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My daughter read the Hunger Games trilogy at 10 years old. My plan was to read it around the same time, but as usual, she raced through and devoured all three books before I could turn the first page. The movie opens Friday, and those of us with children in tow, are wondering: Is it OK for them to see it?
My friend, Chicago Tribune film critic Michael Phillips, said Director Gary Ross “does not pump the action for cheap thrills or opportunities to stoke the audience’s blood lust.”
In other words, the movie will send chills at reasonable temperatures, not unlike the book.
According to Michael, “The film feels dramatically substantial but not inflated. A lot of it – the core of it, really – puts us on the ground, running, in the woods with Katniss, without much in the way of digital effects.”
Librarians and teachers know that seeing a movie made from a beloved book is a great way to make the characters and the plot come alive for young readers, and it creates a very real connection for them to reading, imagery and writing.
I’m letting my daughter, now 11, see the movie, not just because she loved the books almost as much as the Harry Potter series, but because she is inspired, even idolizes, the lead character, Katniss Everdeen, who is a great, strong female role model.
Anybody else going with a kid? Why or why not?
Tagged:
Hunger Games,
Katniss Everdeen
Are you interested in entering our 2012 Writing Contest? For details and prize information, send an email to [email protected] Prizes, deadlines and more information coming soon.
Want a great book? Go to www.Storybuildersbooks.com
Last year’s winner:
THE BIG PROBLEM
BY TEAGHAN, age 9
Once there was a penguin named Bubbles. He loved bubble gum, but what he loved to do is blow bubbles with bubble gum. Bubbles has a best friend named Josh and he never minded Bubble’s problem until this day. That day, Bubbles went to school and was chewing gum. He blew a huge bubble and it got all over his friend Josh. Josh said, “Why did you do that, Bubbles?” “I’m so sorry,” said Bubbles. The next day, Josh took him to the doctor to get rid of his bubble problem. As they felt the warm breeze when they walked in the office, Bubbles had tears going down his face because he was scared. Josh told him, “It will be fine.” He conquered his fear and they entered the room. “Hello” said Dr. Penguin. “You must be Bubbles.” “Yes, that’s me,” he said. “Well, your friend Josh told me about your problem and if you take this Bubble Gum flavored medicine every day you’ll be sure to be better with it,” he said. “Yummy,” said Bubbles. “I’ll take it!” Every single day Bubbles took the medicine. After a while, Bubbles wanted to blow bubbles MORE! He ran to Josh’s house. “JOSH! JOSH! JOSH!” Bubbles yelled. “What?” he exclaimed. “I don’t think the medicine is working.” “Why not?” asked Josh. “I feel like I want to blow even more bubbles than usual.” “OH, great,” said Josh. “Well I guess I’ll have to bring you to see Dr. Penguin again.” So Josh took Bubbles to see Dr. Penguin. “Well, Bubbles, I bet the problem is the flavor,” said Dr. Penguin. “What flavor?” asked Bubbles. “The bubble gum flavor. I guess I will have to give you grape,” said Dr. Penguin. “Either that or sour lemon.” “I’ll take the grape,” Bubbles aid. Bubbles took a dose and it tasted HORRIBLE, but the feeling of chewing bubble gum was gone! He didn’t want to blow any more bubbles either. Bubbles was so happy! He was glad that he didn’t have to blow bubbles any more. When Bubbles came home, Mamma and Papa Penguin were so proud of him.
0 Comments on Enter our Writing Contest! as of 1/1/1900
When my daughter was 9, we read “The Care and Keeping of You: The Body Book for Girls” (American Girl Library). We read it at night while she was cozy in her bed and the dim light made it less embarrassing for us. On several nights, that was the book she wanted to read TOGETHER, and I was stunned at the ease of our puberty talk.
My misstep is that I assumed this talk was a one-time deal. I brought the topic up again recently, but my daughter, now two years old, clearly did not want to go there again. In hindsight, I realize that The Talk should actually be a series of tender conversations that grow as your child grows.
Here are some helpful links to get you started and keep the conversations going:
Check out Amy Lang’s Birds + Bees + Kids: http://www.birdsandbeesandkids.com/
“The birds and the bees can be tough to talk about, but with a little information, skills, some careful thought and planning, it’s possible to have comfortable and effective sex talks with your kids that don’t make either of you nuts!”
Melissa Taylor, an educator and author of Imagination Soup, says, “Don’t forget that another part of a child’s puberty education is the mis-education at recess.”
http://imaginationsoup.net/2011/08/why-you-must-talk-about-puberty/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ImaginationSoup+%28Imagination+Soup%29
- Second book in the series.
The first book was devoured so we cooked up another one!
Click and spin through it….it’s still yummy and nutritious, but longer.
Didn’t get book one? No worries. You can get the set for $20!
Coming soon…
Dealing with school anxiety. Tips that worked for our family and interviews with the experts.
Then I promise we’ll laugh again. Enough of this serious stuff.
Enjoy the sunshine
Carolyn
By: readlaughwriterepeat,
on 6/17/2011
Blog:
read. laugh. write. repeat.
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Most parents notice the talents of their children early on, whether it’s a child who is athletic, artistic or an early reader. But what do teachers look for when they formally identify students as “gifted”?
As your child moves through school, teachers begin selecting students who have the potential or ability to be included in a gifted program. In addition to teachers’ observations, identification is also based on:
- Group or individual intelligence tests (IQ tests given in 3rdand 5thgrades. OLSATs are given in Illinois’ public schools)
- Standard achievement tests (In Illinois, these are the ISATs)
- Grades
- Parent observations
Below are some of the most commonly used IQ score categories. NOTE: There are different versions of this breakdown, so you need to find out where the cut-off is for your school’s program, according to the Judy Galbraith, author of “You Know Your Child is Gifted When…”.
IQ Score
- 180 Profoundly gifted (about 1 in 1,000,000)
- 160 Exceptionally gifted (about 1 in 100,000)
- 145 Highly gifted (about 1 in 1,000)
- 130 Gifted
- 115 Bright
- 100 Upper normal
- 85 Lower normal
What’s important to remember is that your child is so much more than a number, said Joy Bell, a gifted education teacher in Illinois. The intelligence tests identify students who bubble out from the mainstream as having a higher ability in learning. Bell said she is looking for students who not only score high, but are great at abstract thinking, an ability that separates bright students from gifted students.
“It is in the thinking. Gifted students are great abstract thinkers,” Bell said. “It’s not about, gee, this student did well on the tests because their parents prepared them. Those students will struggle too much in a gifted classroom and could lose their self-esteem.”
Abstract thinking is a concept often compared to concrete thinking, in which thinking is limited to what’s in front of the face, and the here and now. In contrast, the abstract thinker can conceptualize or generalize, understanding that each concept can have multiple meanings. Such thinkers might see patterns beyond the obvious and be able to use patterns or a variety of concrete ideas or clues to solve larger problems.
Bell said she also looks for:
- How quickly students learn. A gifted students needs between 1 and 4 repetitions. An average student needs between 6 and 12. If you have to drill a child to learn something, it takes the fun out of learning.
- Students who are so thoughtful about what is being taught that they jump 2 or 3 steps ahead of the teacher.
-
GUILTY
I’ve tried to teach my daughters about compassion, but nothing seems to hit home unless I introduce a baby rabbit or puppy into the lesson.
“Be nice to that old man,” I’ll say, but they are dumbfounded until I add, ”He has a hungry puppy at home that he needs to feed.”
Never before have these lessons been so important in our home. I tore my rotator cuff while ice skating with my 8-year-old (see photo) and my husband is on crutches with a broken foot, which happened a week after my injury while he was playing soccer in the basement with the same daughter. The timing of these painful injuries couldn’t be worse. Our daughters are oblivious to our need to be left alone.
To help them understand our foul moods, I found a helpful article online entitled, “How to Approach an Injured Animal”, which I have tailored to my situation. Feel free to use it when your kids compromise your independence by putting you in a sling or crutches.
1.) Assess the situation and secure the area first. An injured mom is scared and will try to escape. She can bite, claw or scratch you so approach with caution. MY ADVICE: Let mom escape.
2.) Think of your safety first and then your mom or dad before you approach them. You do not want to be injured yourself in the process of giving help. MY ADVICE: Get out of the way! Can’t you see your dad is on crutches?
3.) Observe the mom or dad for signs of extreme fear or aggression – baring teeth, raised hair, growling, ears flattened against the head. MY ADVICE: Do not interrupt any staring. Daddy’s pain meds are kicking in.
4.) Find something soft to muzzle the injured mom or dad. MY ADVICE: Don’t you dare. Just back slowly away and hand us the remote.
5.) Approach the injured mom slowly with steady movements. Speak in a soothing voice to calm and reassure them. MY ADVICE: It sounds nice on paper but this will never happen.
4.) Do not look the injured mom in her eyes as this can be interpreted by some moms as a threat. MY ADVICE: I know what you’re going to ask and the answer is no or get it yourself.
5.) Make sure the mom welcomes your approach. MY ADVICE: Do not ever during the course of the healing process ask, “Will you play Polly Pockets with me?”
6.) Continue talking to the mom. MY ADVICE: N0. No talking. At all. Nothing. Silence.
7.) Lift it up with one arm around its chest and the other arm supporting the rump and hind legs and put in the trunk of your car and bring it to the nearest vet. MY ADVICE: I’d like to see you try.
2 Comments on How to approach an injured mom, I mean animal, last added: 4/12/2011
During my visit to Mrs. Lee’s 4th grade classroom in Niles, I had a wonderfully engaging time starting a fictional story with the students about a penguin named Bubbles who had a terrible problem: He couldn’t stop blowing bubbles! And that’s where I left the story. The students were asked to finish it to enter it in our Writing Contest. All of us here at the Storybuilders publishing center were amazed at the creative minds in Mrs. Lee’s classroom! So many good stories to choose from, but alas, only one can win First Place. Below, you’ll find a delightful adventure written by Teaghan, our First Place winner, who was awarded a free copy of Spies Inc.
2nd place: Bubbles the Penguin by Susan G.
Third Place: Bubbles! by Angelica C.
THE BIG PROBLEM
BY TEAGHAN
Once there was a penguin named Bubbles. He loved bubble gum, but what he loved to do is blow bubbles with bubble gum. Bubbles has a best friend named Josh and he never minded Bubble’s problem until this day. That day, Bubbles went to school and was chewing gum. He blew a huge bubble and it got all over his friend Josh.
Josh said, “Why did you do that, Bubbles?”
“I’m so sorry,” said Bubbles.
The next day, Josh took him to the doctor to get rid of his bubble problem. As they felt the warm breeze when they walked in the office, Bubbles had tears going down his face because he was scared.
Josh told him, “It will be fine.”
He conquered his fear and they entered the room.
“Hello” said Dr. Penguin. “You must be Bubbles.”
“Yes, that’s me,” he said.
“Well, your friend Josh told me about your problem and if you take this Bubble Gum flavored medicine every day you’ll be sure to be better with it,” he said.
“Yummy,” said Bubbles. “I’ll take it!”
Every single day Bubbles took the medicine. After a while, Bubbles wanted to blow bubbles MORE! He ran to Josh’s house.
“JOSH! JOSH! JOSH!” Bubbles yelled.
“What?” he exclaimed.
“I don’t think the medicine is working.”
“Why not?” asked Josh.
“I feel like I want to blow even more bubbles than usual.”
“OH, great,” said Josh. “Well I guess I’ll have to bring you to see Dr. Penguin again.”
So Josh took Bubbles to see Dr. Penguin.
“Well, Bubbles, I bet the problem is the flavor,” said Dr. Penguin.
“What flavor?” asked Bubbles.
“The bubble gum flavor. I guess I will have to give you grape,” said Dr. Penguin. “Either that or sour lemon.”
“I’ll take the grape,” Bubbles aid.
Bubbles took a dose and it tasted HORRIBLE, but the feeling of chewing bubble gum was gone! He didn’t want to blow any more bubbles either. Bubbles was so happy! He was glad that he didn’t have to blow bubbles any more. When Bubbles came home, Mamma and Papa Penguin were so proud of him.
0 Comments on OUR WRITING CONTEST WINNERS as of 1/1/1900
GREAT advice Carolyn!
Thanks, Sally. Better the info come from us and not the playground!
ABSOLUTELY!!
Some pretty bizarre stuff comes from the playground!!