Click on the link for routing to the mp3 recordings.  You may subscribe to this resource and have it delivered directly to your computer. 

Happy listening.

http://www.schoollibraryjournal.com/sljPodcasts.xml

It is found on teachertube.com an interesting new resource for educators.

http://www.teachertube.com/flvideo/696.flv

The way to start or continue a conversation with your child is to read with them.  Books can provide doors for sharing family history, values clarification, problem-solving strategies, “hot topics” like race relations, sexual attitudes, and a way to explore world thinking. Books-stories, words provided visually (paper& print) auditorially (CD, DVD, podcasts) virtual (visual & audio via the web).

An example of how a conversation with a picture book can enhance understanding of learning let me share what happened with The Rust, Trusty Tractor by  Joy Cowley.  The minute I saw the book I imagined sharing this “farm” story with my urban students to engage them in conversation about something they had not experienced but which might provide background knowledge to build their understanding for future reading.

With the cover of the book as an impetus we talked about rust and how it occurs.  Then onto trusty and its significance as a word we were all expected to practice.   As I thought about it, this was pretty deep subject matter for 4 year olds.  Yet they did have a handle on what is involved in the action of trust.  This conversation also allowed clarification or redirection for those students who did not have a clear understanding of the word. 

As we read through the book, the harrow, plow, seed drill, and baler, old farm implements and now residents of farm implement museums, were given an initial introduction to the students.  I doubt that they could tell you today what the purpose of the implements were, but at least they should have a memory of the word somewhere buried in their brain.  The intent is that having heard the word, the next time the student meets one of these words, a ping may be made in the brain to recall both the sound and some connection as to meaning.  This is how the conservation builds comprehension.

I am convinced from my observations that some of the so called phonics difficulties lie in the child never having heard the word or not having the word in his active vocabulary.  It is almost impossible for me to read a word I haven’t heard and have no idea of  meaning.  There is no peg of previous knowledge or experience to hang this new idea on.  The advice is  to talk with your child in a two-way conversation and find out what they are thinking.  Have the child struggle a bit with putting their thoughts into words.  It is through this struggle that they grow in understanding.  Asking questions can help them think in new directions.  But even greater gain can be acheived if the child hears a great variety of words (vocabulary) in many different contexts and accents.  Children will speak and read words which they have heard.  If you hear your child speaking in ways that are unfamiliar to you, find out who they have been listening to.  If your child has difficulty decoding a particular word, ask yourself when was the last time that word was used in conversation with the child.  When the student brings home a list of sight words to learn, spelling words to practice, or vocabulary words for word study, take a couple of the words and try to weave them into your conversation with the child.  Your help is priceless.

I am particularly aware of this when I read with the K4’s or K5’s.  We examine such words as “liar,” “rotten,” “trust,” “plow,” and many many more.  I am truly amazed at how much the little ones do know and equally amazed at how they can express their understanding.

Turn off the TV and have a conversation between family memebers. You will be undergirding the reading writing ability of your student.

Mrs. Meyer is visiting classrooms 2nd grade through 8th grade every other week with a selection of books and shares a book talk with students and teachers.  The books that are shared are listed on a bookmark to enable students to remember the title of a book they may want to check out on their next visit to the LMC.  Students have responded to the booktalks with a positive rise in requests for titles shared.    On the back of the bookmark is a quest question for students to complete if they wish.  The quest is to help students recognize and use the many tools that we have available in the LMC such as internet, virtual library, dictionaries, and other print tools.  If a student completes the quest and hands it in to Mrs. Conner, they receive a small token treat.

A new item offered this fall through the vendors is the PlayAway.   This is a very popular item allowing students to listen to an audiobook on a small self-contained mp3 player.  Only the book is on the player and only the book can be loaded onto the player.  We have 11 titles at this time and all of them are in circulation with a waiting list in place.   Because of the cost of the item, students are required to have a parent signed permission slip to check out the PlayAways.

Our first major order of the school year  has been  received.  New books have been shared through the book talks.  A major part of the order was DVD’s of Bill Nye’s science series.  We had some of these titles on VHS tapes, but now we will have all of the titles on DVD.  Because of the size of the order, we will receive many DVD players for classrooms as well.  Students and teachers can look forward to some exciting learning adventures with the famous Bill Nye.