with Comments Off on New York Association of Reading Lovers
NY Association of Reading Lovers’ mission is to promote excellence in reading, teaching and learning throughout New York State; provide leadership in staff development; build a community of staff developers; advocate for innovation and experimentation; and influence policy and legislation which support our objectives.
Last year’s conference was located in the beautiful Southern Tier at Holiday Valley Resort in Ellicottville. The surroundings are ideal to relax and immerse you in the learning opportunities offered.
with Comments Off on The Stigma of Summer Reading
Why do the words “summer reading” elicit such dread in our students? Let’s give kids the chance to view reading as an opportunity to relax and learn and grow. Take a look at this summer reading video about a creative community partnership in Montgomery County and Dayton, Ohio. They’ve managed that so many children keep learning and reading over the summer:
The majority of the reading I do does not involve a test, an essay, or a project. Let’s give kids reading as a gift and remove the stigma that reading is a chore. Last summer, while browsing in my Overdrive app, I found all kinds of new releases and librarian suggestions for books that had huge wait lists due to their popularity.
Then I looked in the “Summer Reading” category and found that the first four titles were 1984, Crime and Punishment, A Tale of Two Cities, and David Copperfield. Not one had a waitlist, no surprise there.
Now, I was an English major who had always loved books. I read Crime and Punishment in 5th grade (true story). But in the summer, I tend not to lean toward Dickens or Dostoyevsky. I much rather read what my friends recommend, what’s on the book store’s “What’s Hot” shelf, and what is featured on the websites I follow for book recs. The same is even truer for 15-year-olds.
with Comments Off on Do we have Control over what our Students Read?
Here are some things to consider as you implement choice reading. If you want your kids to really read, it’s important to think about how these elements work together, and eliminating any of them is a sure-fire way to lessen the likelihood that kids are reading and audiobooks are fine as well. As long as they read, it’s okay.
Let It Go
We have to give up control over what kids read. Let them choose. It’s ok if they spend the first 3 months, 6 months, the whole year choosing nothing but YA fantasy books. They. Are. Reading. We can still introduce and assign excerpts from classics as well as articles, essays, and plays as whole-class in-class readings. We can guide them toward new genres and challenging choices. But we have to let go of having control over what they choose to read.
with Comments Off on Essential Questions: Helping Readers Focus
What makes a work of art great? Why do people find the painting Guernica by Picasso so compelling? What makes a Frank Lloyd Wright building so remarkable? Why is Aaron Copland’s lyrical Appalachian Spring such a heralded piece of music? What was it about Walker Evans’ photographs that renders his images so memorable? Why do generations keep discovering magic in a novel such as “To Kill a Mockingbird?”
How do we explain the appeal of a Mozart opera, an Emily Dickinson poem, a Henry Moore sculpture, a Sergei Eisenstein motion picture, a Billie Holiday recording? How do we account for what makes some artistic works great? You will be confronted with these questions when you will begin your ACT or GED prep, with traditional books or following an online prep course such as BestGEDClasses.org.
Most of the questions that confront students in the ACT curriculum are leading questions. Leading questions direct learning toward a set answer and are helpful in making sure that students are clear on key basic information.
with Comments Off on Phonics With Intermediate Readers
Intermediate children continue to develop their knowledge of how words work. They have a firm foundation in word patterns and how to take apart words in both reading and writing. They have learned how to take words apart quickly and efficiently using word patterns such as –ink or –ight.
They have also learned how to decode by analogy, but they need further instruction in three areas: prefixes and suffixes, less common letter combinations, and vocabulary development.
Prefixes and Suffixes
Children learn common prefixes such as un-, re-, dis-, and im-.
They also learn suffixes such as -ly, -ful, -tion, -sion, and -able.
Learning prefixes and suffixes helps children take apart multi-syllabic words and use the meaning of those parts to infer the meaning of an unknown word.
Other Activities to Support Phonics
A word sort is an activity that requires students to group words into different categories. Word sorts draw the student’s attention to a particular skill and help students make generalizations about how words work. Sorts help children learn a word pattern, spelling rule, or other phonics skill.
with Comments Off on Reading Comprehension Strategies for Nonfiction Text
Using reading comprehension strategies is used by the teachers based on various factors to make the students understand their lessons better. The age of the students, their capabilities and the concept to be understood determine the strategies to be used. The strategies that can be used for fictional text cannot be used for the nonfictional texts too.
When dealing with nonfiction text, the bolded prints and the graphics used in the books can help them to understand the concept better. When the actual text reading takes place, it is possible for the students to find it difficult to understand a few words. So, using the words in various other scenarios, before the actual reading takes place is a good option.
For instance, when geographical lessons are taught, the students come across words like topography. The teacher needs to introduce the words in other scenarios before the reading comprehension takes place. The students should be asked to comment on the text, and they should be encouraged to make a connection with the previously read lessons. This gives a complete understanding. Finally, the teacher needs to ask open and close-ended questions to evaluate the understanding of the students.
with Comments Off on Reading Comprehension Strategies
Various comprehension strategies are used by the teachers to help their students understand the lessons in a better way. The techniques used can be direct or indirect. The teachers even use the techniques that come in the form of games, which actually help the students understand the lessons much better.
The techniques used can depend on the students of the class, their capability to understand, their age and the complexity of the lessons. Making the students interested in the techniques is a major challenge for the teachers.
The most common form of the strategies used is the reading comprehension technique. But, there are other ways too. These Reading Comprehension Strategies or techniques can actually help you develop your vocabulary and analytical skills.
The Etruscans invaded Italy about 600 BC. They settled in an area by the Tiber River they called Rome. The Etruscans were farmers and they also traded with cities like Carthage. They built roads and cultivated the land. The Gauls defeated the Etruscans in 390 BC. and sacked Rome.
And so on. And on . . . and on. Teachers will have no trouble spotting the generic, aimless, encyclopedia-derived report unfolding in the example above. Unfortunately, much of student “research” results in this uninspired litany-of-fact writing.
But what about the interesting stuff? What questions might we have about ancient peoples like the Etruscans that our information could answer? What was life like in an Etruscan community? What did they believe? And what impact did these people have on the succeeding Roman civilization?
At the ages of one to three, children are eager for exploration and full of energy. Take every wonderful opportunity to blend cuddling and intimacy with learning and fun.
At this age, it is best to choose books your child likes.
Read for at least fifteen minutes every day. Thirty minutes is better. If you can read more than once per day.
Talk about the story as you read. If there are things that your child doesn’t understand, explain as you read. Relate the story to people, places and things your child is familiar with.
Get others to take turns reading to your child – grandparents, babysitters, aunts, friends – your child needs to see that everybody gets pleasure from reading.
Find music to accompany the reading time.
Keep books in places where your child can access them. Carry books along when you go to places where you may have to wait or when you travel.
As they discover that books provide information as well as entertainment, introduce books that expand your child’s understanding of their favorite subjects such as family, animals, colors, letters, vehicles, household objects. Toddlers like to look in your books or magazines to identify objects.
In first grade, your child is learning the difference between singular and plural words, understands how to read about 100 words, can write short sentences and short stories about an event, and understand how to read and write their own name.
They understand how to do basic addition and subtraction (“if mom and dad are in the room—how many people is that?”) and to understand numbers in relation to houses on a street. Some six-year-olds understand how fractions make up a whole and are good at identifying time (minutes and hours and their relation to each other).
As your child enters second grade, their writing and reading skills become more advanced. They can write short stories about themselves or events and will revise their own writing to make it clearer. Children this age normally know the 200 most commonly used words in the English language and are adept at reading these words in books, poems, and short stories.
Between the ages of 3 and 4, your child is more interested in exploring words, numbers, and situations. Your child can form sentences of 6 words or so, and may even be able to write a few words down. Not all words will be correct or understandable, however.
So to help a 6-year-old read, at the earlier stages, we will have to focus on phonics so later on, when they will be 6, the process of learning to read will be easier for your child and you’ll be surprised by happy it will make them if they start doing it right!
Your child will also start to develop friendships outside your family, and will be interested in sharing events and situations with you that they experience with others. This is a good time for your child to learn how to read, and one of the best ways to teach children to read is with Phonics.
Phonics is a well-known reading technique that helps children sound out sections of words, and then learn to put those sections together.
If your child is already falling behind at this age, it’s essential to give them the tools and materials necessary to get a good foundation for school. The following tool helps children master the building blocks of reading.