Showing posts with tag motivating students Show all posts >
You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.
Going Beyond Fluency
Rasinski is known as a passionate advocate for teaching fluency as a bridge to reading comprehension. But there’s more to comprehension than just fluency. Vocabulary plays a big part as well, and Rasinski talks about how to teach students “the meaning of words,” knowledge that is not only practical for everyday and academic life, but is also required by the Common Core.
Morphology is a technical term that refers to the part of a word that carries meaning. It’s the Latin root “spect,” for example, in words like “introspection” or “spectacle,” that signals not only a commonality in spelling but also a kinship in meaning.
Knowing that “spec” means “look” makes it relatively easy for a student to understand (or figure out) that “introspection” means “to look inward” and “spectacle” means “an eye-catching occurrence.” The list of words built on the root “spec” is long, and by learning just one root, a student knows or can more easily interpret the meanings of many new words.
Rasinski calls this the “generative” or “multiplier” effect of morphological vocabulary study: the fact that Latin and Greek roots, prefixes, and suffixes have a one-to-many correspondence that dramatically increases access to vocabulary. And it’s not just Rasinski’s opinion that this approach gets results. Research has shown that during the early grades, morphological knowledge is a better predictor of reading comprehension than vocabulary levels.
The more you do something the better you get at it. It’s how the brain works – practicing a skill rewires the brain to perform that skill more efficiently and effectively the next time. The online Fast ForWord® intervention program has the capacity to give students much more intensive, targeted practice in most aspects of reading – including morphology – than other programs or methods. That’s because Fast ForWord delivers nearly 35,000 learning “trials” in the same amount of time that other software programs deliver just over 5,000 trials. The result is often significant learning gains for even the most struggling students.
Rasinski hands the webinar over to Cory Armes, who demonstrates Hoof Beat, an exercise in Fast ForWord Reading 4 that develops morphological skills such as recognizing and understanding Greek and Latin roots, suffixes, and prefixes. It also works on word analysis, synonyms, antonyms, analogies, and more. With a fun video game style format that keeps students engaged while challenging them with in-depth practice.
Armes goes on to present statistically significant results from several studies of students using the Fast ForWord program, including increased reading achievement for elementary learners, improved comprehension for secondary learners, and over 2 years of improvement in reading grade level for ELLs.
The Nitty Gritty
Check out the full webinar and get all the rich details:
If you’re not yet using roots, prefixes, and suffixes as a mainstay of vocabulary instruction – or if you’d like to explore how technology can help – don’t hesitate to watch the webinar. Your students will thank you…someday.
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
For many teachers, the words “flipped classroom” are nothing more than a synonym for having students watch pre-recorded lesson videos at home and then do related assignments – formerly homework – during class time. There’s no doubt that that is exactly what the flipped classroom typically looks like on the surface. But when flip teaching is done right, what matters is that it uses time differently and more effectively, in ways that can profoundly benefit all learners, including students with learning disabilities.
The flip teaching model:
Extends the learning day.
The ability to extend instructional time is a huge benefit for learners who grasp new concepts more slowly, or who aren’t able to process information as quickly as it’s presented. With flipped learning, they can rewind and re-watch a video as many times as needed until they understand the material – or perhaps until they understand what they don’t understand so they can get help in that area the next day.
Makes precious teacher time more available to students.
With instruction now happening at home on students’ time, teachers have more time to observe students as they apply what they have learned. As a result, teachers have more opportunities to watch students at work, so they can better identify student learning challenges and support struggling students with differentiated activities or targeted intervention.
Levels the playing field.
Flipped instruction puts students with learning disabilities on more equal footing for effective classroom participation. Learners who formerly may not have immediately grasped their teacher’s in-class instruction may now feel empowered to contribute to classroom discussions and ask informed questions instead of worrying about “looking dumb.”
The Naysayers and Their Challengers
Critics of the flipped classroom approach to blended learning say that access to videos can be a problem, especially in communities with a large number of learners from low-income households. Students may not have a computer or internet connection at home, may have to share already-limited computer time with other family members, or simply may not have time at home to watch lessons for the next day. The concerns are valid, but one visionary school is demonstrating that they can be overcome.
Clintondale High School, just outside of Detroit, is the first U.S. high school to move to a flipped model of learning school-wide. With a large population of economically disadvantaged learners, the school dealt with access concerns head-on by making extra time available in computer labs during the school day for learners who need it. One student who has limited time at home because of a long bus commute watches most of his lesson videos on a smartphone as he rides home from school. In just a few years, standardized test scores have gone up and the school’s failure rate has dropped dramatically from 52% to 19%.
Clintondale’s teachers note that the process is not as simple as just rearranging where and when direct instruction takes place; it’s essential that teachers get on board with mastering the technology and creating great lessons and learning activities. That way, students can get the most from every moment they spend learning and teachers can get maximum results for the time they spend creating content and supporting learners in the classroom.
Where Gen Ed & Special Ed Meet
A big boon for schools that move to flip teaching is that general ed technology can do double time as assistive technology for special ed. It’s a benefit for everyone, helping to reduce technology expenditures, the cost of managing technology, and the time that teachers spend adapting to learners’ assistive devices.
Still, flipped classroom veterans warn that setting high behavior standards for students is a must. Students need to know how they are expected to use their time at home and at school, and what specific behaviors will enable them to achieve their learning goals. Some students with learning disabilities may need additional help allocating their time and using it effectively. But when teachers, students, and parents are all on board, flipping has the potential not only to move more students to proficiency, but also to take more students beyond proficiency to the desired goal of mastery.
For Further Reading:
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Meeting the needs of students with learning disabilities can be a challenge. Students newly identified with a learning disability are likely to need immediate help to fully benefit from the curriculum, and this help often takes the form of accommodation. But for maximum long-term benefit, educators need to address the learning difficulty at its core, remediating it with a carefully targeted, intensive, individualized intervention.
Weighing the Options
In the real world, remediation is typically a time- and personnel-intensive undertaking, and without simultaneous accommodation, students with learning disabilities may continue to experience an ongoing cycle of failure. However, an over-reliance on accommodation can sap a student’s motivation to learn how to perform without accommodation.
Typically, then, educators find themselves balancing intensive intervention with accommodation and fitting the combination to the individual learner. Finding the point of equilibrium is a process that involves both informed decision-making and trial and error.
Dr. Dave Edyburn, a leading expert in assistive technology for students with learning disabilities, recommends that reliance on accommodation should be based in part on a student’s age. Younger learners, for example, whose job is focused on learning to decode and building reading fluency, might need less accommodation for reading. A 4th grader who still struggles with decoding, on the other hand, urgently requires greater accommodation to be able to comprehend and benefit from the curriculum.
Regardless of the degree of accommodation a student receives, effective and intensive intervention should remain a priority. One option for addressing a learning challenge at its core is Fast ForWord software. At a biological level, Fast ForWord actually helps learners build new neural connections to support more efficient information processing and learning. It’s also been proven to help learners with dyslexia and auditory processing disorder, improving their ability to pay attention, process information, and remember what they have learned.
In some cases, completing one or two Fast ForWord products is all it takes for a learner to test out of special education. For other learners, the Fast ForWord program can be the difference maker in staying out of special education altogether. In many districts, any students referred for a learning disability in language or math are required to use Fast ForWord before undergoing further testing. One district saw a 30% drop in special education referrals.
When it comes to student learning, any tool or technique that helps has a potential role to play. Many students need accommodation and should rightfully receive that help as guaranteed by the Individuals with Disabilities Education Act (IDEA). But the gold standard for students with learning disabilities will always be effective remediation. Learning disabilities may not be “fixable,” but they can often be overcome.
Edyburn, D.L. Assistive Technology: Getting the Right Supports for Your Student. Retrieved from: http://www.ncld.org/students-disabilities/assistive-technology-education/assistive-technology-getting-right-supports-for-your-student
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Teaching persistence in the classroom is an important part of setting up learners to succeed. Students who have mastered persistence are able to work through challenges, deal constructively with failures and adversity, and achieve the goals they have set for themselves.
It’s a lot like running a marathon. The runners who make it to the finish line are the ones who persist in showing up for practices and trainings, learn to anticipate slumps and pace themselves, engage in positive self-talk during tough times, take steps to effectively prevent and treat injuries, and adjust expectations to fit reality – even if “finishing” means having to crawl the last mile.
Like a runner who has not trained to run longer distances, learners can’t persist in their learning if they haven’t developed the stamina they need to keep going when things get tough. Teaching persistence depends on first developing student stamina as a way of conditioning learners to handle sustained effort.
To help learners build stamina and persistence, it’s important to create the right learning environment:
Help Learners Develop a Growth Mindset
Learners need to know that they have the ability to grow and change, and that effort is the key. Praise them when they focus their efforts toward specific, clearly defined goals. When you say things like, “Those extra 10 minutes of reading each day are paying off – you are decoding unfamiliar words much more easily now,” you help learners make the connection between effort and achievement. The goal is for learners to become intrinsically motivated to engage in effortful learning now and in the future.
Push a Little Bit – and Know When Enough is Enough
Sometimes learners just need a little bit of encouragement to get past a hurdle. A few supportive words, like, “Think of how good you will feel when you finish those last two addition problems and you know you did the whole worksheet all by yourself!” can make all the difference. On the other hand, a learner may need to know that it’s okay to take a break and come back to a particular task when he’s feeling less frustrated. In that case, it’s important that the learner really does come back and complete the work to get the experience that he truly can “do more” when he persists.
Most learners love to hear personal stories from their teachers. Telling your learners about your weekend plumbing project that didn’t go as planned – and how you got through it and completed it – is a great way to help learners see that everyone feels like giving up sometimes. It also models for them how to overcome those feelings and reach a goal – without coming off as preachy.
Teach Positive Self-Talk
Some learners need a lot of help knowing what to say to themselves to stay motivated. If a learner’s typical internal dialogue consists of statements like, “This is too hard,” or “I don’t know how to do this,” it may come as a revelation to discover that there are other options. Giving learners specific wording, like, “I know I can do this if I keep at it,” or, “If I’m really stuck I can ask a friend or my teacher for help,” can begin to change the way they think and act when faced with a challenge.
Let learners know that you have high expectations and that you have confidence that each and every one of them can meet those expectations. Be sure they have access to the tools they need to be successful, and that they know how to use them.
Make the Most of Technology
Online tools like the Fast ForWord program can help learners make the connection between effort and achievement. The Fast ForWord program gradually builds learner stamina for enduring increasing degrees of cognitive load. The exercises develop reading and language skills at the same time as they boost memory, attention, processing, and sequencing ability. It gives learners immediate feedback on their performance and automatically adjusts the difficulty level for just the right degree of challenge. Fun reward animations help learners see when they have achieved a goal to help them stay motivated.
Call Out the Brain
It’s never too early – or too late – to teach your students about how the brain learns. Introduce the concept of brain plasticity – the idea that the brain changes in response to how it’s used – as a way of reinforcing the idea that learning is achieved through focused, sustained effort. Help them understand that every brain is capable of making dramatic changes and leaps in learning.
Repeat, Repeat, Repeat
Students learn persistence in the same way that they learn sight words or multiplication tables – through repetition. Strategies like modeling persistence, connecting effort to achievement, and pushing students to do a little more than they think they can aren’t a one-time deal. But when repeated over time, the cumulative effect will likely be increased stamina, improved persistence, and intrinsic motivation for ever greater learning.
For Further Reading:
A brand new year certainly has a way of getting us thinking about the future. The holidays are behind us, the first term of the school year has wrapped up or soon will, and New Year’s resolutions beg for action. It’s a natural time to look forward.
So why not get out our crystal ball once again and look into the future of education? What trends are predicted for 2014?
The inclusion of listening standards in the Common Core heralds a new focus on listening instruction in the classroom. The Common Core raises up listening as a literacy skill, giving it equal weight to the more traditionally emphasized reading, writing, and speaking.
In 2014, teachers will spend more time demonstrating what listening “looks like;” explaining what students should be doing with their eyes, ears, and bodies while listening; directing learners to notice when they haven’t been listening; and measuring how well learners apply what they’ve been taught.
More schools are shifting toward project-based learning as a way of increasing engagement and creativity in the classroom. It’s not a matter of simply marking the end of a lesson or unit by making a book or a diorama; instead, project-based learning engages students in meaningful, long-term projects that are themselves the learning experience.
Fourth-grade students might conceive, coordinate, and run their own semester-long weekly farmer’s market. They then learn as they go – how to market their goods, how to anticipate what will sell, how to total a purchase and make change, and what it feels like to accomplish all that and contribute the cash earned back to their classroom or school.
Davis, M.R., (2013, June 11), Computer Coding Lessons Expanding for K-12 Students. Education Week, Retrieved December 5, 2013, from http://www.edweek.org/dd/articles/2013/06/12/03game-coding.h06.html
Fairbanks, A.M., (2013, May 20). Digital Trends Shifting the Role of Teachers. Education Week, Retrieved December 5, 2013, from http://www.edweek.org/ew/articles/2013/05/22/32el-changingrole.h32.html
Lynch, M. (2013, November 22). Future Trends in K-12 Classroom Management and Discipline. Education Week, Retrieved December 5, 2013, from http://blogs.edweek.org/edweek/education_futures/2013/11/future_trends_in_k-12_classroom_management_and_discipline.html
Murphy, A.P. (2013, October 29). Ready to Learn? The Key Is Listening With Intention Annie. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/10/ready-to-learn-the-key-is-listening-with-intention/
Schwartz, K., (2013, January 2). What Project-Based Learning Is — and What It Isn’t. MindShift, Retrieved December 9, 2013, from http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/
Schwartz, K., (2013, October 14). Five Research-Driven Education Trends At Work in Classrooms. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/10/five-research-driven-education-trends-at-work-in-classrooms/
Vangelova, L. (2013, November 13). Subverting the System: Student and Teacher as Equals. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/
There’s a tug of war going on in American schools, a tension between learners’ developmental needs and the academic rigor required to meet challenging educational standards. In the classroom, where standardized assessments are the driving force of the day, the developmental realities of learners are often overlooked and shortchanged—and it’s something we ought to be talking about.
Signs of a Struggle
My co-worker’s son, Eli, is a case in point. As a kindergartener, he was expected to sit cross-legged with his hands in his lap on an 18” x 18” carpet square for 30-40 minutes of circle time each morning—something he was often unable to do. His teacher regularly reported home that Eli needed to improve in his ability to sit still, and the enthusiasm he had for school in September quickly waned.
His mother discussed the situation with her child’s pediatrician, who replied that Eli’s difficulty sitting still was a developmental stage that was perfectly normal for a five-year-old boy. The doctor also noted that Eli was expending so much energy trying to sit still that he was probably not able to attend to what he was supposed to be learning.
Eli’s parents transferred him to a different school the following year where he was assigned a teacher who designed her learners’ activities with their developmental needs in mind. For example, she gave her socially focused first-graders many opportunities to work with other learners in pairs or groups. Eli’s motivation skyrocketed, and in addition to performing at the top of his class academically, he began describing himself as a person who liked to be challenged.
Meeting Learners Where They Are
With so much to accomplish each year, and so little time, it’s no surprise that considerations around learners’ developmental stages often take a back seat to the focus on academic rigor. But as Eli and his parents learned, a standards-based curriculum isn’t likely to be effective if students are developmentally unable to attend to the material as it’s presented.
Some educators are calling for a renewed interest in child development and a move toward creating more developmentally appropriate classrooms for young learners. What might classrooms look like if developmental considerations were given greater weight? Here are just a few possibilities:
The Original Common Core
Long before we had the Common Core Standards, we understood that there are developmental stages that children step through as they move toward adulthood. Although children progress through them at different rates and there can be considerable overlap between stages, the stages are predictable for most children.
Learners bring their entire developmental selves to school each day, not just the cognitive components that are reflected in their standardized test scores. Classrooms that don’t take standards and developmental considerations into account aren’t likely to move students as far ahead as they need to go to stay on track.
Educators may find that aligning communication styles and classroom activities with their learners’ developmental stages results in less time spent on discipline and more time on task. Loosening the reins a little by adapting to learners can support the more “serious” work of building the cognitive skills that matter so much in meeting today’s standards.
Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
Eccles, J.S. (1999). The Development of Children Ages 6 to 14. The Future of Children, 9(2), 30-44.
See the original infographic at http://www.readingassistant.com.
“There is an endless war of nerves going on inside each of our brains. If we stop exercising our mental skills, we do not just forget them: the brain map space for those skills is turned over to the skills we practice instead. If you ever ask yourself, ‘How often must I practice French, or guitar, or math to keep on top of it?’ you are asking a question about competitive plasticity. You are asking how frequently you must practice one activity to make sure its brain map space is not lost to another.”
-Norman Doidge in The Brain that Changes Itself
The Critical Period
From our very earliest days, our brain begins to map itself to the world as we experience it through our senses. The mapping is vague at first, lacking detail, but the more we interact with the world, the more well-defined our brain maps become until they are fully formed and differentiated.
“The critical period” is the name given to the time in infancy and early childhood during which our brain is so plastic that its structure is easily changed by simple exposure to new things in the environment. Babies, for example, learn the sounds of language and words effortlessly by listening to their parents speak. Inside the brain, what this learning looks like is the brain actually rewiring itself to change its own structure.
Use It or Lose It: Training the Brain to Form New Maps
Just a few decades ago, the prevailing scientific view held that the brain was a finely tuned machine that operated within a fixed scope of ability once the critical period had passed. But in the 1990s, through a series of experiments with monkeys, Dr. Michael Merzenich discovered that our brains can change well past the critical period—and indeed throughout our lives. But learning that takes place after the critical period is no longer effortless, and children and adults must work hard to pay attention to the new information that they wish to absorb and master.
The maxim commonly used to describe the phenomenon of neural learning is “neurons that fire together wire together,” and it’s this “wiring together” that results in the corresponding structural changes in the brain. Timing is key to the process, with neurons that fire simultaneously wiring together to create a map.
The space allocated to a neural map evolves over a number of stages. When learning is taking place, a relatively large space is allocated to the map. Once a skill is established, the mapped neurons become so efficient that fewer are needed—allowing some of the map space to be reallocated again for new learning. It’s a practical use-it-or-lose-it process that allows us to continue picking up new skills without bumping into space limits in the brain. Taking up a musical instrument such as violin, for example, causes more map space to be allocated to the playing fingers, and consequently, less space is allocated where there is lower demand.
As we develop mastery of a skill, our neurons not only grow to be more efficient, but they also begin to process faster. With that faster processing they tend to fire together more readily as well, creating more groups of neurons that send out clearer signals. The clarity of those signals has a great deal to do with how well the brain learns and remembers what the neurons have processed. The clearer the signal, the more clearly the brain remembers.
But what if there are gaps or inefficiencies in the maps that have been established?
From the Lab to the Learner
Dr. Merzenich had become interested in the work of Dr. Paula Tallal at Rutgers University. Dr. Tallal was interested in understanding why some children have more trouble than others when it comes to learning to read. Her research had shown that auditory processing problems were causing the “fast parts” of speech—common combinations of consonants and vowels that are pronounced very quickly—to be problematic for children with language difficulties.
Dr. Merzenich believed the problem was a matter of the children’s auditory processing speed lagging behind the speed of the speech sounds, resulting in an inability to distinguish differences between similar sounds or to perceive the correct sequence of sounds when they occurred in rapid succession.
Another known contributing factor was that of neural readiness. After processing a sound, neurons require a rest period before they can fire again. Normally this rest period is about 30 milliseconds, but for most children with language impairments it takes at least three times as long for the neuron to recover. The result is that a lot of critical language information is simply missed during the rest period.
Merzenich and Tallal believed they could combine forces to effectively help children who struggled to read. In 1996, Merzenich and his colleague Dr. Bill Jenkins teamed up with Tallal and her colleague Dr. Steve Miller to develop a real-world application of the science of neural plasticity by creating a product that could help struggling readers rewire their brains. From this union, Scientific Learning was born.
The partnership between Merzenich, Jenkins, Tallal, and Miller resulted in the software product that today we call Fast ForWord. Fast ForWord was carefully designed in the guise of a video game that could challenge and develop cognitive skills like memory, attention, processing speed, and sequencing as well as language and reading skills from phonemic awareness to decoding and comprehension.
Merzenich and Jenkins wanted Fast ForWord to trigger the children’s brains to secrete dopamine and acetylcholine—neurotransmitters that help lock in learning. Because the brain secretes these neurotransmitters when it gets rewarded, a generous supply of entertaining animations was built into the product to play spontaneously when a child achieved a goal.
From the very beginning, Fast ForWord elicited remarkable results. Children who participated in the initial field trial boosted their language development by 1.8 years, on average, in just six weeks. A subsequent study at Stanford University, dyslexic children’s brains showed increased activity in several areas after Fast ForWord, bringing them more in line with the patterns seen in typical readers’ brains. The dyslexic children’s brains had shown different patterns of activity before Fast ForWord (as revealed by fMRI).
In the 14 years since the field trial, Fast ForWord has been used by more than 2.7 million children around the world, with achievement gains of up to two years in as little as three months. During this time, school-based results—such as those at St. Mary Parish Public School System in Louisiana—have demonstrated that Fast ForWord can improve test scores across subject areas. And many additional research studies have corroborated the effectiveness of the Fast ForWord program for building cognitive, language, and reading skills.
In a 2010 study at Wilkes University in Pennsylvania, Beth Rogowsky found that Fast ForWord significantly improved students’ grammar skills as measured by the Written Expression Scale from the Oral and Written Language Scales (OWLS). A subsequent study by Dr. Rogowsky published in 2013 showed that college students who used Fast ForWord increased their reading and writing skills significantly more than students in a comparison group as measured by the Gates MacGinitie Reading Test and the OWLS.
The Brain That Changes Itself
Our current understanding of how the brain changes itself in response to experience opens the door to mind-bending possibilities. With the development of newer, smaller, and faster technologies, there’s no telling how Merzenich’s revolutionary discovery of brain plasticity past the critical period will impact the future of education.
What is certain is that true brain-based learning has arrived, that it’s available today, and that children around the world are overcoming language and reading problems that not long ago were often considered insurmountable.
Doidge, N. (2007). The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. London: Penguin Books.
How does your school go about aligning school, classroom, and student learning goals for the new school year? Are the goals that are set at the school-wide level communicated to teachers and students? Do all members of the school community know what they are striving toward in the context of the year’s teaching and learning—and why?
As the 2013-2014 year begins, schools that are not yet engaged in multi-level goal setting might consider some of the advantages of this approach.
Grade Level Goals
Student Learning Goals
Working With Students to Set Learning Goals
The S.M.A.R.T. (Specific, Measurable, Attainable, Relevant, and Time-Bound) model of goal setting can help students understand how to think about goals and envision what their goals might look like:
Sample S.M.A.R.T Goal
Improve next math quiz score by one letter grade.
A beautiful thing about effective goal setting is the feeling of empowerment that students take away from the process when they have seen it work for them. Setting goals for the new school year is just the starting point for transforming teaching and learning, and when teachers and students feel they have ownership of their goals, the entire community can step forward together to do accomplish the work that lies ahead.
Newman, R. (2011). Using Goal Setting To Build An Inclusive Learning Culture. Retrieved from http://www.targetedleadership.net/pubs/tlc_ontarget_spring11.shtml
O’Neill, J., & Conzemius, A. (2005). The Power of SMART Goals: Using Goals to Improve Student Learning. Bloomington, IN: Solution Tree.
Are your kids making progress with their summer reading list? Are they having fun with it? The following books are highly recommended to kids who are still looking for a compelling recreational read.
Wolf’s Coming (Joe Kulka)
Wolf is coming and all the forest animals go into hiding. But things are not what they seem, and there’s a surprise ending that kids love.
One (Kathryn Otoshi)
Red picks on Blue, but Orange, Green, and Purple are afraid to stand up for their friend. Then One comes along and shows all the colors how to band together against a bully.
If I Built a House (Chris Van Dusen)
A young boy designs a marvelously imaginative dream house for himself and his family in this beautifully illustrated picture book.
Galaxy Zack Hello, Nebulon!(Ray O'Ryan and Colin Jack )
When Zack moves from Earth to Nebulon, he’s sad about leaving his best friend behind and nervous about starting a new school. It turns out that Sprockets Academy isn’t as bad as he’d expected, but there’s still a lot he has to get used to on Nebulon.
Cowgirl Kate and Cocoa (Erica Silverman)
Set on a cattle-ranch, this chapter book for beginning readers tells four stories of the friendship between Cowgirl Kate and her talking horse-friend, Cocoa.
Roscoe Riley Rules #1: Never Glue Your Friends to Chairs (Katherine Applegate)
Roscoe means well when he tries using superglue to solve a problem and save his class’ performance at the school open house, but things don’t turn out quite the way he planned.
Lunch Lady and the Summer Camp Shakedown: Lunch Lady #4 (Jarrett J. Krosoczka)
When Lunch Lady and the Breakfast Bunch gear up for fun at Camp Fun Times, what could possibly go wrong? Well, there’s the legendary swamp monster, for one thing. Fortunately, the Breakfast Bunch has a track record of helping Lunch Lady defeat the bad guys—with the aid of cool cafeteria-tech like Taco-vision night goggles, of course.
One Crazy Summer (Rita Williams-Garcia)
Three sisters are sent by their father from New York to California to spend a month with the mother who abandoned them. A bittersweet tale set in urban Oakland in 1968 during a turbulent moment in history.
The One and Only Ivan (Katherine Applegate)
Ivan the gorilla, who lives in at the local mall, tells the story of his captivity. This book appears on many “Best of” lists for 2012.
Rump: The True Story of Rumpelstiltskin (Liesl Shurtliff)
Finally, Rumpelstiltskin (aka Rump) tells his own story—and it’s not the story you know. Rump is a page-turning adventure with magic, fairytale creatures, a scrappy hero, and a clever ending.
Mockingbird (Kathryn Erskine)
A middle school girl with Asperger’s syndrome must come to terms with her beloved brother’s death in a school shooting.
I’ll Be There (Holly Goldberg Sloan)
Brothers Sam and Riddle have spent most of their lives acting invisible. Trapped in a transient life with an unstable father, they live around the margins of society until one day music-loving Sam wanders into a church to hear the music and meets a girl named Emily, and their lives begin to change.
Eleanor and Park
Park, son of a veteran, and Eleanor, a misfit with a difficult home life, bond over comic books and punk rock. Not surprisingly, the budding romance begins to falter when their very different worlds intersect.
Code Name Verity (Elizabeth Wein)
A young female spy is captured in Nazi-occupied France, making for an exciting adventure story about courage and friendship.
The Fault in Our Stars (John Green)
Hazel is sixteen and living with terminal cancer. When her doctor sends her to a support group for kids, she meets Augustus—also a cancer survivor—and together they contemplate the meaning of life and death.
There’s no better time than summer to help kids discover the pleasure of a lazy afternoon immersed in a book that they can’t bear to put down. What must-read books would you add to this list?
Drop by our Facebook page and share your favorites!