Beautiful Beginnings

Dear Reader,

I have been given fair warning that folks just don't want or need to hear grandparents go on and on.  And I get that...but what I want to tell you about has to do with my new understanding about a way of experiencing life.  I have realized an "opening of the heart" and it goes beyond what I think of as love. 
Now you might be thinking that presenting my big ahaa moment to you is just my clever tactic to work in some "grandkid babble" time.   But the truth is/was that  I was not all that motivated to talk to you about my new grandson.  When I pondered this state of mind, I wondered if  my "grandchild love" was already neatly contained in a nicely organized kitchen.  When I thought about this "kitchen" it seemed as though each cupboard was bursting with the connections, experiences and love for Ethan, Jayden and Arianna.

I knew I would welcome my new grandson, but before today, I must admit I was reserved on account of the fact that each cupboard was already so full.  So it really shook me up when this overwhelming sense of  joy  spilled over me when  new Baby Brody and I had our first conversation. 

It went like this: He looked at me-I looked at him and we both became forever connected with unbreakable bonds.
Why does the love for a grandchild fill me up?  Why do I have room in my heart (kitchen cupboards) for more love and how could I have ever thought I would not have infinite space for him? Why do I want him to know me and why do I believe we will learn and grow together on this fine planet.

As always, I went to my books.  What was the perfect title to gift Baby Brody with?  I landed on Richard Van Camps newest baby book as the perfect reflection of my new open heart.

You are the birth of everything new

you are perfect

you are you

 

 

Then I remembered Kim Michelle Toft's beautiful text " The World we Want" .

 

This is the ocean that shapes the atoll that grows from the reef that feeds the tide pool that lies on the beach that meets the mangrove that follows the river that weaves through the forest that filters the air that circles the world that we want. 

Then I remembered how ever child on this planet is protected by "The Universal Declaration of Universal Rights"

 

We all have a right to our own way of life and to enjoy the good things that science and learning bring.

Then I remembered I will  have a whole lot of precious moments with my new grandson and we will share hundreds of books together.  We will  learn together and we will both have open hearts that celebrate our sense of belonging and connection.

 

Today I thank Baby Brody for filling me with the awareness that there is a new way of experiencing life that is joyful.  Brody, your family celebrates you!  You have already taught me that the nature of my heart has infinite space for you-your growing light. 

 

Hugs from your Grandma Donna

 

 

 

 

 

 

 

 to

Passing on the Legacy of Literacy: Matching Just right Books with your Special Young Friend

Hello Dear Friends,

As you might remember, I get all gooey when I hear about real kids reading the Strong Readers Books.   I was enjoying a day at Nanaimo Aboriginal Centre when the "gushing thing" kicked in once again.  Teacher Heather and kids were using the Letters to Owl to explore all the different ways to solve problems that might come up on the playground or in the classroom.  They took a good look at each of the problem solving charts and decided on a couple that were just right for their needs.  Way to go Teacher Heather!  You completely embraced the purpose and theme behind this piece of writing.

But wait: Heather's next move put her in the "top shelf" category of teaching excellence. Here is what happened.

"Boys and girls, I had the best shopping day ever!  I went to the bookstore and found a "just right book"for each of you. After you have had a nice time reading and exploring your new book, you might want to think about one of your friends or family members who would also enjoy the book. What I do when I match my friends with just right books is think about what makes that person special and what makes them laugh.  Then I tell them what I like about the book.  I can tell if they will like the book because I can see a smile on their face.  Then I give them the book."

The reason I wanted to share this teaching reflection moment is because it embodies my premise that children do not fully own and extend their understandings of how print works and how to make meaning from squiggly black lines without the help of  caring adults.  Adults who have taken the time to get to know a young person- their strengths, struggles and triumphs -can connect a child with a perfect title that just speaks to them.  This is why and how our kids are motivated to keep trying to work at this reading thing.  Only when kids care about the content of what they are reading will true comprehension happen.  (I have pontificated on this subject under a previous,rather wordy blog called Blanket of Literacy)

So one thought led to another and out pops a sequel to Letters to Owl.  The brilliant Bill Helin illustrations are lacking and it is kind of drafty still, but I hope you enjoy this story.  Jayden said it was funny and he started his own chart -He is looking for a book called "Lion Fitness". Let me know if your short friends come up with titles that would be just right books for their favourite animal friends.  (I think their is a place for brainstorming and thinking bubbles somewhere in a class discussion. Enjoy)

More Letters to Owl

                                                                                                                                                 Spring

Greetings Owl, 

It’s me, Frog

.  

I hope you don’t mind me asking you for  advice again.  I am in a real pickle.  You have such sensible solutions to my problems...here’s the deal.

It all started one sunny afternoon.   I was enjoying my favourite book, Forest Adventures, on a mossy log located in a sunny meadow. It was the  perfect reading spot. The sun felt good on my cool skin and before you could say ribbity ribbity-rib, I fell fast asleep.  I mention this because it might explain why I went home without my  book! 

 It was a good thing I had that rest because after I got home, I was so busy with all the young tadpoles at the pond.   I did not  have any time to read for a whole week.

  (I guess I don’t have to tell you how much work those young tads can be!)

 When I finally got a break, I  looked for my book but I could not find it. Finally, I remembered I left it at my  reading log. I hopped down the path with my sunglasses and sunscreen . I couldn’t wait to read my book and and enjoy some quiet time in the sun.

Along the way, I met up with Moose. 

He told me he  had a wonderful day reading a book called Forest Adventures.  He found the book on a log in a sunny meadow.

 “You might like this  book, Frog.  A very kind and thoughtful animal must have left it on a mossy log in the  sunny meadow.  Everyone is reading it.” he explained.

"Everyone? " I asked in a high squeaky voice trying  to hide my surprise.

“Oh yes, Frog.  Everyone says it should get one of those stickers  for Best Book, ” he said and trotted off.

Anyway, back to my pickle...As soon as I reached my log and saw my book I knew he was right.  I could tell that  every animal in Pine forest had made themselves comfy reading MY book!

 Honestly, Owl, you should see the condition of the book!  It is covered in paw, hoof and wing prints.   Duck’s wet webbed feet had soaked page four and Slug left slime on page ten! Prairie Grouse’s chicks  pecked  tiny holes on page sixteen. 

 When I noticed Red Squirrel  approaching my reading log I decided to take action.  

(Imagine the mess he would make of my book if he decided to stuff his cheeks with one of the pages!)

I  filled the old throat chamber with a gulp  of air, “Go away! This is MY BOOK and MY comfy reading log.”

Owl, he would NOT leave! He became very upset- meaning his chatter level  reached the stratosphere.

When he was calm, I asked him iwhy he wanted to  read my book.

 He said he liked the pictures and that reading helped him relax after a morning of hard work gathering and stashing seeds.

I thought this was interesting because I also find reading my book helps me relax. We spent the entire afternoon talking about the book. 

He really got me thinking about reading.

I decided to ask every animal that came to read MY book, why they liked to read.

Prairie Grouse told me that her chicks liked to hear a story every night. She told me her chicks beg her to re-read the same story over and over. She has noticed her chicks’ vocabulary  improving.  She explained that it makes a good routine and that I should try it with the young frogs back at the pond.

Loon told me she translates  the  story into  loon calls and sings it  while she travels up and down the lake. (I must admit, she has a way with music, that one!)

Raven- He is so full of himself- isn’t he? He wondered if I had noticed he was in the Forest Adventure story. 

 “Frog, don’t you think I look particularly gorgeous on page six?” 

 (So typical of Raven! He likes to read because he sees himself in the book!) 

I also learned that Raven had been glocking the news all over Pine Forest that my book was on the log.  Seems he meets all his friends at the log and they have Book Club. 

Honestly, Owl, it was as if he thought he invented reading!

So Owl,  here is my pickle...I want my book back!  Problem is...all the animals want to keep reading.   I am afraid if I take my book home, Pine Forest animals will be very sad indeed! And, as you know, we were getting along so well. I need your help with this one Owl. 

Yours truly,

Frantic Frog

Pine Forest-near the Pond

P.S. Did I tell you that the song that we sang at the Feast was a hit.  Beaver had it made into a CD and everyone bought a copy. We could not have done it without your help.

    

                                                                                                Spring

 Hooty Hooty Hoot  Dear Friend,

I understand you want your book back.  How  awful to have all those paw, hoof and wing prints on the pages! 

I  agree with you that Pine Forest Animals are going “batty for books”.

Why, every time Mrs. Owl and I sweep over that sunny meadow where you left your book on the mossy log, we see a Pine Forest friend enjoying a good read! 

One day we noticed a line up.  Raccoon, Little Bear, and Raven were patiently waiting their turn to read.

But back to your pickle.

It seems to me that if each animal had their own book, they would not need  yours. 

I find that I enjoy reading books things that interest me.

Why not think about each animal and a then imagine a topic they would like to read about. The trick is to find a “just right book”  for each animal.

Try using my  Finding a Just Right Book Chart.

Pine Forest Animal

Special interest

Book Title

Things to consider

Young Frog	Counting while croaking	Frogs, Frogs, Frogs	Order waterproof edition

As soon as you send me the completed chart, I can help gather the books. 

Mrs. Owl and I are planning to visit relatives on the prairies....( Cousin Barn Owl  has planned a Hootenany.) 

 I just had a Hoot of an Idea.

My relatives are big fans of Pine Forest Pond Music. We could trade the CDs Beaver made for books.  

Like I always say, Frog, “Every problem has a solution when you go step by step”.

In friendship,

Owl

P.S. Did you know that the entire Owl Family are wise for ten reasons:

they read, and read and read and read and read and read and read and read and read and read some more.

I predict great things for Pine Forest Animals

Oral Narratives are Treasures to support Reconciliation through Education

Hello Dear Reader and Thoughtful Educator,

Today’s blog is a bit of a leap into  academic and jargon filled writing.  Let me explain why.  I have been immersed over the last six weeks in completing an on-line course offered by UBC –Reconciliation through Education- designed by Jan Hare and a brilliant cast of thousands. Following the readings and viewings of presentations by Elders, educators and other knowledge keepers from B.C. and around the world, we were asked to respond to the weekly topic theme. This blog entry is my response to the prompt from Week Four: Share an Indigenous Storytelling resource.

This is what I submitted-I hope you find it useful.

You are Asked to Witness: The Sto:lo in Canada’s Pacific Coast History, Edited by Keith Thor Carlson.

Chapter Eleven “ Oral Narratives” of the Sto:lo People. 

The above reference is, in my opinion, essential reading for anyone wanting to understand the complexity and brilliance of indigenous oral narratives. Understanding oral narratives as a form of unique expression demands we abandon the familiar European genres such as myth, legend or folk-lore because they simply do not apply. 

“ …There is no line drawn between mythical/supernatural/spiritual and the natural/ordinary that cannot be bent.  Even the inferred difference between the past and the present, or a supernatural, verses a natural experience can be blurred.  Page 193.”

The point is to appreciate these stories as a unique style of literature which offers the opportunity to share experiences between the reader and in this case,the Sto:lo First Nation. When the cultural context is fully embraced, oral literature, (oral narratives) can transcend ethnic and cultural barriers and touch all generations.

The oral traditions are clearly a central facet of the culture. Sharing stories allows the speaker and the audience to experience the communally held histories, beliefs and philosophies of the people. “Spoken literature” embodies the important cultural knowledge of “how to live”-information that is extremely important to pass on “properly” in an oral society. Page 196.

In 2012, I met with respected Sto’lo speaker, Gwen Point, who is referenced in  Chapter 11 - ( beautiful photograph of Gwen on  page 190).  She confirmed the many layers woven throughout oral narratives that promise to reveal treasured windows into the history and culture.  She encouraged me to continue learning from Stz’uminus Elder Mabel Mitchell and supported my efforts to bring our local oral narratives to all students in British Columbia.

Although my interaction with Gwen Point was brief, it provided a powerful motivator to encourage schools to use and embrace the four oral narratives and two personal narratives put together by Elder and Educator Pearl Harris and myself.  . (An Integrated Inquiry Based Unit of Study using Oral Narratives and Elders’ Personal Stories, available through Pearl Harris at Stz’uminus Secondary.  The Teacher Resource containing lesson sequences and teaching strategies with BLM to support all the six books, is currently available through dklockars@shaw.ca.

It has occurred to me throughout the rich viewings, conversations and references that we have been presented with over the four weeks of this fabulous course that I have been enjoying that there is no better way to acknowledge the traditional territory we stand, learn and work  on, than acting on, and committing to, the  presentation of the authentic narratives from  our Coast Salish territory.  These resources can be presented across the curriculum and are organized to meet the learning needs of Grades 2-12. They also serve to meet and address the new B.C. Ministry guidelines requiring educators at all levels to bring Aboriginal perspectives into the daily curriculum.

 I believe these materials will move us in the process of “decolonizing” and engage in new and real conversations about the true history of our land. 

The team behind these  resources have provided current and thoughtful lesson sequences that serve to show-case relevant indigenous content. I raise my hands in appreciation to the Elders; Mabel Mitchell, Edward Seymour, and Pearl Harris  and the many knowledge keepers who generously contributed to the development of this resource.

In friendship,

Donna Klockars

(Literacy Resource Support)

Young Readers Do Make Dioramas after a Good Read...Well not exactly dioramas, but close...

Hello Dear Reader,

Readers Do Make Dioramas  after a Good Read...Well not exactly dioramas, but Close...

Let me explain this rather obscure title I chose for my weekly-ish “Dear Reader “blog entry.  True to form, I am presently  wrestling with that slippery concept of how kids make meaning from squiggly lines.  (I do kind of imagine me as a participant in a mud-wrestling match when I battle with this persistent and pesky question that follows me)

 If you were teaching in the eighties, there was a saying going around admonishing teachers’ “misguided” tendency to have kids “Do Something” to follow up or  respond to something they read with activities that could be displayed for all to see.   The "reading experts" of the day, made the (somewhat valid) point  that  Adults gathered with their wine and friends for their monthly  Book Club Chat,  rarely-well more like never-  spontaneously and enthusiastically agree to make a collage or a diorama to show case their thoughts and feelings about their reading. 

As a long time “Book Club Member”, I had to agree that in fact not one of us in the twenty years of meeting to discuss books (and gossip, eat and drink) had I ever witnessed  a diorama making activity.

So, being the model teacher that I was, I bowed to the ivory tower folks and obediently filed into drawer 13 my  artsy/crafty-and somewhat  glitzy  portfolio of sample reader response options and now only offered the  more mundane  but appropriate "authentic responses" to literature for my students to reflect on their reading.

 That was the eighties and now it is February, 2015, I am retired and engage in very important work- picking up the grandkids  after school. 

The early afternoon sun was warm.  The kids asked if they could play for a while before heading home.  It seems they wanted  to work on their "camp".  I had nowhere I had to be, and besides I love to kid-watch. And as I watched, it hit me that kids do like to make dioramas about  the story lines they read/hear or see. The evidence was right in front of me.  Their diorama took the form of a massive "camp or base" made up of sand walls, mounds of moon rocks, bubble sand, wizards's rooms filled with pine cones, an office space-made of a heap of rather large flat rocks-"See Grandma-this is my desk" explains Jayden.

Jayden, Ari, Ethan and company are absolutely foccussed on the work of the “camp” on the Hammond Bay School playground.  Chief architect, Jayden, was micro-managing his cast of thousands (six other camp builders) to create a replica of a collaborative version of some of the elements of Harry Potter scenes, mixed in with bits of  "Judy Moody the Detective", Lego-Star Wars and Lego Chima references.  Without one single particle of man-made fluff, a whole world of rooms  and secret piles was evolving and continues to evolve.  New camp members come and go and there are rules to this secret society.  Certain roles are taken on (Four year old Ari, was in charge of moving scoops of sand from a hole three metres from the main camp and depositing the sand in between the big boulders that where designated "office". None of it seemed  logical to me.  I kept wondering things like: Why is Rowan sprinting at break neck speed to the edge of the playground to fetch a pine cone when there were heaps right outside the perimeter of the sand walls, and why is Ari making countless trips to a sand depression to gather her teaspoon of sand barely contained on a flat rock?

Wisely, I did not interfere or try and add any of my incredible knowledge  to the tasks or the general theme....I simply watched in awe.  They were making a diorama of all the latest favourite reading activities.  Through play, the kids were personalizing and transforming their learning experiences.

Now ironically enough, the academics are telling us that this is what kids do to make sense of what they read and to truly make newly learned concepts their own.  I still am confused as to why the camp's carefully crafted stash of moonbombballs (sand squished with water that falls apart when you toss it at something) needed to be covered with another heap of sand, but hey, I am just a Grandma, watching the kids till Mom and Dad take over and I can go home and pour my glass of red wine.

But just a  note to classroom teachers: Let them make dioramas-it's fun and it's playful and that is what matters most!

As always, in friendship,

Donna Klockars, the Book Lady

P.S. I hope to post pictures of the camp next blog.  My computer is dying and challenging me every step of the way.

Seth Read My Book!

Dear Seth,

I LOVED hearing you read the poem I wrote.  Your Grandma Carol always told your mum, your uncles and Aunt Becca to "Go Out and Play".  EVEN WHEN IT RAINED, EVEN WHEN IT SNOWED , SHE ALWAYS TOLD THEM TO " Go out and Play"

In fact, when I was writing this poem, I remembered how much fun I had playing outside with all of Grandma Carol's kids.  The backyard had a chicken coop, big tire swings and a gravel driveway and all the kids raced around on their old bikes. But the most fun was when we played in the woods.  All the dogs would follow us to the creek.  We made forts and pretended that we were Spokane Indians. One time the dogs chased a porcupine and got a nose full of quills.  Uncle Jim had to pull each one out and did the dogs ever howl!

 Seth, you are the very first young reader that I have heard read each word of the poem. I am proud of you because reading can be hard and you did a great job.  Maybe when I visit you and your family we can all perform a Readers Theatre using this poem and invite everyone to watch.

Hugs and love to you and your family,
Aunt Donna

Conversation is just like taking turns so Mama Don't Text!

Well Hello Dear Reader, 

 

I want to title this blog " Mama Don’t Text" because you can't have a conversation with a kid if you are texting. 

I know I am very bold to think you will put up with more of my verbose ramblings around how the very young conceptualize...   But seriously, WE NEED TO TALK!  That is we NEED TO TALK ABOUT TALKING!

I get all wound up and excited when I spend time thinking, watching and thinking some more about  those  big ticket events in a child's life when the  complex dance of learning is revealed. I think we have a viewing window into  our very young friends' cognitive development when we take the time to  listen and respond to casual conversations. When we understand language development as a meaning making social learning event, we also learn how children make sense of print, because it is the same basic event...a way to make sense of the world.

 

Print is just language squished out onto a paper or screen.  And if language learning (well any learning) is social/conversational;  then why aren’t we all over the importance of relationship and conversations when we look to support very young literacy learners?

So you see Dear Reader, if you are still listening, who of you out there are ready to give the discussion a big fat shake rattle and roll?

I think I have mentioned on our previous conversations that I have been tracking /observations the grandkids over the past four years and things are not fitting into the boxes used to describe very early literacy learning. 

I want to understand the hidden cognitive processes that are happening. 

In an earlier post I made a flip comment about Marie Clay’s Big blue book titled Becoming Literate.  I think I   compared it to a telephone book with tiny print.    Today I am begging forgiveness.  Marie gets it. 

She defines reading as a message-getting, problem solving activity which increases in power and flexibility the more it is practiced.  Her definition states that within the directional constraints of the printer’s code, language and visual perception responses are purposefully directed by the reader in some integrated way to the problem of extracting meaning from cues in a text, in sequence, so that the reader brings a maximum of understanding to the authour’s message.

 

OMG!!! I think I can translate this!  She must have been watching her grandkids. Her take on a successful reader is one where active construction never stops!  It is self- directed in response to real events and big conversations that are presented. In other words, each kid creates their own questions and generates their own rules through internal concept attainment exercises and through something I really can’t stop thinking about ...actively making analogies.

 

Let me just toe-dip into the analogy thing so you don’t think I just threw that term out because it sounds “brainy”.

I was thumbing through the November New Yorker and saw  an article  “The Man who Would Teach Machines to Think.” 

I think to myself, “Hmm, someone else in this universe is trying to uncover how humans learn to think!”

Then the name, Douglas Hofstadter, pops up and I am immediately transported through time to 1989-ish and remembered reading a big fat book called The Mind’s Eye.  I flew to my bookshelves and it jumped right out and landed in my lap.   It spoke to me then and HOLY COW, it still speaks to me. 

Hofstadter talks about how he studies human thinking by looking through “colourful lenses” These lenses that reveal so much are the analogies and the linguistic slips –ups or conversation boo boos (mistakes) that every one of us use when we try and talk to each other.  

(Think of an analogy as when you compare things that are similar, but slightly different)

 Now isn’t that the most interesting thing you have read? 

Hofstadter has famous quotes and my favourite of all is:

“Analogy is the fuel and fire of thinking, the bread and butter of our daily mental lives.

Look at your conversations and you will see over and over again, to your surprise that talking to someone is just a lot of analogy making.  Here is what I mean...

Someone says something and this reminds you of something similar and you make a comment that connects with the first idea but is slightly different and voila you have a conversation. 

 

Now this emphasis on the word conversation triggers memories another favourite research/thinker called Wells.  I quoted him constantly when I was an eager young speech therapist, back in the olden days.  I embraced his findings about how kids learn to speak using turn taking and paid attention to his findings re: correlations between strong language development and the number of turns typically that are made  in a conversations with caring adults.

 

The study found that those kids who maintained lengthy conversations with lots of turn taking were the most successful language users.  Regardless of income, race, pre-school setting, divorced, not-divorced...regardless of any thing...it was all about the anatomy of the conversation.  Good language users make lots of conversations and those conversations are made up of many connected turns...you talk-then I talk.

Language development and thinking for that matter is all about great conversations.  You get smarter by talking to someone.

Children’s understanding of  how print can end up telling a story or give directions or make you feel good is through the same method.  They make analogies.  They have conversations with and about the sqiggly lines.

It couldn’t be more straight forward.  Hofstader thinks conversations involve such phenomenal mental leaps he calls them stunningly complex and it is a computational miracle.    Somehow the brain strips all of the irrelevant surface stuff and extracts the gist -it’s skeletal essence and then retrieves from a repertoire of personal stored ideas and experiences, and then comes up with a good response that is similar to the first idea put out there, but just a bit different.

Here is more on how he wants us to pay attention to:

“Look at your conversations, You will see over and over again, to your surprise that this is the process of analogy making.  Someone says something which reminds you of something else-THAT’S A CONVERSATIOM

 

Hafstadter says things like “Beware of innocent phrases like : Oh exactly what happened to me”

He writes that behind this nonchalance utterance is hidden the entire mystery of the human mind.

And I say it is all ditto when addressing the most complex activity called reading.  Through internal questions we constantly are looking for matches for our predictions about how squiggly lines work. 

Marie Clay saw the whole thing clear as a bell. Like Hofstadter, Marie was all over miscues and clunks in children’s language.   Douglas collected speech errors by the jillions.  He says errors are what hold the secrets of how human intelligence works. 

See...I am not out in La-la Land when I hold on to every weird phrase I hear from the kids. 

Grandma, I want to be a barner like you...

Look I am army- I can lift the wheel barrow.  

Ethan’s flipped question errors or lack of them, his recent trend of adding  ish to certain describing words. 

Ari, staking claim to the letter A .  It is mine.  No, Ethie can’t have it.

Grandma, it is not a J it doesn’t have a hat.

I mean there you have it.  Linguistic errors and conversations are the coloured lenses that we should look through to  reveal brilliance. 

Each kid is working through the puzzle (s) every minute of the day.  It is their own journey and the way they  go about figuring things out using the basic vehicles of analogy making.   This is like that, but just a bit different.... We have to listen, respond and listen and respond to each of our learners.  They need us to talk with them.  Their learning journey is a social one and you are the most important person in their lives, so you need to honor their hard work! You need to talk with them.

 

I know, Dear Reader, you are thinking that I have really gone off the rails.  For someone who is known as the Book Lady, it must seem like a ridiculous bunch of words!  But I would be so happy if you would think about the importance of conversations and that the ability and efforts at keeping the conversation going are the building blocks of learning!  You are the most important person.  You know the most about your child.  You can keep the conversation going the longest because you share so many experiences.    

 

Ultimately, all this consternation, gnashing and wringing of hands is all in a sincere effort to prevent reading failure.   I am firmly convinced that while most children progress with their gradual accumulation of achievements towards effective literacy others seem to suddenly struggle and they fall farther and farther behind. 

I think that the problem is not that the struggling reader is immature or unwilling. Rather, their on-going, analogy making process has broken down or been sabotaged by ridiculous reading programs that miss the boat.  When the very young are in settings that don’t celebrate talking and conversations, they are denied the process or method that all of us use to grow our intelligence.   

 

Boring, flat learning settings that focus on making kids come up with responses that please the adults just blocks their own construction process. 

 

If we want to prevent reading failure we should be watching the more important aspects of learning that are hidden from sight –things like cognitive processes that lead to comprehension and understanding.  If we are to prevent the all too frequent spiral of events Stanovich calls the Mathew Effect where the rich get richer and the poor get poorer we need to talk!

So, Dear Reader, I decided to rewrite the book on this topic and decided to start by creating a rubric that spoke to the importance of three foundational strands that the young child addresses as he /she actively constructs their understandings that gradually contribute to the flexible notions (schemas) around black squiggly lines and how they can impact their lives.

Then I wrote a story that was designed to uncover how these concepts were progressing and have been using guess who...yup...the grandkids to get my field data.  Because, each one of my victims seemed to have their own unique story to tell about what letters or words or for that matter print itself is all about; all I could do was record and ponder...

Does each child come up with their own idea about how reading works?  Why wasn’t Ethan’s explanation similar to Jayden’s?  Is it really of any interest that Ari, at two and a half, is adamant that the letter A belongs to her and no one else can have it? Does each child work hard to figure out how things work?  Does the caring adult in a child’s life pass on the legacy of literacy?

 

I know Dear Reader, I have really pushed the blog idea of a short snappy snippet, but oh how I long to talk to someone about these things!  And because you read this far, I treasure you and wrap you in a big cyberspace hug!

As always, in friendship,

Donna Klockars

Aka The Book Lady