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I’d like to share with all home schooling parents and teachers the secret to my undying passion to teach children not only to read but to love reading. It’s all in the game. Starting with the style of the book which is easy to read and corresponds with the child’s development, comprehension is the outcome we all strive for. We want the child to understand completely what he/she has just read. By using prior knowledge, summarizing often, predicting outcomes, sequencing, drawing inferences and asking questions, children’s comprehension increases. To ensure comprehension, the child must first be extremely interested in the content. For example, I am working with a preschool age child who perhaps on this day is reluctant to learn much at all. But, I already know that preschool age children learn as they participate in anatomic and explicit literacy activities. I choose a book that appeals to this child’s interest inventory. An interest inventory is a quick activity I use at the beginning of each year with each child. (See last page). I’ve already taken care of the first element which is; the book should appeal to the child’s interest. I’ve chosen a genre she is interested in and it is at beginning reader and writer level. Remember, even though this child seems to have no interest in what we’re about to do, I still do and my job is to change the child’s way of thinking at this particular time. First, as the child sits next to me, I notice the cover of the book and make comments such as, “Wow, this is certainly different” and I say that statement with sincerity. The child can see it in my facial expression, furrowing of the brow, etc.. So, the unfolding of the activity goes as follows: Teacher: Wow, now this is certainly different. Child: What? What is different? (not really caring attitude) Teacher: Oh, nothing, never you mind as I begin to turn to page 1. Child: No, (not wanting me to turn the page), what were you talking about? Teacher: well, (as I turn back to the cover), by looking at this cover, …well, it just can’t be true. Never mind.(as I again, try to turn to the first page) Child: What can’t be true? (as the child now is turning back to the cover) Teacher: I don’t know, maybe it’s just me but……well, to me, just by looking at this cover, I already know what this book is going to be about. Usually, one can’t tell what a book will be about until you just start reading. But, I already know without even reading this one. So, let’s just get another book. Child: No, what do you mean you already know what it’s about without even reading it? What is it about then? Teacher: (chuckling) It’s about skunks, silly …as I point to a graphic of a skunk among many other animals and children on the cover. Child: I don’t’ think so. Teacher: What? What on earth? What do you mean? Child: I think it’s about kids. Teacher: No way! (giggling inside) Now, the child’s curiosity has piqued and it’s become a game of who may be right or wrong about the content of this particular book. The only way to find out is of course to begin reading. During reading, I activate prior knowledge every chance I get with questions like; “ Have you ever actually held a skunk or seen a baby one?” I have! Dialogue for summarizing often includes statements such as; So, skunks really do only come out at night, wow. I sure didn’t know that! I wonder how they see so well at night, I sure can’t. This usually takes place after each page or paragraph. Predicting outcomes, sequencing, drawing inferences and asking questions are all also modeled by me in the same sincere tone. This modeling entices the child to add her opinion just as it did at the beginning with the cover. It’s a game they can’t resist. This “game” works with reading text for pleasure or content and I have not found a student of any age that is exempt. There is competition in all of us. I prefer to use mine to develop life long learners. Interest Inventory (the current year) Name________________________ 1. How do you feel about reading? 2. What kind of stories do you like to hear about? 3. What is your favorite children’s story? 4. What do you like to read? 5. Has someone read to you before? Who? 6. When someone reads to you, do you see images in your mind about the story? 7. What is your all time favorite nursery rhyme? 8. Have you ever read a story to someone who was younger than you? 9. If so, how did that make you feel? 10. What do you like to do in your spare time?