The Power of Reading to Your Child

I think we will all agree that reading is paramount to success… and most of us enjoy the enrichment or escape found in a good book of any genre.  However, for those of us with a beginner reader in our lives—it may be challenging to pass on, your love of reading.  For many of us, reading was hard.  It takes lots of concentration and memorization at first.  Some of us (i.e. me) were and are lazy… reading just represented way too much work.

So how can we help our early readers feel the joy of successful reading—without necessarily making it feel like work?  One of the very best ways is to start young and read often to your child.  It is a wonderful bonding activity and there is nothing like curling up together and sharing a book.   Some are migrating to e-readers, but there is something wonderfully tactile about holding a book and turning the pages—perhaps I am old-fashion?  Yet, there have been times that one of our children’s books has fallen in the tub—and we recovered.  I am not so certain that we would have been so relaxed about a $400 e-reader lying beneath the bubbles.

No matter which camp you lie in—take the time to read together.  At what age would be a good time to start?  I would start at birth and start the habit and tradition.   I used to read a variety of things to the kids, including Shakespeare’s sonnets.  I got the idea from Dylan Thomas’s father, who did the same.  When Dylan’s mother commented that she was certain that the child did not understand a word—Dad replied, that was probably so, but he would learn that English can be a beautiful language.  I can see the impact on my children… their writing and word choices… languages (any) can be beautiful.

Once your child is aware and can sit and enjoy a story, you may start with picture books and talk about the pictures.  Once they get the feel of this whole book thing—I would then move to an early or easy reader with a controlled vocabulary and a fun rhyming scheme.  Dr. Seuss was the master at this.  Check books carefully—make sure there are not too many challenging or big words.  Another source is Lunchpail Books, which also use a controlled vocabulary and rhyming scheme.  Words are common easy words that are important for a child to learn to site-read.

Here are some other ideas you may wish to incorporate into your reading routine:
Reading is more than just saying words. It's a shared activity between children and caring adults. Children can also learn a great deal about language by hearing parents and grandparents read aloud. Children benefit most from reading aloud when parents:

• are enthusiastic about the experience.
• give children time to look at the pictures and encourage them to hunt for objects in the pictures.
• discuss stories with children.
• help children learn to identify letters and words.
• use an index finger underneath words so that children connect the print to the story.
• talk about the meaning of words.
• answer questions asked by children at the time they ask them.
• continually re-read children's favorite books.
• compare experiences in books with like experiences in children's lives.
• encourage children to read with them when phrases are repeated in a book.
• ask their children questions related to the book after reading to them.
• encourage children to make up their own stories. Parents can write down the stories and then read them back to children.

Help children to create their own books by using their own stories and cutting out magazine pictures, photos and/or children's art work.

Parents will want to keep plenty of books around for children to pick up and parents should set up a regular routine for reading such as nap time and/or bedtime.   How many books are in your home?
Children also get the impression that reading is valuable when they see their parents enjoy and benefit from reading. When parents read at home and check out library books for themselves, as well as their children, parents model the pleasure and importance of reading.

You Tube Channel

Lunchpail Books is pleased to announce its official YouTube Channel.   Take a view at...

http://www.youtube.com/user/LunchpailBooks

Make sure you check out story time by SamECircle (Peep Peep).

Writing From a Child’s Perspective

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What books were you forced to read as a child or youth?  I have wracked my brain, trying to remember what I read as a child—The only thing I can recall is “Mad Magazine”.  I knew who Alfred E. Newman was, but sadly not Oliver Twist.  I was carried away in the battles between “Spy Vs Spy”, but not Long John Silver.  Perhaps, I missed out on something, but many of the books that were required reading, were flat out boring.

Why were they boring?  A trite answer would be because they were uninteresting.  Every adult and every child has his or her own preferences and tastes when it comes to anything.  Same with books.  Most books are written by adults from and adult’s perspective.  Even awards given to children’s books are decided by panels of adults.  Parents by books because, it is on a reading list, they like the book, or it won some award.  Parents are in charge anyway, right?

What about the perspective?  Children have a unique voice and often with a beautifully innocent view of the world around them.  Little or no bias as to what is what, what is good, what is bad, what is normal, etc.  Imagine that you are a little duckling almost ready to hatch.  You have managed to peck a small hole in your egg, just big enough to look through with one eye.  Imagine what this new world would be like?  Looking at the environment with a blank slate.  I tried to address this perspective in one of the first “Peep Peep” books—“Peep Peep Comes Home”.  This is the first in the series.  Peep innocently observes her new world around her through a small hole in her egg. 

This book was crafted to make it readable by beginner readers, just new to children’s books.  You may have fun reading it (or other books in the series) to your early reader, or better yet have them (or help them) read it to you.  “Peep Peep” adventures are both kid and teacher approved.  Moms and Dads should like them too, as they have adventure, humor and a subtle message of love and family.  Take a look and let me know what you think.

Have you seen our fan page on Facebook?  Following us on Twitter? You will keep updated on what is going on with Lunchpail Books, Johnnie Lunchpail—even previews of new books and videos.  Even coupons for stuff at Lunchpail Books.

See you there!

 

Read Together

In Diane Frankenstein’s book; “Reading Together: Everything You Need to Know to Raise a Child Who Loves to Read”, She highlights 11 elements to help accomplish this…

Eleven Essential Elements—to raise a child who loves to read
1. A child’s desire to learn to read comes from being read to.
2. Enthusiasm and passion for stories are contagious. Don’t waste precious time trying to convince your child of the importance of reading—just read them good stories.
3. Children need confidence to be good readers and confidence comes from understanding a story.
4. Be creative and find other times in a day—not just bedtime—when reading can happen. How about a poem with breakfast? How about a short story with a snack? How about one chapter with dessert at dinner?
5. A child’s reading will improve the more they enjoy reading.
6. Conversations are where children first learn many of the skills they need to learn to read. Talk with children about the story, the pictures, and their reaction to the book.
7. Offer children books that speak to both their reading level and their developmental readiness for the story.
8. Expect your child to love reading and support that expectation by helping them find their “home-run” books—books that tap into their curiosity and interests, stories where they care about the characters and what happens to them.
9. Keep the love of story alive. While your child hones his/her reading skills, encourage him/her to return to the picture books and early reads he loved when he was little—you are never too old to read a 32-page picture book!
10. Don’t interrupt the reading of the story with explanations or editorials. A child can easily become annoyed and frustrated with too many interruptions.
11. Slow down. Encourage your child to read fewer books and know them well. Children need comprehension—not speed—to be good readers.

3 Strategies to Create a Love of Reading in Young Children

Parenting on its own can feel daunting… among general care, teaching, cleaning, cooking, washing, coaching, tolerating, etc… we also need to get specific with teaching… specifically teaching reading!  But “We were not trained as reading teachers, let alone trained as parents!”  There are a myriad of parenting styles (and learning styles) and there is definitely not a “one size fits all” when comes to helping children learn to read.

Strategy 1:   Expose readers to a restricted or controlled vocabulary…

Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.

Limit the initial reading vocabulary.
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.

            --OK, The Dolch words???” what???   Just a list of about 400 words that young children should be able to recognize and read on sight.  Dr. Seuss used this list in crafting many of his books.   This is what made his work so appealing… a beginner reader could read the book “all by myself”.    So where do you find books with controlled vocabulary like the Dolch list?   Check for codes on the books such as from Random House and others (more on this in future blogs).  Also, please feel free to check out the books on Lunchpail Books.  At www.lunchpailbooks.com you will find books crafted with the same controlled vocabulary…  Soooo-- grab a couple of Dr. Seuss books and checkout the “Peep Peep” series.

• “Peep Peep Comes Home”
• “Peep Peep Takes a Walk”
• “Peep Peep Finds a Friend”

Strategy 2:  Read to Children…

Scientific research can inform beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many children, specific decoding, word recognition, and reading comprehension skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from being read to.

The evidence suggests strongly that educators can foster reading development by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure.

Substantial evidence shows that many children in the 1st and 2nd grades and beyond will require explicit instruction to develop the necessary phoneme awareness, phonics, spelling, and reading comprehension skills. But for these children, this will not be sufficient.

For youngsters having difficulties learning to read, each of these foundational skills should be taught and integrated into textual reading formats to ensure sufficient levels of fluency, automaticity, and understanding.

Strategy 3:  Practice, Practice, Practice…

The sun did not shine. It was too wet to play.
So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, "How I wish we had something to do!"
-from “The Cat in the Hat” by Dr. Seuss -

Where you aware that 38% of all fourth graders in the United States can't read the first line from Dr. Seuss’ classic?  Is your child one of them?  Does your child struggle, hesitate, and torture words while reading? He or she is one of 7 million elementary-aged children who is performing below his or her reading potential.

Now is the time to pass on the legacy of love a reading to your children or a child in your life!  Stop by your local library, amazon.com or enjoy reading the adventures of “Peep Peep” to your child.  Pass on the love!

Johnnie Lunchpail

The Shoe Shovel

The Shoe Shovel

Finally, a solution to part of the problem…

The Shoe Shovel

(Courtesy of Stupid Inventions)

Shoe Shovel on You Tube

I love handling dog feces just as much as the next guy, but it’s the smell I can’t stand. Using my hands, the smell gets a little to close to my nostrils for comfort. The Shoe Shovel eliminates any hand-to-dog-feces contact, leaving you, if all works out, relatively scentless.

http://www.youtube.com/watch?v=O22KKy9d5g8&feature=player_embedded

from http://www.gearfuse.com/shoe-shovel-eliminates-hand-to-poop-contact/

How to Get Dog Poop Off Your Shoes

In follow up from my previous post—never really thought there was a proper remedy for “Poo on My Shoe”. (POMS)… From eHow

How to Get Dog Poop Off the Soles of Your Shoes

Yuck! Dog poop on the soles of your shoes is not only smelly and gross, it is not something you want tracking into the house.
Those of us with multiple dogs have learned a trick or two about cleaning dog poop out of the soles of our shoes.

Instructions

1.    Step 1

If you are likely to step in poop when you go out to clean your yard, two things help. First, get in the habit of a daily poop pickup. Second, keep a pair of those plastic clogs by the door and use those for pickup duty. They are easy to hose off if you step in something nasty and you won't track any inside.

2.    Step 2

If there is snow on the ground, hop up and down in it, moving around and stomping until you are not leaving brown tracks behind. If the poop is fresh this will get it right up.

Wiping your feet on grass can actually smoosh the poo into the treads of your shoes. Instead, jump up and down. Find a puddle or a hose, wash off your soles and continue jumping in clean grass until they get clean.

3.    Step 3

If none of this is feasible, you have to hold your nose and use warm soapy water and a brush. The hotter the water, the more that lovely aroma will drift up to your face so practice holding your breath! Leather shoes should be polished afterwards because the soapy water can dry out the leather.

4.    Step 4

When all else fails or if the poop is starting to dry, use your dishwasher on the pots and pans scrub cycle. This works great on athletic shoes. I do suggest you empty out all the dishes first. Then put them in an old pillowcase along with a couple of fabric softener sheets and run them through the dryer.

This was posted as a handy tip… (for those that are proactive)

• Dogs fed cheap, high grain kibbles usually have softer and smellier poop.

Do You Find This Offensive?

Do you find this offensive?

Is farting an appropriate subject matter for children’s books?  What are your thoughts?

Does this have more appeal for boys versus girls? 

I, (Johnnie Lunchpail) am playing with the text for a story, currently titled “There’s Poo On Shoe.”  Am I crossing the line of good versus poor taste?  Or will kids enjoy reading a “giggle” story?  Would this encourage boys to read more?  Fart more?  Or perhaps there is no gender bias at all.

There is a child in each of us… I know for sure there is an adolescent boy that lurks in my psyche – I still giggle at farting?

Let me know your thoughts….The Gas We Pass

Would “There’s Poo On My Shoe” be crossing the line of taste and acceptability to readers and Moms and Dads?

Quacking Up

Quacking Up!
Here are how ducks all over the world quack. It is interesting to me how different many of them are… why do you think that is? (Sounds are transliterated English equivalents)

Country	Sound
Chinese	Gua Gua
Danish	Rap Rap
Dutch	Kwak Kwak
Finnish	Kyak
French	Coin Coin
German	Quack Quack
Greek	Pa-Pa-Pa
Hebrew	Quak Quak
Hungarian	Hap- Hap
Italian	Qua Qua
Japanese	Ga Ga
Russian	Krya Krya
Spanish	Cua Cua
Swedish	Kvac-Kvac
Turkish	Vak Vak
Urdu	Quak Quak

So, Peep Peep’s friend Gua Gua translated to English is actually Quack Quack… but Peep Peep doesn’t care*. It is interesting to note that Peep Peep in Turkish would be jiyk jiyk. How is that? I can’t even pronounce that! It must be tough to be a bird in Turkey…. Wait! Turkey is a bird—A Turkish Turkey would go “glu glu”.
For a rather comprehensive list of transliterated animal sounds check out Derek Abbott’s Animal Noise Page.
Clilck here to learn more about Gua Gua in “Peep Peep Finds a Friend”

What makes a good children’s book?

So what makes a good children’s book?  Generally speaking it is the same as for any book out there!  Is it interesting? Compelling? Is it written for the reader?  For children, this also includes illustrations?   So which is more important the text or the illustrations? 

In my opinion, while interesting and compelling illustrations are paramount for a picture book, they cannot make up for a poorly written text.  What is considered poorly written?   There are many ways to determine quality.  Does the text have a flow or rhythm?  Does it use appropriate vocabulary?  Now the appropriateness of the vocabulary will depend a lot on the intention of the book.   Are you or an older child going to be reading this book aloud to a younger child?  Is it a book designed for an independent reader or perhaps a beginner reader?

Through my last trip to the local Barnes and Noble… I found some delightful “featured” picture books with beautiful and intricate illustrations.  In some cases the stories some sort of rhythm, but not a clear cadence… perhaps this is not a problem.  A larger concern was the word usage.  Without getting academic—does the story use big words?  Although a word like disappeared—may not seem like a big deal, if you are just starting out as a reader you may find a bit overwhelming when trying to read this word.

In earlier blogs, I have made reference to the Dolch reading list.   This is the list of sight reading words.   Personally, I feel sight reading is the key skill to good reading.   Many teachers may disagree.   Have you listened to a young adult read?  Many are painful to listen to as they phonetically sound out each word… Have you ever taken a speed-reading course?  Simplifying the process—it is basically teaching you to sight read in clusters.   Phonetics has its place in sounding out new words.   However, if an early reader can master the basic words and can sight read them… they will be well equipped to master increasingly more advanced reading.

Watch out for slick Marketing

You may have noticed that a lot of the “hot” books are spin-offs of TV shows, cartoons or movies.  They have big budgets behind them and can lure you into purchasing—especially when you have a little one with you.  More of a market brand than an endorsement of sound children’s literature.   So, open the book and ask yourself if your child could read this, or with a little help could do so.

Assuming you’ve got past the glitzy displays and into the dustier depths of the shop, what do you look for?

Is there a storyline?

Does it have a beginning and middle and an end?   Does it flow?  Does it have a message?  For small children this may just be a simple message or love, acceptance or comfort.  You can find this type of stories featured at Lunchpail Books.   Check out the “Peep Peep” adventures.  They feature a simple story, with a simple uplifting message of love and acceptance.  No need to go deeper than that for a 5 year old!

Is it written well?

Read a couple of pages of the book—does it make sense?  If it is a rhyming book, does it have a regular or fun rhythm to it?  For Lunchpail Books—there is a certain musical form found in the books… children enjoy the beat.

Does it avoid political posturing?

A good children’s book (one that could be destined to be classic) knows no particular time, or political leanings.  (Some non-fiction books may be an exception).  Think of “Where the Wild Things Are” by Maurice Sendak.  The delightful creatures are not locked into any particular region, area or political agenda.   Leave this kind of stuff for the grown-ups

Illustrations?

Younger readers= simpler art.  Bright colors!  Fun!  More on this in a future blog. In the meantime, you can find some very simple child-like drawings featured in the “Peep Peep” adventures.  Simplicity with a sense of humor appropriate for child and adult.

Should books for early readers be expressed in rhyme (poetry)?

What memories do you have from rhymes, songs or jingles that have stuck with you?  When I was a kid the girls would play a game with their hands that involved an intricate pattern of verse and motions.   It wasn’t really “Patta Cake”, but I don’t recall what the activity was called.  I was mesmerized by the game, but it along with hopscotch was off limits for boys. But what a great blend of kinesthetic and auditory… it had rhythm and rhyme.    All I can recall is that it started with

“A sailor went to sea, sea, sea, to see what he could see, see, see… And all that he could see, see see was the bottom of the deep blue sea, sea, sea… hey those girls that once knew this—what was it called?

I pulled this from the “Scholastic” Website (www.scholastic.com).   Does rhyming help the early reader read?

If you've ever recited a nursery rhyme, played "Itsy-Bitsy Spider" or sung "If You're Happy and You Know It," you've been preparing your child for learning to read. Familiar songs and poems can strengthen his ability to hear the sounds of our language — a skill that will serve him well when he learns to connect sounds with letters (phonics) in kindergarten and 1st grade.

Nursery rhymes are especially powerful, because they are so memorable. Research has found that children who are familiar with nursery rhymes when they enter kindergarten often have an easier time learning to read. This is probably because rhyming helps them discover many common word patterns (such as those in quick/stick or down/crown). And the more familiar these patterns become in oral language, the more easily children will recognize them when they begin to encounter them in print.

The ability to hear rhymes — knowing that cat rhymes with hat, but not with bag — is an essential skill for learning to read because it means that your child can discern the differences among individual sounds (or phonemes). Playing with rhymes trains her ear to hear the differences and similarities in how words sound.

Songs with rhyming lyrics are also terrific devices for teaching your child about the patterns of sounds. You might remember the Schoolhouse Rock television segments from your childhood ("Conjunction junction, what's your function?") as some of your first lessons in grammar. The phrases were memorable because they were fun to say and sing. Here are some more fun ways to use rhymes to further strengthen your child's language and reading skills:

Find many opportunities to sing to and with your child. Create songs on the spur of the moment about whatever you are doing. Try "This is the way we wash our hands ... " Remember that you don't need to have a good singing voice; your child will love it because it's yours.

Combine rhyming with rhythmic clapping or movements. For example, try the rhyme "Ten Little Monkeys Jumping on the Bed" to reinforce sound patterns. Rhymes like these are especially helpful for an active child who needs to involve his entire body in the activity. Songs like "Do Your Ears Hang Low?" or "The Hokey Pokey" can help your child follow directions as you sing the words. This kind of play involves your child's whole body in absorbing the sounds of speech, which may make it easier for him to connect the motion with the words you say.

Encourage wordplay using poems, rhymes, or songs. You might begin by saying, "What rhymes with Matt [his name]?" Make up silly rhymes, such as, "Did Matt sit on the cat?" Or try working together to tell a little story about a cat chasing a fat rat. Write down the sentence you've thought up, and have him illustrate the idea. Together, make your own rhyming book.

For some new and unique rhyming books crafted especially for the early reader, take a look at Lunchpail Books. 

Your Favorite Book When You Were 5...

What was your favorite book, say when you were about 5? All of us were about 5 at one point in our lives, some a lot longer than others. I was 5 in a much different time than today. Although, I originally struggled with reading, there was a thrill of accomplishment whenever I completed a book “all by myself!”
But then I discovered the beloved “Dr. Seuss” (Ted Geisel). Reading became fun, a gateway to fantastic adventure—even a rhythmic and rhyming adventure. I learned words are cool! You can paint pictures with words.

Mr. Geisel created The Cat In The Hat in reaction to a Life Magazine article by Pulitzer Prize winning author John Hersey, published in the May 24, 1954 issue, titled “Why Do Students Bog Down On First R? A LOCAL COMMITTEE SHEDS LIGHT ON A NATIONAL PROBLEM: READING.” In the article, Hersey was critical of the then current state of school primers,

“In the classroom boys and girls are confronted with books that have insipid illustrations depicting the slicked-up lives of other children. [Existing primers] feature abnormally courteous, unnaturally clean boys and girls.

In the classroom boys and girls are confronted with books that have insipid illustrations depicting the slicked-up lives of other children. [Existing primers] feature abnormally courteous, unnaturally clean boys and girls.” “In bookstores, anyone can buy brighter, livelier books featuring strange and wonderful animals and children who behave naturally, i.e., sometimes misbehave. Given incentive from school boards, publishers could do as well with primers.”

5 years old for me was also long enough ago to remember “Fun with Dick and Jane.” A basic primer (beginner book) with simple imperative sentence structure such as “Look!”, “See Dick run”, etc. The stories were really boring. Although, I never thought of the illustrations as insipid, they were nevertheless uninteresting. Anyway, Mr. Geisel (Suess) responded to this “challenge” by rigidly limiting himself to a small set of words from an elementary school vocabulary list, then crafted a story based upon two randomly selected words—cat and hat. The results of this personal challenge are nothing short of amazing!

Children’s literature was never the same! Which Dr. Seuss story is your favorite? I loved “The Cat in the Hat”, but I think my favorite was “If I Ran the Zoo”.
“It is a pretty good zoo, said young Gerald McGrew and the fellow who runs it seems proud of it too!”

—This is from memory and perhaps I am a little off in my recollection—but it does speak to the power of the story and especially a story in rhyme.
Do you have another from when you were 5? How about classics like “Where the Wild Things Are”, “The Giving Tree” or “Good Night Moon” ? Think back to your early childhood— What was your favorite?