Summer Learning: Taking a Brain Break with Meditation

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If you’ve been following our Shurley English Blog posts, you know we’ve been flooding you with creative ideas on how to continue supporting your students’ academic progress throughout the summer.  We are aware that with the high demands placed upon our children in today’s U.S. classrooms, it’s evident that children (and adults) have fewer opportunities to truly unwind and relax. 

Today, my suggestion is to remember to INCLUDE some “DOWNTIME” into your child’s daily summer schedule, and here’s why:

  • Research shows that time off-task is important for proper brain function and health.

  • The brain uses 20% of the body’s energy while on-task.

  • Napping 10-30 minutes can increase alertness and improve performance.

  • Meditation is a way to give the brain a break from work and refresh the ability to concentrate.

  • Resting mental states help us process our experiences, consolidate memories, reinforce learning, regulate our attention and emotions, and keep us productive!

Downtime will give the brain an opportunity to make sense of what has just been learned, and shifting off-task can actually help learners refresh their minds, gain insight, and return to the task with more focus.

Brain Break Exercise: Meditation with Mindful Breathing

I mentioned meditation as a way to give the brain a break, so show your students how to tap into their own superhero relaxation powers with this simple breathing exercise.  Teach your students that their breath is an amazing tool that can help them relax or calm down at any given moment.  It can help them manage the ups and downs of school and life—all they have to do is breathe.

The purpose of a breathing meditation is to calm the mind and develop inner peace.  We can use breathing meditations to reduce our distractions and feel a deep sense of relaxation.  Allow this breathing exercise to bring more calmness into your classroom while your students learn a valuable tool that helps them relax.

  • Mindful Breathing Exercise (2-5 minutes)

  • Students can stand or sit for this activity.

  • Ask students to put both hands on their belly.

  • Students should close their eyes, or look down to their hands.

  • Guide students in taking three slow deep breaths in and out to see if they can feel their hands being moved.

  • You may like to count “1, 2, 3” for each breath in and “1, 2, 3” for each breath out, pausing slightly at the end of each exhale.

  • Encourage students to think about how the breath feels, answering the following questions silently, in their mind.

    What is moving your hands? Is it the air filling your lungs?
    Can you feel the air moving in through your nose?
    Can you feel it moving out through your nose?
    Does the air feel a little colder on the way in and warmer on the way out?
    Can you hear your breath?
    What does it sound like?

Remember, time off-task isn’t always wasted time or a sign of laziness. I encourage you to create the balance between being a “human-being” and a “human-doing” this summer!

Education Technology: It's time to update your apps!

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Did you know that Shurley English has a team of technology experts that work 24/7 to deliver our digital curriculum?  It’s their job to develop, monitor, and maintain the SIM technology systems and services, but there’s one thing they can’t do for you:  They cannot update your Shurley English app!  That’s something you have to do, and if you haven’t updated lately, you might not be seeing everything we have to offer!

That’s right!  An update will help your digital materials perform more smoothly and ensure that you are seeing the latest version of our books.  It can also prevent possible technical issues that might occur when an app is outdated.  If you’ve experienced compatibility problems or your app has crashed, an update should correct these problems for you. 

It doesn’t take much effort to perform an update.  All you have to do is visit the app store on your device and hit the update button. Go ahead and do it right now!  You’ll be glad you did.

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Technology Announcement: Did you know that we have a Shurley English app for Chromebooks? It’s true! If your Chromebook can access the Google Play Store, you can download the Shurley Portal app. We invite you to visit the Google Play Store today!

In an effort to make your language arts time the best that it can be, we continue to add to our list of supported hardware. For a complete list of supported technology, visit www.shurley.com.



Word Choice: Simple is Sophisticated

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Writing is a tool for communication, and language is the system of words and the methods of combining them that we use to express our thoughts and feelings to each other.  As teachers, we want our students to think carefully as they select the words they use to covey meaning, but Word Choice can be a tricky discussion. (Don’t worry! I’m here to help.)


Take a look at the following pairs of sentences. What do you notice?

  1. The boys cheered loudly for their team.

  2. The boys clapped, yelled, and stomped for their team.

  3. An unhappy baby cried very loudly tonight.

  4. An unhappy baby wailed tonight.

  5. The tiny green hummingbirds darted quickly around.

  6. The tiny green hummingbirds darted around.

In each of these pairs, could you tell how changing the words a bit affected the clarity of the sentences? Do the words we choose to convey meaning really matter that much? You be the judge.

Throughout my career, I have worked diligently to hone my writing skills. I have come to a conclusion: word choice makes or breaks meaning—every time! Much of my writing from long ago can only be regarded as redundant. I thought that the bigger my words, the longer my sentences, the more clarity I was achieving. Most of the time that was not true. 

Redundancy in writing does not need to happen…nor should we promote it. In the examples above, the second sentence in each pair is not necessarily better. But notice how a change in the word choices makes a huge impact on the sentence clarity—how clear the meaning is.

Can you spot the redundancies in the first set? The culprit here is the use of a weak verb and an adverb that is too predictable. By simply replacing the general verb cheered with three specific, active verbs (clapped, yelled, and stomped), the reader gets a better mental model of what the author is saying. These specific verbs convey what most of us think of as cheering.

How about the second set of sentences? Can you see how the verb wailed in Sentence 4 says exactly the same thing as in Sentence 3, but it does more clearly? This is an example of reducing the number of words but improving the meaning.

Finally, observe how I omitted the adverb quickly in Sentence 5. I ousted the adverb because we don’t need it. If a hummingbird darted, we already understand that the bird moved fast; consequently, there is no need to use the adverb quickly.

When you work with young writers, you will be doing them a big favor if you help them learn how to spot the sentences with too many words, with redundant words or modifiers, and with non-specific verbs. When you equip students with these skills, you will teach them not only the value of making better word and phrase choices, but also the elevated sophistication of writing simply and clearly.

 Note: For an in-depth discussion on Word Choice, I invite you to visit this previous post.