This Thursday, October 29, join Cathy Puett Miller and her co-host Audrey Borden of My Gifted Girl, Inc. in a special collaborative FREE Webinar. We'll be discussing choosing the best books for your child (gifted or not)and promoting a love of reading. How important is that!
You can sign up for this FREE event at Audrey's FACEBOOK page. We have limited slots so we hope you'll join early. After the event, we'll be posting more resources on this page.
We can start an incredible wave of influence if you'll share a link to this blog or to Audrey's Facebook signup page with families (and educators) you know.
Don't forget to look for Cathy's new books out in November. These focus on the 3-6 year old and represent a unique collaborative opportunity to promote three big ideas (great conversations/oral language development, reading aloud with children, and playing with the sounds and patterns in our language) with both educators and families. You can preview and pre-order them at Maupin's website.
We are starting a revolution -- outside the ideas of those who know reading is important. This provides an opportunity for any family in America (or the world) to promote literacy learning with their child! Be a part of it!
Showing posts with label pressure kindergarten reading preschool reader. Show all posts
Showing posts with label pressure kindergarten reading preschool reader. Show all posts
Sunday, October 25, 2009
Tuesday, September 22, 2009
Where the Radio Shows Left Off
We're breaking the pattern from alternating between the "snuggle and cuddle" stage and older, independent readers. I am visiting a couple of radio shows this week on reading, families and young children and there's just so much to share that we never have time to talk about everything. One is with my friend, Stacey Kannenberg, the Ready to Learn mom.
If you get to this blog tonight (9/22) or in the morning of 9/23, you may be able to listen in live at 11EST at The Get Ready to Learn Mom Radio Show. Otherwise you'll be able to find a podcast after the fact at this same website.
FAMILY FRIENDLY DEFINITIONS OF A FEW TERMS
COMPREHENSION - understanding what you read (and the real reason we read).
DECODING - refers to the various skills we use to decipher text into understandable words. It has more specifically been used to talk about the phonics approach of breaking apart words into different single sounds, then calling those sounds and blending them together to figure out a word. No all words can be decoded strictly in this way, only those that follow regular phonics rules.
DIBELS - a screening used by many schools to determine whether a child has competency in several key early literacy skills including at the beginning of Kindergarten alphabetic knowledge, an ability to attend to single sounds in words and break words apart into single sounds (orally, not by reading). This same screening later (up to 3rd grade usually) is used to evaluate fluency (whether a child sounds like they are talking when they read), comprehension, and decoding abilities.
FLUENCY - as readers move beyond calling out one word at a time and having to decode, sound by sound, most words, they begin to sound more like natural speech when they read aloud. Not only is the pace regular and smooth, but the reader adds expression and phrasing and recognizes most words in that given text easily.
GUIDED READING - in simplest terms, that is the time in class when children read text that is fairly easy for them to "decode", concentrating on understanding and being fluid in what they read (sounding like they are talking). Guided reading or leveled books have a limited number of words in them and the vocabulary is more "controlled".
HIGH FREQUENCY WORDS - these are words that appear most often in real reading text. Drs. Dolch and Frye created age level lists of these words, from the simplest in Kindergarten to higher levels in the upper grades and, if our children practice with reading that contains those (mostly sight words, see definition below) and maybe practice reading them off a list as well, our child will be able to automatically read those words with little mental effort. Knowing the high frequency words helps a child become a more fluent reader who understands more of what he/she reads.
LEVELED Readers - Books that have been carefully written to include a limited number of words (and words from a certain Dolch/Frye grade level list). Teachers carefully select these books for each child so that individual child has a chance to read something that contains lots of words they are already familiar with. If a child can easily read about 95% of the words in a book, they can put more mental power toward understanding what they read and less on recognizing and decoding words.
METACOGNITION - thinking about how you think
ORAL LANGUAGE - This is more than just speaking. It is the complex system that we humans use to relate sounds to meanings. It has three parts: the phonological (how we combine sounds in words to translate/transfer meaning in speech -- not reading, just speaking and listening); semantic (understanding that the smallest units of meaning, whether those be words, prefixes, or suffixes, can be joined together. We deal with semantics when we make single words plural for example) and syntactic (rules that enable us to combine those smallest units of meaning into sentences so meaning is communicated - in the beginning, humans use short syntactic phrases to communicate like "more cookie" which are later expanded as our abilities with language grow to "I would like another cookie, please.") Who knew speaking and listening was so complex. It is amazing that our children develop all this without direct instruction!
SIGHT WORDS - those are words that don't follow the phonics rules so we have to know them "by sight" as soon as we see them. Learning sight words takes seeing them over and over until you immediately recognize them. Think of the word "give". It breaks the rule that when you have two consonants and two vowels, the first vowel most of the time says its name (is a long sound) and the second vowel is silent/quiet. In the word "give" the first vowel is short and the second one silent.
If there are other terms that you need a translation for, add a comment and I'll edit this blog to include them.
Some of my favorite quotes for parents on reading:
If we do not give our children mostly positive reading experiences, they will not choose to be readers . . . Dr. Michael Pressley
If you are reading regularly -- every day -- to your children, taking a reading time of fifteen or twenty minutes, whenever it can occur, before bed or whatever, that shows a respect for books. It shows that you have a reverence for books. That's the only way to reallky get kids interested in reading. Show how interesting it is and how much fun it is. If you read, your child will follow your example, as the night follows the day . . . Bob Keeshan AKA Captain Kangaroo
What we teach our children to love and desire will always outweigh what we teach them to do . . . Jim Trelease, author of The Read Aloud Handbook.
FIVE OF MY FAVORITE PLACES ON THE WEB
FOR PARENTS READING WITH CHILDREN
Reading Rockets and Colorin' Colorado - sponsored by PBS
Just One More Book, a podcast about children's books we love
The Reading Tub, a source for great book reviews for parents
Planet Esme, a website full of great resources about reading with your children
Stories for Children Magazine, an ezine for children ages 3-12, with a great interview with Stacey, complete with stories and advice
News flash - I just saw that Jamie Lee Curtis (one of the few "celebrities" writing quality children's books) has a new book out in October called Jamie Lee Curtis's Books to Grow By Treasury. I can's wait to read it!
That's all for now. Stay tuned next time for answers to the question: My child is beyond the "snuggle and cuddle" stage - what do I do?
Remember, if you have questions or want to share what works in reading with your kids, feel free to add your gems of wisdom.
If you get to this blog tonight (9/22) or in the morning of 9/23, you may be able to listen in live at 11EST at The Get Ready to Learn Mom Radio Show. Otherwise you'll be able to find a podcast after the fact at this same website.
FAMILY FRIENDLY DEFINITIONS OF A FEW TERMS
COMPREHENSION - understanding what you read (and the real reason we read).
DECODING - refers to the various skills we use to decipher text into understandable words. It has more specifically been used to talk about the phonics approach of breaking apart words into different single sounds, then calling those sounds and blending them together to figure out a word. No all words can be decoded strictly in this way, only those that follow regular phonics rules.
DIBELS - a screening used by many schools to determine whether a child has competency in several key early literacy skills including at the beginning of Kindergarten alphabetic knowledge, an ability to attend to single sounds in words and break words apart into single sounds (orally, not by reading). This same screening later (up to 3rd grade usually) is used to evaluate fluency (whether a child sounds like they are talking when they read), comprehension, and decoding abilities.
FLUENCY - as readers move beyond calling out one word at a time and having to decode, sound by sound, most words, they begin to sound more like natural speech when they read aloud. Not only is the pace regular and smooth, but the reader adds expression and phrasing and recognizes most words in that given text easily.
GUIDED READING - in simplest terms, that is the time in class when children read text that is fairly easy for them to "decode", concentrating on understanding and being fluid in what they read (sounding like they are talking). Guided reading or leveled books have a limited number of words in them and the vocabulary is more "controlled".
HIGH FREQUENCY WORDS - these are words that appear most often in real reading text. Drs. Dolch and Frye created age level lists of these words, from the simplest in Kindergarten to higher levels in the upper grades and, if our children practice with reading that contains those (mostly sight words, see definition below) and maybe practice reading them off a list as well, our child will be able to automatically read those words with little mental effort. Knowing the high frequency words helps a child become a more fluent reader who understands more of what he/she reads.
LEVELED Readers - Books that have been carefully written to include a limited number of words (and words from a certain Dolch/Frye grade level list). Teachers carefully select these books for each child so that individual child has a chance to read something that contains lots of words they are already familiar with. If a child can easily read about 95% of the words in a book, they can put more mental power toward understanding what they read and less on recognizing and decoding words.
METACOGNITION - thinking about how you think
ORAL LANGUAGE - This is more than just speaking. It is the complex system that we humans use to relate sounds to meanings. It has three parts: the phonological (how we combine sounds in words to translate/transfer meaning in speech -- not reading, just speaking and listening); semantic (understanding that the smallest units of meaning, whether those be words, prefixes, or suffixes, can be joined together. We deal with semantics when we make single words plural for example) and syntactic (rules that enable us to combine those smallest units of meaning into sentences so meaning is communicated - in the beginning, humans use short syntactic phrases to communicate like "more cookie" which are later expanded as our abilities with language grow to "I would like another cookie, please.") Who knew speaking and listening was so complex. It is amazing that our children develop all this without direct instruction!
SIGHT WORDS - those are words that don't follow the phonics rules so we have to know them "by sight" as soon as we see them. Learning sight words takes seeing them over and over until you immediately recognize them. Think of the word "give". It breaks the rule that when you have two consonants and two vowels, the first vowel most of the time says its name (is a long sound) and the second vowel is silent/quiet. In the word "give" the first vowel is short and the second one silent.
If there are other terms that you need a translation for, add a comment and I'll edit this blog to include them.
Some of my favorite quotes for parents on reading:
If we do not give our children mostly positive reading experiences, they will not choose to be readers . . . Dr. Michael Pressley
If you are reading regularly -- every day -- to your children, taking a reading time of fifteen or twenty minutes, whenever it can occur, before bed or whatever, that shows a respect for books. It shows that you have a reverence for books. That's the only way to reallky get kids interested in reading. Show how interesting it is and how much fun it is. If you read, your child will follow your example, as the night follows the day . . . Bob Keeshan AKA Captain Kangaroo
What we teach our children to love and desire will always outweigh what we teach them to do . . . Jim Trelease, author of The Read Aloud Handbook.
FIVE OF MY FAVORITE PLACES ON THE WEB
FOR PARENTS READING WITH CHILDREN
Reading Rockets and Colorin' Colorado - sponsored by PBS
Just One More Book, a podcast about children's books we love
The Reading Tub, a source for great book reviews for parents
Planet Esme, a website full of great resources about reading with your children
Stories for Children Magazine, an ezine for children ages 3-12, with a great interview with Stacey, complete with stories and advice
News flash - I just saw that Jamie Lee Curtis (one of the few "celebrities" writing quality children's books) has a new book out in October called Jamie Lee Curtis's Books to Grow By Treasury. I can's wait to read it!
That's all for now. Stay tuned next time for answers to the question: My child is beyond the "snuggle and cuddle" stage - what do I do?
Remember, if you have questions or want to share what works in reading with your kids, feel free to add your gems of wisdom.
Thursday, July 30, 2009
A New Year for Reading
Families are busy this time of year, starting to think about getting the kids back to school, supplies, clothes, even a bit more peace and quiet. Put reading on your channel. I'm going to speak this week to those of you who have preschool children or children who start school this year. These early ages are most important for developing a love of reading (which is just as critical as getting the "skills" right). Also, setting regular times for sharing stories together helps build a "behavior" approach to reading. That's the greatest gift you can give your youngsters because it will lead them to be a life-long learner. No matter where their life's road takes them, reading and writing are essential tools.
As you move toward the routine of "school days", don't get too caught up in the academics of reading. Yes, children need to learn certain skills like decoding to become readers. However, if we don't give children mostly positive experiences with reading, they will come to the reading table reluctantly and only practice it when forced. Forcing, as Jim Trelease says, is rarely effective.
Get to know your child's teacher early in the year (preschool or K) and communicate with him or her about your child's development and their needs. Be their greatest cheerleader but don't have too perfect a view of where they are. That only builds barriers between home and school.
A few new titles I want to share with you:
The Trucktown Series by Jon Sciezska (a raucous, rambling series that's fun and fast). Jon is known as the National Ambassador for Young Children's literature
Think happy by Nancy Carleson - Nancy's books are always simple and fun. This one is no different and we all need to be thinking happy thoughts at the start of school.
The House in the Night by Susan Marie Swanson, winner of the 2009 Caldecott Metal for Children's Picture Books
A few closing words: find a friend who doesn't read with their child or is expecting a new baby. Plan some playdates in which your children can socialize, and play. When they've run to you, with flushed cheeks and ready to wind down, have a big comfortable quilt or chair and a cool drink, plus a new book to share. You just may become a Literacy Ambassador, to influence your friend in a way that will reward them and their child, strengthen their understanding of their own child and the relationship between the two of them. Great way to start the school year, don't you think?
As you move toward the routine of "school days", don't get too caught up in the academics of reading. Yes, children need to learn certain skills like decoding to become readers. However, if we don't give children mostly positive experiences with reading, they will come to the reading table reluctantly and only practice it when forced. Forcing, as Jim Trelease says, is rarely effective.
Get to know your child's teacher early in the year (preschool or K) and communicate with him or her about your child's development and their needs. Be their greatest cheerleader but don't have too perfect a view of where they are. That only builds barriers between home and school.
A few new titles I want to share with you:
The Trucktown Series by Jon Sciezska (a raucous, rambling series that's fun and fast). Jon is known as the National Ambassador for Young Children's literature
Think happy by Nancy Carleson - Nancy's books are always simple and fun. This one is no different and we all need to be thinking happy thoughts at the start of school.
The House in the Night by Susan Marie Swanson, winner of the 2009 Caldecott Metal for Children's Picture Books
A few closing words: find a friend who doesn't read with their child or is expecting a new baby. Plan some playdates in which your children can socialize, and play. When they've run to you, with flushed cheeks and ready to wind down, have a big comfortable quilt or chair and a cool drink, plus a new book to share. You just may become a Literacy Ambassador, to influence your friend in a way that will reward them and their child, strengthen their understanding of their own child and the relationship between the two of them. Great way to start the school year, don't you think?
Monday, April 27, 2009
Enjoying Reading Without It Becoming A Chore
In the past week, I have had so many families talk with me about "making sure their child" reads before the son or daughter goes to kindergarten. When I ask them "why", the response is usually "I want them to be ahead of everyone else". Again, I ask "why"?
Research from early childhood, pediatrics, psychology all agree that pushing children too soon can backfire. I strongly believe that if you are enjoying and exploring read alouds with your child, playing with the language (banana fana fo fana kind of stuff), and talking (not just at your child but with them), using lots of varied language, you child WILL read when he/she is physiologically and emotionally and mentally ready. My son who read early never had one phonics lesson, never did I flash card him, never did he have anything but the most delicious experiences with books being read to him. He simply started reading when he was ready.
PLEASE consider that with your child. If you press your child to read too soon, he/she is likely to lose any temporary benefit gained by the time 3rd grade is reached. If, instead, the child is given the opportunity to start reading at his or her "optimal time", it is likely that child will excel.
Dr. Michael Pressley once said, "If we give do not give children mostly positive experiences with reading, they will not choose to be readers." That is so true. Jim Trelease echoes that idea when he says, "What we teach children to love and desire will always outweigh what we teach them to do."
Have fun, relax, enjoy your child and his/her interaction with you and the book. Make it fun. Be silly, act out voices, compete with the TV and computer for your child's reading soul!
Research from early childhood, pediatrics, psychology all agree that pushing children too soon can backfire. I strongly believe that if you are enjoying and exploring read alouds with your child, playing with the language (banana fana fo fana kind of stuff), and talking (not just at your child but with them), using lots of varied language, you child WILL read when he/she is physiologically and emotionally and mentally ready. My son who read early never had one phonics lesson, never did I flash card him, never did he have anything but the most delicious experiences with books being read to him. He simply started reading when he was ready.
PLEASE consider that with your child. If you press your child to read too soon, he/she is likely to lose any temporary benefit gained by the time 3rd grade is reached. If, instead, the child is given the opportunity to start reading at his or her "optimal time", it is likely that child will excel.
Dr. Michael Pressley once said, "If we give do not give children mostly positive experiences with reading, they will not choose to be readers." That is so true. Jim Trelease echoes that idea when he says, "What we teach children to love and desire will always outweigh what we teach them to do."
Have fun, relax, enjoy your child and his/her interaction with you and the book. Make it fun. Be silly, act out voices, compete with the TV and computer for your child's reading soul!
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