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by Dorit Sasson, ESL Specialist for the National Writing for Children Center

Before they even begin school, ESL children have already absorbed the grammatical structures, sounds, and vocabulary of a language. This assumption takes into account that parents speak with their children in their own mother tongue from a very young age. But what about building literacy skills for a second language? Research shows that ESL students are not reaching the same levels of reading proficiency as their native English speaking peers by the time they reach third grade.

Using children’s trade books (i.e. read-alouds) is a great way for parents and teachers to help build literacy skills for ESL students.

Bridging Oral Work with Vocabulary Development

Teachers and parents can make sure specific aspects of oral instruction correspond to vocabulary development and story comprehension of their respective curriculums. Young ESL students at the first stage of reading development (ages 6-7) are generally aware of sound-letter relationships, can map speech to print and sounds out words, attempts to break code of print and uses decoding to figure out words (Roskos, et.al). Less skilled readers however, do not have the automaticity in lower-level process (i.e., letter, word levels) to process information at the vocabulary level without expending a great deal of cognitive effort.

Use Language Scaffolds

In a read-aloud context, teachers and parents can provide a range of language scaffolds so that ESL students can map out the basic story components of plot and character and understand basic vocabulary integral to the read-aloud.

Such language scaffolds that naturally bridge the oral and written aspects of the curriculum include:

* Using simple and concrete language to introduce and discuss new vocabulary
* Using modeling strategies to help facilitate with comprehension
* Anticipating and predicting further content
* Encouraging ELLs to make connections with what they have heard

In order to ensure that ESL students understand 99% of a spoken text, teachers need to provide opportunities to discuss vocabulary in context, otherwise ESL students may spend an inordinate amount of their cognitive energies trying to guess at the word’s meaning thus losing the flow of the story. The read-aloud story gives teachers a framework with which to teach the letters, words or other stories.

Before teachers focus on new vocabulary words, they may need to check students’ familiarity with the context. In the story Bear Snores On by Karma Wilson, for example, the word gloves should be associated with cold and hands. Teachers will want to teach new vocabulary, such as the word gloves, in the context by providing contextual clues to help students recognize the meaning either independently or with the teacher’s help.

Other examples include:

* Teacher discusses the word ‘grouchy’ as the underlying theme for Eric Carle’s The Grouchy Ladybug using a picture of a grouchy face.

* Teacher explicates the word ‘snores’. What does the bear do when he is sleeping?

Non-verbal (i.e. gestures) and verbal clues (i.e. pictures) facilitate the process of scaffolding between hearing words and seeing them in their respective contexts befo

by Suzanne Lieurance

As a former classroom teacher, I love to see a wonderful middle grade novel that has a compelling story kids will love. But I’m particularly pleased when a novel can be used to transport young readers to another place and time so they learn a bit about another place and culture. A good example of a middle grade novel that manages to do all this and more is Taconi and Claude, Double Trouble by M.E. Finke.

Set in the Australian outback of the 1950s, Taconi and Claude is a coming-of-age story told through the eyes of an aboriginal boy named Taconi whose “best mate” just happens to be a wise-cracking cockatoo named Claude. As the story opens, Taconi is apprehensive about his upcoming Manhood Ceremony.

From the first page of this lively story, it’s evident that Finke took great care in choosing every word for this amazing tale. Young readers will be introduced to all sorts of rich and colorful characters, places, and words they’ve never heard of before, which is one reason a reading/learning strategy known as K-W-L is a good choice to use to guide students through this story. It’s not that they won’t be able to follow the plot or storyline without guidance. They’ll be able to do that just fine. But there are so many rich details along the way, a teacher or parent will want to be sure young readers don’t miss any of them. A K-W-L chart will help them stay focused.

Here’s how K-W-L works. The letters stand for:

K – Know (As in “What do you already know about this subject?”)
W – Want to Know (As in “What do you want to know about this subject?” – or – “What do you THINK you will probably learn about this subject from reading this book?”)
L – Learn (As in, “What did you just learn from reading a chapter or chapters of this book?”)

The teacher or parent asks the reader to fold a piece of notebook paper in thirds, lengthwise, producing three columns.

The first column is the K column. This column is completed BEFORE the reader starts to read the book. The parent or teacher asks an open ended question like, “What do you already know about Australia?” or “What do you already know about manhood ceremonies?”

The reader jots down everything he knows (or THINKS he knows) in answer to these questions.

The second column is the W column. This column is also completed BEFORE the reader starts to read the book. The parent or teacher might ask these questions, “What do you want to find out about Australia?” or “What would you like to learn about manhood ceremonies?”

The readers jots down anything he is curious about concerning this subject(s) – in the W column.

Now, the reader starts to read a short section of the book – possibly a chapter or a couple of chapters. The teacher or parent can determine a good stopping p

by Alison Murray

Finding a book that is appealing and the appropriate reading level for a child can be a daunting task. Sometimes kids don’t want to take a risk and read material for which they are clearly ready. Other times children will choose books that are far beyond their capabilities. Here are six easy steps for parents to follow when helping their child choose appropriate level reading material. These steps will become second nature for children when they begin to independently pick their own books.

1. Look at the cover – The cover will provide the reader with some idea as to character, setting, and plot. Remember the old adage, however, and don’t judge a book by its cover, alone. Follow the next 5 steps as well to see if this is going to be a book that will interest the reader.

2. Read the title and the author — Read over the title and the author with your child. Maybe this book is by an author that the child has heard or read before and really enjoys. Sometimes children don’t always pick out the author’s name and it is good for an adult to make sure they understand where to locate the author on the cover. This same rule extends to the illustrator as well.

3. Read the blurb in the back – The short synopsis found at the back of most books will give the child an idea of what is going on in the book. It will also provide just enough information to get the reader to read the entire book to find out what else happens in the story.

4. Flip through the book – Look through the book. Notice any illustrations. Take note of the spacing and letter size. These are all good indicators of level of book. The more spacing and bigger letter size is indicative of younger age level. (Unless it is for the visually impaired).

5. Read the first page – Read the first page through with your child to see if the book is one that he/she would still like to choose.

6. Use the 5 Finger Rule – Flip to any page in the book. Have your child read down the page and place a finger on words they do not know.

0-1 fingers – Too Easy
2-3 fingers – Just Right
4-5 fingers – Too Hard

By following the above steps, you should be on your way to finding a book that is not only enjoyable but at the right level for your child. Happy reading!

Alison Murray is a member of the Working Writer’s Club and a Resource teacher with 23 years of experience in the Manitoba education system. Alison has long been interested in writing and has a special interest in researching for non-fiction articles and books. She has completed two courses from the Institute for Children’s Literature.

Article Source: http://EzineArticles.com/?expert=Alison_Murray

by Carol Fraser Boles

Children make the connection that reading and writing are intertwined at a very young age. Real life examples are in front of them from the day they are born. Their parents are modeling literacy in their daily activities. Children may see their mother reading a recipe to cook a meal, or they watch their father write a check. Children also notice the varieties of written materials their parents receive in the mail – items like newspapers, greeting cards, monthly bills and advertisements – and watch how their parents use them.

As parents you should not only be good models of literacy, you should also send the message that literacy is important. How? By actively supporting your child’s literacy development by reading stories aloud to them, often. Then, talk with them about these stories. Most importantly, have your children write down their thoughts. A journal is a great place for this. Create prompts or questions pertinent to each story you read together. Such as:

Which person in the story did you like best?

What part of the story did you think was funny?

How did this story make you feel?

Did you like the way the story ended? Why?

Can you draw me a picture about this story?

Whether children are pre-school age or are in the early or late elementary grades, parents should participate in their literacy development. There are no wrong answers to questions parents construct. Even the scribbles of a four year old, imbed the reading/writing connection in that child’s mind.

by Carol Boles, Literacy Specialist for the NWFCC

The phrase “literate environment” describes a kind of home and classroom where literacy is promoted and nurtured. Literate environments are where there are displays of literacy in action – competent readers reading. Literate homes and classrooms set aside time for practicing literacy; while also providing a variety of reading choices to encourage and support literacy.

Here are several suggestions for parents and teachers who want to create literate rich environments:

Model- One of the most important things parents and teachers can do is read and show their enjoyment of reading, all the time. When adults display the pleasure reading gives them, children will naturally value and emulate it themselves.

Time - Children must practice reading every day in order to become successful readers. For homes and classrooms to be successful in creating literate rich environments, time needs to be scheduled every day.

Classroom – Teachers need to provide a variety of reading materials to encourage their students to read. Picture books, books on poetry, humorous fiction and non-fiction texts on social studies, science, and even comic books, should be available, for students to explore and read.

Home – Parents need to show an interest in their child’s literacy development. Always look over reading worksheets completed at school and praise your child for their good work. Most importantly, make a point to read aloud to your children.

Books – Parents need to fill their homes with books and other reading materials, as well as take their children to libraries and bookstores. Also, give your children books for gifts, as often as you can.

Reading is a lifelong skill everyone needs. When parents and teachers create literate rich environments, for their children and students, success at reading naturally happens.

Carol Boles is a former public school K-12 Reading Specialist and special education teacher. She has a Master’s degree in Special Reading, is certified in Special Education and has an Educational Specialist degree in Curriculum and Instruction. For more tips to help your children or students become better readers, click here to visit Carol’s blog.

by Suzanne Lieurance

In February, what child doesn’t enjoy receiving and sending colorful Valentine’s Day cards? And whether children make the cards themselves or simply sign their name to a card they buy, the act of sending and receiving Valentine’s Day cards is one that promotes literacy among young children.

Why?

Because it encourages reading, writing, and even talking about the Valentine’s cards with friends and/or family.

Most children love creating a Valentine Mailbox. They can make a mailbox for school and one for home, too. In fact, at home encourage everyone in the family to build a mailbox and exchange Valentines and other cards, notes, and letters all month long. The mail doesn’t need to stop when March rolls around either. Children will be used to the practice of sending and receiving mail by that time and they probably won’t want to give it up. In March, encourage them to create cards and notes for St. Patrick’s Day.

Of course, there are all sorts of reasons to send mail every single day. And by making it fun for kids to send and receive mail, they start to value the written word more and more. And they are doing so in a way that is “authentic” because they really want to be able to read what that card from their father says, or they want to know how to spell a word correctly in a message they are putting in their sister’s mailbox.

Teachers can also use the mail as a way for children to write about books they read or topics they study in the classroom. Letters or cards can be send from one child to another answering specific questions about a specific book. For example, if kids read Snow Day by Pamela Hamilton (one of the books showcased here this month at the NWFCC), the teacher might ask the class to writer a letter to a friend in class telling who their favorite character was in the book, what they liked best about the book, what they would do differently if they were the writing a book like this, etc. When the children finish writing the letters they can put them in the mailboxes. Later, everyone can read the letters and share them with the class as a class activity.

As a parent or teacher, jot little notes and put them in your children’s or students’ mailboxes throughout the day. If you’re a busy teacher, you don’t have to send a note to every child in your class every day. Just one note a day to one student will do.

It’s also fun if kids can create a mailbox that has a flag that can be raised or lowered when someone puts mail in the box. The raised flag lets the child know “You’ve got mail!”

In the classroom, children can make reading, writing, and distributing the mail a daily practice at a specific time. That way, kids won’t be running around to all the mailboxes at all times of day. They’ll really look forward to the “mail call” part of the day!

by Amy M. O’Quinn

November is the month for turkeys, and Pilgrims and Indians. But it’s also a wonderful time to pull out some books or do unit studies about the pioneers or westward expansion in the United States. Something about sitting around a campfire on a cool evening just makes me think of those brave men, women and children who left kith and kin to set out on a cross-country journey to find a better life or adventure thousands of miles away. The hardships were many, and danger was a daily companion, but the joy, excitement, and expectation of something better pushed them forward.

Children love to study this period of history, and the ideas for activities are countless. A great resource to use is Pat McCarthy’s book, Heading West: Life With the Pioneers, 21 Activitie. Not only does it cover the life and daily activities of the pioneers; information about our country’s prominent leaders at the time, events that were happening in the nation, conflicts with Native Americans, etc. is also included.

Here is a synopsis from the publisher:

“Tracing the vivid saga of Native American and pioneer men, women, and children, this guide covers the colonial beginnings of the westward expansion to the last of the homesteaders in the late 20th century. Dozens of firsthand accounts from journals and autobiographies of the era form a rich and detailed story that shows how life in the backwoods and on the prairie mirrors modern life in many ways–children attended school and had daily chores, parents worked hard to provide for their families, and communities gathered for church and social events. More than 20 activities are included in this engaging guide to life in the west, including learning to churn butter, making dip candles, tracking animals, playing Blind Man’s Bluff, and creating a homestead diorama.”

McCarthy has done the research and legwork to provide educators and homeschooling families with a resource that is interesting and practical. The activities are fun and do-able, and they don’t require materials that are hard to find. Students will enjoy the experience of doing ‘pioneer’ chores and learning what life was like for children on the trail and out West. They will find out that everyone had to pull together to survive, yet they still found time to have fun and fellowship.

This month, consider a study about pioneers and the westward movement—and use Pat McCarthy’s book, Heading West: Life With the Pioneers, 21 Activities to help you ‘hit the trail’.

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Visit Amy O’Quinn at amyoquinn.com.

by Amy M. O’Quinn

As parents and educators, we are always looking for ways to inspire our children and foster a love of learning within them. We know that reading aloud to them, investing time doing projects with them, and seeking out great learning resources for them are all beneficial. But sometimes letting our children participate in activities with other kids who have similar interests is also a good thing. Students discover and learn new things together, which in turn develops camaraderie and friendship.
 
Why Are Book Clubs Appealing?
Book clubs are becoming more and more popular as such an activity. In fact, according to Jennifer Thompson, a reading specialist for the Manassas City Public Schools in Virginia and a contributor to the GreatSchools Book Nook, adds, “Book clubs are so appealing because children can truly get lost in a book without standardized tests looming, no comprehension questions to answer, just the pure satisfaction, of reading for enjoyment. Book groups offer a venue to bring the lone act of reading, into a social circle.”
 
However, more research from the Center for Summer Learning at Johns Hopkins University shows that participation in extracurricular or even summer reading programs (done just for enjoyment) does  indeed raise reading test scores and improve academic skills overall. Elementary children who take part in book clubs are less likely to be held back in future years, and believe it or not, reinforcing reading skills over the summer actually prevents hearing loss!
 
Types of Book Clubs
There are several types of book clubs, so do some research to find what works best for your child. Of course, almost everyone is aware that most local libraries sponsor a summer reading programs for children in the community. This usually involves reading a certain number of books to earn rewards. But sometimes librarians will also host an actual ‘read and discuss’ type book clubs for children, teenagers, or adults. Inquire at your local library to see if this is an option for your child.
 
There are also school sponsored book clubs in many areas, and they usually are held in the afternoon after classes are finished for the day. However, this type of club works best for older students, as younger children are dependent on carpools or bus rides to get home. However, some classroom teachers are making an effort to set aside some time during the day for students to read and discuss literature together—just for enjoyment!
 
Probably the fastest type growing book clubs are those that are organized independently by parents or students themselves. The focus of these clubs varies widely—boys’ reading clubs, girls’ reading clubs, classic literature, Newberry titles, history, Christian literature, science, etc. Some clubs are eclectic and encompass many different types of genres.
 
Another popular one is a Children’s Book Club Tea Party. Nevertheless, regardless of the focus, the idea is to get children reading and discussing. Tossing around ideas about themes or characters teaches students to comprehend, think, and even be ready to defend or rethink their own opinions. This expands the mind!
 
Links and Resources:
For more information about children’s book clubs or how to form one, check out these sites:
http://www.kidsreads.com/clubs
http://www.litlovers.com/kids_club3.htm