Index

• Accountability, 65
• Achievement and reading volume, 17
• Acknowledgment, 65
• Active listening, 54
• Advanced Placement courses, 47
• Advice seeking, 69
• Agam, Yaacov, 49
• Agreements, group, 93
• Airing of grievances, 78
• Alphabetics, 33–36
• Amazon’s Free Kids eBooks, 18
• American Psychiatric Association, 72
• American Sign Language, 58
• Anagrams, 26
• Anxiety, 71–73
• Apps for students with disabilities, 56–58
• Arts and music, value of, 48–50
• Art supplies, 50
  • making letters from, 34
• ASL Kids-Sign Language, 58
• Asynchronous learning, 5
• Autism, 57
• Autism iHelp, 57
• Autonomy, 125–126

• Background knowledge, 52
• Balancing act between developing autonomy, relatedness, and competence, 125–126
• Barnes & Noble Free Nook Books for Kids, 18
• Basics of distance learning, 1
  • communicating with teachers in, 10–12
  • creating a learning environment in, 3–4
  • establishing routines in, 2–3
  • learning management systems (LMS) in, 4
  • monitoring screen time in, 9–10
  • sleep in, 7–9
  • SOAR Virtual Learning Matrix for, 6, 7
  • taking care of yourself in, 12–13
  • Zoom etiquette in, 5–6
  • See also Distance learning
• Benefit of the doubt, 65
• BlackBoard, 4
• Blending of sounds, 30
• Board games, 26
• Boy-friendly literature, 22
• British Museum, London, 49
• Bullying, 84–88

• Canvas, 4
• Caregivers, self-care for, 12–13
• Centrality of child, 122–123
• Chagall, Marc, 49
• Challenging conversations, tips for, 76
• Children’s Choices Reading List, 21
• Choiceworks Calendar, 57
• Circadian rhythms, 8
• Clapping words, 30–31
• Classroom management plans, 92
• Classroom norms, 93
• Collaboration, 120–121
• Columbus Museum of Arts, 50
• Common Sense Media, 22
• Communication
  • with other parents, 88–90, 120–121
  • with teachers, 10–12, 127–128
• Competence, 125–126
• Confidence, 106
• Conflicts, management of, 75–79
• COVID-19, 63, 68–69, 89
  • anxiety over, 72
  • bullying during, 85–86
  • friendships in, 79–82
  • pod learning during, 90
  • threats to well-being before, 61
• Creating Group Agreements activity, 95–97
• Creative materials, 50
  • making letters from, 34
• Cross Your Arms activity, 94
• Cues, 52
  • visual, 115
• Cultural contributions to mathematics, 46
• Current level of understanding, 103–105
• Cyberbullying, 85–86
• Cyberbullying Research Center, 85

• Daily life, mathematics use in, 46
• Deaf and hard of hearing students, apps for, 57–58
• Department of Education, U.S., 45
• Dialogue drama, 38
• Diaries, 41
• Dignity
  • elements of, 65
  • power of, 64–65
  • separated from respect, 66–67
• Disabilities, apps for students with, 56–58
• Distance learning
  • alphabetics and phonics in, 33–34
  • anxiety over, 72
  • arts and music in, 49
  • basics of (See Basics of distance learning)
  • bullying and, 85–86
  • communication with other parents in, 89, 120–121
  • emotional granularity and, 71
  • friendships in, 80–81
  • guiding, not telling, in, 51
  • learning pods for, 90–97
  • managing conflicts in, 75–76
  • mathematics in, 45
  • oral language development in, 27–28
  • phonemic awareness in, 30
  • putting principles of well-being into action for, 68–69
  • reading aloud in, 23
  • reading fluency in, 37–38
  • reading volume in, 18
  • scaffolded writing in, 43
  • self-compassion in, 74
  • separating dignity from respect and, 66–67
  • social emotional learning in, 62
  • supplemental mathematics instruction in, 47
  • teasing and, 83
  • value of practice in, 56
  • value of writing in, 40
  • vocabulary games in, 25
  • wait time in, 54
  • wide reading variety in, 20–21
• Dragon Dictation, 57
• Dweck, Carol, 101
• Dyslexia, 56

• Edmodo, 4
• Emotional granularity, 70–71
• Emotional intelligence, 70
• Emotional regulation, 70
• Epic, 56
• Errors as opportunities to learn, 110–112, 126–127
• Expectations
  • appropriately high, 123–124
  • managing, 102
• Explanations, providing, 52

• Fairness, 65
• Family mindframes. See Mindframes, family
• Family photos of the week, 28
• Feedback, 106, 110–112
  • power of, 126–127
• Fixed mindset, 101
• Fluency, reading, 37–39
• Friendships in COVID-19, 79–82
  • teasing and, 82–84

• Generative sentences, 43–44
• Genre wheel, 21 (figure)
• Goal setting, 107, 115
• Google Classroom, 4
• Google Meet, 5
• Gratitudes, list of, 41
• Growth mindset, 101
• Guessing games, word, 26
• Guiding, not telling, 51–53

• Hannigan, Jessica, 6
• Hannigan, John, 6
• Happiness, 63–64
• Harris, Bryan, 75
• Heitner, Devorah, 86
• Help, asking for, 69
• Hicks, Donna, 65
• Hinduja, Sameer, 85
• Home learning environment, creation of, 3–4

• I am an evaluator of my impact on my children’s learning mindframe, 119–120
• I am a parent, not a schoolteacher mindframe, 128–129
• I appreciate the power of feedback and the place for praise as well as errors mindframe, 126–127
• Identity, acceptance of, 65
• I have appropriately high expectations mindframe, 123–124
• I know how to work with the school mindframe, 127–128
• I know the balancing act between developing autonomy, relatedness, and competence mindframe, 125–126
• I listen, build trust, and know how to gradually release responsibility mindframe, 124–125
• Impact on children’s learning, family, 119–120
• Inclusion, 65
• Independence, 65
• Interactive writing, 43
• International Children’s Digital Library, 18
• International Literacy Association, 21–22
• I see the power of collaborating with others in parenting our children mindframe, 120–121
• I understand the centrality of my child mindframe, 122–123
• I value what my child brings to the family and world mindframe, 121–122

• Journals, 41

• Kahlo, Frida, 49
• Khan Academy, 47, 48
• Knowing your current level of understanding mindframe, 103–105
• Knowledge Matters Campaign, 20
• Know where you are going and have the confidence to take on the challenge mindframe, 105–107

• Language experience approach, 43
• Learning environment, creation of home, 3–4
• Learning management systems (LMS), 4
• Learning pods
  • Creating Group Agreements activity, 95–97
  • Cross Your Arms activity, 94
  • defined, 90
  • first parent meeting for, 92–93
  • philosophy of teaching and learning in virtual space and, 92
  • steps for successful, 91
• Learning tool selection, 107–110
• Letter identification forms, 35–36 (figure)
• Letterman, David, 118
• Letter School, 57
• Listening to children, 124–125
• List making, 41

• Manipulating of sounds, 30
• Manning, Peyton, 41
• Mathematics
  • supplemental instruction in, 47–48
  • value of, 44–47
• Metacognition, 116
• Microsoft Teams, 4, 5
• Mindframes
  • family, 119–129
    • I am an evaluator of my impact on my children’s learning, 119–120
    • I am a parent, not a schoolteacher, 128–129
    • I appreciate the power of feedback and the place for praise as well as errors, 126–127
    • I have appropriately high expectations, 123–124
    • I know how to work with the school, 127–128
    • I know the balancing act between developing autonomy, relatedness, and competence, 125–126
    • I listen, build trust, and know how to gradually release responsibility, 124–125
    • I see the power of collaborating with others in parenting our children, 120–121
    • I understand the centrality of my child, 122–123
    • I value what my child brings to the family and world, 121–122
  • student, 100–118
    • defined, 100
    • importance of, 100–102
    • key messages on, 103
    • knowing your current level of understanding, 103–105
    • know where you are going and have the confidence to take on the challenge, 105–107
    • monitor your progress and adjust your learning, 112–115
    • recognize your learning and teach others, 116–118
    • seek feedback and recognize that errors are opportunities to learn, 110–112
    • select tools to guide your learning, 107–110
    • taking action on, 102–103
• Mindsets, 101
• Miró, Joan, 49
• Monitor your progress and adjust your learning mindframe, 112–115
• Monthly challenge goals, 107
• Mrs. P’s Magic Library, 18
• Museum tours, virtual, 49
• Music and arts, value of, 48–50
• Mute tool, video conferencing, 5

• National Museum of Anthropology, Mexico City, 49
• National Museum of Modern and Contemporary Art, Seoul, 49
• National Parent-Teacher Association, 127
• New York Philharmonic Symphony, 50

• Open Library, 18
• Oral language development, 27–29
• Oral reading fluency norms, 39 (figure)
• Oxford Owl, 18

• PBIS Champion Model System, 6
• Phonemic awareness, 29–32
• Phonics, 33–36
• Phonics with Phonograms, 56
• Picture books, 31
• Pod teaching. See Learning pods
• Porras, Sylvia, 50
• Post office, setting up a home, 41
• Power writing, 44
• Practice, value of, 55–59, 106
• Praise, 126–127
• Progress monitoring, 112–115
• PSAT practice, 48

• Questions
  • of the day, 28
  • guiding, 52
  • wait time and, 53–55

• Radio plays, 38
• Read-alongs, 38
• Reading
  • alphabetics and phonics in, 33–36
  • of books aloud, 23–24
  • fluency in, 37–39
  • genre wheel in, 21 (figure)
  • phonemic awareness in, 29–32
  • vocabulary games and, 24–26
  • volume of, 16–19
  • wide variety in, 20–22
• Reading aloud, 23–24
• Recognition, 65
• Recognize your learning and teach others mindframe, 116–118
• Relatedness, 125–126
• REL Northwest, 45
• Rereading of favorite books, 38
• Respect, separating dignity from, 66–67
• Responsibility, releasing, 124–125
• Robinson, Aminah Brenda Lynn, 50
• Routines, establishment of, 2–3

• Safety, 65
• San Francisco Symphony, 50
• SAT practice, 48
• Scaffolded writing experiences, 42–44
• Scieszka, Jon, 22
• Screen time, monitoring of, 9–10
• Screenwise: Helping Kids Thrive (and Survive) in Their Digital World, 86
• SEAL strategy, 76–78, 89
• Seek feedback and recognize that errors are opportunities to learn mindframe, 110–112
• Segmenting of sounds, 30
• Selecting tools to guide your learning mindframe, 107–110
• Self-care for caregivers, 12–13
• Self-compassion, 73–74
• Self-view feature, computer camera, 6
• Sight Words & Phonics Reading, 57
• Signed Stories, 58
• Silent counting, 54
• Sleep, 7–9
• SOAR Virtual Learning Matrix, 6, 7
• Social emotional learning, 62–63
• Solomon, Andrew, 103
• Songs
  • of the day, 28
  • word play, 31
• Sorenson BuzzCards, 58
• Sound Literacy, 56
• Storyline Online, 18
• Strength-spotting, 105
• Student mindframes. See Mindframes, student
• Study skills, 109, 114 (figure)
• Supplemental mathematics instruction, 47–48
• Syllables, clapping, 30–31
• Synchronous learning, 5

• Talking Calculator, 57
• TapTapSee, 57
• Teachers, communicating with, 10–12, 127–128
• Teasing, 82–84
• Thank-you notes, 41
• Time, wait, 53–55
• Time telling, 46
• Tools for guiding learning, 107–110
• Trust, building, 124–125
• 20 Questions game, 26

• Understanding, 65

• Variety in reading, 20–22
• Verbal Me, 57
• Video conferencing tools, 5–6
• Video games, 63
• Virtual backgrounds, video conferencing, 5
• Virtual Drumming, 50
• Vision-related disabilities, apps for students with, 57
• Visual cues, 115
• Vocabulary games, 24–26
• Volume of reading, 16–19

• Wait time, 53–55
• Well-being
  • anxiety and, 71–73
  • bullying and, 84–88
  • of caregivers, 12–13
  • communication with other parents and, 88–90
  • emotional granularity and, 70–71
  • emotional regulation and, 70
  • friendships in COVID-19 and, 79–82
  • happiness and, 63–64
  • learning pods and, 90–97
  • managing conflicts for, 75–79
  • power of dignity in, 64–65
  • putting principles into action for, 68–69
  • seeking advice and, 69
  • self-compassion and, 73–74
  • social emotional learning for, 62–63
  • teasing and, 82–84
• Whole-body letter shapes, 34
• Wiley, Kehinde, 49
• Word Magic, 57
• Word play songs, 31
• Word problems, mathematics, 45–46
• World Health Organization, 9
• Writing
  • apps for learners with difficulties in, 57
  • scaffolded, 42–44
  • value of, 39–42
• Writing Machine, 57

• Yopp-Singer Test of Phoneme Segmentation, 31–32
• Young Adults’ Choices Reading List, 21–22
• YouTube, 41

• Zoom etiquette, 5–6