Comprehend the reading

Good afternoon!
Shared reading time offers the opportunity to use new vocabulary in ways that strengthen oral communication and conversation. When people are talking about something together, not only do the folks learn about each other, but they also form a bond as well. Knowledge of the material being discussed is shared and new information can be gathered by anyone paying attention to the talk, which oftentimes results in further discussion and verbal exchange. This is true about any genre of reading from newspapers to novels.

Depending on the text that is being shared, questions are oftentimes a great way to initiate conversation. Why do you think she wore that yellow hat to her friend's house? Are these people really considering the long-range effects of this legislation? What would you have done if the bear started chasing you? When should that meeting take place? The text also gives guidelines for vocabulary, especially if there are words that the reader does not know anything about. With early readers, taking some of the vocabulary from the text before starting to read the words, helps to prepare the reader for possible stumbling blocks. Keeping a dictionary close at hand can certainly be helpful when the vocabulary is a little more complicated.

In the story of Goldilocks and the Three Bears, talking about the name Goldilocks might be a good place to begin. Defining forest and porridge are also good ideas. Using much expression and different voices will help comprehension to grow, too. Each reader can take a different part like a play to add interest to the reading. Pausing to clarify part of the story will benefit new readers as the story progresses. Papa Bear's bed was too_____. Mama's bed was too______. But Baby Bear's bed was just ______. Be sure to repeat the same passage clues with emphasis so the listener or new reader will hear the patterns. Ask questions at the end of the story to pull it altogether. Did Goldilocks ever see the bears again? Why was she in the forest in the first place? Right and wrong answers are not necessary, just ideas to think about.

More difficult reading can be presented the same way. I still remember reading Hatchet with my middle school son. The vocabulary and the questions were just as important to our shared reading time as any activity that was done with students in my classroom. Time to discuss the content and use the vocabulary was vital to understanding the text. Sharing ideas about the story helped us to connect with the character and his predicament, while drawing us closer through the time we shared. No point in reading, if the understanding and comprehesion are lost. More on fluency in shared reading next time...

Shared Reading

Hello to everyone again!
As readers are getting ready to read for the first time, or improve their reading skills at any level, sharing reading time with other people is very important to reading success. Shared reading time provides practice for listening to language patterns and developing a fluency for language as well. Very early readers will appreciate the flow of language and expression that is being heard, and more advanced readers will appreciate the differences and similarities in reading styles.

There are so many skills that can be practiced while sharing reading time. Vocabulary development is always part of the mix whenever folks are learning to read anything. The more vocabulary that is heard and/or discussed, the more comfortable the reader will become with the new words. So, as anyone is reading outloud with others, it is extremely important for pauses in the text, in order to discuss words that may be new or unknown to the learner. At the same time, stopping to discuss the story or text information will improve comprehension for the learner as well. (In my next post tomorrow, I will give some specific examples of using text for comprehension, vocabulary, and fluency.) The most instructive times for readers are during shared reading times.

By taking time to discuss vocabulary and lead the learner to further comprehension, development of thinking and communicating skills is also achieved. Everyone enjoys reading something that is understood easily and can be discussed knowingly. And laughing together about characters or plot will certainly provide enjoyment for all the participants. Leading the learner through new material as a partner gives invaluable support to a self-concept that could use some bolstering. Until tomorrow...

Building a Foundation for Success

Good Evening!
Time to work on building a foundation for reading success. Using information from the last conversation, vocabulary is basic to understanding. In the process of giving directions to follow, it is necessary to take note of the vocabulary that causes some confusion in the learner. Does the student know how to draw a square, or find the right color to use, or recognize the difference in sizes? If the student does not know what a nose is, or what the word desk means, it is very difficult to follow the directions.

These vocabulary challenges can be met in daily routines while the student is working on directional vocabulary as well. Having the student find something in the livingroom shaped like a square takes only a moment. Looking for specific colors during a walk around the neighborhood will strengthen knowledge of colors. Counting the number of birds sitting on the fence will help to cement number value concepts into memory.

When a student is ready to use paper and pencil, drawing two big red squares, then three little blue squares, or four orange medium-sized squares will provide training for the directions, vocabulary, and listening skills all at once. Taking the vocabulary that seems to be challenging the student and incorporating two or three elements for practice can help the learner to reach success at a faster pace. The vocabulary becomes the foundation and strength that will lead to reading success. Concrete words like desk and nose just need to be drilled and repeated, much like when anyone is practicing vocabulary for a new language. What is the name of this? What is that called? Can you point to the desk? In this case, "practice makes perfect". Practice provides experience with vocabulary to make a stronger reader.

In the next edition, reading aloud with all stages of readers will be discussed and encouraged. Suggestions for shared reading will be provided. Until next time.......

Ready to Read

Greetings to all!

Hope you celebrated the fourth of July safely and in an enjoyable way.



I am back to begin an approach to developing reading skills. First and foremost, anyone who hopes to read well needs readiness skills to prepare for success in reading. Young and old or anyone in-between needs to have auditory and visual perception in place to be successful. Likewise, in any language, student perceptions are vital to understanding reading skill concepts.



Simply put, students need to understand some directional words; up, down, over, under, between, next to, middle, etc.
If the student has trouble understanding these basic concepts of direction, reading will be somewhat delayed until the understanding is in place. This is true because as words are read, the shape of the word as well as its configuration is being remembered. Recognizing letters and numbers requires an awareness of the size, shape, and facing direction of the symbols, in order to master the names of the symbols and remember their formations.



Giving directions orally to a student to follow with paper and pencil can demonstrate student understanding of the concepts. With very young children crayons can provide the same information. For children in preschool age groups simply giving oral directions to follow will determine understanding, which is what adults are doing when they say,
"Point to your nose. Where is your ear? Can you show me your tongue?"



With paper and writing tools, the directions can be a little more specific. Draw a big red square. Put a blue X inside the square. Use your green color to make a circle around the
square. Continue to use as many directional words in the exercise as possible to determine understanding of the concepts. Without paper, give directions having students respond physically; sit down next to the pillow, crawl under the table, put you hand on top of your head, jump up and down three times.



If the student demonstrates difficulty with the concepts, it is time to review and practice the directional words for mastery.
This can be done with simple practice as the student is going through daily activity. One direction at a time maybe three times during the day, provides needed review without having the student rebel against tedious response. After a week or two, check for general understanding again, and repeat the drill or move on.



Tomorrow, I will provide some advice about other readiness skills that can be practiced during the same time directional concepts are in play. Have a good evening!

Introducing readiness

Learning to read is an important skill to achieve in order to fully appreciate the world around us. Using reading everyday, people entertain themselves, apply for work, stay informed about current events and personal business. When someone is able to use reading skills to accomplish even ordinary tasks, or provide themselves with enjoyable time scanning magazines and newspapers, self-concept is elevated and personal worth is improved in the eyes of the reader. But certain amounts of readiness must be achieved before reading can be successful, whether the reader is a young child or a matured adult. I hope in the days ahead, as in days from my past, I can help some future readers to find success and many hours of reading pleasure.