Wow! When Our Kids Start Reading, They Start Big!

It may be hard for students to readjust to some routines, but it seems like getting back into the reading routine has not been difficult.  Our kids have jumped right back into the grove when it comes to using our school library resources.  It's hard to believe in the past six weeks our kids have checked out 5,229 items from our library.

In the year prior to my becoming the librarian at Brookhaven Elementary, our total circulation was a little over 8,000 items.

In addition to using our physical resources, our students continue to embrace ebooks through MyOn, Follett Shelf and Tumble.  Our e-content linked through Follett Shelf has had 60 circulations, while students have read at least 380 books on MyOn since July 1.

MyOn was purchased for us by the Federal Programs division of Monongalia County Schools.  TumbleBooks and those on Follett Shelf were purchased with county funds.  

The start to the school year has proven to be a busy month in many ways.  In addition to the circulation statistics, kids have been coming to the library for instruction, which  will take place the remainder of the nine weeks for each first, second, third and fifth grader.  Mrs. Brehm's kindergarten class will have skill lessons each week for this nine week period, while each fourth grade class will have instruction once a week for most of the school year.  Fifth grade has received lessons in cyber safety, and second and third graders have learned about library arrangement and how to use Destiny Quest.  More than 40 interlibrary loan requests have been generated by students so far this school year.

I am excited by what October might bring.  I am very proud of our students!

Free Access to eBooks During July

From School Library Journal:

StarWalk Kids Media has announced that it has made all 160-plus ebooks in its collection available free of charge for anyone with Internet access—children, families, and educators—during the entire month of July.

This looks very promising.  The company was originated by Seymour Simon, a respected children's author of informational books.  Here are some key features"

• Free during the month of July -160 books
• Some titles professionally narrated
• Company originated by Seymour Simon and others
• 60% nonfiction
• All titles simultaneous use
• CCSS correlations with every title
• Catalog expected to expand to 400 by Fall

http://www.starwalkkids.com/extras/articles/89-articles/349-delight-digital-kids-with-a-subscription-to-the-starwalk-kids-library-2.html

Favorite Quotes from Pernille Ripp's Blog

Kids should be reading books created by authors, not by corporations - Lucy Calkins

Reading fiction allows us to be what we never could be - Kylene Beers

Let me tell you what happens when we give a kid a text that is too hard; it is too hard, that is what happens - Kylene Beers


For more great quotes, check out the link to the blog below:


Ripp, Pernille. "Blogging through the Fourth Dimension." The Smart Things People Said at Teachers College. N.p., 12 July 2013. Web. 14 July 2013. .

Biblionasium: a Kid Forum Similar to Shelfari and GoodReads

Parents, check out Biblionasium, a social media site devoted to books and reading.  I have only briefly looked at it, but so far I am impressed.  Unlike many commercials sites designed to attact kids to reading, this site rose out of need when founder Marjan Ghara ran out of suggestions for a "good book" for her kids to read.  With input from her children, the site was born.

One of the key features of the site is the ability search by Lexile reading level. Lexiles are ranges of scores that gauge a book's complexity or readablity.  It is the scale we will use when we implement Common Core State Standards next month.  However, the CCSS Lexile measures per grade level are different and more demanding.  Compare the differences:

 The chart to the left indicates the Lexile recommendations from Biblionasium.  Notice the broad range within each grade level, starting with first grade.


By contrast, the CCSS "stretch level"complexity chart does not recommend a Lexile until grade 2, where the child should begin around a 420L.  By the end of third grade the child should by almost capable of an 820L.  Fourth graders should ideally begin their school year being able to read at a 740 lexile.  

I would recommend that when you search by Lexile for a book that you begin at the lower "stretch band" for your child's grade.  Monitor his progress and raise (or lower) expectations as needed.

I like the ability for parents to recommend their childhood favorites to their children, although I imagine the older the child the less receptive he will be to his parents' tastes.  However, he can garner recommendations from his friends to expand his list.  Through all this, parents have the ability to monitor what their children are doing on this site (the site is COPPA compliant).  Parents can also design challenges for their kids or their whole family.  How wonderfully wholesome is that?

I think this site is definitely worth your time.  Try it and let me know what you think!

https://diigo.com/0105ys

Is Your Child a Strategic Reader?

As a component of my summer reading plan, I am exploring library literature as a means of improving my practice as a School Library Media Specialist.  The first book on my list is Empowering Learners: Guidelines for School Library Media Programs by the American Association of School Librarians (AASL, 2009). The second chapter, "Teaching for Learning," stresses means by which the school library media specialist can enhance not only a child's desire to read but his ability to read as well.  I think the following graphic is helpful for parents who want to understand what is expected of their children in terms of analytic reading skills.

Using Prior Knowledge:

Most of us come to what we read with some background knowledge. The key to using background knowledge effectively comes with the awareness of what we actually know about a subject prior to and during reading. Parents can help their children by asking them why they chose a particular book and asking them what they know about the subject.  Asking questions about their knowledge will help the child make new connections as he is reading.

Asking Questions about the Reading Selection:

Asking questions prior to reading a book will help the child become aware of his expectations. What do I expect to learn from this book?  Why did the author write this book?  As the child reads he can ask questions about his expectations and about the information he is receiving. What else would I like to know about this?  Is this book answering my information needs?  After the child finishes reading, his questions can be more more reflective.  What are my feelings about what I just read?  Where do I go from here?  Do I want more information on this subject or should I move on to something else?

Summarizing, Paraphrasing and Predicting Outcomes

Summarizing and paraphrasing make what the child read his own.  These may be some of the most important comprehension skills a child can develop. Being able to predict an outcome shows an understanding and internalization of whatever the child is reading.  By the way, if outcomes are too easy to predict, perhaps it's time for your child to move up to slightly more sophisticated novels.

Isolates important information

Children are surrounded by a plethora of information, which is only going to increase.  It is extremely important for them to be able to separate main ideas and important content from the bulk.  Asking questions of the reading selection, as well as summarizing and paraphrasing, are precursors to determining important content. After a child finishes a book, fiction or nonfiction, parents can ask him to list the three most important events in the book (fiction) or the three most important points (nonfiction).  Use his responses to gauge how well he is asking questions, summarizing and paraphrasing.  Perhaps he may need some practice using each of those skills.

Draws Inferences from the Text

Just as important as what the author said is what the author only eluded.  Being able to read between the lines often requires background knowledge a child does not have.  Parents can ask children what specific phrases in a book mean; if the child cannot explain the meaning, parents can help fill in the gaps.

Makes Connections with Real-Life Experiences and Prior Reading

Connections are where real learning occurs. In this step students take what they have read and associate it with their prior knowledge, including real life experiences.  Parents can help children make these connections by reminding them of what they knew before on the subject and the important information they have learned.  Children should be able to see the connections between the two and should be able to say if their prior knowledge was supported or refuted by their reading.  Finally,

Combines Information from Various Sources to Create New Knowledge

Children should become critics of the information they receive.  They should be able to state their opinions and back them up with information garnered from various sources and prior knowledge.  By doing this, they are creating and exhibiting new knowledge.  Parents can encourage children to express their opinions in various ways. They can write reviews and post them to the book's record in Destiny Quest or Brookhaven Reads; they can create posters or artwork that can be scanned into Brookhaven Reads or Edmodo.  One of my favorite ideas is having them videotape a review using a smartphone.

Caution

I would in no way advocate that parents should monitor every book their children read using the activities listed above.  There would be no surer way of burning them out.  However a few spot checks and good discussions about the books your child reads will give you both insights into his strategic reading ability.




Empowering Learners, Guidelines For School Library Media Programs. Chicago: American Association of School Librarians, 2009. Print.

Let the Waters Flow — Whole Child Education

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IMLS Says Libraries Key to Early Learning

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