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Passing a Cyclist

May 21, 2008 / Scott / 0 Comments

Patrick Beeson has a nice article with some tips for drivers. It’s a good, quick list of pointers, but I’m assuming this will be of interest only to the drivers who don’t make a habit of yelling “Git off da roa-ohd!” or throwing stuff at cyclists.

I was riding a lot on the roads a couple of years ago when I was training for longer triathlons. I decided it just wasn’t worth the risk of getting hit by some a-hole after a guy was killed on one of the routes I rode often. I started riding on Cherokee Boulevard exclusively–plenty of space, and people are aware and considerate of cyclists there for the most part. That kind of sucks for longer rides, but the monotony built up my mental fitness and it paid off in races.

Sure, a cyclist has just as much right to be on the road as a motorist, but I’m still not comfortable putting my life in the hands of someone who doesn’t know or care about that fact. Drivers should actually be happy that more people will be on bikes. The decreased demand for gasoline will have prices falling in no time.

Who Let The Letters Out (song)

May 21, 2008 / Ana / 4 Comments

Ok, so clear your pipes and get ready to sing. Don’t worry if your voice isn’t that of a songbird, I promise you your kids won’t care. This is a fun song to sing that will reinforce the letter sounds and possibly get your kids (and you) dancing and moving around. It’s sung to the tune of ” Who Let The Dogs Out”. Now before you roll your eyes and say “no way”, give it a try. Kids love this!

If you’re looking for a CD that has this song on it, the only one I’ve been able to find is on Kiss Your Brain, available at Amazon.

[amzn_product_inline asin=’B000CMPWM2′]

Here is the basic line of the original song: “Who let the dogs out…woof, woof, woof, woof, woof!”.
Replace this with “Who let the A out… short /a/,/a/,/a/,/a/,/a/!”; “Who let the B out…/b/,/b/,/b/,/b/,/b/!”, and so on and so on with each letter of the alphabet.
You can add clapping and stomping to this to work on rhythm and movement at the same time.

Take this opportunity to really emphasize the correct pronunciation of each letter sound. Try not to add the schwa sound (uh) after certain letters like b, g, k, m, etc. I know it’s easier to say /buh, /guh/, and /kuh/ – but it’s important that you keep the sounds as true as possible so that your child can learn the sounds correctly.
You can easily turn this into a phonics activity that reinforces letter-sound correspondence by singing along with letter cards or by using an alphabet chart to point to the letters as you sing their sound.
Or if you want to take this activity outside and get your child really moving, you can draw the letters on the ground using sidewalk chalk and have your child jump from letter to letter as they sing each sound. It’s really funny when they make up little dances while they sing about the letter before jumping onto the next one!

Around The Table We Went

May 20, 2008 / Ana / 0 Comments

It’s been a long time since I’ve been able to do a workshop or presentation about reading instruction, so I was happy to finally get the opportunity to do one last night. I truly love the process involved in sharing valuable information with people for the sake of helping kids read. We had our first Reading Roundtable Workshop for homeschooling parents in our local community of Knoxville, TN.

I’ve done plenty of workshops and presentations about reading in my career, but this one was different. I think my natural tendencies as a presenter to include and interact with my audience, combined with my own desire to learn from others led me to offer a different type of workshop. I’ve dubbed it a Reading “Roundtable” because I had the desire to do more than just the typical dissemination of information to a group of people. Instead I wanted to present the information to the group (with questions and answers inserted as they came up, of course), but then opening up “the floor” to the participants in the hopes that they would share their knowledge, experiences, and/or concerns as they related to reading, curriculum, and homeschooling. Well, the results were awesome!

Although there were few in attendance for our first Reading Roundtable Workshop, the amount of information that flowed freely between everyone in the room was amazing! Connections were made, suggestions were taken, experiences were shared, concerns were aired, light bulbs were turned on, and ideas were born. I’m really excited about how it all went down and the possibilities that are possible!

I’ve had plenty of responses and requests for future sessions, so I’m happy to report that there will be many more of these in the future!

Build-a-Word – Lesson Idea #28

May 20, 2008 / Ana / 0 Comments

This hands-on activity helps to reinforce the use of affixes (suffixes and prefixes) to help build and add to your child’s vocabulary. You’ll need some index cards or sentence strips, markers, some baggies, and a list of root words and affixes.

Use a list of root words and affixes to help you make word cards – you can also pull words from the books or selections you have worked on or plan to work on with your child.
Choose a different color marker to write the prefixes, roots, and suffixes onto the cards. For example prefixes can be green, roots purple, and suffixes orange. Place all of the word parts in labeled baggies.
Have your child try to build as many words as they can with the word parts given. You can even have them practice their writing by making a list of all of the words they come up with. Kids love to compete with each other to see who can make the most words – so involve a sibling or friend that can also work with these words for even more fun!
Sample words using prefix: out-, root: stand, suffix: -ing

standing
outstanding
outing

Those are three words from just from one set of word parts. Imagine how many words your child can create with baggies full of word parts!

It’s important that your child comes up with real words that make sense! You can let them use a dictionary and/or thesaurus to check their words to make sure they’re real.
This is an excellent time to discuss the meanings of these word parts and how affixes can instantly change the meaning of a word. It’s a fun way to make your kids see the power of words!

Readers and Golfers

May 18, 2008 / Scott / 0 Comments

I love to play golf, but I’m not a golfer…yet. That raises the obvious question–what are the differences between a golfer and someone who plays golf? Well, they’re basically the same differences between someone who can read and a reader.

Golfers have spent countless hours practicing chip shots and bunker shots. They’ve hit thousands of buckets of balls with their drivers and irons. They’ve spent time and effort tweaking small nuances in their swings in their basements. They are prepared for every situation the course, which they’ve played dozens of times and know intimately, can throw at them. As a result, they score well on the weekends when they play.

Guys who play golf (like me) usually go out once a week or less to play 18 holes. Maybe we hit a bucket of balls before we play to warm up. We get a little stressed when put in the situation of having to chip downhill onto green because we don’t really have that shot. We lay up instead of going for greens because we can’t hit our 2 iron well every time and can’t rely on it. We basically play every hole shot to shot, reacting to the latest situation we’ve created for ourselves instead of setting ourselves up and executing a strategy.

So what does this have to do with reading? Maybe you can see where I’m headed with this…
Continue reading

Twist a Word – Lesson Idea #27

May 16, 2008 / Ana / 0 Comments

This take on the classic game of Twister is a really fun way to get your kids moving while learning to read and spell words! You’ll need some sidewalk chalk and a large writable surface that’s outside (sidewalk, driveway, patio, etc.).

Make some word cards of 2-4 letter words that you want your child to practice reading and spelling. These can be high frequency words and/or words from a story you are working on.
Then draw a large grid of random letters (found in the words you chose) on the ground. A good size grid would be a square with 4 rows and 4 columns. You can make this bigger or smaller if you like depending on the size of your letters and how far your child’s limbs can reach! Your child will be using these letters to spell out the words with their hands and feet.
Show your child a card, have them read it aloud (have them blend if needed or read it to them if it’s an irregular word) and then find the letters to spell it with their hands and feet. It helps if you have them read the word, spell it, say the letters as they find them on the grid, and finally call out the word when finished.
Once they complete a word, they can then practice writing the word with chalk on the ground to make a list of all the words they were able to twist. They’ll be amazed at what they’ve accomplished!

You can also play different variations of the game depending on your child’s level of ability:

Where Does Literacy Begin?

May 15, 2008 / Ana / 0 Comments

Well, according to Esther A. Jantzen’s article in the LA Times, literacy begins at home, and I couldn’t agree more. She had this to say about the study which found that Bush’s Reading First program is not working:

I doubt if anyone with experience in urban education is surprised at the announcement. We’re disappointed that, once again, a generation of public school kids didn’t get whatever is needed in order to learn to read well.

But we’re not surprised. We’ve been barking up the wrong tree a long time.

I’ve actually been watching and waiting for the inevitable finger-pointing that was bound to happen once the news spread about the lack of success the Reading First program has had in improving student performance in urban schools. It should come as no surprise that the blame be tossed around and passed down from office to office before finally landing in the laps of the schools and teachers. While I knew the finger would also eventually be pointed at parents, I didn’t expect it to be done this quickly.

Although I think some blame belongs to the schools and the administration of the program in general, I completely agree with the author’s views in regards to the importance of starting literacy in the home. She goes on to share the findings of an eye-opening study that was done on children’s vocabulary and literacy; an important one that most parents (and many educators) are sadly, unfamiliar with:

They found that by age 3 children of welfare parents heard 10 million words, those with working-class parents heard 20 million words, and those with professional parents heard 30 million words. In addition, with children 13-18 months old in welfare families, almost 80% of the feedback to the child was negative, in working-class families about 50% was negative, and in professional families more than 80% of feedback to the child was affirmative.

It turns out that verbal development is not so much about IQ, parental love or socioeconomic status. These skills are related to how much a child is talked to and the tone of the communications. Literacy is founded on words heard and words used. What this means is that the critical place that literacy develops is the home, not the school, and that the crucial intervention period is very early in the life of a child.

This is powerful information for any parent to have and act on! I wish every parent would make it his or her personal mission to assure that their child gets the best start possible by simply following what this study suggests: talking and interacting with your child in a positive manner as much as possible! Jantzen goes on to supply several realistic ideas for parents, companies, and the community at large to make this change happen in homes across the country. Having worked at a couple of urban schools myself where parental involvement meant calling a social worker, I can only hope that her message is heard.

I can at least help by spreading her word and by providing parents the knowledge to teach their kids to read at home through our site! Read the whole article here to find out more about her ideas.

Synonym Memory – Lesson Idea # 26

May 15, 2008 / Ana / 0 Comments

Synonyms have been shown to be an excellent way to build our vocabularies because it’s really easy to learn and attach a new word to a concept/meaning that we already know. Kids can have fun learning and adding to their vocabulary by playing this version of the classic game of memory. You can use store bought word cards or make your own out of index cards or card stock to play. Although you can use any set of random words you like (click here for word ideas), it’s also a good idea to choose words from a book or selection that you are working on with your child.

Pick out some synonym pairs (the number will vary depending on your child’s age and reading ability – anywhere from 5 pairs for younger kids to 15 pairs for older kids) and review the words with your child. Have your child practice reading the words and take the time to discuss their meanings.
Lay the word cards face down in rows on the floor or table.
Have your child choose a card, read the word aloud, and try to find the word card that matches its meaning. If they find the right card they get to keep the pair. If not, they put both cards back where they were and it’s the next person’s turn.
Continue until there are no cards left. The person with the most cards wins!

You can make this as simple or as difficult as you like. For younger kids you can use simple words with pictures to help them with the meaning (ex: small/little, hat/cap) – harder words for older kids (ex: alone/isolated, exhausted/weary).
This is an excellent time to introduce your kids to mature vocabulary words that can be tied to easy words that they already know – this really helps to expand their vocabulary in a rich way! Examples: sad/melancholy, friendly/amicable, mad/indignant.
You can also change this up by making the word pairs antonyms.

Vocab Riddles – Lesson Idea #25

May 14, 2008 / Ana / 0 Comments

This fun game will help your child learn the meanings of words from a story or book that you are working on. It also gives your kids a great chance for fluency practice if they get to read the words several times before they actually start reading the text. Or you can simply play it after a reading to reinforce the meanings.

Choose several words from the selection you are about to read with your child (this can vary depending on your child’s age, reading ability, and/or difficulty of the text – but usually between 5-10 words).
List the words on a white board or chart and have your child try to read them – blending them if necessary or you can read them together. Discuss the meaning of each word with your child. You can look them up together, talk about what they mean, use them in sentences, etc..
Then tell your child that you will be playing a riddle game where they’ll have to guess which word matches your clue. They get to cross off each correct word they guess – maybe even win a treat (an m&m or extra minutes earned to spend on a favorite activity).
For example: For the words mast, remote, and link, you can use the following riddles:

I’m tall, very strong, and you can attach sails to me.

I mean the opposite of being close or near to things or people.

If I’m missing, then you can’t keep the chain together.

Remember that you can keep this as difficult or as easy as you want depending on your child’s age and ability. Have fun with it!

Comic Books Don’t Teach Anything

May 13, 2008 / Ana / 0 Comments

Or do they? Many may not consider comic books to be quality literature, but they are. They’re actually really cool pieces to use to create an interest in reading. While they may appeal to both girls and boys, comic books have been shown to be very useful in sparking an interest in reading in reluctant male readers. It’s no wonder since they’re chock-full of awesome illustrations, unique story lines, short text boxes, and speech bubbles. They’re definitely not like your everyday picture book or text, so some may not see the educational value they hold. You might have to dig (through different genres and titles), but if you look closely you’ll find a valuable resource for your child. Chris Shave definitely found them helpful when teaching his boys:

Shave said that comic books are very visual and these images are enough to drive the story forward alone, even without text. The pictures help actively involve the reader in the story.

“There are short bursts of dialogue, speech, and thought bubbles. Because of that, readers who might feel bogged down by long text and big paragraphs will experience success (reading comic books).”

More reasons why comic books are great selections to encourage reading:

They are high interest so your kids will want to read them. This is huge when trying to instill a love for reading in your child! They may start out with comic books and end up with Shakespeare, you never know – at least they’re reading! Read how Taylor put this theory to practice with high schoolers.
The characters tend to use a rich variety of words which helps kids expand their own vocabulary. You can do some interesting vocabulary lessons using comic books.
Did you know that Marvel (and other companies) make comic book versions of classical literature like The Iliad, Treasure Island, and The Man in the Iron Mask? These would be a great way to introduce the real books and to provide your child with some background knowledge. Or you can use them after reading the real ones to expose your kids to a different version.

All in all, comic books shouldn’t be overlooked when choosing reading material for your child. You never know what will be that one thing that will motivate your child to read until you try it!

Letter Inspector – Lesson Idea #24

May 13, 2008 / Ana / 0 Comments

This is a fun pretend play game that reinforces letter recognition while getting your child active around the house or at the store. You’ll need a couple of pipe cleaners and a print rich environment (make sure there are lots of things with words around)

To make an instant inspector – make a “magnifying glass” out of a pipe cleaner by twisting it into a loop shape that has a hole big enough to place over the hunted letters.
Tell your child that you need their help in searching for as many (target letter) that they can find around. For example: You can lead by saying “I’m searching for the letter ‘b’”, while looking through your “magnifying glass” as you walk around. When you find one, you can say “Here’s a ‘b’! Let’s see how many more you can find.”
Have fun investigating throughout the place for as many letters as you can both find!

Extension ideas:

You can also incorporate some math in by having them keep track of how many target letters they can find.
You can use this as a review activity for several letters at once and keep track of how many of each letter is found. Incorporate math by having your child compare which letter was found more often, find how many more ‘f’s did you find than ‘b’s, etc. They can even make a graph!

Jumping For Sounds – Lesson Idea #23

May 12, 2008 / Ana / 0 Comments

This activity can be used to burn off some of your child’s extra energy while practicing their sounds to develop their phonemic awareness. It’s even more fun when you have siblings or friends join in!

Choose a target letter and decide where in the word you want the focus to be (easy: beginning sound, medium: ending sound, hard: middle sound or mixed if working with vowels). It also helps to create a list of random words that have the target sound and some that don’t ahead of time, so you don’t get stuck trying to think of some on the spot.
Tell your child that you’ll be saying some words and that they have to listen to see if the word has the target sound in the right place. If the word does, they can jump up. If it doesn’t, they can just stay where they are.
Tell them to get in the ready position by squatting down with their hands on the floor (I call it froggy position). Begin saying some words slowly to give them a chance to react.

Some sample words for the beginning sound /s/:

silly           mine            net
goat          sack             scallop
happy       Septmeber     star
snake        tent              book
Sally          ballopn         playground
monkey     singer           squash

I promise that you’ll wear your child out playing this! You can use it as a game to pay when you introduce a new sound or as review. You can also change it up by changing their response activity (clapping, stomping, jumping jack, etc.)

Put On Your Dunce Cap

May 12, 2008 / Ana / 0 Comments

You’ve all heard the phrase “Put on your thinking caps”, right? Well, this is sort of like that, but the opposite version. There are many times when we, as parents and teachers, act a bit “slower” than we are for the sake of giving our children an extra boost of confidence to discover things on their own. This is what my phrase “Put on your dunce cap” is all about!

If you’ve ever stared in open-eyed amazement at a five year old who just found you in your “impossible to find” hiding spot during a round of hide-and-seek, you know exactly what I mean.

This pretend lapse of intelligence on your part is sometimes just the thing your child needs to get motivated and involved in a learning game. It gives them such gratification to find out new things while getting the chance to “teach” you something for a change. So go ahead and put your dunce cap on for some extra fun during the lessons, games, and activities that you do with your child!

Word Blends (beginning consonants) – Lesson Idea #22

May 11, 2008 / Ana / 0 Comments

This is a phonemic awareness activity – click here for info on why these help. You can use a puppet for this activity to make it more fun.

Tell your child that you will be putting some sounds together to make words. Tell him/her that you (or the puppet) will give them a sound and a part of the word and they will have to put them together to make a word. For example: You say: /n/…eedle. Your child says the word “needle”.
Remember that the goal is for your child to blend sounds together orally, not to be able to read these words. So don’t be afraid to use big words – it’ll really add to their listening/speaking vocabulary!

Samples:

/t/…iger

/d/…inosaur

/m/…onkey

/b/…asket

/t/…elevision

/j/…ungle

/p/…oodle

/m/…idnight

/s/ andwhich

Silly Sentences – Lesson Idea #21

May 10, 2008 / Ana / 0 Comments

Use this activity as a review for letters you’ve worked with. You can do this one whether your child knows how to read or not. Your purpose is to reinforce the letter shape and sound in a fun way.

Write a silly sentence so that all of the words in it begin with the same letter and sound. For example: Handsome Henry hugs happy hyenas.
Read the sentence aloud and have them repeat it with you. They can also try to say it fast several times. Ask your child what letter and sound they think is special in this sentence – /h/.
Ask your child to think of other words that start with the same letter and sound. List what they come up with and go over the words.
Some other sample sentences:

Jolly Johnny jiggles Jackie’s jewels.
Silly Sam says scallops soak soda.

The listing of words can also help develop your child’s vocabulary. Get ready for tongue twisters!

Scott Adcox