In elementary school, there are two topics we focus on most heavily during parent conferences: reading and math. I can’t even count the number of times I have sat in a parent conference wishing with all my heart that I could spend just twenty minutes a day doing guided reading with their child. Give me twenty minutes a day with your struggling reader, and you will see tremendous progress and a rapid progression in reading levels in just weeks. Because when I sit down with one, two, or three kids and do focused guided reading, there is real progress. I can see where their weak spots are, coach them through it, and help them develop the strategies they need to become great readers.
The thing is, I usually have closer to thirty kids, and there is only about one hour a day allotted to teaching reading. Much of that is spent with the whole class, and the rest gets parceled out to reading tests, library time, individual conferences, and guided reading groups. My point is, I am not able to spend twenty minutes a day with your struggling reader. In reality, my struggling readers are lumped together in groups of 3-5, and we are lucky if I am able to spend twenty minutes once or twice a week with each group. Our guided reading times are productive, but not nearly as consistent or focused as I wish they could be. Students make progress over the year, but I always find myself wishing I had more time to spend with smaller groups of students on a regular basis. But I don’t have the time, and I can’t make as much impact as I want.
…BUT YOU CAN!!! Moms, dads, siblings, grandparents and caretakers: YOU CAN. You can do the guided reading with them every day that I can’t. You can spend the time getting to know your child as a reader that I wish I could, and you can seriously help them make leaps and bounds if you are willing to invest just 15-20 minutes a day reading with your child. Actually, even twice a week will make a huge impact if you make the most of your time. So here is my gift to you: I will show you how to read with your child the way a teacher would. That 20 minutes a day I wish I could get to work with your kid? Now you can do it. I will try to equip you to know 1) how to approach your child as a reader, 2) what to teach them, and 3) how to teach it.
Summer is here, and that means sunshine and outdoors and fun! Last summer, I offered you a series of fun math games to help keep your kids entertained while also sharpening their math skills. This summer, my focus is on reading. I know we could all use a break from school, and the last thing some of your kids want to hear is, “Time for READING!!!” But don’t cave in!! As a teacher, I have seen numerous children actually start the school year at a lower reading level than they finished at the previous school year. I literally see their report cards telling me the student finished “at grade level,” and yet they are unable to read through the exact same mini book they had mastered just a few months before. What is the cause of this unfortunate phenomenon??
A book-less summer.
Sad.
Maybe you want to give your child a break from working so hard over the school year and feel like reading is for homework and teachers. I hope you will try to instead see books as the gateway to adventure, imagination, and mental growth for your child! Summer is a great time to encourage your children to read (almost) whatever they want and to develop a love of reading. Allow them to just take pleasure in consuming books that will take them all over the world, into the future, or back in time. Many public libraries have great reading programs that encourage children to dig into books, so take a trek out sometime and see what strikes their fancy!
For every student who started off fourth grade at a lower level than they finished third grade, there were just as many children who entered fourth grade one or two reading levels higher than they finished third grade. It wasn’t because their parents sat by their side and read with them every day or sent them to tutoring programs. They simply had access to books and read them regularly over the summer! As I’ve shared before, simply consuming books at the right reading level is oftentimes all it takes to help young readers move to the next level in reading. So I urge you this summer to encourage your children to read. It could be the difference of falling behind, or starting with their best foot forward at the start of the next year!
Now that I’ve thoroughly hammered in that point, let’s talk about taking further steps to move your child to the next level. Maybe your child finished the school year a little behind in reading. Maybe they just barely met “grade level expectations.” Maybe you just want to continue to hone their love of reading and see where else you can take this.
Do your best.
It was a mantra repeated to me again and again throughout my upbringing. Before piano recitals and exams (and I had many), my mom would smile encouragingly and say, “Just do your best!”
I remember asking my mom one time, “What would happen if I got a B on my report card?” I peered over at her with wide eyes, trying to gauge her reaction.
“As long as you did your best, that’s fine,” she said matter of factly.
“Really?! What if I got… a C?!”
“As long as you did your best, that’s fine.”
“So, if I came home with a D, you wouldn’t be mad?” I pushed.
“If you really did your best, then no. But I also know what you’re capable of and it’s usually better than a D, so if that happened then maybe you didn’t do your best.”
I sat, pondering this silently.
I can’t say I’ve always lived it out. By high school, I was the do-what-you-need-to-get-the-A student, and that oftentimes took a lot less than my best. When it came to things I really cared about, though–a basketball game, preparing a presentation in front of peers, leading a club–I gave it my all, my 100%. It was like I didn’t know how to slack off or tone it down when it came to these things, and I often pushed myself long and hard into the night to make sure everything was done in excellence.
This is a simple and useful tip I picked up from my mentor teacher while I was student teaching.
She was starting them on a new math unit that required the use of math manipulatives. Noisy stuff. Each student was given a pile of shapes– green triangles, orange square, red trapezoids, blue rhombuses– you know the type. And then she said, “Go ahead and play with them for a few minutes, and then we’ll get started.”
She came back to where I saw on the back table and said, “Whenever you give them manipulatives or anything they can touch and feel, give them a few minutes to play and explore with it. It’ll get it out of their system so when you actually start your lesson, they’re more ready to focus on what you’re teaching rather than to just keep trying to play with them!” We sat back there and watched them have at it.
We threw a fantastic ocean-themed baby shower for my friend Kim recently– here’s a sneak peek!
I actually had to miss the party since I caught the flu, but I am pleased with how everything turned out, and most of all with how happy it made Kim! I’ll share more details on the shower soon, but I wanted to share a fun and flexible baby shower activity idea with you: Baby’s First Alphabet Book!
I first saw this at my friend Wendy’s baby shower, and quickly made a template to use for another shower I hosted. Isn’t it cute? I like this idea because you can easily adapt it to any shower theme.
The whole class is chatting or busy in activity, but you need your quickly grab your students’ attention. What do you do? Every teacher has got some sort of attention getting signal up their sleeve. I remember one of my teachers had a wooden frog that croaked when she stroked a dowel across it’s bumpy back. Another used xylophones. Another would hit a gong, and we’d sit there and quiet down as the vibrations faded away. The sounds certainly caught my attention, but I’ve never quite taken to these quieting tools, probably because I am a very efficient person. Are you going to lug the frog with you on a field trip? Can you take the gong with you outside? Do you really want to wait 18 seconds to get your class quiet every time you need to say something? For me, the answer is no.
Here are the three attention-getting signals I used the most, and I’ll explain why I found them to work best for me.
I think I’m about to contradict a lot of what I just said in my last post about Backwards Planning, because as much as I endeavor to plan out every last detail in our lives, I ultimately believe that I cannot control All The Things. And I don’t want to encourage you to try to, either. It will not only be a failed undertaking, but I don’t even think it’s wise or good. I don’t always live that way, but this is something I strive to believe in my heart and live out in my life. I know there are parents who don’t overthink their parenting half as much as I do, and their kids turn out just fine. The first example that comes to mind is my own parents.
While my husband and I researched the district and schools and city demographics before purchasing our home, I’m pretty sure my parents stumbled across what became my childhood home by accident and ended up purchasing it by God’s grace alone. Something about getting lost and running out of gas. It was really on accident. They never had ambitions for us to be athletic, musical, or at the top of our classes. It was never a goal for them to have their children attend two of the most highly-sought universities in the world, and if you asked them twenty years ago, they probably would not have imagined people would be seeking them out to instruct parenting courses in the years to come.
I came downstairs to find my mom watching my daughter and our friend’s child playing at the sensory bin. It’s literally a bin full of dried beans, where kids can stick their hands in and grab and feel and push and scoop and play.
(Pinterest it– it’s a thing.)
Now, think about it for a moment. Toddlers + a bin full of beans = beans everywhere, right?? That’s what I used to think, too.
I walked into the living room and smiled at the girls, “Having fun?”
They continued in their play, and then my mom made a remark about how nicely my daughter played with the beans. She was impressed with how my daughter would keep the beans over the bin and even cleaned up if they fell out. I explained that this was simply a result of training her.
There is no way you can stick a toddler with a bin of anything and expect things to stay neat and tidy unless you intentionally trained them to do so. I smiled with satisfaction. All those years of teaching in the classroom were really paying off. I hadn’t even realized it at the time, but months ago, I had used backwards planning to train my early one-year-old to have at it with a bin full of thousands of beans without making a mess.
What is Backwards Planning?
It’s just what it sounds like, and it’s something we all do at some time or another. It’s basically coming up with your final goal first, and then plotting out the steps backwards, one step at a time, to make that goal a reality. I first came across the official term for it in my teaching program. We practiced coming up with entire projects and units, first envisioning the end product, and then working backwards to make a unit to achieve the final goal. Ultimately, I think it helps you be intentional with everything you do. You waste less time doing thoughtless activities that don’t serve a purpose, and you add meaning and purpose to activities that would have otherwise been thoughtless and useless.
I got to teach two extra weeks’ worth of material to my students without working a single extra day. Here’s my secret!
One morning I walked out to bring my students into the classroom. They were chatting away in line as usual, some with their backs to me, others clumped in groups. Most standing placidly, not thinking about anything in particular. On a whim, I suddenly called out in a commanding voice, “Soldierrrrr straight!” while slapping my arms against my sides, standing tall and proud. I said it with the sing song call and response tone that made everyone impulsively repeat it in the same manner, copying my words and my actions. Suddenly, I had 29 still, silent, serious, and focused students.
I looked at the students, pleasantly surprised, and they stifled smiles, trying to look serious as they stood erect and at attention.
I sly smile crept across my face and I ducked my head down as if to tell a secret and whispered loudly, “AWEEESOMMMEEE. NOW LET’S SEE IF WE CAN GO IN THE CLASSROOM LIKE WE’RE SOLDIERS– QUIETLY AND IN FORMATION!”
Students learn best when they are paying attention. Imagine how much your students would learn if all of your students always paid attention to all of your lessons! Inattention is a pervasive problem in schools, so finding a way to reign that in is key to helping your students learn the most.
One key ingredient to getting students to pay attention is to teach well. Have amazing, well-planned, fascinating lessons for every single subject and every single lesson you have to teach. Boom. Done.
What? You already do that, and some kids still don’t seem to catch on? I hate it when that happens. I mean, I was always on my A-game and had multi-sensory, hands-on, multi-media, technology-involved, exciting and engaging lessons that connected with students’ interests and background… complete with realia and uh… unicorns. Yup. Every time. And yet… I still had kids who weren’t paying attention. Ridiculous, I tell you!
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