Tips for You As Parents to Help with your Child's READING COMPREHENSION

Hi,

One of you emailed me yesterday about extra maths help for her child and in email chat we also talked about Reading Comprehension.

In an email I just sent her I detailed for her the various specific Reading Strategies that your children have been taught to help them more easily understand what they read.

It's important because, of course, the less they understand of what they read, then the less use it is to them. And likewise the more they understand of what they read, the more use it is to them.

So the question is... just what are those Reading Strategies?

Well, here's bits of the email I sent. I hope you find it useful for YOUR child too. 

"All it is is helping her understand what she's reading. 

The current internationally-accepted way of teaching it is to help the kids try to consciously use specific 'strategies' when reading. 

... has been taught these strategies directly over the course of the year, and indeed over the last few years. 

By using them consciously, she will soon use them unconsciously. While we, as adults, might assume that all readers do these naturally, they don't. And so we need to actively teach them.

I can, if you would like, copy some sheets for you, which I think would be very helpful to you and indeed as a reminder to her.

Meanwhile, I will list here the strategies, together with a brief description of each.

BEFORE READING

1. Predicting   --- helps activate prior knowledge. It is based on clues in the text (pictures, subtitles, etc)
2. Self-questioning: Providing a framework for active learning as students engage with the text to find answers (basically this means to ask yourself one or more questions BEFORE you begin reading -- that way, you are concentrating more on understanding what you are reading.)
3. Skimming -- glancing quickly through material to gain an overall view of a text
4. Scanning -- glancing through a text to locate specific details, e.g. names, dates, etc

WHILE READING

1. Inferring -- THIS IS CRUCIAL -- taking information from a text and creating their own interpretation beyond the literal level. e.g. John looked to make sure the shopkeeper wasn't looking. Then he quickly put a Mars bar into his bag and walked out. (Infer: John was stealing the Mars bar.)
2. Connecting -- connecting prior knowledge to the new information. 
3. Comparing -- thinking more specifically about connections they are making, e.g. How is this different to...?
4. Synthesising: Piecing information together as students read a text, to keep track of what is happening.
5. Creating Images -- Creating sensory images to assist with overall comprehension of a text (the more senses you employ the better -- imagine the taste, smell, touch...)

AFTER READING

1. Determining Importance -- Prioritising the most important information, be it from a phrase, a sentence, a paragraph, a page, a chapter, or the whole text. Being able to do this really helps with the next strategy, summarising...
2. Summarising -- Re-writing or re-stating in your own words the text, using key words to capture the MAIN focus. Focus on the most important bits only. If something is not all that important, don't include it in a summary. You are reducing the size of the text. You are capturing the main idea(s)/point(s)."

If any of you would like me to photocopy for you some sheets that give more detail on this, I will gladly do so. 

All the best to you,

Martin

New Idea For This Class: "Help Each Other Hour"

A New Idea For This Class: “Help Each Other Hour”

Each class is different and as a teacher I try out different ideas to see what works best for each class. A new idea I have is an “Help Each Other Hour”. When I suggested it to the class, they were surprised, many thought about it, and many liked it. Here’s how it might work...

One hour a week, after school, they can work in pairs or any-sized groups on anything they like. I’ll be in the classroom, supervising for safety’s sake and providing whatever resources I can but not actually teaching (I’ll be hoping to be doing my own work: planning, preparing, writing up reports, and so on). I’ll be volunteering my time so there’ll be no charge. It’ll be on Mondays. Let’s give it a go, see how it works, and take it from there.

Obviously no child HAS TO sign up and also I don’t want to be spending any time or energy having to deal with children breaking the school rules, so, to be fair to all the children, any child who wants to take part will have to sign a ‘Good Behaviour Contract’ and if they mess up they will be barred.

Mr Stuart, 20^th March, 2013

I give permission for my child _________________________________ to take part in the “Help Each Other Hour” on Mondays after school until 3.40pm. The first Monday will be the Monday after the Easter Holidays on the 8^th April. I understand there is no cost. I understand school rules must be followed. I understand this is an opportunity for my child to develop teamwork skills with children who want to work and do well. I understand this is an opportunity for my child to work on anything they like in the classroom, maybe on one of the five computers, by themselves, in pairs, or in any sized-groups.

What your child can work on is only limited by his/her imagination: it can be part of one of the school subjects (Art, Music, Drama, Writing, Reading, Maths, Irish, Religion, Praying, History, Geography, Maps, Typing, Computer Skills, Science...) or it can be something else altogether.

Signed (parent): __________________________________  Date:      ______ March, 2013

Good Behaviour Contract (to be signed by each child taking part)

I would like to take part in the “Help Each Other Hour” each Monday. I understand that school rules apply and that Mr Stuart will bar me if I mess. I will behave well. I want to do well. I want to use this opportunity to learn; I am grateful for it. I want to uncover some of my skills, to strengthen some of my strengths, and to enjoy myself learning with others.

Signed (child): ______________________________  Date:      _____ March, 2013

The Newsletter I Sent Home on the 8th March (2013)

Mr Stuart’s Occasional Newsletter to Parents 8th March, 2013 Hi, Bits and pieces of news here. Please read them all; they’re all important in their own way. Sorry I don’t have more time to prepare a classier-looking newsletter. Martin Stuart The Focus The Next Two Weeks As well as normal teaching, we’ll be focusing on: ·         Anti-Bullying Lessons and Anti-Cyberbullying Lessons ·         St Patrick and celebrating the best of Irish life and culture ·         “Taking Care of Babies” lessons (RSE) ·         The Transfiguration and then all about the events of Holy Week ·         Division and 2D Shapes, and then a fair but tough Assessment Test, the results of which we’ll pass on to you, so you can see how your child is truly doing in Maths.

Kidblog.org/MrS2013 I encourage you to encourage your child to keep posting on this safe website. The kids have really taken to it, and many have posted lots of interesting things for others to enjoy. I vet each and every post and comment, so I ensure it’s a safe, happy, positive experience for them all. If you haven’t already done so, then ask your child to let you see how it all works. They’ve lots of great things to show off to you!

“Great Week” Certificates Each week I text the parents of those children who have earned a “great week certificate” for the week. This is for their great behaviour, effort, and honesty each and every day. If you do not receive a text, that means that your child has ended at least one day of the week on the ‘bad’ side of the board. On average each week 14 or 15 children receive these certificates. If your child is not receiving them, then feel free to ask me or them why. I’d love to discuss this with you. If you want, and if coming in to the school is a problem, I will call you to discuss your child’s effort and behaviour.

Class Behaviour In  the last few weeks I have noticed the behaviour of some children getting worse. Some days we are wasting maybe a quarter of the possible time for learning on dealing with their bad/disruptive behaviour. It’s NOT all the kids, just a few. We’ve talked about it as a class and agreed that those children who are getting the yellow and red cards for this need to change their behaviour. They are being selfish in wasting everyone’s time and everyone’s opportunities to learn.

Tables That Are Clear of Everything Since early January the class has had a “Clear Table” policy. And it has helped many children concentrate better. The policy means that a child’s table should have on it only what he/she needs for the lesson they’re doing... the other books should be in their bags. (At the end of the day a child can leave books neatly on their table so as not to have to carry them home.) A few children find this hard. They moan about their bags not being big enough. If this is true of your child, please give him/her an extra or a bigger bag (any type of bag at all).

A New Idea For This Class: “Help Each Other Hour” Each class is different and as a teacher I try out different ideas to see what works best for each class. A new idea I have is an “Help Each Other Hour”. When I suggested it to the class, they were surprised, many thought about it, and many liked it. Here’s how it might work... One hour a week, after school, they can work in pairs or any-sized groups on anything they like. I’ll be in the classroom, supervising for safety’s sake and providing whatever resources I can but not actually teaching (I’ll be hoping to be doing my own work: planning, preparing, writing up reports, and so on). I’ll be volunteering my time so there’ll be no charge. It’ll be on Mondays. Let’s give it a go, see how it works, and take it from there. Obviously no child HAS TO sign up and also I don’t want to be spending any time or energy having to deal with children breaking the school rules, so, to be fair to all the children, any child who wants to take part will have to sign a ‘Good Behaviour Contract’ and if they mess up they will be barred.

Five Computers in Our Classroom! Yes, it’s true. Soon after we come back after Easter we’ll be getting five computers into our classroom. It’s going to be magic! I’ll be planning to let children develop their ICT skills while working on various subjects. I’ll be having the children working in pairs, as they learn ICT skills that way better and quicker and it’s good for them to develop teamwork skills. Sometimes children don’t know how lucky they are, but this class seem to: they know what a wonderful resource these computers will be to their learning. They’re rightfully excited. talbotmrstuart.blogspot.ie kidblog.org/MrS2013 usefulsiteforparents.blogspot.ie www.mathletics.com

New opportunity for your child to enjoy learning... kidblog.org

Good day! As most of you are no doubt aware by now, the kids have taken bigtime to idea of blogging! They're all able to go on to the website kidblog.org where we have our own website, where each child has their own blog page, to make their own. The great thing about this particular site is that it is totally safe because it's totally private -- unlike facebook and other sites which can be dangerous places for children as young, innocent, and impressionable as your child. Kidblog is totally private because each child has their own name and own password and nobody else anywhere can see anything any child posts. It's also totally safe because I vet each and every post and comment that they 'submit for review' when they want to post something -- I am going to use my best judgement to try to ensure everything is in good taste and unoffensive.

I have already clarified with the class, in a post of my own which we all read through and discussed in class, what I expect behaviour-wise. That said, I am confident this class will work together in a positve manner to build each other up with positve support.

The blog is really their 'baby' and I'm excited to see how it develops. The initial enthusiasm and rush of posts suggests it might indeed become a valuable place for them, where they get to participate more in their learning and become ever-more independent learners, where they share their interests and best work, and where they learn in a safe environment to become polite, capable, and creative web-citizens.

If you'd like to give me feedback on this or if you have any questions, please just contact me as usual. Cheers!

This Monday Coming: Invite to a talk by a psychologist on Cyberbullying

A note was given out in school today about an event this coming Monday, December 3rd, in the Green Isle Hotel (Clondalkin) at 7:30pm... 

Cyberbullying & Internet Safety 

with Forensic Psychologist Dr Maureen Griffin

Colaiste Bride is organising it for parents, both primary and post-primary, from anywhere in the area. The note says, "Admission is free but places are limited so we would advise you to come early!"

If you have any concerns about bullying through texting or on websites, go. 
If you want to know what's happening out there between children these days, go. 
If you want to get good advice for you and your child, go.

Trying to Keep Your Child Safe Online...

First of all, please see my entry on my site for the class at talbotmrstuart.blogspot.com. I've an important post on cyberbullying and what to do about it. I've also given the kids lots of ways to stay safe online and a few links to the best websites I've found.

But also, just for you, is this below.
It is sound advice from the Irish 'Sticks and Stones' Anti-Bullying Programme. A representative, Patricia Kennedy, wrote the following words in the Irish Daily Mail on October 31, 2012.

"Cyberbullying is NOT 24/7; it's only 24/7 if a child is allowed access to their phone or the internet. Don't let your own ignorance get in the way of common sense. A simple rule is 'no phones after bedtime.' Have a drawer in the kitchen that all phones are left in.

... Try turning off the wifi when you are going to bed to make sure there are no 3am online arguments. The anti-bullying initiative I represent, Sticks and Stones, work with children from all backgrounds, from designated disadvantaged schools to fee-paying schools, and we are constantly surprised at the level of innocence that most children have in relation to the 'friends' they make online.

They don't think there are any dangers involved in chatting with strangers online, and they don't think there are any repercussions involved for them regarding what they post.

... In our anti-bullying workshops, children tell us one of the reasons they don't 'tell' about bullying is that parents 'overreact'. Don't be that parent.

If your child tells you that they are being bullied -- don't lose your temper; above all don't threaten to take their phone or internet access away -- you're just guaranteeing they'll never tell you anything again.

Remain calm and ask questions -- who, what, why, where, when. Get the facts, write it down, keep the text/phone messages or take a screen shot from the computer so you are informed when you approach the school, internet or phone provider, or gardaí.

Talk to your children; let them know they can talk to you; keep the channels of communication open."


And here is some great advice from the USA's Federal Department of Health... 

Be Aware of What Your Kids are Doing Online

Talk with your kids about cyberbullying and other online issues regularly.

Know the sites your kids visit and their online activities. Ask where they’re going, what they’re doing, and who they’re doing it with.

Tell your kids that as a responsible parent you may review their online communications if you think there is reason for concern. Installing parental control filtering software or monitoring programs are one option for monitoring your child’s online behaviour, but do not rely solely on these tools.

Have a sense of what they do online and in texts. Learn about the sites they like. Try out the devices they use.

Ask for their passwords, but tell them you’ll only use them in case of emergency.

Ask to “friend” or “follow” your kids on social media sites or ask another trusted adult to do so.

Encourage your kids to tell you immediately if they, or someone they know, is being cyberbullied. Explain that you will not take away their computers or cell phones if they confide in you about a problem they are having.

Establish Rules about Technology Use

Establish rules about appropriate use of computers, mobile phones, and other technology. For example, be clear about what sites they can visit and what they are permitted to do when they’re online. Show them how to be safe online.

Help them be smart about what they post or say. Tell them not to share anything that could hurt or embarrass themselves or others. Once something is posted, it is out of their control whether someone else will forward it.

Encourage kids to think about who they want to see the information and pictures they post online. Should complete strangers see it? Real friends only? Friends of friends? Think about how people who aren’t friends could use it.

Tell kids to keep their passwords safe and not share them with friends. Sharing passwords can compromise their control over their online identities and activities.

I hope you've found at least one good tip above to help you try to keep your child safe online.

To Begin, Here's A List of Sites You May Well Find Relevant

Hi!

This site is in its infancy. I'll work on it and it'll gradually improve: let me know at the parent-teacher meetings how you'd like to see it develop; thanks! 

Anyhow, to begin, here's the beginning of a list of sites you may well find relevant to your parenting:


(A) Bullying/'Being Safe on the Internet' Sites

• Firstly, it's important for you to know that I've posted about this in child-friendly language on my blog for the class (1) Cyberbullying (2) Being Safe Online. The websites here below are for you, not them. 
• webwise.ie (see the Parents section). This is especially important to help us stamp out cyberbullying when it begins. We won't stop all of it beginning, but we can stop a lot of it through educating the kids just how much pain cyberbullying causes. And we also can do our best to stamp out cyberbullying quickly when it does begin: How? Find out on webwise.ie
• https://www.thinkuknow.co.uk/parents/parentsguide/ has a couple of good videos. The 'Parents and Carers Guide' one is best from the 8th minute on. Give it a go; I think you'll find some good stuff: good information for you (bullying, strangers, sexualisation of children) AND good tips in how to talk to your kids about all this. 
• Google has its own website with videos dedicated to you, parents who want your family to be safe online. You might find some of its real-world advice useful. 

(B) Education Sites for Parents

• For starters, perhaps look through my various postings on the website I have for the kids: talbotmrstuart.blogspot.com 
• Secondly, there's scoilnet.ie, which has sections for parents, for children, and for teachers. They've divided the thousands of great resources by age and by subject, so you're likely to find lots you'll find useful. 
• To see the curriculum for your child this year, see http://www.ncca.ie/en/Curriculum_and_Assessment/Parents/Primary/5th_and_6th_Classes/
• Maybe you want to see the School Plans for each subject and other things
• And don't forget the School Website's Page for Parents--courses, booklists, and the vibrant, wonderful, unsung-heroes of the Parents Association
• Up to 5% of the population are 'gifted' learners: they learn faster, earlier, and differently than others. If you know of such a child, here's an Irish website with Irish resources for them: http://giftedkids.ie/ 
• Stay in touch with what's going on at the school, not just my class, through the school website
• Here's an Irish Independent story on what you can do to help your child improve his/her reading

(C) General Parenting Sites

• Services supporting families in Clondalkin — a compilation of services it's good to know about
• National Parents Council Primary (www.npc.ie)
• Pointers for Parents from Parentline.ie (these are the people you can call when you're in need of a chat on the phone with someone who truly 'gets it' when your child is causing you stress)(low-call 1890 927 277; more info and services at parentline.ie 
• You might like this story from National Public Radio in the USA about the art and science of parenting tweens and teens — and how it sure ain't easy!
  (Listen to the story and read the accompanying article.)
  (The top tips and insights I see are: "(1) it's not just a case of raging hormones. Teens may actually not be able to help their reactions due to dramatic changes in their rapidly developing brains; (2) the first line of defense for parents is to stay calm. Tell the teen to just go to bed and that you will deal with consequences tomorrow. Ask them to write a note of self-reflection — about their regrets, why they went off track, what they would do differently if given another chance, and what skills they might need to avoid the situation in the first place; Based on the quality of this self-critique, Kastner says, parents can then determine discipline or consequences. (3) Steering clear of emotions is difficult, even for adults. But Kastner says it's something parents just have to learn how to do. There are some obvious tools: Step outside for a moment. Take a breath. Think mindfulness. (4) And forget having the last word, she says. "Let them have the last word," Kastner says about the kids. "A lot of extended arguments that happen with children are happening because we take the bait," Kastner says. Parents respond to attacks, get angry when called names and end up co-miserable with their kids. We need to let that riffraff go," she says, "and cease-and-desist because it's going nowhere.""

I'll add to this list throughout the year, so do please come back to it from time to time (maybe bookmark this site now?)