Raising Kids Who Read: What Parents and Teachers Can Do- Book Review

A few weeks ago I posted about reading resources for parents and mentioned Raising Kids Who Read: What Parents and Teachers Can Do by Daniel T. Willingham. I purchased the e-book version because I was too excited to wait for Amazon to deliver a paper copy, which was a blessing because I read it on my phone and Kindle over the last few weeks. It took me much longer to read than I anticipated because I couldn’t stop highlighting and writing notes.

Since I started teaching I’ve been on a quest to find a book to help parents (and teachers) address reading concerns and I believe I have finally found it! This book is truly one of a kind. Willingham’s writing voice is superb. He speaks to the reader as a fellow parent/educator with a calm demeanor. He never makes the reader feel incompetent nor does he command or belittle the reader.

One of my favorite ideas from this book is to start now. The introduction states this and it is repeated many times throughout the text. I love that Willingham doesn’t make parents or teachers feel that it’s too late. Many feel that by the time a child is in middle school it’s too late to improve reading skills and motivation, but Willingham constantly denies this with realistic, supportive ideas for adults.

The book starts off with a great explanation of general reading information including: the role of sound, the role of knowledge in comprehension, and motivation. As an educator, I loved his clear explanations of phonics and the role of sounds in reading. I was one of the those children who struggled with phonics, which resulted in my reading struggles and repeating kindergarten. I think if my parents had read the excerpt below during my struggle period it would have helped them understand.

“If reading is a code between written symbols and speech sounds, it’s going to be hard to learn the code if you can’t hear those sounds. Lots of research indicates that this reasonable supposition is right. Children who have trouble learning to read often have difficulty hearing individual speech sounds. At the other end of the spectrum, children who more or less teach themselves to read turn out to hear them easily. This relationship between the ability to hear speech sounds and reading is not unique to learning to read English— you see it across languages. So we have our first clue about how we can help kids become good readers: help them with this auditory challenge.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (pp. 12-13). Wiley. Kindle Edition.)

Part one of the text examines reading in birth-preschool age children. My interests the last few months have been on this age group because of my daughter and the two classes I’m teaching, Mommy & Me Literacy and Children & Literacy. The author’s main points in this section are to create a love of reading and to prepare children for decoding. He gives great ideas/suggestions for parents, educators, and child care providers. One of my favorites he mentioned was using word games to help students with speech sounds.

“Here are some examples of word games that help children to hear individual speech sounds: Some children’s songs and rhymes center on word play, for example, The Name Game (“ Dan, Dan, bo-Ban, banana-fana fo-Fan, fee fi-mo-Man. Dan!”) and Apples and Bananas (“ I like to eat, eat, eat, eeples and baneenees”). Classic nursery rhymes use much of this sort of word play. So do Dr. Seuss, Shel Silverstein, and other children’s authors. Sing songs they know, replacing the initial letter of each word with the letter of your choice, for example, “Mary had a little lamb” becomes “Bary bad a bittle bamb.” Find excuses for alliteration: “Great golly! Gobs of grapes!” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 33). Wiley. Kindle Edition.)

Before a child can read, he or she must be able to recognize letters, which Willingham discusses. One of the easiest ways parents can help children with letter recognition is what Willingham calls “letters in the wild”. Caregivers should interact with children daily with letters they see on billboards, logos, etc. “If you prompt interest in letters in these daily interactions, it’s that much more likely your child will show interest in letters during read-alouds.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 36). Wiley. Kindle Edition.)

Part two of the book addresses kindergarten-second grade. I really liked how Willingham starts off this section by discussing the different reading programs used in schools, phonics vs. whole-word, and balanced literacy. Each school district uses a different approach, so it’s important for parents to be aware of the program their school uses. It’s also important to keep in mind that each student learns differently. “Programs vary, and kids’ experiences within a program vary.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 83). Wiley. Kindle Edition.)

The author also addresses the hot topic of technology: “With all the power we attribute to technology, that seems like a pretty wimpy effect. But the modest impact is actually typical for educational technology interventions, no matter what the subject: math, science, or history. More disturbing is a point made by researcher John Hattie: when you try anything new in the classroom, you see, on average, this sort of modest boost to student learning. Why? It’s not clear. (My guess is that the excitement of trying something new makes teachers enthusiastic, and that excitement rubs off on students.) The conclusion I’m emphasizing is that educational technology interventions in general (and those targeting reading in particular) have been less successful than we would have expected.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 85). Wiley. Kindle Edition.)

Willingham does go on to mention that technology apps and videos vary in quality and how they are embedded. On the flip side, he also does a great job of mentioning how technology can provide individual feedback and other positive ideas (I really appreciate how he can be so calm when discussing hot topic things).

I love that he follows up the discussion of technology with techniques and ideas parents can use at home with their kids. He includes ideas such as: reading with your child, choosing the right book, providing feedback and dealing with reading frustration. Reading is a challenging skill that takes lots of time to develop, so it’s only natural for children to get frustrated with reading while being at home with a parent. The author includes some great ideas for parents on dealing with this frustration.

“I can offer four suggestions if you find yourself frustrated. First, the habit of not talking much is not only good for your child (so she hears mostly her own voice, reading) but also good for maintaining your composure when you’re frustrated. Second, when you do speak, you can usually find an intonation other than frustration that carries your message in a positive way. When my youngest would look to me for help on the same word three times in sixty seconds, my inclination was to shout, “You KNOW this one.” I trained myself to say, “You know this one,” with the intonation of, “You sly dog.” I probably should have said nothing, but at least I used a positive tone. Third, remind yourself that the whole session is only five or ten minutes. Fourth, if you find that you just can’t keep it together, quit. Ask your child to read with you later. Grinding through the process gives a little practice in decoding, but it carries too high a cost in motivation.”(Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 90). Wiley. Kindle Edition.)

The final part is third grade and beyond. Since I’ve taught middle school language arts for five years, I was really curious about his thoughts on motivating struggling readers at this stage. Fluency is discussed in great detail in this part of the book, and it’s fascinating how Willingham connects fluency to spelling.  “It would be nice to get kids to fluency faster, especially given that national tests indicate only about half of kids have reached desired levels of fluency by fourth grade. Is there a way to hurry the process along? Three techniques can help. First, explicit spelling instruction seems to improve fluency. Although the spelling knowledge you use to read is not identical to the knowledge you use when you’re thinking about how to spell a word, there is some overlap. So that’s a reason to include spelling instruction in schools, even though we all use word processors with spell-checkers.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 137). Wiley. Kindle Edition.). I have worked in environments where administration feels that students don’t need to spend time on spelling after a certain grade, but it is evident that spelling does translate to an increase in fluency.

The next big concept Willingham tackles is reading comprehension. This is the number one struggle I see with struggling readers in middle and high school. The author addressing the importance to reading comprehension strategies which include ideas like activating prior knowledge, listening actively, summarizing, visualizing, etc.

However, it is important to note, as the author does, that texts become increasingly more challenging the older a child gets. By third grade students are starting to read more nonfiction texts (articles, textbooks) and they are expected to understand the material and then interact with it in some aspect. In addition to that, some schools have made the transition to digital literacy. Instead of simply stating a positive or negative stance, the author breaks down and examines the different components which include general tech savviness and the ability to evaluate information. He then follows up his thoughts with information about the digital revolution.

“One change wrought by the digital revolution is that kids are actually reading much more than they used to, even though reading is commonly thought to be in decline.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 156). Wiley. Kindle Edition.). If you think about what students today are doing, this makes total sense. Kids are constantly reading tweets, captions on Instagram, blogs posts, etc. They may not be reading novels, but they are constantly reading.

Overall, I am in love with this book. The ideas and suggestions are explained in a clear, concise manner that is extremely user friendly for those not familiar with the education or reading world. It is the perfect book for any parent because it addresses all stages of reading. It is the perfect book for an educator to use to provide parents with guidance.

Helping Middle School Readers

When we think about helping kids with reading we automatically picture a young child in elementary school. However, there are many students in middle school who also struggle with reading for one reason or another. This age group is tricky to find resources for because they’re in between the learning how to read stage and practicing for the SATs and ACTs.

I’ve taught middle school language arts for six years and have seen students enter my 6th grade classroom at a third grade reading level and be expected to perform at or above grade level.  Sadly, this is the reality for so many teachers, students, and parents. Every year on back to school night I give the same speech and I always have parents emailing me that I was right by the end of the year. Below is my yearly speech:

Middle school is one of the hardest parts of growing up. There are a lot of social situations that arise that often impact academics. Your child will not always get an A. Your child will make a mistake. It is okay. These middle school years are a time of change; physically, mentally, emotionally and socially. Their brains are literally developing right now, and girls do mature faster than boys. Your child may not “get it” this year, and that’s okay. Each child develops at their own pace and for some it doesn’t click until further down the road. As a parent, the best thing you can do for your child is to be supportive. They will cry. They will be stressed. You will get into homework fights. They will yell at you because they don’t know how to handle what is going on. Just remember that it will pass.

Over the years I’ve talked to countless parents about how to help them improve their child’s reading, some even burst into tears during our conversations. Middle school is extremely challenging for parents and students, but there is help available. Today’s post is about how to help middle school readers and is for parents.

1. Know your child’s reading. Every year, without fail, I have at least one student who struggles with reading right off the bat. When I meet with the parents they act surprised because they say that in elementary school the child’s reading wasn’t an issue. Some parents at this point say that I’m too hard, that the school expects too much, or that their child is just being lazy. I spend so much time trying to get parents to recognize the struggle that we waste valuable time that could have been spent creating and enacting a reading plan.

My suggestion for parents is to keep an open mind. It’s okay if your child is not at the reading level they are expected to be at because many times they just aren’t ready. It is not a reflection on you as a parent in any way, some kids just need more time and more practice. Be open to suggestions from the school, even if you don’t necessarily agree with them. I have found that typically boys struggle the most with higher order reading skills, like making inferences. I always tell parents it’s because their brain just isn’t there yet, but it will be. Many times I see the “click” moment in girls over the summer of going into seventh grade, and the boys are the summer going into eighth grade.

2. The role of reading. Once students hit middle school many parents feel that their child doesn’t have to read as much anymore, when in fact they need to be reading more. In elementary school, kids learn to read and in middle school it shifts to kids reading to learn. Most of the information they get is by reading a textbook, an article, etc., so they in fact need to practice reading more because it’s the main source of their learning.

If a child is struggling with reading a textbook provide them with nonfiction reading practice at home. This can include online articles and magazine subscriptions. Below are some great resources.

*For students who love sports, but aren’t ready to tackle Sports Illustrated or  adult Sports Illustrated Kidsarticles, SI (Sports Illustrated) Kids is perfect. This website (click here) has online articles about all different sports written at a lower reading level. The structure of the articles mirror those of adult articles so students are still learning how to navigate nonfiction text structures. The website is user-friendly and ideal for young readers.

*If your child loves animals then they should check out Kids National Geographic (click here). This website is super kid friendly and includes information on all different types of animals. It also has games for kids to play, which is always a plus.

Time for Kids*A great website for news is Time for Kids (click here). This resource is meant for students in grades K-6, so it is not for all middle school students. It is also available in print version if your child prefers to read the old fashioned way.

If a student struggles with reading novels, have some easier books at home for them to read. Ask the teacher for some suggestions or do a quick Google search. A go to list for me is from Goodreads (click here).

3. Read aloud. I know it sounds ridiculous because by middle school students can read independently. However, reading aloud is still super important at this stage of reading development. When kids hear a story they don’t have to worry about decoding unknown words or trying to figure out definitions, they can simply focus on comprehension. This allows them to create pictures, or a movie, in their head. Visualization is key to reading comprehension at this stage. Audiobooks are also phenomenal for helping kids visualize, and they’re perfect for when parents are too busy to read aloud.

Some options for incorporating read alouds include:

*Read together before bedtime. This can be a family activity or one-on-one. You want to make it a routine in order for it to be effective, however, it’s okay to miss a night here and there.

*Listen to audiobooks. Kids are so busy going to different after school activities, so it Audiobookmakes physically reading aloud a little challenging (especially in front of their friends). You can get books on CD at the library and listen to them as a family in the car or download audio books from iTunes and play them in the car or kids can listen to them on their iPod or phone. If you don’t want to spend money on audiobooks, do a Youtube search for the specific book you want. I have used Youtube read alouds for books like A Wrinkle in Time and kids have loved being able to listen independently.

4. Accept the twaddle. Every parent wants their child to read the classics, but in reality many children don’t want to read these. If your child doesn’t like to read and they bring home Diary of a Wimpy Kid, accept it. Many times kids gravitate towards the twaddle (easy, nonsense books) because they don’t have the self confidence to read the harder texts. Normally I allow young middle school (6th grade ish) students to read these books the first few months of school, then I challenge them with more complex texts. This way they are reading and building their confidence, without feeling too frustrated or overwhelmed.

5. Easy approaches to fiction. Students who are struggling readers need a little more guidance when they read fiction, especially class novels. Each teacher has their own approach and expectations and it varies with each text. As a parent, here are some easy ways you can help your child with a school fiction book.

*Read it with them. I have had parents who read class novels when the class does and that is totally okay. You can read the book with your child at home, or read it on your own and then discuss it with your child, whatever is most comfortable for you.

*Use the audio version. Many struggling readers prefer the audio version because they can just focus on the comprehension component. Have your child listen to the audio either before or after independently reading to help them fill in gaps. If the teacher allows it, encourage your child to listen to the audiobook during reading time in class.

*Talk about the book. Reading is a social activity because many times readers want to share their thoughts and opinions about what they read. Start off by asking reading comprehension questions (click here for some ideas) and then have your child describe specific characters and events to you. This dialogue helps students think about what they read on a different level then just plot. I usually suggest to parents that a child should choose one quote per chapter that speaks to them (it was descriptive, it was confusing, or just really good). Have them share this quote with you and talk about it. This type of activity helps with making inferences, a skill many middle schoolers struggle with.

*Sparknotes. I am one of those teachers that actually tells students about Sparknotes Sparknotesbecause when used appropriately they really are a great resource. After your child has read a chapter, have them look for a summary of that chapter online on Sparknotes. If the book is not there, Google chapter summaries for the specific book. Chapter summaries highlight important concepts from the chapter that a struggling reader may miss. They are often short and concise so the reader does not have to worry about vocabulary and long descriptions. I also suggest that students read chapter summaries before they take a quiz or a test just to make sure they comprehend the text.

6. Easy approaches to nonfiction. Many children struggle with the structure and language of nonfiction because it is so different than fiction. The good news is that students read more nonfiction in school because it is used in every class. Below are some easy at home ways to help your child navigate these challenging texts:

*Define the vocabulary. Some teachers require students to record the definition of vocabulary words in a text. In textbooks these words are often bolded and highlighted and the definition can be found in the glossary. As your child is reading make sure they are at least defining the word so they can understand the content. Typically textbook vocabulary words are crucial to understanding the overall picture of the reading.

*Summarize the reading. Depending on the length and teacher requirements, it is good to stop periodically and summarize the reading. Some students work best if they write a sentence summary for every heading, while others like to verbally summarize a section. Find out what works best for your child and go with that. I would make sure they are stopping frequently and especially during a long or information heavy section.

*Work while reading. Many times teachers give a chapter guide that needs to be completed with a reading. Instead of reading the whole chapter then filling out the guide, do the work while reading. This requires your child to slow down and process the information in more than one way.

*Record questions. If your child has questions about the content of the reading have them write it down to ask the teacher. Even if there is a quiz on the information, by having a specific question ready a teacher is more likely to answer it before doing anything with the content.

Middle school are challenging years to begin with, even more so for struggling readers. Always remember to ask for help, especially from the teacher. If you have any specific questions you would like to ask me, feel free to email me at littlereadingcoach@gmail.com.

 

 

Test Prep Information for Parents

Every year around this time there is a shift in the education world from normal homework and routines to the dreaded test prep. Many teachers have been doing test prep all year long, but use this “crunch” time to make sure that students are fully prepared.

My third year teaching I taught literacy support and sent out an email blast with test prep suggestions for parents. I received a response from almost every parent with questions and gratitude for keeping parents “in the loop”. Today I want to share some of those suggestions as we start to get into the most dreaded time of the year.

This post is for parents of 3rd-8th grade parents.

General  Testing Information

  1. Know the test. Here in NJ we are in the third year of administrating the PARCC test. Prior to PARCC, there was NJASK, which was completely different in every way, shape, and form. As parents, the first thing you need to do is be familiar with the test. How many days of math are there? How many days of English/Language Arts? How many essays are there? Can students use calculators on all math days? All you have to do is find your test guide online (make sure it is for spring 2017) and read through it. The more you know as a parent the easier it will be to understand the score results.
  2. Understanding the results. Each test calculates their score differently, so please make sure you are looking at the most current information for your state as testing companies like to make frequent changes to things. Look back at your child’s scores from last year. How did he or she do? What were some of their strengths? What were some weaknesses? Now think about present day. Are those answers the same? If you’re unsure, please reach out to your child’s teacher. Teachers have a ton of information they can give you about your child’s progress this year, so they are your lifeline.
  3. Practicing the weaknesses. Based on previous test scores, conferences with the teacher, and current report cards you will have a lot of information at your fingertips. Depending on how your child has grown academically, there may be only a fewtest anxiety areas to improve on, but sometimes there can be quite a few. DO NOT try and fix everything at once. It will be extremely frustrating for both you and your child. Instead, pick one or two concepts that are manageable for your household. See below for ideas on improving literacy scores.
  4. Read all the school information. Testing days are THE WORST for teachers and administrators because it often means schedule changes. The school may also include information on snacks, breaks, etc. Be on the look out for any emails or letters home that outline information from the school. This will cause you less stress during testing days.
  5. Eating and sleeping. During testing time, please be observant about when your child goes to sleep and what they eat. My first year teaching I taught eighth grade and some of my students decided to have a sleepover the night before testing (which was English). The girls came to school on three hours of sleep and struggled to stay awake during the test. Consequently, when the scores came out in the fall, I had some parent emails asking how their daughter could have scored so low when she had high grades in my class all year. I also had a student last year eat a strawberry pop tart and a can of diet Coke for breakfast right before testing. The student was super engrossed in the test the first hour, but fell asleep during the second part of testing. Please make sure your child is getting adequate sleep and eating a healthy breakfast during testing time.

Improving Literacy Scores

There are tons of easy ways to work with your child to improve their literacy scores. Remember, always choose a text your child will like. Take them to the library or bookstore and have them pick out what they want to read. Below are some suggestions you can do at home.

  1. Nonfiction reading
    1. Magazine subscription- Purchase a subscription on a topic or hobby that your Common Corechild enjoys and spend time reading it together. For instance, if your child enjoys nature, get a subscription to Kids National Geographic. When it comes in, read the cover story with your child and discuss what they read. Do they agree or disagree? Why? How was it interesting?
    2. Daily/Weekly article- Either you or your child finds an article that interests them. Sit down together and read it and then discuss it. This is a great way of keeping up with what’s going on in the community and keeps your child up with current events.
  2. Fiction reading
    1. Find a book they want to read. This is half the battle and I discuss how do to thisHomework Help  (here). Once you have the book, read it together. You can read it in the car on the way to soccer practice, or ten minutes before bed. Make sure you always talk about the book and share your opinions.
    2. Book and a movie. Some kids require a little more work to read, so choose a book with a movie. Still read the book together, but then make it a family movie night when you finish reading the book. Afterwards, compare and contrast the book and the movie and discuss why things were done in each media form. Harry Potter is my normal go to book and movie suggestion for parents because it is such a great series and can be read starting at around 4th grade.
  3. Writing. For most kids at this age, they struggle with generating ideas and writing quickly.
    1. Writing prompts. Give your child a little writing prompt every few days and Writing Storieshave them write you a paragraph (can be longer in 7th and 8th grade).
    2. Keep a journal. Suggest to your child they start keeping a journal. Have them pick out the journal, or if they want to do one in Word, allow them to be creative with the colors and font. Depending on your child, you can read their entries or they can remain private. I have had some students that would show me their journals daily.
    3. Write stories. It’s incredible how many students love to write stories. Last year I had a sixth grade boy write about a super hero and it was amazing to see how excited he was to have me read it. Encourage your child to write fan fiction, poetry, or short stories. This is their free space to be as creative as they want to be.

To purchase any of the books you see on this post, click here. If you have specific test prep questions feel free to email me at littlereadcoach@gmail.com.

Lost in a Book: An Enchanting Original Story-Book Review

A few weeks ago I was super lucky and won an Instagram/Facebook giveaway from @mwladieswholit. I’m not the type to win anything, especially good things like a free book, so I was extremely excited when I saw I won. The ladies did a beautiful job with making the book special for me, which made winning even better.

First, everyone is in a Beauty and the Beast craze right now with the movie coming out in two days (eek!). I will admit I’m just as excited, and I plan on seeing the new movie with my husband as soon as we can line up a babysitter. Beauty and the Beast has always been one of my favorite Disney movies, and I wore Alfred Angelo’s Belle dress as my wedding dress in 2012, so I’m also a BATB fans.

The book itself is simply gorgeous. The cover art is imaginative and captures Belle’s feelings for her love of books perfectly. I love that the book is hardcover because it just wouldn’t feel right in paperback.

The book is an offshoot of the movie, which I really liked because I was able to visualize everything to match up with the film. As any fan knows, the movie focuses on the relationship that blossoms between Belle and the Beast, and the book does as well, but it also dives more into Belle’s emotional journey at the castle. For some reason I never thought much about Belle’s transition to life in the castle because, before viewers knew it, she was in love. This book is a glimpse into the emotional turmoil that Belle experienced while she became friends with the Beast.

Quotes

As a middle school language arts teacher, I have spent the last seven years teaching students how to infer quotes, and this book is full of them! There were so many times that I wanted to take out my highlighter and mark up the text, but I refrained because I plan on keeping this book personal and not professional. One of my favorite lines in the text spoke to me as a lifelong reader.

” ‘Reading became my sanctuary,’ Belle continued. ‘I found so much in those books. I found histories that inspired me. Poems that delighted me. Novels that challenged me…’ Belle paused, suddenly self-conscious. She looked down at her hands, and in a wistful voice, said, ‘What I really found though, was myself'”(p. 19).

Many of my passionate student readers have always told me that reading is an escape for them, and I would have to agree with that. This quote accurately describes the relationship between a reader and a text, which is probably the most personal relationship in a reader’s life.

Vocabulary

Another aspect of the reading which caught my attention was the language used. There were pieces of French to align with the film and story, but there was an impressive amount of challenging vocabulary. I would definitely recommend using reading strategies like context clues and looking up the definition to assist with decoding some of the vocabulary. At first I would have had recommended this book for 5th grade and up, but after reading I would suggest high 6th or 7th grade and up. The plot is simple and easy to follow, but the vocabulary can be challenging to middle school readers.

Comprehension

I will admit that I had to re-read parts of the first few pages because I expected to be thrown right into Belle’s world. As a warning, the prologue sets up the main conflict of the plot, which involves Love and Death. This did confuse me at first because it was unexpected, but as the story continued it did make sense.

Other than the very beginning, the book was a quick read and very predictable. The author sets the story up to show how unhappy Belle is with her life at the castle, which is why she resorts to literally throwing herself into Nevermore. The best reading comprehension strategies to use for this text would be re-reading, and creating a character chart. There were some new characters introduced so a character chart would be beneficial to help keep all of the new ones organized. I would suggest using one like this chart.

Overall, I thought the book was an interesting addition to the original movie plot. It was a quick read, but one that I probably wouldn’t read more than once. I would recommend it for upper middle school students and up because of the vocabulary.

 

 

 

Damaged Goods Book Review

I have always been a huge reader, especially with young adult literature. Over the last few years I have followed The YA Gal (Jennifer Bardsley) on Facebook. I always find her posts honest, which is one of the reasons why I like her. She just released her new book, Damaged Goods, a few weeks ago and sent free copies to those interested in writing a review. I totally took advantage of this opportunity and want to share my thoughts about her book. Damaged Goods is a sequel.

damaged-goods

This post is for teachers of middle and high school and parents.

This is from my review on Amazon:

I’m an avid reader of young adult literature and a teacher, so it can take a lot to impress me with a new book. I found Damaged Goods to be an interesting futuristic read that really makes the reader reflect on current trends in society. I read the book in two sittings because it was that good I had to read past my bedtime.
The plot was not as predictable as I thought it would be. It jumps right into the story and the plot moves along at a steady speed. There were a couple of twists that really accelerated the plot in the right parts, especially towards the end, that felt very natural. I loved the theme of social media and how it can change society, which is something we don’t always think about. The extremes that Bardsley went to were risky, but worked in her favor and got her message across clearly.
I really enjoyed the character of Blanca in this novel because of her realness. Her emotions and reactions to the events are realistic and relatable to girls of all ages. She’s a strong young woman, but is still very vulnerable.
Overall, I would recommend Damaged Goods to any lover of young adult literature. The plot is great and the characters are relatable and likable. I can’t wait to read more about Blanca and the next chapter of her life.

For Teachers:

*This book would be a fabulous literature circle option for science fiction for grades 7-12. It falls under themes such as: futuristic, good vs. evil, friendship, and technology.

For Parents:

This book is great for a child:

* reading at a seventh grade reading level and up

*with an interest in science fiction and social media

*who likes books such as The Uglies and Divergent

 

Reading Aloud

Research shows that reading aloud consistently at all ages helps with word recognition, comprehension, higher order thinking skills, and so much more.

I decided to experiment with this idea during my third year of teaching when I was a literacy support teacher for sixth and seventh grade. I was working with students who were below proficient on standardized tests, who struggled with reading, and who didn’t like or want to read. I chose my books carefully (Divergent in 6th and Double Identity in 7th) and started my read aloud. I would read for five minutes at the beginning of every class and we would have a quick discussion based on a question.why-read

To this day, this was the best thing I have ever done as a teacher. It was amazing to see how well my students responded to this activity every day. The fact that I made reading aloud part of my classroom routine was not only good classroom management, but also allowed kids time to appreciate and develop a love of reading. Unfortunately, my supervisor at the time did not agree with my use of class time, and at the end of the year I was non-renewed because I wasn’t a “good fit”. Even now almost three years later, I still wouldn’t change how I spent those first five minutes of my class.

Today’s post is about incorporating reading aloud into daily classroom and home life, so this is meant for both parents and teachers. Sometimes reading aloud isn’t just the adult reading to the child, but can be the child reading to the adult, or a child reading to another child.

Teachers

  1. Class read aloud. For the last few years I have incorporated a read aloud during the first few minutes of my classes. They should be between 5-7 minutes (depending if you have a block schedule or not) and each session should end in some sort of a discussion to check for understanding. This can be done at all grade levels (yes, even high school). Some things to remember for a class read aloud:
    1. Make sure the book is appropriate for the class. The text should be equivalent to the grade level or a little higher. Since the book is being read aloud along with a discussion after every reading, you can challenge students with a more complex text.
    2. The book is engaging! It’s hard to carve out class time in general, let alone every day, so you want to make it worth the time. Choose a text that will have students excited to read, and that you enjoy.
    3. Be consistent with the time. When I taught in a block schedule I would read for seven minutes then post a question for kids to respond to for about a minute, then we would discuss answers for two minutes. When I taught in a 40- minute class, I cut my reading time down to five minutes and responsepartner-reading sharing down to one minute. It’s so important to keep the consistency because students will get used to the timing. However, some days when my timer goes off my students beg for a few more minutes. It’s so hard to say no when this happens, and almost every time I give in, although I warn them they may have additional work, but they never seem to mind. As a teacher, use your judgment. Some days you can read for a few more minutes, others it’s just not possible, but you want to keep the “usual” reading time as consistent as possible. **Save time on student sharing by using technology tools like Padlet, Google classroom, Random Name Picker, etc.**
    4. Recap! Always make sure you recap the last reading before moving on to a new section. This is a great pre-reading strategy to help students prepare for the next reading, and it also catches up any kids who missed a reading.
    5. Be excited! I think one of the reasons why my read aloud times were so
      successful was because I was legitimately excited for them myself, and my kids knew it.
  2. Small group read aloud. For upper elementary, middle school, and high school lots of lessons involve analyzing a text as a small group. This is a great opportunity for students to read aloud to one another. Most of the time, the set up of this activity involves students reading, highlighting, and discussing a text and answering questions, so all you would need to do is have students incorporate reading the text aloud. Depending on the groups, I either let students determine who reads what sections (everyone has to read something) or I instruct them to read one paragraph or one page each.
  3. Partner read aloud. This is often a concept seen in elementary classrooms because of the many benefits, but it can be used in all grades. Students are able to hear and see reading habits of a peer. The teacher can choose partners based on reading level, high student and low student, so students can learn from one another. The teacher can also give the option for students to choose a partner, allowing them to work with someone they are comfortable with, which is half the battle with some students.

Parents. Reading aloud is a great way to help your child with reading skills and develops a love of reading.

  1. Pick a time to read. Most families are super busy all day and don’t have a chance toread-aloud-everyday really sit down until bedtime, which is what makes it the most popular time for family reading. Whatever time works for your family, keep it consistent. Some nights it will change or not happen at all, but for the most part keep the time consistent.
  2. Pick a spot. Along with the time consistency, you want to dedicate a special reading place. It could be your bed, the child’s bed, or a special chair.
  3. Involve the whole family. Kids learn so much just by watching their parents, so it’s good to have the whole family involved in reading. The goal is to get everyone involved in the read aloud in some way, even if it’s just listening along. I’ve been reading aloud to Molly since she was born, and we make it a point to read every night before we put her to sleep. I’m normally the one that reads to her because my husband isn’t a big book reader, but he will read articles and blogs. He knows how important reading is to me, so he participates by choosing the books and listening on the floor.
  4. On the go reading. Sometimes reading at home just isn’t possible, and that’s okay. Growing up I spent most of my time in the car traveling from one activity to another. This is still true for many parents today, so it can be challenging to get some read aloud time in. However, it is possible. Option 1: Read in the car. My mom actually had my sister read aloud to her while she would drive. It was a great way for my sister to practice reading aloud because my mom could help her with decoding and reading comprehension. My sister would stop and ask questions periodically and the two of them would discuss the reading. It did take them a while to finish the book, but those car ride sessions still allowed them to practice great read aloud strategies. Option 2:Read at the event. Parents are always waiting for one activity to end and another to begin, so use this down time to read with your child. The great part about technology today is that so many books and articles are available digitally, so you always have a text at your fingertips. You could also leave a bag of books in your car for situations like this. This would be best for younger children because they rely on pictures to comprehend the stories, and many digital books are tiny so the visual is hard to see.

Usborne knows how important reading aloud is to children, so they have a whole collection dedicated to read aloud books.

*Aesop’s Stories for Little Children five-min-bedtime-stories

*Big Book of Little Stories

*Five-Minute Bedtime Stories

*10 Ten-Minute Stories

*10 More Ten-Minute Stories

* Animal Stories for Bedtime

*Fairy Tales for Bedtime

If you’re interested in purchasing any of these titles, or other Usborne product, click here.