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Several years ago I was looking through a catalogue of vocabulary-learning apps, searching for one that might work well for multilingual language learners. As I swiped through the demos, a familiar pattern emerged – and it was most clearly illustrated in an upbeat app that was basically a digital version of flashcards. I tapped the screen and the program sprang to life, an enthusiastic voice firing out vocabulary students were expected to repeat while looking at a picture of the word. I can’t remember exactly what the app said, but it was something not unlike this:

“Aardvark! …. Buttons! … Cheesecake! …”

I silently asked myself where I would ever hear those words again, and swiped away.

This unfortunately is the downfall of many vocabulary-learning apps: the words are random, or at best organized into broad categories such as “fruit” or “sports equipment”, but which are not usually the categories of words being used in class, that the student will need to understand lessons.

Going through these apps reminded me of the day I first realized the teaching and learning implications of this ubiquitous resource type. It was near the beginning of my career, and I was attending a teaching conference in Toronto. One of the presenters was a professor of linguistics and language acquisition, and as a newly-hired ESL teacher, I had signed up for her seminar.  The presentation went as usual, the professor walking back and forth across the room, animatedly talking about her own experiences learning English as a child, and her current research focus for teachers of multilingual language learners. There were about 50 of us sitting in those old-style lecture chairs with the swing-out desktop, watching her as she paced back and forth discussing the topic she was so clearly passionate about. I was scribbling notes here and there when she stopped and directly addressed us, punctuating the importance of her statement with gestures:

“Students need to hear and use a word – speaking, listening, reading, writing – in context, at least ten times, for it to be committed to memory.”

This stark number slammed right up against the wall of ESL learning materials and workbooks I had encountered thus far: the picture flashcards full of unrelated words, the grammar-heavy ESL drill books, the word game packages … the kind of resources that saturate the market.  And when we examine these resources, several questions arise. Where is the context in flashcards? Where is the authentic communication for real purposes in grammar drill workbooks? And perhaps most relevant to the professor’s statistic, what are the chances the student will naturally hear and meaningfully use these words at least ten times in the coming days and weeks?

Over the years I have heard adjustments to the number the professor quoted … 15 times to learn a word, 20 times … sometimes more. But the common takeaway in all of the studies is, quite frankly, “a lot”. Students need to interact with words meaningfully and repeatedly in order to retain them. And if there is one place students are going to hear words repeated and used for authentic purposes, it is the mainstream classroom. How many times will we say, read, and write words such as “cloud”, “evaporate” and “rain” in a science unit on the water cycle? Way more than ten, I’ll wager. Conversely, how many times will vocabulary like “cheesecake” come up?  And what then is the chance of the student remembering that isolated lexical item and committing it to permanent memory? Words, words, words … we teachers may get that Hamlet-style reply from students, if we ask them what they learned on one of those popular vocab apps.

I have kept this guiding principle as one of the main starting points for ESL instruction over the years, identifying words students will need for learning and authentic communication, and being intentional about teaching, clarifying, and recycling them.

And on a positive note, there have been some changes in ESL resources in recent years. I have seen some new learning programs that have moved away from generalized word themes to more specific ones that students will encounter, grade by grade, according to curriculum topics. But there are still an overwhelming number of them that do not follow this model.  So I will keep searching.  And although this will never happen in any other context in my life, I think I’ll pass on the cheesecake.

When a book begins with a map I get very excited. When a book begins with a map AND has interactive flaps to lift, I’m all in! These illustrative choices make “Mouse’s Wood” a beautiful book to enjoy just for the sake of the creative style but the story also can be a springboard into the curriculum. Alice Melvin created a whimsical woodland where Mouse is found visiting various friends such as squirrels and hedgehogs who live in different micro-environments of the forest. Among them are cherry trees, a strawberry patch and the river bank.

 As Melvin says on her website:

“Mouse’s Wood is my love letter to woods and nature.  The book follows Mouse on a woodland walk through the changing seasons.” https://alicemelvin.com/mouses-wood/

This story can help children see the natural world in a way that feels peaceful and respectful. Isn’t this perspective needed amongst all the negative messages kids get about the environment? The story can be read at any time of the year, since all seasons and months are represented. The book is ideal for kindergarten as well as grades one and two but there are many students over 8 years old who would love to have this book shared in their class or recommended for a small group or reading buddy situation.  Here are some cross curricular follow up activities and theme ideas to go with Mouse’s Wood.

Activity 1: Illustrated Map Primary/Junior

After reading Mouse’s Wood, students create an illustrated map of their neighbourhood or a fictional location. An illustrated map gives the students poetic licence to enhance their favourite areas with illustrations, graphic designs, logos, etc. If you want to follow the model in Mouse’s Wood, encourage them to show details about the location in a particular season. For example, do the plants have buds, blooms, or fruit?

Activity 2: Observing Animal Habitats Primary/Junior

Mouse’s Wood is set in England so some of the plants and animals featured are different from the ones we find in Ontario. As a class, create a chart listing animals in the story and discover more about their habitats. What types of plants and animals live there? 

Compare those habitats to animals in Ontario. Consider including porcupines, skunks, beavers, or study some less common animals like shrews, bats, or voles.

Activity 3: Making Flip Art Illustrations Primary/Junior

Having students analyse the illustrations and develop their own flip art illustrations just takes paper, scissors, glue, pencil and the courage to experiment. These illustrations could be subject based for a science, social studies or health topic. Another suggestion is to turn these illustrations into greeting cards that students can use as thank you cards.  The idea of opening a door or window and seeing what is inside a room piques the reader’s curiosity. One of the illustrations in the book flips up to show the underwater world of the river in the wood. I’ve included a picture of another type of 3-D flip art that students have enjoyed making.

Theme Suggestions

Mice in Children’s Literature

Students are often interested in comparing picture books. There are thousands of choices of picture books with mice as characters. We can read these other books and ask questions about the art and the story, looking for contrasts with Mouse’s Wood. I immediately think of the series by Laura Joffe Numeroff and illustrated by Felicia Bond,  If You Give a Mouse a Cookie. Another favourite is the outstanding Canadian book, Subway Mouse, with plasticine art by Barbara Reid. Jan Brett has detailed illustrations for Town Mouse Country Mouse. Also, the Mouse King in the Nutcracker ballet gives us a chance to explore characters in dance as well as literature.   

Months and Seasons

One way to start the new year in January is to review the upcoming months and seasons. To reinforce these concepts, younger students will also enjoy Hap-Pea All Year by Keith Baker. The illustrations in this book are bright and colourful and the little peas do a wonderful job showing activities common at various times of the year. The style of illustrations is quite different from Mouse’s Wood and will make an excellent discussion topic. For an Indigenous perspective, try Kaitlin Curtis’ three books: Winter’s Gifts, Spring’s Miracles and Summer’s Magic. I referred to Winter’s Gifts in my December 2025 post about the winter solstice.

…

If this is the start of a new year for you, I hope it is a wonderful one full of many delightful books that entertain and educate.

Happy Reading!

Brenda

“Burning out” is something I have become all too familiar with as an educator, parent, and person that tends to take on a lot of additional roles and responsibilities. It seems like there is always somewhere to be, an appointment to make, or thing to do. And while it can truly be a privilege to be in this position, it is hard to ignore the feeling of being exhausted and “finished” by the time winter break rolls around.

Recently I had an opportunity to attend an ETFO workshop on “Building Sustainability for Complex Lives”. During this workshop, we were encouraged to examine ourselves critically and think creatively on how we manage self-care. For me, the most important part of the learning was realizing my mind was too busy to truly slow down and not always think about the next thing I needed to get done.

In my experience, part of being an educator means always trying to get ahead: planning the next lesson, special event, or presentation, finding resources, marking, assessing, or getting an important piece of paperwork or report card comment in on time. There are endless tasks, and it becomes easy to “feel behind” or overwhelmed by the amount of things to do. Sometimes even the act of making time to relax, exercise, take a walk, or watch a movie or show can feel like another task, since there is inevitably something you want to get done before I practice “self care”.

It is no surprise when the “burnout” kicks in, and I start scrolling my phone endlessly for distraction (a way to feel busy but not necessarily productive), I start avoiding work, or start to panic over not having spent my time wisely. Everything starts to irritate me, and motivation to do anything goes out the window.

So what is the best way to get through burnout? How do we make life more sustainable?

There is no shortage of advice on the internet for how we can better practice self-care. Indeed, there is an entire industry and culture built on the need for wellness in today’s modern world. Here are a few practices that I find work well for me.

Remind Yourself You May Be Exactly Where You Should Be

In the never-ending quest to get ahead, it’s easy to lose sight of the fact that you may have indeed gotten everything done that you really actually needs to get done. Reminding yourself that some items on the to-do list are better done the next day or week can do wonders for your outlook and free up some time to rest or turn away from work.

Cut Things Out of your Schedule

When life gets overwhelmingly hectic, it may be a sign that you need to take cut back or cut out unnecessary items. This can be hard, as sometimes the items you can reasonably cut out or pause on are things that you genuinely want to keep, like a book club or even a home improvement project. Remember that the pause is just temporary, and that you are simply re-prioritizing to make your life make sense again.

Become a Morning Person or a Night Person (but not both)

Historically, I have been a night person throughout much of my life. I absolutely love tuning into a good show for a few episodes or getting a few things done when the house is quieter. I’ve learned, however, that the very early morning is a great time for productivity or going to the gym without cutting into family time, plus I feel more focused when I arrive at work.

Whatever you choose, make sure you get all the sleep you need to be healthy!

Stop Everything and Walk

There is nothing like a good walk to distance yourself from your screens, your work, or to take a breather after the constant stimulation of teaching in a busy classroom. I always find that walking gives me a chance to think through different problems I need to solve or simply to clear my head. Best of all you can get some steps in and maybe even some vitamin D if it’s sunny!

Find your Wellness Indulgence

Health and wellness activities are abundant where I live (the Toronto area), but you can always do at home any activity that makes you feel both healthy and a little indulged at the same time. Perhaps it is a warm soak, a great massage device, or time in a special place outdoors. Whatever it is, carve out time to do that wellness activity that takes a little more investment of time and resources.

For me, my favourite is a trip to a sauna/cold plunge circuit. The heat and stillness, combined with the shock of cold water somehow always does the trick of making me feel relaxed physically despite however I am feeling mentally, and by the end of the session the world seems a lot more calmer.

Sustain Yourself in the New Year

As I look ahead to the new year, my resolution is clear: to prioritize self-sustainability and actively guard against burnout. Working in education can be deeply meaningful, but it is also demanding, emotionally intensive, and often relentless. Without purposeful self-care, even the most passionate educators can find themselves stretched too thin.

As I continue my learning journey with Structured Literacy, I’ve been reflecting on the shifts that have had the biggest impact on my teaching.

The shift I will be reflecting on builds on the last post of progress monitoring, and focuses on something equally important for student growth: the power of positive self-talk. 

In this video, Rita Pierson reminds us how relationships are at the heart of teaching. One line that stays with me is: “-18 sucks the life outta ya, but +2 ain’t all bad”.  It is a powerful reminder to reframe how we share feedback to students, and families. Growth is growth. No matter how small, it deserves to be seen and celebrated.

This year, I have embedded positive self-talk in our daily routines, such as before exit tickets, assessments or even problem solving tasks. Students have generated their own phrases that they can say or write to themselves when a task is challenging. Together, we co-created a “self talk” chart that continues to evolve throughout the year. I regularly model it through “think alouds” to normalize it and show what it can look like in action. 

I have noticed that naturally, students are starting to use this language independently! The power of this self-talk is really transforming my students mindset, perseverance and resiliency. It is helping them see themselves as capable learners. 

I’m proud of this shift and excited to continue building on it, including writing (I will be reflecting on later in the series). I hope this inspires you to try it in your own classroom—you might be surprised by how powerful a few words can be.

At a professional learning workshop in the fall, we went around in our circle and offered tips to each other for report card writing.  I thought it was a great way to have an opening and also a great way to share ideas and strategies during this time of year.  Many of you may already be thinking about report card writing or even be in the middle of writing by the time this is published, but I’d like to share some of my own tips and ones that were shared with me.

First, know what conditions you need to focus on your writing.  For me, I need silence but I know many other educators who have a ‘report card playlist’ or who are able to maintain focus with some ambient sounds in the background.  I definitely require a well lit space (it helps if there is a view) and I put my phone in another room… I can be easily distracted!

My next tip is to take breaks when you need them.  When I sit and write, I know it takes me a while to get started, but I have also learned to recognize signs that I need a break.  My mind starts wandering or slowing down and I lose focus – two key indicators that I need a movement break.  I will get up and walk my dog for a quick outdoor break and it’s amazing how 15 minutes outside recharges my brain instantly.  Whatever your clues are, think about the strategies you need to refocus and bring yourself back to task.  

Just like some of my students students, I like to use a timer.  I’ve tried a few different techniques in the past, such as finishing all of one subject before a break or writing for three students and then a break, but I’ve found that a timer helps me the most.  I’ll set my timer and then keep track of how many comments I can write during that time. It helps to keep me accountable, but can also help me to anticipate when I will likely need a quick break as well. 

Last tip: plan your snacks!  I’m all about the snacks to fuel my motivation and I like to have some things in the house on hand….Whether popcorn is your snack of choice or fresh fruit, having those things ahead of time is handy. One educator I met told me that their staff members each bring a snack pack or fruit or such to give to every staff member;  each educator then goes home in report card writing season with a variety of snacks.  

This time of year when report card due dates are looming on the horizon can be daunting. While I love the opportunity to reflect on student learning, I also acknowledge the immense amount of time and energy that writing takes. Some of you may already have these strategies, but you might find some new ideas and maybe even some reminders of tried and true methods that have worked well for you in the past. If you’ve got more tips, share them with your colleagues – and me!

As both a teacher and a parent, I get to see what engages children including my own. Lately, my daughter has been bursting through the door with this excitement, arms waving, cheeks flushed, words tumbling out faster than I can catch them.

And every time, her stories follow this simple but exciting pattern. A picture book they read in class. The outdoor adventure that connected to it and the research they did afterwards to answer the many questions they came up with.

Watching her connect all those pieces has reminded me, more clearly than ever, how powerful picture books and outdoor time truly are.

My daughter will start by telling me about the picture book of the day. Maybe something about forest animals or changing seasons. But it’s really what comes after the story that shows the power of those pages. She talks about the characters, the setting, and the questions the book planted in her mind.

As a teacher, I know picture books can spark inquiry.
As a parent, I get to see that spark ignite in my own child.
Then comes the outdoor stories. Her absolute favourite part.

Her class has been exploring the forested trails behind the school, and hearing her describe it feels like listening to a nature documentary narrated by a very excited five-year-old. She tells me about following the path, spotting tracks in the mud, and crouching down to look closely at “real evidence,” as she calls it.

Recently she came home thrilled about finding animal scat on the trail . “We found ‘clues’, Mom!” and she continued to explain the different lines pressed into the dirt and snow that a muskrat had dragged cattails and sticks to the pond. She explained it like she had been on a wildlife expedition. And honestly? Her excitement was contagious.

After their walk, she said they went back inside and looked up muskrats on Google, because, of course, she had a hundred questions. And the facts she learned came flying at me as soon as she got in the car. She told me these things with such joy that I couldn’t help but smile. The book gave her the curiosity, the forest gave her the evidence, and the research gave her the answers. That combination of story + exploration + information is what made the learning so powerful.

Watching her experience all of this has reminded me, both as a teacher and a parent, that these simple ingredients aren’t extras, they are the driving force for deep, joyful learning.

We don’t need elaborate materials or hours of planning. Sometimes all it takes is a story, a walk through the trees, and the chance to follow a question wherever it leads.

When my daughter comes home overflowing with enthusiasm, talking about trails, animal scat, muskrat homes, and underwater facts, it’s impossible not to see the magic. It is clear that picture books and outdoor time don’t just teach. They invite curiosity and make learning come alive.

On a family visit to the zoo the Stewart children, Imogen and Arthur, catch the eye of a small penguin. He seems to be trying to communicate with the children. As they prepare to leave, their mother says “And you, Mr. Penguin, you must come and stay with us whenever you like.” No one expects that he would soon arrive on their doorstep!

The themes of family, friendship, welcoming strangers, and helping friends are built into this tale of mystery and adventure. Einstein is a brilliant penguin who enjoys messy meals and sneaking into Arthur’s backpack to spend time at school. There are many humorous scenes as their beloved feathered friend gets into a bit of mischief trying to find his friend. We see the siblings form a tighter bond and they begin to show each other more respect as the story goes on.  Both of them feel they don’t fit in but Einstein helps them have more confidence. 

The story is set in during early winter so a read aloud in December or January would be very relatable. That said, it really could be read at any time of the year. In the end, the children in the story grapple with the idea of saying goodbye but they realize Einstein isn’t suited to living in a townhouse.

I love that the chapters are short enough that you just need 10-15 minutes to read each one aloud.  Perfect for transitions from recess or at a time when the students have been out of the room for another subject. I remember my grade 2 teacher often read at the end of the day and we gathered together on the carpet. There is something about coming together for a read aloud that builds community as we share laughter, curiosity, fear, and sometimes even tears.  No tears for Einstein though, just giggles and surprises!

Einstein the Penguin can ignite our own excitement about writing and telling stories.  What type of animal could students imagine arriving at their door?  Would the animal stay at their house? What kind of adventure would they have?

Learning about penguins is a natural extension of this story. There are a few varieties of penguins mentioned in the book and students will be curious to learn about them. Einstein is a little penguin (also known as fairy penguins) and his friend Isaac is a rockhopper penguin like the one voiced by Robin Williams in the animated film, Happy Feet.

Einstein the Penguin has a mystery to solve and a villain in pursuit. Your students could very well get hooked on mystery stories at a young age. Setting up a mystery in the classroom makes for a very exciting hook in a lesson plan. Something as simple as a scavenger hunt can be a time for students to show teamwork and leadership. 

Students could also compare Einstein to Tacky the Penguin. As you may know Tacky is my favourite read aloud for primary grades so I wrote this blog all about it. Einstein and Tacky have similar traits of being dedicated friends and free-spirited creative thinkers.  I think your students will love them both.

Happy Reading!

Brenda

Einstein the Penguin was written by Iona Rangeley and illustrated by David Tazzyman. It was published in 2021 by Harper Collins.

In part 1 of this article, I talked about the difficulties I had faced when it came to sharing information about ESL/ELD programming with families. In the community where I worked, ESL/ELD programming was often viewed from a deficit perspective by many caregivers and even some school staff. Widely held deficit perspectives about ELLs, combined with my own need to learn more about ESL/ELD programming, resulted in rather poor communication with MLL families.

In my current work as an instructional leader working in ESL/ELD programming, I talk to educators that experience similar issues regularly. How should teachers go about addressing ESL/ELD programming with families that may not be aware of what it is? How should educators re-start conversations about their child’s ESL/ELD programming with families when it has gone unaddressed for an extended period of time?

Recently I spoke to a middle school colleague about how she communicates with MLL families when they transition to grade 6 from the feeder elementary school. Her practice was to call all MLL families to welcome them in the early months of the school year, and share with them that their child would be receiving ESL or ELD support. In her experience, families were often happy to hear how their child would be supported in this way.

The teacher also shared with me that she also calls families when their child is no longer receiving program adaptations, or had completed STEP 6 of the ESL continua. In her experience, caregivers often responded positively; after all, becoming proficient in another language is something to celebrate.

Listening to these reflections on family communication and transparency made me think of how empowered we are as educators to shift thinking in our schools and communities.

Let’s take a look at some ways educators can build transparency and communication with families about ESL/ELD programming, while also re-casting the work we do as MLL educators through an assets-based perspective.

Make Information about ESL/ELD programming Readily Available to Families

In an age of endless information, there is no reason families should have difficulty accessing information about ESL/ELD programming. Leave an easy-to-read brochure that explains what ESL/ELD programming looks like in your school in the main office so families can build their understanding and know who to contact should they have any questions.

Make ESL/ELD Programming part of Regular Family Communication

When you make welcome calls or share updates to families of MLLs, take the time to reference the student’s growth in language and literacy. It’s a great opportunity to share what you are doing to support their growth as multilingual learners, and keep the conversation going about academic language development.

Leverage Curriculum Night, Open House, and other school Community Events to Raise Awareness about ESL/ELD Programs

The tools, terminology and resources we reference as educators, like the STEP Continua, accommodations, and modifications, may be unfamiliar to families. Have a short presentation ready that you can use (or share with staff) to explain to families what these terms and tools are, and how educators use them to enhance and adjust programming for newcomer students. If possible, invite a settlement worker or community member that speaks the same language(s) as the communities in your school in to help interpret whenever necessary.

Sharing information with families about ESL/ELD programming should never feel like a hard or difficult conversation. With the right combination of direct communication and use of digital information, you will find that it will get increasingly easier to make programming for MLLs a regular part of your communication with families.