Monday, March 31, 2014

Get Students Excited About Reading!

I've been reading over several blog posts, articles, and talking to teachers about the best ways to get students excited about reading.  Here are my top three favorites:


1. Dress up as a character!
By far, this strategy gets a reaction from students.  Young and old, too-cool-for-school and comfortable being goofy, boy or girl - all students notice this.  While some might try to play it off or laugh out of comfortableness, you will show your passion for reading, and students will respond to it.





2. Make a Space
This works for both the home and the classroom: Make a comfortable space where students can relax and focus on reading.  I've seen students trod  into my classroom, negative body language flying, but they then transform as they cross the room to my reading corner, grab a cushion, and settle in with a book.  You can see the gloom and tension melt away.  The transformation is palpable.  That comfortable, safe space provides so much more than a place to read.


3. Make A Connection
Tastier than Fried Worms?
Find a way to make reading connect to real life.  This can be done in many ways.  Pick your favorite scene, re-write it as a play, and act it out.  Have students compare and contrast themselves and the main character.  But my absolute favorite way to connect reading to life is to find a book with food in it and then make it!  Green Eggs and Ham?  How to Eat Fried Worms?  Charlie and the Chocolate Factory?  The Grapes of Wrath?

You might want to take a more abstract approach (substitute gummy worms for real worms), or get creative ans build a scene with food (angry grape people).  However you do it, food makes reading fun!


Reading becomes much more exciting when kids can see your passion, when they can relax and enjoy it, and when they see how reading relates to their lives.

Here are a few of the articles and blogs I read when brainstorming: The CornerstoneEdudemicMillion Words CampaignUniversity of Tennessee, and Imagine Learning

What are your favorite ideas and activities to get kids excited about reading?  Share in the comments below and feel free to include a link to your own blog post on the topic.


Sunday, March 30, 2014

10 Most Commonly Misused Words

Here is a great infograph on 10 Commonly Misused Words from AM Strategies:

10 Most Commonly Misused Words


I will admit it... I have misused a couple of these in the past - but no more!

Tuesday, March 25, 2014

Humanized Animals May Disrupt Student Learning

Interesting findings came out today from Frontiers in Psychology.  Apparently "anthropomorphized animals in books may not only lead to less learning but also influence children's conceptual knowledge of animals."  So, students potentially learn less and form fewer connections when animals are anthropomorphized. 

Well that stinks!  Students LOVE anthropomorphized animals!  There are so many great books and series that just wouldn't be the same with humans: I'm thinking of some of my favorite Elephant and Piggie books here. 

And while it is important to take into account what this study found, it is also important to remember how these anthropomorphized animals hook our children and students into stories.

Perhaps this is a great example of why paired texts can play a large role in classrooms.  Hook students with a walking, talking, singing Siamese cat, bring in some non-fiction on house cats or jungle cats, and finish with a well-rounded discussion on fiction vs. non-fiction and on fantasy vs. reality. 

What are your thoughts on anthropomorphism or paired texts?  Any suggestions?  I'd love to hear them in the comments section.  


animals in books may not only lead to less learning but also influence children’s conceptual knowledge of animals - See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf
Keywords: picture books, preschoolers, Learning, Animals, Anthropomorphism
Citation: Ganea PA, Canfield CF, Simons K and Chou T (2014). Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals. Front. Psychol. 5:283. doi: 10.3389/fpsyg.2014.00283
Received: 14 Nov 2013; Paper pending published: 10 Dec 2013;
Accepted: 17 Mar 2014.
Edited by:
Jessica S. Horst, University of Sussex, United Kingdom
Reviewed by:
Sandra R. Waxman, Northwestern University, USA
Megan Geerdts, Rutgers University, USA  
Copyright: © 2014 Ganea, Canfield, Simons and Chou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Patricia A. Ganea, University of Toronto, Toronto, Canada, patricia.ganea@utoronto.ca
- See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf
Keywords: picture books, preschoolers, Learning, Animals, Anthropomorphism
Citation: Ganea PA, Canfield CF, Simons K and Chou T (2014). Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals. Front. Psychol. 5:283. doi: 10.3389/fpsyg.2014.00283
Received: 14 Nov 2013; Paper pending published: 10 Dec 2013;
Accepted: 17 Mar 2014.
Edited by:
Jessica S. Horst, University of Sussex, United Kingdom
Reviewed by:
Sandra R. Waxman, Northwestern University, USA
Megan Geerdts, Rutgers University, USA  
Copyright: © 2014 Ganea, Canfield, Simons and Chou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Patricia A. Ganea, University of Toronto, Toronto, Canada, patricia.ganea@utoronto.ca
- See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf

Monday, March 24, 2014

How Does Sleep Deprivation Affect Children?

Every testing season notes go home in newsletters, pamphlets are handed out to parents, and signs are posted in the hallways all promoting good health for better test results.  "A good night's sleep" is at the top of almost every list I come across.

While it is true that a good night's sleep is important to preparing a child to do their best on a test, I wonder why these healthy habits are not enforced and recommended year-round.  Sure, encouraging a full night of rest for all students before they perform on a high-stakes test might help the school average, but what about all of those sleep deprived nights before that?  How did those less than optimal nights effect and impact students' learning throughout the year?

Well, here it is.  Gathered from these sources (The Impact of Inadequate Sleep on Children's Daytime Cognitive Function; Center for Advancing HealthSleep Deprivation: The 10 Most Profound Psychological Effects), here are the main symptoms and signs of sleep deprivation:

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