Trick and Treat

Posted on October 2, 2016 by Rita K.

In Eastern Pennsylvania, it’s clear that Mother Nature knows its October. There’s been a definite dip in the temperature, the strong sun of September has pulled a disappearing act, and trees are looking sparser by the day. Of course, October holds a sense of mystery and excitement for all of us. Who doesn’t love the orange pumpkins, flying witches, candy corn and crazy costumes of October? This is the month of trick or treat. As parents and teachers, we often need to resort to “tricks and treats” to motivate kids to read. Here are a few suggestions to engage readers in  your home or classroom.

Start a Book Club

This is a simple and fun way to get kids reading. Pull together three or more          younsters and start a book club. You’ll want to begin by selecting two or three books that are “just-right” for the group in terms of level, length, and interest. After the younsters pick a book to read,  then they decide how many pages to read before gathering to discuss it. You could arrange for them to meet weekly or simply wait till the end of the month (and the book!) This is a tricky way of encouraging regular reading and of course, the meeting at the end of this month should include plenty of Halloween treats.

Set a Reading Trap

Trick your youngster into reading the newspaper or magazine articles by finding some that would whet their appetite. Casually read the first few paragraphs aloud and hopefully, they will finish it themselves. The treat is the good feeling he will experience when you bring up the article in conversation and he is able to tell you all about it.

Play a Game

Gather together a slew of picture books (no matter how old the kids are). Everyone in the family has to read as many of the books as possible by a certain date.Make up a game related to the books read. You could play charades, twenty questions, or put the name of a character on everyone’s back and have them try to identify who they are by asking questions of others. The possibilities are endless. Lots of books and a little imagination can provide a treat the whole family will enjoy.

Plan now while the month is young and weave some reading magic into your Halloween celebrations.

BOOK RECOMMENDATION:

This week I discovered two picture books that I’m happy to share with others. Perseverance is an important theme in both these books.

Uncle Jed’s Barbershop by Magaree King Mitchell tells the story of a man whose determination was only outshined by his kindness. Uncle Jed’s dream is to own a barbershop. Read it to find out what happens when a serious illness strikes his favorite niece.

Miss Mary Reporting by Sue Macy tells the tale of Mary Garber. Mary’s perseverance led her to become one of the first woman sportswriters and to become an agent for change in the process.

 

 

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Antidote to Aliteracy

Posted on September 30, 2016 by Rita K.

It was the first day of classes for my middle school students. Each period I stood at the door and warmly greeted my new students. Ten years later, I still remember meeting Matt for the first time. Matt was an eighth grader and after I gave my standard welcome, Matt looked me in the eye and replied, “Hey, Dude, I don’t read!” Whoa…I was taken aback and struggled for an appropriate response. I said something like, “Have a seat and we’ll see what we can do about that.” I decided to let the “dude” part go. Obviously, at fifty-seven years old I was not what you’d call a “dude”.

Matt presented me with a challenge,  but he was not the first student to do so. I was determined to find a book that would reel him in and begin to change his adversion to reading. I figured Matt needed something short, exciting and relatable. Just the year before, I had discovered a series of books published by Townsend Press. They were affordable and although I was wary of some of the content, I knew many of them would appeal to middle school kids. The first one in the series was called The Bully. Unfortunately, if you’re a middle school student, you probably have the experience of being a victim, bystander or perpetrator of bullying. The book was fast-paced and easy to read. I thought it might be the perfect pick for Matt. Bingo! Matt ate it up. Of course, I served up another delicious read as soon as he finished it and so the journey began. Within a month, I often had to ask Matt to stop reading and attend to the lesson, promising him that before class ended there would be time for independent reading. I left that school at the end of the year, but not before I ordered the entire series of books for Matt to keep. Matt had become a reader and I hope that today his love of books has set him on a path to success.

Years before, I set up a Reading/Writing workshop in my sixth grade classroom. Most of the kids were eager to choose books and write letters to me and their classmates in response to what they were reading. This year, however, Donny was my challenge. Donny would abandon one book after another. He was “bored”. He didn’t understand it. He didn’t have time to read. There were a million excuses. Fortunately, my own son was the same age. Joe, like Donny, loved sports. At the time, Joe, along with some of his buddies, was engrossed in a book about Michigan’s “Fab Five” basketball players. I napped the book as soon as Joe was done and brought it to school. Donny’s eyes lit up. He knew about the Fab Five and I didn’t even have to give the book a sales pitch. Donny devoured the book within a week and even submitted his required response letter. In fact, I still have that letter. In it, Donny admitted that this was the first book he ever finished. Donny was hooked. That year, we worked together to find appealing books and soon Donny was reading right along with his classmates, finishing over ten books during the course of the year.

Finally, I remember when one of my own sons was in seventh grade and began reading Stephen King books. I wasn’t too happy. I thought some of the content was inappropriate and wanted to put the kabash on them. Wisely, my husband talked me down. Prior to this, our son read proficiently, but wasn’t what you would call an avid reader. Mike, my husband, thought we should just let this go. I gave in. Those Stephen King books were the start of a life-long adventure for our son. He read voraciously through high school and college. I remember chuckling at the array of books on his nightstand when he was in high school. Greek Mythology and Kurt Vonnegut books lived comfortably next to Beevis and Butthead joke books. You just never know what will turn the reading tide for someone.

There’s lots of ways parents and teachers can confront aliteracy and of late, I’ve investigated many of them which I’ll share in later posts. However, my own experiences convince me that discovering that first, powerful book can be a game changer. Often youngsters cannot do this for themselves. They need adults that care enough to consider their interests, scour the library shelves, ask for recommendations from others, and not give up on them. Is aliteracy living at your house? Do you care enough to confront it? Guaranteed there’s a book out there that is your antidote to aliteracy…you just need to find it!

Posted in Aliteracy, Uncategorized | 2 Comments

Damaging Trend Among Our Youth

Posted on September 22, 2016 by Rita K.

Imagine attending a conference with your child’s teacher and learning that your child is illiterate. A person who is illiterate is a person who cannot read. My guess is that you would leave in a panic, determined to pull out all the stops and make sure that your child became a literate person in the very near future. Illiteracy is a curse. No one wants their child to go through life unable to read. We all know that many doors are closed to those who are illiterate. No only are they unable to read and understanding basic information and often unable to secure decent employment, they are also unable to enjoy the rewards of a good book, the challenge of thinking critically about an important article, the joy of conversing with others about text.Undoubtedly, illiteracy is a difficult fate.

However, it is commonplace (and almost acceptable) to hear parents or teachers complain, “I just can’t get that kid to read” or “Johnny just doesn’t like to read.” Often these statements are punctuated with a little chuckle of resignation. Unless there’s a specific plan to intervene, life goes on and Johnny continues to avoid reading while those who could make a difference look the other way. A person who can read but chooses not to read is aliterate. Although the word aliterate is seldom used in conversation, be very clear that when we talk about a student who chooses not to read, we are talking about a student that is aliterate.

Illiteracy is a dirty word but aliteracy is a word that is glossed over, swept under the rug, and too often not addressed in our society. Interest in reading often starts to wane the older a child becomes. In the primary grades, most kids are excited and proud to read. They eagerly choose a variety of books and happily read and learn. Sometime around the end of third grade, that interest can begin to wane. Sports, video and online games, increased homework, projects and social activities begin to eat up their time. Reading is no longer a priority and before long, an interest and enjoyment of reading falls by the wayside. Consider these statistics from a study conducted by Common Sense Media 2014 which appeared in Time Magazine in May of 2014:                         http://time.com/94794/common-sense-media-reading-report-never-read/

  •  In 1984, 8% of 13-year-olds and 9% of 17-year-olds said they “never” or “hardly ever” read for pleasure. In 2014, that number had almost tripled, to 22% and 27%.
  • 53% of 9-year-olds read for fun every day, but only 19% of 17-year-olds do
  • 45% of 17-year-olds say they only read once or twice a year, but in 1984, 64% said they read once a week or more.

Research has repeatedly recognized the decline in reading as kids get older, but it appears that the amount of that decline is increasing. In other words, more young people are becoming aliterate, choosing not to read even though they can read.

Like any other problem, facing up to it is the first step. If your child has an aversion to reading, now is time to find a solution. Allowed to continue, the results can be almost as devastating as illiteracy. Chime in with your insights, concerns, and ideas. Check back on Monday when we’ll look at some solutions to the problem of aliteracy.

BOOK RECOMMENDATION:

Twilight Comes Twice by Ralph Fletcher                                                                                                     Today is the first day of autumn. The colors and beauty of fall reminded me of this awesome picture book/poem. Ralph Fletcher presents a potpourri of unique images as he describes both daybreak and twilight. This book has no age limit…everyone who appreciates figurative language, rich description, and well-crafted visual images will enjoy it.

 

 

 

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The Book Log Battle

Posted on September 18, 2016 by Rita K.

Recently, the topic of reading logs has come up in discussion and in my reading. This article from The Atlantic Monthly suggests that keeping a reading log can have an adverse effect on a child’s motivation and enjoyment of reading:

http://www.theatlantic.com/education/archive/2016/06/are-reading-logs-ruining-reading/485372/

During the last several years as a Reading specialist, I used book logs with my small groups. My tracking sheets were stapled to the students’ folders and every Monday, students listed the title of the book they were reading and the page they were on. Very simple. They didn’t log in during the week unless they had finished a book and were starting a new one. Each Monday, the kids totaled the number of pages they had read the previous week. By viewing their logs, I could easily identify the type of book they were reading and the volume of reading they were doing each week. I offered no rewards, but when I saw that a student was slacking off, it enabled me to intervene and find out why. Most of the time the student simply didn’t like the book. No problem.Together we worked to find a “just-right” book and help the student get back on track. At the end of the quarter, we totaled the number of books read. With this data in hand, I was able to have a meaningful conference with each student and help him to set realistic goals in terms of quantity and types of books he may want to read going forward. At the end of the year, most of these struggling readers had not only read about twenty-five books, but had also explored various genres and authors, broadening the scope of their reading.

The best part of our reading log was the enthusiasm of the kids every Monday. As soon as they entered my room, they would ask for their folder and eagerly log in. I believed this tangible record of their reading spurred them on, contributed to their conversations about books and helped them see themselves as readers. I believe that this consistent process played a huge role in the number of books they read during the school year. It goes without saying that they were quite proud of themselves and had good reason to feel that way. Each student left my class with a list of books they wanted to read over the summer so I can only hope that these children had made the transformation from struggling reader to lifelong reader.

Of course, in many cases, logging in minutes read each night, having parents sign a log, assigning meaningless tasks and associating them with reading, has the potential to steal the joy from reading and result in reading being viewed as just another assignment. That is the last thing most parents, kids, and teachers want.

Where do you stand on this issue? Don’t be afraid to advocate for your child if you believe the system his teacher is using has a negative effect. Teachers don’t know unless you tell them. Sometimes, when a teacher and parent work together to tweak an assigned task, the results are far better. A child with a positive approach to reading gains long-lasting benefits. Be it a book log or any other issue, remember the importance of enthusiasm and joy and address minor situations before they squelch your child’s positivity.

Book Recommendation:  

City Garden by Dyanne DiSalvo Ryan:  September 21st is International Peace Day. In keeping with that, this picture book makes a delightful read. It’s the story of how a community comes together to transform an ugly plot of ground into a beautiful garden. Memorable characters, exquisite prose, and wonderful illustrations all lead to an ending that will touch your heart. Snag this from your library and enjoy a family read-aloud on September 21st.

 

 

 

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Model Magic

Posted on September 15, 2016 by Rita K.

Back when I was a young mother, if you walked into our home and saw the Play-doh out, you could be pretty sure it was bad day. I knew if I let the kids play with the Play-doh, I was guaranteed a few minutes (maybe even an hour) of peace. But that peace came with a price. Play-doh was a mess to clean up and days later I often found myself picking it off the carpet, cabinets and sometimes even the kids.

Imagine my delight when I discovered “Model Magic” after I became a Grandmom. Now I could be the cool grandmom, have a little peace and make the mess disappear in no time. Guess that’s why it’s magic!

It’s amazing when you discover something that easily solves a problem or performs a task in a simple but powerful way. My years as a parent and teacher have convinced me of the power of another kind of Model Magic. I’m talking about the power of parents (and other significant adults) who read regularly in the presence of their kids. From the time your child is born, pamphlets, parenting books, doctors, educators, and PBS make it their business to encourage you to read to your child. Excellent advice! However, when it comes to growing a reader, there are many pieces to the puzzle. Being surrounded by adults who enjoy reading and frequently read is “model magic”.

Attitudes are caught not taught. Children are more likely to do as we do far more than do as we say. Researchers and Educators have long touted the impact of parents who create a home filled with print and share their love of reading with their kids. But, you are BUSY! The realities of daily life for young parents leave little time to curl up with a good book. What’s the solution? The fact is, there’s no easy solution, but it’s not impossible to create your own pockets of reading, just like we want kids to do. Stock up on books and magazines to read. Place baskets of books around the home and invite everyone to dig in. Leave reading material in the car. Carve out special times in the course of the week when everyone “Drops Everything and Reads”. Something this powerful and important can’t be left to chance. The pay-off for everyone is too great. Treat yourself to a good read and model magic while you’re at it.

Today’s Book Recommendation:  

Number the Stars by Lois Lowry has been around for many years. It is an historical fiction novel set in Denmark during World War II when the Germans occupied that country. Lois Lowry provides a realistic peek into what life was like for the Danish people at that time. She  weaves the themes of courage, friendship, and prejudice into a page turner that you can’t put down. If you provide strong background knowledge, this is a text that most fifth to eighth graders can enjoy independently. However, it’s also the perfect book to share and has the potential to generate great discussion.

 

 

Posted in Book suggestions, Modeling | 2 Comments

Will You Open the Door for Your Kids?

Posted on September 12, 2016 by Rita K.

Third grade was my first experience with a library. Miss Catherine was ahead of her time because not many classrooms offered a “library”. Three narrow shelves filled with mystery, adventure, unique characters and new worlds hooked me into voracious reading. We were actually allowed to borrow the books and take them home. This was the year I met Nancy Drew, Cherry Ames, and Winnie the Pooh. This was the year I fell in love with reading.

In sixth grade, one of the most influential events of my childhood occurred. A public library opened within walking distance, very long walking distance, of my home. Every week or so, I would grab my pile of books to be returned and scurry the four blocks to Jane’s house. From there, Jane and I walked the two blocks to Debbie’s and then our trio traipsed another half mile to the library. It was worth the walk. We sauntered around examining one shelf after another. So powerful was this experience that I still remember exactly where the Louis May Alcott books, the Betsy, Tacy and Tib books, and the Little House on the Prairie books lived. I still remember that you were allowed to borrow up to six books and usually we did. I still remember the sense of anticipation I felt as I opened that library door. Good friends, good books, good conversation…no wonder reading became such a vital part of my life.

September is Library Sign-Up Month. As parents, you have the opportunity to open that door for your children. You have the opportunity to introduce them to a world of excitement and learning, peopled with characters and experiences that can broaden their horizons and empower them for the rest of their lives. If your children already have a library card, make this the year they will use it. If your children don’t already have their own library card, don’t deny them this privilege any longer. The power is in your hands. Let September be the month you give yourself and your kids the gift of belonging to the library and visiting it on a regular basis.

Book Recommendation for Today:

The Hundred Dresses by Eleanor Estes is a classic book published in 1941, whose message is as timely today as it was years ag0. Wanda Petronski is the victim of bullying by a group of girls in her class. Her funny name and claim to have a hundred dresses when she wears the same blue dress to school everyday, provide fodder for the subtle, but hurtful abuse she receives. Although it seems like this would only appeal to girls, the story hooks readers of both genders and is an excellent choice for a family read-aloud. The short text and riveting ending offer wonderful opportunities for discussion and make it an unforgettable read. The public library is sure to have this book…just saying!  Happy reading.

 

Posted in Uncategorized | 6 Comments

Remembering 9/11

Posted on September 11, 2016 by Rita K.

Today we will remember, reflect, and read about the tragedy that occurred in our country fifteen years ago. I just read a wonderful post that included many suggestions for texts about 9/11 written for youngsters. I wanted to share it with you:

Pausing on September 11th

God Bless America!

 

 

Posted in American History | Leave a comment

Six Tips for Finding a Just-Right Book

Posted on September 8, 2016 by Rita K.

 

stack_of_book_clipartDuring the first weeks of school, teachers spend lots of time discussing the importance of independent reading and implementing programs and procedures that will encourage kids to read on their own. It’s important that youngsters know how to find appropriate books for themselves. It’s also important for parents to understand what is meant by a just-right book since they are often involved in book choice with their kids.

A just-right book is a book that a student can read with little assistance. This is where knowing your child’s independent reading level is helpful. Usually, a just-right book is on or a little above the independent reading level. However, as kids move up the grades, there are other factors to consider. Use these six tips to jumpstart this year’s reading and help your kids discover books that are accessible, enjoyable, and motivating.

1. Preview the book

Encourage your child to read the title, look at the illustrations (if any), and read the synopsis and back cover. If it grabs his interest, it might be a winner.

2. Consider the length of the book

You want to set your child up for success. Especially at the beginning of the school year, I like to see kids reading shorter books that they can easily finish. That builds confidence and motivates them to read more.

3. Consider the font

Do you ever forego a book because the font is too small and it just looks daunting? I do! I’m not suggesting that students only read easy books with large print and lots illustrations and white space, but I am suggesting that font can be a consideration. If the book looks difficult, a youngster may feel overwhelmed, especially if they haven’t been reading all summer.

4. Consider the Genre

If your child is already an avid reader, he probably has a favorite genre. Let him go for it at the beginning of the year, but as time goes on encourage him to broaden his scope. For a more reluctant reader, find appropriate books in several genres and see what piques his interest. Don’t forget to include several of the appealing non-fiction books available for young readers.

5. Consider interest in the topic

Kids are no different than we are. They want to read about topics of interest. Over the years, I’ve seen reluctant readers turned on to reading once they found a topic, a series of books or an author that they loved. Encouraging choice is an important part of independent reading. Although periodically, kids may have to read assigned books, assigned texts should never be the bulk of their independent reading experience.

6. Do the Five-Finger test

Although this is not a scientific method, it is a quick and easy way to determine if a book just-right for independent reading. Open to a full page in the book and teach your child to read it and put up one finger every time they stumble on a word. If, at the end of the page, your child has missed five or more words, this is probably not a good choice for independent reading. If your child has less than five, give it a go.

Choosing a new book is an adventure. Help your child enjoy the process and hopefully it will result in a satisfying read that leaves your youngster eager for more.

 

Posted in Choosing books, Motivation | 2 Comments

Reading Levels – So What?

Posted on September 6, 2016 by Rita K.

The last post gave you a quick and dirty summary of the three reading levels. You now know that we all have three different reading levels. So what?  How can you use this information?  Let’s look at three advantages to understanding these reading levels.

1. Choosing a Just-Right Book

Many teachers use the term “just-right book” to describe an appropriate independent reading book for a student. Scads of research shows the importance of independent reading. Programs and incentives to get kids reading independently abound in classrooms throughout the nation. The trick is independent reading requires a book on a child’s independent reading level. If a book is too hard, it often frustrates the student, takes too long to read and is not fully understood and appreciated. If a book is too easy, a student is likely to get bored and this text will not help move a child towards the next level. So your understanding of what is meant by an independent reading level will enable you to support your child as he chooses a “just-right” book.

This is more important than you think because so often, in these grades, kids choose books that “look good”. They see the advanced readers carrying around long, enticing texts and want to choose books simply for appearance. Believe me, teachers struggle with this all the time. Bottom line is that if your child is an average or struggling reader, independent book choice is crucial. A future post will outline some things to consider as you help your kids pick “just-right” books.

2. Enhancing Your Communication with Teachers

A little knowledge can go a long way. I know how easy it is for teachers to forget that most parents do not know “teacher speak”. Like other professionals, teachers speak a language all their own. Professional lingo includes a ton of acronyms and terms that sound like Greek to people who don’t work in Education.

If you understand these terms, you can confidently ask your child’s teacher about reading levels and use them to your advantage. Not only will  knowing your child’s  independent reading level help you find books your child can read and enjoy, it will also enable you to understand his growth as the year goes on. Likewise, having a sense of  your child’s instructional level will enable you to ferret out some texts that you may want to read with your child to reinforce vocabulary and strategies that will strengthen his comprehension.

3. Understanding Assessments

There are certain assessments that provide teachers with a student’s independent and instructional level. Make it your business to know the kinds of reading assessments your child will be taking. Knowing and tracking your child’s growth in terms of his or her reading level provides one way to monitor progress.

One important point – there are several leveling systems in place. Some use numbers and some use letters. It’s not necessary for you to understand the leveling system. Simply ask the teacher to interpret it for you and give you an idea of what to look for when you are roaming around the library, a bookstore, or the internet helping your child choose a book.

Reading levels provide appropriate guidelines. Used as such, they can play a helpful role in your child’s reading life.

Reading levels aren’t the most exciting topic in the world, but I’m hoping you find this information beneficial as the school year unfolds. My next post will give you some tips for helping kids choose a “just-right book” and then we’ll be on to some more engaging topics.

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The Three Reading Levels –A Little Background Knowledge

Posted on September 4, 2016 by Rita K.

Bear with me folks, I’m putting on my teacher hat today because I think it is helpful if parents (and students) understand the three reading levels. In fact, for many years, one of my initial lessons was on these reading levels. I wanted the kids to realize that everyone has three levels of reading and that they are text dependent. I would haul in a bunch of books and magazines to demonstrate that even teachers have three reading levels and cannot read everything with a high level of comprehension. When students grasp that, they are more likely to feel comfortable choosing books that work for them, rather than choosing books that are too difficult just to impress their classmates. Hopefully,this explanation will be beneficial as you support your child’s reading this year. Here goes…

THE INDEPENDENT LEVEL

When someone is able to read text easily with appropriate accuracy (few miscues) and strong comprehension, they are reading on their independent reading level. For example, most  best sellers that I read are on my independent reading level. The vocabulary is within my grasp, the subject matter is interesting (because I’ve selected the text) and I usually have no trouble comprehending the story. Additionally, because of my training and experience as a Reading specialist, professional literature is well within my grasp.

Take a minute to think of some texts that are on YOUR independent reading level. These might include current magazines and books, articles about hobbies you enjoy, or work-related text. If you can read the text easily, know the meaning of most of the words, and understand what you are reading, these materials are on your independent reading level.

THE INSTRUCTIONAL LEVEL

All of us encounter text that is a bit tricky for us to read. Each year around this time, Fantasy Football magazines show up in my home. My husband is an avid football fan. Although most of these magazines could be read and understood by many fifth and sixth grade students, for me, Fantasy Football magazines are on my Instructional Level. I am not a football fan. I have very little background knowledge to bring to the text, and in order to really understand an article, I would probably need to rely on my husband to walk me through the football magazine, offering background knowledge and explaining football terms. In other words, I could read the text and eventually understand it, but I would need support.

Instructional level means that you can comprehend the text, but not without support. In reading class, students are usually taught using materials on their instructional level. The idea is for the teacher to “fill in the gaps”, provide concepts and teach vocabulary and strategies that allow the student to understand the text. This is how we move students from one reading level to the next.

How about you?  Can you think of a text that would be tricky for you? Now think about why. Do you lack background knowledge?  Is the vocabulary unfamiliar? Does the author use a confusing text structure?  What kind of help would you need to be able to read and understand this text?

THE FRUSTRATION LEVEL

Several years ago, when my daughter lived in New Jersey, I often spent the night. The guest room included enticing volumes of law books that belonged to her husband. Always up for a reading challenge, I delved into one of them. That was a rude awakening. Quickly I realized these books were totally over my head. With no legal background knowledge and little understanding of legal terms, I quickly gave up and realized these volumes were on my frustration level. Reading on your frustration level is counterproductive. Feeling frustrated is never the goal of reading.

Okay, your turn. Can you name a text that you would be unable to comprehend, even with a little support. If so, you understand what is meant by the frustration level in reading.

Thanks for hanging with me. In the next post, I’ll share how an understanding of these levels can be beneficial.  Bring on your questions or comments.

 Happy Labor Day!

Posted in Reading Levels | 2 Comments