Touching the Spirit®
African American Culture-Centered Educational Excellence
Augusta Mann’s
Intensified Accelerated (IA) Teaching Strategies
VIDEO COLLECTION
SITE MAP
The Collection is Organized by Five Main Literacy Skill Groups and Ten Areas of Knowledge with African American Culture as a Unifying Thread.
Five Main Literacy Skills Groups
- Phonics; Academic Vocabulary and Background Knowledge; Reading Comprehension; Writing; Reading in Math
Ten Areas of Knowledge
- Ancient African and African American History; Oceans; Animal Life; Human Body; Universe; Plant Life; U. S. Constitution; World Geography; Forces and Motion; Weather/Climate
African American Culture
- Nine African American Cultural Themes;
- Touching the Spirit® Applying Cultural Knowledge in the Achievement of Educational Excellence for African American Students
––––––––––––––––
AFRICAN AMERICAN CULTURE
Nine African American Cultural Themes: Spirituality; Resilience; Humanism; Communalism; Orality and Verbal Expressiveness; Realness; Personal Style and Uniqueness; Emotional Vitality; Musicality/Rhythm
- #44: Affirmation/ Recitation: I Stand Tall
- #75: Memorization is Good??? When and Why
- #124: “SPEAK!” Highly Successful Teachers’ Use of Orality
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
Touching the Spirit®: Five Teaching and Learning Patterns: Ritual; Rhythm; Recitation; Repetition; Relationships
- #44: Affirmation/ Recitation: I Stand Tall
- #27: Touching the Spirit African American Culture-Centered Teaching and Brain/Mind Research
- #98: : The “High Road “Approach to Building Classroom Community and Discipline
- #75: Memorization is Good??? When and Why
Touching the Spirit: Nine Supportive Practices
- 1.Expectations of Excellence; 2.Continual Search for Patterns; 3.Insistence on Working Toward Mastery; 4.Teacher Modeling of Skills and Processes; 5.Intensive Direct Instruction and Practice; 6.Study of African and African American Philosophical Thought; 7.Focus on Discourse, Inquiry, and Creative and Symbolic Thinking; 8.Using Knowledge for Transformative Social Criticism and Community Action; 9.In-Depth Study and Performance of African and African American Culture and Extensive Study of African and African American History.
- #72: A Very “Heavy” ** Stack of Books
- #89: Stack of Books #3: The Role of Culture in Education
- #93: Juneteenth –Some Thoughts
- #100: Ebonics –The Truth! – Ebonics Research and Plans for Teaching Mainstream American English
FIVE MAIN LITERACY SKILLS GROUPS
——PHONICS——
Phonics— Mann’s Seven Intensified Accelerated Strategies
Mann’s Seven Intensified Accelerated Phonics Strategies in a Full Day Workshop
- #3: Introduction to the Seven Phonics Strategies
- #4: Alphabet Letter Name Knowledge-Grouping Students/Using Clues
- #5: Alphabet Letter Name Knowledge—Small Group Lessons
- #6: Consonant Sound Chart and Recitation
- #7: Highly Recurring Phonic Elements Chart and Recitation
- #8: Phonic Pattern Hopscotch and Preparing Flash Cards
- #9: Intensified Board Practice
- #10: Flashcards for Fluency
- #11: Phonic Pattern Word Lists
Phonics—Alphabet Letter Name Knowledge
Phonics—Edward Fry’s 1,000 Most Common Word List
**Videos #7—#11 are the foundational teaching strategies for the mastery of Fry’s Word List
- #7: Phonics – Segment 5 – Highly Recurring Phonic Elements Chart and Recitation
- #8: Phonics—Segment 6 – Phonic Pattern Hopscotch and Preparing Flash Cards
- #9: Phonics – Segment 7 – Intensified Board Practice
- #10: Phonics – Segment 8 – Flashcards for Fluency
- #11: Phonics – Segment 9 – Phonic Pattern Word Lists
- #16: Fry’s 1,000 Most Common Words Categorized by Sixteen of Mann’s Highly Recurring Phonic Elements
- #17: Decoding of Frequently Confused Words Primary Grades
- #30: Fry’s Word List 901-912 “Phonic Pattern Hopscotch”
- #31: Fry’s 1,000 Word List Video #5: “Intensified Board Practice” with Word List 901-912
- #32: Fry’s 1,000 Word Lists Video #1: “The Mastery Project” Introductory Video—Organizing for Systematic Teaching
- #33: Fry’s 1,000 Word Lists Video #2: “The Mastery Project” — Continued Introduction and Overview
- #34: Fry’s 1,000 Word List Video #3: Introducing “Phonic Pattern Word Lists”
- #35: Fry’s 1,000 Word List Video #4: List 901-912 “Phonic Pattern Hopscotch”
- #36: Fry’s 1,000 Word List Video #5: List 901-912 “Intensified Board Practice”
Phonics—Adventures of Charles and Tameka —Original Student K-1 Beginning Readers (downloadable paper booklets-students illustrate)
**Videos #3—#11 are the foundational teaching strategies for the mastery of each of the student readers. Lessons using the student readers start only after students have mastered all their letter names and consonant sounds and are beginning to progress in learning the Highly Recurring Phonic Elements Chart.
- #40: Adventures of Charles and Tameka Introduction to the Book 1
- #41: Adventures of Charles and Tameka: Book 1, Story #1, Part 1
- #42: Adventures of Charles and Tameka: Book 1, Story #1, Part 2
- #43: Adventures of Charles and Tameka: Book 1, Stories #2 and #3
- #47: Adventures of Charles and Tameka: Book 1, Stories #4 and #5
- #48: Thank you to Subscribers and Introduction of Book 2 – Adventures of Charles and Tameka
- #49: Adventures of Charles and Tameka Book 2, Story #1
Phonics—Highly Recurring Phonic Elements Chart
- #7: Phonics – Segment 5 – Highly Recurring Phonic Elements Chart and Recitation
- #65: Highly Recurring Phonic Elements Chart Recitation
- #99: 3-7 Minute Lessons: Human Body DAY 1
- #121: Here and There: Powerful K-5 Whole Class, One-Minute Phonics
- #163 Parents–At Home Phonics Fun Using Product Containers (Duplicate of #97)
Phonics—Phonic Pattern Hopscotch and Intensified Board Drill—with Primary Grade Text on the Human Brain and U.S. Constitution
- #8: Phonic Pattern Hopscotch and Preparing Flash Cards
- #9: Intensified Board Practice
- #82: Phonics Step-by-Step Lesson for Teaching a Two-Paragraph Primary Grade Text
- #83: Phonics—2nd and 3rd Days’ Step-by-Step Lessons for Teaching Fluent Reading of a Two-Paragraph Primary Grade Text
- #85: Phonics—4th Days’ Step-by-Step Lessons for Teaching Fluent Reading of a Two-Paragraph Primary Grade Text
- #90: “They Work!” – Touching the Spirit: Phonics and Vocabulary
- #95: It’s Not That Difficult! Decoding Words from a Text Selection on the U.S. Constitution
- #103: 3-7 Minute Lessons: Human Brain Days 8, 9, 10
Phonics—Phonic Pattern Word Lists
- #11: Phonic Pattern Word Lists
- #57: Phonic Pattern Word Lists for Teachers and Parents Part 1
- #58: Phonic Pattern Word Lists for Teachers and Parents Part 2
- #105 At-Home Phonics Activity –Independent Work
- #110: Decoding Fluency –The Power of the Mastery of 39 Words
- #113: “Hopscotch” Those _tion_ Words!
- #132: Phonics “ The__tion__Challenge” #1 Directed to Students (DTS)—Reading
- #133: Phonics “The __tion__ Challenge” #2 Directed to Students (DTS)—Spelling
- #163 Parents–At Home Phonics Fun Using Product Containers (Duplicate of #97)
Phonics- Parents At-Home Phonics Lessons
**See Videos # 6 and #7 as background for the videos listed below.
- #64: Using Product Containers for Independent Work in Phonics and Reading Comprehension Skills
- #69: Using Product Containers to Practice Literacy Skills Lessons—Sun Maid Raisins
- #71: COVID-19 School Closure—An At-Home Phonics Practice Activity
- #97: Parents–At Home Phonics Fun Using Product Containers
- #132: Phonics “ The__tion__Challenge” #1 Directed to Students (DTS)—Reading
- #133: Phonics “The __tion__ Challenge” #2 Directed to Students (DTS)—Spelling
- #163 Parents–At Home Phonics Fun Using Product Containers (Duplicate of #97)
Phonics—Flash Cards for Fluency
- #73: COVID-19 School Closures—Time for Preparing Flash Cards for Fluency
- #10: Phonics – Segment 8 – Flashcards for Fluency
- #105 At-Home Phonics Activity –Independent Work
- #110: Decoding Fluency –The Power of the Mastery of 39 Words
- #132: Phonics “ The__tion__Challenge” #1 Directed to Students (DTS)—Reading
- #133: Phonics “The __tion__ Challenge” #2 Directed to Students (DTS)—Spelling
- #163 Parents–At Home Phonics Fun Using Product Containers (Duplicate of #97)
——ACADEMIC VOCABULARY AND BACKGROUND KNOWLEDGE——
Academic Vocabulary–“Dancing Definitions”
- #13: Dancing Definitions -Narrative and Expository Texts and Introduction to Essential Summaries
- #59: U. S. Constitution Part 1 Accelerating the Mastery of Vocabulary and Background Knowledge
- #60: U. S. Constitution Part 2 Accelerating the Mastery of Vocabulary and Background Knowledge
- #61: U.S. Constitution Part 3 Accelerating the Mastery of Vocabulary and Background Knowledge
- #80: Dancing Definitions: Background for Use of this Strategy when Teaching the Human Brain
- #81: Dancing Definitions: Understanding and Demonstration of the Recitation and Memorization when Teaching the Human Brain
- #84: Teaching the Human Brain-Dancing Definitions and Essential Summaries
- #66: Multiplication—Basic Essential Definitions
- #75: Memorization is Good??? When and Why
- #99: 3-7 Minute Lessons: Human Body DAY 1
- #102: 3-7 Minute Lessons: Human Brain Days 5, 6, 7
- #122: Busy Beavers–Busy and Excited Students
- #124: “SPEAK!” Highly Successful Teachers’ Use of Orality
- #144: HELP! Standardized Tests are Coming! Part #1
- #145: HELP! Standardized Tests are Coming! Part #2
- #146: Standardized Tests–Lessons Directly Addressed to Students: Part #1
- #147: Standardized Tests–Lessons Directly Addressed to Students: Part #2
- #148: Standardized Tests– Lessons Directly Addressed to Students: Part #3
- #149: Standardized Tests– Lessons Directly Addressed to Students: Part #4
- #150: Standardized Tests– Lessons Directly Addressed to Students: Part #5
Academic Vocabulary — Descriptive Language.
General Building of Academic Vocabulary and Background Knowledge .
- #25: King Sundiata Video #1, Lion King of Ancient Mali
- #28: King Sundiata Video #2 and the Ancient Empires of West Africa
- #29: King Sundiata Video #3 and Ancient West African Empires
- #50: Sundiata, the Lion King –Follow-up to Videos #25, #28, #29
- #55: Broad Classification of Science
- #99: 3-7 Minute Lessons: Human Body DAY 1
- #119: “A Helicopter Hovers…”: Young Children and Academic Language Skills
- #122: Busy Beavers–Busy and Excited Students
- #124: “SPEAK!” Highly Successful Teachers’ Use of Orality
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
- # 141: The Color of Water: Chapter One Vocabulary PART 1
- # 142: The Color of Water: Chapter One Vocabulary PART 2
- #144: HELP! Standardized Tests are Coming! Part #1
- #145: HELP! Standardized Tests are Coming! Part #2
- #146: Standardized Tests–Lessons Directly Addressed to Students: Part #1
- #147: Standardized Tests–Lessons Directly Addressed to Students: Part #2
- #148: Standardized Tests– Lessons Directly Addressed to Students: Part #3
- #149: Standardized Tests– Lessons Directly Addressed to Students: Part #4
- #150: Standardized Tests– Lessons Directly Addressed to Students: Part #5
- #151: HELP! Standardized Tests are Coming! Part #3
- #152: Standardized Tests– Lessons Directly Addressed to Students: Part #6
- #153: Standardized Tests– Lessons Directly Addressed to Students: Part #7
- #154: Standardized Tests– Lessons Directly Addressed to Students: Part #8
- #155: Standardized Tests–Lessons Directly Addressed to Students: Part #9 Upper Grades ILEARN Farmers Market
- #156: Standardized Tests–Lessons Directly Addressed to Students: Part #10 Upper Grades ILEARN Farmers Market
Academic Vocabulary—“Synonym Triplets”
- #12: Synonym Triplets Part 1
- #67: Synonym Triplets Part 2
- #75: Memorization is Good??? When and Why
- #135: Synonym Triplets Review Directed to Students (DTS)
Academic Vocabulary—Prefixes Study
Academic Vocabulary—Parents– Home Activity
- #94: COVID-19 Times At Home: Vocabulary Building for Young Children
- #75: Memorization is Good??? When and Why
- #105 At-Home Phonics Activity –Independent Work
- #111: Parents—At Home Fun Phonics Practice-Reading Product Containers
Academic Vocabulary—Using Popular Culture Texts
Academic Vocabulary—Using Manipulatives for Student Engagement
——READING COMPREHENSION——
Reading Comprehension—Strategy: “Essential Summaries”
- #59: U. S. Constitution Part 1 Accelerating the Mastery of Vocabulary and Background Knowledge
- #60: U. S. Constitution Part 2 Accelerating the Mastery of Vocabulary and Background Knowledge
- #61: U.S. Constitution Part 3 Accelerating the Mastery of Vocabulary and Background Knowledge
- #75: Memorization is Good??? When and Why
- #104: 3-7 Minute Lessons: Human Brain- Days 11, 12, and 13: Essential Summaries
- #106: 3-7 Minute Lesson: The Universe – Day 1
- #144: HELP! Standardized Tests are Coming! Part #1
- #145: HELP! Standardized Tests are Coming! Part #2
Reading Comprehension—Main Ideas and Details
- #21: Miles Morales : The Ultimate Spider-Man #2
- #22: Miles Morales : The Ultimate Spider-Man #3
- #122: Busy Beavers–Busy and Excited Students
- #139: Test-Taking Practice– Reading Comprehension Grades 2-5–Gravity
Reading Comprehension—“Panel Books”
- #19: Miles Morales : The Ultimate Spider-Man #1
- #20: My Aunt Came Back
- #25: King Sundiata Video #1, Lion King of Ancient Mali
- #39: Panel Books—Text Organization: A Rain Forest Habitat
- #46: Elements of a Story: Using a Panel Book
- #122: Busy Beavers–Busy and Excited Students
Reading Comprehension—“Punctuation Marks Recitations”
- #14: Punctuation Marks Recitations
- #54: Punctuation Marks Recitations
- #112: Independent Work! Obey Those Punctation Marks!!
- #129: Obeying Punctuation Marks As One Reads #1 Directed to Students (DTS)
- #131: Obeying Punctuation Marks As One Reads #2 Directed to Students (DTS)
-
Reading Comprehension—“Two-Part Recitations”
Reading Comprehension —Math
Reading Comprehension—Pronouns and Antecedents
Reading Comprehension–General
- #123: : Will She Call the Police? What Do You Predict?
- #139: Test-Taking Practice– Reading Comprehension Grades 2-5–Gravity
- #144: HELP! Standardized Tests are Coming! Part #1
- #145: HELP! Standardized Tests are Coming! Part #2
- #148: Standardized Tests– Lessons Directly Addressed to Students: Part #3
- #149: Standardized Tests– Lessons Directly Addressed to Students: Part #4
- #150: Standardized Tests– Lessons Directly Addressed to Students: Part #5
- #151: HELP! Standardized Tests are Coming! Part #3
- #152: Standardized Tests– Lessons Directly Addressed to Students: Part #6
- #153: Standardized Tests– Lessons Directly Addressed to Students: Part #7
- #154: Standardized Tests– Lessons Directly Addressed to Students: Part #8
- #155: Standardized Tests–Lessons Directly Addressed to Students: Part #9 Upper Grades ILEARN Farmers Market
- #156: Standardized Tests–Lessons Directly Addressed to Students: Part #10 Upper Grades ILEARN Farmers Market
Reading Comprehension–Using Texts Related to Popular Culture
Cause and Effect, Summarization and Characterization
- #19: Miles Morales : The Ultimate Spider-Man #1
- #21: Miles Morales : The Ultimate Spider-Man #2
- #22: Miles Morales : The Ultimate Spider-Man #3
- #50: Sundiata, the Lion King –Follow-up to Videos #25, #28, #29
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
——WRITING——
Avoiding Run-On Sentences
- #18: The Big X: Avoiding Run-On Sentences
Essay Writing–General
- #37: Teaching Essay Writing Using Culture and Brain/Mind Research
- #52: Young Civil Rights Activists and Greta Thunberg
- #122: Busy Beavers–Busy and Excited Students
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
- #126 Kids Love Dinosaurs #1–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #127 Kids Love Dinosaurs #2–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #128 Kids Love Dinosaurs #3–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #130: Kids Love Dinosaurs #4– Directed to Students (DTS) Writing a Basic Opinion Essay
- #136: Why Do Kids Love Dinosaurs # 5– Directed to Students (DTS)
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
Narrative Writing
- #46: Elements of a Story: Using a Panel Book
- #75: Memorization is Good??? When and Why (internalizing a model of a 5 -paragraph essay)
- #140: Basic Narrative Writing Grades K-1
- #143: Writing for Older Students Writing a Narrative Piece with a Social Studies Topic
- #157: Narrative Writing Lessons Using “Touching the Spirit” Culture-Centered Modeling
- #158: The Color of Water–Daddy: #1 in a Series of Secondary Students’ Lessons on Writing and Reading Comprehension
- #159: The Autobiography of Malcolm X–Father: #2 in a Series of Secondary Students’ Lessons on Writing and Reading Comprehension
- #160: The Color of Water: Mommy- #3 in a Series of Secondary Students’ Lessons on Writing and Reading Comprehension
- #162: Good and Better: Writing–Use of Descriptive Language
Organization of Text
- #52: Young Civil Rights Activists and Greta Thunberg
- #39: Panel Books—Text Organization: A Rain Forest Habitat
- #122: Busy Beavers–Busy and Excited Students
- #122: Busy Beavers–Busy and Excited Students
- #126 Kids Love Dinosaurs #1–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #127 Kids Love Dinosaurs #2–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #128 Kids Love Dinosaurs #3–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #130: Kids Love Dinosaurs #4– Directed to Students (DTS) Writing a Basic Opinion Essay
- #136: Why Do Kids Love Dinosaurs # 5– Directed to Students (DTS)
- #140: Basic Narrative Writing Grades K-1
Use of Descriptive Language in Writing
- #1: Good and Better Use of Descriptive Language in Writing
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
- #160: The Color of Water: Mommy- #3 in a Series of Secondary Students’ Lessons on Writing and Reading Comprehension
- #161: The Power of Descriptive Language: James McBride’s Use of Language in The Color of Water
- #162: Good and Better: Writing–Use of Descriptive Language
Writing Summaries, Main Idea and Detail
- #19: Miles Morales : The Ultimate Spider-Man #1
- #21: Miles Morales : The Ultimate Spider-Man #2
- #22: Miles Morales : The Ultimate Spider-Man #3
Opinion and Argumentative Writing
- #23: Michael Jackson, Freedom Fighter Video #1
- #24: Michael Jackson, Freedom Fighter Video #2
- #91: Essay Writing (Opinion Type) #1 Using the Strategy: “3 + 3 +3”: Introduction and Materials
- #92: Essay Writing (Opinion Type) #2: 3 + 3 + 3 Teaching Strategy
- #114: “Why Do Kids Love Dinosaurs?”– Writing Skills–Opinion
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
- #126 Kids Love Dinosaurs #1–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #127 Kids Love Dinosaurs #2–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #128 Kids Love Dinosaurs #3–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #130: Kids Love Dinosaurs #4– Directed to Students (DTS) Writing a Basic Opinion Essay
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
——MATH (Reading and Vocabulary)——
- #45: A Beginning Multiplication Lesson
- #77: Pattern Power—“New” Math for Young Students
- #78: “RAT Math” with Not One Rodent in Sight!
- #56: Number Response Cards: Heightened Student Engagement and the Use of Silent Lessons
- #51: Science-One Million Dots-Conceptualizing Pre-Historic Time
––––––––––––––––
——BOOKS, VIDEOS, and BOOK LISTS——
- #79: The new HIP HOP!
- #63: What…? A Giraffe Sent on a Ship from East Africa to China in the 1400’s? **– Book of the Day
- #62: Brother from Another Planet – Video of the Day #1
- #118: Outstanding Book! Heart and Soul by Kadir Nelson
TEN AREAS OF KNOWLEDGE
1A. Ancient African History
- #25: King Sundiata Video #1, Lion King of Ancient Mali
- #28: King Sundiata Video #2 and the Ancient Empires of West Africa
- #29: King Sundi
- #50: Sundiata, the Lion King –Follow-up to Videos #25, #28, #29
- #63: What…? A Giraffe Sent on a Ship from East Africa to China in the 1400’s? **– Book of the Day
- #76: COVID-19: School Closures—History Lessons that are Definitely Not “The Big-B”!
- #87: Title: Stack of Books #1: Ancient African History and Culture
- #107: Ancient Africa—A Great King: Mansa Musa Part 1
- #108: Ancient Africa –A Great King: Mansa Musa Part 2
- #109: Ancient Africa–A Great King: Mansa Musa Part 3
1B. African American History
- #52: Young Civil Rights Activists and Greta Thunberg
- #93: Juneteenth –Some Thoughts
- #118: Outstanding Book! Heart and Soul by Kadir Nelson
- #120: Our Students Need to Know This History
- #125: Young, Gifted and Black: Using Jean-Michel Basquiat Paintings
- #137: Teaching Writing to Older Underperforming Students #1
- #138: Teaching Writing to Older Underperforming Students #2
2. Oceans
3. Animals
4. Human Body
- #38: Human Body Systems: Using a Mnemonic Device as a Memory Aid
- #80: Dancing Definitions: Background for Use of this Strategy when Teaching the Human Brain
- #81: Dancing Definitions: Understanding and Demonstration of the Recitation and Memorization when Teaching the Human Brain
- #84: Teaching the Human Brain-Dancing Definitions and Essential Summaries
- #99: 3-7 Minute Lessons: Human Body DAY 1
- #101: 3-7 Minute Lessons: Human Body DAYS 2, 3, 4
- #102: 3-7 Minute Lessons: Human Brain Days 5, 6, 7
- #103: 3-7 Minute Lessons: Human Brain Days 8, 9, 10
- #104: 3-7 Minute Lessons: Human Brain- Days 11, 12, and 13: Essential Summaries
- #124: “SPEAK!” Highly Successful Teachers’ Use of Orality
5. Universe
- #20: My Aunt Came Back—Geography within the Context of the Study of the Universe
- #96: Dancing Definitions: A Black Hole
- #106: 3-7 Minute Lesson: The Universe – Day 1
6. Plants
7. U.S. Constitution
- #59: U. S. Constitution Part 1 Accelerating the Mastery of Vocabulary and Background Knowledge
- #60: U. S. Constitution Part 2 Accelerating the Mastery of Vocabulary and Background Knowledge
- #61: U.S. Constitution Part 3 Accelerating the Mastery of Vocabulary and Background Knowledge
8. World Geography
9. Forces and Motion
10. Weather/ Climate
Messages to My Subscribers—(The messages that are separate from ones that are embedded in a teaching video) She also sends written messages via the Patreon message process.
- #26: Thank You to My Subscribers September 9, 2019
Augusta thanks you, her subscribers, and shares her goals for the next few months. She asked for you to send ideas, comments and any questions that you may have. September 10, 2019 - #48: Thank you to Subscribers and Introduction of Book 2 – Adventures of Charles and Tameka
- #134: New Year’s Update to My Subscribers
––––––––––––––––
Chronological Order of Posts
- #1: Good and Better – Use of Descriptive Language in Writing
- #2: Pronoun Boxes
- #3: Phonics – Segment 1 – Introduction to the Seven Phonics Strategies
- #4: Phonics – Segment 2 – Alphabet Letter Name Knowledge-Grouping Students/Using Clues
- #5: Phonics – Segment 3 – Alphabet Letter Name Knowledge—Small Group Lessons
- #6: Phonics – Segment 4 – Consonant Sound Chart and Recitation
- #7: Phonics – Segment 5 – Highly Recurring Phonic Elements Chart and Recitation
- #8: Phonics—Segment 6 – Phonic Pattern Hopscotch and Preparing Flash Cards
- #9: Phonics – Segment 7 – Intensified Board Practice
- #10: Phonics – Segment 8 – Flashcards for Fluency
- #11: Phonics – Segment 9 – Phonic Pattern Word Lists
- #12: Synonym Triplets
- #13: Dancing Definitions -Narrative and Expository Texts and Introduction to Essential Summaries
- #14: Punctuation Marks Recitations
- #15: Pronoun Boxes Reminder of 3-Day Performances
- #16: Fry’s 1,000 Most Common Words Categorized by Sixteen of Mann’s Highly Recurring Phonic Elements
- #17: Decoding of Frequently Confused Words Primary Grades
- #18: The Big X: Avoiding Run-On Sentences
- #19: Miles Morales : The Ultimate Spider-Man #1
- #20: My Aunt Came Back
- #21: Miles Morales : The Ultimate Spider-Man #2
- #22: Miles Morales : The Ultimate Spider-Man #3
- #23: Michael Jackson, Freedom Fighter Video #1
- #24: Michael Jackson, Freedom Fighter Video #2
- #25: King Sundiata Video #1, Lion King of Ancient Mali
- #26: Thank You to My Subscribers September 9, 2019
- #27: Touching the Spirit African American Culture-Centered Teaching and Brain/Mind Research
- #28: King Sundiata Video #2 and the Ancient Empires of West Africa
- #29: King Sundiata Video #3 and Ancient West African Empires
- #30: Fry’s Word List 901-912 “Phonic Pattern Hopscotch”
- #31: Fry’s 1,000 Word List Video #5: “Intensified Board Practice” with Word List 901-912
- #32: Fry’s 1,000 Word Lists Video #1: “The Mastery Project” Introductory Video—Organizing for Systematic Teaching
- #33: Fry’s 1,000 Word Lists Video #2: “The Mastery Project” — Continued Introduction and Overview
- #34: Fry’s 1,000 Word List Video #3: Introducing “Phonic Pattern Word Lists”
- #35: Fry’s 1,000 Word List Video #4: List 901-912 “Phonic Pattern Hopscotch”
- #36: Fry’s 1,000 Word List Video #5: List 901-912 “Intensified Board Practice”
- #37: Teaching Essay Writing Using Culture and Brain/Mind Research
- #38: Human Body Systems: Using a Mnemonic Device as a Memory Aid
- #39: Panel Books—Text Organization: A Rain Forest Habitat
- #40: Adventures of Charles and Tameka Introduction to the Book 1
- #41: Adventures of Charles and Tameka: Book 1, Story #1, Part 1
- #42: Adventures of Charles and Tameka: Book 1, Story #1, Part 2
- #43: Adventures of Charles and Tameka: Book 1, Stories #2 and #3
- #44: Affirmation/ Recitation: I Stand Tall
- #45: A Beginning Multiplication Lesson
- #46: Elements of a Story: Using a Panel Book
- #47: Adventures of Charles and Tameka: Book 1, Stories #4 and #5
- #48: Thank you to Subscribers and Introduction of Book 2 – Adventures of Charles and Tameka
- #49: Adventures of Charles and Tameka Book 2, Story #1
- #50: Sundiata, the Lion King –Follow-up to Videos #25, #28, #29
- #51: Science-One Million Dots-Conceptualizing Pre-Historic Time
- #52: Young Civil Rights Activists and Greta Thunberg
- #53: Themes – Two Part Recitation
- #54: Punctuation Marks Recitations
- #55: Broad Classification of Science
- #56: Number Response Cards: Heightened Student Engagement and the Use of Silent Lessons
- #57: Phonic Pattern Word Lists for Teachers and Parents Part 1
- #58: Phonic Pattern Word Lists for Teachers and Parents Part 2
- #59: U. S. Constitution Part 1 Accelerating the Mastery of Vocabulary and Background Knowledge
- #60: U. S. Constitution Part 2 Accelerating the Mastery of Vocabulary and Background Knowledge
- #61: U.S. Constitution Part 3 Accelerating the Mastery of Vocabulary and Background Knowledge
- #62: Brother from Another Planet – Video of the Day #1
- #63: What…? A Giraffe Sent on a Ship from East Africa to China in the 1400’s? **– Book of the Day
- #64: Using Product Containers for Independent Work in Phonics and Reading Comprehension Skills
- #65: Highly Recurring Phonic Elements Chart Recitation
- #66: Multiplication—Basic Essential Definitions
- #67: Synonym Triplets Part 2
- #69: Using Product Containers to Practice Literacy Skills Lessons—Sun Maid Raisins
- #70: COVID-19 School Closures—Teacher Planning and Prep Time
- #71: COVID-19 School Closure—An At-Home Phonics Practice Activity
- #72: A Very “Heavy” ** Stack of Books
- #73: COVID-19 School Closures—Time for Preparing Flash Cards for Fluency
- #74: Prefixes Skit—Active Learning
- #76: COVID-19: School Closures—History Lessons that are Definitely Not “The Big-B”!
- #77: Pattern Power—“New” Math for Young Students
- #78: “RAT Math” with Not One Rodent in Sight!
- #79: The new HIP HOP!
- #80: Dancing Definitions: Background for Use of this Strategy when Teaching the Human Brain
- #81: Dancing Definitions: Understanding and Demonstration of the Recitation and Memorization when Teaching the Human Brain
- #82: Phonics Step-by-Step Lesson for Teaching a Two-Paragraph Primary Grade Text
- #83: Phonics—2nd and 3rd Days’ Step-by-Step Lessons for Teaching Fluent Reading of a Two-Paragraph Primary Grade Text
- #84: Teaching the Human Brain-Dancing Definitions and Essential Summaries
- #85: Phonics—4th Days’ Step-by-Step Lessons for Teaching Fluent Reading of a Two-Paragraph Primary Grade Text
- #89: Stack of Books #3: The Role of Culture in Education
- #90: “They Work!”
- #91: Essay Writing (Opinion Type) #1 Using the Strategy: “3 + 3 +3”: Introduction and Materials
- #92: Essay Writing (Opinion Type) #2: 3 + 3 + 3 Teaching Strategy
- #93: Juneteenth –Some Thoughts
- #94: COVID-19 Times At Home: Vocabulary Building for Young Children
- #95: It’s Not That Difficult!
- #96: Dancing Definitions: A Black Hole
- #97: Parents–At Home Phonics Fun Using Product Containers
- #98: : The “High Road “Approach to Building Classroom Community and Discipline
- #99: 3-7 Minute Lessons: Human Body DAY 1
- #100: Ebonics –The Truth! – Ebonics Research and Plans for Teaching Mainstream American English
- #104: 3-7 Minute Lessons: Human Brain- Days 11, 12, and 13: Essential Summaries
- #107: Ancient Africa—A Great King: Mansa Musa Part 1
- #108: Ancient Africa –A Great King: Mansa Musa Part 2
- #109: Ancient Africa–A Great King: Mansa Musa Part 3
- #110: Decoding Fluency –The Power of the Mastery of 39 Words
- #111: Parents—At Home Fun Phonics Practice-Reading Product Containers
- #114: “Why Do Kids Love Dinosaurs?”– Writing Skills–Opinion
- #120: Our Students Need to Know This History
- #123: : Will She Call the Police? What Do You Predict?
- #127 Kids Love Dinosaurs #2–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #128 Kids Love Dinosaurs #3–Directed to Students (DTS)–Writing a Basic Opinion Essay
- #129: Obeying Punctuation Marks As One Reads #1 Directed to Students (DTS)
- #131: Obeying Punctuation Marks As One Reads #2 Directed to Students (DTS)
- #134: New Year’s 2021 Update to My Subscribers
- #135: Synonym Triplets Review Directed to Students (DTS)
- #136: Why Do Kids Love Dinosaurs # 5– Directed to Students (DTS)
- #148: Standardized Tests– Lessons Directly Addressed to Students: Part #3
- #149: Standardized Tests– Lessons Directly Addressed to Students: Part #4
- #150: Standardized Tests– Lessons Directly Addressed to Students: Part #5
-
- #155: Standardized Tests–Lessons Directly Addressed to Students: Part #9 Upper Grades ILEARN Farmers Market
- #156: Standardized Tests–Lessons Directly Addressed to Students: Part #10 Upper Grades ILEARN Farmers Market
- #163 Parents–At Home Phonics Fun Using Product Containers (Duplicate of #97)
- #164: The Color of Water–Descriptive Language- #2
- #166: Fry’s Mastery Project Words 1-100 Week 1 of 3
- #167: Banish the Big B! A Series of Sample Culture-Centered Lessons
- #168: Building Excellent Reading Comprehension: Four-Point Foundation