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CC-News
Information About the Communication Continuum
Speech, Language, Literacy
Park Slope Communication & Learning Center Newsletter
Issue 4 - April, 2011
WordsInWords
You can sometimes make words using the letters in a larger word. For example, from the word "tube" you can make "be," "bet," "but," and "tub." Now onto a harder one: how many words can you make from the words "Easter?" (Hint: we found 45.)

Riddles for Kids: April Showers
Q: If April showers bring May flowers, what do May flowers bring?
A: Pilgrims!
Q: What goes up when rain comes down?
A: An umbrella!
Q: When do monkeys fall from the sky?
A: During Ape-ril showers!
Q: What can be seen in the middle of April but not at the beginning or end?
A: The letter R!
Q: What is the difference between a horse and the weather?
A: One is reined up and the other rains down.
Q: What did one raindrop say to the other raindrop?
A: My plop is bigger than your plop!
Q: Why don't mother kangaroos like rainy days?
A: The kids have to play inside!
Q: What happens when it rains cats and dogs?
A: You have to be careful not to step in a poodle!
Q: What do clouds wear under their raincoats?
A: Thunderwear
Q: What animal drops from the clouds?
A: Reindeer!

Answers to WordsInWords
Are, art, arts, as, at, ate, ear, ears, ease, east, eat, eater, eaters, eats, era, eras, erase, ere, rat, rate, rates, rats, reset, rest, sat, sea, sear, seat, see, seer, set, star, stare, steer, tar, tars, tea, tear, tears, tease, teaser, tee, tees, tree, trees.

In This Issue

  • Monthly Feature: Phonic Engine Reading Method & KidsVoyager Online: What happened in March?
  • The Phonic Engine Reading Method: The Story of an Invention
  • Techniques for Improving Your Child's Literacy Skills
  • Cochlear Implants: Could this help your child with a hearing impairment?
  • For Fun: Trivia Quiz
  • For Fun: Some Interesting Events in March!

In Upcoming Issues

  • Enriching Your Child's Vocabulary
  • PECS: A Communication System for Children on the Autistic Spectrum
  • Links to Literacy: Websites You Can Use with Your Child
  • What is the connection between word retrieval (language) and reading (literacy)?
  • What is the connection between auditory processing disorder (language) and reading (literacy)?

Summer Programs

You may be interested in our 2011 Summer Speech Camp and Summer Reading Program. Click here to view and print out the registration form.

You're receiving this newsletter either because you have requested it, or because you're a current or former client or associate of Park Slope Communication & Learning Center. If you do not wish to receive any further newsletters, please click "Unsubscribe" at the bottom. You'll have the opportunity to "opt-out" with every e-mail.

Our ongoing goal is to keep you informed about all matters related to the Communication Continuum: Speech, Language, and Literacy; to keep you updated on our seminars and other matters of interest; to answer questions you may have, and also provide some fun activities for your child, created by us, by colleagues, as well as syndicated content.

Questions

Please submit any questions you have regarding Speech, Language, and Literacy, and we'll be happy to reply in an upcoming issue of CC-News. If you do submit a question (to news@parkslopecc.com), be sure to let us know if you'd like your name (first and/or last) to appear, or if you'd prefer it left out.

Seminars

In the past, we've held seminars and discussions on: Stuttering, Auditory Processing Disorders, How to Help Your Child Develop Reading Skills, Early Speech and Language Development (0 - 5), Speech/Language/Feeding Developmental Milestones, Using the Phonic Engine® Reading Method to Facilitate Reading, Writing, and Spelling. Please let us know if you'd personally like any of these repeated, or have other topics that you'd like to hear about.

Monthly Feature: Phonic Engine Method & KidsVoyager Online: March, 2011

As some of you may know (we mention this in each issue, as it may be your first), we utilize our Phonic Engine® Reading Method, and its accompanying software, KidsVoyager® Online — which may be used at home as well as at our center — to help children catch up with, or enrich, their reading skills. The lives of many children we have worked with have been turned around using this method. In each issue of CC-News, we will be highlighting activities and successes from the previous month, with the intention of informing, and promoting this novel, transformative approach to the teaching of language arts which, we believe, can have a highly positive effect on children well beyond this practice. If any reader knows of a school or practice in a disadvantaged area, where the practitioners are dedicated, and willing to learn, we are more than happy to work with them at no cost.

(We are, by the way, trying to make the Phonic Engine Reading Method more widely available, and are preparing a "white paper" for that purpose. If you're interested, you can view a draft of this paper. It describes the technology in depth, discusses reading techniques in general, and provides links to some of the enabling patented methods which have helped so many of the children we have worked with.)

March did not bring us the relief we were all hoping for from the cold, cold winter days but our reading sessions were moving forward with lots of energy.

Second Grade Group
We have a group of second graders working very hard, using the Phonic Engine Reading Method (the Method) to learn to "hear" the vowels in the words they use every day. The children were told, during lessons throughout the month, to find words with specific beginning and ending sounds (a major feature of the Method) and to write down all the words they saw on the screen, and heard through their headphones, that contained specific vowel sounds. For example, if the beginning sound is /k/, the ending sound is /t/, and the target vowel sound is the /short a/, the children should notice cabinet, carrot, cat, cast, candidate, and clarinet. Children with reading difficulties often have a hard time identifying short vowels, so these kinds of lessons are done frequently. Sometimes we go around the room, and each child is given a word like "hot" or "fit", and then is asked to say what vowel sound was heard.

We also worked on /long a/ and /long o/ in a similar manner. The children were given a number of beginning and ending sounds, such as /s/ and /n/, for which they found the word stain. We asked the children to listen and speak the vowel sounds they heard. Then, we took note of the spelling patterns that produced the vowel sounds. We found /long a/ spelled ai, ay, and eigh, in addition to a followed by silent e. Likewise, with the /long o/ sound, we found oa (as in boat), ow (as in snow) and, o followed by silent e. Next month, we tackle diphthongs!

This type of activity is referred to as phonemic awareness (PA) training using phoneme identification. We also utilize PA training via phoneme manipulation with the Method, another form of PA training.

They also read stories, and because of the Method's text-to-speech methodologies, they had a much richer, multisensory, and meaningful experience. One of the stories we read was called, The Golf Ball Bandit by Artie Knapp, which we read at a website called www.dltk-teach.com. This is actually one of several sites that carries stories by Artie Knapp, but what we like about this site is that it often has accompanying instructional material. In this case, there were sequencing cards and word searches related to the story. The children read a page, and then had to answer a question.

We did this verbally and it resulted in a very lively discussion. In this story, a group of squirrels are incensed by a group of humans using "their land" for a golf course. They get their revenge by running out onto the green and stealing golf balls. Of course, these lively squirrels attracted a lot of attention, so now there were even more humans around. Finally, the squirrels realize that the humans do some good for them: they scare away predators, such as coyotes, and they drop lots of treats for them to eat. While reading the story, we talked about what the characters looked like, what their motivations were, and what they thought was going to happen in the end.

Topics such as conservation, animal rights and elimination of habitats were discussed. These children are just beginning to read for pleasure and, using the Method's assistive technology (text to speech in this case) application, KidsVoyager Online, they could also begin to think about more than merely decoding words.

Third to Fifth Grade Group
The kids in this "middle age" group read The Master Artist by Carol Moore, a short story on the magickeys.com website. In this story, which takes place in the 1300s, an artist is hired to paint a wealthy man's portrait. The artist decides to follow his own heart and paint the man, not the way he actually looks, but the way Picasso might have painted him. He is immediately dismissed by his patron and sent away without being paid in full. Nevertheless, the artist has no regrets. It is really thrilling to observe how much the students can grasp when, via the Method, the struggle to decode is removed, and they can focus on the story. The kids had a good laugh when they saw what the painting looked like at the end of the story (it's at the bottom of the page).

We also used the opportunity to talk about Picasso and other kinds of art.

Fifth Grade Group
These students began reading a very challenging book, which we felt would be readable, despite the difficulty level, because Merlin (KidsVoyager Online's animated narrator) reads to them while they read along. Using KidsVoyager Online with the Gutenberg project website, we started reading 20,000 Leagues Under the Sea by Jules Verne. First we spent some time reading about what life was like in 1866 and what Jules Verne was able to imagine about the future. We talked about the expression, "Today's science fiction is tomorrow's science fact." Jules Verne imagined what we call today a submarine. After reading two chapters, the students were trying to predict whether there really was a monster in the sea, or some kind of a machine. The votes were split (and we shall see).

The children were being exposed to language that they are not used to. The language is definitely not 21st century but, fortunately, KidsVoyager Online has a "double-click page" which allows kids to find the definition of a new word and then get right back to the story. As difficult and challenging as the book is, the kids were quite enthusiastic about it. We'll let you know how the story goes.

Sadly, we talked about the tragic earthquake and tsunami in Japan. We used the website, Weather Wiz Kids to read about these phenomena. We found some maps to see where these events took place and read articles in children's online magazines. The children all shared their own knowledge about the events.

We read about earthquakes and Tsunamis in general: what they are; what causes them; and how they change the features of the earth. We talked about how we could help the Japanese people. Thus, the kids became very actively involved. The lesson incorporated science, in addition to the language arts skills of vocabulary, sequencing, problem solving and predicting. As well as the fact that "ts" can make the sound /s/.

March was enlightening and we're on to April. And we hope it really does begin to feel like spring real soon!

The Phonic Engine Reading Method: The Story of an Invention — Steve Siegel

With a Phonic Engine Reading Method article now being featured in each issue of CC-News, discussing the previous month's "happenings" in our literacy program, it seemed like a good idea to tell you exactly what this Phonic Engine Reading Method is!

Even if you've known us (Park Slope Communication & Learning Center), for a long time, chances are you don't know me. I'm Laura Reisler's husband, Steve, and the inventor of the Phonic Engine Reading Method, which Laura has been using since 2007 (KidsVoyager Online). We thought you might like to know how this invention came to be, as we've been told it makes for an interesting story. So, here's an excerpt from the "White Paper" that will soon appear as a link on our website; and discusses just that.

In the early 1990s, when home computers were becoming "multimedia capable," and multimedia CDs were "all the rage," there was one particular company, Broderbund, that I felt was producing CDs that were head and shoulders above the rest. Titles like "The Tortoise and the Hare," for example (which Laura has in her office), where kids could listen to a beautifully animated story, page by page, and also "play in the story," by staying on a particular page, and clicking on random things to see what happened. The animation was beautiful.

At around the same time, there were also writing programs, where a child could key in text, and hear it narrated back. One problem with this, though, was that spelling mistakes would cause the text to be mispronounced.

I had an idea to create educational software that would allow children to create animated stories; animated stories with correctly spelled words. In the process of pursuing this, naturally, I tried to conceive of a way in which a child could, in fact, create correctly spelled words.

One thought was to use "themes," wherein a child could select a particular theme, such as animals, for example, and would be provided with a group of "animal" words and matching animations which could be, in some manner, coupled together to form a story. I also began to wonder if there was any information a child possessed which, with computer-assisted technology, could be used to enable the correct spelling of words; words which could then be narrated back with correct pronunciation, and thus provide additional motivation.

It was with this goal in mind, that I recalled an incident involving my own son, Jesse, at age 4. We were driving along 72nd Street in Manhattan, when he noticed a dog. He pointed to the dog and said "Look daddy, a dog!" Then he repeated the word "dog," emphasizing the "d" and "g" sounds. This struck me as interesting when it occurred.

And it occurred to me during this inventive process, that this — the recognition of initial and final sounds of words, may be, and probably was — not simply a fluke phenomenon, but something that was indicative of the capabilities of children at about that age. I verified this with a reading specialist, a speech/language pathologist, and via further research in educational journals. My interpretation was correct, and I began to wonder if this observation, previously viewed "merely" as a developmental milestone could, in fact, be put to use as a tool to encode words, and began to think about ways for children to harness this "rudimentary phonological awareness."

I began imagining a friendly, animated on-screen guide, moving around a computer screen, which could, some way, somehow, help a child specify the initial and final sounds of a word of which he or she was thinking.

I was having substantial difficulty with this, with respect to exactly how it would function and interact with the user and, concurrently, began to feel frustrated; frustrated that this was an exercise in futility, because even if I were to come up with a feasible interaction, there would be so many words, it wouldn't be practical. So, to see just how "bad" it would be, I took out my calculator to do the math. I thought, "Ok, at the rate of word acquisition of about 1,000 words per year, if a Kindergartner's mental lexicon were about 5,000 words, how many would match any initial/final sound pair?" With the 44 phonemes of the English Language, I performed the following calculation: 5,000 /44 / 44/. The answer was 2.58!

At that point, my jaw, quite literally, dropped. I immediately realized I had made an important connection; a connection between a human characteristic and a mathematical probability; a connection with extremely positive ramifications for children:

If a multisensory means were created such that a child could specify initial and final sounds, and subsequently a multisensory means were created for a child to choose one word from a group of words matching those sounds, a child, even prior to Kindergarten, could correctly encode virtually any word he or she could imagine!

And further, if there were compelling content that could be accessed by so doing, a child would be motivated to do so, thus being exposed, over and over again, to the correct spellings of words; sound/letter/word connections; the alphabetic principal; enhanced phonological awareness, as well as other components of language in its orthographic form; they would increase their abilities in phonics, enlarge their vocabulary, improve their ability to comprehend textual material, and gain a substantial advantage in all areas of language arts.

And, they would acquire interesting and meaningful information at the same time, as they would be able to "spell" even "tricky" words, like "laugh", and long, but interesting words, like "tyrannosaurus." They'd be able to investigate virtually any topic of their own choosing, as well as increase their overall knowledge.

This was the basis for the first Phonic Engine Patent.

Six others were to follow. They are:

I imagined the first software application to be an animated talking dictionary, with an "animated vignette" for 5,000 10,000 words and, shortly thereafter, sought advice from a patent attorney, filed for a patent, and began development of a prototype: an animated animal dictionary.

Working with an animator, we developed, over the course of several years, a series of "Animalations," from Aardvark to Zebra. At the same time, I acquired photographs of the animals, researched and wrote narratives about the animals, and developed software to display the animations, narratives, and photographs, all to be accessed by words encoded via the now-patented Phonic Engine Method.

However, as this was occurring, so was the Internet. After the animations, photographs, and narratives were done, I had begun adding sound effects. At around the letter "c", this came to an abrupt halt, as much of the same software and user interface could be coupled with a Web browser component to supply more content — by far — than even a full blown "Animated Talking Dictionary." The name "KidsVoyager" came to mind, and I checked to see if the domain name, kidsvoyager.com was available. It was.

Currently, the Phonic Engine Method is embodied in a software application, aptly called KidsVoyager® Online, and has been in use at the Park Slope Communication Center, in Brooklyn, NY, since 2007. From then, up until and including the present time, children — and to a large degree, children with disabilities in one or more areas — who had previously not responded to help from teachers or specialists, have improved in a manner that has changed their lives.

How to Help Facilitate Literacy Skills in Your Child

In the last issue of CC-News, we discussed Developmental Milestones For Literacy. In this issue, we will point out, in bullet-point format, what you, as a parent or guardian, can do to help facilitate literacy skills. There are certain books that we recommend for each age; please refer to last month's article, where they are mentioned by title.

6-12 Months: With book in hand,

  • Hold child comfortably with face-to-face gaze
  • Follow baby's cues for "more" and "stop"
  • Point and name pictures

12 18 months

  • Respond to child's prompting to read
  • Let child control the book
  • Be comfortable with the toddler's attention span
  • Ask "where's the…?" and let child point
18 24 months
  • Relate books to children's experience
  • Use books as part of a routine
  • Ask simple 'wh' questions
  • Have child complete your sentences when reading
24 36 months
  • Keep using books in routines
  • Read at bedtime
  • Be willing to read the same story over and over
  • Ask "what's that?"
  • Relate books to child's experiences
  • Provide crayons and paper
3 4 year olds
  • Ask "What's Happening?"
  • Encourage writing and drawing
  • Let the child tell the story
  • Read daily
  • Engage in activities that expand your child's vocabulary
  • Point out important features of book
  • Point to words as you read
Kindergarten
  • Let your child see you reading for fun
  • Let your child experience reading and writing by listening to good stories
  • Read predictable books with pictures
  • Encourage your child to experiment with writing
  • Talk about words in the story
  • Talk about sounds in words
  • Weave language and literacy into every day activities
How to help your first grader
  • Continue to expose your child to shared and guided reading
  • Model, teach, and practice strategies
  • Play games and engage in activities to:
    • Match voices and print
    • Build sight word vocabulary
    • Build phonemic awareness
  • Encourage your child to write
  • Discuss and retell stories aloud
Second and Third graders benefit from
  • Continued opportunity to read and discuss a variety of increasingly challenging and meaningful texts
  • Continued practice reading for meaning using various strategies
  • Exposure to and practice with more aspects of word analysis
  • Practice building accuracy, fluency, and expression
  • Practice reading silently
  • Guidance and practice with specific comprehension strategies
  • Encouragement to continue writing, using revisions, and correct spelling
  • Hearing and discussing a variety of literature read aloud
How you can help your child in the upper elementary grades
  • Have family time to talk about books
  • Take turns reading out loud
  • Regular visits to the library
  • Talk to child's teacher for input
  • Use computer resources
  • Make a regular time and quiet place for homework
  • Ask questions about schoolwork and activities and share daily experiences
  • Ask and help your child to write notes and letters
Specific, Graded Activities You Can Do To Help Your Child (Grades are approximate)

First to 5th Grade — ask clear, focused questions to help facilitate comprehension, such as:

  • What did you notice about the side of the beanstalk?
  • Tell me what you remember about the giant?
  • In what ways are a flower and a tree alike?
  • What differences to do you find between a flower and a tree?
  • What would you call these (while pointing to an illustration in a book)?
  • What else belongs in this group (while pointing to an illustration in a book)?
  • What happened after Jill came in after playing in the snow?
  • Why do you think "this" happened?
  • What do you think will happen next?

Of course, keep it playful, and allow your child to ask you questions too!

Activities to facilitate phonological awareness (K 1)
  • Play rhyming games-ex: finish the rhyme - to smell a rose, you use your____.
  • Tell me the first sound you hear in this word. For example "What's the first sound in sssssun?
  • Take a word and change one sound. For example, start with the word "big" and say "Change the middle sound to make another word for 'insect'."
  • Clapping to syllables: Let's clap for each beat we hear in "open": o(clap)…pen(clap)"
  • Tapping to syllables: Tap for each sound we hear in "hop": /h/ (tap) /a/ (tap) /p/(tap).
  • Do these words rhyme? "pin-pen?" How about "ten-pen?"
  • What's the first sound in the word "boy"- what's another word that begins with that sound?
Vocabulary activities
  • When reading, talk about word meanings (k-5th grade)
  • Do fill-ins-ex: "You eat soup with a ___ (k-2nd grade)
  • Play guessing games, giving descriptive clues (k-3rd grade)
  • Categorize - "A monkey is an animal. Can you tell me three more?" (k 3rd grade)
  • Opposites - "A rabbit is fast, a turtle is ______" (k-3rd grade)
  • Word Webs 2nd 5th Draw a circle (or any shape) in the middle of a page. Then draw lines coming out of that middle word and ask your child to fill in the circles (or squares, whatever) with words that are associated with that word. This helps increase word knowledge and awareness. Here is a sample of one:

Reading comprehension
In addition to working on vocabulary:
  • Read to your child with lots of feeling - from pre-k on
  • Take turns doing this with your child - k to 4th grade
  • Check in while reading: is child understanding text? - any age when you have a concern that your child may not be understanding text
  • Retell all or part of the story - pre-k to 3rd grade
  • Act out the story - pre-k to 4th grade
  • Talk about context - 2nd to 4th grade
  • Make up stories together-write them down and read them together. Practice rate and expression - 1st to 4th grade
  • Talk about homonyms. Make up sentences with them - 1st grade and up
  • Talk about multiple meanings (Examples: "The bat flew into the cave." "He hit the ball with his bat." "The elephant picked up the tree trunk with his trunk and put it in the trunk of the car.") - 3rd grade and up
Sight words-these word lists may be found online
  • Drill words on a regular basis-especially error words
  • Word of the day
  • Put new words on screen-saver
  • Put words on the floor or table-call out word and have child find the word and use it in a sentence
  • Word hunt-find the word in print
  • Card games such as Go Fish or Bingo using target sight words
Sources for this article include:
  • The National Reading Panel
  • Reach Out and Read Early Developmental Milestones and Activities
  • The Source For Reading Fluency, by Nancy B. Swigert
  • Florida Reading Association
  • SPELL-Links to Reading and Writing, by Jan Wasowicz, Kenn Apel, Julie Masterson, Anne Whitney

Cochlear Implants: Could this help your child with a hearing impairment?

A cochlear implant is a device used to help people with profound hearing losses to regain the ability to process sound waves. This is done by stimulating the auditory nerve directly rather than through the damaged hair cells. Patients typically work with audiologists, speech language pathologists, psychologists, and counselors throughout their aural rehabilitation. Cochlear implants were developed in the 1970s, but were only approved for use in 1985 for adults and 1990 for children. About 14 thousand people in the United States have benefited from use of cochlear implants.

There are many associated benefits of cochlear implantation, but the risks need to be closely examined as well before determining whether it is the appropriate method of intervention for your child's needs. Benefits include the possibility of sound perception from limited to normal ranges, resulting in improved social communication. Additionally there is a potential to participate in other day to day activities such as watching television, making telephone calls, or listening to music. Risks may include injury to the facial nerve, episodes of dizziness, taste disturbances, ringing in the ears (i.e. tinnitus), numbness around the ear, and other medical complications.

Test your knowledge of cochlear implants: Myth or Reality?
  1. Implant users can only differentiate between environmental noises, but not speech sounds.
  2. Once a user becomes implanted, they are immediately able to hear normally and engage in verbal conversation.
  3. Cochlear implants do not cure deafness.
  4. Cochlear implants weaken the skull, making the user more prone to skull damage/injury.
Answers:
  1. Myth- There is a wide range of possibilities for how the implantation will impact the user's ability to perceive sound (varies from case to case).
  2. Myth- The patient requires time to heal from the surgery as well as learn how to comprehend and process these new sounds.
  3. Reality- Implants rather provide an ability to perceive sound.
  4. Myth- Users are cautioned to avoid contact sports due to the risk of dislodging the housing of the implantation, not due to a heightened risk for skull fractures.

So what does the future hold for cochlear implants? Scientists are working hard at developing fully implantable devices that would not require the user to wear any visible hardware. Currently in the US and Canada, several companies are working on this technological advancement. The device will be fully implanted under the skin near the ear. All processing of speech sounds will occur internally rather than through a visible device magnetically attached to one's head. This new technology will allow for even more benefits to the implant-user, such as swimming and showering with the device. Additionally it will allow for infants shortly after birth to receive cochlear implants as it does not rely of the mastoid bone to be developed(FYI- mastoid bone is located behind ear and connects to middle ear). Since it does not use a magnet, implant users may receive MRIs while wearing the device. They are expecting to perform many clinical trials over the next several years before making the new device available to the public.

Trivia Quiz: Rain, Rain Go Away

April showers are here. How much do you know about wetter weather? Test your knowledge of everything rainy with this trivia quiz.

1. The greatest rainfall in a single day was 73.62 inches. Where was this recorded?
2. Where is the wettest place on Earth?
3. Approximately how much rain does it take to wet the ground under a fully-leafed maple tree?
4. When considering all the islands of the world together, the wettest and driest place is in the same island chain. Which chain?
5. Seagulls do many things when it is about to rain, except what?
6. If you see a rainbow in the sky, where must the sun be?
7. In order for an area to be classified as a desert, it must have less than how much rain each year?
8. There is a place on Earth where no rain has fallen for the past two million years at least. Where is this?
9. How fast does an average raindrop fall?
10. Most people believe that raindrops are tear shaped, but this is incorrect. What shape do raindrops take as they fall through the air?

Answers

1. In the Indian Ocean.
2. Buenaventura, Colombia.
3. 0.05 inches.
4. The Hawaiian Islands.
5. Fly out to sea.
6. Behind you.
7.10 inches.
8. Near Ross Island in Antarctica.
9. About seven miles per hour.
10. Sphere shaped.

April 2011 Holidays and Events

Monthly
Alcohol Awareness Month
Cancer Control Month
Car Care Month
Confederate History Month
Couple Appreciation Month
Defeat Diabetes Month
Emotional Overeating Awareness Month
Fresh Florida Tomato Month
Grange Month
Holy Humor Month
Informed Woman Month
International Customer Loyalty Month
International Twit Award Month
Jazz Appreciation Month
Month of the Young Child
National African-American Women's Fitness Month
National Autism Awareness Month
National Card and Letter Writing Month
National Child Abuse Prevention Month
National Decorating Month
National Donate Life Month
National Humor Month
National Knuckles Down Month
National Landscape Architecture Month
National Occupational Therapy Month
National Pecan Month
National Pet First Aid Awareness Month
National Poetry Month
National Youth Sports Safety Month
Pharmacists' War on Diabetes Month
Physical Wellness Month
Prevention of Animal Cruelty Month
Rosacea Awareness Month
School Library Media Month
Soyfoods Month
Straw Hat Month
Stress Awareness Month
Women's Eye Health and Safety Month
Workplace Conflict Awareness Month
World Habitat Awareness Month
 
Weekly
1-7 Laugh at Work Week
1-7 Medication Safety Week
3-9 Explore Your Career Options Week
3-9 National Blue Ribbon Week
3-9 National Week of the Ocean
3-9 National Window Safety Week
4-10 National Networking Week
10-16 National Library Week
10-16 National Volunteer Week
10-16 Pan American Week
10-16 Week of the Young Child
17-23 National Coin Week
17-23 National Crime Victims' Rights Week
17-23 National Paperboard Packaging Week
18-23 Consumer Awareness Week
18-22 Fibroid Awareness Week
24-30 Administrative Professionals Week
24-30 National Playground Safety Week
24-30 National Scoop the Poop Week
24-30 Sky Awareness Week
 
Daily
1 April Fools Day
1 National Fun at Work Day
1 National Fun Day
1 Reading is Funny Day
1 Sorry Charlie Day
2 International Children's Book Day
2 National Love Our Children Day
2 Reconciliation Day
2 World Autism Awareness Day
4 International Day for Mine Awareness and Assistance in Mine Action
5 National Deep Dish Pizza Day
6 Drowsy Driver Awareness Day
6 National Day of Hope
6 Paraprofessional Appreciation Day
6 Tartan Day
7 International Beaver Day
7 International Snailpapers Day
7 National Beer Day
7 No Housework Day
7 World Health Day
9 Baby Massage Day
9 National Cherish an Antique Day
9 Winston Churchill Day
10 National Siblings Day
11 Barbershop Quartet Day
11 International Louie Louie Day
12 National Be Kind to Lawyers Day
12 National Licorice Day
12 Walk on Your Wild Side Day
13 Thomas Jefferson Day
14 Children with Alopecia Day
14 International Moment of Laughter Day
14 Pan-American Day
15 Income Tax Day
15 National Take a Wild Guess Day
16 National Auctioneers Day
16 Record Store Day
17 Bat Appreciation Day
17 Blah Blah Blah Day
17 International Ford Mustang Day
17 Nothing Like a Dame Day
17 Palm Sunday
18 Adult Autism Awareness Day
18 International Amateur Radio Day
18 National Stress Awareness Day
18 National Wear Your Pajamas to Work Day
18 Pet Owners Independence Day
19 National Hanging Out Day
21 Kindergarten Day
21 National High Five Day
21 National Teach Children to Save Day
22 Earth Day
22 Good Friday
22 National Jelly Bean Day
22 International Mother Earth Day
23 National Bulldogs are Beautiful Day
23 World Book and Copyright Day
24 Easter Sunday
24 National Pet Parent's Day
25 Malaria Awareness Day
26 Hug an Australian Day
26 Richter Scale Day
27 Administrative Professionals Day
28 Poem in Your Pocket Day
28 Take Our Daughters and Sons to Work Day
28 Workers Memorial Day
29 National Arbor Day
29 National Hairball Awareness Day
30 Hairstylist Appreciation Day
30 National Go Birding Day
30 National Honesty Day
30 National Rebuilding Day
30 World Healing Day
30 World Tai Chi and Qigong Day

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