The 3 Engines That Could ….

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In the summer of 2016, the Superintendent of the public schools of Burlington, Massachusetts had a vision. He wanted all of his ‘someday’  students to be read to- beginning at birth.

So he purchased 1500 of my books, “Make Time for Reading” for his high school students to deliver and donate to parents and their newborns at the local birthing hospital.

Soon the local Chamber of Commerce joined the effort.

The 3 Engines that could … Parents, Schools and Businesses  coming together to equal … BURLINGTON READS!

To read more about this exciting effort and the challenges faced by struggling readers, see: 

https://journeytowardliteracy.files.wordpress.com/2016/10/engines-article-2016.pdf

My youngest students … babies with their Moms

 

Am I lucky or what ….

Every month I get to teach a class with babies and their Moms at their birthing hospital. I talk about how babies are actually ‘collecting information’ about language by studying what sounds look like on the lips of their parents. As they near 12 months,  babies begin to gaze at their parents’ eyes looking for more information and to deepen the bond and attachment. Babies are also listening – listening for the important people in their lives.

 So turn down that background TV and put away the cell phone…

Talk, sing and read to your baby and most importantly … r e s p o n d   to your baby’s grunts, utterances and gestures … face-to-face and  eyeball-to-eyeball. They are studying YOU!

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BONDING – LISTENING- GAZING  ALL HAPPENS WITH READING

One of the best ways to understand the neuroscience of early brain and early literacy development is through a sports metaphor.  “Serve and Return” refers to the infant’s extraordinary capacity to take turns not only initiating an interaction (Serve) but also responding to a conversation (Return) with the most important people in the infant’s life. (see: http://www.developingchild.harvard.edu).

 

When babies and parents are interacting,  two important things happen: 1) the relationship between baby and parents deepens and bonds and, 2) this bond facilitates the baby’s desire to not only listen for the rhythm and patterns of the language, but to study what word-sounds look like on their parents’ mouths.

Like a diligent student attending to homework, babies are collecting important data from their parents so that the neural pathways for language (and later literacy) among their brain cells form and strengthen.

Bonding, listening and gazing come together to build the social, emotional and language foundation necessary for learning to read and succeed in school.

So give your baby the 3-dimensional world that builds bonding, listening and gazing  ….   daily reading.

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Little Children Imitate the Important People in Their Lives

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We know that children as young as toddlers imitate the important people in their lives. Some will pretend read and pretend write long before they learn to read and write in school. That’s why it’s so important you make sure they see Y O U read.

So read your novels, your newspapers, your recipes, your mail –  Be conspicuous –in front of your child. They are listening and they are watching. And without a doubt, they are one of the best captive audiences you will ever have.

Parent Message #10 from my book, “Make Time for Reading”

CHILDREN LEARN TO READ THROUGH WRITING

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As your preschooler moves from scribbling to drawing to printing, they ‘invent’ letters, little sentences and stories.

Most importantly, they begin to connect the sounds they hear to letters. 

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SO LET THE WRITING BEGIN!!  (figure 1)

Figure 1

1. Collect discarded household food or other well-preserved labels from your home that have some relevance for your child … like a cereal box, candy wrapper, movie stub, or toy packaging.

2. In a notebook, scrap-book, or a book you make yourself, help your child paste the label on the left side leaving enough white space around the label for your child to write.

3. Say to your child, “ I’d like you to write about what you see.” Your child will likely render a combination of scribbles, drawings and invented letters and words—that’s ok. (see figure 1)

4. Next say to your child, “Now I will write exactly what you tell me you wrote. Be sure to watch me write your words on paper.” As your child speaks, slowly transcribe his or her words exactly, being careful to print neatly. Remind your child to watch you write to help them make the connection between what they say (oral language) and what you print (written language). I

Initially, your child’s dictation may have little connection to what they say they wrote, but over time, they will begin to make more connections between what they write and what they say they wrote. (see figure 2).

figure 2

BLOG photo Feb 20155. Build the book by encouraging your child to be on the lookout for favorite labels. Watch how your child’s oral and written language begins to connect and expand. Reread the book together and remember to have fun!!!

Have a preschooler? Play word games at the super market.

Parent Message #9 of 13 from my book, “Make Time for Reading: a story guide for parents of babies and young children” …

Did you know that preschoolers who can distinguish the ‘little’ sounds in words often do better when they learn to read?  That’s why rhyming and word play are so important.

But to make these activities also FUN, sit your preschooler in a shopping cart and use the food market as a learning lab! Say egg-plant. Say it again, but don’t say EGG…. Say banana. Say it again, but don’t say BA. Say kiwi. Say it again, but don’t say WI. While you’re at it,  you will not only strengthen your child’s pre-reading skills, you will be teaching your child interesting new words.

For more details about word games, search http://www.getreadytoread.org for my 8 minute film, Raising Readers.   BLOG page 9

#8 of 13 Parent Messages from my book, “Make Time for Reading” available only at www.readingfarm.net


OUR CHILDREN IMITATE AND WANT TO BE LIKE THOSE THEY LOVE. SHARING THE ACT OF READING BRINGS PARENTS AND CHILDREN CLOSER EVEN AS CHILDREN BEGIN TO READ ON THEIR OWN. SHOW THEM THAT YOU READ — YOUR NOVELS, YOUR RECIPES, THE DIRECTIONS FOR THE NEW APPLIANCE … EXAMPLE IS A POWERFUL TEACHER.

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