter on one side of a clothespin and the corresponding lowercase letter on the other side. Glue letter pairs around an 8” by 11” poster board. At first, have the children match the uppercase letter and then the lowercase letter with its matching pair. When they have mastered that skill, prepare another two boards. Make one board with only the uppercase letters, and one with only the lowercase letters. Now the children can practice matching uppercase to lowercase letters.

LETTER RECOGNITION STORIES

First, read the story to the children, and then ask them to follow the directions 1-3.
1. Circle every letter “w” in the story below.
2. Underline every letter “p” in the story.
3. Put a box around every letter “m” in the story.

I saw a pig on the farm.
I saw some worms on the farm.
I saw a man on the farm.
I liked the farm.

PLASTIC SPOON LETTER RECOGNITION

Write the uppercase letters on 26 plastic spoons, and the lowercase letters on 26 plastic forks. Label uppercase letters “ABC” on one plastic plate, and lowercase letters “abc” on another plastic plate. Have the children Identify and sort the uppercase and lowercase letters.

MATH DOUBLE TALK

Try this fun rhyme to teach adding doubles. Kids love to say it like a rap song.

1 plus 1 is 2 That's so true, I said 2.
2 plus 2 is 4 Yes, that's more, I said 4.
3 plus 3 is 6 That's the mix,I said 6.
4 plus 4 is 8 Don't be late, I said 8.
5 plus 5 is 10 Come on men, I said 10.
6 plus 6 is 12 It's time to shelve the number 12.
7 plus 7 is 14 Don't be mean, it's 14.
8 plus 8 is 16 It's so keen, It's 16.
9 plus 9 is 18 Have you seen? It's 18.
10 plus 10 is 20 Come rhyme with me, up to 20.

HOW WHALES EVOLVED

A whale is not as small as us.
Most whales are bigger than a bus!
Whales are not like fish in the sea.
Whales breathe air like you & me.
Whales can't walk upon the ground.
Whales must swim to get around.
A whale is a mammal just like me.
But its home is in the deep blue sea.

How could a whale have evolved from a mammal that lived and walked in the forest to an animal that lives and swims with its flippers in the sea? When most animals were developing limbs and climbing out of the oceans, the whales were developing fins and walking into the oceans. Whales evolved from warm-blooded, air breathing mammalian ancestors that lived on land, had large brains, and gave birth to their young alive, to an efficient swimming and eating machine that lives in the great oceans of the world.

NATURAL SELECTION
In nature, nothing is more constant than change. Animals adapt by producing anatomical, physiological, and behavioral traits that promote survival and reproduction. Adaptations evolve in response to interactions with other organisms and with the physical environment. Animals that adapt better, survive better, and leave more offspring with a copy of their genes than others in the population.

HOW DID IT HAPPEN?
About 57 million years ago, certain animals lived near the sea and would hunt just off the shoreline for fish. Because the sea was not very deep they could do this easily. As the hunt required further excursion into the deeper waters, the proto-whales who were best at swimming reproduced in greater numbers than those who weren’t. Gradually, their front legs became smaller and were useful as flippers, while the hind feet became larger and helped better propel the animal through the water. Later, the back legs changed into the horizontal extension of the tail, known in the modern whale as the fluke. They further evolved adaptations for diving and hearing under water. The transition from land to sea presented difficulties for which adaptations developed over many generations. Smooth skin and loss of protruding ear parts and hind limbs streamlined whales for swimming. The nostrils moved to the top of the head to facilitate breathing and an insulating layer of blubber replaced hair for warmth. The body, supported by water, was able to reach its enormous size.

ANCIENT FOSSIL PROOF
Whale fossils show the intermediate stages in the evolution of early whales to be of four distinct types. These fossils are evidence that whales evolved from a terrestrial animal.

A 52 million year old fossil found by Dr. Phil Gingrich, consisted of a very primitive whale skull with teeth and ear structures akin to those of terrestrial mammals, yet it had other features, which defined it as a whale. While it fed on fish, it could not dive deeply and probably spent much time on land.

A 50 million year old fossil shows a whale that was adapted to life in water as well as land. This transitional whale had large hind legs like a land dweller, and may have used them for walking as well as swimming. Its spine was long and flexible, with a tail not yet modified for propulsion. The most extraordinary feature of this animal was his enormous hind feet, which must have provided the major propulsive force in swimming.

A 45 million year old fossil shows an animal that had leg bones large enough to support the body on land. It is believed these whales spent most of their time in water, feeding on fish, but reproducing on land.

A 40 million year old fossil, Basilosaurus, burst onto the scientific scene with a bang. It was an advanced form of whale with a long flexible spine, forelegs modified into flippers for steering and stabilization, and a modified tail for propulsion. The hind legs were very tiny, and unable to support the animal’s weight. It was not able to walk on land.

Dr. Castello Banfi found 5 million year old, practically complete, 33-foot long fossil in 2007 in Itlay. We’re all anxious waiting for the exciting findings of his investigations.

REMNANTS FOUND IN TODAY’S WHALE
Inside the fin of a modern whale, you can still find the bones of an arm and hand. Today’s whale is equipped with a pelvis bone, which has long ago lost its function. And unlike fish, modern whales have lungs and nostrils called blowholes, and must surface occasionally to breathe.

When climates change due to geologic processes, animals have to adapt or face extinction. Whales certainly changed in a most unusual way. By reversing the water to land adaptation, and becoming an efficient mammal for ocean life, it is remaining one of the most fascinating evolutions of all time.

Alphabet Animal Action Phonics

Many children find it difficult to sit and learn phonics, so give them opportunities for movement! It's commonly believed that when you hear something, 10% of the information is retained. If you see it, hear it and say it, 40% is retained. But, if you also DO it, you retain 70%-100% of the information. Using a multi-sensory approach to teach children phonics and reading enhances their retention and capitalizes on their natural tendency to wiggle. In other words, incorporate movement as a teaching tool for phonics and reading.

ANIMAL ACTION PHONICS BOOK COMING SOON!

It is usually a good idea to introduce one letter sound a week. Learn and ACT OUT the first weeks letter sound S (The sneaky snake slithered up to me. It was a silly sight to see). Practice the rhyme as you do errands. Write the rhyme on a giant poster board and hang it in your child’s room. Flood your child's world with the letter sound of the week by looking for that letter everywhere you go (grocery store, signs, food they eat, books you read to them). Create a short book that emphasizes the new sound by cutting and pasting pictures of S objects. The following rhymes will give children many opportunities for action and fun.

SHORT VOWELS

A Andy the antelope started to clap, when an ant sat on his lap.
E Ellie the elephant swept and swept ate an egg, and then she wept.
I Ichabod inchworm started to twitch, because he had an itch, itch, itch.
O Ozzie the ostrich went hop, hop, hop, and his balloon went pop, pop, pop.
U The Umbrella bird under the sun wanted to run and have some fun.

CONSONANTS

B The baby baboon bought a mug, and gave his buddy a big bad bug.
C The curious cat began to creep closer, closer he did leap.
D The dolphin dives down under a wave, down so deep, his name is Dave.
F The freckled finch flew into the air, funny and fat, he was so fair.
G The grateful goat grew every day, he was so good, and he was so gray.
H The happy hippo loved to eat; he hopped all day in the heat.
J Johnnie the jackal would jump and leap; he never drove a jeep, jeep, jeep.
K Kenny kangaroo kicked his sis, than he gave her a kooky kiss.
L The lazy lizard would laugh and play, upon his log he would lay all day.
M The mild mouse moved with a squeak, to run from me he was so meek.
N The naughty narwhal has a nice spear, but make sure that you never go near.
P Polly pelican's pouch is pretty, it's empty, what a pity.
Q The quiet quail tiptoed quickly; his many quills were so very prickly.
R Roger rabbit ran and stomped, right through the river he romped.
S The sneaky snake slithered up to me; it was a silly sight to see.
T The terrific tiger would turn and skip, and every Tuesday he took a trip.
V The victorious vulture vaulted the best, and vowed to wear a vivid vest.
W Wally the walrus wiggled with a pig, and always wore a wonderful wig.
X The X-ray fish swam like a fox, but he never ever ate his lox.
Y The young yak yawned so very hard, on his yellow yacht in the yard.
Z The zany zebra zoomed like Flipper, but he always stopped to zip his zipper.

LONG VOWELS

A The aging ape is out of shape, because he ate and ate and ate.
E The enormous eagle is so regal, when he fly's with a seagull.
I The idle ibex stands so high, in the icy, icy sky.
O The orange orangutan climbed a rope to see what he could scope.
U The unique unicorn, dressed in blue, was stuck on ugly, ugly glue.

The more proficient your child gets at phonics the easier it will be to combine sounds into words. Be creative and have fun with Action Animal Phonics!