Archive for Plus It activities

Here’s an idea to add to your literacy activities for kids: Have you ever wanted to know how many books you or your kids have read in a month or a year? Did you ever get stuck trying to think of the exact title of a book, or the author?

Since nowadays the titles and author names of books you check out of the library are printed on the return slip (at least in the public libraries around me), just keep that slip!

My memory is fallible, so for a few years now, I’ve kept a “Books I Read” list in the “My Treasures” section of my Way to Go! Family Learning Journal three-ring-binder. I never put much energy or time into this; I record date, author, and title.

Sometime I put a note if there were something significant I wanted to remember (like a quote from the book); sometimes I put a 1—10 rating on how good I thought the book was.

And believe it or not, I’ve referred to this list, especially when I wanted to recommend a book and couldn’t remember the author. I wish I had three kinds of lists from the days when I raised my daughter—books we read together, books I read on my own, and books she read.

She’s a mom now and we talk about these things occasionally—“Do you remember if we read The Celestine Prophecy aloud as we drove across country when you were in high school—I think we didn’t love it, right?” and “Did we ever finish Tess of the D’Urbervilles? Or did we both cry so hard we decided to complete it separately?”

Thanks to computers, now there’s a simple way to create such lists: just hang on to the library checkout tape. The trick is to put this slip where you and your kids can find it again (like in a binder). Keep adding to it over the months and years. (Of course, you may still also want to keep a written list of books purchased, or borrowed, since you don’t have a library receipt for them. Also, if you have comic book and magazine readers in your family, why not add those titles on the lists, too.)

Another idea is to have your kids paste or tape the computerized lists on three-hole-punched paper so there’s room for comments. It’s easy to add a 1-10 rating right on library printout: Try using a scale that’s 10 for All-Time-Favorites-to-Read-and-Reread and 1 for Couldn’t-Get-into-It, and the range in-between.

It’s a challenging, thoughtful exercise to rate a book; a child who does that frequently over time can develop a sophisticated awareness of his or her own interests, values, tastes, and growth. And it’s certainly a way to Plus It with an individual or shared reading experience.

Like watching the growing balance in a savings account that gets regular deposits, it’s satisfying to see a “Books I Read” list get longer and longer. And I’d say its value far exceeds anything in a bank, for it represents lasting, often thrilling, deposits to the mind and imagination.

Gosh, Rose, age seven, loves to read! And best of all, she’s into imaginative play based on stories and books, and I know that develops reading comprehension.

Yesterday I spent part of the day with her and Calvin, who’s almost five. Rose led me into her room to show me something she’d set up in a corner.

There she pointed to a large colorful pillow wedged between the dresser and the wall. Two dolls were propped up on it, and in front of them was the footstool from the bathroom, serving as a table. On the table were cups and saucers, a teapot, a few plastic vegetables.

A doll's tea party, based on "A Little Princess"

“You know why I’m doing this, Grandma?”

“Tell me.”

Rose rushed to get a book. “Grandma, did you read this book to Mommy when she was little? I think it was hers.”

She held ancient, browned, mildewed hardcover copy of A Little Princess by Frances Hodgson Burnett. I honestly didn’t remember whether I’d read it to her mother or not. I told her I wasn’t sure.

“Well, in this book, the girl thinks that dolls come alive when people aren’t looking, but when people see them, they freeze. So I’m trying to find out,” she said. She clearly was skeptical that her dolls were alive, but at the same time, she wanted it to be true.

“When I look at them, they just sit there,” Calvin interjects. He’s shares the room with Rose, so he has lots of opportunities to test the dolls-are-alive theory. He’s quite sure they’re not.

“Well, I think it’s something worth checking out,” I say, noncommittally. We three glance at each other…we each know dolls aren’t alive, but it’s sure fun to play.

Don’t you love seeing kids involved in imaginative play based on a book? It’s one of the reading strategies that actually develops background knowledge, and that’s crucial to reading comprehension.

After I left the room, I thought of questions I could have asked that might have “PLUSed” or enhanced the experience for her: “I bet you’d like to play with Sara (the Little Princess) for a couple days. What do you think you’d do together?” or “It would be fun to live back then. But I think I’d missing having a car to drive. Is there anything you think you’d miss?”

Next time I see that kind of play, I’ll try to seize the moment more effectively. But still I know it was a rich, inspiring experience for her to create that tea table and scene.

The truth is that in order to play that way, a child has to read a book, or listen to it, paying close attention to the details and description. Then the child has to be resourceful to figure out how to replicate an experience from the story. For instance, Rose had to figure out what she could use from her room and toy box to create a doll’s tea party.

Then think of all the historical detail and context that a child has to take in and process in order to do play like she or he is in another period or country.

And in many ways, when children are playing out a story they are re-writing it; they are getting experience with creating character and even story structure. That sort of play develops empathy and understanding. And it’s certainly theater.

Unfortunately, I know there are children who don’t know how to engage in imaginative play based on books (or movies/TV). It’s tragic that they miss out of some of the sweetest experiences of childhood.

So let’s thank our lucky stars when we see kids really playing imaginatively. Let’s grant them time and space and encourage them in any way we can. For such activity develops brains and hearts, and it contributes hugely to school and life success.

Even before kids start learning to read or write, one of the useful literacy activities you can do is to let them see you making lists: to do lists, appointment/schedule lists, grocery lists, names of people to invite lists…all kinds of lists.

Then it’s especially fun to see what kind of lists they make once they learn to write and read on their own!

Rose is excited about her upcoming November birthday, even though it’s only September. She is seven still, just beginning second grade, and she LOVES reading and writing.

Yesterday she handed me her wish list for her birthday. She wasn’t pushy or demanding or coy in doing this; she just wanted me to know what she was thinking she’d like to have and do. I like that kind of straightforward communication.

Here’s a picture of her list:

A seven-year-old's birthday wish list

A seven-year-old's birthday wish list

In case the writing in the photo is too small for you to see, I’ve typed out what it says, keeping her spelling and capitalization. I didn’t say anything about her errors when she presented it to me because “inventive” spelling at this age is normal and fine, the experts say. She’ll learn conventional spelling at school over the next few grades (and beyond!). Here’s her list:

Chekers
Webcin
trafic jam game
littleest petshop clubhouse house
Pogo stick
Desk
doll house
Amarican girl eneything
Books/boxcar children seris
Juni B. Jones seris

So why is making lists a great thing to do for literacy and to develop writing skills?

There are many reasons: It shows kids how useful writing things down is (it helps you remember). It teaches organization and thinking skills like categorizing or grouping. It teaches kids a way to get things out of their heads so they can use their brain space for other things. It’s a way to communicate easily with others (“Babysitter, my list of important telephone numbers of posted on the refrigerator.” It’s a way to have an idea now and then go back to it later.

In Plus It! How to Easily Turn Everyday Activities into Learning Adventures for Kids there’s a suggestion (p. 68) making a list of household tasks or chores with your kids as a strategy that helps turn housework drudgery into something resembling fun.

And there are lots of other reasons to make lists, too. Please feel free to comment below about your personal experience with lists or with helping kids make them.

I think it’s one of those family activities that definitely contributes to both family fun and family literacy. And it’s so simple to do.

Yep, most kids can have the experience of “traveling” to far away places right in their hometowns.

Here’s how I discovered that, serendipitously, this week:

Rose, 7, and Calvin, 4, are spending an overnight with me. After breakfast, they wonder aloud what we are going to do for the day, and I do, too.

“Well, we can certainly go to the park,” I say. That pleases them. We clean up the dishes, read a few books aloud, Rose works on creating a collage—our pace is leisurely for the day is already hot. Then we climb into the car for the park several miles away.

But lo and behold, at the park entrance, bright plastic orange cones bar the driveway…apparently it is closed to visitors today.

Hmm. Now what? We head back home.

We turn on Phillips Street and see an unusual house—a large bungalow that has been turned into a Buddhist temple of sorts. And there’s a parking space in the shade right in front of it. Perfect for a brief stop that’ll kill some time, I think.

The kids stand on the ledge to look over the fence. I become teacherly: “That’s a Buddha statue right there in front, and notice the two kneeling female statues beside it. They are probably his disciples…”

Unexpectedly, the front door behind the Buddha opens. Oh.

A radiant young nun, head shaven, dressed in a gray cotton tunic and pants, walks toward us, holding aloft a small bowl with three golden Asian pears in it. She comes to the fence and offers them to us. Her smile is broad, her teeth perfect; her English, limited but understandable.

Rose and Calvin, mouths open in surprise, each take a piece of fruit and say thank you; I indicate I’ll share theirs. The nun burbles about Buddha; we ask her name and she simply says, Nun.

Then she invites us inside the compound. I snatch my camera from the car and we go down the driveway to the left of the house. It opens into a huge back yard, ringed with fruit and shade trees and several building. There is a stage with elaborate fabric backdrop, a covered eating area with tables, and scattered about, many more statues of Buddha and his disciples. Though the day is almost unbearably hot, here it is cool and serene. Our nun disappears for an instant, and returns with a small conical hat on her head.

We ask for permission to take photos, and as we walk around from one cluster of statues to another, we pose and she eagerly participates in picture-taking. Repeatedly she tells us that there are services on Sunday morning at 10:00, and that children come.

Our Buddhist nun and kids on the temple grounds in Southern California

Our Buddhist nun and kids on the temple grounds in Southern California

Then she guides us to the best display on the far side of the building: a huge artificial molded mountain with cracks and crevices and waterfalls. She flips a switch and water flows down the mountain and into the streams. You must look closely here, for on the tiny ledges and ridges, there are ceramic, wood, and plastic knick-knacks—a tiger, a farmer with hat, a bridge with someone about to cross it, small intricate pagodas, birds, a water buffalo, small cross-legged buddhas—the longer you look, the more you see.

In the moat at the foot of the mountain, koi, goldfish, and transparent minnows swim lazily. The nun finds the fish food container and hands each child a capfull to toss into the pond.

Rose and Calvin are charmed; I am, too. What fun someone had making this!

Finally our nun friend guides us into the carpeted meditation room or sanctuary. We take off our shoes before we enter. In the front of the room are three large gold Buddhas. The nun explains they are from Thailand, Vietnam, and Myanmar. On the left wall, there are several hundred small, framed portrait photos. Those are pictures of community members who have died, she explains.

Then she turns. A short middle-aged man dressed in a saffron robe steps into the sanctuary. There’s something about him that conveys he isn’t pleased to see us, though his words are welcoming. “This is my master,” says our nun, arm extended to greet him. And in a second, she disappears through a door that I had not noticed.

That was the last we saw of our nun. The gentleman spoke with is briefly. He gave Calvin a plastic bottle of water, with a curt “Say, Thank you” before Calvin even had a chance to come up with that on his own. We exited the room, put on our shoes, took a last look at the mountain and fish moat, and then left the premises.

On the way out, passing a window that I thought might lead to the room where the nun might have been, I called out, Thank you! Who knows whether she heard me. But I wanted her to know what a lovely contribution she’d made to our day and to our knowledge of other religions and cultures.

Doesn’t just about every town in America these days have some immigrant or refugee community, for example, from Asia—Vietnam, China, India, Cambodia, Pakistan; or from Central and South America—Mexico, El Salvador, Guatemala, Columbia; or from Africa—Sudan, Ethiopia, Somalia? And don’t those immigrant communities often have small shops that sell goods from far away places, and small centers of worship.

What great opportunities these immigrant communities provide us as parents and grandparents to PLUS IT! with our kids, to use ordinary summer days to extend their knowledge (and our knowledge) of other cultures. Such an easy way to experience adventure and travel.

Do let me know if you’ve made such an excursion with kids.