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AUTHOR Cullinan, Bernice; Bagert, BrodTITLE Helping Your Child Learn To Read (with Activities for
Children from Infancy through Age 10).INSTITUTION Office of Educational Research and Improvement (ED),
Washington, DC.PUB DATE Apr 93NOTE 68p.; Two-tone illustrations will reproduce in shades
of gray.PUB TYPE Guides Non-Classroom Use (055)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Beginning Reading; Elementary Education; Elementary
School Students; *Learning Activities; *Parent ChildRelationship; Parent Participation; Parent SchoolRelationship; Preschool Children; PreschoolEducation; *Reading Aloud to Others; YoungChildren
IDENTIFIERS National Education Goals 1990; *Reading Motivation
ABSTRACT
Focusing primarily on what parents can do to helpchildren up to 10 years of age with reading, this booklet offersactivities designed to lay the foundation for children to becomelifelong readers. The first section of the book offers some basicinformation about parents reading to their children. The secondsection offers suggestions to guide parents to: read with theirchildren and make it enjoyable; stimulate their children's interestin rending and language; and learn about their o.hildren's schoolreading programs and find ways to help. The book then presents 7reading activities and 12 writing and talking activities. A briefdiscussion of parents and the schools; a postscript about olderchildren; and lists of 71 resources for children (books andmagazines) and 20 for parents (books and organizations) are attached.(RS)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
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U S DEPARTMENT OF EDUCATIONOffice of Educational Researchand imorovement
EDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)This document hey been reproducer asecenreo Irom the oerson or oroarnzahonoriginating it
0 Minor anges nave been made to improvereOrOduCtiOn duality0Points ot new or OpiniOnS Stated on this docu
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Helping Your ChildLearn To Read
with activities for childrenfrom infancy through age 10
By Bernice Cullinan and Brod Bagert
Edited by KatLryn PerkinsonIllustrated by Darlene Marie Francis
U.S. Department of EducationOffice of Educational Research and Improvement
U.S. Department .-f EducationRichard W. RileySecretary
Office of Educational Research awl ImprovementEmerson J. ElliotActing Assistant Secretary
This book is in the public domain. Authorization toreproduce it in whole or in part for educational purposesis granted.
Publication of this book was managed by the Office ofEducational Research and Improvement, U.S.Department of Education. Listing of materials andresources in this book should not be construed orinterpreted as an endorsement by the Department ofany private organization or business listed herein.
April 1993
4.
Foreword
This is the question we parents are always trying toanswer. It's good that children ask questiuns: that's thebest way to learn. All children have two wonderfulresources for learningimagination and curiosity. As aparent, you can awaken your children to the joy oflearning by encouraging their imagination andcuriosity.
Helping Your Child Learn to Read is one in a series ofbooks on different education topics intended to help youmake the most of your child's natural curiosity.Teaching and learning are not mysteries that can onlyhappen in school. They also happen when parents andchildren do simple things together.
For instance, you and your child can: sort the socks onlaundry daysorting is a major function in math andscience; cook a meal togethercooking involves notonly math and science but good health as well; tell andread each other storiesstorytelling is the basis forreading and writing (and a story about the past is alsohistory); or play a game of hopscotch togetherplaying physical games will help your child learn tocount and start on a road to lifelong fitness.
By doing things together, you will show that learning isfun and important. You will be encouraging your childto study, learn, and stay in school.
All of the books in this series tie in with the NationalEducation Goals set by the President and theGovernors. The goals state that, by the year 2000:every child will start school ready to learn; at least 90percent of all students will graduate from high school;
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each American student will leave the 4th, 8th, and 12thgrades demonstrating competence in core subjects; U.S.students will be first in the world in math and scienceachievement; every American adult will be literate, willhave the skills necessary to compete in a globaleconomy, and will be able to exercise the rights andresponsibilities of citizenship; and American schoolswill be liberated from drugs and violence so they canfocus on learning.
This book is a way for you to help meet these goals. Itwill give you a short rundown on facts, but the biggestpart of the book is made up of simple, fun activities foryou and your child to do together. Your child may evenbeg you to do them. At the end of the book is a list ofresources, so you can continue the fun.
Let's get started. We invite you to find an activity inthis book and try it.
ContentsForeword iiiIntroduction 1
The Basics 3Start Young and Stay with It 3Advertise the Joy of Reading! 3Remember When You Were Very Young 4Home Is Where the Heart Is 5
Important Things To Know 7It's Part of Life 8One More Time 8Talking about Stories 9The More the Merrier 9How Do I Use This Book? 9
Read Along 11Look for Books 12Books and Babies 14R and R: Repetition and Rhyme 16Poetry in Motion 18Read to Me 20Family Reading Time 22Story Talk 24
Write and Talk, Too 25Tot Talk 26What's in a Name? 28World of Words 30Book Nooks 32Family Stories 34Now Hear This 36P.S. I Love You 38
7
Easy as Pie 40Write On 42TV 44Make a Book 46Make Your Own Dictionary 48
Parents and the Schools 49
A Postscript about Older Children 51
Resources 52
Acknowledgments 57
C-G
vi
IntroductionWhen parents help their children learn to read, theyhelp open the door to a new world. As a parent, youcan begin an endless learning chain: You read to yourchildren, they develop a love of stories and poems, theywant to read on their own, they practice reading, andfinally they read for their own information or pleasure.They become readers, and their world is foreverexpanded and enriched.
This book focuses primarily on what you can do to helpchildren up to 10 years ofage. During these years youcan lay the foundation for your child to become alifelong reader. In the first section, you will find somebasic information about reading to your child. This isfollowed by suggestions that guide you to
read with your child and make this all-importanttime together enjoyable;
stimulate your child's interest in reading andlanguage; and
learn about your child's school reading programs andfind ways to help.
While most of the book is for parents of children up to10 years of age, there is a brief section for parents ofolder children on how to help them continue to grow asreaders.
Finally, there is a resource section. As you makereading with your child a routine part of your lives, thissection will help you to find new ideas and a variety ofbooks you both might like.
You don't need to be an especially skillful readeryourself to help your child. In fact, some public
1
libraries offer adult literacy programs that involvereading to children as a way to improve literacy skillsfor the whole family. Nor do you have to devote greatamounts of time to reading with your child. It's thequality of time that counts. Just be consistentgive asmuch time as you can each day to help your child. Theactivities suggested are designed to fit into busyschedules.
Helping your child become a reader is an adventure youwill not want to miss. The benefits to your child areimmeasurable, and in the process you will find yourworld becoming richer as well.
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The BasicsThere is no more important activity forpreparing ymair child to succeed as a reader thanreading aloud together. Fill your story times with avariety of books. Be consistent, be patient, and watchthe magic work.
Start Young and Stay with ItAt just a few months of age, an infant can look atpictures, listen to your voice, and point to objects oncardboard pages. Guide your child by pointing to thepictures, and say the names of the various objects. Bydrawing attention to pictures and associating the wordswith both pictures and the real-world objects, your childwill learn the importance of language.
Children learn to love the sound of language beforethey even notice the existence of printed words on apage. Reading books aloud to children stimulates theirimagination and expands their understanding of theworld. It helps them develop language and listeningskills and prepares them to understand the writtenword. When the rhythm and melody of languagebecome a part of a child's life, learning to read will beas natural as learning to walk and talk.
Even after children learn to read by themselves, it's"jstill important for you to read aloud together. By ,reading stories that are on their interest level, but ,-- lk
beyond their reading level, you can stretch young - --:-
readers' understanding and motivate them to improve , /their skills. ._.. . .----_,
Ir'i=..------,-....=.
Advertise the Joy of Reading!Our goal is to motivate children to want to read so theywill practice reading independently and, thus, become
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fluent readers. That happens when children enjoyreading. We parents can do for reading what fay 4- foodchains do for hamburgers . . . ADVERTISE! And weadvertise by reading great stories and poems tochildren.
We can help our children find the tools they need tosucceed in life. Having access to information throughthe printed word is an absolute necessity. Knowledgeis power, and books are full of it. But reading is morethan just a practical tool. Through books we can enrichour minds; we can also relax and enjoy some preciousleisure moments.
With your help, your children can begin a lifelongrelationship with the printed word, so they grow intoadults who read easily and frequently whether forbusiness, knowledge, or pleasure.
Remember When You Were VeryYoungBetween the ages of 4 and 7, many children begin torecognize words on a page. In our society this maybegin with recognition of a logo for a fast food chain orthe brand name of a favorite cereal. But, before long,that special moment when a child holds a book andstarts tc decode the mystery of written words is likelyto occur.
You can help remove part of the mystery withoutworrying about a lot of theory. Just read the storiesand poems and let them work their wonders. There isno better way to prepare your child for that momentwhen reading starts to "click," even if it's years downthe road.
It will help, however, if we open our eyes to some thingsadult readers tend to take for granted. It's easier to bepatient when we remember how much children do not
4
agg
know. Here are a few concepts we adults know so wellwe forget sometimes we ever learned them.
There's a difference between words and pictures.Point to the print as you read aloud.
Words on a page have meaning, and that is what welearn to read.
Words go across the page from left to right. Followwith your finger as you read.
Words on a page are made up of letters and areseparated by a space.
Each letter has at least two forms: one for capitalletters and one for small letters.
These are examples of hieroglyphics.
LTh
Imagine how you would feel ifyou were trying tointerpret a book full of such symbols. That's how youngreaders feel. But, a little patience (maybe by turning itinto a puzzle you can solve together) is certain to buildconfidence.
Home Is Where the Heart IsIt's no secret that activities at home are an importantsupplement to the classroom, but there's more to itthan that. There are things that parents can givechildren at home that the classrooms cannot give.
5
Children who are read to grow to love books. Over theyears, these children will have good memories totreasure. They remember stories that made themlaugh and stories that made them cry. They remembersharing these times with someone they love, and theyanticipate with joy the time when they will be able toread for themselves.
By reading aloud together, by being examples, and bydoing other activities, parents are in a unique positionto help children enjoy reauing and see the value of it.
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Important Things ToKnowIt is important to keep fun in your parent-child readingand to let joy set the tone and pace. Here is a story tokeep in mind.
Shamu is a performing whale, to the delight of many.However, she sometimes gets distracted and refuses todo her tricks. When that happens, her trainers standaround in dripping wetsuits and wait for herstubbornness to pass. They know that when a5,000-pound whale decides she doesn't want to flip hertail on cue, there is very little anyone can do about it.But whalez, like to play, and sooner or later Shamureturns to the game of performing for her audience.Shamu's trainers know this so they're always patient,they're always confident, and they always makeperforming fun.
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While helping your child become a reader is certainlydifferent from training a whale, the same qualities ofpatience, confidence, and playfulness in your approachwill get results. If, from time to time, your child getsdistracted and loses interest, take a break. Childrenlove to learn. Give them a little breathing room, andtheir interest will always be renewed.
It's Part of LifeAlthough the life of a parent is often hectic, you shouldtry to read with your child at least once a day at aregularly scheduled time. But don't be discouraged ifyou skip a day or don't always keep to your schedule.Just read to your child as often as you possibly can.
If you have more than one child, try to spend some timereading alone with each child, especially if they're morethan 2 years apart. However, it's also fine to read tochildren at different stages and ages at the same time.Most children enjoy listening to many types of stories.When stories are complex, children can still get theidea and can be encouraged to ask questions. Whenstories are easy or familiar, youngsters enjoy these "oldfriends" and may even help in the reading. Taking thetime to read with your children on a regular basis sendsan important message: Reading is worthwhile.
One More TimeYou may go through a period when your child favorsone book and wants it read night after night. It is notunusual for children to favor a particular story, andthis can be boring for parents. Keep in mind, however,that a favorite story may speak to your child's interestsor emotional needs. Be patient. Continue to exposeyour children to a wealth of books and eventually theywill be ready for more stories.
Talking about StoriesIt's often a good idea to talk about a story you arereading, but you need not feel compelled to talk aboutevery story. Good stories will encourage a love forreading, with or without conversation. And sometimeschildren need time to think about stories they haveread. A day or so later, don't be surprised ifyour childmentions something from a story you've read together.
The More the MerrierFrom time to time, invite other adults or older childrento listen in or join in reading aloud. The message is:Reading is for everybody.
How Do I Use This Book?There are two types of activities in this book to help
make reading with your child enjoyable and
increase writing, talking, and listening to boost yourchild's love of language.
Most of the activities are for children who range in agefrom 3 to 10 years, with a few for babies. The symbolsnext to the activities can guide you.
Infant up to 2 years
Beginning reader
r(ages 6-7)
Preschoolz(ages 3-5)
Developing reader(ages 8-10)
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Enjoyment is essential in the process of helping yourchild become a reader. All of the activities are writtenwith this thought in mind. So, if you and your childdon't enjoy one activity, move on to something else andtry it again later.
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Read AlongThe following is intended to help you become a parentwho is great at reading with your child. You'll findideas and activities to enrich this precious timetogether.
Children become readers when their parentsread to them. It really is as simple as that. Andhere's the good news: It's easy to do and it'sgreat fun. With a little practice you will be makingthe memories of a lifetime, memories both you and yourchild will cherish.
It is best to read to your child early and often. But it'snever too late to begin. Start today. Although theactivities in this section are designed to enhancereading aloud with preschoolers and beginning readers,a child is never too old to be read to.
With youngsters, remember that reading is a physicalact, as well as a mental one. It involves hand-eyecoordination. So, when you read, involve your child by
pointing out objects in the pictures;
following the words with your finger (so your childdevelops a sense that the words go from left to righton the page); and
having your child help turn the pages (to learn thatthe pages .curn from right to left).
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..orBooksThe main thing is to find books you bothlove. They will shape your child's firstimpression of the world of reading.
What to do
1. Ask friends, neighbors, and teachers to share the
2.
3.
4.
5.
names of their favorite books.
Visit your local public library, and as early aspossible, get your child a library card. Ask thelibrarian for help in selecting books. (Also seethe resources section at the end of this book.)
Look for award-winning books. Each year theAmerican Library Association selects chidren'sbooks for the Caldecott Medal for illustrl tion andthe Newbery Medal for writing.
Check the book review sections of newspapersand magazines for recommended new children'sbooks.
As soon as they're old enough, have your childrenjoin you in browsing for books and makingselections.
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6. If you and your child don't enjoy reading aparticular book, put it aside and pick up anotherone.
Keep in mind your child's reading level and listeninglevel are different. When you read easy books,beginning readers will soon be reading along withyou. When you read more advanced books, you instilla love of stories, and you build the motivation thattransforms children into lifelong readers.
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What you'll need
Some baby books (booksmade of cardboard or clothwith flaps to lift and holesto peek through)
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BabiesBabies love to listen to the human voice.What better way than through reading!
What to do
2.
Start out by singing lullabies and folk songs toyour baby. At around 6 months, look for bookswith brightly colored, simple pictures and lots ofrhythm. (Mother Goose is perfect.) At around 9months, include books that feature pictures andnames of familiar objects.
As you read, point out objects in the pictures andmake sure your baby sees all the things that arefun to do with books. (Pat the Bunny by DorothyKunhardt is a classic touch-and-feel book forbabies.)
3. Vary the tone of your voice, sing nursery rhymes,bounce your knee, make funny faces, dowhatever special effects you can to stimulateyour baby's interest.
4. Allow your child to touch and hold cloth andsturdy cardboard books.
5. When reading to a baby, be brief but read often.
? rc.
As you read to your baby,your child is forming anassociation between booksand what is mostlovedyour voice andcloseness. Allowing babiesto handle books deepenstheir attachment evenmore.
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R an, R:Repetitionand RhymeRepetition makes books predictable, andyoung readers love knowing what comesnext.
What you'll need What to do
Books with repeated phrases*Short rhyming poems
'A few favorites are: Alexanderand the Terrible, Horrible, NoGood, Very Bad Day by JudithViorst; Brn"n Bear, Brown Bear,What Do You See? by Bill Martin,Jr.; Horton Hatches the Egg by Dr.Seuss; and The Little Engine ThatCould by Watty Piper. There aremany good booklists that highlightthose books with repetitiverefrains. (See the resourcessection.)
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1.
2.
Pick a story with repeated phrases or a poem youand your child like.
For example, read:
Wolf Voice: Little pig, little pig,Let me come in.
Little Pig: Not by the hair on mychinny-chin-chin.
Wolf Voice: Then I'll huff and I'll puff,And I'll blow your house in!
After the wolf has blown down the first pig'shouse, your child will soon join in with therefrain. y a Q ,t
3. Read slowly, and with a smile or a nod, let your
4.
5.
children know you appreciate their participation.
As children grow more familiar with the story,pause and give them the chance to "fill in theblanks."
Encourage your children to pretend to read,especially books that contain repetition andrhyme. Most children who enjoy reading willeventually memorize all or parts of a book andimitate your reading.
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When youngstersanticipate what's comingnext in a story or poem,they have a sense ofmastery over books. Whenchildren feel power, theyhave the courage to try.Pretending to read is animportant step in theprocess of learning to read.
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What you'll need
Poems that rhyme, tell astory, and are written froma child's point of view
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MotionWhen children act out a good poem, theylove its rhyme, rhythm, and the picturesit paints with a few well-chosen words.They grow as readers by connectingemotion with the written word.
What to do
1.
2.
3.
Read a poem slowly to your child, and bring allyour dramatic talents to the reading. (In otherwords, ham it up.)
If there is a poem your child is particularly fondof, suggest acting out a favorite line. Be sure toaward such efforts with delighted enthusiasm.
Then suggest acting out a verse, a stanza, or theentire poem. Ask your child to make a face of theway the character in the poem is feeling.Remember that facial expressions bring emotioninto the performer's voice.
4 Again, be an enthusiastic audience for your child.Applause is always nice.
5. If your child is comfortable with the idea, look fora larger setting with an attentive, appreciativeaudience. Perhaps an after-dinner "recital" forfamily members would appeal to your child.
6. Mistakes are a fact of life, so ignore them.
Poems are often short with lots of white space on thepage. This makes them manageable for new readersand helps to build their confidence.
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Read to MeIt's important to read to your children,but equally important to listen to themread to you. Children thrive on havingsomeone appreciate their developingskills.
What you'll need What to do
Books at your child's readinglevel
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1. Listen attentively as your child reads.
2. Take turns. You read a paragraph and haveyour child read the next one. As your childbecomes more at ease with reading aloud, taketurns reading a full page. Keep in mind thatyour child may be focusing on how to read, andyour reading helps to keep the story alive.
If your children have trouble reading words, youcan help in several ways.
Tell them to skip over the word, read the restof the sentence, and ask what word wouldmake sense in the story.
Help them use what they know about lettersand sounds.
Supply the correct word.
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4. Tell children how proud you are of their effortsand skills.
Listening to your children read aloud providesopportunities for you to express appreciation of theirnew skills and for them to practice their reading.Most importantly, it's another way to enjoy readingtogether.
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What you'll need
Your own reading materialsReading materials for your
children
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FamilyReadingTimeA quiet time for family members to readon their own may be the only chance abusy parent gets to read the paper.
What to do
1. Both you and your child should pick out
2.something to read.
Don't be concerned if your beginning readers pickmaterials that are easier than their schoolreading books. Practice with easy books (and thecomics) will improve their fluency.
3. If you subscribe to a children's magazine, this isa good time to get it out. There are many goodchildren's magazines, and youngsters often get aspecial thrill out of receiving their own mail.
4. Relax and enjoy while you each read your ownselections.
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A family reading timeshows that you like to read.Because you value reading,your children will too.
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What you'll need
Reading materials
Story TalkTalking about what you read is anotherway to help children develop languageand thinking skills. You don't need toplan the talk, discuss every story, orexpect an answer.
What to do
1.
2.
Read slowly and pause occasionally to think outloud about a story. You can speculate: "I wonderwhat's going to happen next!" Or ask a question:"Do you know what a palace is?" Or point out:"Look where the little mouse is now."
Answer your children's questions, and if youthink they don't understand something, stop andask them. Don't worry if you break into the flowof a story to make something clear.
3. Read the name of the book's author andillustrator and make sure your childrenunderstand what they do.
Talking about stories they read helps childrendevelop their vocabularies, link stories to everydaylife, and use what they know about the world to makesense out of stories.
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Write and Talk, TooWhile reading with your child is most important, thereare other activities that help to get children ready toread. With a solid foundation, your child will not onlyread, but will read with enthusiasm.
Learning to read is part of learning language. It's like alittle leaguer learning to hit a baseball. The younghitter must learn to watch the ball when it is pitched,to step into it, and to swing the bat to make the hit. It'sa single event made up of three acts. Baseball playerslearn to do all three at once.
The same is true of learning language. When we uselanguage, we speak words out loud, we read words onpaper, and we write. This section has activities thatencourage your child to
speak
read
write
listen
Begin long before you expect your child actually toread, and continue long after your child is anindependent reader.
Now, turn the page and start enjoying language.
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Tot TalkWhat's "old hat" to you can be new andexciting to preschoolers. When you talkabout everyday experiences, you helpchildren connect their world to languageand enable them to go beyond that worldto new ideas.
What to do
1. As you get dinner ready, talk to your child aboutthings that are happening. When your 2- or3-year-old "helps" by taking out all the pots andpans, talk about them. Which one is the biggest?Can you find a lid for that one? What color isthis one?
--.-_-,,_'-''' 2 When walking down the street and your toddler17- ' stops to collect leaves, stop and ask questions
_,-....-L._, that require more than a "yes" or "no" answer.Which leaves are the same? Which are different?What else grows on trees?
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3.
4.
Ask "what if' questions. What would happen ifwe didn't shovel the snow? What if that butterflylands on your nose?
Answer your children's endless "why" questionspatiently. When you say, "I don't know, let's lookit up," you show how important books are asresources for answering questions.
5.
6.
After your preschooler tells you a story, askquestions so you can understand better. Thatway children learn how to tell complete storiesand know you are interested in what they haveto say.
Expose your children to variedexperiencestrips to the library, museum, orzoo; walks in the park; or visits with friends andrelatives. Surround these events with lots ofcomments, questions, and answers.
Talking enables children to expand their vocabularyand understanding of the world. The ability to carryon a conversation is important for readingdevelopment. Remember, it is better to talk too muchthan too little with a small child.
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Name?Use your child's name to develop aninterest in the world of print.
What you'll need What to do
PaperPencil, crayon, or marker
1. Print the letters of your child's name on paper.
2. Say each letter as you write it, "K...A...T...I...E"
3.4.5.
or "M...I...K...E."
When you finish, say, "That's your name!"
Have your child draw a picture.
When finished, say, "I have an idea! Let's putyour name on your picture." As you write theletters, say them out loud.
6. If you have magnetic letters, spell out yourchild's name on the refrigerator door.
Print your child's name on a card, and put it onthe door of your child's room or special place.
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It's hard to overemphasizethe importance of writingand displaying your child'sname.
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What you'll need
PaperPencils, crayons, markersGlue (if you want to make a
poster)Newspapers, magazinesSafety scissors
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or ofr
ordsHere are a few ways to create a home richin words.
What to do
1.
2.
3.
4.
Hang posters of the alphabet on bedroom wallsor make an alphabet poster with your child.
Label the things in your child's pictures. If yourchild draws a picture of a house, label it "house"and put it on th,1 refrigerator.
Have your child watch you write when you makeshopping or to-do lists. Say the words out loudand carefully print each letter.
Let your child make lists, too. Help your childform the letters and spell the words.
5. Look at newspapers and magazines with yourchild. Find an interesting picture and show it toyour child as you reed the caption out loud.
6. Create a scrapbook. Cut out pictures of peopleand places and label them.
"-"1"/.iit I (
7.2
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By exposing your child to words and letters often,your child will begin to recognize the shapes ofletters. The world of words will become friendly.
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t Book Nooks. With very little effort, parents can
introduce children to the wide world ofbooks.
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What to do
1 Visit the library. Get a library card in yourchild's name and one for yourself if you don'thave one. Go to the children's section and spendtime reading and selecting books to take home.Check out books yourself to show your childeveryone can use and enjoy books and the
Be sure to introduce your child to thelibrarian and ask about special programs thelibrary has for children.
Start your own home library. Designate a book-case or shelf especially for your child. Encourageyour child to arrange the books by somemethodbooks about animals, holiday books,favorite books.
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3. Keep an eye out for inexpensive books at fleamarkets, garage sales, used book stores, anddiscount tables at book stores. Many publiclibraries sell old books once a year. You will findsome real bargains!
4. Make your own books. (See activity on page 46.)Child-made books become lasting treasures andpart of your home library.
When collecting books is an important familyactivity, parents send the message that books areimportant and fun.
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FamilyStoriesFamily stories enrich the relationshipbetween parent and child.
What to do
1.
2.
3.
Tell your child stories about your parents andgrandparents. You might even put these storiesin a book and add old family photographs.
Have your child tell you stories about whathappened on special days, such as holidays,birthdays, and family vacations.
Reminisce about when you were little.Describe things that happened at schoolinvolving teachers and subjects you werestudying. Talk about your brothers, sisters,or friends.
4. Write a trip journal with your child to create anew family story. Recording the day's specialevent and pasting the photograph into thejournal ties the family story to a written record.You can also include everyday trips like going tothe market or the park.
It helps for children to know that stories come fromreal people and are about real events. When childrenlisten to stories, they hear the voice of the storyteller.This helps them hear the words when they learn toread aloud or read silently.
: t! 35
ir!
..ow HearThisChildren are great mimics. When you tellstories, your child will begin to tellstories, too.
What to do
1. Have your child tell stories like those you havetold. Ask: "And then what happened?" to urgethe story along.
2. Listen closely when your child speaks. Be
3.enthusiastic and responsive.
If you don't understand some part of the story,take the time to get your child to explain. Thiswill help your child understand the relationshipbetween a speaker and a listener and an authorand a reader.
4. Encourage your child to express himself orherself. This will help your child develop a widevocabulary. It can also help with pronouncingwords clearly.
Having a good audience is very helpful for a child toimprove language skills, as well as poise in speaking.Parents can be the best audience a child will everhave.
37
...t
:J`r-"t-/-/+r I Love YouP.S.
Something important happens whenchildren receive and write letters. Theyrealize that the printed word has apurpose.
What you'll need What to do
PaperPencil, crayon, or marker
38
1 Send your child little notes (by putting there in apocket or lunch box, for example). When yourchild shows you the note, read it out loud withexpression. Some children will read the notes ontheir own.
2. When your child expresses a feeling or thoughtthat's related to a person, have your child write aletter. Have your child dictate the words to you ifyour child doesn't write yet.
For example:
Dear Grandma,
I like it when you make ice cream. It's betterthan the kind we buy at the store.
P.S. I love you.
Your grandson,
Darryl
4
3.
4.
Ask the people who receive these notes torespond. An oral response is finea writtenresponse is even better.
Explain the writing process to your child: "Wethink of ideas and put them into words; we putthe words on paper; people read the words; andpeople respond."
Language is speaking, listening, reading, andwriting. Each element supports and enriches theother. Sending letters will help children becomeWriters, and writing will make them better readers.
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. Easy as PiePreparing meals is another good way forchildren to practice language skills.
What you'll need What to do
PaperPencilCookbook or recipesFood supplies
40
1 Ask children to help you prepare a grocery list.
2. Take them to the market and have them find
3.
4.
items on the list.
Have them help put away the groceries andencourage them to read the labels, box tops, andpackages as they store them.
Have them read the ingredients from a recipe.
5. Prepare a meal together and let them takeneeded items from shelves and storage areas.
6. Talk about the steps in preparing a mealfirst,second, and so on.
/ ^,J.
7. Praise the efforts of your early reader andencourage other family members to do the same.
The purpose of reading is to get meaning from thepage. By using reading skills to prepare a meal,children see positive results from reading.
41
: j 1
r
What you'll need
Pencils, crayons, or markersPaper or notebook.Chalkboard
42
ri,e OnWriting helps a child become a betterreader, and reading helps a child becomea better writer.
What to do
1.
2.
3.
4.
Ask your preschooler to dictate a story to you.It could include descriptions of your outings andactivities, along with mementos such as fallleaves, birthday cards, and photographs. Olderchildren can do these activities on their own.
Use a chalkboard or a family message board asan exciting way to involve children in writingwith a purpose.
Keep supplies of paper, pencils, markers, and thelike within easy reach.
Encourage beginning and developing writers tokeep journals and write stories. Ask questionsthat will help children organize the stories, andrespond to their questions about letters andspelling. Suggest they share the activity with asmaller brother, sister, or friend.
5. Respond to the content of children's writing, anddon't be overly concerned with misspellings.Over time you can help your child concentrate onlearning to spell correctly.
When children begin to write, they run the risk ofcriticism, and it takes courage to continue. Our jobas parents is to help children find the courage. Thiswe can do by expressing our appreciation of theirefforts.
5.....
nr,cy7 Itnt? e,c?f:347 '4'1lsr.. 1.i.
43
TVTelevision can be a great tool foreducation too. The keys are settinglimits, making good choices, taking timeto watch together, discussing what youview, and encouraging follow-up reading.
What to do
1.
2.
it
Limit your child's television viewing time andmake your rules and reasons clear. Involve yourchild in choosing which programs to watch. Readthe TV schedule together to choose.
Monitor what your child is watching, andwhenever possible, watch the programs withyour child.
When you watch shows with your child, discusswhat you have seen so your child can betterunderstand the programs.
44
4. Look for programs that will stimulate yourchild's ini erests and encourage reading (such asdramatizations of children's literature andprograms on wildlife, natural history, andscience).
Many experts recommend that children watch nomore than 10 hours of television each week. Limitingtelevision viewing frees up time for reading andwriting activities.It is worth noting that captioned television shows canbe especially helpful with children who are deaf orhard-of-hearing, studying English as a secondlanguage, or having difficulty learning to read.
45
What you'll need
Construction paperYarn or ribbonHeavy paper or cardboardColorful cloth or wrapping
paperPasteSafety scissors
46
Makea BookTurn your child's writing into ahomemade book. The effect will bepowerful. Suddenly books become a lotmore human and understandable.
What to do
1 Paste pages of your child's writings onto pieces of
2.construction paper.
Discuss the order the writings should go in.Should all the writings about animals go in onesection and the writings about holidays inanother? Which writings are the most importantand where should they be placed in the book?
3. Number the pages.
4. Make a table of contents.
5. Make covers for the book with heavy paper orcardboard. You might want to paste colorfulcloth or wrapping paper onto the covers.
6. Punch holes in the pages and the covers.
7. Bind the book together by lacing the yarn orribbon through the holes. Make knots in theloose ends or tie them in a bow, so that the yarnor ribbon won't slip out.
8. Add pages to this book as more writings arecompleted or start a new book.
Making a book is a multi-step process from planningto wziti-tg to producing a final product.
its
5 7, 47
What you'll need
NotebookPencil, pen. crayons, or
markersOld magazinesSafety scissorsPa e
_}))///(
48
Make YourOwnDictionaryA letter dictionary is a long-term project.
What to do
1 Help your child head every page or two with a
2.letter of the alphabet.
Cut out pictures of things from old magazinesthat start with the letters and paste them on theappropriate pages.
3. Help your child label the pictures.
If it stops being fun, you can come back to the projectat a later time. When you come back to it, don't worryif your child forgets something. That's the nature ofyoung children.
Parents and the SchoolsSuccess in school depends, in large part, on yourchild's ability to read, and your role in helpingyour child become a reader extends into theclassroom. The kind of support you provide will,of course, change as your child grows older.Your involvement and monitoring your child'sprogress in school can help your child become abetter reader.
Involvement in school programs can take manyforms, from attending PTA meetings tovolunteering in school activities. Throughaction, not just words, you demonstrate to yourchild that school is important.
In monitoring your child's progress in learning toread, you need to look at both the programsoffered at school and your child's performance.Below is a checklist for different levels ofschooling. There is much more informationavailable to help you evaluate school readingprograms. (See the Resources section, "ForParents.")
KindergartenDo teachers frequently read aloud?
Are favorite stories read over and over againand is "pretend" reading encouraged?
Are there story discussions with opportunitiesfor children to talk and listen?
Are there good materials available forchildren to read and have read to them?
Do teachers discuss with children thedifferent purposes of reading?
Do children have opportunities to write? Dothey compose messages to other people?
Beginning Reading ProgramsWhen children start school, they receive theirfirst formal instruction in reading. At this stage,they learn to identify wordsby translatinggroups of letters into spoken words.
Does the program include teaching therelationship between letters and sounds(phonics)?
Are children reading stories that encouragethem to practice what they are learning?
Are children's reading materials interesting?Do they accommodate a child's limitedreading vocabulary and the need to practiceword identification with exciting stories?
Are teachers still reading stories aloud tochildren and including good children'sliterature?
Developmental ReadingPrograms
Do reading and writing activities occur inevery classroom and in every subject studied?As you walk through the school, do you seedisplays of children's writing on bulletinboards?
Are teachers providing directinstructionteaching strategies that helpstudents become better readers?
Are there plenty of opportunities for childrento practice reading? (For third and fourthgraders, this should include at least two hoursa week of independent reading in school.)
Are there well-stocked school or classroomlibraries? (Schools may enrich theircollections by borrowing from a local publiclibrary.)
49
Are children encouraged to writemeaningfully about what they read? It is notenough to fill in the blanks on worksheets; thepoint is to have children think about whatthey read, relate it to what they alreadyknow, and communicate these thoughts toothers.
Evaluating Your Child'sProgressIt is important to monitor your child's progressthrough reports from the teacher. Also, it isimportant to attend school open houses orsimilar events where teachers are available toexplain the program and discuss children'sprogress with their parents.
If you think your child should be doing better,consider meeting privately with the teacher. Inmost cases, the teacher and principal will be ableto shed light on your child's progress and whatyou might do to help. Your school system mayhave access to splcial resources such as areading specialist and guidance counselor or tomaterials to address your child's needs.
You may want additional help for your child. Agood starting point is the nearest college oruniversity. Most have reading tutorial servicesthat are available on a sliding-fee scale. If not,there may be faculty or graduate studentsinterested in tutoring. Then monitor your child's
50
progress the same way you would his progress inschool. If you do not see a difference inperformance in 6 to 8 weeks, discuss theprogram with your child's tutor. Can the tutorexplain the goals of the program and documentyour child's progress? If not, you may wish toconsider another course of action.
Some children struggle with reading problemswhere the cause is readily identifiable. Some ofthe more widely recognized causes of readingproblems are vision and hearing impairmentsand poor speech and language development.But there are other schoolchildren who haveproblems reading because of a learningdisability. Whatever the cause or nature of achild's reading problem, the earlier the difficultyis discovered and additional help provided, thebetter the child's chances are of becoming asuccessful reader. (See the Resources section,"For Parents.")
The good news is that no matter how long ittakes, with few exceptions, children can learn toread. One of the most important roles you canplay in relation to your children's schoolwork isthat of cheerleader. Applaud their efforts andtheir successes. Help them have the courage tokeep trying.
A Postscript aboutOlder ChildrenYou can't put a teenager on your lap and read storiesevery night. But you can still help older childrenbecome enthusiastic and fluent readers by adaptingmany of the same principles that work with the littleones. It is especially important to continue thefollowing efforts:
Encourage reading for the fun of it and as a free-timeactivity.
Create an environment rich with books.
Talk and listen to your children. Language is like afour-legged stool: Speaking, listening, reading, andwriting are its parts, and each supports the other.
Read with your children every chance you getevenif it's just part of a newspaper article at the breakfasttable.
Encourage children to write by responding to theideas they try to communicate in writing.
Set the exampleput a book in your hands and besure your children know you read for enjoyment andto get needed information.
Monitor your children's schoolwork and applaud theirefforts.
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ResourcesFor ChildrenWhat follows is a sampling from the wealth ofchildren's literature available.
Listed by age groups are three kinds ofchildren's materials.
Books that relate to real-life events
Poems
Magazines
There are many other excellent lists of children'sbooks. For more information, see the nextsection, "Resources for Parents."
Children's Books and Real-Life Events
One sure way to get children to love to read is tomake connections between books and whathappens in their lives. If the book relates towhat happened in real life and children seethemselves in it, both the story and the eventtake on greater meaning. There are numerousbooks that deal with almost any event in achild's life. We present here a few illustrativetopics to show the relation between books andlife. Topics chosen include celebrating familyoccasions; the very personal experience of a loosetooth; a new baby; and knowing more aboutexplorations in outer space.
Family Celebrations
Ages 4 to 8.
Clifton, Lucille. Some of the Days of EveretteAnderson; Ness, Evaline, illustrator. Henry Holt& Company.
Greenfield, Eloise. Honey, I Love and Other LovePoems; Dillon, Diane and Leo, illustrators.HarperCollins Children's Books.
Ringgold, Faith. Tar Beach. Crown.
Say, Allen. Tree of Cranes. Houghton Mifflin.
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Zolotow, Charlotte. Mr. Rabbit and the LovelyPresent; Sendak, Maurice, illustrator.HarperCollins Children's Books.
.Over and Over; Williams,Garth, illustrator. HarperCollins Children'sBooks.
Ages 7 to 12
Adoff, Arnold. In for Winter, Out for Spring;Pinkney, Jerry, illustrator. Harcourt BraceJovanovich.
Baylor, Byrd. I'm in Charge of Celebrations;Parnall, Peter, illustrator. Macmillan Children'sBook Group/Scribners.
Goble, Paul. Her Seven. Brothers. Bradbury Press.
Esbensen, Barbara J. The Star Maiden: AnOjibway Tale; Davie, Helen K., illustrator.Little, Brown and Company.
Loose Tooth
Ages 5 to 8
Bate, Lucy. Little Rabbit's Loose Tooth; DeGroat, Diane, illustrator. Crown.
Birdseye, Tom. Air Mail to the Moon. Gammell,Stephen, illustrator. Holiday.
Brown, Marc. Arthur's Tooth. Little, Brown andCompany/Joy Street.
Carson, Jo. Pulling My Leg; Downing, Julie,illustrator. Orchard.
Cole, Joanna. Missing Tooth; Hafner, Marilyn,illustrator. Random House.
McCloskey, Robert. One Morning in Maine.Viking press.
McPhail, David. The Bear's Toothache. Little,Brown and Company/Joy Street.
63
New Baby
Ages 5 to 8
Alexander, Martha. Nobody Asked Me If IWanted a Baby Sister. Dial Press.
Byars, Betsy. Go and Hush the Baby; McCully,Emily, illustrator. Puffin/Penguin.
Clifton, Lucille. Everette Anderson's Nine MonthLong; Grifalconi, Ann, illustrator. Henry Holt &Company.
Henkes, Kevin. Julius, the Baby of the World.Greenwillow Books.
Williams, Vera B. More, More, More, Said theBaby. Greenwillow Books.
Ages 7 to 12
Ellis, Sarah. A Family Project. MacmillanChildren's Books/McElderry.
Galbraith, Kathryn 0. Roommates and Rachel;Graham, Mark, illustrator. MacmillanChildren's Books/McElderry.
Greenwald, Sheila. Alvin Webster's Surefire Planfor Success (and How It Failed). Little, Brown
nd Company/Joy Street.
Space Exploration
Ages 4 to 8
Barton, Byron. I Want to Be an Astronaut.Crowell.
Branley, Franklyn M. The Sky Is Full of Stars;Bond, Felicia, illustrator. Crowell.
Marshall, Edward. Space Case; Marshall, James,illustrator. Dial Press.
Minarik, Else H. Little Bear; Sendak, Maurillustrator. HarperCollins Children's Books.
Murphy, Jill. What Next, Baby Bear! Dial Press.
Wildsni:th, Brian. Professor Noah's Spaceship.Oxford.
61
Ages 8 to 12
Apfel, Necia H. Nebulae: The Birth and Death ofStars. Lothrop.
Blumberg, Rhoda. The First Travel Guide to theMoon: What to Pack, How to Go, and What to SeeWhen You Get There. Four Winds.
Branley, Franklyn M. The Planets in Our SolarSystem; Madden, Don, illustrator andphotographer. Crowell.
. Rockets and Satellites, 2ndrevised edition; Maestro, Giulio, illustrator.HarperCollins Children's Books.
Cole, Joanna. The Magic School Bus Lost in theSolar System; Degen, Bruce, illustrator.Scholastic, Inc.
Embur, , Barbara, and Crouch, Tom D. TheDream Is Alive: A Flight of Discovery Aboard theSpace Shuttle; with photographs fromSmithsonian Air and Space Museum.HarperCollins Children's Books.
Fox, Mary Virginia. Women Astronauts: Aboardthe Space Shuttle; revised edition. Messner.
Lauber, Patricia. Seeing Earth from Space.Orchard.
Livingston, Myra Cohn. Space Songs; Fisher,Leonard Everett, illustrator. Holiday Hnuse.
Ride, Sally, and Okie, Susan. To Space andBack. Lathrop.
Simon, Seymour. Look to the Night Sky: AnIntroduction to Star Watching; illustrations andstar charts. Puffin/Penguin.
Celebrate the Joy of PoetryAges 5 to 12
Bagert, Brod. Let M e Be . . . the Boss, Poems forKids to Perform; Smith, G.L., illustrator.Wordsong/Boyds Mills Press.
Bryan, Ashley, ed. All Night, All Day: A Child'sFirst Rook of African-American Spirituals;Thomas, David Manning, musical arranger.Atheneum.
53
Ciardi, John. The Monster Den: or Look WhatHappened at My Houseand To It; Gorey,Edward, illustrator. Wordsong/Boyds Mills Press.
. You Know Who; Gorey, Edward,illustrator. Wordsong/Boyds Mills Press.
de Regniers, Beatrice S., ed. Sing a Song ofPopcorn: Every Child's Book of Poems;illustrated by nine Caldecott Medal artists.Scholastic., inc.
Esbensen, Barbara J. Cold Stars and Fireflies:Poems of the Four Seasons; Bonners, Susan,illustrator. HarperCollins Children's Books.
Giovanni, Nikki. Spin a Soft Black Song,Martins, George, illustrator. Hill & Wang/Farrar, Straus and Giroux.
Hopkins, Lee Bennett. Happy Birthday; Knight,Hilary, illustrator. Simon & Schuster.
. On the Farm; Molk,Laurel, illustrator. Little, Brown and Company.
Lewis, Claudia. Up in the Mountains: And OtherPoems of Long Ago; Fontaine, Joel, illustrator.HarperCollins Children's Books.
Lewis, J. Patrick. Earth Verses and WaterRhymes; Sabuda, Robert, illustrator. Atheneum.
Prelutsky, Jack. For Laughing Out Loud: Poemsto Tickle Your Funnybone; Priceman, Marjorie,illustrator. Alfred A. Knopf.
ed. The Random House Book ofPoetry for Children; Lobel, Arnold, illustrator.Random House.
Sky-Peck, Kathryn, ed. Who Has Seen the Wind?An Illustrated Collection of Poetry for YoungPeople; with photographs of paintings from theBoston Museum of Fine Arts. RizzoliInternational Publications.
Stevenson, Robert Louis. A Child's Garden ofVerses; Le Mair, Henriette Willebeek, illustrator.Ph ilomel
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Children's Magazines
General Interest for Ages 2 to 12
Cricket, the Magazine for Children, P.O. Box52961, Boulder, CO 80322-2961.
Highlights for Children, 2300 West FifthAvenue, Columbus, OH 43272-0002.
Story Magazines for Ages 4 to 9
Chickadee, Young Naturalist Foundation, P.O.Box 11314, Des Moines, IA 50340.
Ladybug, Cricket Country Lane, Box 50284,Boulder, CO 80321-0284.
Sesame Street Magazine, Children's TelevisionWorkshop, One Lincoln Plaza, New York, NY10023.
Science, Nature, Sports, Math & History forAges' to 12
Cobblestone: The History Magazine for YoungPeople, Cobblestone Publishing, Inc., 30 GroveStreet, Peterborough, NH 03458.
DynaMath, Scholastic, Inc., 730 Broadway, NewYork, NY 10003.
National Geographic World, NationalGeographic Society, 17th and M Streets NW,Washington, DC 20036.
Odyssey, Kalmbach Publishing Co., P.O. Box1612, Waukesha WI 53187.
Ranger Rick, National Wildlife Federation, 140016th Street NW, Washington, DC 20036-2266.
Sports Illustrated for Kids, Time Inc., Time &Life ruilding, Rockefeller Center, New York, NY10020-1393.
3-2-1 Contact, Children's Television Workshop,One Lincoln Plaza, New York, NY 10023.
U*S*Kids, Field Publications, 245 Long HillRoad, Middletown, CT 06457.
Zillions, Consumers Union, 101 TrumanAvenue, Yonkers, NY 10703-1057.
ResourcesFor ParentsThe resources below are primarily for parents,but you can use them to guide you to resourcesfor your children as well. Many of the booksinclude excellent children's book lists; two areoutstanding anthologies(*). In addition, don'toverlook your public library as a source of booklists for children. Many publish their own listsof books that may relate to special programs forchildren or community needs and events.
Butler, Dorothy. Babies Need Books, 2nd edition.Atheneum.
Cullinan, Bernice. Read to Me: Raising KidsWho Love to Read. Scholastic, Inc.
*Fadiman, Clifton, ed. The World Treasury ofChildren's Literature. Little, Brown andCompany.
Graves, Ruth, ed. The RIF** Guide toEncouraging Young Readers. Doubleday.(**Reading Is Fundamental, Inc.)
Hearne, Betsy. Choosing Books for Children.Delacorte Press.
Kimmel, Margaret Mary. For Reading Out Loud:A Guide to Sharing Books with Children.Delacorte Press.
Larrick, Nancy. A Parent's Guide to Children'sReading, 5th edition. Bantam Books.
*Russell, William F., ed. Classics to Read Aloudto Your Children, 1984 edition. Crown.
Sader, Marion. Reference Books for YoungReaders: Authoritative Evaluations ofEncyclopedias, Atlases, and Dictionaries. Bowker.
Trelease, Jim. The New Read Aloud Handbook.Penguin Handbooks.
6 :7;
In Addition
The Library of Congress, Children's LiteratureCenter prepares an annual list of more than 100of the best children's books recently publishedfor preschool through junior high school age. Toorder Books for Children, #8 (1992), send $1 tothe Consumer Information Center, Department101Z, Pueblo, CO 81009.
The organizations below also publish lists ofchildren's books and other helpful brochures thatare available free or at a nominal cost, as well asbooks for parents on helping children learn toread. Request titles and ordering informationdirectly from
American Library AssociationPublications Order Department50 East Huron StreetChicago, IL 60611
International Reading Association800 Barksdale RoadP.O. Box 8139Newark, DE 19714-8139
Reading Is Fundamental, Inc.Publications DepartmentSmithsonian Institution600 Maryland Avenue, SW, Suite 500Washington, DC 20024-2520
Federal Sources of Assistance If YourChild Has a Reading Problem or LearningDisability
ERIC Clearinghouse on Handicapped and GiftedChildren
The Council for Exceptional Children1920 Association DriveReston, VA 22091
National Information Center for Children andYouth with Disabilities
P.O. Box 1492Washington, DC 20013-1492
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National Institute of Child Health and HumanDevelopment
U.S. Department of Health and Human Services9000 Rockville Pike, Bldg. 31Bethesda, MD 20892
The National Library Service for the Blind andPhysically Handicapped
Library of CongressWashington, DC 20542(202) 702-5100
Office of Special Education and RehabilitativeServices
U.S. Department of EducationWashington, DC 20202
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Federal Publications for Parents onHelping Your Child
In addition to Helping Your Child Learn ToRead, the U.S. Department of Educationpublishes a number of books on related subjects.To find out what's available and how to order,request the Consumer Information Cataloglisting nearly 200 useful federal publications.The Catalog is free from the ConsumerInformation Center, Pueblo, Colorado 81009.
AcknowledgmentsMarilyn Binkley of OERI provided a thoughtful reviewof the manuscript. The book she prepared entitledBecoming a Nation of Readers: What Parents Can Dogave inspiration for a number of the activities and wasthe basis for the section on parents and schools. RayFry, director of OERI's Library Programs, providedinvaluable support and guidance in developing thisbook. Nancy Floyd managed the production of thebook, assisted by Torey Evans. Also, our special thanksgo to Leo and Diane Dillon for their advice on how towork with illustrators.
e r.--Li1 57
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Bernice Cullinan is a professor of Early Childhood andElementary Education at New York University and a highlyacclaimed reading specialist. She has authored numerous booksabout children and reading, most recently Read to Me: RaisingKids Who Love to Read.
Brod Bagert is the author of several books of poetry for childrento read out loud. Mr. Bagert visits dozens of American cities as akeynote speaker for Bill Martin, Jr.'s Pathways to Literacy.During the school year he is invited to schools across the nation toread his poetry aloud as a way of motivating children to read.
Darlene Marie Francis is a Guild Member of YA/YA Gallery andan art student at Delgado Community College in New Orleans,Louisiana. She has also studied at the Accademia di Belle Arti,Perugia, Italy. Her work has been displayed in galleries in NewYork, Philadelphia, Atlanta, and Memphis in the United States, aswell as in Paris, London, Amsterdam, Rotterdam, and Tuscany.Her whimsically painted chairs have appeared on Sesame Street,MTV, Today, and Japanese TV.
What We Can DoTo Help Our Children Learn:Listen to them and pay attention to their problems.Read with them.
Tell family stories.
Limit their television watching.
Have books and other reading materials in the house.Look up words in the dictionary with them.
Encourage them to use an encyclopedia.
Share favorite poems and songs with them.
Take them to the libraryget them their own librarycards.
Take them to museums and historical sites, whenpossible.
Discuss the daily news with them.
Go exploring with them and learn about plants,animals, and local geography.
Find a quiet place for them to study.
Review their homework.
Meet with their teachers.
Do you have other ideas?
F
U.S. Department of EducationOffice of Educational Researchand Improvement 68
