Is this your belief?
For your students?
How would we know?
What is summer slide?
Summer slide reports what students lose over the summer if they don’t read or write. Reading and writing over the summer can promote growth for students. But is that growth equitable? Does it work for all students? How much do they need to read and write? Renown educator and researcher Richard Allington addresses this issue in School Library Journal here.
There isn’t a lot of research about summer slide and writing. Graduate students might want to consider that for an action research project. What is the effect of “not writing” for a student after they write daily for 180 days? How could we measure that? This may just be a cartoon but think about this from a student perspective for just a minute.
There are many different infographics outlining summer slide. Which one will motivate you to action?
What can teachers and parents do? Ask questions!
Decorate new journals
Writing stories with your child
Make a summer writing heart map of ideas to write about
Continue blogging – slice of life/ kidblog
Keep Learning Going Through the Summer series – #TWTBlog
Student or Adult Writing Partners
TBR Lists – (To Be Read)
Establish Reading Partnerships for conversations about the book
Set personal reading goals
Start a series (or two)
5 Apps for Summer Learning (not all are free)
How will you share this information with your students and their families?
How will YOU continue your own learning over the summer?
What professional book will you read?
What book study will you join?
How will you model that “love of learning”?
Does this chart look familiar?
What does this chart really mean?
What does it look like to read a book in different ways?
As you read the following, think about which chart category applies?
Crinkle the pages
Squeeze the duck on the back cover – “QUAAACK!”
Label the pictures: duck, dog, dog, rabbit, rabbit, goldfish, goldfish, duck – one word per page
Use the same sentence stem for each page: “I see a __________.”
Name the sound the animal makes with its name for each page.
Name the action the animal makes as it moves in a two word sentence. (“Goldfish swims.”)
Ask a question about each page: “Do you see the _________?”
Name the picture and say something about its color.
Name the picture and say something about its size.
Count: “One duck, one dog, two dogs, one rabbit, two rabbits, one goldfish, a second goldfish, and one more duck.”
Take the pages out of the mouth and turn them slowly again, without any words!
Tell a story beginning with “Once upon a time there were some animals . . .
Point to the picture and name the animals again!
How many ways did this grandma read one 8 page book?
How have you taught parents to read a wordless paper book?
What can you add to this list?
Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.
Wow! More and more resources are available for teachers as they develop lessons to meet the requirements of the Common Core. Parents and community members who would like to view some Exemplar lessons for English Language Arts at grades 3, 7, and 8 can do so at this link.
Publications designed to explain the Common Core to parents are available for each grade level at the following links provided by the Council of the Great City Schools .
How have you informed your parents of the changes required by the Common Core? And your school community? How could these resources help your communication processes?