If your child brings home a reading group book or class novel that he is currently reading, why not pick it up when he is doing other homework or having screen time? Or pick it up after your child has gone to bed. Read what he’s reading. Then you’ll be able to talk about it with him. You can ask what he thinks about this character, or that situation in the book. It will show your child that:
A. You are a reader.
B. You know what he’s reading and care about it. You’re interested and want to hear his thoughts about the book. Continue reading →
There was an article about reading to babies in the local newspaper this morning, and of course it got me thinking. After all, I have a baby (1-year old *sob*), and we do that reading thing.
He lights up when I show him one of his favorite books and is willing to listen to a page or two before he takes the book away from me. The taking of the book is most likely part of the “do-it-myself” syndrome that starts to happen with babies as they grow, although he can’t articulate it yet. That’s okay; don’t sweat it if your baby or toddler doesn’t let you finish the book with him in one setting.
My cousin has a little boy whose first sentence was, “Book, Dada, go!” Which of course meant something to the effect of, “Here’s a book, Dad. Now read it to me!” Isn’t that just the best? I may start whispering this to Joseph when he’s asleep.
There are so many great books for babies and toddlers. Here are some that have been favorites of mine at this age, and continue to be Joseph’s favorites. (Book photos from Amazon.) Continue reading →
My 8-year old son loves Minecraft and other video/computer games. He also enjoys science and math. I like science, not really math, and my idea of a fun computer game is the old Carmen Sandiego game series from the ’90s (and seriously, why has no one made an awesome Carmen app?) or the Nancy Drew computer games that I have absolutely no time to play. I’m not counting on us growing more alike over time–probably the opposite.
And that’s why I find our shared time over texts* to be so special and important. No matter what widely different interests we have, we like curling up in a chair and sharing a good book. I love that and will hold onto it as long as possible.
Connecting over a text can happen in many different ways. Here are some examples from our house. Continue reading →
Still waiting on that hard-working husband to report on middle grade graphic novels. I would do it, but he knows so much more!
First a photo from our travels this summer–yes, both kids reading at the same time. Yay!
Meanwhile, I’ve been reading a lot for pleasure. Because my young adult literature class started last week, a lot of my summer reading was young adult fare. I would be happy to share my thoughts on any and all these (listed at the end), but really, what I kept coming back to was that I’VE BEEN READING. For pleasure. Sometimes to the neglect of feeding playing with my children. And I firmly believe that is okay–even good for them to see!
There’s an anecdote I love in one of my favorite children’s literature texts, Children’s Literature, Briefly, by James S. Jacobs and Michael O. Tunnell. A preschool teacher had her children in circle time. Behind her sat two different bowls, each with a different type of candy in it. While teaching, the teacher casually put a piece of candy from Bowl 1 in her mouth, said, “Mm, this is good candy,” and then promptly spit it in the trashcan. A few minutes later, still teaching, she placed a piece of candy from Bowl 2 in her mouth, said, “This is not good candy; I don’t like it,” but kept the candy in her mouth until she finished it. After the lesson, she told the children they could get one piece of candy from either bowl. Don’t look below: which bowl would you predict most of them chose from?
For our first challenge, let’s hone in on hero stories. We could go a lot of different ways with the idea of heroes, mostly because every story has a hero (whether the hero is likeable or not, or desirable as a role model for our children or not). So let’s narrow our focus to hero stories in two genres: Bible stories and folklore.
What is the importance of hero stories? My husband, a sixth grade teacher, said recently that he can tell who in his classroom has been exposed to hero stories and who hasn’t. Those who have can talk at length about these heroes and others like them—Superman, Robin Hood, historical figures, etc. Those who haven’t have created their own heroes, usually drawing from pop culture icons. They are searching for something to fill the void. (more…)
When my son Seth was about three years old, we went to the library together at least once a week. We would see friends there with their kids, checking out two or three books—so reasonable and moderate. I told myself, I’m not going to break my library bag this week; we’re only going to get a few books. And yet every time, we left with the bag full to the top, mostly of storybooks and occasionally some nonfiction books. Seth loved whatever we got, as long as someone was willing to read it to him, and I loved picking the books out for him.
Around the same time, I began teaching a children’s literature class at a local university. Every week before class, I made a big trip to the library to collect books that I wanted to share with the students, based on the genres (types of books) we were studying that week. I knew a lot of titles and authors from my years as a middle school reading teacher and from my own childhood. But some genres were not my “go-to” areas in the children’s library: folklore, science fiction, memoir, historical fiction, graphic novels.
The class made me dive into these genres and others. I scoured the shelves looking for authors I recognized, attractive illustrations, cultural variations. I loved it, Seth loved it. It spiced up our reading and exposed him to books he might not otherwise have known, some that have become favorites, like Steven Kellogg’s folklore books The Three Sillies and Pecos Bill, and the Let’s Read and Find Out nonfiction series by different authors. Continue reading →