Posts Tagged parents

Starting a Parent/Child Book Club

By on April 3, 2015   /   For Parents  

 

Statue of mother and child reading

This fall, my third grader and I and some friends from the neighborhood started a mother/daughter book club. There are so many benefits for the kids, who are reading, analyzing books, socializing, interacting with adults outside the family, and learning to voice their opinions. It’s also been a fun social opportunity for the moms, and a chance to get to know the other girls in the group better. And we’ve read some great books! Here are a few tips for those interested in starting a kid book club.

  1. Forming the group

First, think about the number of group members. Too many can get quickly out of hand and can silence the quieter kids, while too few can make it difficult to get a conversation going, particularly when it’s likely there will always be someone who can’t make the meeting because of a conflict. Our group has nine parent/kid sets, and I don’t think I’d go much larger than that. Somewhere between five and ten is probably a good number.

To find group members, think about your child’s friends from school, your own friends and their kids, your neighbors, your place of worship, your kid’s summer camp or sports team, and even your family, if it’s big enough.

  1. Logistics

Next, decide where and how often to meet. You may want to have a first, organizing meeting with your group to talk this through. The families in our group take turns hosting. The host parent and child provide snacks and lead the discussion. We meet every four to six weeks during the school year, on a weekend late afternoon. Each meeting lasts an hour, with the first thirty minutes for eating, chatting, allowing for late arrivals, and maybe a craft or activity. Then we begin the discussion.

  1. Choosing the books

This part is hard, but also really fun. First, consider whether to focus on a particular type of book, such as nonfiction or Newbery winners or science fiction. Then, think about the age and interests of the kids in your group. Teachers and librarians can be great sources of book ideas, as can websites and blogs like this one.

The trick with choosing is to encourage the kids to select books that interest them, but not to let them get over their heads in terms of what they’ll enjoy and be able to finish. My advice would be for the parents to narrow the selections to a group that are all acceptable, then let the kids vote. It’s probably best to err on the side of easier rather than harder, particularly at the beginning when everyone is getting the hang of group discussion.

It can be good to pick a few books at once to avoid spending too much club time on the picking, so more kids can get their favorites chosen, and so people can read ahead. Don’t pick too many at a time, though. You need to allow for the kids’ changing interests and maturity, which happens so fast at this age!

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  1. Encouraging participation

As a formerly shy girl, I know that it’s important to make it easy for the quieter kids to speak. One idea is to give the kids a notebook to use to write down their thoughts as they read. You can send questions ahead of time and let them write answers in the notebook, so that they feel prepared when the discussion starts. It’s also nice to have a question at the beginning of the meeting that each child answers. For instance, they can give the book a thumbs up or down, or rate it on a scale of 1-5. Once you start talking, it’s easier to continue. It’s also good to encourage raising hands to speak.

Recognize that it may take a while for the kids to feel comfortable talking. If most of the meeting seems to be the parents talking, remember that you’re modeling for the kids, and they’ll be able to do it themselves soon.

book club snacks

  1. Have fun!

Keep discussion on the book, but don’t forget that it should be fun, too. Try to keep the mood light. We usually have snacks that match the food or theme of the book (above are the mermaid snacks we had to go along with The Tail of Emily Windsnap). We’ve decorated bookmarks and eaten cookies shaped like books. Consider costumes. Kids can write letters to authors, and many authors have book extras on their websites, which can make for fun activities. Be creative and enjoy your new club!

If you have other ideas for kid book clubs or can recommend books that your club has particularly liked, please share them in the comments!

Katharine Manning is a writer and mom of three. She reviews middle grade books at www.kidbooklist.com. You can follow her on twitter @SuperKate.

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Keep Em’ Wowed When You Read Aloud

By on March 27, 2015   /   Fiction, For Librarians, For Parents, For Teachers, For Writers  

I blame it on Mrs. Clarke. My fifth grade teacher opened new worlds to us-turning our room into a functioning trading post, taking us to see a traveling Broadway show, reading HARRIET THE SPY aloud with such zest that I may have filched the classroom copy to read it again over the summer. Sorry, Mrs. Clarke!

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It was the first of those three that made me long to teach, the second that spurred my theatrical dreams, and the last that inspired me not only to want to read, but to be a writer of books that could grip kids the way Harriet had gripped me.

I was already an avid reader. It was the way Mrs. Clarke read aloud that really connected me to that book and the power of good writing. I’ll never forget when my teacher shouted “FINKS!” a la Harriet with such passion. It was as if the middle-aged woman who taught us dry subjects like math and spelling had been transformed into a conflicted girl who was neglected by her parents and misunderstood by her friends. I was addicted.

“The reading” is one of my favorite parts of school visits and book signings. It doesn’t matter how self-conscious I feel standing up in front of a crowd, the second I start to read and become the characters on the page, all of that lifts. I happily make a fool out of myself, morphing into a lisping, retainer-wearing bully or an evil genius toddler for the reward of giggles or hearing a student cry, “Don’t stop!” when I close the book.

Whether you’re a parent, teacher, librarian, or an author, employing some of these simple techniques can enhance the read aloud experience for you and your listeners.

When Possible, Practice Aloud Ahead of Time This is the single most helpful thing you can do to improve your reading. While not always practical for teachers or parents reading aloud a chapter a day, even having read the material once will improve your chances of not tripping over difficult phrases and knowing where to pause and change voices. Before I have a school visit, I always rehearse the material several times, highlighting pauses and character changes. I forgot my reading glasses at my first book’s launch, and having rehearsed so much saved me some serious embarrassment!

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“Reading” during my first book’s launch at Watermark Books.

 

Ba-Dum-Ching! Build tension by pausing at ellipses and speeding up during action scenes. When reading funny material, comedic timing is essential. If you’re not certain how comedic rhythm works, study funny plays and listen for those moments when the actors pause and how they deliver punch lines. I use dramatic pauses and ba-dum-ching! moments to give the audience a significant glance, drawing them into the moment.

Eye Contact Speaking of significant glances: use your finger to keep your place in the text so you can look at your listeners occasionally. It will do wonders to keep them engaged. Here practicing ahead is especially helpful.

Animate Your Body and Face A gesture now and then keeps things exciting for your audience. When I’m reading from my TODD books, I like to wave around a “dirty” sock when I’m doing those portions. If I’m especially familiar with a passage I will walk back and forth, depending on the crowd size and location (I’ve been known to nearly fall off of stages-so use caution.)

I try to animate my face when I read, within reason. There’s no need to channel Jim Carrey, but do try to be entertaining if the text calls for it.

Be Heard If your voice is naturally soft, use a microphone in larger settings or practice projecting by breathing from your diaphragm muscle rather than just your chest. Pop your consonants and don’t drop the end of your sentences, letting them trail off.

Put Your Heart Into It Even if you’re reading a passage that is more contemplative and doesn’t require as much animation, be sensitive to the nuances of the prose and dialogue. There are times when “less is more” while reading aloud, and being subtle is the best method. But whatever you’re reading, your listeners will know right away whether or not you’re wholly invested in the material. If you are, be prepared to be begged for more!

Can you think of any techniques I might have left out? What are your favorite books to read aloud? Any childhood memories of being read to that impacted your love of literature?

LouGbiopicLouise Galveston is the author of BY THE GRACE OF TODD and the newly released IN TODD WE TRUST, both from Penguin/Razorbill. She directs children’s and community theater and tweets @LouiseGalveston. Find out more about Louise and her work at www.bythegraceoftodd.com.

 

 

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The Secret Language of Stories (SLOS) by Carolee Dean

By on September 4, 2013   /   For Kids, For Librarians, For Parents, For Teachers  

Hi everybody! Your long-time MUF member, Kimberley, here with today’s fantastic post!

carolee dean pics

Author Carolee Dean

I’m thrilled to introduce you to The Secret Language of Stories, created by my good friend and writing/critique partner, Carolee Dean. As you will see below she has oodles of experience doing this in the public school system as well as in classes and workshops around the country. She’s a brilliant writer, teacher and story analyst, with a terrific plan of fun writing activities to do with your students based on the 12-step Hero’s Journey. If you’re a home-school parent, substitute teacher, or writer yourself – jump right in – and enjoy! LOTS more details at the links below. Take it away, Carolee . . .

OVERVIEW

The Secret Language of Stories (SLOS) is a twelve-step story analysis I created based upon The Hero with a Thousand Faces by Joseph Campbell as well as The Writers Journey: Mythic Structure for Writers by Christopher Vogler. Though I love both of these texts, I was looking for symbols a little more concrete for the students I work with, and terms that brought images easily to mind for them.

I use this method both to create my own novels and to teach writing to kids of all ages as well as adults. As a speech-language pathologist in the public schools, I serve students elementary through high school of all ability levels. Understanding the structure of narratives gives kids a framework not just for understanding the stories they hear and read, but also for telling the stories of their lives.

Carolee Dean pic

Carolee with one of her students

SLOS is broken down into twelve basic parts. Stories don’t necessarily contain all of the components, and they don’t always occur in the order given here. In longer stories, many of the elements are repeated. Subplots may have their own story threads and novels may include endless repetitions of the Plan, Attempt, Response sequence found in the middle section of the story. The purpose of this analysis is not to micro analyze every element of a story, but rather to help students and other writers recognize what is going on in stories and to begin to think like authors.

I like to find magazine images depicting each of these story elements and then ask student to first talk about the pictures and then write sentences or paragraphs about them. Struggling writers may also be struggling speakers and thinkers. Since written language builds upon oral language, I always try to start with a conversation.

1)      Old World – Setting and characters are introduced.

luke skywalker

Our Hero!

2)      Call and Response – This may occur during or after the inciting incident. The Hero receives a call to adventure. Sometimes he eagerly undertakes this challenge, but more often there is a period of reluctance or even refusal as the dangers of the adventure are weighed against possible benefits.

3)      Mentors, Guides, and Gifts – A mentor appears to encourage the hero to accept the challenge of the call and gifts are often given to help him on his way.

4)      Crossing – The hero decides to act and crosses over into the New World.

5)      New World – The hero faces small challenges as she learns to function in the New World.

6)      Problems, Prizes, and Plans – A clear story goal is established and the hero makes plans for how it will be attained.

7)      Midpoint Challenge: Going for the Prize – An attempt is made to attain the Prize. A shift in the story occurs.

8)      Downtime – This section shows the hero’s response to what happened during the attempt. It may be a time of celebration, recovery, healing, regrouping or sulking, depending on what happened during the attempt to attain the Prize.

(Note: In longer stories or novels, endless cycles of the plan, attempt, response sequencing continue to build momentum.)

9)      Chase – A twist sends the hero off in a new direction. Something is being pursued. The hero may be pursuing the prize or the villain, or the villain may be pursuing the hero.

10)   Death and Transformation –

Hero's Journey and Character Arc

The Hero’s Journey PLUS Character ARC

This is the point in the story where it appears that the hero will lose whatever is of highest value. Often someone dies at this point in the narrative.

11)   Showdown: The Final Test – The hero must face one final challenge to demonstrate whether the changes that have occurred are lasting or only temporary; internal or merely external.

12)   Reward –  The hero gets what she has earned. If she has passed the final test, it may be a reward. If not, there may be other consequences. Often there is a celebration and the return of the hero to the group.

This is a very brief overview of the twelve steps. For more information visit my blog at http://caroleedeanbooks.blogspot.com/ and check out the tab entitled The Secret Language of Stories. If you have questions or if you are interested in writing workshops for your staff or students, please feel free to contact me at my email (caroleedean@yahoo.com)

I also have a monthly column called The Secret Language of Stories focusing specifically on story analysis at SPELLBINDERS BOOK NEWS. To read my analysis of Cassandra Clare’s City of  Bones go to my April post at http://spellbindersbooknews.blogspot.com/2013/04/city-of-bones-story-analysis-by-carolee.html.

CAROLEE DEAN BIO: Carolee Dean has made numerous appearances as a guest poet/author at schools, libraries, poetry events, and teacher/librarian conferences. She holds a bachelor’s degree in music therapy, a master’s degree in communicative disorder and has spent over a decade working in the public schools as a speech-language pathologist.

Her first novel, Comfort (Houghton Mifflin), received an IRA notable citation. Take Me There (Simon Pulse) is a YALSA Quick Pick for Reluctant Readers. It follows the journey of a budding young poet who cannot read or write, but dreams of using words to escape a life of crime and deprivation. Forget Me Not (Simon Pulse) is a verse novel exploring suicide and the effects of cyber-bullying.

Follow her on Facebook at Carolee DeanM, Twitter @CaroleeJDean, www.caroleedean.com

Kimberley Griffiths Little is the author of three magical realism novels with Scholastic, THE HEALING SPELL, CIRCLE OF SECRETS, and WHEN THE BUTTERFLIES CAME (2013). Forthcoming: THE TIME OF THE FIREFLIES (Scholastic, 2014) and her Young Adult debut of FORBIDDEN with Harpercollins (Fall 2014). When she’s not writing you can find her reading/daydreaming in her Victorian cottage and eating chocolate chip cookies with a hit of Dr. Pepper.

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