When students make a connections with the books they read, their understanding, comprehension, and recall of the information increases.
Normally when I think of students make connections with stories, I focus on either a connection with the author or relating something that has happened to them to something that happens in the story (event). A teacher may be able to help students make connections with the author using blogs, websites, or even skype. Students could do some type of writing or art activity to express personal connections to stories possibly using a blog or something like webspiration.
Reading Kristin’s Blog: Blogging with Afghanistan got me thinking about another type of connection that teachers can help provide for students using technology tools . . . a connection to the setting. A little background to her blog: In the past, her class read a story and posted discussion on a blog. The story was set in Afghanistan. A person who lives in Afghanistan read her blog and contacted her. He became her “friend” and offered to help out when she did the story the next year. . . it is all about making connections
A teacher could build background knowledge about the setting of a story by having students research general information about the area online, maybe look at pictures, or take a Google Earth trip. Those students would know a little more about the setting than before, but imagine how that level of knowledge would change if students could “talk” to someone actually in that area and ask questions not only about the geography/landforms but also about the culture.
The experiences of these students has the potential to greatly influence their understanding of the story.
Think about all the technology tools we have available to make it possible to make these connections to enhance student learning: skype, blogs, wikis, videos, pictures, voicethread, twitter . . .
So you don’t have a friend or connection in the area of study or setting of the book . . . chances are that posting on Twitter could prove to be beneficial . . . chances are somebody knows somebody who knows somebody . . . it is all about making connections.
Global Studies involves learning so much more by making connections rather than just reading or research from a book or online.
Posted on August 25, 2010 by Keisa Williams in Lesson Plans, Literature, Reading Lists, Uncategorized.
Tags: informational text, machines, Mary Fetzner, reader's theater, simple machines, text features, Three Pigs and the Scientific Wolf
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Bellwether publishers will quickly become a favorite of 2nd and 3rd graders studying simple machines. These Level 4 Blastoff Readers contain full color images, labeled diagrams, captions, bold vocabulary words, fun facts, a glossary, and websites to learn more information. These books are perfect for reinforcing the use of text features and research skills. Titles offered on Big Universe include:
One of my favorite stories involving simple machines is The 3 Pigs and the Scientific Wolf by Mary Fetzner. In the past, I’ve rewritten the book as a reader’s theater script and had the students create masks and costumes to act it out. This story is perfect for demonstrating the use of simple machines with an added bonus of humor.
Here are a couple of lessons using this book (Lessons can be modified for younger students):
Machines and Work Across the Ages (Grades 6-8)
Solving Problems Using Simple Machines (Grade 5)
Keisa Williams (aka Ms. K) is a K-5 School Librarian at Monarch Academy, a public charter school in Oakland, CA. She is certified in secondary and elementary education (MLIS and MEd) and loves collaborating with teachers and integrating technology into her teaching. She considers herself a “Technology Diva” and “Gadget Junkie”.
It is back to school already!?!? I think most of us are wondering what happened to summer break; I know I am. Break time is over with and it is back to the books and I know that there are probably many households that are “refreshing” their reading skills. We did slack off a bit during the summertime in our reading, which I really did not intend to do, so we are going to have to play catch-up to get back on track.
My oldest son is in the 2nd grade this year and, from the words of his mouth, he says “Second grade is hard; it is only for smart people.” I have to chuckle every time he says that. The biggest challenge that our household faced last year was in reading. I have searched for ways to help to make reading a bit easier and here are some things that I have found:
a. Consistency, consistency, consistency. Did I mention consistency? Yes, I feel that is the most important aspect. When you do things in repetition, you tend to finally “get” things after a certain time period – everything just “clicks”. So, I am determined to spend a certain amount of time, on a daily basis, with my child to go over the basics until he grows tired and weary, and can recite what was set out to be learned.
b. Make learning fun. Find a character that your child enjoys and make use of that character. Spice up the routine every now and then so the “routine” does not become so routine.
c. Progress and reward chart. Your child is just like you are – loves to see progress. Make a chart at where they are starting from to where they want to go. You will be amazed at how excited they can become once they see that they are progressing, and what a better way to celebrate their progress than with a reward? Now, the reward does not have to be anything extravagant, maybe take them out to an ice cream treat or to see a movie that they have been wanting to see. It will make them feel special and, most of all, it will make them feel proud of themselves.
The vitality of mastering early reading and comprehension skills is so crucial to our children’s future. Reading IS their future. So, whatever steps that we, as parents, need to take to ensure the best possible learning in literacy for our children, we need to take. Reading may be their future but our children are our future.
Posted on August 14, 2010 by Keisa Williams in Big Universe News, Lesson Plans, Personal Experiences, Reading Lists, Special Needs, Tips, Uncategorized.
Tags: creativity, Literacy, preschool, Reading, storytelling, wordless picture books
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Keisa Williams (aka Ms. K) is a K-5 School Librarian at Monarch Academy, a public charter school in Oakland, CA. She is certified in secondary and elementary education (MLIS and MEd) and loves collaborating with teachers and integrating technology into her library lessons. She considers herself a “Technology Diva” and “Gadget Junkie”.
The Lion & The Mouse by Jerry Pinkney
Wordless picture books are a great way to encourage reluctant readers, motivate storytelling, and prompt creative writing. I was blessed to receive the Caldecott Medal winning book, The Lion & The Mouse by Jerry Pinkney from a Twitter Elementary Librarian colleague, Ernie Cox. It was serendipitous that our kindergarten and first grade teams had just read another version of this story to our students.
When I introduced this book to students, I talked about how the illustrations in most picture books tell the story. I then modeled how to “read” a wordless picture book. I narrated parts and I added dialogue where appropriate. For example, “As the lion squeezed his paws around the mouse, the mouse screamed, “HELP!”…But no one heard his cries.” During the second reading, I call on students to “read” each page. When they narrate, I encourage them to think about describing how a character feels (and why), body language, the setting, and encourage them to add dialogue to enhance their storytelling. They always surprise me with the humor and specific details they choose to add to the story.
Did you know that Big Universe has wordless picture books? Use these titles to get your little ones “reading”:
Wordless picture books on Big Universe
Ben's Big Dig on Big Universe
Ben's Bunny Trouble on Big Universe
While Strategies That Work: Teaching Comprehension for Understanding and Engagement
was written to assist teachers in the classroom,7 Keys to Comprehension: How to Help Your Kids Read It and Get It!
is written in a fashion that guides parents as they teach their children comprehension strategies.
If children don’t understand what they read, they will never embrace reading. And that limits what they can learn while in school. 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! is the result of cutting-edge research. It gives parents practical, thoughtful advice about the seven simple thinking strategies that proficient readers use:
• Connecting reading to their background knowledge
• Creating sensory images
• Asking questions
• Drawing inferences
• Determining what’s important
• Synthesizing ideas
• Solving problems
Easily understood, easily applied, and proven successful, this essential educational tool helps parents to turn reading into a fun and rewarding experience.
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
Strategies That Work: Teaching Comprehension for Understanding and Engagement is a book that was suggested to me early in my teaching career. I used it extensively in the classroom, and continue to use the resources and strategies within the book when I read to my own children. The goal is to create engaged, thoughtful, independent readers and this book helps!
Though Strategies That Work: Teaching Comprehension for Understanding and Engagement is meant as a resource for teachers, I feel that any parent who has an interest in explicitly teaching their children strategies when reading (especially parents who home school!), will find this book useful.
In this revised and expanded edition, Harvey and Goudvis have added twenty completely new comprehension lessons.
In this book, you will find:
- what comprehension is and how to teach it
- lessons and practices for teaching comprehension
- information on social studies and science reading, topic study research, textbook reading and the genre of test reading
- updated appendix section recommends a rich diet of fiction and nonfiction, short text, kid’s magazines, websites and journals
When kids are engaged in their reading they enhance their understanding, acquire knowledge, and learn from and remember what they read. And most importantly, they will want to read more!
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
Last week, I wrote about ways to make writing part of your family tradition. Here are a few ways you can authentically add writing to your family’s daily life:
- Have each family member make a list of things to do for the day/week.
- Write notes to slip into lunch boxes. End the note with a question. Ask your child to respond to the note in writing when he returns from school.
- Make a Top Ten List of. . . birthday gifts, games to play, chores to complete – endless opportunities. (see an example from our family below)
- Provide a Family Dialogue Journal in a central spot such as the kitchen. Write notes to each other in the journal. Provide different color pens to differentiate between family members.
- Make ABC books about favorite family topics (seasons, holidays, vacations, etc.). In my opinion, ABC books are timeless and this is an activity that can be enjoyed by children up through the end of elementary school at the very least. The complexity of the ABC book will depend on the age of your children.
ABC Book Models for Young Children:
Chicka Chicka Boom Boom: Anniversary Edition
by Bill Martin, Jr. and John Archambault
Alphabet City
by Stephen T. Johnson
ABC Book Models for Older Children:
When I taught fourth and fifth grade, I would often use Jerry Pallotta’s alphabet books as models for my students. He has written several books that tied into our science curriculum and so I would read aloud the book and then students would make their own ABC book based on our science topic. Here is just a sampling of some of his alphabet books. There are many more:
The Underwater Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Extinct Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Icky Bug Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Butterfly Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Ocean Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Construction Alphabet Book
The Yummy Alphabet Book: Herbs, Spices, and Other Natural Flavors (Jerry Pallotta’s Alphabet Book)
The Jet Alphabet Book
The Flower Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Bird Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Vegetable Alphabet Book (Jerry Pallotta’s Alphabet Books)
Some writing samples from our family:
Our Travel Journal – We travel every summer. About three years ago (when my son was 4) we traveled to Georgia to visit family. To give him something to do in the car and while on vacation, I created a travel journal personalized to our trip. I simply created a template so that he could draw and write based on a prompt.
Our Beach Alphabet Book – We take a trip to the beach every year. During the same year we traveled to Georgia, we also stopped in Myrtle Beach. I was looking for something to keep my son occupied and also provide lasting memories for us. I created “My Beach Alphabet Book.” I encouraged him to think about the things we did and saw while at the beach. I had planned for him to work on his book during down time at the beach, but we didn’t seem to have much. So instead, we worked on it when we returned. This turned out to be a nice way to reminisce about our trip after we were home. He only completed a few of the letters, but we still have a nice memory of our trip that year. And best of all, I can see how his writing has evolved over time, now.
Top Ten Reasons We Love Daddy – Last year for Father’s Day, we made a book for my husband. The kids listed their top ten reasons they love their dad. I provided ten pieces of cardstock and had my son (in kindergarten at the time) and my daughter (an early 3 at the time) brainstorm reasons they loved their dad. I had my son write them and then I split each page in half so each could draw a picture pertaining to their reason. We did this for eight pages. The last two pages of the book, I had each of them write one individual reason each and draw one picture. I made a cover for the book, punched holes in it, and tied yarn to bind the book. Needless to say, it was a big hit! The kids enjoyed making it and my husband really enjoyed receiving it! Oh, and it was a really inexpensive gift that came from the heart!
(He reads books to us)
How do you incorporate writing in your family?
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
Maggie Cary, a national board certified teacher has been an educator for more than 17 years. She is certified in secondary education and holds a master’s degree in early childhood education.
Over the years she has mentored countless teachers and advised hundreds of parents. Cary has taught children from preschool through high school. She also offers classroom advice on website Classroom Talk.
A parent recently asked me at classroomtalk.com for suggestions for finding books that her first grade son can read independently. I’d like to share my response with the readers at Big Universe.
The first resource you have is your son’s teacher. She should also be able to give you a feel for what reading level your son is on. Remember that children develop reading skills at their own pace, so while one first grader may be at a “readiness to read stage” (a kindergarten level), another might be reading on a 3rd grade level. Some books will have a reading level indicated either on the jacket (front and/or back). If you are at the children’s section of your book store, you might pick out “easy step” books which always show reading levels. After some experience, even when no level is indicated, you may be able to pick out books on an appropriate level by just reading a page or two. By typing in a few paragraphs or pages from a book into your computer, you may be able to check the reading level right from the word processor (write to me for instructions), or at free online sites such as, http://www.addedbytes.com/readability/.
There are a number of good publishers of children’s books. Among those are Sterling and Scholastic. Sterling Publishing has a series for young readers. Scholastic has packets of easy phonetic readers with characters such as Clifford, Dora, Diego, Curious George, and Biscuit. You can order from Scholastic Book Club online. These books are very reasonably priced.
If your child is just beginning to read, even the easiest books may be difficult. You can introduce the more challenging books later in the year after your child has a few more sight words and some early reading strategies to help with tricky words. Remember that reading should be fun and children want to do things that make them feel successful. So be sure to include easier books in your acquisitions, and be ready to provide more time, praise and encouragement when you mix in harder books.
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The best way I have found to obtain books like the “easy readers” that schools buy from book companies, is to make them. They are inexpensive to make and you can control content, letter size, spacing, vocabulary and picture clues. These homemade books have a very good chance of becoming your son’s favorite books, especially if he helps make them. Your child’s teacher should be able to give you a list of “sight” words that he is expected to learn during the school year that you can integrate into these books. Following you will find some directions and suggestions as to how to make your own books.
Bookmaking
You can print neatly or use the computer. The computer is more effective because it is easier to read.
Use good size letters
Make a little extra space between words
Extra space between lines when your child progresses to two line text
Comic sans is a good font to use for emergent readers
Books should be 5 –7 pages
Pictures should support the text below
The following are some of the ideas that I have used but the possibilities are endless:
Sample Book#1:
Page 1 – I love my Mom.
Page 2 – I love my Dad.
Pages 3, 4, and 5 – Continue with other family member, including grandparents.
Last page – Put in a little twist / I love my family.
Include appropriate photograph on each page
Sample Book #2:
Page 1 – A frog can jump.
Page 2 – A bunny can hop.
Pages 3, 4 and 5 – Continue with other animals.
Last page – Put in a little twist / I can run.
Use a photograph of your child running.
Sample Book # 3:
Page1 – I love to eat blueberries.
Page 2 – I love to eat pizza.
Pages 3, 4 and 5 – I love to eat …
Last page – I love to eat everything!
Use supermarket flyers for this book.
Source materials for books: Supermarket flyers, magazines, family photographs, family pet photographs, discarded books, cheap books that you can cut up to recycle into your own special books, hand-drawn pictures, etc..
When reading your creations, remember to have your child point to each word so that their words match the text. Read the books over and over. You will be building a confident reader.
True dyslexia affects between 5% and 17% of the United States population, and in some countries this is even higher at a huge rate of 50%! So what is dyslexia?
Dyslexia is defined as a disorder that manifests itself as a difficulty with reading, spelling, and even sometimes mathematics. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instructions.
Dyslexia is thought to be the result of a neurological defect, and though not an intellectual disability, it is variously considered a learning disability, a language disability, and a reading disability, among others. Dyslexia is diagnosed in people of all levels of intelligence (normal to above).
Children may have dyslexia or a learning disability if they have one or more of the following symptoms:
- Letter or word reversals when reading. (Such as was/saw, b/d, p/q).
- Letter or word reversals when writing.
- Difficulty repeating what is said to them.
- Poor handwriting or printing ability.
- Poor drawing ability.
- Reversing letters or words when spelling words that are presented orally.
- Difficulty comprehending written or spoken directions.
- Difficulty with right – left directionality.
- Difficulty understanding or remembering what is said to them.
- Difficulty understanding or remembering what they have just read.
- Difficulty putting their thoughts on paper.
Children with dyslexia do not exhibit these symptoms due to poor vision or hearing but because of brain dysfunction. The eyes and ears are working properly but the lower centers of the brain scramble the images or sounds before they reach the higher (more intelligent) centers of the brain. This causes confusion as well as frustration for the learner.
When a child is having learning difficulty, it is best to have your child examined, a neurodevelopmental exam to be exact. This includes testing of hearing, vision, neurological development, coordination, visual perception, auditory perception, intelligence, and academic achievement.
The main reasons for reading problems are:
- Ineffective reading instruction
- Auditory perception difficulties
- Visual perception difficulties
- Language processing difficulties
Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all students. They also have shown that phonics is the ONLY WAY to teach reading to students with dyslexia and other learning disabilities.
Children and adults who do not learn to read through an intensive phonics program often have one or more of the following symptoms:
- Below grade level reading achievement
- Slow reading
- Poor comprehension
- Fatigue after reading only for a short while
- Poor spelling skills
- Lack of enjoyment from reading
If it is found that your child suffers from a learning disability, most of the time this can be resolved with a few simple techniques and procedures. But it does take a little extra time to get your child up to speed. In my opinion, if these techniques are provided with lots of love, patience, and understanding, then that will make the situation so much easier and it will give your child confidence that he or she CAN move ahead and start learning in a whole new productive manner.
Week 7 High Frequency Word List
1. get
2. into
3. not
Week 8 High Frequency Word List
1. me
2. run
3. red
**I forgot to post my three words for my word list last week, so I doubled up this time! 
**
~ Amy E. Snyder
My three year old is very interested in writing her letters right now. As she was working on writing the letters of her friend’s name, I started thinking about ways that I may have already encouraged her and ways I can continue to encourage her to write. Here are a few tips:
- Be a Role Model: My children always see me writing: my grocery list, reminder notes, thank you notes for gifts, notes in their lunch boxes, and even typing on the computer.
- Provide a Writing Area: We have a little children’s table in our breakfast room. The table has provided hours of opportunity for my children to experiment with writing. I provide different kinds of materials (computer paper, stationary, envelopes, lined writing paper, white boards, etc.) for my children to write on. I also provide different writing utensils: pencils, pens, crayons, markers, colored pencils, etc. At least once or twice a day, my three year old will write something for a family member. If it’s made available, they will use it!
3. Scribbles are Great: From their very first scribbles, children are writing. Encourage scribbling and ask your child what he/she is writing. Transcribe it for them.
4. Play Games that Encourage Writing: When my son was younger, he enjoyed playing “restaurant.” He was the waiter and he would take our orders. He started out scribbling, then matched letters to the beginning sound of the word, then wrote the word with invented spelling. It was wonderful to see his writing develop over time, and he had a ton of fun playing (I must admit, my husband and I did, too)! Mental Note to Self: encourage three year old to play this game now!
5. Write Messages: Sit at a table and write messages back and forth to each other. You can do this even if your child is not able to write yet. Simply ask your child what the note says and then respond in writing to your child. This is a quick and fun way for your child to see how words make meaning and you are modeling writing at the same time. In the picture below, I began by writing (on a white board) “How is your day?” and read it to my daughter. She responded with a “G” and said good. I then repeated what she said and gave her another message, “I love you” – and read it to her. She responded with “TU” – Thank You – which is so funny, because if you verbally tell her you love her she thanks you then, too!
Often times, we forget that reading and writing go hand in hand. In order to become a better reader, you must write more and vice versa! If we read aloud to our children and play with writing every day, we are bound to raise fun loving, engaged readers and writers!
How do you encourage writing in your home?
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
