Wednesday, 28 March 2018

EPIC reading

Many of our students read regularly on networked digital reading site EPIC. A favourite pastime is to listen to audio books while following the paper copy like these boys are.

We have begun the search to find as many books as we can in our collection to match EPIC's audio books. These are the ones we have found so far.

If you see a title that you might want to read on your device with EPIC , come on in and and have it issued. 👍😉

Saturday, 24 March 2018

How to help our students read at home

Here are some ideas to help with reading with your children at home. 

With my story books from the library it would be great if :
·         you read them to me using lots of expressive voices
·         you don’t expect me to be able to read the whole book though I like to have fun predicting what the next word or idea might be
·         you invite me to join in repetitive bits
·         we have a fun time reading together
With my non-fiction, information books from the library could we :
·         talk about the topic, because if I’ve chosen this book, I’m probably really interested in it
·         make some links to the book about things I know / that happen in our own family life
·         look at the pictures and relate them to some key words in the text
Can you ask me some questions about the topic to see how much I might know already?

With our younger students who are bringing reading books home from the classroom, here are some more ideas to guide you.

I like reading to you when:
·         we have a regular time that's right for both of us so you are not distracted
·         we have a quiet, comfortable place that is just for us
·         we talk about the book, its title and illustrations, so I can find out what it's about. It only takes a couple of minutes and it helps me focus my thoughts on what I will expect you help me with - like finding some of the tricky words, like `ferocious' and `gnawed', and you tell me what they mean, before I read.
·         I can hold the book for myself and turn my own page.
·         you DON'T cover up the pictures. They make the book fun, and they help me to decide which reading clues to use.
·         you stay as quiet as you can and only help me when I am really stuck
·         you tell me when I'm doing a good job.

You can really help me when:
·         you understand that I am doing the best I can. It really upsets me when you say "That's wrong, I've told you that word before, you should know it by now!" or "That's wrong, sound it out." Instead, please think of something that will help me work it out, like this: "You just read `the fireman pulled the house off the truck and aimed it at the fire.' Does that make sense? What do you think he might have pulled off the truck, that makes sense?”
·         you let me continue to read if my mistake makes sense (e.g. if I say "This is my home" when the words in the book are "This is my house") because I'm still reading for meaning.
·         You learn how to help me when I do get stuck

If I have trouble you can :
·         wait about 10 seconds before you interrupt. I might be thinking about it already
·         tell me to get my mouth ready for the word I don't know e.g. "The boy fell into the w- - - - ." help me to think of a word that would make sense e.g. "What could the boy fall into?" remind me to look at the picture for a clue e.g. "Look where the boy fell in the picture."
·         give me a clue for the meaning of the word
·         read the first part of the sentence back to me e.g. "The boy fell in the ....."
·         encourage me to read the first part of the sentence again
·         say "That's right" or "Good try" and then let me continue reading so I don't lose the plot.

When we have finished you can :
·         praise my efforts and my self-corrections such as, "I liked it when you went back and self-corrected changing `river' to `water'. That was clever."
·         praise my efforts for trying to make my reading interesting for you, such as "I liked the way you used a squeaky voice for the mouse."
·         talk with me about our favourite parts of the story such as. "You obviously liked the part about ... Why?"
·         talk with me about the pictures in the book to help me see their connection to the story and details I might have missed
·         talk with me about what might have happened if ....
·         talk with me about what might have happened next ...
·         ask me questions about the characters and the plot of the book such as "How did you feel when the giant was angry? Can you find that part in the book? Did you think he deserved to get stung by the bees? Why?" This helps me really understand the story and the relationships between the characters and what happened to them.
·         ask me what I might have done if I had been in that situation
·         talk with me about the language in the book and new words I might have learned or not understood
·         suggest other books on similar topics to the book I enjoyed.
·         say something nice that will make me want to read to you again
Of course, I want to remember the magic of the story so don't ask me all these things at once, just one or two so I can think about what I have read and what I have learned.
If we are not enjoying ourselves we can :
·         stop and try again another time
·         take turns at reading a page each, especially if the words are really hard
·         let you read while I listen
·         choose another book
Reproduced with permission from Barbara Braxton, Teacher Librarian

Tuhono library readers

Tuhono and Te Phinga students are looking so comfortable in their 2018 Reading Skins

And so is Mrs C who is revisiting a favourite book of short stories at home :)

Thursday, 8 February 2018

The Sapling

The Sapling 

is a fairly new - first published in March 2017,  but utterly fabulous addition to the NZ literary world. Its aim is to engage readers of all ages 'in conversations about childrens books ..... because books grow humans.'
Do take time to check out the eZine link here and read some of the gems within:

In this you will find (mainly NZ 👍,) author / illustrator interviews and conversations,  book reviews, a quiz, facts and statistics, book chats and lists for different ages and genre, as well as opinion pieces.

I enjoyed reading about our Prime Ministers reading journey as a child and teenager in the December issue. 

Monday, 5 February 2018

A new year for us all.

Welcome to a great start to our new year of book-chatting, viewing, browsing, reading and issuing in our Frankley school library.

We look forward to greeting a new team of Book Buddies so keep an eye on our notices for an invitation to interested, enthusiastic year 5s and 6s to join us.


Saturday, 15 October 2016

Literacy Partnerships

I wonder how we fare in the light of this diagram? Do we read with our children at home? Are they Pukeariki members - does the family visit and borrow books regularly? Are they reading to self, sharing and borrowing books at school? Are our students readers? Are we readers?

The following is from our National Library website:

Parents as reading role models - especially dads

Good reading role models at home might:
·         read in front of their children
·         chat about books and what they are reading in a positive and encouraging way
·         read aloud to their children
·         explain how the simple act of reading for pleasure is so important and enjoyable! ( leads to improved literacy skills, vocabulary and knowledge of the world)
·         surround their home with books in a range of formats and genre, magazines, newspapers and catalogues
·         show that reading is a part of everyone’s lives by reading diverse materials such as cookbooks, cereal boxes, instructions for kitsets / games / puzzles; websites, television adverts, telephone directories, and environmental print such as road signs, billboards and logos
·         borrow from libraries and buy from bookstores together – practicing the art of browsing and noticing interesting topics.

Our thanks to Jeannie Skinner at National Library Services to Schools for sharing her expertise.
A sunny day, a new book .................

Friday, 14 October 2016

Book Trailers

I am really excited about the book trailers that Room 8 have been creating in response to their reading of Enid Blyton's The Magic Faraway Tree. Do view them on Room 8's blog. These students have totally personalised their 'Faraway Tree' which has a pure Frankley feel.

You might also like to share Briana's book trailer about the book My Brother's War. 

We were fortunate to have the author David Hill conduct a writing workshop with 25 of our senior students earlier in the year. Briana felt privileged to share her book trailer with him. Mr Hill said he was very flattered that she had taken his book seriously enough to want to promote it online :-)
My Brother's War