Acts of Kindness Children Can do

Dr. Wendy Ghiora-Posting #114-December 3, 2012

Children want to know how they can help.  Throughout the year, put perhaps especially during this season of giving and love, we should provide a myriad of opportunities for children to make a positive contribution to a person or group of their choice. Here are a few suggestions. These “Acts of Kindness,”  from the Random Acts of Kindness website, can be done through a child’s school or home:

        

• Ask students to perform a Random Act of Kindness for a stranger and then write an essay describing the experience; how it made them feel and the reaction of the person who received their kindness. (With permission, submit the stories at helpothers.org to be published on the web)

• Create a special publication of RAK (Random acts of kindness), featuring local kindness stories. These can be broadcast over the school intercom.       

•  Have your class make and distribute kindness bookmarks.

• Ask students to pick someone who has done something nice for them and write a thank you note.      

• Have each student write a positive comment about every student in their class on 3x5 cards or paper. Make a collage with the cards or let them keep it as a reminder.

• Ask the students to pick two people who have done something nice for them. Have them write letters of appreciation, explaining how those people have made a difference in their life.

•  Write notes of appreciation and take flowers or goodies for your teacher, custodian, bus driver, principal, or secretary.

• Write a note to your mother/father and tell them why they are special.    
   
• Hold a teddy bear drive and donate the bears to police or fire    departments  for traumatized children or a shelter. The Teddy Bear can be the RAK mascot.
  
  

• Send a letter to some former teachers, letting them know the difference they made in your life.

• Send handmade holiday greeting cards to men and women in the armed forces.   Include a personal note of thanks and good wishes.

It's nice to be important, but it's more important to be nice.   

~Author Unknown

Thanksgiving Thoughts

Dr. Wendy Ghiora–Posting #113–November 20, 2012

Many families will be gathering together this Thursday to celebrate Thanksgiving. Some of these families have the tradition of asking each family member to share what they are thankful for this year. It’s so easy to forget things (at least for me it is), so I thought if I wrote some of them down it might help.

I am extremely thankful for the brave pilgrims that left their homeland seeking the right to worship God in the way they wanted to, not in the way they were being forced to.  This sacrifice has led to the haven of religious freedom we proudly call America.

I am thankful to live in a community of caring people; people who devote hours, selflessly volunteering to help those in need, either through actions or financial gifts. Many retailers have food drives, blanket drives and coat drives for the underprivileged. Free turkey dinners are provided to make sure the homeless have a place to eat and celebrate on this day.

I am thankful for the teachers and childcare providers who keep our children safe each day, working to help them learn the wonders of our world and the practical skills that will make them good citizens. It is in these educational settings our children learn of the many freedoms they are privileged to call their own, because our forefathers had the insight to understand their preeminent value.

On a personal level, I am thankful for my husband; for his support, caring, insight, humor and his unconditional love.  I am thankful for my children, grandchildren, my husband’s children and grandchildren and my friends who live in every corner of this great country. They all add new and delightful meaning to my life every day.

I thank my great-grandparents who had the courage to move here when they did.  It is because of them I can live this life and do and have pretty much anything I want to.

I thank God for His love and guidance and for giving me so much to be thankful for!

I know I’ve forgotten a lot, but hey, you’ve got to start somewhere.

Wishing you all a blessed Thanksgiving!

Wendy

Times Tables, Tabled?

Dr. Wendy Ghiora – Posting #112 – September 3, 2012

 

In an article entitled: The 'Ugly Sisters' of the teaching unions want to hold our children back,

By Kathy Gyngell (PUBLISHED: 11 June 2012), we learn that the United States isn’t the only country replete with forces trying to “dumb down” our public educational system. Chris Keates,  Secretary General of the British Teacher’s Union, claims that teaching children to recite poetry or their times tables off by heart will ‘shackle teachers’ discretion’.  Sound familiar?

Ms. Keates was responding to Britain’s Secretary of Education, Michel Gove’s long awaited and much needed reform proposals for primary school education. “When the ugly sisters of the teachers unions (Chris Keates and Mary Bousted) have their say it is always negative, never positive. It is always why not, never how to,” according to Kathy Gyngell.

Michael Gove’s proposed reforms for the primary school curriculum are actually pretty basic.

If expectations of both teachers and pupils hadn’t fallen so low, they would not even be newsworthy.  

“If you look at the small print what Mr. Gove is demanding is not much by good private primary standards.  He is simply aspiring for children to know their times tables up to 12 by the time they are nine; to be able to add, subtract, multiply and divide decimals such as 32.4 or 4.78 by the end of primary school; to be able to learn and recite by heart from the age of 5. He also wants children to start learning foreign languages in primary schools and to reintroduce Latin.”

So far, I really like this guy. I’m waiting for “the other shoe to drop,” to see why anyone would oppose Mr. Gove’s efforts.  Ah, but I digress . . .

According to the article, precious little is currently demanded or expected.  For example the current times table ‘target’ is just to 10 by Year Six. Worse, because the target only has to be met by then no one gets unduly alarmed if the children do not begin to master them in the years before.  Wow! This mirrors the current practice in The United States.

 

This brings us to the biggest obstacle these basic reforms face and which is why they have been so long in coming, despite ever worsening literacy and numeracy standards. The article goes on to describe how ‘traditional’ reforms do not ‘sit well’ with the teaching practices that teachers have been trained in and indoctrinated into. That is why learning number facts for addition is still beyond many schools. It is why the idea of achieving automatic recall runs headlong into the sacred ‘number line’ which requires kids to count on their fingers.

The dilemma – or even tragedy – for Michael Gove is that to counter this culture he has to be prescriptive (which must go against his liberal principles) to get rid of the ideologically hidebound prescriptions that exist.   He has to break the practices of progressive education both in teacher training and in the classroom.

Parents will tell you that poetry recitation in state primaries currently does not exist. Yet at top private prep schools like Westminster boys learn to recite from the age of 7, in front of the school assembly as well as the class. 

This part hit home for me. Now that I think about it, my favorite teacher was my third-grade teacher, Mrs. Lewis. She was my favorite for many reasons, mostly because of the simulations she created for various subjects we were studying. For example, when we studied the U.S. Postal System, she had a simulated Post Office right in our classroom. The unit included letter writing, buying stamps, and mail delivery. Just think about how many different subject areas that encompasses. I also, just recalled, she was the only teacher that ever had us memorize and recite poetry in front of the class. It was scary at first, but we grew to love it, and what a grand confidence booster it was! How many of you had a teacher require memorized recitations?

“Learning how to speak publicly and confidently with good enough diction to be understood makes all the difference in a child’s life. One of the reasons for East Side Young Leaders’ Academy’s success in getting their boys from the east end of London into public school is that every child learns to declaim or recite by heart from day one, whether or not he can yet read or write. The confidence of these boys is a joy to watch,” Ms. Gyngell informs us.

But for the average state primary school child there is no such chance, unless they are lucky enough to go to Sunday school. Not even a sheet of poetry comes home from the flagship primaries. Their teachers claim there is no time in their overfilled curriculum. Sound familiar to anyone?  At one of these schools when the ‘topic’ was ‘fairy tales’ did the teacher turn to Hans Christian Anderson or to Grimm’s fairy tales – or even to the Oxford book of children’s verse?  No. She put Walt Disney’s The Little Mermaid in the class video machine for the afternoon while she did some record keeping and administrative work during teaching time. This is the practice of many teachers here as well!

So what hope is there for these reforms happening? Will Britain or the United States ever catch up with the rest of the world educationally? Fifteen-year-olds in the U.S. ranked 25th among peers from 34 countries on the 2009 Program for International Student Assessment.  The basics, such as times-tables are fundamental. Of course the students must first understand what multiplication actually means and how it works. Once they grasp this concept, memorization just makes their future math studies not only possible, but a whole lot easier.

Teachers claiming there is no time to teach multiplication tables, or to include recitation, yet have time to show cartoons, in my humble opinion, may be  in the wrong profession.

Should Students Still be Learning Cursive?

Dr. Wendy Ghiora

Posting #111 – August 4, 2012

“Should students still be learning cursive?” This question was posed in an article recently published in the California Educator (June/July 2012 issue). Since this is a frequently debated issue, I looked at the pro’s and con’s expressed by the two opposing authors. 

Eldra Avery, an English teacher at San Luis Obispo High School writes that “Cursive connects us to our past and our future”.  Skills no longer considered “worthy,” are being eliminated. She reminds us cursive is not only a communication tool, but in contrast to keyboarding, it is, “A portion of our individual identity.”  

If students are not able to write in cursive, they will also be unable to read cursive.  This will deprive them the experience of reading historical documents in their original form, like The Declaration of Independence, and other personal letters and memoirs by famous people throughout history.

Ms. Avery points out that, “Legible penmanship is not a skill that can be purchased; therefore, it is one more way to create equity in the classroom.  Internet plagiarism is on the rise as a quick way for high school students to fulfill essay assignments for a variety of subjects. Assigning in-class essay writing, using cursive helps to eliminate this type of cheating. 

Using handwriting can help many students “internalize the language.” It is an art form, and one must admit, handwriting a note to someone in beautiful penmanship, really gets their attention.  Communicating solely by means of a keyboard will further narrow our viewpoint and creative expression.

Dustin Ellis, a fourth-grade teacher at Big Springs Elementary School in Simi Valley, writes, “Cursive is Unnecessary.” He compares it to the lost art of calligraphy. He states, “Whatever could be created by the pen can now be recreated by the computer.”  Cursive, just like calligraphy used to be a requirement in school. It can now be replicated on a computer. He suggests students desiring to add flair to their writing have a wide array of computer fonts to choose from.

Dustin writes that cursive is a state standard supposed to be learned in third grade. When he receives fourth-graders, “Their cursive is a train wreck. Half of what they write is unreadable.”   

Mr. Ellis wants his students to be competitive in our world, as it will be in the next twenty years. He claims, “Cursive is not going to be a part of that world.” He believes students interested in becoming historians can learn cursive. The rest of us will be able to read historical documents which have been digitalized and translated into standard font.

Dustin contends that there is already too much information teachers have to cover for state tests. To “teach “cursive, he sends home a cursive packet and asks his students to practice and turn it in, in a month.  He says, “It’s not perfect, but it’s one of the trade-offs I have to make.”  He adds, “I am not going to spend a lot of time on this because this is the age if iPads, cell phones and computers. When a kid can text  70 words per minute, does he really need to learn cursive?”

Ms. Avery is in favor of keeping cursive around and considers it to be a means of maintaining our individuality when we communicate. It is a skill that takes practice, like any other skill in order to perfect.

It is obvious that Mr. Ellis does not believe it is worth his time to require his students to practice that skill. If he gets fourth graders, and their cursive “is a train wreck,” it’s his job to help them improve. As a former high school teacher, I would like to tell Mr. Ellis how frustrating it was for me to write examples on the white board in cursive, only to discover many of my eleventh grade students couldn’t read cursive. Perhaps they had a teacher with Mr. Ellis’s viewpoint.  Imagine a student discovering a box of letters written by their great grandfather, and then not being able to read them.

 Ms. Avery points out that cursive, is in a way an “equalizer.” It is a skill everyone can learn and then improve through practice. Handwriting is an individual accomplishment one can be proud of. You can recognize someone’s handwriting as “theirs”.  Writing in cursive can be very enjoyable and fulfilling, like painting a picture.  Mr. Ellis would like cursive to be part of our past. He complains teachers are already burdened with too many subjects and standards they are required to teach.  Perhaps Mr. Ellis would also like to eliminate students being required to memorize the multiplication tables, since a calculator can accomplish this task more quickly than a third-grade student.  Cursive will be with you wherever there is a pen or pencil; no other equipment, other than your own style is required.  In my opinion cursive is a skill worthy of saving.

What Should Children Know About The Fourth of July?
Dr. Wendy Ghiora - Posting #110 - June 28, 2012
I admit it; I’m just a wide-eyed kid again each Fourth of July.  Listening to the oohs and aahs as we watch magnificent fireworks displays brings us all together for a very special day.  Millions of Americans across this great nation, in little towns, farm towns and big cities, all celebrate Independence Day.  Many towns will hold a parade, replete with boyscout troops holding up their hand-made banners and the town’s dancers doing cartwheels, as I proudly wave my American flag from the sidewalk. Celebration is a given. After all, it is the birthday of our freedom.

So what should our children know about this day?

1. The Founders Got It Right!Children should know that one of the most important sentences in our American history comes from the Declaration of Independence, and that it was ratified on July 4th, 1776. I would hope that they learn about it in school, but since they are not in school during the summer, it’s worth a reminder at home. That sentence being: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” As a kid and even as an adult, I am always amazed that the Founders were able to get it so right, so long ago. That’s an important thing for a kid to consider.

2. These Are The Best DaysChildren should know that being a kid, in the summer, on July 4th and watching fireworks is about the best it will ever get. The freedoms they enjoy like being able to give their opinions in public without fear, and on a lighter note,  of having no school on these long, warm summer days, the picnics we enjoy outside on a patch of green grass beneath deep blue skies, the amazing colorful light-show overhead when it finally, finally gets dark… these are the best of days.

3. They Are BlessedChildren should know they live in the greatest country in the world, in the history of the planet, and that they should feel very, very thankful for that. It’s like winning the birth lottery. It would be very different for them had they been born elsewhere. It is their good fortune that some of their ancestors chose to come here and make this their home. They need to know how lucky they are and to be truly thankful that they are American.

My God!  How little do my countrymen know what precious blessings they are in possession of, and which no other people on earth enjoy! 
~Thomas Jefferson

OPENING THE DOOR TO LET YOUR CHILD’S CREATIVITY COME OUT TO PLAY

Dr. Wendy Ghiora-Posting #109-June 17, 2012

Creativity is one of the most desirable characteristics in any human being. It is the creative thinkers; (artists, scientists, peace-makers) that truly change our world. People like Thomas Edison and Steve Jobbs are “world changers.”  It also brings great pleasure to those who do the creating.  Here are a few successful actions used by parents to let their children’s’ creativity come out to play:

1.       Express and share your own creativity 

If a child grows up in a household where the adults around him are too stiff-minded to applaud the unusual, then he will likely not endeavor to repeat many creative adventures. Share with your child your own creations--poems, drawings, stories, even ones from your own childhood, if you still have them.  Every day, vow to be a little bit whimsical and spontaneous: Create a funny voice, make up a silly dance, point out something around the house or in the neighborhood that you hadn't noticed before.  Encourage new ways of seeing the world and novel ways of doing conventional things.

2.       Avoid criticizing, comparing and judging  

Evaluation kills creativity.  If a child feels that his creations will BE JUDGED, inevitably be subject to judgments ("You forgot to put a chimney on that house") or comparisons ("Use more different colors in your drawings, like your brother does"), he will either stop producing altogether or will simply make what other people want him to make.   Uniqueness will be replaced by clichés.

3.       Validate your child's uniqueness. 

Accept her creations as they are, even if they seem flawed or incomplete.  Remember that the creative process consists of dead ends, misconceptions, errors and the often unexpected brilliant flash of insight.  By allowing the entire process to occur uninterrupted and unimpeded by your prejudices, you will honor your child's creativity and make it that much easier for her to find the right way to express herself.

4.       Don't force her to do something. 

Creativity can't be pushed or mandated.  In fact, pressure can cause creativity to go into a permanent state of decline.  The creativity will happen on your child’s timeline, not yours.  Your child may go through long periods of seeming stagnation only to burst through with renewed vitality.  Be patient! IT WILL HAPPEN.

5.       Expose your children to creative, artsy stimulation.

It is difficult, if not impossible to create in a vacuum.  Children must be exposed to materials and experiences that trigger ideas and feelings. Listening to a variety of music and seeing numerous works of art provide great artistic and aesthetic stimulation. But remember, it doesn't take much to spark a child's creativity--building blocks, a cardboard box, a puppet, paper and crayons, colored pipe-cleaners, a paper bag,  empty toilet paper rolls, are often much better than the latest superhero action figure or electronic doll in encouraging creativity.   It is always easier to create when you are the one evolving an idea, and working it out with the simple materials in front of you, instead of being bombarded with a constant stream of electronic noise and visual media.

To have brilliant children, tell them fairy tales. To have even more brilliant children, tell them even more fairy tales.

Albert Einstein

To be or not to be? Should Drama Classes in public schools be Saved?

Dr. Wendy Ghiora – Posting #108 – May 29, 2012

Is it really prudent to keep drama programs in our public schools? Many parents fear participation in drama may detract from their child’s academic progress.  However, a recent UCLA study concluded that students involved in the arts tend to have higher academic performance and better standardized test scores -- nearly 100 points better on the SAT, according to a separate study by The College Board.

Did that get your attention? Read on because academic gains aren’t the only benefits. Some of the more obvious ones are improved self-confidence and better public speaking skills.  In addition, most students taking drama class gain the SKILLS TO WORK COLLABORATIVELY TOWARD A COMMON GOAL, ability to work cooperatively with an ensemble and the ability to work through consensus, and despite of obstacles to achieve a goal.  In addition,  play requires students to follow a time line, to use self-discipline, and to accept feedback. IF YOU STILL NEED CONVINCING, HERE ARE 8 MORE REASONS WHY DRAMA IS AN ESSENTIAL COMPONENT OF A COMPLETE EDUCATION.

The value of theatre arts classes:

1. physical development/kinesthetic skills

2. artistic development /drama and theater skills

3. mental development/thinking skills

4. personal development/intra-personal skills

5. social development/interpersonal skills

6. understanding/ communication skills

7. participation in dramatic activity requires self-control and discipline

8. requires teamwork and collaboration

Yes, you bet you can help!

"OK. I'M CONVINCED. HOW CAN I HELP?" YOU SAY. The typical drama teacher’s responsibilities would be divided between five or six different people in the professional theater world. Any help you offer will be greatly appreciated, whether you donate goods, help set the lights, build sets, sew costumes, or hand out programs during the performance. In many schools, the arts programs don’t get the “booster” support that sports do, so your contribution can really make a difference.

Become an advocate

Advocate for theater education. Unfortunately, in today’s world of No Child Left Behind, arts programs are often one of the first things cut from the school budget. If your school doesn't offer a program, talk to the administration about why, and ask whether you can do anything to help. Many schools lack the funds to support extracurricular activities like drama; parent fundraising can make a big difference. Drama classes can add an element to a child's perspective that few other things can.  The study of literature would be impossible without Drama. There are important periods of our collective literary history in which virtually all of the surviving literature is dramatic. More importantly, Drama can be used to promote active learning in any subject-to give students a kinesthetic and empathetic understanding as well as an intellectual understanding of a topic.

To be or not to be?

Studies have shown again and again that the approaches used in drama classrooms yield greater depth of understanding and a marked improvement in retention than almost any other discipline. Working together to be part of something bigger than themselves, can be very rewarding and help students to achieve a sense of self-worth. Drama enriches students’ school experience through art as well as reinforcing traditional academics.  Taking part in a drama production is a learning experience like no other. The drama program provides a unique learning environment with a wealth of benefits students will draw from throughout their lifetime. Indeed, it is an endeavor worth saving!

"The life of the arts, far from being an interruption, a distraction, in the life of a nation, is very close to the center of a nation's purpose...and is a test of the quality of a nation's civilization."

John F. Kennedy

Our learning was “Ship-Shape”

Dr. Wendy Ghiora – May 3, 2012 – Posting #107

Our sixth-grade teacher was a “no-nonsense” kind of lady. She was in her late sixties, when she taught me, and I remember her as being a rather tall woman. She was about 5’10” with a large build, and permanently tanned skin. Her salt and pepper greyish hair was curly and cut just beneath her ears. Ms. Geaghan had a way about her that let you know from day one, she was in charge.

One of the things I remember warmly about Mrs. Geaghan, was her love of the sea.  Since our school was located in Long Beach, California, this is understandable. So it seemed only natural one day when she told us we would be learning the nomenclature of ships.  And we did.  After we had learned fifty or more “maritime” words, we were in for a treat.

Upon entering the classroom, worn out and sweaty after lunch recess, Mrs. Geaghan asked us to quietly sit down. About three-fourths of the classroom lights were turned off, leaving the room cool and refreshing.  After a lively introduction, Mrs. Geaghan began reading Mutiny on the Bounty. 

We were mesmerized. We could feel the pulse of the ship pitching and landing in churning waters. We sensed the tension among the crew members.  In short, we were hooked. After that, we would race into the classroom each day after lunch recess in high anticipation of what would happen next in the story.

A few days after we completed reading the novel, our class went on a tour of the Long Beach Harbor.   Back then it was an amazing example of modern maritime technology at work. 

Even today, Long Beach is one of the world’s premier seaports.  It generates about $16 billion in annual trade-related wages statewide.

Studying our local government and economics was apparently a part of our social studies curriculum. Our wise teacher had figured out a way to make the learning of great literature, new vocabulary and civic awareness a seamless and very enjoyable adventure! So many teachers today complain they never have enough time to include everything they need to teach. Instead of cutting back on the curriculum, Mrs. Geaghan found a way to combine the learning and enhance it even more. I sure wish more teachers would follow her example.

TODDLERS LOVE RHYTHM ACTIVITIES

Dr. Wendy Ghiora – March 17, 2012 – Posting #106

Toddlers and babies love to bang, shake and throw things on the floor. Research shows they do this to learn about their bodies' capabilities, to explore their environment, and to test the properties of physical objects. Mostly, they do this to experience the sheer joy of creating sounds. What a terrific feeling it is when they discover that they can make noise in so many ways! It's a feeling of wonder, delight, and power.

Early childhood research confirms, music is very important for young children. Music has been documented to play a role in the development of many kinds of intelligences, and also offers children the opportunity to practice socializing, creativity, and self-expression.

Why Use Rhythm Instruments?
With rhythm instruments, children can create their own music. No CD or I-Pod is necessary!
Rhythm instruments don't require singing. Singing is encouraged; however, not all children will participate in singing activities. Some are just naturally shy or self-conscious. Rhythm instrument activities are simple for children to learn and use. With rhythm instruments there is no right or wrong way, so the individuality of each child is promoted.

Rhythm instruments involve the body in keeping a beat and feeling rhythm. This helps young children build spatial awareness, explore movement, expand their movement repertoire and vocabulary, and build their understanding of concepts such as up and down, over and under, high and low, soft and loud, short and long, in and out, and stop and go.

Here Are a Few Rhythm Instrument Activities:
Freeze Dance With Bells
Everyone dances until you stop the music. When the music stops, the children "freeze" in place like statues. When you restart the music, everyone dances again. Continue for a few minutes.

Bells add an extra (loud) dimension to the freeze dance game. Ask children to attach bells around their wrists. Then put on some fun dance music.

The bells make the game noisier (which is always fun) and also make "freezing" more of a challenge, since their jingling will give them away if they continue moving!

Experiments With Shakers (or Maracas)
Introduce this activity by asking children how they think shakers make a sound. Tell them that they're going to explore how different things can make different sounds when shaken in containers.

Use a clean, empty, plastic peanut butter jar or Quaker Oats container with a top for the container. Bring out various items to fill the jar and encourage children to try shaking them in the container. (Pass each new "invention" around the circle for everyone to try.) Some ideas for materials to use include:

Dried beans
Rice
Dry cereal such as oat rings
Cotton balls
Jingle bells
Pennies
Small plastic building bricks

Ask children to describe the sounds they hear. Which are loudest? Softest? Nicest? Most interesting? They may want to vote on their favorite sound. Also, they may have ideas for other materials to use. This could turn into an ongoing project!

Safety note: If children are still putting things into their mouths, supervise this activity very closely.

It is an awesome thing to witness the joy of a child when he realizes he can create his own music!

Music is an essential part of everything we do. Like puppetry, music
has an abstract quality which speaks to a worldwide audience in a
wonderful way that nourishes the soul.
- Jim Henson – creator of The Muppets

Ten Fun Ways to get Children Interested in Reading

Dr. Wendy Ghiora – March 10, 2012 – Posting #105

Instilling a lifelong love of reading is a singular gift all parents should bestow upon their children. It is by far the best way to help our young people succeed in school, discover their own unique interests and gifts and develop into confident, well-rounded adults.

There are a wide variety of ways to encourage children to read. The more of these you try, the greater success you will have. Indulge yourself in a bounty of fun introducing children to the magical world of books.

Here are just a few suggestions to make reading very attractive for children:

1. Make reading a daily part of life, including reading road signs, recipes and directions out loud.

2. Set aside time to read with your child every day. Spend time reading together just before bed and take turns reading out loud with younger children.

3. Pay attention to what your child is interested in, and find books for him or her to read on those subjects.

4. Spend at least an hour every week at the library.

5. Set time aside every week for family reading night.

6. Make reading interactive – ask your children’s opinions on what they are reading. Discuss the story and the characters with them. As they get older, you can ask what they think the author’s message or purpose was for writing the story.

7. Set goals, such as challenging your child to read three books over Christmas break.

8. Ask older children to help younger ones with reading. This activity will boost older kids’ confidence, in addition to providing important practice for younger children.

9. Actively encourage children to read and congratulate them on their progress.

10. Set an example—seeing you read will encourage your child to do the same!

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”

Victor Hugo

Are You Read For READ ACROSS AMERICA 2012?

Dr. Wendy Ghiora – Posting #104 – February 18, 2012

Read Across America was originally established in 1997 by the NEA (National Educator’s Association), to celebrate reading. Its goal is to loudly broadcast the importance of motivating children to read. Not only is reading is a vital tool that allows learners to master basic skills, it is also just oh so desirable to acquire a life-long love for reading books!

This event is celebrated each year on or near March 2, the birthday of children’s author, Dr. Seuss. The two books being featured this year are:

Gabby and Gator, by James Burk; and Boris Ate a Thesaurus by Neil Klayman.

Gabby and Gator is about two friends, a shy outcast and a tambourine-playing alligator, who overcome fears and find acceptance.
Boris Ate a Thesaurus is a picture book about a boy who eats a thesaurus and starts speaking in synonyms. When he finally runs out of words to say, he discovers the true value of books.

Activity sheets for these books along with additional materials can be found at www.cta.org/raa.

On Saturday, February 25 from 9:00-11:00, all Target Stores will be reading a Dr. Seuss book, so this may be a fun event for you and your child to attend.

Whatever you do, please plan to read a book on March 2 and get a child excited about one of the greatest adventures on this planet, reading!