Posts Tagged math

Poor Reading Skills Often Cause Poor Math Skills! Can Your Child “Reason”?

Posted in Child failing at school, my child can't read, My child hates math, my child hates to read, reasoning skills in children | Comments Off on Poor Reading Skills Often Cause Poor Math Skills! Can Your Child “Reason”?

Poor reading skills

 

result in

 

poor reasoning skills

 

and that means

 

poor grades

 

in all areas of

 

learning,

 

including math

 

word problems.

 

 

Why is this?

 

Children use their reading skills to organize facts in order to “reason.” When children reason, they collect and organize the facts they read and they draw conclusions based upon what they perceive those facts are telling them.

Many times, children are required to come up with their own personal researched opinions in response to questions that have no single correct answer.  This is called “making inferences.”   However, when children are not capable of consistently reading what’s on the page, then drawing conclusions or making inferences in any given area of study, will affect their grades.

QUESTION: What is “reasoning,” and how often are children expected to reason?

ANSWER: Reasoning is when children learn to think clearly and efficiently in a given academic area. Reasoning is expected of children as soon as they enter any area of study. It is one of the most valuable tools children need to succeed in school .  Reasoning is when a child must draw a conclusion based upon the facts presented or make an inference based upon the facts that are given coupled with the facts that are not given.  Inferences require reasoning skills, and reasoning skills require that a child be able to read all the words on the page.

Children must be able to read accurately and fluently in order to:

a)  compare and contrast

b) determine cause and effect

c) detect particular perspectives

d) understand an exact logic

e) reach conclusions

f) develop personal inferences based upon the reasoning they’ve used.

The following is a breakdown of how children are expected to reason in various school subjects.

Social Studies – Children read an assignment in social studies, and they use their reasoning to answer certain questions:

Is this culture like mine?

Is this government apt to succeed?

How are the people of this culture different from the people in my culture?

Would I enjoy living in this culture?

Math – Children read a story problem in math, and then use their reasoning to answer certain questions:

How many are they talking about?

How are the different areas of this problem interrelated?

What is the question asking for?

Have I learned any part of this concept before and can I use that information to help me solve this particular problem?

Science – Children read an assignment in science, and they use their reasoning to answer certain questions:

How do the facts in this experiment depend upon each other?

How do the concepts presented in this lesson relate with the concepts I have already learned?

Why was my answer to this science question marked wrong?

Do I believe that the facts presented could supply long term disadvantages or advantages for our society?

Literature – Children read an assignment in literature, and they use their reasoning to answer certain questions:

Does this story take place in the past? If so, are the verbs in this story in the past tense?

In what point of view is this story presented?

How are the descriptions of the characters in this story relevant to the plot?

What and where is the conflict presented in this story?

Given the same circumstances, how would I respond if I were the character in the story?

 


Success in

every academic area

depends largely upon

a child’s ability

to accurately and fluently

read all the words

in the assignment.

 

A child must be able to read an assignment with accuracy and fluency before he can connect and relate the facts presented.

If a child cannot read his assignments accurately, easily, and fluently, then he’s going to eventually hate reading and he’s going to eventually hate school.

Likewise,  if a child cannot read his math word problems accurately, easily, and fluently, then he’s going to eventually hate math and he’s going to eventually hate school.

He is going to believe he is dumb; and you can count on it, he’s going to choose companions who also believe they are dumb. What a child believes about himself will dictate his future choices.

In fact, Lesley Morrow, the Past-President of the International Reading Association, unreservedly made the statement that there are certain states in our country that plan or project their future prison cell space based upon the early reading scores of their children. Indiana and California are just two examples of states who base the number of new prison cells that will be needed upon the early literacy skills of their students.

Dr. Grover (Russ) Whitehurst, the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration tells us the following:  “… we have from thirty-eight to forty percent of children not reading at the basic level at fourth grade. That means they are unable to deal with age appropriate written text and understand the text or make reasonable inferences from what they’ve read in the text. We know that children who have that sort of difficulty reading in fourth grade, without extraordinary help, are going to continue to have real difficulties down the road…it flows into other subject matters, the ability to finish school, the likelyhood that they will drop out, their potential for life success, getting a good job. So, while in some sense we’re doing well in reading and some of our students read very well, I think it’s simply intolerable that so many children have not got it by fourth grade and all of the negative consequences that flow from that really are a national crisis, something that has to be addressed by the federal government.”

Dr. Grover also tells us that “the predictability of reading for life success is so strong, that if you look at the proportion of middle schoolers who are not at the basic level, who are really behind in reading, it is a very strong predictor of problems with the law and the need for jails down the line.”  Grover goes on to say that, “People who don’t read well have trouble earning a living. It becomes attractive to, in some cases the only alternative in terms of gaining funds, to violate the law and steal, to do things that get you in trouble. Few options in some cases other than to pursue that life. Of course reading opens doors.”

Moms, Dads, let’s face the facts.  Early reading skills predict future academic ability as well as future employment success.    All the excuses in the world that we give for why a child cannot read are not going to change that fact.

The absence of adequate reading skills for a child is a forerunner, a most definite indication to parents and teachers, that they should expect continuous educational difficulties in other subject areas from that child.

Children do not

outgrow reading problems.

Reading problems

create bigger problems!

 

The solution is simple: parents can teach their own children how to read.  For just $9.97 you can purchase an entire, step-by-step, COMPLETE Systematic Phonics Curriculum.

 

DON’T GIVE UP!

YOUR CHILD

CAN LEARN TO READ

AND RAISE HIS GRADES!

 

1) Your child can learn to read every word on every page!

2) You can receive the COMPLETE Candy 4WAY Phonics Curriculum as an INSTANT DOWNLOAD including step-by-step instructions, 100 easy-to-follow daily phonics lessons, phonics readers, rhyming phonics charts, rhyming phonics flashcards, phonics drill, multisensory vowel helps, and free email coaching — all for just $9.97.

3) You will need to spend just 20 to 30 minutes a day to reap the reward of watching your child learn to sound out all the words on the page.

Check it out:  Candy 4WAY Phonics

I’m certain you’ll be glad you did!

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

Teaching Diphthongs Should Be Fun!

Posted in diphthong definition, diphthong examples, diphthong lessons, diphthong list, diphthongs | Comments Off on Teaching Diphthongs Should Be Fun!

Sounding out diphthongs is fun.

 

The sooner we can get that idea across to our students, the faster children will devour words containing diphthongs. 

 

This is one reason why Candy 4WAY Phonics uses rhyme, rhythm, and alliteration in as many beginning lesson plans as possible.  Learning diphthongs should be fun!  Children should learn to sound out diphthongs while they enjoy learning to read. 

 

Yes!  Learning to sound out words and learning to sound out diphthongs should be both rewarding and fun!   

 

So what is a diphthong?  A diphthong is a vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel sound in the same syllable. 

 

Examples of diphthongs are:   

ea in created (pronounced:  crēāted)

io in Pinocchio (pronounced:  Pinocchēō)  

oy in boy (pronounced:  bōē).  

Note:  Even though oy is made up a vowel and a consonant, it is a diphthong because diphthongs are only defined as gliding vowel “sounds.”

Click here to see more examples of diphthongs.  

PARENTS AND TEACHERS can make diphthongs fun for children to learn by teaching diphthongs within  rhymes, simple songs, or picture games. 

 

However, one of the best ways to teach diphthongs

is within the context of daily phonics lessons,

lessons that utilize rhyme, rhythm, and alliteration. 

 

For example, look at these sentences presented in the Candy 4WAY Phonics Program that help children have fun, learn to sound out words, and gain skills in sounding out the diphthongs oi and oy:

 

Tenderloins are fried; steaks are charbroiled?

Some dogs are noisy; some cats are spoiled?

Foil has crinkles, and pencils have points?

Grandma has wrinkles and pain in her joints?

 Did you know that. . .

Cars that break down are put up on a hoist?

Soil that’s rained on gets muddy and moist?

Oysters are fried or just eaten raw?

Grandpa likes atta-boys, kinfolk, and Grandma?

(Taken from the Candy 4WAY Phonics Frosting Lesson 9)

 

The folks at Candy 4WAY Phonics capitalize on the fact that the easiest way to teach diphthongs is to first present them to a child as they naturally appear within his/her daily phonics lessons.  

Teaching diphthongs a few at a time helps children to retain these unique “diphthong” sounds, and the Candy 4WAY Phonics lesson plans provide children with plenty of practice drills and fun sentences to help those diphthongs take root in a child’s mind. 

 

The entire Candy 4WAY Phonics COMPLETE curriculum sells for just $9.97 as an INSTANT DOWNLOAD and contains:

* 100 step-by-step, fun daily lessons

 * easy-to-understand instructions

* sequenced phonics story readers

* phonics charts

* phonics drill and continuous repetition

* colorful, multisensory tools and pictures

* phonics flashcards

* lifetime rhyming phonics charts

*  free coaching and much, much more! 

 Candy 4WAY Phonics is a COMPLETE curriculum because it takes a child from preschool phonics lessons all the way through to a fourth grade reading level and higher and includes every systematic phonics tool available

 

Check it out: Candy 4WAY Phonics – it’s all you’ll ever need to teach your child to read every word on every page. 

 We know you’ll be happy! 

Learning diphthongs within the framework of daily, entertaining phonics lessons is fun.  The sooner we can get that idea across to our students, the faster children will devour words that contain diphthongs! 

 Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

 

My Child Says It’s not Important to Write Complete Sentences! Teaching Children to Write Complete, Creative Sentences!

Posted in how to teach children to write a sentence, how to write creative sentences, teaching children to write creative sentences, teaching complete sentences | Comments Off on My Child Says It’s not Important to Write Complete Sentences! Teaching Children to Write Complete, Creative Sentences!

 

HAVE YOU EVER HEARD YOUR CHILD SAY SOMETHING LIKE THIS? 

“Why should I care if I can write down my thoughts in complete sentences?  My friends don’t mind that I send them e-mails and text messages with phrases and codes, so why should anyone else make me write in complete sentences?”   

 

We, of course, need to remember that the above statement is coming from a child, a child who has been deceived into believing the lie (probably by his friends) that learning to record his thoughts in complete, understandable sentences with the correct syntax is not a necessary skill for today’s world.  Sadly, many of our children are falling more and more into this deception!

 

The truth is, when we’re speaking about putting lasting ideas down in writing,

–ideas that can change people or circumstances,

–ideas than can direct business meetings or corporate decisions,

–ideas that can convince, influence, or encourage with long-lasting results,

then we’re speaking about ideas that are written with complete, understandable sentences.  The lack of ability by American students to convey their thoughts with complete, easy-to-understand, grammatically-correct sentences should be a grave concern for American teachers and parents. 

 

We are delighted to tell you that this lack of ability, becoming more and more prevalent among American students, IS a grave concern to the folks at Candy 4WAY Phonics.   As a result, we’ve put together an affordable resource for  just $3.97 to provide teachers and parents with a systematic plan of instruction for creative sentence writing.   

 

 I often talk with those who have bought the Candy 4WAY Phonics Program and with those who are still in the “investigating” stage of searching for phonics curriculum.  As a result, I often hear comments like these from parents:

   

My daughter is in 5th grade.
We just discovered that she is only reading at a first grade level.
Her spelling is terrible and her sentences are all run-on sentences.
Now her teacher is asking her to write sentences each week summarizing her favorite places to visit. 

She is supposed to write sentences containing similies and metaphors.
How can she write sentences with metaphors when she can’t spell and she can’t write a complete sentence with a complete thought? 

   

My son is in the 4th grade.
He is constantly asking me to do all of his creative writing assignments for him.
He can list many details for his stories, but he cannot put those details into complete, coherent sentences.
He has no idea how to build the sentences necessary to write the stories he has going on in his head.

   

My daughter is in the 6th grade.
She cannot tell where a sentence begins and where it ends.
She has no idea what the difference is between a subject and a verb.
In fact, she does not know that a sentence needs both a subject and a verb.
 

   

My son is in the 7th grade.
He was just asked to write an essay containing five paragraphs.
My son cannot write a complete sentence let alone compose an essay made up of five paragraphs.
 

   

My daughter is 12 years old and she cannot read or spell.
When she writes, she will often compose sentences with a singular subject and a plural verb.
She has no idea why her sentences are wrong.
Her sentences really do sound correct to her.

   

My son is nine years old, but he cannot tell the difference between a complete sentence and a sentence fragment.  

   

My daughter is 10 years old, and she doesn’t know the difference between a noun and an adjective.
How is she going to make it in high school? 

   

My son is 11 years old.
The English sentences he writes for his assignments contain adjectives that are trite.
He writes with adjectives such as:  big, little, yellow, old, terrible, tall.
No one seems to care if his writing improves.
Well, I care!

 

WE HAVE GOOD NEWS!  

At Candy 4WAY Phonics, we ALSO care

 We care if children can read, enough that we offer parents and teachers a complete Systematic 4WAY Phonics Program for just $9.97.  

 

We also care if children can write, enough that we offer parents and teachers a sentence building resource for just $3.97.

 

So many times we truly believe that our young students are capable of writing good sentences simply because they seem to talk, at times, in complete sentences. While there are some students who just seem to “naturally” know how to construct a good sentence, most children do not.  

And yet it should be “second nature” for all children to be able to construct a basic sentence complete with nouns, verbs, adverbs, adjectives, and prepositional phrases by the end of the 4th grade.

 

Our newest resource is entitled: Teaching Children to Write Creative Sentences

 

This newest sentence-building resource explains to parents and teachers exactly what preliminary work is vital before a child is ready to construct a solid sentence.

 

This is an easy-to-understand, systematic teaching plan that illustrates (with a teacher and a blackboard and, always, beginning with the verb) exactly how to teach students to write consistent, creative sentences that answer questions such as Who? What? Where? When? What kind? and How?

 

Check it out.  Teaching Children to Write Creative Sentences

We truly believe you’ll be glad you did!

 

Sincerely,

 

Carol Kay, President

Candy4WAY Phonics.

www.candy4wayphonics.com