Tag Archives: reading fluency

Wondering Wednesday: Summer Reading Help for Young Students

Summer Reading Help for Young StudentsDonna Reish, curriculum author and parenting/homeschool speaker, answers readers’ questions about bringing an elementary student up to grade level in reading during the summer. In this episode, Donna helps parents learn what to focus on in bringing their child to reading fluency, including terminology, phonics programs, reader selections, and steps in helping children learn to read during the summer school break. She has many links to help parents find the phonics program, readers, and methods that will work best for them and their children.

 

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day 101: creating a reading environment for new readers, part ii of iii

“You may have tangible wealth untold; caskets of jewels and coffers of gold,


But richer than I you could never be; for I had a mother who read to me.”






So what were the commonalities I found in studying the environment of “natural readers”?

Common Characteristics of Natural Readers:


1. Interaction with adults—these kids were with adults a lot—and definitely not around peers more than adults. They had adults on hand to discuss things with, to answer their questions, and to provide examples of proper speech patterns, etc.


2. Much book handling by the child—these children were surrounded with books that they were permitted to interact with. They were often found at very young ages with stacks of books around them, just looking at the pictures, making stories in their minds from the pictures, etc.


3. Print abounds and interest in print is evident by itself—not only did the homes of natural readers contain books themselves, but they also contained all type of print. The parents of these children read magazines, journals, newspapers, etc. I think the “interest in print” part probably began with something like a parent saying, “Honey, look at this whale they found beached on the coast of Florida,” as he or she brought the little one up on to her lap to see the picture that was provided with the article in today’s newspaper, etc. This type of activity causes a child to become interested in print.


4. Tapes and books are used—nowadays, of course, this would say “cd’s and books are used”; however, this is the reason why I began using book and tape sets a few times a week for my preschoolers and elementary children—and why we have used audios (talking books, radio dramas, etc.) every week of our lives since our oldest was one year old. “Tapes” and books show our children the benefits and “fun” that reading provides.


5. Memorization takes place—these natural readers often followed a certain pattern—they memorized a picture book (usually many), then through the memorization, they began making print-sound-word connections. That is, when they turned the page and recited, “If you give a mouse a cookie,” they began to understand that i-f says if and y-o-u says you. Natural readers were experts at memorizing large portions of text.


6. Interest in writing words and “language experience” activities—many years ago, there was a movement in education to replace phonics instruction with “language experience” activities (also called a “whole language approach”). Phonics proponents everywhere were up in arms at the thought of “activities” of writing what the child said (dictation) for him, making little homemade books, etc. taking the place of phonics instruction. While I am a strong phonics proponent, I believe that these “language experiences” and “whole language” activities augment the reading instruction greatly. And, of course, the natural readers in the research were exposed to these types of activities early and often. These kids were the ones who dictated thank-you notes to Mom to go to grandparents and colored a picture to send along with it; they were the ones who had a chalk board in the kitchen in which Mom or Dad wrote the day of the week each morning; they were those who “said” stories aloud and parents copied it in little “journal” books for the child. And on and on. Why wouldn’t these types of experiences and activities increase a child’s relationship with print and love for learning?


7. Experiences related to literacy and books—these obviously include the types of activities listed in number six, but these kids knew from birth that books and reading were important. They were the ones in a double stroller at the library lawn sale as toddlers—child in front seat with back seat full of picture books. They were the ones who had their own “book basket” in the corner of the nursery almost from birth. In other words, they were immersed in literacy and books from an early age.


8. Self-regulated behavior and risk taking—This characteristic related to how they “organize” their little lives. These kids would pull all of the Curious George books off the shelf and stack them up to look at after lunch. They often had little learning systems in place at ages four and five. And they were not afraid to be wrong. This, of course, stems from not being talked down to or made fun of when they did ask questions. These kids were risk takers because taking risks in learning (“Mommy, is this word (dapper) ‘Daddy’?”) yielded information that helped them in their quest to learn. The questions did not yield put downs or “you should already know this.”


9. Read to often—Obviously, a link has to be made from the squiggles on the page to the sounds that those squiggles make in order for a young child to teach himself to read. Thus, a child must be read to (or follow along with books and tapes) in order to learn to read without formal instruction. Now, this is not to say that a child who is read to will automatically learn to read early and on his own. I read aloud to our first three kids three to five hours everyday for years and years—and not one of the three was a natural, or early, reader! But it certainly created a love for print and learning in my children!

Tomorrow—how does this reading environment teach informally what could take years of instruction to learn?

day 79: homework help—the reading and writing connection for young students ii of ii

If you have a child/student who is learning to write sentences and simple paragraphs (and has reached reading fluency—the stage in which he or she does not rely on controlled readers but can pick up most things at an upper elementary/beginning middle school level and read them), there are many things that you can do to help him or her.
  1. Teach him/her the five parts of a sentence—CAVES—Capital; All makes sense; Verb; End mark; Subject. Help the student find these things in his sentences or in sentences that he reads.
  2. Teach anything about the writing process informally that can be taught informally. This is for parents and educators alike. Point out that a sentence begins with a capital letter as he reads to you. Ask him what the (?) at the end of the sentence means. Talk about why a word is capitalized in a sentence (it’s at the beginning or is someone’s name). These informal teaching times will carry over to his real writing.
  3. Understand the difference between penmanship and writing. Penmanship is art. Pure and simple. I would almost say (but can’t bring myself to do so since I have a degree in elementary education and a two hour credit in penmanship!) that “you either have it or you don’t.” Writing is putting words together to form sentences then paragraphs, then stories/reports/essays/letters—anything! If your child has penmanship difficulties (as many young boys do), do not let this distract him from writing. Pen for him as he dictates to you. Teach him to type. Remember, penmanship is not writing. Writing is writing.
  4. Show him that writing is just the spoken word written down. Have him talk slowly to you while you type. Read it back to him. Tell him that if he can speak, he can write (even if the penmanship and spelling are not there yet!).
  5. When he is first learning to write sentences, do not make him sound out every word. Just tell him how to spell the tough ones and move on. (There is even research out there now strongly suggesting that when it comes to spelling, “you either got it or you don’t.” Nowadays with computers and spell check, no person should be uneducated or feel stupid because of spelling problems.)
  6. Have him dictate sentences about anything (his day; his favorite show; his favorite game; etc.) and write them in large letters with a highlighter. Have him write over the highlighter with his pencil. Have him read the sentences back to you. Then make a big deal out of it—your child can write!
When starting to read and starting to write, a child needs a great measure of success to keep going and feel confident in what he is learning. Making the reading and writing connection in the elementary grades can help do that for your child.

day 76: creating a reading environment

I don’t want to re-invent the wheel–and I also want to be sure to keep LL 365 short….or I might lose my privileges (or so my family says!)…so while I am going to spend a little time on helping  your struggling reader in this month’s Homework Help, I am not going to spend too much time on reading in general.

So…I will direct you to our sister blog, Positive Parenting, a weekday parenting blog for Christian families. The link below will lead you to the first of three entries about creating a reading environment in your home for new readers. There are so many things that parents can do to create a learning environment–and build a love for reading, whether your children go to school or homeschool.

Blessings to your family as you seek to help your children in the areas of language arts, reading, and writing!

http://positiveparenting3-6-5.blogspot.com/2010/09/day-244-creating-environment-conducive.html

day 75: homework help week–helping kids learn sentence writing

Welcome to Homework Help Week at Language Lady 365! We are going to interrupt our regular posts to provide help to parents (and teachers) in helping their children/students with language arts, reading, writing, and grammar homework.

Roadmap for the week:

1. Starting with some reading help! Reading is the inverse of spelling in the same way that addition is the inverse of subtraction. Build a strong reading background, helping  your student to reach “reading fluency,” and a love for learning, and you will go a long way way in helping him or her in language arts in general–and all learning eventually.

2. Then sentence writing, including…

a. Penmanship vs writing
b. Beginning sentence writing
c. Copy work
d. Reading and writing connection
e. Writing “from his brain” and from a source for little ones

Thanks for joining us!