May I Kiss You?

MAY I KISS YOU ? by Janette

MAY I KISS YOU ? by Janette I ask if I may kiss you. You just smile; no answer is necessary. My initial kiss is just a flirting of our lips. My tongue lightly flicking - Like I am asking, "Do you want me?" The tip of my tongue runs all around your lips. Touching every part, Inside and out - Over and over again. Tickling you, tickle, tickle, goes my tongue. Now I press my lips gently to yours. Rubbing your lips back and forth against mine. My kisses are hot and fast. I cannot rest long in any one place. I have such a need to go on. I trail kisses of passion all over your face. Then back to your mouth. Our tongues dance together. We are exploring. I circle your tongue with the tip of mine. You echo the pattern back to me. I lick the sides, underside and the top. You echo back. I suck your lower lip. You echo back. We repeat, repeat, repeat. The sensations are driving our emotions. We are wild for each other. You thrust your tongue in and out. The movements are rhythmic and stabbing. Simulating our love making during mating. I ask again, do you want me? I can tell that you do. No words are necessary.

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10 Steps to Teaching Your Child to Read

*Update:  I have written a more comprehensive eBook with specific strategies you can use to teach your child to read.  Get the eBook I Can Teach Teach My Child to Read:  A 10-Step Guide for Parents as a PDF or Kindle version.

As a former first grade teacher, teaching children to read is one of my greatest passions! But because most children don’t start actually “reading” until around 6 years old (which is upwards of the targeted age range for my blog), I didn’t want parents to feel pressured that their 3-year old needs to start reading (which, by the way, they don’t!). However, the information shared below is general information that is beneficial for children of all ages, whether your child is ready to read or not. Don’t implement all of these strategies at once, nor should you expect your child to be able to do everything right away.  It is a process and this information is simply for you to implement when you feel your child is ready.  

Please also recognize that although the suggestions below are labeled as “steps”, they are not necessarily in consecutive order, nor are they in order of importance.  The information you will find here is simply a guide to help you see how each of the components of reading fit together!

1.  Read to your child

Teaching your child to read is truly a process that begins at infancy. (No, I am most certainly NOT advocating programs that claim to teach your baby to read using flashcards!) What I AM encouraging you to do is to begin reading with your newborn within days of welcoming her home! Not only is this a special bonding time for the two of you, it instills in her a love for books. Enjoyment while reading is one of the single greatest predictors of reading success in school-age children. If children don

’t learn from an early age to enjoy reading, it will most likely hinder their ability sometime down the road.

How much you read to your child is completely up to you and your family, but aim to read at least 3-4 books a day, even while your child is very young. As she gets a little older and can sit for longer stretches of time, make it a family goal to read together for at least 20-minutes each day.

Here are a few suggestions for the types of books to read to your child. But by all means, read whatever your child responds to and enjoys!

• Birth-1 Year: Lullabies, Board Books (with real pictures), Cloth Books (with various textures), Song Books
• 1 Year-3 Years: Rhyming Books, Song Books, Short-Story Board Books
• 3 Years-5 Years: Alphabet Books, Song Books, Picture Books, Rhyming Books

2.  Ask questions

Asking questions while reading to your child is not only great for encouraging your child to interact with the book, but it is also extremely effective in developing his ability tocomprehend what he is reading. You see, if our main objective in “reading” is getting our child to “sound out” words, we have missed the boat entirely. Even children who can decode words and “read” with great fluency still might not be able to comprehend what they are reading. If a child can’t comprehend what he is reading, there really is no point to reading at all!

While your child is a baby, ask him questions such as, “Do you see the cat?” while pointing at the picture of the cat. This will not only develop his vocabulary, it will also encourage him to interact with the book that he is reading. As he gets older, ask him to point to things in the book himself and make the noises of the animals he sees.

Once your child is about 2 or 3-years of age, begin asking questions before, during, and after reading the book. Show your child the cover of the book and ask him what he thinks it is going to be about (predicting). While reading, ask him what he thinks is going to happen or why he thinks a character made a particular choice (inferring). If a character is depicting a strong emotion, identify that emotion and ask your child if he has ever felt that way (connecting). At the end of the book, ask if his prediction(s) came true. Afterwards, ask him to tell you what he remembered happening in the book (summarizing).

Modifying each of these techniques during read-alouds to meet the developmental stage of your child is a great way to promote and increase reading comprehension!

3.  Be a good (reading) example

Even if your child is fascinated with books from an early age, her fascination will quickly dwindle if she does not see reading modeled in her home. If you are not an avid reader yourself, make a conscious effort to let your children see you reading for at least a few minutes each day! Read a magazine, a cookbook, a novel, your Bible…it’s up to you! But show your child that reading is something that even adults need to do. If you have a son, share this article with your husband. Sons need to see their fathers read, especially since it is not something that young energetic boys are naturally prone to doing.

As parents, we can sometimes get wrapped up with what exactly our children should be doing to be successful. But we often forget that children often learn by example. Grab a book and take a load off…for your child’s sake, of course!

4.  Identify letters in natural settings
Before our boys were born, we painted and hung large wooden letters spelling their name above the cribs as a decorative accent in their rooms.  I would have never guessed that those wooden letters would have such a learning incentive for Big Brother!  Around age 2.5, he began asking what letters were above his name.  That’s honestly how he learned to spell his name…and he can spell his brother’s name too because he has taken an interest in his letters as well.  In technical terms, this is called “environmental print” and includes all of the print we are surrounded by–fast food signs, labels, traffic signs, clothing, magazines, etc.

Often times, we want to force our children to learn letter names by a certain age.  We buy flashcards or DVDs claiming to teach our children their letters.  We drill our 2-year old over and over for minutes on end.  Don’t buy into this…allow your kid to be a kid and take advantage of the “teachable moments” as they come along!  Children’s minds are like sponges and are certainly capable of memorizing the alphabet from drilling, but that’s not the most effective method that will produce the best long-term results. Your child will be curious about the print he sees around him and will ask questions.  That’s your chance to jump in with a practical application that actually has real meaning and significance to your child.

Don’t misunderstand me and think that I don’t think learning the alphabet is important.  It is certainly important…but the method in which we teach them is evenmore important!  Always keep in mind that our ultimate goal is to foster a lifelong learner who loves to read, not a child who has simply memorized without any significance.

5.  Incorporate multiple domains of development
Children learn best when multiple senses or areas of development are included.  That’s why hands-on learning produces longer retention and more meaningful application.  Once your child has shown an interest in letters and you have already begun to utilize natural settings for identifying those letters, begin implementing activities that incorporate as many senses as possible.  Keep in mind that learning letter names isn’tnearly as important as learning their sounds!

There are a plethora of ways to incorporate multiple domains of development in regards to letter recognition and early-reading skills.  Alphabet crafts allow your child to learn the shape of a letter along with an association of the sound it makes all the while utilizing fine motor skills in the process of cutting, gluing, and creating!   Playing games that involve gross motor skills (like tossing beanbags on the appropriate letter) are also wonderful ways to include movement.  Of course, every child loves songs and rhymes!  Take an inventory of your child’s strengths and areas of interest and target activities to fit them!

6.  Classify the Genre
Once your child is around 5 and can recognize the difference between real and make-believe, I would suggest starting to help your child understand various genres of books during your reading time together.  This might seem complicated, but it’s really not.  There are around 5 different genres of children’s books that I would encourage you to point out to your little one.  Of course you can use the term “type” rather than “genre” if that is easier to remember.

• Nonfiction (real stories or facts about animals, places, people, etc)
• Fantasy (make-believe, can’t happen in real life because of magic, talking animals, etc)
• Realistic Fiction (a made-up story, but it could technically happen in real life because the characters and situations arebelievable)
• Alphabet Books 
• Song Books

When children classify a book into a certain genre, they have to first summarize the book in their head and recall details.  Then they have to use that information to decide which type of genre that particular books fits into.  Finally, your child will be recalling details from other books in the same genre, making connections between the two.  This simple activity that might take 5-10 seconds of your time after reading a book but it certainly packs a punch of thought and processing in that young brain!

Also, it’s important to note that not all books will fit into one of these genres, especially books that are considered “phonics readers.”  I would suggest that you do this exercise only with high-quality children’s literature, not with books that are attempting to get your child to “sound-out” on their own.  Most picture books found in children’s libraries will fit into one of these genres.

Remember, our goal is for our children to learn to comprehend what they’re reading…otherwise reading will honestly do them little good.  When we encourage our children to think about and process the book we’ve just read together, we are inadvertently modeling what we hope they’ll one day do independently!

7.  Word Families

To put it simply, word families are words that rhyme.  Teaching children word families is a phonemic awareness activity that helps children see patterns in reading.  This is an important skill because it allows children to begin “reading” by grouping sets of letters within a word.  The first part of a word is called the onset and the last part of the word is conveniently called the rime.  Word families share a similar “rime” as the onset changes.

Once your child recognizes the word “mop”, he’ll then have an advantage to reading all of the other words that have the same rime (top, pop, stop, cop, hop) because only one letter is changing.  Plus, recognizing rhyming words is a great language skill in and of itself!

Check out this Word Family Game

8.  Phonemic Awareness and Phonics

“Phonemes” are the smallest sounds in the English language (go here for a complete list of phonemes).  These sounds are made up of consonants, short vowels, long vowels, and digraphs.  “Phonemic Awareness” consists of learning those sounds and how to manipulate them within a word.  Digraphs are unique sounds comprised of individual letters like /th/, /sh/, /ch/, etc.

“Phonics” includes learning how to spell those sounds and the various rules that the English language follows.  Phonics is an important components of reading/spelling, but it should never be the main focus.  Again, we are looking to balance our literacy “program” with reading comprehension as the end result.  Learning the rules of phonics is simply a tool that helps a child learn to decode and spell.  I used the Pathways to Reading program in the classroom as my phonemic awareness and phonics program and loved it!  It made learning all of the tricky spellings so much fun, but I wouldn’t recommend it until your child is in kindergarten or first grade.

9.  Decoding

Decoding is often referred to as “sounding it out.”  This is an important element in teaching your child to read, but it certainly isn’t the most important.  Once your child knows the sounds each letter makes (which is taught in real, meaningful situations), she is ready to begin putting words together.  When looking at a short word, encourage her to say each individual sound /b/, /a/, /t/,  and then put them together “bat”.

As children decode words with more frequency, they will become more proficient at automatically identifying that word.  Sometimes this task is tedious, though, so it’s important to find creative ways to make it fun.  When I taught first grade, I used to buy little finger puppets that my students could use to point to the letters as they were decoding.  This was a huge hit and made this process so much fun!

Find these finger puppets and more at Oriental Trading

10.  Sight Words

Sight words, also known as high-frequency words, are the most common words in our written language are are often difficult to decode phonetically because they don’t follow the rules of phonics.  Because of this, they must be memorized.  As I’ve shared with you before, I am not an advocate of rote memorization for optimal learning because I feel it only utilizes the lowest level of cognitive processes.  However, sight words must be memorized in order for your child to become a fluent reader.  There are a few popular lists of sight words that individual researchers have found beneficial, including the Dolch List and the Fry List.  Don’t get overwhelmed when looking at this list…just start working on a few words at a time when you feel your child is ready.

Activities like Sight Word Bingo can help make memorizing sight words more fun!

As you’ve probably noticed, there is no “magic formula” for teaching your child how to read.  The points we’ve discussed in previous posts have highlighted simple, effective strategies that are easy to modify for your child.  After all, every child learns differently!  This series is not to be used as a “checklist” and think that once you’ve covered all the strategies your child will be proficiently reading.  Rather, this series provides valuable information to you so that you can guide your child while creating a print-rich, learning environment to foster his/her growth as a reader.  Don’t rush and don’t stress!  While it’s important to take advantage of the prime-learning time, it’s even more important to let your kid be a kid!

In summary, here are some practical suggestions you can implement every day based on the strategies shared with you in this post and previous posts.  Obviously, you can’t implement all of these suggestions with children of all ages, so use your judgement about what is best for your child.

• Read to your child every day!
• Ask your child questions before, during, and after reading.
• Let your child see you reading.
• Look for letters while out and about and in the environment around you.
• When teaching letters and letter sounds, incorporate as many senses as possible.
• Read a variety of books and make a game out of guessing the genre.
• Have fun rhyming!
• Work on letter sounds and manipulating them within words (phonemic awareness)
• Encourage your child to sound out short words (consonant, vowel, consonant).
• Practice memorizing a few sight words each day.
• Most of all, have fun together!

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How To Respond to a Heart Attack

By Tiffany Provost

A heart attack can be a scary thing, both for the person experiencing it and for those witnessing it. Even if you're notinterested in the medical field, you should still know how to respond to emergencies like heart attacks. You never know who will need your help so you want to be sure that you know how to do all that you can to help heart attack victims. Follow these guidelines on how to respond to a heart attack.

Step 1

Know the warning signs. Before you assume someone is having a heart attack, you need to be sure. A heart attack is probable is the victim feels uncomfortable pressure or pain in the middle of his chest (similar to indigestion). One or both of his arms may feel uncomfortable or sore, along with his back, neck and jaw. His stomach might even be bothering him. In addition, a classic sign of a heart attack is shortness of breath (possibly including chest pain). Severe sweating, nausea and dizziness or lightheadedness is also symptoms of a heart attack and definite reasons to call for help.

Step 2

Call for help. If you witness someone having a heart attack, the most important step that you need to take immediately is to call for help. If there are others with you, have them call 911 or the local ambulance service and request paramedics immediately. Try not to leave the heart attack victim alone. But if you're the only other person around, you may need to leave his or her side temporarily in order to place that ever-so-important phone call for medical assistance. Return to the heart attack victim as soon as possible.

(If you feel that you can get the person to an emergency room at your local hospital faster than help would arrive, then do this. Just never drive yourself if you're the one having the heart attack.)

Step 3

Administer CPR. If the person who is having the heart attack goes unconscious and stops breathing, you will need to start to administer CPR. A 911 operator should be able to help you through the basics of this. It is simple to do. Position your victim on his back. Check his airways for breathing by putting your ear close to his nose. And then tip his chin upward. Pinch his nose shut. With his head still tilted, give two deep breathes, and then wait. Repeat. Check for a pulse. If there is no response, position your hands at the bottom of the victim's rib cage, right in the middle of his chest. Then in fast procession, pump his chest 10 times with the heel of your hand using full force. Wait for a response. Repeat twice if there is nothing. Continue mouth-to-mouth rescue breathing and chest pumping until help arrives.

If your heart attack victim regains consciousness and starts breathing again, roll him on his side and try to make him as comfortable as possible. Stay with him until help arrives. And then be sure to relay to the paramedics exactly what happened and the steps you took to respond to the heart attack

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Matka

Advantages

It is stores the water and keep the water cool naturally without requiring any electricity.

How to Use

• It is stores the water and keep the water cool naturally without requiring any electricity.

Washing Method

Wash with soft brush.

Product Description

This is an eco-friendly Matka, It is stores the water and keep the water cool naturally without requiring any electricity and even cleans the water naturally. Each of clay products is decorated with handmade designs.

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Article On Germs

Article on Germs(for Kids)

Our bodies are pretty amazing. Day after day, they work hard — digesting food, pumping blood and oxygen, sending signals from our brains and much more.

But there is a group of tiny invaders that can make our bodies sick — they're called germs.

Some kids may think that germs are bugs or cooties or other gross stuff. Actually, germs are tiny organisms, or living things, that can cause disease. Germs are so small and sneaky that they creep into our bodies without being noticed. In fact, germs are so tiny that you need to use a microscope to see them. When they get in our bodies, we don't know what hit us until we have symptoms that say we've been attacked!

What Types of Germs Are There?

Germs are found all over the world, in all kinds of places. The four major types of germs are: bacteria, viruses, fungi, and protozoa. They can invade plants, animals, and people, and sometimes they make us sick.

Bacteria (say: BAK-teer-ee-uh) are tiny, one-celled creatures that get nutrients from their environments in order to live. In some cases that environment is a human body. Bacteria can reproduce outside of the body or within the body as they cause infections. Some infections that bacteria can cause include ear infections, sore throats (tonsillitis or strep throat), cavities, and pneumonia (say: new-MO-nyuh).

But not all bacteria are bad. Some bacteria are good for our bodies — they help keep things in balance. Good bacteria live in our intestines and help us use the nutrients in the food we eat and make waste from what's left over. We couldn't make the most of a healthy meal without these important helper germs! Some bacteria are also used by scientists in labs to produce medicines and vaccines (say: VAK-seens).

Viruses (say: VY-rus-iz) need to be inside living cells to grow and reproduce. Most viruses can't survive very long if they're not inside a living thing like a plant, animal, or person. Whatever a virus lives in is called its host. When viruses get inside people's bodies, they can spread and make people sick. Viruses cause chickenpox, measles, flu, and many other diseases. Because some viruses can live for a short time on something like a doorknob or countertop, be sure to wash your hands regularly!

Fungi (say: FUN-guy) are multi-celled (made of many cells), plant-like organisms. Unlike other plants, fungi cannot make their own food from soil, water, and air. Instead, fungi get their nutrition from plants, people, and animals. They love to live in damp, warm places, and many fungi are not dangerous in healthy people. An example of something caused by fungi is athlete's foot, that itchy rash that teens and adults sometimes get between their toes.

Protozoa (say: pro-toh-ZOH-uh) are one-cell organisms that love moisture and often spread diseases through water. Some protozoa cause intestinal infections that lead to diarrhea, nausea, and belly pain.

OUTSIDE SOURCE

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