Six Easy Ways to Help Young Children with ADHD Succeed in School

Six Easy Ways to Help Young Children with ADHD Succeed in School

 

In this post, I will share “Six Easy Ways to Help Young Children with ADHD Succeed in School!”  Whether or not an official ADHD diagnosis has been given, young children that have an extra healthy dose of the wiggles combined with a cupful of impulsivity will probably benefit from these techniques that I have developed over the years in my Kindergarten classroom.  I hope they are helpful!  And don’t miss our previous post about ADHD in which we talked about the importance of teachers and parents coming together to help a child with ADHD enjoy school success.

By the way- our 15% off sale on all of our active learning items at HeidiSongs.com ends on August 1, 2014!  Don’t miss it!  Use the code JULY14 at checkout for the discount. 

Six Easy Ways to Help Young Children with ADHD Succeed in School

When a teacher or caregiver changes the way things are usually done in order to help a child with special needs, these are known as “accommodations.”  The accommodations that we have listed below are simple changes that can benefit all students who have even just the symptoms of ADHD, not just those who have an official diagnosis and have been placed on a 504 plan.  Most children do not get a diagnosis of ADHD before starting Pre-K or Kindergarten, so any issues that come up during the school year may be a surprise to both parents and teachers.  This tends to make everything during this first school experience especially difficult for both the parents and the teacher, since finding out “what works” with this particular child will be a learning experience for all.

Children who need help focusing often do better seated front and center, right in front of the teacher.

Children who need help focusing often do better seated front and center, right in front of the teacher.

1.  Preferential Seating:  Front and Center!

There is usually a good reason why certain students are placed right smack in front of the teacher, although it is not always ADHD!  Placing children close to the teacher is often referred to as “preferential seating.”  Pre-Kindergarten, Kindergarten, and First Grade teachers often have children sit on the floor at their feet for their circle time, story time, or calendar time.  It’s usually easier to keep children focused when they are very close by the teacher during lessons.

2.  Develop Some Silent Signals

I like to work out some kind of silent signal as a way to remind children to refocus.  In my opinion, this is MUCH better than calling the whole class’ attention to the fact that the child is daydreaming and needs to “wake up.”

Young children with ADHD sometimes seem to be "off in their own world" and don't notice things such as the bell ringing and the entire playground clearing out!  This is especially true when they are doing things they LOVE!

Young children with ADHD sometimes seem to be “off in their own world” and don’t notice events that are obvious to others… such as the bell ringing and the entire playground clearing out! This is especially true when they are doing things they LOVE!

Some examples of signals I have used with children include:

  • A secret nudge with my toe
  • An offhand type of “random” rub on their arm or shoulder
  • A snap of my fingers
  • A finger tap on the child’s shoulder, if I still can’t get the child’s attention

In short, I never discipline a child for losing focus or attention, because they usually can’t help it!  Daydreaming is rarely deliberate at the age of four, five, or six.  I prefer to try my best to refocus them as best I can in a positive way whenever possible.

Children with the symptoms of ADHD sometimes have trouble focusing long enough to complete written assignments. And yes, even in Kindergarten, children will sometimes try to find ways to get out of doing work that they dislike.  (They are only human!)  It’s tough to know if a child has developed “the stalling technique” at home or in a previous school situation, and so is continuing to do it, or if they are truly having trouble focusing and completing the task.  It’s your job as the teacher to figure out which it is and then adjust the child’s behavior management plan from there to help him or her succeed.

3.  Reduce the Amount of Work for Children with ADHD

To avoid disciplining a child for a behavior that is possibly beyond his or her control, I try to make sure that the task that I have given him is within his ability to complete within the given time.  I am fine with reducing the amount of work to accommodate the needs of certain children as necessary.  If children ask me why one child gets to do less work than they, I explain that I sometimes change the amount of work according to each child’s needs.  I tell them that if they need an assignment changed someday for some reason, I will do the same for them.  For example, if they broke their hand, I wouldn’t expect them to write as much as before, and I would change the assignment.  Young children seem to understand that, and I have found that they are very accepting of differences, if we give them the chance!

4.  Provide Extra Motivation to “Focus and Finish:”

  • As you help the rest of the children, make it a point to keep circling back and encouraging the little ones that need the extra reminders to keep going.
  • If you want the child to do the whole paper, fold or cut it in half and give the child only part of it at a time.
  • If the paper has eight problems on it, give the child eight markers to put on top of each problem as he finishes.  When all of the markers are on the paper, he’s done!
  • Let the child put a stamp on an index card or contract for each problem or word (or every few) written.
  • Let the child choose a reward to work towards and have him work towards that.  Remember, the younger the child, the more frequent the little rewards must be.  They can even be something as simple as a high five after each problem!
  • My students LOVED feeding pennies to “Mr. Ball” as a reward!  This is simple, cheap, and FUN!
  • Children get to feed Mr. Ball a penny each time the teacher catches them doing their best!

    Children get to feed Mr. Ball a penny each time the teacher catches them doing their best!

    Let the child play with a wind up toy (just one “spin”) after a certain amount of work finished.  This is great for developing the pincer grasp, too, so it works on the fine motor skills as well!

  • Wind up toys can be a great motivator for active young children to finish their work!

    Wind up toys can be a great motivator for active young children to finish their work!  I LOVE the look of glee on that little one’s face above!  He was so precious!

 

5.  Impulsivity and Seating Solutions

Children with ADHD are well known for acting first and thinking afterwards!  However, choosing seats for your students thoughtfully can go a LONG way towards proactively preventing difficulties in the classroom!  Naturally, if you put two very active, mischievous children right next to each other, you may wind up with many more problems than if you had separated them.  But besides splitting up children that don’t do well together, here are some other options to consider.

  • Increase the space between desks to help students to keep their hands and feet to themselves and limit the temptation to engage with other students.
  • For children that are seated on the floor, some can be given EXTRA space.  For example, they may need two colored carpet squares to sit in rather than one, so that there is a little space to move around, but within limits.
  • Keep moving children around until you find the best seating spot for each one.  Some children do better in the back, some do better in the middle, and some do better on the sides.  I had one child that would roll all around the room when he was seated at the back, but who never did it at all when seated in the middle of the room because the other children formed a natural barrier and there was no room to roll.
  • Keeping distractible children father away from windows and doors will help decrease the amount of stimuli that is pouring in for that child and may reduce daydreaming.
  • Some children do well on Sit Disks!  A Sit Disk is like an exercise ball to sit on- but it’s only the top part of it, so it is easier to manage.  Several years ago, I received a grant from Donor’s Choose for six Disk-O-Sit Jr. “wiggle cushions” to help with a group of very active students that had the symptoms of ADHD, (but no diagnosis.)  I was VERY pleased with the results!

Disk-o-Sit Jr Wiggle Cushion for Active Children

 

I was able to get six of these little round cushions for four of my “extra” wiggly students to sit on, (because let’s face it, they’re ALL wiggly in K!) with two extra cushions for other students in my class to pass around and try out.  (And that’s good, because they ALL certainly WANTED those cushions!)  My intention was to try to avoid calling attention to the ones that really needed it by having a few extras for the other children to use.  I have to say that no one was more amazed that it worked than I WAS!!!!!

As soon as they sat down on them, their little bottoms just kept wiggling and wiggling throughout the entire lessons that I gave, while the other negative behaviors started to diminish!  Here are some of the behaviors that diminished with the use of the cushions:

  • There was less of them trying to keep themselves stimulated by reaching out to touch (or annoy) the other children and sometimes pulling their hair or clothing.
  • There were fewer times when a child who was tired of sitting would just randomly stand up right in front of me, blocking the view of the other children. (Yay!)
  • There were fewer moments of kids getting way up on their knees, (rather than sitting flat on their bottoms,) and blocking the view of the rest of the class.
  • There were fewer times when a child would just get up and randomly start walking around the room in the middle of the lesson, because he was tired of sitting.

After a while, some of the children got tired of sitting on the Disk-O-Sit Jr.  “Wiggle Cushions,” and asked me if they could just not sit on them anymore.  My answer was, “Show me you don’t need it, and you don’t have to sit on it.”  However, as soon the cushions were put away, many of those negative behaviors came back!

So, I told them that they would have to continue to sit on the cushions until they were able to follow the same rules as everyone else without them.  Wasn’t it much better to sit on the cushion and have a great day than to sit on the floor and get in trouble?  Their parents were in agreement with this plan, so all was well.  Basically, they just wanted the children to be successful in school, and they were more successful with the cushions than without them.

Children with ADHD are often very impulsive and don't stop to think before they act.  They usually know what the rules are, but their bodies are working faster than their brains.  So they are usually sorry when it's over, but that doesn't stop it from happening again due to the impulsivity.  This is especially true with the very young children in PreK, K, and first grade.

David Shannon’s endearing character “David” seems to display most of the characteristics of ADHD.

 

6.  Plan Movement Breaks Into Your Lessons Regularly

Many teachers save music for separate time of the day from language arts, math, science, etc.  However, if music and movement is integrated into these content lessons during the day, then children will have both a reason and permission to move!  Each time I introduce a concept, I also look for a song that will go with it.  Most of the time, I have a song that will work from my own collection at HeidiSongs, and the movements are all on the DVD’s, so that makes it extra easy!

Here are some good titles to start with, if you don’t have any music with movements to fit into your lessons:

Musical Math

Sing and Spell the Sight Words (Six different volumes with 159 sight words total)

Sounds Fun Phonics

Music for Classroom Management

Here is what a lesson with the DVD Musical Math looks like!

Now it’s YOUR turn!  Have you tried any other accommodations for ADHD that you would like to share?  We’d love to hear them!
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How to Help Children Learn the SHAPES (and REMEMBER Them!)

How to Help Children Learn the Shapes

Learning to identify the basic shapes can be a challenge for many young children.  Even after being told the names of the shapes many times, children often confuse one shape with another, or forget some of their names entirely!  This leaves teachers and parents puzzled; why in the world is this so hard when it seems like it should be so easy?

Skills Children Need to Identify the Shapes

There are a few basic skills that must be in place before children are going to be able to master shape, letter, or number identification.  Without each of these skills, children will probably make limited progress in mastering the shapes- OR, they will seem to learn them, and then shortly thereafter forget them.

1.  Visual Perception

One of the most important skills necessary for shape, letter, and number identification is visual perception.  Visual perception is what allows you to tell the difference between a square and a rectangle, an oval and a circle, or a letter C and a letter O.  Basically, if a child’s eyes can’t “see” the difference between the shapes yet, then no amount of drill and practice will change this.  Developmental Optometrists do vision therapy with children that have severe problems in this area that affect their academic achievement, but the average child will not need professional help; he will simply develop the visual perception that he needs with time and practice.

Visual Perc1 Collage2

One way to find out if a child can see the difference between a square and a rectangle is to show them both shapes, and ask them if they are the same or different.  (But make sure the child understands the words “same” and “different!” first!)  If the child sees no difference, then you’ll need to simply practice helping the child identify the differences between the two shapes by asking, “How is this shape different from that one?”  Help the child “notice” that the square has two long sides and two short ones, and that an oval looks “squished” rather than perfectly round, etc.  Have the child try to describe these differences aloud, and practice sorting paper or plastic toy shapes into groups, saying the name of each shape as he goes.

Visual Perc2 Collage2
 Children also benefit from copying, drawing and building the shapes with sticks, Legos, blocks, or other types of building materials.  This can help them understand what the difference is in each one as well.  There are some shape copying pages on my blog post here that are free to download if you would like to try this.

2.  Visual Memory

There is a certain amount of simple memorization required in learning the names of the shapes, as well as in learning the numbers and letters.  Sometimes, children will seem to have learned the names of the shapes, but then when retested a few months later in the year, many of them have forgotten them (especially the children from lower socio-economic families.)  I think that this is probably due to lack of USE.

People remember information and vocabulary that is USEFUL to them, and tend to forget information whatever is not.  When teachers move on to new skills and leave the study of the shapes behind, children may forget them if parents do not refer to them by name fairly often at home.  And research shows us that lower socio-economic parents tend to use academic vocabulary less frequently at home than their higher socio-economic parenting peers.

We are more likely to remember

So what can parents and teachers do to solve this problem?  Make sure that you refer to the shapes often and make knowing them necessary and useful to the children.  Example: “Leon, please sit down on the spot with the red triangle on it.”  “Angela, the pencils marked with a yellow rectangle are for the girls today.  Tomorrow the girls will get the pencils with the blue squares.”  “Gage, would you like to wear the shirt with the gray ovals on it, or the one with Spiderman in the rectangle today?”

 

These are "Sit Spots" shapes that stick to the carpet because they are made of a very durable Velcro type of material.  Children can be assigned a shape to sit on each day so that they need to find it and practice telling their teacher or friend what shape they are sitting on each day.

These are removable “Sit Spots” shapes that stick to the carpet because they are made of a very durable Velcro type of material. Children can be assigned a shape to sit on each day so that they need to find it and practice telling their teacher or friend what shape they are sitting on each day.

 

I always use music and movement to help my students remember the shapes!  The Jumpin’ Numbers and Shakin’ Shapes cards make a huge difference in my students’ ability to remember the shapes because of the movements that are integrated into each lesson.  Each time a child sees a shape (or a number,) they respond by making a motion and saying the name of that number or shape.  It’s quick and easy, and when combined with the music, the children really love the lesson! Check out the video below.

This is what the DVD with the music for the Colors & Shapes looks like:

 

3.  Language

Children are much more likely to really learn and internalize the shapes and their differences if they are given the opportunity to practice describing them.  Just the act of SAYING what they see and putting it into words makes a big difference!  For example, ask a child:

  • “How do you know that this is a triangle?  How do you know that it is NOT a square?”  (Possible answer:  I know it’s a triangle because it has three sides.  It couldn’t be a square because squares have four sides.”)
  • “How many corners does this shape have?  Tell me in a complete sentence.”  (Possible answer:  This shape has three corners.  Hey, that’s a triangle!”)
  • “What shape is that door?  How do you know?”

 

Children remember more when they have a chance to describe what they know.  So ask them to put it into words, either to you or to each other!

Children remember more when they have a chance to describe what they know. So ask them to put it into words, either to you or to each other!

 

NOW PULL IT ALL TOGETHER!   Have Them Build Those Shapes and Tell You What They Are!

This is the fun part!  Letting children build shapes is lots of fun, and kids generally love it!  Last year, I did it with craft sticks in two different sizes (mini and standard sized) and let the kids stick them together with modeling clay.  This worked great for all of the shapes except for the circle and the oval.  For that, they would need to either draw them or build them with yarn, or use blocks designed especially for the purpose of constructing shapes.

 

These children are building hexagons with craft sticks.

These children are building hexagons with craft sticks.

We did this in small groups.  First, I had them build the shapes flat on the table with NO clay.  This saved us time, because sticking the clay onto the ends proved a little bit difficult for some.  After we made some shapes and discussed the differences, I showed them how to make those same shapes and connect the sticks with modeling clay.

Child's Triangle with Sticks & Modeling Clay

 

I also had one 3-dimensional cube already made for them to see.  This was done at the end of the year, so the children had already been introduced to the volume shapes.

When you give children the chance to build something harder, they often can surprise you!

When you give children the chance to build something harder, they often can surprise you!

 

In my opinion, a Kindergartner that has mastered the shapes can:

  • Identify a shape on a flash card by telling you the name without hesitation
  • Describe it
  • Build it
  • Explain why it is NOT one of the other shapes
  • And older children in first and second grade must start to tell you how many vertices (corners) and angles each one has as well!  So children that are advanced can begin working on that!

And don’t forget our 15% off sale going on right now, and ending on July 31st, 2014!  Use the code JULY14 at checkout on HeidiSongs.com.

Other HeidiSongs resources for practicing shapes include:

Shape Creatures Worksheets

Dinosaurs & Robots Pattern Blocks Activity

The Shape Song & Singable Book Project

The Colors & Shapes DVD

Jumpin’ Numbers & Shakin’ Shapes CD/DVD

Jumpin’ Numbers & Shakin’ Shapes Bingo Game

 

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How Do You Know If A Child Has ADHD?

How Do You Know If A Child Has ADHD?

 

Many teachers and parents often find themselves scratching their heads wondering if a child is just, “active,” or “immature,” in the classroom or if their behavior is indicating Attention-Deficit/Hyperactivity Disorder.

It can be a challenge to sift through a child’s behavior to determine if how they are acting is typical for a child their age or a sign of something more.  Parents often wonder if the child’s behavior is caused by the way a certain classroom is run, (ie. “It’s the teacher’s fault!”), and teachers sometimes wonder if the child’s behavior is cause by a lack of discipline in the home (ie. “It’s the parents’ fault!”).

Whatever the cause, both parents and teachers should remind themselves that attempting to place blame on someone else in the child’s life will only cause more problems, and won’t solve anything.  When parents and teachers work together to support a child in the classroom, everyone wins!  Teachers are usually more willing to be patient with a child whose parents seem supportive; parents are usually more willing to help with problems at school when the teacher seems to be patiently working with them for the good of their child.

Commonly referred to as ADHD, Attention-Deficit/ Hyperactivity Disorder is the diagnostic name of a collection of symptoms often seen in children and adults that impact an individual’s ability to control impulses and focus. For school age children these symptoms often impact a child’s ability to complete assignments, keep their body still enough not to disturb others, and keep their full focus on a task.

The following information below outlines the diagnostic criteria for ADHD.

How Do You Know If A Child Has ADHD?  heidisongs.com infographic

 

It is important to note that only a medical professional can make a diagnosis of Attention-Deficit/Hyperactivity Disorder!  So even if a caring relative or teacher believes that your child may have an issue, don’t panic!  Don’t be afraid to seek help from your child’s pediatrician.  A diagnosis of ADHD doesn’t mean that your child must be medicated; but it does mean that your child may be entitled to certain accommodations (adjustments) in the classroom that can help him or her succeed.  Occasionally, parents do not take their child to the doctor to check for ADHD because they assume that the only thing that he can do is medicate the child, which they would not want.  But that is simply not true!

Once you have an official diagnosis, your child has the right to receive whatever reasonable adjustments that can be made in the classroom.  He or she also has the right to NOT be disciplined for behaviors that he truly cannot control.  All of these things happen when you request what is called a 504 plan for your child, (but we’ll write more on that later.)  But here’s the point:  no diagnosis, no accommodations.  Your child can be disciplined for any rule he breaks, and will need to do everything in the classroom that everyone else is doing, without any special help.

If you are concerned about a child’s behavior start with keeping track of when and where the behaviors occur. Children who have ADHD experience their symptoms in multiple settings so they would have difficulty completing classroom assignments as well as having difficulty at home with tasks like putting away laundry or following a schedule. There is some new research looking into the effects that food has on ADHD symptoms so keeping a food diary is a helpful piece for understanding a child’s behavior.

If you do suspect a child is being negatively impacting by the symptoms of ADHD contact the child’s doctor. Then come up with a plan between the child’s medical team, teacher, and parents to help the child learn to thrive at home and school.

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Our Sing & Spell Vol. 6 DVD is HERE- And a 15% Off SALE SITEWIDE!!

HeidiSongs Sing & Spell Vol. 6 DVD is HERE!

Great news!  Our DVD version of Sing and Spell Volume Six is HERE!  And we are having a 15% off sale on our whole website to celebrate, just in time to help you get ready for the new school year!  Read more for a re-cap of our newest products, and you’ll find our sale code at the bottom of the post!

Sp6 DVD

And guess what?  The CD version of Sing and Spell Vol. Six was just named the Creative Child Magazine‘s Educational CD of the Year!  Isn’t that awesome???

HeidiSongs' Sing & Spell Vol. 6 DVD is HERE!

This is my little friend Rusty, who learned to read at the age of TWO, in part by singing and dancing along to HeidiSongs DVD’s!  (You can read more about his amazing story here.)  I sent him a Spelling 6 DVD as soon as it came out because he has been waiting so patiently for SUCH A LONG TIME!!!

 

Not only that, but our Colors and Shapes DVD was named their Educational DVD of the Year! 

Colors & Shapes

This HeidiSongs Colors & Shapes DVD just won Creative Child Magazine’s Educational DVD of the Year award!

 

(We weren’t able to enter our Spelling Six DVD in the contest because it was not completed until a few weeks ago.  We’ll have to enter it into their contest for next year.)

Many thanks to Tracy Wright, who tried the songs out for me in her class and videotaped her students for the YouTube clip above!

Words covered on this DVD are:  ask, ate, day, does, every, give, going, her, him, just, many, must, no, off, only, our, ran, show, soon, take, them, think, walk, well, went, yes.  It also includes a “Bonus Track” of  the Opposite Song, which goes along with our great little book by the same name. 

 

The Opposite Rhyming SongBook and Project by HeidiSongs

This is a page from our Opposite Rhyming Songbook, and an example of the little project that I made to go along with it! Kids can make their own little Opposite Book- or just a few pages from it!  The masters for the project pages are a downloadable purchase for $4.00.

 

The Opposites Rhyming Song Book from HeidiSongs

This is our Opposites Rhyming Songbook! It is a STEAL at only $5.00!  I got several copies for my classroom and used them in reading groups.

 And YES- in case you were wondering, opposites are indeed a part of the Common Core!  You’ll find them under the Language Standards under Vocabulary Acquisition & Use, section 5b for Kindergarten.  I copied it for you here:  “Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).”

 

IMG_0815

Children can make one page at a time from the Opposites Rhyming Song Book, or do the whole thing. I LOVE the little mice! LOL!

 

We also have our Hidden Sight Words Worksheets, Vol. 6 already posted and ready to go for Sing and Spell Vol. 6, not to mention all of the other Sing and Spell titles as well!  These are just four dollars for the downloadable file of worksheets for all 26 words!

To find the worksheets for other words, just click on the Sight Words Tab on the side bar of the “Our Products” section of our website, and click on each of the individual Sing and Spell the Sight Words CD/DVD titles.  Each one has a set of these Hidden Sight Words worksheets that go with it.

HiddenSW6-V1

 

FYI:  The general workbook for Sing and Spell Vol. 6 was just completed today; I’m hoping to post it to the website for a downloadable purchase this weekend (perhaps by Sunday?)

And while you are shopping, let me remind you of our other products that came out recently, too!  We have the I Spy CVC Words Vol. 2 Fold & Print Books, a downloadable project that I finished at the very end of May.  I REALLY value these books because they help children focus on comprehension when they are reading sentences with VERY basic sight words and those three letter CVC (consonant-vowel-consonant) words.  You can also find the first set that go along with our CVC book Vol. 1 here.

 

I also finished & posted the Hidden CVC Words Worksheets for our CVC Book, Vol. 2 in the middle of May!  I like this set because the puzzles are actually a bit little bit more challenging!  Just look at how our graphic designer Krista blended all of the letters together to make them harder to find!  Some teachers told me that they assigned a different color for different words, so that the children would really have to read and (hopefully) understand each word, rather than just one.

 

Then we have our new Hidden NUMBER worksheets!  I think these will be great if you do a number of the week, etc.  Kids have to count and find a certain quantity of objects, and then color in that section a certain color if they do.  :)

 

We also have Hidden Alphabet Letters, too.  Gee, is there ANYTHING we cannot hide?  LOL!

Hidden letter worksheet

The sale code is JULY14, and it is good on our entire website, HeidiSongs.com (but not on the HeidiSongs TPT store.)  Don’t forget that the sale ends on July 31, 2014.  So get it while the getting is GOOD, and happy shopping!

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Follow me!  Did you enjoy this post?  Do us a favor and share it with your friends!  And follow this blog by signing up email updates, or follow on Bloglovin’.  You can also follow me on TPT!  I’m also on PinterestFacebookTwitterGoogle+ and YouTube, too!  Don’t forget to sign up for our email newsletter (on the left sidebar) for special deals and promo codes that you won’t find out about anywhere else.

 

 

 

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We Have a WINNER From Our “Pin It to Win It” Contest!

Pin it To Win It

We have a winner from our “Pin It To Win It” Contest!  In case you missed it, the contest ran for just one week, from June 23 to July 8th, 2014.  To enter, each person just needed to pin one product from HeidiSongs.com to Pinterest, and then fill out the entry form online at the link I provided.

And our winner is….

 

Elizabeth Polston!

Elizabeth will get to choose one $15 product of her choice from our website, HeidiSongs.com, (which we will mail to her with no charge for postage, of course!)

 

It looks like Elizabeth is a teacher in the Rowland Heights School District right here in Southern California!  She entered the contest on the Fourth of July. Congratulations, Elizabeth!  :)

We’ll do another Pin It to Win It Contest soon, so stay tuned, and enjoy the rest of your summer!

Heidi

attitude

 

 

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Follow me!  Did you enjoy this post?  Do us a favor and share it with your friends!  And follow this blog by signing up email updates, or follow on Bloglovin’.  You can also follow me on TPT!  I’m also on PinterestFacebookTwitterGoogle+ and YouTube, too!  Don’t forget to sign up for our email newsletter (on the left sidebar) for special deals and promo codes that you won’t find out about anywhere else.

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