Text to Self Connections

In reading we have been talking about making connections as we read. There are 3 types of connections, text to self, text to world, and text to text. While we are reading, discussing and sharing information I ask the students to tell me about the connections they make. For example, What does that remind you of? (T-S) What do you already know about this topic? (T-W) Does it make you think of another book you have read? (T-T).

I thought it was pretty clear until a student asked, "I get how you text yourself, but I don't know how to text the world." Ummm, sometimes context is everything. Time-out, back up, lets talk about what I mean by "text."

I think so often we expect students to just know what we are talking about. There was no language barrier here, I am using words she understands, just not in the context of the way she uses these words everyday. In this student's schema, a text is a message she gets on her phone. The text I am talking about is actual written word, or in this case a story that we were reading. She was having trouble making connections, not because she did not know what a connection was, but because she was trying to make sense of her idea of phone messages and what that has to do with reading a story.

I think if we take time to give a little more background, or investigate where the students understanding is in the first place, we could get a lot further in their understanding.

Group Update

In Resource Reading, we are learning about Memoirs and using Patricia Polacco books to learn questioning and visualization strategies. We are also using the Fonatas and Pinnell Phonics and Word Study program.

Resource Math groups are using Investigations and following along with what the class is doing. We are seeing some good success with this different approach to math.

CM Reading groups are working on comprehension strategies of questioning, predicting, and analyzing the character's feelings to better understand the text.

CM Math groups are working on number concepts like making a ten, adding to get to 100, and finding factors.

We are making good progress and I will give more specific updates and strategies as we go along.

Doing Homework at Home

I have talked with a lot of parents lately about the battle over homework at night. I think there comes a point where we may be doing more harm than good. Let me be clear that I am in favor of homework and it is CRITICAL that kids are reading and being read to every night. Teachers assign homework so that students can practice their skills. It is great if you are helping and checking, just make sure that the work they are doing is their own. It is important for teachers to know if a student is struggling with a concept and it is hard for them to know that if the homework always comes back correct.

Try setting up a homework routine every night. Let the students work independently while you are doing something else, but make sure you are available. For example, making dinner while they are working in the kitchen, or checking up on email while they are with you in the office. Make it an activity where you can stop easily and help, or you are close enough to remind them to stay on task. The other end of this is that they are responsible for their work. While you keep busy, it is their responsibility to do their homework. While you are there to help, you are not pulling them every step of the way. It may take some time, but if they realize that you are close by and willing to help, they will be more likely to put in some effort of their own.


Reward systems work well! Some kids are motivated by time and for others that is a distraction. Depending on your child, set a goal and then when they reach that goal they can get a break. For example, work for 15 minutes and then you can have a 3 minute break to draw. Or, finish 10 math problems and you can play on the computer for 5 minutes. The important thing is to be consistent and make sure if they are taking a break from homework that they know they have to get back to work when the break is over.

If it is a huge battle and your child is really struggling to understand the homework, let the teacher know. Send them an email or write a note in the planner. They will usually work with you, but don't make it a habit or you may teach your child that it is ok to make excuses. As a teacher, I always hate to hear, "My mom forgot to do my homework." It happens more often than you would think!

Storyline Online

I LOVE this website, Storyline Online. It is a place to find great books with a video stream of famous actors and actresses reading the stories while showing the actual illustrations from the book.

We used this website in our reading group when we read Thank You, Mr. Falker by Patricia Polacco (my favorite!). After we watched and listened to the story being read aloud, we talked about fluency. When you read with fluency, the words come alive and start to make a picture. Instead of reading each word, one by one, you group the words together in a way that makes sense. That is what happened in the story when Tricia learned to read. She started with letters and sounds, then she was reading word by word. Finally, words came alive and she chased the knowledge through the pages of the book.

We also talked about how, just like soccer and playing the piano, reading takes PRACTICE. The more you practice a story or passage, the more fluent it becomes. Stay posted for future fluency tales...

ADHD Guide

Many parents ask about ADHD and how to cope with it at school. It is something that I am interested in on a daily basis, and I am constantly looking for new strategies and research so that students that are effected can be more successful in the classroom. Check out this

Parents Medication Guide

published by the American Academy of Child and Adolescent Psychiatry and the American Psychiatric Association. In addition to the risks and benefits of certain types of medicine, it also give practical advice for teachers and parents.

ADHD has many effects on learning. Often students are distracted during instruction and miss key concepts. I hear from parents all the time, "He/she is a smart kid and used to excel at school." As the concepts become more difficult these students fall farther behind. They require certain accommodations in order to be successful.

Students with ADD and ADHD may qualify for support through special education services. Keep in mind the diagnosis comes from a doctor and not the teacher or school diagnostician. The school can provide valuable information as far as what type of learner the student is and types of distractions and academic challenges they face. Teachers asses reading levels and math assessment for all students. They can also provide information about the student's behavior. More formal assessments can be done to rule out learning disabilities if that is suspected. All of that information can be shared with a pediatrician. The decision to medicate is ultimately between you, your family and your doctor.