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Question: Who should use audio books?

Answer: Anyone who loves listening to a story!

There is a perception that listening to an audiobook is “cheating,” (an issue I would say Daniel Willingham puts to rest in this post). However, for students who are below-grade-level decoders, audio books are  way to honor their age-appropriate (or better) listening comprehension skills and keep them engaged in challenging texts.

I often present it to students this way: We work together to improve your decoding skills. (Through Orton-Gillingham based reading instruction and word analysis, as well as self-monitoring techniques and strategies such as rereading and using DISSECT to identify the meaning of unknown words). But sometimes, the most important thing is focusing on the story or meaning of a text. Accurate decoding takes energy and time. I want you to save your energy to think deeply about what you read, and at those times, I would like you to save your decoding energy to use on comprehension. So here:

  1. Listen to me read the text.
  2. Use a text-to-speech app or extension to hear it
  3. Listen to this published audio book
  4. Use your Bookshare or Learning Ally subscription

Once we remove the obstacle of decoding the words in a text, which is a complex process that requires cognitive energy, students are free to recall, analyze, argue, and synthesize, along with all the other higher-order thinking skills we are thrilled to see them use. Exposure to text at their listening comprehension level exposes students to vocabulary, concepts, and grammatical structures that they might not be able to access through independent decoding. Is it “cheating” to call on those higher-order thinking skills just because they can’t decode the words? I think not!

How to Use Google Calendar as Your Homework Planner – Part 2

In my last post, I showed you how to create a Google calendar for the purpose of using it to keep track of homework. In this post, I’ll show you how to set up that calendar and record homework.

Open Google calendar. Click anywhere on today’s date, and a small box pops up so you can create a new event. I like to set these up so they match the student’s class schedule, so type “1 – Math” if the first period class is math. Then click “Edit Event.”

On the “Edit Event” screen, you have 2 areas to edit.

  1. Click the box that says “All day.” That takes away the time options, and also causes this event to show up at the top of the calendar, which is what we want. Next to it, click “Repeat” and from the “Repeats” dropdown, select “Every weekday (Monday to Friday).”
  2. Pick a color for that class. I use the same color coding system as I do for notebooks and folders, so I checked red for math. This adds an extra layer of visual cueing to the planner.
  3. Click Save.

When you’ve added repeating, all-day events for each academic class, your calendar will look like this.

That is the one-time setup part. Now you have your planner ready for the year or semester.

Using Your New Planner

Now it’s time to record an assignment. To write down tonight’s homework, click on the math line for today’s date, and click the “Edit Event” button.

Here is the Edit Event screen. It looks just like the screen where you created the event, right up until the last step. For a homework assignment, you should edit:

  1. The name of the assignment. You can do this right in the box with the subject name, so it’s visible when you look at the whole calendar.
  2. The location and/or description. This can be physical (homework folder), virtual (www.homework.com), or geographic (library). The description box is great for adding details like “only odd numbered questions” or “answer in full sentences” that don’t fit on that top line.
  3. Attach a file, if the teacher has sent a worksheet, or if you have a Google doc with your notes. If you’re working on a device that takes photos, you can also attach a picture you have saved that shows the page number, or the details written down in your notebook. (It’s best to ask permission from teachers/administration if you would like to take photos in the classroom so that your intentions are clear.)

When you click save, you will have to answer one more question. Because this is a repeating event, the calendar wants to know whether to edit just this one (1/30/17), all future events (from today on) or every repeating event. For homework, click “Only this event.”

That’s it! You have saved tonight’s homework to your homework calendar. When you sit down tonight, log in to your computer or pull up Google calendar on your phone to see the assignment, and get to work!

How to Use Google Calendar as Your Homework Planner – Part 1

In this post, you will learn how to set up and share a Google calendar for the purpose of keeping track of homework or assignments. See Part 2 of this post to see how to set up the homework entries and reminders.

Kids lose their agenda books. They leave them in their lockers, on buses, in desks. Sometimes they just vanish without a trace. And they take with them any clue the kid had about what to do for homework.

And then there are the kids that a paper planner just doesn’t work for. Their handwriting doesn’t fit in the boxes, or they keep putting things on the wrong page, and then they are gone forever! Or they write a project or due date down, and don’t check the agenda book when it’s time to do the work.

Turning Google Calendar into an assistive technology to help these kids is simple and helps them to build technology skills that will support them for life. I think this starts to be effective around sixth grade, if there are devices available regularly through the day, or if the child carries a smartphone.

First the child needs a Google account. Log in and choose Google Calendar from the menu of Google tools:

You will see a blank Google calendar, if you’ve never used it before.

 

 

 

 

 

I recommend creating a dedicated Google calendar, called “Beth’s Homework” or something similar to keep all the homework in one place. This is a good practice because hopefully the student will use the calendar to keep track of appointments, sports practices, and important dates down the road, and this keeps all that information from becoming smushed together and overwhelming.

Create a new calendar by clicking on the small triangle to the right of the words “My Calendar.”   There are 3 steps to setting up a new calendar.

  1. Name the calendar. Mine is “Beth’s Homework.”
  2. Share it with others. Type an email address, and choose from the dropdown whether others can view only or edit (including adding and deleting) events.
  3. Click “Create Calendar” at the bottom of the screen.

Tune in tomorrow to learn how to set up repeating events and color coding to make it look like a student agenda book. I’ll also show you how to edit the events to record the day’s assignments.

8 Ways to Improve Your Child’s Reading Fluency

What is reading fluency and why does it matter?

Reading fluency can be defined as the ability to read accurately, with sufficient rate and prosody (that’s phrasing and expression) to understand what you have read. Schools often measure it with an assessment like AIMSWeb or DIBELS, and they may report it as a score for ORF (Oral Reading Fluency), PRF (Passage Reading Fluency) or WRF (Word Reading Fluency). Students are asked to read out loud from grade-level text for one minute, and the number of words they read correctly is reported. The district establishes (or adopts) benchmarks–expectations for how many words a student should be reading per minute in the fall, winter, and spring of each grade. Then teachers use different types of lessons to improve your child’s reading fluency.

Why all the fuss about reading fluency? Children who don’t read fluently:

  • Have trouble making sense of what they read
  • Have trouble finishing their work on time
  • Often dislike reading
  • Often feel worried or embarrassed about reading out loud.
  • Find reading exhausting!

So what can parents do to improve your child’s reading fluency?

Some of the best strategies for improving reading fluency work both in school and at home. Find something to read and get started!

Pick the right text – Although some experts think it helps to practice with harder texts, most researchers recommend using stories kids can read mostly correctly (90% of words) to practice fluency. Teachers often send home texts that kids have already read in class, and which can be great choices for extra practice at home.

  • Reread a text several times – This works great with short texts like poems or a couple paragraphs of a story. Have your child read it a few times, enough so that they can “work out the kinks” and recognize all the words, but not so much that they just memorize the words.
  • Be a reading fluency model – Read out loud to your child. You can either read them a story they aren’t able to read alone yet, or reread an old favorite. Hearing how you pronounce words, group words into phrases and change your tone of voice for question marks and exclamation points helps them to know what good reading sounds like. Hearing good reading builds vocabulary, which can improve your child’s reading fluency.
  • Take turns – When your child is reading, the “I read a page, you read a page” strategy can keep your child interested and motivated to keep reading. It also gives the same great modeling as reading a whole story to them. Even better, they will hear you read some of the hard words that come up more than once in the text, which helps them figure out how to pronounce them.
  • Give feedback – after your child reads a section, tell them what they did well, and give them a suggestion for something to try next time. For example, “I really like the way you went back and read the whole sentence after you stopped to sound out that word. Reading the whole sentence is something readers do to make sure everything makes sense. Next time, watch out for words that look alike. I noticed you mixed up of and for when you were reading.”
  • Find new audiences – Kids need to read, read, read to boost fluency. Have them read to siblings (big or little), pets, or stuffed animals. Can they read to a grandparent over the phone, or on Skype or FaceTime?
  • Give them the chance to perform! – Record a video of your child the first time they read a new story, and then again when they have practiced. Point out how practicing helped them read faster, more accurately, and with more expression. Have them practice a book so they can read the family bedtime story when they are ready.
  • Practice, practice, practice – Like with any skill, practice makes perfect. Have your child do a little bit of reading fluency practice every day. Even 10 minutes could really improve your child’s reading fluency over the course of a few weeks.

The Right Book at the Right Time

I must have been seven the Christmas my mom gave me a beautiful, hardcover edition of Little Women. It was one of her favorite books, and I’m pretty sure I was named after sweet, peacemaking, short-lived Beth March. I tried to read it, because I loved books and I loved my mom, but it was incredibly boring and confusing. It was basically unreadable. Eventually, my busy mother found enough evenings to read it to me. That time, I loved it! It was a book I read over and over in the second half of my childhood, and I sought out the other books Louisa May Alcott wrote about the March family and read them, too.

The lesson here is that a good read is about a match between author and reader. That’s why we each have different favorites. My husband’s favorite history books bore me to tears and not everyone loves to read Oliver Sachs’ books about the amazing human brain like I do. When kids, especially reluctant or struggling readers, read a book, it shapes not only their understanding of the content and the world, but of themselves as readers. Too many experiences with books that are hard, or boring, and they start to think of themselves as people who don’t like to read. And with the millions of books, and ever-growing body of other things to read in the world, that is a huge loss.

So how do you maintain your child’s interest in reading as they grow their skills so they can handle what their friends are reading? I’m glad you asked!

  • Read to them! There are huge benefits to developing readers who hear fluent reading. It builds vocabulary, increases fluency, and keeps them interested in books. Plus, it makes for great family time! It’s really hard to argue with your brother or sister while you are both listening to a story.
  • Get the audiobook! All the benefits of reading aloud, except they can do it independently. Many public libraries offer digital audiobooks, which can be downloaded to an iPod, tablet, computer, or smartphone. Audible.com is a paid service that offers an enormous selection of audiobooks.
  • Find an alternative! In my experience, struggling readers tend to pick a book or series that works for them and stick with it. I have spent months trying to help kids move on from Baby Mouse, Diary of a Wimpy Kid, or Captain Underpants. On the one hand, they are reading and that’s great. On the other hand, I want kids to discover and enjoy the many other books out there, and reading a series does less to expand vocabulary and skill than reading the same number of unique books. Try a website like http://www.yournextread.com/us/ or http://www.whatdowedoallday.com/books-like-diary-wimpy-kid/ for ideas. Better yet, ask your librarian.
  • Show, don’t just tell! Talk about your own reading. Share your excitement when you find an excellent title or author. And also talk about the times you just can’t get into a book. Kids need to know that everyone gives up on a book from time to time, when it’s not the right fit.

Making book recommendations is a responsibility I take seriously. Making a match between a kid and a book is a great accomplishment. But there is trial and error involved. It’s important for your child to understand that finding a book hard or boring doesn’t mean it’s a bad book, or that she is a bad reader. It might just not be the right book at the right time.