Category Archives: Modeling a love of reading

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Color Me Purple

“Color Me Purple,” my just-published 2016 children’s book, illustrated by Madison artist Donna Parker, is a fictionalized story of real kids from Wisconsin. Some of the characters are based on a single child. Many of them are composites of several children. All of these children were lucky because someone recognized that they had a talent. In addition, that someone did something about it. Whatever the child’s economic, ethnic, or social background, and whether he or she was thriving or starting to slip through the cracks in school, someone said, “It’s time to intervene, to encourage this child to become all that he or she can become!”

Children are smart in many different ways. Yet, too often, they are stereotyped based on their deficits and discouraged in their learning rather than encouraged. Color Me Purple is intended to help children and those who care for them understand that it is good to be smart. They can be proud of what they do well. They should work to use and improve their abilities rather than let them languish. They can dream big. But dreaming big alone is not enough. As their support systems help them to gain confidence and feel good about themselves they can hone their skills, define their goals, and help themselves and others to say “yes” to thriving in a multicolored, multicultural, multitalented world.

I have written this book as a way to help children, along with their teachers, parents, and caregivers, understand that there are many, many children who should be encouraged for different combinations of talents or kinds of smart. Based on the theory of multiple intelligences by Dr. Howard Gardner of Harvard University, the story presents 8 children between the ages of 7 and 18, from 8 different ethnic backgrounds, who are smart in 8 different ways. Text boxes, interspersed throughout the book, explain the educational and psychological theories behind the story for readers who wish to delve deeper into the concepts being introduced.

From the last chapter, a bit of what has occurred in the main character’s thinking is presented: “Before the whole Kennedy thing came up, I was just me. Remember? I’m browned-eyed, brown-skinned, and so on? I thought I was ordinary, and in some ways I am. So are Kennedy and Sameer, Bambi and the others. I’m glad to know that we can be ordinary and smart at the same time… There is so much more to me than what you see on the outside. What makes me smart is that I like thinking about hard questions in about the same way Gommgi likes playing the piano…

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I am happy in this rainbow world of smartness. I’m learning about my inside colors. I think they are what make me the me I want to be.”

To meet Angie, Kennedy, Sammy, Bambi, and the others, you can buy “Color Me Purple” by contacting me at ellieschatz1@gmail.com. Directions are on the “Contact Ellie Books” page.

Week of the Young Child, 2012

April 22-28, 2012 is The Week of the Young Child, an annual celebration sponsored by the National Association for the Education of Young Children. The week is designated as a time to recognize that children’s opportunities are our responsibilities, and to ensure that every child experiences the type of early environment—at home, child care, school, and in the community—that will promote early learning. As my small contribution to The Week of the Young Child 2012, I am reintroducing children’s book reviews by Jocelyn from The Tattered Cover Book Store in Denver.

Every child of today should be fortunate enough to explore the ideas and perceptions of author Amy Krouse Rosenthal. Jocelyn has raved about Rosenthal’s books in her holiday reviews, still found on the “tips and previews” page of this blog. I also love Rosenthal’s books, but this newest 2012 publication holds a special place in my heart. Imagine that we could grow, harvest, and share kisses like we do flowers and vegetables. All my backbreaking work of spreading mulch in my yard last week would take on new meaning. And, believe me, I would be right up there in what I would expect to be a long line of interested consumers at our Madison Farmer’s Market this Saturday. Sharing this book is the next best thing to sharing the real thing.

Jocelyn’s review: Plant A Kiss by Amy Krouse Rosenthal. Illustrated by Peter H. Reynolds.

It never ceases to amaze me how a talented author and extraordinary artist can create a masterpiece whose sum is greater than its parts. With a few well-chosen rhymes and masterfully understated illustrations (including just a touch of sparkles), this book is the perfect example; how “little miss” planting a kiss ends up with “endless bliss” is a joy to behold the unfolding. I won’t be giving anything away by saying she dared to share. How thrilled I was when a friend shared this book with me! Enjoy!

More reviews on “Tips and Previews” page.

Grandma Says It’s Good to Read

Brotherly Reading

This past week I got to live what I preach. I spent a week babysitting with my two grandsons, and reading was at the core of our activities. The little guy is 5. He says, “Kindergarten is ‘kinda’ easy.” Every night his homework consists of reading a different book that he has selected to bring home. While he read aloud to me, the older brother was to engage in a quiet activity until I could help him with his math. On some nights it was his own reading homework. On others, it was reading a book for fun. Here the two boys have extended fun as the younger boy climbs into the chair and joins in.

I have written about the significance of early reading previously. In this posting, I reiterate its benefits based on the National Institute for Literacy’s recommendations in action:

* Gives children information on a variety of topics. The older boy is intensely interested in frogs and toads, sharks, dolphins, and fish of all kinds. We read several reference books on amphibians and ocean life, some from his school library and other treasures from his personal bookshelf. The younger boy is still 100% into picture books and we had fun with all kinds of stories. One old favorite is “Scranimals” by Jack Prelutsky. We brainstormed our own Scranimals, then drew and made stories about them to add to the book. Two new favorites are “What Animals Really Like” by Fiona Robinson and “Black and White” by David Macaulay. The first is highly imaginative with beautifully complex pictures to read. The latter is a book I bought when I heard David Macaulay speak a few years ago. It consists of four stories that can be read separately but become increasingly blended into one complex story as you read. I was waiting for the two boys to grow into it, and they sure did!

Promotes language development and literacy skills. Both boys are growing into independent reading. The third grader did not learn to read as quickly as other Schatzes in our family, but he was always read to, loved stories, and eventually became the reader I knew he would become. The younger boy craves books. Both have learned that reading can introduce them to adventures, people, lands, and ideas that otherwise they’d never know.

Helps increase attention spans. The photo proves it. What I expected to be at maximum a 10-minute activity, became a long expedition into the imagination. I think I had to peel them from the chair to get back to unfinished homework assignments.

Promotes family relationships. Again, the picture is worth a thousand words.

Raises reading levels. I do think the kindergartner grew several grade levels in reading ability in the week I was with him. His ability to use context and his memory for words once he’s seen them once was a joy to observe. Whatever skill it is we are attempting to master, practice is the key. Practicing reading should never be a chore. I’m so glad both boys are totally delighted when reading a good book.

Early Learning: Not a Fast Track to Kindergarten or College

On May 13, one month to the day after psychologist Sharyl Kato and I did a presentation for our 500-member Rotary Club on early learning in honor of “Week of the Young Child,” The New York Times printed an article entitled, “Fast-tracking to Kindergarten?” I certainly hope, and believe, that our audience knew that Sharyl and I were suggesting no such thing. To say this article is disturbing to me is putting it lightly. From this blog, it is clear that I am someone who believes in the importance of early childhood learning, so why am I loathing what I read? Because it tells the story of a 3-year old child being reprimanded by a teacher for sloppy writing. Because the children in these preschools are being forced to learn, sitting with workbooks, and being given homework. “Age 3 is the sweet spot,” said a leader of one of these organizations that tutor small children. He continues, “If they’re out of a diaper and can sit still … for 15 minutes, we will take them.”

I’m glad my point of view was expressed in the article by  Kathy Hirsh- Pasek, a psychologist at Temple University and the author of “Einstein Never Used Flash Cards.” Kathy states, “When you’re putting blocks together, you’re learning how to be a physicist.” When you’re learning how to balance things and calculate how tall you can make your building, you’re learning how to be a physicist. Having your kid drill and kill and fill in worksheets at 2 and 3 and 4 to the best of our knowledge so far does not give your child a leg up on anything.”

Some people, thankfully not too many that I personally know, get the wrong idea that because I wrote a picture book entitled, Grandma Says It’s Good to Be Smart, I am promoting ‘pushing’ young children to learn. If you look at the illustrations in the book and listen carefully to the message, it’s clear that I am in Kathy Hirsh-Pasek’s camp. Early learning is about talking, exploring, experimenting, imagining, asking questions, and doing all the things that just come naturally. A child in the book dances with her imaginary friend. A boy builds with his erector-set-like blocks. He hangs upside down from a tree. She imagines horses flying through the sky. Grandma asks them what if.. and other open-ended questions.

Early learning is about reading with your children, and sharing a love of books. It’s about catching young children in the act of noticing something they love and encouraging their curiosity about the world around them. It is encouraging their questioning with more questions as well as a search for answers. It’s helping them to dream about all the things they can be when they grow up and knowing that they can follow those dreams.

Early learning is not a fast-track to kindergarten or college. It’s about establishing a life-long love of learning. I’m not against early admission to kindergarten or college if it’s right for the  individual child. But early learning is good for all children. Learning to value their talents and abilities is good for all children. Realizing that learning is fun is good for all children. Fast-tracking is good for some. Negative feedback, dull workbooks, and sitting still for inappropriate lengths of time is good for none.

Calling All Savvy Aunts, Nanas, Bubbas, Dadimas

A week ago there was an article in The New York Times about grandmothers, in particular about what they want to be called. Many Hollywood stars, it seems, don’t want to be called ‘grandma’ as it makes their age all too clear to anyone who would hear them so addressed. Goldie Hawn, for instance, is known as ‘Glam-Ma.’ Some of the star’s choices are not that ‘cute.’

When I wrote Grandma Says It’s Good to Be Smart, I was afraid I might eliminate sales to grandmothers known as Grammie, Bubba, Nana, and the myriad of names based on cultural heritage. I was correct, which is sad. Although I wrote it for my grandsons, the book is based on my experiences as an educator. I wrote it for all young children. I could have entitled it, My teacher says… . But I wanted it to be from the me I am now. My hopes were that I could inscribe books for any grandmothers in ways that would personalize it for them.

This and another article about aunts has brought the issue of markets limited by titles back to the forefront of my mind. Calling All ‘Cool Aunts’: It’s Time to Get Savvy,’ is a book by Melanie Notkin, who also has a website: SavvyAuntie.com. Melanie says she’s “a proud PANK, which is short for Professional Aunt, No Kids.”

Years ago, I was a PANK, and recently my niece, in response to my post Establishing the Habit of Reading, wrote, “Reading is the love of my life, and without it I would surely be a lesser person. Fortunately, my love of reading was nurtured in my young years by a favorite aunt, a teacher, who sent me books for birthdays and Christmas. Today many of those same children’s and young adult books still grace my bookshelves. Of course, now my favorite aunt goes by the name ‘Grandma’, and encourages children all over the country to read. Thank you Ellie, for my love of books!”

In the promotion of Melanie’s book, nothing is said about the importance of books, reading , or growing up smart. But my sense of Melanie’s mission is that she believes in all three. My point in writing this short piece is to CALL ALL AUNTS, NANAS, BUBBAS, GLAM-MAS, DADIMAS, GODMOTHERS, i.e, all savvy women in the lives of children not their own. Talking reading, exploring, imagining, asking questions, dreaming, writing, experimenting, practicing, gaining confidence, and on and on – your little ones need your guidance as well as the guidance of their parent(s) or primary caregivers. They don’t automatically grow up smart, even if they are born full of curiosity, alertness, and quick learning ability. Our American society is sports oriented but not smarts oriented. Skills and interests must be nourished. Children need to hear how proud we are of their every accomplishment.

So change the name of my book, share it, and share it’s message. Savvy auntie says it’s good to be smart. Warm and wonderful godmother says it’s good to be smart. Nana says it’s good to be smart. Glam-ma, I would guess, says it’s good to be smart. After all, the ‘glam-ma’ I’ve followed on television and in movies over the years is quite a talented lady. And she’s passed it on to the next generation.

Establishing the Habit of Reading

Did you know that 1 in 4 adults did not read a book in the past year? Worse yet, 50% of adults are unable to read an 8th grade level book. According to the 2003 National Assessment of Educational Progress (NAEP), 37% of 4th graders and 26% of 8th graders cannot read at a basic level. Reading statistics are grim.

Children learn to read by example. If they see you reading, they will want to read too. Reading to infants establishes a pattern, or habit of reading. Soon, they will be able to read to you. They can then be introduced to more complex literature if someone simply helps in selecting books they can understand and discuss but not tackle alone. By the teenage years or even earlier, students’ growth should start signaling that the oral reading years are coming to an end. As a parent, when that happened I independently read books that my sons recommended to me. Thus we continued to discuss concepts, share ideas and feelings, and enjoy reading ‘together’ until they left the nest. In fact, we still share titles, give each other books as gifts, and discuss mutually-read books today.

The modeling experience involves doing many things together—reading, talking, listening, exploring, thinking, wondering, laughing, and even crying together.

An interest in books may be encouraged through regular visits to the public library. Some smart children have an inherent respect for books from infancy on. Others need to learn this respect through careful instruction on how to treat a book. You will recognize your child’s natural tendencies and thus be able to guide him or her according to individual needs. Little children develop responsibility, as well as awe for storytelling and knowledge acquisition, by picking out their own books, taking them home, reading them (with and without you), learning to treat them with care, and returning them for another set of tales and experiences.

Although books may be attained at no cost through the library, it is good for the blossoming reader to start developing a personal library as well. Children’s books vary in expense. Books can be purchased at garage sales, book swaps, and used bookstores at a very small cost compared to the value of the investment. The possession of some books that can be called  ‘all mine’  brings deep pride and satisfaction.

However, the National Institute for Literacy points out that many children do not have access to books except through their classroom and school libraries. This is why they encourage caregivers to take on this important role. To summarize, reading with young children as the parent or caregiver is important because it:

  • gives children information on a variety of subjects
  • promotes language development and literacy skills
  • helps increase attention spans
  • raises reading levels
  • promotes relationships.

Parents and students ask questions as we read together

Valentine’s Day Special

Among the loves of our lives are our little ones, in my case my grandchildren. This special is for those of you who want to give the gift of talking, reading, and thinking to your grandchildren (or children) this Valentine’s Day. I will hold copies at a special price of $7.50 through Valentine’s Day. Let us “toss them the world” together.

Sorry, not much I can do about shipping – that remains the same. Contact me with your order per the instructions on the “Contact Ellie” page.

Happy February and Valentine’s Day.

Modeling for Young Learners

Education is not a preparation for life; education is life itself. —John Dewey

Smart children are evident from the day they are born. You notice it in their eyes. They look at you with an alertness that astounds you. You were told a baby couldn’t focus, but this child seems aware of everything around her. Those eyes are so penetrating that it feels like she has a wisdom a baby just plain can’t have. But she does. You are observing genetic attributes. Genetics is one factor in determining how smart a child is.

As your baby grows, you notice he exhibits natural traits that seem different or more advanced than they appear in other children. Those traits may include:

  • Is alert or keenly observant
  • Is highly curious
  • Is intense
  • Is highly sensitive
  • Sees the funny as well as the serious sides of things
  • Asks questions
  • Makes connections, or puts things together in new ways
  • Learns with ease, or masters new skills quickly
  • Has an extensive vocabulary
  • Thinks abstractly.

But, nature alone will not ensure your child will grow up smart. No matter how smart she is at birth, education (or nurture) is the key to her development. Researchers have found that potential talent cannot be realized unless it is valued in the child’s environment.

The cliche, “If you don’t use it, you’ll lose it,” is true when it comes to being smart or talented. Parents and grandparents can nurture the characteristics you started observing on day one. Children learn by example. If they see you reading, they will want to read too. Reading to an infant establishes a pattern, or habit of reading. Soon he will be able to read to you. You can then introduce him to more complex literature by selecting books to read that he can understand and discuss, but not tackle alone. By the teenage years or even earlier, his personal growth may signal that the oral reading years are coming to an end. When that happens, he can tell you the books he would like you to read independently as he reads them too. Thus you can still discuss concepts, share ideas and feelings, and enjoy reading “together” for years to come.

If you are curious and ask lots of questions about the world around you, your young child will be encouraged to ask questions too. Don’t feel you always need to have the answers. You don’t want to model knowing it all. The curious child is full of “why…?” and “what if…?” questions. Ask her questions that start with “how might we…?” “what would happen if…?” “suppose…?” or “what are all the ways you can think of…?” to stimulate a variety of thoughts and responses.

If you are posing questions, you are talking with your child. If you are reading with him, you are talking with him. When you talk with your child in these ways, you are modeling the kinds of things that are important to you, and you are building his vocabulary and knowledge base. Studies of  language development in children from birth to age three have demonstrated that the more parents talked with their children, the faster their vocabularies grew and the higher their intelligence scores. Early language acquisition builds the foundation for comprehension upon which all later learning experiences are added.

The modeling experience involves doing many things together—reading, talking, listening, exploring, thinking, wondering, laughing, and even crying together.

I was deeply touched when my friend Nancy sent me photos of her reading to her grandchildren’s classes. Not only does it reinforce for me the importance of the message of “Grandma Says It’s Good to Be Smart,” but it shows Nancy being that model, not only for her own grandchildren, but for their classmates as well. Thank you Nancy for joining me in spreading the word that it is good to read, explore, question, imagine; listen, talk, and wonder. Thank you for joining me in sharing the message, “It’s good to be smart!”

Can Your Child Read a Menu?

Recently the Madison Urban League shared the trailer for an upcoming film, “TEACHED: A Film about Education in America.” Howard Fuller begins the 3 1/2 minute trailer by pointing out that students of color can now “sit at a lunch counter where they are welcomed, but they can’t read the menu.” To add to the appalling statistics we already know about the achievement gap/the numbers of poor children who end up in prison rather than college, the trailer states: “Of the students [of color] who do graduate it is estimated that 1 in 5 is still functionally illiterate despite the diplomas in their hands.”

Grandma Says It’s Good to Be Smart is currently being reprinted. Having sold 800 copies in the first year, some of them to community centers that serve poor families and provide educational resources to the children, my goal for this third printing is to reach more poor children in Madison, Milwaukee, and other communities. Talking about the text and the whimsical illustrations will encourage not only reading, but also questioning, imagining, and dreaming as well as vocabulary building. Talking is a skill not discussed in the book but one that precedes reading in the developmental process. For poor children, a structured reading setting will introduce vocabulary that they otherwise might not hear at this critical stage of learning. Statistics demonstrate that by age 3, children talk as much, but only as much, as their parents. These same studies point out that while professionals talk an average of 3,000 words per hour with their children, welfare families talk an average of 500 words per hour, with most of those words being in the form of commands.

Michelle Rhee states in the film that 3 good teachers in a row can change the trajectory of development for a poor child. I agree that excellent teachers can have a profound impact. That is what WCATY was all about from day one – 20 years ago! But, starting in kindergarten or first grade is too late and too little. The earlier they talk, the earlier they read, and the earlier they come to realize that there are high expectations for their achievement, the better our children’s chances for success. Let’s join Howard Fuller in addressing the issue of not only welcoming the children to the lunch counter, but assuring they can read the menu.

Link to the trailer:  http://www.youtube.com/watch?v=w0k5TF7PJbo

Creativity Revisited

The holidays are getting in the way of my blogging, but not in the way of my book sales. I am thrilled to announce that I have only 12 books left from the second printing, for an initial distribution in the first year that will be the full 800 from two printings. First-come, first-serve for the few copies left!

Recently Harvard Business Review posted an article on its blog entitled, “The Three Threats to Creativity.” I was happy to see that their thinking aligns with mine, although the ramifications of their findings to our children and country are depressing, to say the least.

The ingredients of creativity discussed in this article are:

1. Smart people who think differently. The concern is that a narrow focus on basic subjects is not only endangering the acquisition of deep knowledge, but it is also limiting the development of creative or inventive thinking.

2. Passionate engagement. This article repeats what I have written before: dreaming, intrinsic motivation and love of learning and challenge are keys to success. The upshot is that workers today are more often expressing frustration than enjoyment in their positions.

3. A creative atmosphere. The researchers find that workplaces are reverting to assembly-line type atmospheres rather than promoting openness, collaboration, and exploration.

I can only keep hoping that our education system will catch up with the times. May all your children and grandchildren know the joys of dreaming, exploration, challenge, collaboration and life-long learning in the home, their schools, and eventually in the workplace.

 

Reading, discussing, questioning, and thinking with Grandma.