Once school starts and the textbooks have been previewed, you can help your students get into good study habits by doing their assignments with them for a few weeks as needed.

Here are some tips along those lines:

1. Taking the textbook preview further

There are a number of ways that you can take the previewing of textbooks that I discussed earlier even further with your children for more comprehension of the material:

a. Do his first few assignments out of the book with him, pointing out the things again that you observed in your first preview. This will help him see that those things are not just good things to know, but also helpful for completing homework quicker and more correctly.

b. Help him prepare for his first test with his textbook and you by his side. Show him how he can use the glossary, sidebars, table of contents, etc.,  to quickly fill in his study guide or quickly determine what the most important aspects of the chapter are in order to prepare for a test.

c. As you are previewing a text (for the first time or an additional time), use a large sticky note to record what you find. Write the title of the text at the top, then make notes about what it contains as far as study and homework helps. Stick this in the front of his textbook and help him refer to it when he is doing homework or test preparation. You could even record a plus and minus system, such as

+++ means something is going to be really helpful—a +++ beside the Table of Contents, for instance

+ beside a word he writes in the front of his book tells him that this might be somewhat helpful—Example: +Some graphs

– No study questions at end of chapter—again, he can make a list in the front of his book (on a large sticky note), etc.

d. Help him “label” different sections of his book with sticky notes along the edges. For example, you could put a yellow one at the beginning of each chapter and a pink one on the page that has definitions for that chapter, etc.

2. Prepare your younger student for textbooks by using user-friendly non-fiction books

Maybe you are not in the textbook stage with your kids; however, you can begin preparing them for those all important study skills that I described yesterday with quality non-fiction books. If kids at ages five, six, eight, and ten, learn to navigate around Dorling Kindersley, Eyewitness, and Usborne books (among many others), they will be heads and shoulders above other children who have only been exposed to fictional stories (more on the benefits of fiction later!).

These outstanding non-fiction books have literally hundreds of topics that interest kids, but they are so colorful and alluring, you do not feel like you are “teaching” at all. Additionally, they have many aspects that your child’s future textbooks will also have: glossaries, Tables of Contents, sidebars, graphs, pictures, inserts, definitions, bold font, italics, etc. Reading these to and with your children when they are younger will provide a natural step into textbooks later on.

Note: We teach our students (in our home, our cottage classes, and in our language arts books) a simple memory device for remembering fiction and non-fiction:

Fiction=fake (both begin with f)

Non-fiction=not fake (both begin with nf)

The post Back-to-School Study Skills: AFTER Textbook Previewing appeared first on Character Ink.

“The object of education is to prepare the young to educate themselves throughout their lives.” Robert M Hutchins

It’s that time of year again, so I want to re-run a three part article about textbook previewing with your kids to help them start out well with this fall’s school success.

Before I do though, I want to remind you to LIKE our Character Ink FB page, and sign up to receive our blog posts in your email and to receive our enewsletter (in the sidebar) which includes links to articles for the week and much more!

 Oh, and don’t forget to spread the word! Many of our Raising Kids With Character seminar/blog followers are not aware of our homeschool pages and updates.

Comprehension and study skills are not necessarily as much remembering all of the details that were read as much as knowing how to read for meaning, remembering the most important parts, and being able to locate information as needed. Students’ textbooks in the content areas (science, history, government, health, geography, etc.) lend themselves greatly to comprehending the information they contain—if students know how to interact with them.

I recommend that parents sit down with your kids (one at a time) and have them bring their textbooks to you, one at a time, and follow some of the tips below previewing their books with them. This will help them (and you) determine the signaling systems, layout, study tools, etc.,  that each book includes.

A student needs to know quickly how to find information in his book, whether there’s a glossary or index for quick vocabulary help, how each section is summarized, and many other tips that can be discovered right when he begins using that text (with some help from Mom or Dad). By previewing his whole text at first, he will know how user friendly it is, how to set up his notes, and even which study approaches will and will not work for that particular text.

Try these specific strategies for previewing textbooks with your student to help him or her get the most out of his or her texts this year:

1. Graphs and charts—Remind your student that charts and graphs usually restate (in another form) what is indicated in the text. He can use these for quick overviews, as well as for reviewing before tests.

2. Enumerations—If his text uses a lot of enumeration, it could be that this subject has a significant number of lists to be learned. Point him to these lists and show him that often what is listed in the margins or sidebars is also expounded upon within the text.

3. Section headings—The more headings a book contains, the easier it is to learn from. The student is constantly reminded, by the headings and subheadings, of what the section is about. Show him how helpful these headings can be as he uses the book during his reading and for test preparation.

4. Pictorial aids—Maps are always in included in history textbooks. If his textbook contains a large assortment of maps, show him how they can help him see the big picture. Maps usually show where something that is discussed in the text occurred.

5. Glossary—Books that contain glossaries give the student an easy way to find definitions that may be more obscure within the text. Teach him to use this for quick finds, but encourage him to use the text itself for most studying since students who learn vocabulary in context retain it better.

6. Tables of Contents—The Table of Contents can be used somewhat like an index to find where information is in a particular chapter. It is especially good for getting a big picture about a whole chapter.

7. Prefaces, introductions, and summaries—If a text has any of these three, some of the work is already done for the student. Show him how advantageous these are for quick previewing of a chapter.

8. Footnotes—If a student is in a class that requires research papers, footnotes can be a real plus. We teach our research paper students to use lengthy works’ footnotes to find other credible sources that they might use in their papers.

9. Appendixes—Appendixes are the “extra credit” of the book. I always like to think of myself as a prized pupil, so I tend to gravitate to these right at first, since they’re usually for those who want additional information—and I always want to know more! Tell your students that sometimes the appendixes aren’t even used in the actual course, but they are good for learning more, for research-based reports, and for cementing what is found in the text.

10. Indexes—If a content-area book doesn’t have an index, I say send it back and get a new one! Show your student how quickly he can find information with the index. The more specific the index, the better it is for the student.

11. Bibliography—The bibliography gives lists of books, articles, and documents relating to the subjects in the textbook. Like footnotes, we direct our research paper students to these.

12. Pronunciation guides—These guides give the phonetic markings to aid in reading unfamiliar words. Many texts do not have these guides, but they are helpful in a class where a student will be giving presentations so the can pronounce unknown words correctly.

Any signaling or sign posting that a book contains is that much more opportunity for the visual learner, especially, to learn and retain. If you have an auditory learner, you might have to record his vital info on cd or cassette! Smile…More study skills coming soon!!!

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Speaking about “Building Study Skills and Comprehension” at a conference

There are many aspects of teaching a child how to learn, one of which is working to increase our children’s comprehension. When people have good comprehension, they can learn anything, anywhere, anytime.

The post Teaching Children HOW to Learn appeared first on Character Ink.

We tell our students all the time that you know more than you think you know! And that if you take what you already know and apply it to what you do not know, you will soon know even more!

The post Wordy Wednesday: Homo (same); phone (sound) appeared first on Character Ink.

Wordy Wednesday!

Welcome to Wordy Wednesday! Did you know that strengthlessnesses is the longest word containing only one (albeit very repeating) vowel? Neither did I. And I don’t really care for it. I mean, it is cumbersome to say–and that is a whole lot of e’s and s’s to remember to spell the crazy word.

But I love unique and unusual–and strengthlessnesses is definitely both of those! Here are some vitals about this “longest word containing only one (albeit very repeating) vowel”:

1. It is a noun–did you know that when a word ends in ness, it is almost always a noun? This helps with standardized testing greatly. Ness words are nearly always nouns, so in a “fill in the blank” type of assignment, if the word in question ends in ness, it has to go in a spot where a noun fits.

Tricky Trick to Help It Stick: We have students learn key words to remember things. For instance, to remember that ness words are nearly always nouns, memorize a key word or two that you know is a noun and that ends in ness.

Other ness nouns: happiness, hopefulness, craziness, gratefulness, joyfulness, smartness

2. It has to do with having strength–we teach our students to think about what you already know–anytime–but especially when approaching a new word. Is there anything about the word strengthlessnesses that you already know?
     a. You know what its base means. You already what strength means!
     b. You know that less means less or not having that quality. (We do a lot of root and affix studies here!)
 
Because of those two “things you already know,” you can know that strengthlessnesses has something to do with not having strength (i.e. less strength).

Note: You know more than you think you know! Repeat this over and over to yourself: “I know more than I think I know. I know more than I think I know.” Use what you know to learn more!

3. It can be spelled syllable-by-syllable (if you are a biphonic man or biphonic woman!): strength-less-ness-es.

4. You can also make up a trick to remember how to spell it, such as “It contains four e’s and six s’s. Or that it has four syllables–which tells you that it will have at least four vowels in it (or y’s acting like vowels)–because a syllable always contains at least one vowel. A vowel is what makes a syllable!

5. You can learn the variations of this word–because you can remember from your vocabulary studies with Language Lady that suffixes (affixes added to the ends of words) might change the SPELLING of the base word (pity is changed to piti in pitiful) but does not change the MEANING of the base word. Even with three suffixes added (less, ness, and es), the base word of strength still means strength.
             a.  stengthless–adjective meaning without strength (less words are often adjectives!)
             b. strengthlessly–adverb meaning without strength (ly words are often adverbs)
             c. strengthelessness–a noun describing someone or something that is without strength (ness words are often nouns)
            d. strengthlessnesses–a noun that means more than one someone or something that is without strength (es makes the word plural).


So there you have it–the longest word with only one repeating vowel. Did you know that you could learn so much from one word? You know a lot more than you think you know! Smile…

The post Strengthlessnesses—Longest Word With One Vowel appeared first on Character Ink.

1. surpass—to go above and beyond
2. summit—above; the high mountain or peak
3. supersede—to be above in authority,  etc.
4. superstition—a  belief that is ABOVE the normal
5. super star—a star above others

The post Day 122: Wordy Wednesday—SUPER! appeared first on Character Ink.

1. Perspective—seeing a point of view
2. Aspect—one part or one thing you can see
3. Spectator—one who sees
4. Spectacle—a sight to see
5. Suspect—a person you see that might be guilty
6. Others???

The post day 120: wordy wednesday—root “spec” appeared first on Character Ink.

1. Dictate—to speak words to someone (for that person to write)
2. Verdict—a word/determination that was spoken at the end of a trial
3. Edict—words that are authority or law/rule
4. Contradict—contra means opposite; dict means word—opposite of the words that someone spoke
5. Predict—pre means before; dict means word—speak words before they happen
6. Diction—the pattern of someone’s speech

The post day 118: wording Wednesday—root/prefix dict appeared first on Character Ink.

1. Generous
2. Generate
3. Generation
4. Genealogy
5. Gender
6. Genocide
7. Generic

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