Empowering Children To Read: Give Your Child the Gift of Reading! A Must have f...

Empowering Children To Read: Give Your Child the Gift of Reading! A Must have f...: Give Your Child the Gift of Reading! is the name of my book in Kindle Format. http://www.amazon.com/dp/B0071NV4C2/   A "must have" book ...

Give Your Child the Gift of Reading! A Must have for Parents, Teachers, Librarians

Give Your Child the Gift of Reading! is the name of my book in Kindle Format.
http://www.amazon.com/dp/B0071NV4C2/

 A "must have" book for Parents, Teachers, Librarians who are in search of an exact,

no-nonsense way to teach a child to "read right" the first time! This book is a great tool for providing a simplistic, basic literacy recipe for building  beginning language and reading skills for all learners whether native speakers of  English or non-native English speakers learning the English language for the first time!

The ongoing messaging within this book is the fact that reading is a skill that must be practiced to become perfected! The foundational skill for learning to read is to first of all learn to perfection the English language alphabet associated to  common everyday pictures. Next, this book stresses though its provision of  ample  practice activities   for blending-reading  of English letter sounds into words; reading English letter sounds  blended  with  automaticity until perfected fluency occurs; and, then, word and story reading  practice activities are provided for practicing the skill of reading  until perfected forevermore!

Since reading is a skill that must be practiced thoroughly many times over, and thus in maintaining and igniting interest to stave off disinterest, interjecting play is vital! Connecting  what must be learned cognitively  to aesthetic play is done though connecting learning to art by suggesting as a recurring, emphasized  message within this book the importance of keeping  an inexpensive notebook/journal in plain notebook form for drawing/coloring pictures to match what is being learned for the purpose of  cementing learning in a fun creative manner as hands-ons experience for making learning fun and lasting!

Also, this book is a wonderful reference resource for parents, teachers, and librarians to  reliable and classic works of literature appropriately aligned to grade level, interest, and reading ability as well  providing lots of examples of literatures for wide reading across the curriculum representative of many subject areas/genres.

A final point in highlighting the prominence of this book is its inclusion of  modeled summary letters  written to storybook characters! This  modeled strategy serves as valuable importance  for bringing forth a strategy for building reading comprehension skills  through, an almost lost art, letter writing which simultaneously nudges critical thinking-writing skills in an manner that is simplistic and uncomplicated, but yet, thoroughly effective and efficient; and, being, all the while, enjoyably engaging!

This Librarian is a Believer in the Accelerated Reader Program

Regrettably, schools all across America are downsizing education; cutting teachers and other vital school personnel like librarians, counselors, and nurses. God help them for they know not what they do. Fearfully, I predict that this will eventually have grave consequences detrimental to our children.

Consequently, in these dire times, becoming indispensable in your position, is essential, particularly, if your position is considered nonessential staff as the librarian position is often viewed. Luckily, my position as librarian was not cut; resulting I do believe from my ability to be adaptable, flexible, and resourceful; plus, equally important abiding by the dictates of our school district's Library Services' Director and supervising Library Specialists who have stressed time and again to librarians that it is of high importance to be ever vigilant to become the "Indispensable Librarian".

It became encumbering upon me to implement the Accelerated Reader Program School wide and since no one else on staff possessed the experienced expertise to do so other than the librarian, thus evolved the opportunity to actualize indispensability of the librarian’s position regarding the implementation of the Accelerated Reader Program. I realize a lot of librarians do not like the AR Program, but I happen to like it. I do think sometimes it can be a life saver or "Job Saver" when our school leaders "still" don't understand what librarians are "really" suppose to do--but they do understand AR and what it does.

Now rightly or wrongly as to whether AR stifles student selection of choice in reading /selecting literature that they want to read is a fierce debate between those who are pro-AR and those who are anti-AR. I've had kids busting down the library doors trying to take an AR Quiz at the end of the day just prior to going home, if they had not had a chance to take any quizzes during the school day. On the very last day of school, on June 3, 2011: I had a 5th grader who had just graduated 5th grade come into the library on the very last day of school to take an AR Quiz on one of the "Harry Potter Titles". Each Harry Potter book = 34 - 40 points, thereabouts. This 5th grader was 12 points away from reaching the 100 points club to earn a gold medal for adding to his AR chain necklace; he earned it on the way out the door on the very last day of school/ the last day of elementary school forevermore for this student. I presented him with his gold medal and he added it to his chain necklace as his mother waited on him.

Although there are those who do not agree that the Accelerated Reader Program motives children to read and read widely across the curriculum in varied genres; however, from my experiences, I beg to differ.

The Act of Reading Leads to the Act of Writing

Dear Reader  and Writer,

Number 1:
If you read, read, read, read, read, read . . . . . . .the words you read and the ideas expressed become a part of your thinking. In thinking about what you want to write, reflect, think back on, remember, reread those books and readings that go with the ideas you want to write about.
Most students need a nudge in trying to think about writing ideas so do the following: if you do not already have a pre-writing  list of writing ideas make one now as follows: fold notebook paper in half/hot dog style:  On one side listing all relatives, friends, neighbors, pets and family car/truck model; on the other side of paper, listing all things/places familiar in their lives.

Number 2:
In trying to decide the best way to begin your writing, go back and read how the author of your favorite books or authors of your favorite genres/type books you like to read begin their writing in their books. Choose one of the beginnings of how "real authors" begin their writing as a model for how you will begin your writing. Use the model of how  a selected author begins the writing in a book to fit with your own thinking to write the beginning/introduction of the main topic of what you will be writing about in your writing piece.

Number 3:
Think of at least 3 ideas which further extend the focus main idea already introduced in your beginning.  Write those 3 ideas in a complete sentence.

Number 4: Write to elaborate each of your 3  sentences by doing the following basics of elaboration: 
Write a reason: the reason . . . . .  or because . . . . . .

Write an example: for example .. .  Or for instance . . . or it like. . .

Write a detail: description of people and things--, shoes. Use "show" rather than tell words. Use words that paint a picture in the minds of the reader who will read your writing piece.
Use sensory details appeal to the "5" senses  and the writing naturally becomes better.

Describe visual details--describe the physical appearance/features of a person or thing.

Describe a physical characteristic of clothing worn-- think about how you would describe a favorite piece of clothing---jeans, shirt, sweater, jacket; describe  feelings/ texture/fabric/material: what things  feel like or are made of.

Describe sounds and smells occurring in your writing piece--the sounds heard; describe smells, tastes--the smell/odor and taste of things. 

A memory sentence to help you remember how to elaborate your writing: RED=reason, example, detail.
Read or re-read books to see how the authors’ add details of elaboration.

Number 5: 
Spice up and enrich elaboration by rereading your writing piece to make changes which elevate the quality of the writing:

use exact nouns--use brand names. Heinz Ketchup; Campbell Soup; Hersey Chocolate, etc.

Use exact verbs-----think of other ways to say the word "said"-- stated, declared, exclaimed, shouted; "walk"-ambled, strut, lopped; "ran"--raced, sprinted, in your writing. Use Thesaurus to find other ways to say a word.

Use exact color words: moss green; charcoal; violet; denim blue; tangerine; scarlet.

Use exact adverbs to decribe the degree of how something was done; how well; and how something was done.

Use exact Prepositions--positional/location words: above; below; across; right; left

Use interjections to add excitement when appropriate: Hurrah! Help! Bravo!

A memory sentence to help you remember
SUE=spice-up-enrich-elaboration:

Read or re-read books to see how the authors’ use exact wording.

Number 6: Write an ending. Use the model of how  a selected author ends the writing in a book to fit with your own thinking of how you would like to finish your writing piece to write its ending/conclusion.

Last of all: Proofread your writing piece for any spelling and grammar mistakes needing to be corrected as guided by your teacher's writing checklist.

Schools Must "not" Overlook Academic Importance of Ample Well Developed Book Collection and Certified Librarian for the School's Library

The value of an ample well developed library collection of books is often overlooked in some schools. The value of a certified professional librarian is also mistakenly devalued as pertinent in far too many schools throughout the USA. Seemingly, this  unfortunate scenario occurs much too often in minority schools; yet the more affluent areas "get it" that great libraries with an ample, well developed book collection  in varied genres and a certified school librarian are invaluable in supporting learning and helping children develop a love of reading enhancing the library’s primary goal of building school-wide literacy in fostering a reading culture and a lifelong habit of reading.  According to research, providing access to an increased number of books in varied genres elevates motivation for children to read. Additionally, having a certified degreed librarian on par with others professional staff members to thus, possess the educational expertise to work collaboratively with teachers  and administrators to impact academic success for students should be a desirable model for all schools. Students eventually do whatever it is that is modeled sufficiently; consequently, if the importance of reading  is modeled/encouraged just for the sheer pleasure of reading what one wants to read based upon one's own personal choice of interest  and is a provided accessible opportunity for students;  then, the habit of reading becomes a culture. To that effect when reading becomes a cultural habit, it impacts academics and extends to lifelong learning. That, my dears, is exactly what we want students to do.  Mission accomplished! The end.