Tip #67 from 365 Teacher Secrets for Parents (McKInley & Trombly) - Reading/Mind Monitoring
Today's tip for parents from two talented teachers comes from 365 Teacher Secrets for Parents by Cindy McKinley Alder and Patti Trombly.
#67
Mind
Monitoring
Reading
without sharing is like watching a circus without saying anything—
like a commercial without a TV program—
like a frame without a picture.
~Nancy Whitelaw
One
big step toward helping your child become a better reader is to make sure she
is actively reading, which means
paying attention to everything she reads and thinking about it as she reads. Good
readers are always thinking as they read. (They make assumptions, predict,
question, compare, and connect to their own lives.) You probably do this all
the time as you read even though you don’t realize it. Oftentimes in elementary
school, kids are working so hard at sounding
like a good reader on the outside that they are sacrificing actually being a good reader (comprehending) on
the inside.
You can help, first, by thinking
about what happens in your own mind while you read. Read something and see if
you can be aware of how often you think of something you could say out loud
about it. Now, sit down and do some buddy-reading with your child. When it is
your turn to read, talk about what is going on in your mind. When it is her
turn, ask her what is going on in hers. This is a great way for you to be a
model; she can hear the things you say and learn to start thinking that way
herself. In the beginning, and especially with newer readers, you might want to
try stopping after every sentence and saying something. Later, or with more
experienced readers, you can try after each paragraph. Soon, it will become a
habit to be thinking while reading.
This may be tough for your child at
first. If she is reluctant (or even just for fun), find a silly hat or a play
crown and let her wear it on her head when it is her turn. Having something on
her head may help her remember to be paying attention to what is going on
underneath it! If she is stuck for ways to begin, jot down some sample things
she might say to begin talking about what is going on in her mind. For example,
try these:
*I am picturing…
* I think the author said that because… *That’s sad (or funny or cool…)
*I
have felt like that before when… *I
never knew that. *I
wonder if…
*I
bet he/ she is doing that because… *I don’t think that is going to work out
like they plan.
*I
wonder why... *That didn't make
sense. *I think _______ will
happen next.
*I
was confused by... *If I were him I would...
Cindy McKinley Alder Patti Trombly
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