Visual/Verbal Literacy - Part 2: Reluctant Readers and Brick Walls

Aside from my confession below, I can think of no better way to begin this post than with another slam poem by Taylor Mali:

Confession:  I remember being in high school, home sick and asking my mom to read aloud to me.  She refused, saying I was too old.  With some serious prodding from me, she relented and read to me, and I will always remember and love her for it.  Even now, I beg my husband to read aloud to me too.  I just love it.  I love hearing his soothing voice - it relaxes me. I don't think you're never too old to be read aloud to. 

Aside from the intimacy of being read to, reading aloud helps kids hear and integrate the rhythm and sequence of language.  It is an excellent way to encourage reluctant readers and boost their language skills.

Overview: Getting reluctant readers can be as much fun and as effective as hitting your head against a brick wall!  As my last blog was on visual literacy - an important skill to emphasize for all, especially reluctant readers, I want to spend more time now on visual literacy.  With summer here and school out, there is a lot parents can do to help build kids' literacy skills.  Here are some suggestions:

Read aloud at bed time, down time, or on a stormy afternoon (I recommend your reading Thundercake by Patricia Polacco and then bake a thundercake together). You can even read aloud at breakfast - if you're awake enough and have the energy - read cereal boxes together, read or summarize a newspaper or magazine article, or even share cool blog posts together.

Model reading independently- let your kids see you reading for fun and for work.  Let them see you enjoying it - finding humor, excitement, information!

Tell Stories -  making up crazy, zany ones or writing/telling serious ones.  The point is to become more comfortable using words.

Read wordless books and tell you the story:  Reading wordless books offers a wonderful opportunity for your child to become more comfortable with books and with using his or her words.  The more your kids use words (spoken, heard, or written), the easier it will be to USE them.

So, from as soon as your child can talk encourage him or her to read books aloud to you or silently to themselves -  just looking at the illustrations and telling the story (also great practice with visual literacy).  Here are some more of my favorite wordless books (I have recommended others in previous posts):

Looking Down by Steve Jenkins

The Lion & the Mouse by Jerry Pinkney

Flotsam by David Wiesner 

Little Star by Antonin Louchard

Good Dog, Carl by Alexandra Day

Make up stories - (even or especially zany, crazy stories) - the point is to play with words

Rhyme - play rhyming games, make rhyming poems (zany crazy poems work well here too) - rhyming provides opportunities to play with phonemes (word sounds).  The more familiar you are with word sounds, the easier they will be to visually recognize in print.

Graphic novels great motivators integrate visual and verbal literacies.  Check out some of my other posts with graphic novel suggestions:

http://departingthetext.blogspot.com/2011/06/visual-vs-visual-literacy-no-contest.html

http://departingthetext.blogspot.com/2011/05/science-fiction-skills-chills-and.html

http://departingthetext.blogspot.com/2011/03/learning-with-laughter.html

 http://departingthetext.blogspot.com/2011/03/kicking-back-bitwhats-all-this-about.html

http://departingthetext.blogspot.com/2011/01/great-reads-for-avid-4th-and-5th-grade.html

http://departingthetext.blogspot.com/2010/10/graphic-novels-at-home-and-in-school.html 

Encourage your kids to read alone - even if it's a picture book.  

Make sure your kids are reading high interest books on their "INDENDENT READING LEVEL" An independent reading level is the reading level the person can read comfortably with little to no error.  It is the reading level that is "easy" but engaging.  If your child is putting down a book mid-reading it is either because she or he has lost interest in the content, or because the book was too challenging, or both.

How to find an independent reading level? You can ask your child's teacher and/or you can experiment yourself.  Have your child read aloud to you.  If he or she stumbles over words when reading AND/OR cannot define words read, then that reading selection is too difficult to read independently.



Some high interest easier reading books for weak readers:  These books are entertaining but the language is easier and there are visual cues to help with comprehension and word recognition.

• Sophisticated picture books
• Horrible Histories by Terry Deary are wonderfully funny and often colorful and unusual stories from history or science.  There are also occasional illustrations to further express a point.  This a wonderful series of books for middle school students of ALL reading levels.
• The Magic Tree House series are easy to read stories (second grade reading level) that older, less talented readers can enjoy reading as well.

NOT SURE?  Ask a Librarian!  They are fantastic resources for appropriate reading materials for kids of all ages.

Join or establish a parent/child book club.  Talk to your local librarian for assistance.  I did this with my daughter and it was a lot of fun.

The world around you is an oyster of words to read and write - take advantage of this! Read signs when driving.  Make up real and crazy signs.  Read and write blogs together - create meme challenges. Leave notes for each other.  Create and write cards. 

The best way to encourage reluctant readers is to make sure they are reading at the right level and to surround them with books, and reading and writing opportunities.

What's your opinion?

Spice it Up!

http://google.com/im...sp=2s&ved=1t:429,r:0,s:0

Why is it that in education everything seems to be in black and white?  We are all designed so differently, how can we all fit this black and white design?

It was traditional classrooms or open classrooms, teaching reading using whole language or phonics. Why don't educators understand that teaching is not just one way?  Students thrive with multiple approaches and methods.  We all like a little spice in life!


The bottom line:  There are all kinds of minds in a classroom with all kinds of strengths, weaknesses and affinities.  Some of us learn best by doing, others by seeing, still others by listening. Some of us are creative thinkers, while others more linear, logical thinkers.We have to teach to all of them and not to "the average student" (who in my opinion does not really exist).  Learning has to be meaningful and as such we need to spice it up so everyone can wrap their minds around whatever topic is up on the docket.

From Theme Thursday (http://themethursday.blogspot.com)

Think back to when you were in school...(for those like me that was a long time ago - see my last blog on memory :-)   What lessons stuck with you the longest?  My bet is that they were interactive (somehow you worked with the material) and was personally meaningful.  For me, it was chemistry.  My teacher made jokes and introduced the material with really cool experiments and bravado.  What was it for you - I'd love it if you share this in your comments.

What does this mean for parents?
Whether your kids are in school or home schooled

• Talk about the topics they are covering in the classroom. 
• Visit museums with related exhibits, 
• Watch movies that deal with these topics, 
• Brainstorm about what might happen if... or what might have happened if...
• Go to the library or book store and get books related to the subject (either fiction, nonfiction or science fiction; prose or graphic novel) to read aloud together (and discuss).
• Create your own experiments or products from ages and eras being studied.  
• If studying colonial America, for example, make candles or butter as they did back then.  Find recipes from the countries and eras your child is studying. 

What does this mean for teachers? Don't just have your students read something from a book and don't just lecture.  You have to make the lessons come alive:

• Create a "day in the life" of characters you are reading about in language arts, or studying in science or history;
• In math, ask students to show their work, but if they compute something differently, pay attention to it, ask them to prove this to be a viable method by using it on different examples.  IF it doesn't work, they will more easily use your methods. If it does work you have allowed them to create a more lasting understanding of underlying processes.
• When evaluating students, don't just give tests.  (Test taking is an important skill, but it is not the only skill and memorizing for tests, is not always the best way to assure retention.)  Have students create projects, plays, dioramas, etc.
• When teaching make sure students can play with the subject and materials.  Pose questions that really make them think and apply the subject matter,  present verbal and visual aspects of the lesson, introduce it so that it somehow relates to their own lives.
• http://www.garlikov.com/Soc_Meth.html Provides a compelling argument for using the Socratic method of teaching - even in a third grade math class.  It is worth a visit!
• If you ask them to read passages, ask them to relay the passages in graphic novel form, or to act out some aspect of the lesson (making it visual and tactile as well).

These are just some generic suggestions.  Please let me know what works or worked for you as a student, as a parent, and/or as a teacher.  How did or do you spice learning up?

Memory? What Memory?

Science fact:  Fish Have No Memory!

Quick short-term memory quiz (for those who just watched the video above):

1. How many strike outs were there in the game?

2. How many requests did the yellow fish make for a hot dog?

While the fish above have no memory, they seem to survive just fine in school.  Our kids, though, absolutely need memory to survive and succeed in and out of school. Today I look at memory demands kids face in a typical day, and then show and tell suggestions to help boost memory. 

Part I. Basic school day demands:

Preparing for school our kids must remember what they have to take with them to school (homework, books, lunch, snacks, change of clothes for after school or for gym, the comic they promised to share with friends during recess, etc.).  They must also remember their schedule before, during and after school each day, and how they are going to get to the required destinations.

Arriving in school they must remember what they need for each class for that particular morning or portion of the day before they can get back to their lockers or cubbies.

Regardless of subject matter, students must remember where the class is meeting, what the teacher just said or demonstrated as well as what was said a few minutes ago, last class, last week, and what was read for homework, all while remembering the strings of information they want to relay and how best to relay them.  They also have to remember to take out and hand in any homework due.  In addition, when giving directions, teachers typically give them verbally and students must remember each step of those directions.

Math class demands: Students must remember math facts and formulas (for geometry, converting fractions, etc.). Students also must remember sequences for solving problems (commutative principle, associative principle, when to add and multiply numbers in and out of parentheses, and when and how to do long hand subtraction, division and multiplication, etc.), computation short-cuts, as well as the prompts given in the examples to be solved.

Language arts class demands:

• When reading students must remember sight vocabulary and phonics in order to recognize and decode the text in front of them.  They must also remember the meaning of the words, sentences, paragraphs, pages, and chapters they just read - all while keeping track of the names, dates, and events, they just read.
• When talking or writing students must remember what they want to write or say, in the order they want to say it, while remembering the words they need, their spelling and punctuation (when writing), and the best way to say or write it.
• If responding to a question they also have to keep that question in mind checking and making sure they staying on topic as they answer it.

In science classes, not only do students have to remember all those items of a language arts class (if they are reading or writing anything in class), but they must also remember lab sequences and safety rules to follow.

In social studies classes, not only do students have to remember all those items of a language arts class, they also have to remember sequences of names, dates, and events and their significance to a particular time or times in history.

Then there are memory demands of gym, music, art, and after school programs, and remembering social conversations they had with friends, parents and other adults...but I am assuming you get my point and want to move on to constructive memory training suggestions.

Part II. WAYS TO HELP STUDENTS REMEMBER:

1. Repetition and Rehearsal- teaching students to repeat strings of facts over and over - either chanting to themselves or through songs (my kids learned the state capitals in a song and years later, still remember them).

2. Visualization - sometimes visualizing directions and items helps us remember them and their required sequence.


Here is a video from Sesame Street demonstrating the power of repetition and visualization.

Sesame Street Animation:  Repetition to help memory...visualizing to help memory

3. Rhyming - turning strings of information into rhymes helps kids remember.  It does not work for Grover however in the following Sesame Street clip, but you and your child can watch this together and figure out why.  Different types of strategies work for different types of kids and for different tasks.  You will have to experiment which one works best for you.

Using rhyming to help boost memory.

 

4. Mnemonics- are finger / hand/ word games, tricks, or rhymes kids can use to help remember sequences or strings of words, numbers or events.  I learned to remember which months of the year had 30 and which had 31 days by reciting the months across my knuckles.  Roy-gee-biv or short sentences with ROYGBIV - represent the visual color spectrum (red, orange, yellow, green, blue, indigo[thank you, Roger], violet).  What are some of the mnemonics you used?  What are some your child uses?

5. Build Associations.  Teach kids to make associations and connections between what they know and have to remember.  The more personal you can make something, the more one thing is associated with another, the more memory connections and channels there are to retrieve the information (see my blog on humor it discusses how humor connects various memory channels).

Let's continue the conversation.  In the comments, please leave your favorite memory strategies or your child's favorite mnemonic device.  Why constantly re-invent the wheel?  Also, please watch these videos with your kids, talk about different strategies she or he can use to remember.  Also talk about how different strategies may work for remembering different types of things.  What works best for you?  What works best for him or her?  These should be ongoing conversations.  Let's learn from each other.

How To Make Learning Math + Science + Reading = FUN

Before getting to my post I just want to give a SHOUT OUT to my fellow She Writers on this festive Blog-Hop weened!  And, while I have no blogging tips to add - I hope you like my other tips!

A few months age, The Wall Street Journal's  Friday Journal (November 5, 2010) splashed the headline: "The Turf War for Tots:  In TV's battle for the hearts and minds of preschoolers, it's Mandarin and math vs. stories and sparkle"  Executives at Nickelodeon's Nick Jr. and Walt Disney were jockeying for market position following "starkly different" points of view:

Nick scheduled programs emphasizing "learning" such as "Dora" and spin-off "Go Diego, Go" (teaching kids Spanish) and "Ni Hao, Kai-Lan" (with 6-year-old cartoon Kai-lan Chow teaching kids Mandarin Chinese").  Disney argued that "learning programing" emphasizes too much work and not enough play, focusing on story-telling  instead.

This is all fine and good, and as parents it is nice to have a wider options for our kids.  My question is: Why isn't LEARNING = FUN (period)?

• Why does programing have to be either "learning" oriented or "story-telling"? Isn't story-telling a form of learning?  Isn't learning a form of story-telling (especially when learning about cultures)?
• Why is everything in education presented as extremes (for example:whole language or phonics)?

In my December 6, 2010 blog ("Our Education Dilemma") I mentioned an article by Paul Lockhart, a mathematics teacher at Saint Ann's School in Brooklyn, NY who laments about our current math curriculum which teaches students to memorize and apply formulas but which, in his opinion, should engage students by having them explore natural 'built-in' mathematical problems all around them instead.  Jon Scieszk's Math Curse does just this.  It was such a popular book he went on to write Science Verse detailing the poetry of science.

If Scieszka and Lockhart can integrate math + science + humor = fun ... why can't educators?  Why is everything either or? Our schools are losing so many students.  How many times have we, as parents, heard from our kids that school or learning is 'boring'?  I certainly have. 

So, here are some suggestions to make learning fun:

• Learning must be meaningful.  Teachers and parents must constantly introduce topics in a way that makes whatever the topic is, meaningful right then and there. Here are just a few suggestions:
• In math we have "manipulatives" - ususally blocks, discs, or shapes to "play" geometry or addition, subtraction, multiplication. division - but we also have to show them WHY these tools and operations are so important:  What's in it for them?  

• Design and make different types of kites.  Fly them - which works best -why (this combines math and science).
• Have your kids virtually 're-tile' a bathroom given a specific shape or sets of shaped tiles.  Re-tiling must involve geometry and math's various operations to be successful.  
• Maybe, you have a football fan - why not teach base ten, base two, base whatever as "first downs"?  
• Maybe you want to travel?  Have your kids select destinations and  convert local temperatures from Celsius to Fahrenheit  (working with fractions and conversion).
• Convert time zones and compute travel time (using various modes of transportation).  You can be really creative and invent your own forms of travel and travel time.
• They can do the same with various foreign currencies. Let them plan their trips, let the design their bathrooms - make it meaningful
• In Science - it's the same idea - make it meaningful to them.  You may want to relate whatever you are studying to their lives, their bodies, their immediate universe.
• Reading -again...fun!  Independent reading should be easy reading and it should be about meaningful topics and things they love.  

• Let them select their own independent reading material and you can expand their horizons by selecting very different books (slightly more challenging) to read aloud.  
• For reluctant readers - start with comic books or graphic novels.  They are coming into their own now and offer incredible art, relevant topics, serious vocabulary - and they really challenge cognitive skills such as inference (more on this in later blogs).
•  Go on field trips:

• Go on hikes (local and distant) - look for birds (with a book and binoculars), look at flora and fauna (again with book - or a camera/cell phone) - hunt for unusual things you can research later. Or, go on hikes talk together, have fun.
• Go to local (and distant) museums.  There are so many different types of museums now.  There are local historical sites, art, media, cultural, music, spiritual museums - explore - make their learning more personal.

This world is such an wonderful, colorful, vibrant, fascinating place - let's take advantage of it!

Have fun!  Let me know what and how you are helping your child explore his or her world!