Tag Archives: reading

Phonics Card Games

As readers of this blog know very well, games are great to incorporate in the classroom for many important, neuropsychological reasons.  To summarize, kids learn best when they are having fun.

So, we’ve talked about board games for reviewing phonics.

Card Games: Fun and Educational!

Card Games: Fun and Educational!

Today, I want to introduce a handful of card games to get in more of that all-important practice, without kids feeling drilled to death.

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In Defense of Pandering

I admit it; I pander.  Scooby Doo, Mighty Morphin Power Rangers, Power Puff Girls, Goosebumps, Baseball’s Biggest Bloopers, Rugrats, Captain Underpants, The Day My Butt Went Psycho, all have graced my bookshelves at one point or another.  Diary of a Wimpy Kid?  Yup.  Hunger Games?  Duh.  Percy Jackson?  Of course.  Divergent?  The day one of my middle schoolers told me she was reading it because her friend told her she had to read it.

The Secret Garden

The Secret Garden

Yes, of course, I have the classics, the books kids should read, the timeless literature, the heart-wrenching drama.  But let’s face it: not every child is ready for The Secret Garden or Lord of the Flies.  And those books that we fell in love with when we were kids?  The Hardy Boys, Catcher in the Rye?  As dated as the slang that made them sparkle so long ago.

Reading teachers from kindergarten through college are faced with a dilemma:  give kids books we know they’ll enjoy, or give them what’s “good for them?”  Here are two things to consider.  1) A book a kid loves easily and immediately can serve as a gateway to the rest of the world of literature, especially for reluctant readers.  2) The best and most amazing book, introduced too soon, can inoculate against said book and all its ilk for the rest of a person’s life.

I mean, how many adults (and you may be one of them!) experience a visceral and violent reaction to Dickens because they were forced to read Great Expectations in high school?  “Ugh!”  They tell you.  “Dickens is the worst!  That language!  It makes no sense.  And it goes on and on.  I hate it.”  Admit that you are reading him for fun and they shudder.

A typical student's reaction to Dickens (http://truthiness43.blogspot.com/)

A typical student’s reaction to Dickens (http://truthiness43.blogspot.com/)

Look: Dickens is an amazing writer.  He writes with some of the most expressive and beautiful prose there is.  His descriptions are cinematic in their scope and grandeur, biting social satire and incredible human empathy.  And he is wordy as all get out and very, well, Victorian.  That cinematic imagery reads to most high school freshman like the teacher in a Charlie Brown special: mwah mwah mwah mwah, mwah mwah mwah mwah.  If you’re lucky, the top readers of the class enjoy the book, but the reluctant readers?  You’ve just proven to them again that reading sucks.

Reluctant readers already hate reading.  Why?  Because it is hard for them.  Anytime a student tells me a book is boring, I translate into “too hard for me to enjoy.”  Either the sheer act of decoding the words on the page is laborious enough to take away the brainpower necessary for comprehension, the vocabulary or syntax of the passage is unfamiliar and thereby erects a wall between the reader and the meaning of the text, or the reader has trouble visualizing what they read.  In any case, reading is too effortful to allow the student to get lost in the book.

Reluctant readers may not even know what they are missing.  A freshman girl one time lowered her voice conspiratorially and asked, “Be honest.  Do you actually enjoy reading?”  I was shocked that she didn’t get that enjoyment, nay, love, was the motivator for everything I was teaching her.  She was shocked that anyone actually liked this whole reading thing.

Now, take one of these kids who think reading is a total must do kind of thing and give them a book about something they love and already know about.  First of all, you’ve instantly given them internal motivation to read.  Secondly, you’ve given them a chance to use their domain-specific knowledge to support their comprehension.  Huh?  You are tapping into what they already know about, so that they can use that to help them understand the text.

I worked with a middle school boy whose mother told me, “I don’t care what grades he gets.  I just want him to choose to pick up a book now and again.”  We started brainstorming what wouldn’t be too terrible (forget the word “enjoyable”) for him to read.  He finally told his mom and me that if he had to waste his time reading, at least he wanted to learn something from it.  No fiction!  Our routine became simple: review and teach phonics and morphology and then Google something he was curious about and read it.  One day, we read a comparison of aluminum bats, carbon fiber bats and wooden bats.  Another, we read about Belgian Waffles and the special pearl sugar needed to make them come out just right (supremely entrepreneurial, he wanted to set up a competing shop near the Belgian Waffle booth at the farmer’s market).  A third, we read about the Corvette Z06 Carbon Limited Edition.

I never could have guessed his varied interests.  But once he was reading because he had a “need to know” as Maria Montessori called it, he naturally employed all the comprehension strategies of good readers: monitoring his comprehension, making predictions, checking out unknown vocabulary and unfamiliar syntax, visualizing, asking questions of the text and reading with the purpose of answering them.  Slowly, he started applying these skills to fiction.  One day he came in amazed and excited because he had found a fiction book he was actually enjoying: Alex Rider.  He told me it was the first time he had been able to picture what was happening in a story, and agreed that it made it much more fun.  Eventually, he even started to apply these strategies to assigned reading. Reading about what interested him became the gateway for him to learn to be interested in what he had to read.

fairies

One of Many Fairies Book Series

So, even though we all want our kids to love Treasure Island, or Anne of Green Gables right off the bat, we have a lot to gain from taking a deep breath, asking them what they want to read, and even offering them Captain Underpants or one of the endless Rainbow Magic Fairies Book Series.  After all, what we really want is for them to learn to love reading, not to learn that reading is a painful drag that grown-ups, inexplicably, make you do.

 

My Very Favorite Christmas Book of All Time

Today I wanted to give a shout out to my very favorite Christmas book of all time.  No, it isn’t How the Grinch Stole Christmas (she says with some guilt and an apology to that wonderful classic and to Dr. Seuss himself); it’s The Red Ranger Came Calling, by Berkeley Breathed.

I was as surprised as any fan of Opus the Penguin and Bill the Cat to find a Berke Breathed book that centered on, well, human beings.  But loving Bloom County, I picked it up to thumb through it.  The book passed both of my tests for successful picture books: it brought me both tears and chills in the middle of the bookstore.  Wiping away the tears, I hurried to the counter and bought it immediately.  I’ve read it a gazillion times to classrooms, friends and individual students, and I wipe away tears every time.

The book is a wonderful piece of family folklore.  Told in the first person, the main character is the boy who would grow up to be Breathed’s father.  Breathed’s love for his father and his childhood experience of wonder listening to this story infuse the book with a palpable aura of joy.

The first-person narrative nails the voice of a cranky, curmudgeonly little boy raised during the Depression, trying desperately not to feel any more disappointment than his already cynical self has experienced.  Breathed manages to layer in the perspective of a wiser, older self reflecting back on the story without minimizing or patronizing his young narrator at all.

The story centers on said curmudgeonly little boy’s adventures to disprove the existence of Santa Claus, in particular to expose a fake whom locals claim is the Real Deal.  After all, the boy explains, “It took folks far more fruity than the Red Ranger of Mars to be tricked into believing such twaddle.  Like many my age, I knew that Santa Claus and the tooth fairy and the Easter Bunny were just that many more promises hatched by those who weren’t very good at keeping any.”

Illustration of  The Red Ranger

Illustration of The Red Ranger

The rich illustrations glow with magic.  They match and magnify the tone of the narration perfectly.  Half the fun of reading the book comes from giving voice to the main character.  The other half comes from letting kids study the evocative pictures.  The combination makes The Red Ranger one of my favorite read alouds.

To say that the boy discovers the true meaning of Christmas would be too clichéd to mean much, but I will tell you that he gains a new understanding of faith, belief and love, and just what those untrustworthy grown-ups are really trying to express with their twaddle.  And as he does so, I can promise you that (if you are anything like me) you’ll find yourself wiping away tears and chills each time you reread this book to those you love.