Opportunities to sharpen our literacy skills are all around us. Unfortunately, due to a variety of reasons (lack of support/resources at home, irrelevant curriculum, etc.) students can often be disengaged with literacy learning early in life. Once that foundation is shaken, it is tough to rebuild and instill the skills, confidence, and attitude necessary to be successful in the journey to be literate.
There is a huge disconnect. However, our students explore language everyday—we must make them aware of it, and show them how their knowledge and informal language is not too far distant from the formal academic knowledge required in today’s classrooms. Teachers and the outside learning community can instill a love for literacy if they focus on clarity of learning, opportunity, value, and enhancement of lessons. With “L.O.V.E.” teachers, parents and students can get students to see the relevancy of literacy skills beyond their use for academic purposes.
What is L.O.V.E.?
Learning- Many parents lack knowledge in the academic skills required of today’s students as it relates to literacy. Educators often teach skills in isolation or at a “surface” level. Parents and teachers often times try to spark the passion of literacy learning too late for some students and not early enough for others. It boils downs to “do you know the basic skills that your students (or children) need to learn?” Literacy learning must include a combination of motivation and innovative repetition of skills. Learning should always be a chance to fine-tune knowledge. The challenge, is that it must be done in a manner than resonates with students (and parents in order to be able to support). Most important, learning should contain a variety of opportunities to explore concepts- new and old.
Opportunity- Students need the opportunity to transcend and explore the world and their surroundings. A strong literacy foundation promotes exposure to additional opportunities in education. A literate child is given the opportunity to be exposed to creative works, and is capable of producing and using their skillset to work in many different subjects and tasks. The improvement of literacy skills is always presents a learning opportunity (as literacy learning is truly complex). When building a literacy foundation, we should be in search of learning opportunities and resources that are simple to implement and put into practice. Improving student literacy and the process of “why” we read, write, and communicate is a learning opportunity in itself.
Valued- Students will retain information that is valued and applicable. Learning new literary skills must be an experience that students can have some ownership in. Making connections to their experiences and the importance of the skills they are learning is essential. Literacy should be a valued “stepping stone” to a vast field of knowledge in other content areas. Not only should the academic value of literacy skills be taught, but the manner in which literacy accompanies societal tasks and processes is how true value is expressed.
Enhanced- Lessons and skills related to reading and writing should always offer room to further explore. They should enhance and leave room to extend steps higher in order for students to grow, reach, and explore at another time. At times, it will be necessary for open-ended tasks to be encouraged in literacy learning. However, skills should never be introduced in solely in isolation without a clear path of guiding students to a place where they are motivated to improve.
Importance of Incorporating L.O.V.E.
This post stems from the book that I wrote for teachers and parents a few years ago, titled “29 Days to L.O.V.E. Literacy”. It was written with the hopes of building a world or readers, writers, and thinkers who appreciate literacy in all forms, and respect the importance of such a valuable skill. We must move beyond the process of sharing with students “how to read” (although very important), and share the value of “why to read”.
More Information on “29 Days to L.O.V.E. Literacy” and a FREE Resource with activities: http://drkchilds.com/2020/03/free29daystll/
It’s all about the hook. Find what is inspiring to the youth and you find the hook into reading. Take baby steps even if needed. Not interested in reading a book? Start with a graphic novel. Even the old school Baby Sitters Club books are coming back with a vengeance in graphic novel form! Boys! Who doesn’t love adventures about a dog!? Try Dog Man! The goal isn’t to read MacBeth in first grade. The goal is to simply love reading.
Why? Well, let’s start with imagination. We tend to quickly lose the essence of imagination as we grow older. Those dreams you used to have as a kid, gone. Now you dream you are at work, even when you aren’t at work!
Second, you gather information. Yes, you in fact can learn from reading. Try the Who was/Who is/Where is collection. Going out of town? Find out if an inventor came from the area you are traveling. Going to the Grand Canyon? Yes, there is a great Where is the Grand Canyon book full of facts geared towards kids, but in fact, adults can learn a great deal too!
Third, reading is an escape from the real world. I don’t know about you, but TV shows just aren’t the same these days. However, Wild Kratts is pretty phenomenal. Books can take us on some pretty outstanding adventures.
What’s next for you? Maybe take your book to the park, sit on a swinging bench and enjoy nature at its finest. Have a hammock? What better way to spend the afternoon far off in your imagination swaying away in your backyard.
Try it sometime. Your kids might even want to join in on the fun when they notice your joy!
Something that I’ve learned in my time as an educator is the power in providing students with choice. Choice to explore their learning, choice to figure things out on their own, choice to learn new things in a variety of ways. Literacy skills are the foundation of learning, and something that educators should get excited about, because there are so many ways to create and mold literacy instruction in the classroom.
The formative years for a child, let’s say ages 2-6, are critical for literacy development. Reading, rhyming, talking and singing are all ways in which children interact with both written and spoken language. When they are provided with experiences in literacy during those formative years, they are developing the foundation for their relationship with reading and writing that will continue throughout their lives. Healthy development of the brain requires children to have these experiences.
So, how do we give children in the classroom these rich, meaningful experiences that will shape their relationship with literacy?
Research and studies have shown time and time again that children learn best through exploration and problem solving, opportunities to work things out in a way that makes sense to them. So, what does this look like and how can educators incorporate choice into their literacy programs? One way to do this is designing structured, engaging centers that provide students with multimodal learning opportunities. While students may have specific “work with teacher” time, other time can be spent exploring other centers. One center could focus on consonants, having students use a stamp, sticker or other tool to indicate which consonant letter a picture starts with. Another center might have students create a pretend grocery list and find items that start with certain letters. A third center might be a letter-sounds listening game, where students listen to a word, and decide which sound they hear at the beginning of the word. Another center might be working with syllable cards, where the students look at a picture (ex. dog, banana, etc.) and match it to the number of dots – or syllables – on a card (ex. 1 dot for dog, 3 dots for banana). A final center could be a simple picture rhyming match.
That’s 5 interactive, differentiated center ideas! The point? Choice. Allow students to choose which center interests them. Create structured, timed rounds for students to explore each center, before going to a new center. Giving students the power of choice and the opportunity to explore a variety of ways to learn a concept is key to building a child’s relationship with literacy and promoting lifelong learning.
When it comes to STEM and literacy, one can’t exist without the other. STEM teachers emphasize the Engineering Design Process and computational thinking, as well as technology tools. But the work of engineers and scientists goes much further than the traditional STEM subjects of science, technology, engineering, and math. They are also communicators, collaborators, writers, readers, and global citizens.
“The work of engineers also involves collaboration, communication, global citizenship, and literacy skills.” – Jorge Valenzuela, education coach and author.
STEM initiatives abound, from the Department of Education to the National Science Foundation. And for good reason; recent studies show a correlation between early STEM experiences and success in school in later grades . Also, exposure to STEM relates to more students pursuing careers in STEM fields (an important factor in global competitiveness). Probably most importantly, STEM comes naturally to most children. Experimentation, problem-solving, and creativity are traits we see when we watch kids at play.
The National Association for the Education of Young Children and the National Council of Teachers of Mathematics put out a joint statement detailing the importance of STEM in elementary, and even pre-school education . The American Association of School Librarians and the International Society for Technology in Education both integrate information literacy standards that include STEM learning.
Standard #3, ISTE Standards for Students
Explore Foundation, AASL Standards Framework
How to Integrate Literacy and STEM
The Common Core State Standards (CCSS) indicate for K-5 students, there should be a 50-50 balance between nonfiction information texts and fiction. STEM and English Language Arts teachers can communicate and collaborate so that the standards are implemented across the curriculum. Interdisciplinary units can be developed and co-taught so that skills are reinforced in multiple ways.
Fiction + STEM
Work with your English Language Arts teacher or school librarian to find a high-interest novel that connects to your content. You can also find recommendations on the School Library Journal Website. Here are a few ideas:
Nonfiction + STEM
Whether you are reading them aloud or providing independent reading time, nonfiction texts are a great way to integrate literacy into your STEM classroom.
Speaking + Presenting
Speaking and listening are Common Core Standards and are also life skills needed in all occupations, including STEM careers. Here are a few ideas:
Regardless of which strategies you choose, integrating literacy and STEM will strengthen your curriculum and improve teaching and learning.
 McClure et. al; https://www.joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
 NAEYC https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf
Reading and writing are skills that go hand in hand. As children develop, they learn to speak first. Reading follows, and then the ability to write in their language. Writing is a great way to reinforce the lessons they learn from reading. They start to mimic writing the words they see, much like they mimic hearing the words they hear on a daily basis. Introducing children to writing is a task that should occur early. It can start with items as simple as crayons and some paper.
Providing the opportunity to draw at an early age is one way of encouraging writing. Much like ancient cultures drew images that morphed into letters, the pictures that young children draw are their way of communicating. Getting them to put markers and crayons to paper is a way to encourage early writing skills. When they complete their drawings, you can have them tell you stories about them. As they get older, you can teach them that writing is very similar to drawing.
This playful approach to writing can be the perfect introduction to associating letters with sounds. Children can start practicing associating letterforms with sounds and words as early as the preschool years. During that time, they begin putting sounds together with the words they hear. They are starting to understand the connection between the letters they see and the sounds or ideas they represent. Picture books emphasize this connection as well, helping children to associate the images of the words with pictures.
As they become more familiar with what letters look like, those letters may start to emerge in their drawings. The letters will be random at first. Mostly they will be working on consonants and a few vowels. Each time they write down letters spend some time talking about them. What sounds do the letters make? What words are they part of? When the letterforms start to develop, they will eventually mimic the words they see in books. This is an opportune time to continue to teach them more about the words they are seeing as they begin to write them out.
Another way that young children are encouraged to write is by seeing their parents write. Children like to repeat what their parents are doing. Before computers became such powerful communication devices, there was more writing done at kitchen tables around the country. With fewer letters and checks written, it is essential to take time out of the day to show your children that you write. This is also a chance to teach them the importance of things like thank you letters, as well as their own creative works. When children tell stories about their drawings, write them down for them. Then have them read the stories back to you. They have created their own stories to share with your help!
Developing writing is a way to reinforce what they are learning when they read. They are learning the building blocks of reading, letters, and words, while they connect what a letter looks like to how it sounds. It starts with something as simple as drawing pictures, eventually turning those pictures into full-blown stories.
No longer required to be in a classroom for hours every day, students spend their summers relaxing and trying to pack all the fun in they can before fall. While they have certainly earned a break after nine months of school, taking a full summer off from learning is dangerous. It can lead to the summer slide and being a month behind their peers when classes resume. As tempting as it is to allow them to take the whole summer off, it is essential for parents to promote summer reading and learning.
Having children sit for an hour or so a day is not going to work. Too many other options beckon, from playing with friends in the neighborhood to playing video games. Integrating reading into summer activities is a fun way for them to learn while they still participate in their favorite pastimes. Parents don’t have to spend hours considering lesson plans or developing special activities. The activities children naturally gravitate to, with little extra planning, can be springboards into secret summer lessons.
Consider the following summer favorites for learning moments:
- Find a favorite recipe and make it – We all have a food we love. It could be anything from a favorite flavor of ice cream to a dinner on a special occasion. During the summer, you can head to the library and find the recipe for the foods your child loves. Making it together helps your child not only with reading, but with math and following instructions. There also is the opportunity to learn about the history of the dish as well in other books!
- Learn about your vacation – Most families are going to travel for vacation. According to the AAA, over one-third of families will travel over 50 miles this summer on a trip. This is an excellent chance for your child to explore the library before you hit the road! Read some books about the place where you will be going or a landmark of some significance. Maybe allow your child to help you plan part of the trip!
- Learn about your home – Not everyone will be traveling. Some people will be busy at home, taking a staycation. There is still plenty to explore in your town! Take a tour of some of the historic buildings associated with famous people who came from the area. You can help your child read the building markers, and then later find some books about those people and their lives.
- Draw a book cover – Part of reading is understanding the story. After your child is finished reading each book, grab some crayons, pencils, and markers and help draw a new cover for the book based on what was read. Talk about the picture as you are both working on it. Being creative makes the story more fun, and helps it come to life in the mind of the child!
- Reading picnic – Get some sandwiches and snacks together, grab some summer reading material, and head out to the nearest park! This is a great event for your family and a group of other families, or just some of your child’s friends. The children can take turns reading from their books, running around the area, and enjoying a day outside. Have other books on hand in case they finish theirs, or they want something different.
- Read the book; see the movie – Summer is the time when the biggest films of the year come out. Many of the books your child loves to read develop into full-length movies or cartoons. Once your child is done reading the book, pop some popcorn and find the movie on a streaming service or rent it from the library and watch it. Discuss what was the same in the film and the book, and what was different. It is an excellent opportunity to show your child how things vary when one changes to the other.
There are many other ideas to promote summer reading, like the 100 place challenge, coupons for the books a child reads, a summer reading bingo sheet, and others all around the web. With a little extra time, you can make what could be considered a homework assignment into a fun way to spend a summer. All it takes is imagination to have your child wanting to reach for a book instead of a game controller or remote!
Lisa Soricone is associate research director for the Building Economic Opportunity Group at Jobs for the Future, a national nonprofit that builds educational and economic opportunity for underserved populations in the United States. Soricone works to help low-skilled adults advance to careers that can support families, while enabling employers to build and sustain a productive workforce.
Can you describe how the populations you work with end up without literacy or numeracy skills?
Soricone: A lot of them are people who dropped out of school and don’t have a GED, so they never got the education to become fully literate. We also work with immigrants whose education level could range from some primary school to college-level work, who are held back by literacy and/or a language barrier. There are also segments with undiagnosed learning disabilities.
But, there are also folks who have made it through a K-12 system and gotten their high school diploma, but never actually became fully literate. What’s worse is that for many of these people, it’s been such a long time since they engaged in any real literacy activity that the skills they did gain during their education have now deteriorated. So, if they want to go back to community college or train for a technical certificate, they don’t have the skills to complete those programs—even if they have the credentials needed to enter them.
I think there’s starting to be a greater recognition of this problem. In recent years, we’ve seen tighter expectations around high school graduation and efforts to not let folks get promoted to the point where they have a high school credential but still can’t read. States like Massachusetts instituted testing programs to make sure kids are getting these basic literacy skills as they move through the education system.
One thing that’s clear is that the problem of low literacy among adults isn’t just going to go away. Periodic national and international assessments of adult literacy have shown no real change in adult literacy levels over the last ten years. That creates this bimodal economy where you have the well-off, highly-educated on one end, and then this other group of mostly poorer people who lack the reading and math skills they need to access the education and training that could help them get ahead.
What are the consequences you see for people with poor literacy skills?
Soricone: The number one problem is that it limits the kinds of jobs people can attain. Without literacy skills, people are stuck in low-end jobs, which limits the income they can achieve. That’s why such a high percentage of the populations we serve tend to be lower income.
But it hurts employers too. Many companies have trouble filling what we call middle-skills jobs—occupations that require specialized education and training, but not a four-year college degree. There’s a shortage of people with those skills in many areas. But that, in itself, isn’t so bad. I hear plenty of companies say, “We’ll teach the technical stuff. Give me somebody who’s ready to learn, who will show up and work hard.” But the problem is, without the baseline literacy and numeracy skills, adults simply can’t learn the technical skills required for these jobs, even if employers are willing to teach them.
You’ve talked about “contextualized literacy” as a solution to this issue. Can you explain it?
Soricone: The idea of contextualization is that instead of just teaching these abstract literacy skills in a vacuum, you do it in the context of a topic that’s meaningful for folks. That means folding literacy and math lessons into the training required for these middle-skills jobs.
So, if someone with literacy issues wants to train for credentials to become a hospital employee, we’d teach them math skills using health-related examples. We’d develop their language, reading, and critical-thinking skills using information that relates to healthcare. It makes the literacy lessons much more concrete, and lets students work toward their career goals at the same time.
This is nothing new. The state of Washington has had a lot of success using contextualized literacy to teach adult students through its I-BEST program for over ten years. They’ve found that students learning basic skills in the context of, say, an automotive program or a manufacturing program were more likely to earn college credits, obtain occupational certificates, and make basic skills gains than non-I-BEST students.
What’s the best way to deliver this contextualized literacy education?
Soricone: You need a bridge between adult education and occupational training and a big part of that bridge is already built in community colleges. That’s where adult education is already taking place in many states. It’s where Washington’s I-BEST program has thrived, and at Jobs for the Future we’ve brought their model to community colleges in states like Kansas, Kentucky, Illinois, Louisiana, Arkansas, Mississippi, and Georgia with great results through an initiative called Accelerating Opportunity (AO).bIn the classroom itself, AO uses a two-teacher model. There’s a regular adult education teacher attending to literacy development, and a technical instructor who conveys the relevant content around the job skills being taught. The two teachers are able to frame things in a way that is really accessible to those adults, which helps them grasp that material much more quickly. And, at the same time, they’re building their reading, writing, and math skills in the context of that work.
It not only accelerates the process, but it also opens up access to higher education to people who may not have ever entered college because it might have taken them too long, or they would have been discouraged by the difficulty of the material. An integrated approach like that of AO makes college education more accessible.
You can check out the results so far in our implementation report, Accelerating Opportunity. In the seven states where we’ve implemented the model so far, 35 percent of the 10,000-plus students who have enrolled have earned 12 or more college credits, resulting in over 1,400 job placements.
What’s the role of employers in these programs?
Soricone: We need employers to partner with community colleges to infuse these programs with really relevant skills, and ensure that people are learning the skills companies actually need. That can be a challenge in community colleges. The needs of employers change quickly, so they need to communicate with community colleges and help them keep curriculums up to date. While not all AO student sub-groups experienced earnings gains, AO students recruited from adult education in Kentucky and from Career and Technical Education (CTE) in Kansas had strong and sustained positive earnings impacts.
Employers can also help by providing work-based learning opportunities, on-the-job training, internships, that kind of thing. Those programs get students into the career pathways that are already built, more quickly.
What about apprenticeship programs and the like for younger folks? Could high schools be doing more to prepare students to move directly into jobs?
Soricone: I think there’s a lot they could be doing. There are some schools that offer career exploration as early as middle school. I’m not saying every kid should have to go to vocational school, but they need to be exposed to different career choices and have an understanding of what adults do all day. These things wouldn’t be all that hard to put in more classrooms, especially with today’s technology. Things like virtual job shadowing could easily be built into the curriculum and still work toward the traditional education goals of high schools. So I think it would really be great to see this approach at schools across the board, so that kids everywhere can be college and career ready. But I don’t think we’ve figured out how to do that yet.
One simple part of that is helping kids understand, “What kinds of things am I interested in? What do I like to do? And, based on that, what are some different careers that could make sense for me? How are the lifestyles different for different careers?” And the next, more complicated question for educators is, “How is work going to change over the next 20 or 30 years?” We need to figure that out to get kids in the best possible position to succeed.
Excerpted from Reading for Life, published by Kids Read Now. Copyright © 2017 by each contributing author. All rights reserved. Posted with permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
In the mid-19th century, students did not see anything like the modern summer break. The rise of the summer break in schools is a product of a shift from rural to urban living. Early cities were hot and dirty. Parents who could leave the city to the cooler countryside did. This left schools half full and sweltering. With the rise of the summer heat also came the rise of diseases. Legislators saw that something had to be done about these two systems. The rural and urban calendars were blended together, with the urban need for a vacation in the summer becoming the dominant force in the schedule.
As the transition happened, questions were asked by those that studied education: what happens to student learning in those summer months? Many opinions emerged, but it was not until the 1990s when thorough research on the topic commenced. Harris Cooper and his colleagues published a paper called The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. This was the first paper to scientifically identify what many teachers knew — taking a break over the summer did impact child development. The paper called it the “summer setback” or, as we know it, the “summer slide.”
The researchers discovered that, of all the subjects, reading was the most vulnerable to the loss of levels. But not all students were equally as vulnerable. Upper- and middle-class students did not see the same losses that lower-class students saw. Without help, students in lower-income brackets could lose up to a full year of reading skills by the end of fourth grade. One reason that many experts felt low-income families lose more than their peers is access to resources. There are usually fewer books in the homes of lower-income families. Parents are generally working longer hours or have multiple jobs. This demand on their time makes it more difficult for them to take their children to the library or to read with them.
The problems caused by the summer slide typically manifest as students transition from third to fourth grade. Up until third grade, reading lessons are geared to teach students the mechanics of reading. When students move on to fourth grade, reading helps them learn lessons in classes like history, science, and English. If they are behind by fourth grade, there are grim statistics that become apparent:
- 1 in 10 will go to jail
- Those students are four times more likely to drop out of high school
- Only 1 in 27 will graduate from college
- A total of 86% will never earn more than minimum wage
These statistics are just the beginning of the possible outcomes for students with low literacy.
Lower-income families can stop the summer slide with a very simple solution. The number of books children have in their home is the best predictor of success as they go through school.
One reason that our program stresses children reading so many books over the summer is that it builds that home library without the student leaving home. Kids Read Now delivers self-selected books that children want to read. Even small home libraries encourage students to pick up books instead of turning on televisions or picking up digital devices.
There is a debate on whether or not to make school a year-round activity. While it would eliminate many of the issues that come from three months without school, many districts do not have the staffing or the resources to make it work. As long as we have a break for the summer, we will do all we can to ensure that no one slides back when the first bell rings in August!
There are milestones that every family looks forward to in the development of their children. The first night they sleep all night. Their first steps. The first words they speak. The first day they attend school (and the last day). Starting that awkward trek from childhood to adulthood. All of these little steps go by quickly and are indicators of children who are developing. If any of these occurrences are delayed, people become concerned. Doctors are consulted, tests are run, and there are efforts made to discover the reason development has been delayed.
Not all milestones in development are scrutinized and celebrated. There is one that normally goes by with little fanfare. It is the transition from third grade to fourth grade. This is a major step in the educational development of a student. Subjects become more involved in fourth grade, which means the texts that go with them become more complex. Students that had difficulty reading and understanding the lessons in third grade start to fall further behind. Falling behind their peers can lead to a variety of issues, from disruptive behavior to avoiding classroom activities.
Poor populations are much more at risk for this drop to occur. A report created by the Annie E. Casey Foundation, Learning to Read, Reading to Learn, indicates that over 80% of students that come from low-income areas do not read proficiently by fourth grade. Not reading at grade level by fourth grade makes them four times as likely to drop out of school, impacting their future earning potential. They are also more likely to end up incarcerated at some point in their lives, further impacting their future. Students that drop out of school cost taxpayers roughly $260,000, further straining state and local budgets.
Why not hold them back? This obvious choice would expose them to the material longer and giving them the opportunity to truly learn to read before they make the next step. However, an article by Martin West published in 2012 (Is Retaining Students in the Early Grades Self-Defeating?) shows that keeping a child back at third grade could have a worse outcome. As children get older, the effect becomes even more pronounced. This effect can be mitigated by having a summer reading program available for those that are held back, similar to the one Florida passed in 2002. It is not only a risky proposition; it is an expensive one.
Building students up during their first years of school is the most affordable option. On average, holding a student back costs a district over $10,000 per student held back. These costs include lost time to the teachers in the year students were held back and the extra year they attend school. Summer reading programs can often be supported by independent grants as well as national Title I funding. These summer programs help prevent the dreaded summer slide, especially those from lower-income homes. Summer slide can cost the school district as well.
The effects of allowing students to fall behind grade reading are far-reaching. The impacts they have on the school and school district are measurable, but the effects on the student can be devastating, perhaps even life-changing for them. As you are getting ready to celebrate that first day of school, make sure you mark their first day of fourth grade on the calendar as well. It could be another milestone with a long-term impact.
Readers pick up books to be entertained by the stories they tell. Take Charlotte’s Web for example. It is the story of a girl, Fern, and a runt-of-the-litter pig named Wilbur. Wilbur learns that he is being fattened up for Christmas dinner, which rightfully saddens the pig. It is then that a spider named Charlotte vows to help him avoid becoming a winter meal. Through the course of the story, all of the characters have their ups and downs. Readers develop affinities for the various characters. They become real to the reader, which is critical to any story.
This is more than just good storytelling, according to a study done by Emory University. Emory researchers discovered that neural pathways in the brain stay active long after a person finishes a book. In some subjects, it was up to five days. Readers become charged by the emotions that were being felt by the characters.
Good fiction immerses the reader in the story. You feel the terror that Wilbur feels when he discovers he is going to be a meal, as well as the desperation the animals around him have to save him. But it is not always pigs and little girls on a farm where the reader feels a connection. There are many books out there that can help children develop social skills and empathy for fellow students.
The Newbery Medal-winning book Bud, Not Buddy, one of the books we offer on our Wish List, is the story of an orphan and his travels through Michigan to find his father. During the story, there are fantastic adventures and long, sad stretches for Bud. The story goes beyond something to entertain. It shows readers that there are people with different lives than they have. By feeling sad or happy for Ben, readers begin to develop empathy for him. Something that, through their new neural connections, can translate to the real world. These lessons can be extraordinarily powerful if the characters look like the student, or come from a similar background.
Books can also teach the importance of having friends. In the book My Friends by Taro Gomi, a girl recounts all of the lessons she learns from her friends. The experiences are all related to their abilities; horses teach running and birds teach singing. By showing students the power of interacting with others, this can encourage otherwise shy or socially uncomfortable students to interact with their peers. There can even be in-class exercises where students are encouraged to learn from the people around them.
Children can learn through reading the books. They can learn just as much be being read to at a young age. In a study published in April of 2018, researchers discovered that parents who started to read to their children from birth saw reductions in behavioral problems like aggression and short attention spans. This is even more important for children in low-income families where time spent with children may be scarce.
A wise grey spider teaches the whole farm, and the reader, some valuable lessons during her time with Wilbur and Fern. Lessons about friends, working together to overcome a challenge, and life on a farm are all themes that the book explores. Books teach more than the meaning of words, how they are strung together, and how they sound. They teach lessons about how to interact and empathize with people. Those are success skills that every classroom could use.