TIPS FOR GOOD READING

Good Reader Strategies

Good readers engage in self-questioning before, during and after reading to monitor their own comprehension, and to integrate readings with prior knowledge.

Before reading
- preview the book :
   - what kind of a book is it, (fiction or non fiction?)
   - Does it have any illustrations and what kind?
   - does it have any headings and are they attractive? is it the kind of book you are curious about or do you want to throw it out?
- Set the purpose of reading. (exactly why are you reading the book?)
- Think about which strategies might work best for your kind of book

While you are reading 
- ask yourself is the text makes sense
- ask yourself if it sounds right
- Focus on beginning sounds and endings to figure out unknown words
- Backtrack when the meaning isn't clear
- Read on past difficult words or groups of words to get more information
- Confirm or correct your predictions

After reading 
- think about what the author was writing
- reflect on how the text matched or did not match your predictions
- think about how the text relates to real life

What strategies work for you?

EARLY COMPREHENSION

While working with the community schools, one of the key things we have noted is how children are not able to read and comprehend simple stories. This is a problem because it will affect them not only now but in the future as well.  One of the resources available in the INSPIRE library is the book highlighted below that helps our library attendees with their reading comprehension.


lets first understand Comprehension.

As Rutzler, Sarah put it in her article , 'the importance of reading comprehension,'  many children can read, but reading comprehension and reading are two different things. While reading involves translating and decoding text into sounds and spoken words, reading comprehension involves taking what was just read and deriving meaning from those words meaning that comprehension is basically the ability to read, understand , process and recall what was just read.

Can your children read and recall? How do we help them, can simple exercises in the classroom and school setting help?

WAYS TO HELP WITH COMPREHENSION

1. While at home, tell your children stories then ask them questions from the story
2. Ask children, their thoughts before , during and after reading the story. For example, if it is a book with an illustrated cover, ask them what they see. What does the title of the story suggest? did they enjoy the story? 

We have repeatedly told parents that if they cannot communicate with children, reading creates connections. It gives them a platform in which they can work through issues. They could even read content that is in line with the issue they are currently dealing with

THE KEY QUESTION - LESSON 2 HABIT 1

EVERY time we teach on leadership to our children aged between 12-16 years old , we always ask, a key question. THE question will always be, What does your name say about you? in most cases, since we know our children's names, we have often called out one or two and almost always with a similar result. There will either be clapping or there will be giggling and whispering with an indication in a certain direction.

A good name is better than gold or silver goes a wise saying. Have we taught our children that their names matter? When you walk into any community, what will your name be saying about you? Will it give you the confidence to stand before a crowd or will you want to run and hide? What values do you want them to have? as a young person what values will your name be associated with?

To lead others you must lead yourself first. This is very fundamental. Because the fact is, you are teh captain of your own ship. How will others respond to you if you cannot take interest in yourself first?

HERE are a few highlights of our lesson

1.Good children have good habits. Habits are behaviors you do repeatedly. They are how you show your character every day. Your habits can produce very good results or not. As you become more better, your good behaviors also grow and develop and you are able to work well with others for example your teachers, other students, your friends etc (quoted from the 7 habits work book)

2. Core values are at the heart of every decision you make, every opinion you develop. They’re an expression of what you believe, and they provide the foundation for your reaction to everything that happens in your lifetime. What do you believe? Maybe you believe that you are smart, your parents love you, you are a good person, and you are generous. Or you might believe bad things about yourself.  I need you to identify your beliefs and let them guide you through life. Remember, they belong to you and you
 

 and then we proceeded to give them a story that is quite universal in its nature but has very important lessons.

A little steam engine had a long train of cars to pull. 

She went along very well until she came to a steep hill. But then, no matter how hard she tried, she could not move the long train of cars.

She pulled and she pulled. She puffed and she puffed. She backed and started off again.  Choo!  Choo!

But no!  The cars would not go up the hill.

At last she left the train and started up the track alone.  Do you think she had stopped working? No, indeed!  She was going for help.

“Surely, I can find someone to help me, “ she thought.

Over the hill and up the track went the little steam engine. Choo!  Choo! Choo!  Choo! Choo! Choo!

Pretty soon she saw a big steam engine standing on a side track. 

He looked very big and strong. Running alongside, she looked up and said:

“Will you help me over the hill with my train of cars? It is so long and heavy I can't get it over.”

The big steam engine looked down at the little steam engine.   Then he said:

“Don't you see that I am through my day's work? I have been rubbed and scoured ready for my next run.

No, I cannot help you.”

The little steam engine was sorry, but she went on, Choo, choo! 

Choo, choo!  Choo, choo!

Soon she came to a second big steam engine standing on a  

side track.  He was puffing and puffing, as if he were tired.

“That big steam engine may help me, “thought the little steam engine. She ran alongside and asked:

“Will you help me bring my train of cars over the hill?  It is so long and heavy that I can't get over.”

The second big steam engine answered: “I have just come in from a long, long run.  Don't you see how tired I am?  Can't you get some other engine to help you this time?”

“I'll try, “ said the little steam engine, and off she went.  Choo, choo!  Choo, choo!  Choo, choo!

After awhile she came to a little steam engine just like herself.  She ran alongside and said:

“Will you help me over the hill with my train of cars?  It is so long and so heavy that I can't get it over.”

“Yes, indeed!” said this little steam engine.  “I'll be glad to help you if I can.”

So the little steam engines started back to where the train of cars had been standing.  Both little steam engines went to the head of the train , one behind the other.

Puff, puff! Chug, choo! Off they started!

Slowly the cars began to move. Slowly they climbed the steep hill.  As they climbed, each little steam engine began to sing:

“I-think-I-can! I-think-I-can! I-think-I-can! I-think-I-can! I-think-I-can!I-think-I-can! I-think-I-can!I-think-I-can! I-think-I-can!!

And they did! Very soon they were over the hill and going down the other side.

Now they were on the plain again; and the little steam engine could pull her train herself.  So she thanked the little engine who had come to help her, and said good-by.

And she went merrily on her way, singing:

“I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could! I thought-I-could!--”

We are of the opinion that if a child is taught to think they can , if they can change their mental attitude then they can achieve alot of what they think is impossible. The question however remains, will they? What as parents can we do to help ?