So I ran across this blog today and it made me wonder about how I am when my little girl and I are out and about. You see, right now, she wants to spend every opportunity she can with me, whether its taking the garbage can outside, washing our dog, painting art work, you name it. It’s flattering. And I cherish every moment of it because I know that at some point in the future, this will go away.
But for now, we make up silly stories and we rhyme out nonsensical sentences no matter where we are. So, the blog that I have a link to below, looks at a daddy and his little girl on just such an excursion not unlike ones she and I have embarked on.
Love you A,
What Little Girls Wish Daddies Knew by Tara Hedman
1. How you love me is how I will love myself.
2. Ask how I am feeling and listen to my answer, I need to know you value me before I can understand my true value.
3. I learn how I should be treated by how you treat my mom, whether you are married to her or not.
and 22 others
When Astrid Mayer began to struggle with reading comprehension at school, a specialist recommended she start reading with her parents every night and visualizing what she read. Astrid, 9, and her father, Trace Mayer, took the advice one step further and began crafting a story of their own. For 10 minutes every night the father and daughter, who live in Anchorage, would piece together a story line and draw pictures. “It really helped me with reading,” said Astrid, who is in the third grade at Anchorage School.
Posted in brain, Child Development, concentration, Illiteracy, reading, teaching
- Tagged brain development, education, learning, literacy, parenting, Reading, teaching
We all know that reading plays a vital role in a child’s education. For some kids, a love of reading comes naturally, while other children might be reluctant readers.
Once the school bell rings, it is up to parents and caregivers to help develop reading skills with their kids and create a home environment that promotes and encourages reading.
Posted in books, brain, Child Development, creativeness, Education, games, inquiry, Parenting, reading
- Tagged child development, education, parenting, Reading, strategies, teaching
Today marks the 16th annual World Book Day, and as global bookworms gear up for a day-long celebration of the written word, a survey has shone a light on the reading habits of British schoolchildren.
What Kids Are Reading 2013 studied over 300,000 students, finding that while many younger children were enthusiastic about taking on reading challenges, their passion wanes they grow older.
Today at 4 a.m., the knocking and soughing of the radiators, a floor below our bed, is burglars: inept, dropping my husband’s priceless trumpets and my mother’s Gorham spoons into pillow cases.
When I first moved into this alien, New Jersey structure, the wee-hour cacophony comprised, I felt sure, squirrels catapulting heavily between our house’s inner and outer walls; or gale-force winds turning roof-high corners on their way south; or certainly, the long, diminishing whistles of freight trains bound for Hackensack and beyond.
By Sarah Mulhern Gross. Cross posted on March 6, 2013 on The Reading Zone
Cum hoc non propter hoc.
In last week’s NY Daily News, Robert Pondiscio, a former public school teacher and now the executive director of CitizenshipFirst, lauds the “… abandoning the literacy curriculum used to teach a generation of our children to read”. In the shift to the Common Core, he says we are leaving behind the balanced literacy approach of Lucy Calkins and the Teachers College Reading and Writing Project, which he says has done a disservice to students.
Posted in brain, Education, Parenting, Youth
- Tagged Brain, brain development, child development, children, education, literacy, parenting, Reading
Writing is a scary task for students because it is partly a single-minded activity that calls for a lot of serious thinking and partly due to the overarching focus that has being placed on teaching writing as product and not process. Donald Murray, a writing theorist of grand calbire, is unequivocal on this, in his Write to Learn , Murray emphasizes the importance of teaching writing as a process. For him the problem with teachers of writing is that they are trained as teachers by studying a product and when they are teaching writing to their students, they basically focus their attention on what students have produced and not what they might have done.