Empowering Children To Read

Responding to a Fellow Group Member in Linkedin Group: Literacy for Reluctant and Struggling Readers :Topic Reading Recovery - A Study of the Data

2014-06-03T10:47:00.000-06:00

Retired Elementary School Librarian, Author

"But that little Navajo school beat the pants off of their Utah counterparts."
Amen! I have lived the experience.

I have taught in both suburban middle to upper middle class and urban settings in extremely disadvantaged, poor areas. In those disadvantage poor schools, there existed unbelievable hindrances for children not learning if a teacher possessed preconceived thinking not positive and, thus, his/her thinking was blocked. Thereby giving roots to not expect that learning will occur just because children are extremely disadvantage and poor and/or perhaps children of color living in extreme poverty; and then. to boot, some children also may not be native English speakers having a first language other than English.

Yana, you are speaking to a fellow choir member when you describe your experiences.
I taught in urban ghetto schools whereby sometimes one and even both parents may have been incarcerated and the only adult authority figure in the household was grandma. And there was an instance I recall one of the grandma's was arrested for shop lifting toys around Christmas time. Some of the mothers had boyfriends or significant others who were dope dealers------But, we/our school did not focus on what we could not change in our children's home lives. We focused on what was our business, which was school business to teach children! Did we focus on teaching children? Indeed we did! Our children could read! Our children knocked the socks off the tests? Our reading and math scores were especially good! Yes!!! Absolutely!!! Did the teachers at our school make life good and special for part of children's lives, during school hours? Yes, we did! Primarily, our most enduring gift for making life better for the children was to deliver excellent instruction, daily! My children read beautifully! We had very little parent involvement. However, parents would flood the school whenever we had school programs. All parents love a school who does right by their children even if they do not show to volunteer on a daily basis.

My last school before retiring was an extremely poor community with lots of children living in trailer parks. Our student body make-up was 96%-98% non-English speakers. Did our children succeed? Yes, they did! Our school was one of the largest if not the largest elementary school in the school district. We had over a thousand students. Our test scores were among the top test scores in Texas. Our scores were on par and better in some instances of the suburban schools!

We would get comments from teachers and principals about our students as they left us to go on to middle school and high school. We had a student who was traced backed to our school as being his respective high school's valedictorian.

Sincerely,
Cheryl

When Teaching First grade, A Teacher must Hit the Ground Running at the Beginning of the School Year.

2014-05-23T01:59:00.000-06:00

First Grade is a Must Read Year for students! When I taught First grade, I would hit the ground running at the beginning of the school year. By late November to early December and certainly before Christmas, children would be reading independently!

By Spring break, my job was done for the year. I would have outdoor picnics on the school grounds whereby children would bring their favorite stories/children's literature to read! We would play on the outdoor play equipment; play games! Upon going back inside, children engaged in art activities, wrote stories, wrote letters to story book characters; acted out favorite stories read. We played favorite games from school and home; some educational; and, some other games that were just for fun! So, you see I worked hard to teach my children to read right from the very start. That way we could look forward to having lots of fun and doing what felt like great, good times by the end of school!

There are some educators who don't want to put in the hard work required to teach reading correctly due to wanting to do what feels good all year long. Teaching children to read correctly is hard work! But, oh, so well worth it for those we are responsible for teaching! If education was held to the same standard as the medical field, children not reading well or at all would be malpractice!

"Meet You in the Soup", my new book is available!

2014-04-10T11:14:00.004-06:00

I'm only posting this here because I've had some inquiries about the date that my new book, "Meet You in the Soup" would be available to the public. It is now available for purchase!
https://www.createspace.com/4740636

It is a great book childhood memoir; filled with emotions/expressions of a little girl's (me) love for her grandma. Additionally, It has hints of a time period of history in the USA; it encompasses cultural heritage, as well.

Great book for practicing expressive reading! Prosody!

Moreover, "Meet you in the Soup" could be used to model good writing as in writing like a reader in Language Arts which is still apart of reading. The act of reading leads to the act of writing. Good writing is impacted by being good readers!

I wrote a couple of blog posts already that you may also enjoy reading regarding reading's connection to writing!

http://empoweringchildrentoread.blogspot.com/2011/01/act-of-reading-leads-to-act-of-writing.html http://empoweringchildrentoread.blogspot.com/2008/03/when-writing-like-reader-catch-readers.html

The use of "Meet You in the Soup" would serve well to model the book's use of descriptive written details that writers use to add interest for the reader's enjoyment! "Meet you in the Soup" could serve as a model of how dialogue is used to elaborate; how exact wording brings life to writing; like for instance. the use of exact adjectives to include name brands; exact verbs; the use of similes and personification to bring meaning visualization and meaning; as well as a dash of onomatopoeia in the use of sound words.

Among my earliest memories of
childhood, I remember saying my
morning good-byes to my grandmother
with expectantly for her return at day's
end. "Meet you in the Soup" were our
parting, good-bye words. Yet, at the same
time, "Meet You in the Soup" also held a
promise of my grandmother's return to
our family at the end of the day so we
would all be together again, just in
time for supper.

Again, here is the link below
https://www.createspace.com/4740636

Loving the Inclusion of Prosody, Expressive Reading, as an Overlooked Component of Reading Comprehension

2014-03-21T17:46:00.000-06:00

When the reader reads with lots of expression; letting voice reflect the mood/tone of the reading to also include respecting punctuation as indicated by full stop for periods; slowing down without completely stopping for commas; rising voice for exclamation marks for either allowing the voice to reflect appropriately excitement, or surprise, or urgency, or fright, When I reflect upon examples like these along with when readers pay attention to the word "whisper" to allow the voice to whisper; paying attention to the word, for instance, like sob/sobbingly to allow the voice to reflect the essence of sobbing/crying; and or other words indicating the voice, tone, mood. These are just a few examples of how reading comprehension is reflected through the intuitive, insight reflecting the reader's grasp of comprehension of the content being read exhibited by the expressive reading delivery of the reader.

Moreover, it actually is the entrance of the added element/ingredient of drama and creativity! This raises the bar for reading comprehension to become so deeply immersed into the content of the meaning to interpret it to others for comprehension. Actors/actresses read their lines via a screen test, typically; or they use to at one point. And , to that effect, the one who is selected for the respective part is the one who reads the lines the best! I remember reading that Phylicia Rashād, the actress who played the mother on the long running TV Show, The Cosby show was selected by her teachers in elementary school as being a great expressive reader!

Indeed, when a reader internalizes the ability to translate the reading to read expressively with intuitive insight is an exemplar of superb reading comprehension which also crosses over to the added ingredient of drama and creativity indicative that the reader is so deep into comprehension of what he/she is reading that has lifted the words from the page to own it! To the ultimate point of being totally immersed into its meaning to convey it interpretative to others who listen.

In exachanging knowledge, information, ideas regarding literacy with other literacy professionals, we learn from one another. I leaned a new words from a fellow commentaor in a Linkedin Literacy Group-Literacy for Reluctant and Struggling Readers.

The new word I learned is a great word! This word describes expressive reading: It is called prosody! It made me think through its meaning and profound impact upon reading comprehension! The complaint that some obsess too much regarding rate and accuracy's impact upon comprehension is a point of contention to which I differ. The reason I differ is because when students achieve automacity; then, the accomplished goal of rate and accuracy is the spill-over to the bridge for comprehension.

I will, however, further visit the research to discern increased insight pertaining more details agreeing and/or differing ! However, otherwise, I, sincerely, love it! I love the inclusion of prosody and its effect upon comprehension that is typically overlooked!

The Research Validates My Long Held Contention: .Buidling Reading Fluency and Reading Comprehension Through Repeated Readings.

2014-03-21T13:24:00.001-06:00

Research findings support building reading fluency through giving students multiple opportunities to repeated readings of text.The effectiveness of repeated reading for developing not only fluency but also comprehension.

Subsequently to that effect, the research validates my contention about multiple re-readings producing competent readers! Encouraging reading aloud and repeated readings was the overarching goal for the reasoning of why I wrote my ABC Picture Book: R is for Reading Books.
https://www.createspace.com/3953771

I often thought, if only there was an existence of a book to be read aloud and re-read as many times as necessary until children become competent readers by having been engaged in multiple repeated re-readings of a book. Moreover, simultaneously, being immersed, inundated repeatedly with familiarity of the teachings of the variance of the English alphabetic sounds related to reading over the course of a school year during the time frame of librarians' reading aloud singularly and jointly with students during library visits; teachers reading aloud singularly and jointly with students in the classrooms; and parents/grandparents reading aloud singularly and jointly with their child/children at home.

Recent articles:

Sukhram, D. (2008). The effects of oral repeated reading with and without corrective feedback on the fluency and comprehension of narrative and expository text for struggling readers. Ph.D., University of Illinois: Urbana-Champaign.

Vadasy, P., & Sanders, E. (2008). Benefits of repeated reading intervention for low-achieving fourth and fifth grade students, Remedial and Special Education, 29 (4) 235-250

In summary, repeated readings are powerful for building students reading competencies/fluency! The research is on target!

Discovering a Way to Reconcile the Teaching Reading Part 1-Teaching the Varied Sound-Alphabetic Letter Relationships of the English Language Systematically and Explicitly: with Growing Reading Part 2: To Build a Culture of Reading Using the Accelerated Reader Program

2014-03-16T15:01:00.003-06:00

The Accelerated Reader Program, in my humble opinion, is an excellent tool for not only accelerating reading growth in the part 2 of the reading process, but, for simultaneously, building a culture of reading. As you well know, like most things in life, there are pros and cons; and certainly, there are pros and cons regarding the Accelerated Reader Program. Yet, I'm on the Pro side of it.

One certainly, though, that is Absolute students have to be taught to read initially in the part 1 of the reading piece as described within this blog posting.

Growing readers became the evolved part of my role upon becoming a librarian. It is the part 2 of the reading piece.

Yet, the teacher part of me became dissatisfied because I knew that the teacher in me made
me feel awkwardly conflicted, in my role as school librarian encouraging children to get excited about books and to love books when many entered the library doors not possessing the basic skills to, even, attempt reading a book, let alone loving a book!

As human beings, realistically speaking, we all know that it is difficult to love and get excited about what you cannot do.

Now, most other librarians who knew the part 2 of the reading piece were not overly bothered by the part 1 of the reading piece being missing to not be in place. Their contention was exposing children to good literature and encouraging children to read about their interest was the answer. Now, this view was not improbable; but.most of the time not as likely to occur; seemingly, as often, as it did, once upon a time.

Moreover, to my way of thinking, I could "not truly" actualize the theme for my library: Reading empowerment starts @your library!

I spent countless hours in percolator thought/trying to problem solve a way in which I, as a teacher and a librarian could reconcile the part 1: of "teaching children to read" with the part 2 of reading: "growing readers" to read lots of books, widely.

Based upon my prior success, I already knew If we teach the sound-alphabetic letter relationships of the English language, authentically, then, reading becomes a reality. To that effect, in my efforts to do my part to address children not reading well, I also worked solo for 10-15 minutes in the library when students visited the library and in collaboration with teachers to require students to construct a Speller's Notebook for teaching/filing in the gaps for students to learn the letter sounds of the English alphabet to strengthen reading of part 1. This process would extend over several months since entire library class visits are not every day--but, usually once a week.

Also, I searched high and low on my library shelves and in bookstores for an ABC book comprehensive enough to teach the variant sounds of the English language. I read many alphabet stories to children, but, alas, although enjoyable, funny, and delightful, they were incomplete because none included the comprehensiveness of the sound-alphabetic letter relationships of the English language. That book I looked for and needed did not exist until I wrote it: R is for Reading Books!

Coinciding with this factor, realistically speaking, my limited time with students did not lend itself to intensity teach the part 1 of reading. I needed a foundational reading literacy tool to teach reading skills as I simultaneously read library books to children for enjoyment and to inspire them to read and love literature. I needed the availability of a held in hand reading tool for me, other librarians, teachers, parents, tutors, and other literacy professionals..Hence the creation of "R is for Reading Books"
https://www.createspace.com/3953771

In summary, when part 1 of the reading piece is in place taught by a systematic explicit phonics approach Yet, whether teaching a systematic explicit phonics approach conjunctive or solo; possessing a hand held gorgeous treasure trove comprehensive ABC book to read aloud R is for Reading Books many times over until children can read by themselves is a held in hand tool that is an effective, efficient learning gap filler for filling in the part 1 of the reading piece.

Then, part 2 of the reading piece, growing readers, can soar with the usage of the Accelerated Reader Program an entire school develop/grow a wonderful culture of reading. Since it is individualized; it is possible to begin involving the lowest reader, average reader, up to advanced reader. Beginning with 03-05/Prekindergarten upward to 6th at the elementary school level (PK-5). Actually, though 6th-8th grade. We generally did not go too far beyond 6.5-7th grade or elementary students because by the time the reading level extend to close to 8th grade, the content shows signs of being not age appropriate for elementary children.

http://empoweringchildrentoread.blogspot.com/2009/10/building-culture-of-reading-with.html

“If there's a book you really want to read, but it hasn't been written yet, then you must write it.” ~Toni Morrison: And, so I did!” ~ Cheryl E. Hill

"A Case of Vengeful Evidence of the Continuing Reading Wars”

2014-01-15T04:15:00.001-06:00

I wrote an earlier article entitled, “The Reading Wars” on my blog: http://empoweringchildrentoread.blogspot.com/

Additionally, when I wrote my earlier article, it seemed reconciliation was on the horizon. However, recent happenings have caused me to reconsider whether the Reading Wars will ever be reconciled.

My earlier article stated as follows: Quiet as it is kept; there is a long standing reading debate and/or reading war in this country over the best way to teach beginning reading to students who are learning to read for the very first time during the Kindergarten and First grade years. This long standing war was silenced to a barely audible whisper for a while when whole language took control and reign supreme and, thus, ran explicit phonics underground and/or off the radar screen. However, while identifying the five major areas of instruction that are critical to teaching children to read: phonemic awareness, phonics, fluency, vocabulary, and comprehension, the National Reading Panel, published in 2000, simultaneously, underscored the importance of explicit, systematic phonics instruction and the integration of reading with the language arts. And, so, then, the use of science to support explicit phonics has rekindled the "reading wars," a long smoldering debate that pits explicit phonics against "whole language”.

Although most public schools “think” their students are being given a healthy dose of phonics in the various basal reading programs selected, but, "Implicit" phonics has become very astute at sneaking in the backdoor, nonetheless, and, is the most widely used teaching method, and is synonymous with whole language. "Explicit" phonics, on the other hand, is the scientifically proven reading instruction method. The reason for the confusion, according to author and teacher Delores Hiskes, is that explicit phonics has "not generally been included in graduate teaching curricula for over 50 years, and most of the classic old texts for instructing teachers about "how to teach" explicit phonics have long been out of print. Teachers cannot teach what was not presented in their teacher preparation coursework.

Naysayers, of course, balk at the idea of explicit phonics as a scientifically proven reading instruction method. In the words of Professor Kamil at Stanford, he acknowledges that there may be a "mystery" and "art" to teaching. "But there is also a great amount of science," he says. And we can deal with science. Furthermore, few would argue with the finding that science supports explicit phonics instruction for young readers. "

Well known Teacher-Author, Pleasant Rowland defines explicit phonics best, "Explicit phonics instruction gives children a reliable way to unlock the written word." And, thus, my response to the great reading war debate is ------step away from the failed method called Whole Language, and instead teach children how to read by the proven explicit phonics method so they will be able to realize the American dream as productive citizens and lifelong learners in their lives' goals, interests, and pursuits.

In updating my perspective it seems simple enough based upon the aforementioned that the reading wars should be reconcilable to come to an amicable agreement. But, regrettable, that is not, necessarily, the case. I say so discovering this truth through incidental involvement in professional debates by commenting in engaged discussions varied LinkedIn Groups focusing upon the best methodology for building reading literacy skills in children.

Sharing proudly the fact of finally accomplishing the writing the dream within my heart: My children's ABC Picture Book. Espousing my views that learning to read, effectively, is through the rudiments of the English Language, the ABC's. However to my stunning surprise and disappointment, vengeful evidence of the continuing "Reading Wars" evidenced itself to manifest in a retaliatory manner by those I debated in a LinkedIn Literacy Group-Literacy for Reluctant and Struggling Readers, and one, in particular, enacted a vengeful attack upon my book and my professional creditability by writing a very damaging 1-Star review on Amazon even though he never purchased my book. Upon sharing fantastic news in Literacy Group, of my elated delight that Reading Literacy Guru had done a complimentary Linguist Analysis of my book: http://donpotter.net/pdf/r-for-reading-analysis.pdf

Incredulously shocking, my book received a second round of 1-Star Reviews once again from individuals who never purchased my book; but, yet held a vengeance fueled by this continuing Reading War. This second round of hateful , false reviews was lead by one of the supporters of the original attacker. Two his second attacker even an open up a discussion regarding my book and a couple of other online stragglers who just happen by; never having purchased my book; but, yet, incredulously, joined in the assault to assign1-Star Reviews.

It is by belief that it was a colluded effort in support of the original reviewer. I became the victim of what Amazon terms “swarming” (A series of 1-Star Reviews within a short period of time) by others who, also, never purchased my book. It is my belief that the “swarming” occurred as an act of collusion. Although, I reported this online stalking abuse to Amazon and they promised to remove the vindictive false reviews, they have "not" done so yet.

Moving onward, I have been increasingly annoyed by the reoccurring inference that the whole language/whole word advocates for teaching children to read seem to think that they are the only ones who possess an exclusive license for having a passion for children’s involvement in children’s literature. There is also an underlying inference that, they, the whole language folks are superior in their knowledge, training, and education than those who believe in teaching phonics first to children in lieu of having children memorized lists of words in teaching them to read.

I definitely agree with many of my literacy cohorts as paraphrased: In that the priority of what should be taught first, is the basis of the bloody fight between Phonics Folks and the Whole Language Folks to be what I think is the crux of the matter, in my humble opinion. I concur with other literacy cohorts in that success in teaching children to read using the phonics approach requires the teacher "knowing what she or he is doing"! Teaching children to read , well with phonics takes more expertise and skill than teaching children to read using the Whole Language approach. Therein lies the dilemma!

The probability of the "fallout" more likely has to do with the learning curve of expertise existing in utilizing the phonics approach to teaching for some teachers versus other teachers. Furthermore, teaching reading using the phonetic approach takes longer; but, lasts a lifetime. Teaching children using the Whole Language Approach is a "rush job" and takes a shorter amount of time; but, the results are unreliable.

When children have been taught to memorize whole words, it is difficult to "set the reading right" when we meet up with them later on in their school careers as poor readers and try to teach them how to use a road map to figure our words when they are so accustomed to trial and error and guessing at where they are going to figure out a word.

And, so to that effect, it never ceases to amaze me about the irony of how the whole language folks infer they are better educated and better trained than the “Phonics Folks”. Whole Language Folks, additionally, preen with an attitude of superiority as if they are the "only ones" who love literature for children. They give off the aroma of high minded arrogance that, they, of the Whole Language Philosophy, are only believers that children should be immersed and soaked in great works of literature! They tend to hold their noses very high in the air as if to look down on the "Phonics Folks" in that regard as well as to intimate that, the educators who prefer teaching phonics first believe as they do due to being outdated and old fashioned rote teachers.

However, to the contrary, it's the Phonics Folks who truly love literature! They love literature so very much with extreme passion and intensity that they want children to "actually" be empowered to "really read" so as to devour great works of literature without having to interrupt before each reading piece to introduce new words prior to each story to be read!

In Romalda Spalding's Writing Road to Reading; in the appendix appears a listing of great classic children's literature that children, when prepared to read correctly, can read beginning in the K-2 grade level and beyond.

To me, the practically of teaching phonics first is key because it's like teaching children to use a map to determine how to figure out directions of where they are going by themselves, independently; rather than simply telling them the directions/having them memorized the directions (memorizing lists of words) without ever empowering them to read a map for themselves, independently, to get to where they need to go (read the word, independently). Also, it requires having to be along for the ride due for the student is dependent upon the teacher/adult to help them with the directions to get to one place; or another because we didn't teach them how to use a road map (mechanics of phonics) in the first place to arrive at their destination (reading the words, correctly, without help).

Additionally, what Whole language Folks fail to realize is just because Phonic First folks believe in teaching children how to use a map to arrive at the destination (reading words without memorization) does not mean that they never go on scenic drives that are not map usage driven. Phonics is not taught all day long; instruction for the day begins with it and is put in order as first to be taught.

During the progression of the school day, there are multiple opportunities for children to write, listen to stories read aloud, follow along while listened to stories, engage in fanciful interpretations of stories; singing songs, dancing dances to songs; flashing the words of songs as the children sing and dance. Children are encouraged to; draw/paint/write about the alphabet and stories they've listened to, read to, etc. It is imperative to teach in such a manner as meet the preferred learning strengths of all type learners, auditory, visual, hands-on/Kinesthetic, etc.

One of my Literacy Group Cohorts shared a link summing up the ills of whole language/whole word methodology of teaching children to read as follows:
Thank you Whole Language: A satirical story of the elimination of teaching the mechanics of reading: http://www.sweetsoundsofreading.com/Preventing-Reading-Learning-Disabilities.html

A Linguistic Analysis of Cheryl Hill’s: R is for Reading Books: By Reading Literacy Guru, Don Potter

2013-10-04T14:05:00.000-06:00

I'm so thrilled and proud to have" Reading Literacy Guru,” Don Potter, write an analysis of my children’s ABC Book, “R is for Reading-Books”!

A Linguistic Analysis of Cheryl Hill’s: R is for Reading Books:

“For this Linguistic Analysis, we will be using the pronunciation symbols in the American Heritage Dictionary (AHD); considering the AHD pronunciation our standard. The sounds will be enclosed in parenthesis, following the practice in the AHD. I will include the children’s book titles that Mrs. Hill uses to illustrate the sounds.

This is a valuable feature of the book since it helps the children to develop an interest in good children’s literature and a desire to read for themselves. The sound will be enclosed in parenthesis following the practice in the AHD.

R is for Reading Books is designed to introduce children to the major spelling patterns of the English language in a fun and engaging manner. It is a read aloud book that parents and teachers are to read aloud repeatedly to children.

The children’s books mentioned should also be read to the children. This will help build children’s literary appreciation, knowledge of text structure (phrase, sentence, paragraph, and larger elements), sensitivity to the speech sounds (phonemic awareness), and awareness of spelling patterns (phonics).

I basically went through the book, page by page, listing the sounds and spelling patterns (orthographic structures) present.

The conclusion that we can draw from this detailed analysis is that Mrs. Hill has been very successful in presenting all their major spelling pattern in a delightfully child friendly manner.”. . . .Don Potter.

http://donpotter.net/pdf/r-for-reading-analysis.pdf

Linguistic Analysis by Donald L. Potter, a Literacy Guru of Cheryl Hill’s R Is for Reading Books

2013-06-04T12:16:00.000-06:00

I am awaiting the completion of a Linguistic Analysis by Donald L. Potter, a Literacy Guru for my book,
R Is for Reading Books by Cheryl E. Hill

The completion of a Linguistic Analysis by Donald L. Potter, a Literacy Guru,
of my book/Cheryl Hill’s R Is for Reading Books is currently underway. I made a request for him to do a Linguistic Analysis for extending increased prestige of creditably and accuracy of its content as well as to offer extended authenticated proof of precision of exactness of correct information presented within

R is for Reading Books for its represented teachings.

Additionally, the Linguistic Analysis will be authenticated by:

The ABC’s and All Their Tricks: The Complete Book of Phonics and Spelling by Margaret M. Bishop;

The Writing Road to Reading: The Spalding Method of Phonics for Teaching Speech, Writing, and Reading by Romalda Bishop Spalding;

and the American Heritage Dictionary (AHD), considering the ADH pronunciation our standard.
This will lend additional reliability for any parent, teacher, tutor, and anyone desiring assurance of the correctness of information presented to children in R is for Reading Books. Moreover, anyone desiring to dispute information presented in questions, reviews, or otherwise regarding R is for Reading Books will also have the momentous task in having to dispute The ABC's and All Their Tricks; The Writing Road to Reading: The Spalding Method of Phonics for Teaching Speech, Writing, and Reading; as well as the American Heritage Dictionary.

There are two warring philosophies held by educators who teach children to read regarding how to best teach children to read. Some educators prefer the Phonetic Approach (part to whole) as represented by R is for Reading Books. Teaching the rudiments of the English Language as represented by the ABC Letters and its representative sound (s) is the most comprehensive manner in which to teach reading. Thereby, in its thoroughness, other inherent literacy skills become transferable; to thus, impact pronunciation, spelling, vocabulary, and tools for writing lasting a lifetime. Teaching in this manner takes more time. However, the end result is well worth it! Upon careful, thorough teaching, children will become enabled to read lots of books effortlessly without having to teach the words prior to the child reading the books!

Yet, the other hand, the other competing philosophy preferred by some educators is the Whole Language Approach whereby the practice is to teach reading (whole to part) by focusing upon having children memorizing lists and lists of whole words to read so as to allow children to read begin reading in context sooner and, to also begin teaching reading comprehension skills within the context of what students have memorized words to even read in the first place. Moreover, then, later upon children reading in context, the strategy is to analyze phonetics aspects of word(s) already memorized within the context of reading. When children encounter a word that they’ve never seen, they are encouraged to use contextual meaning to guess the unknown word. This method works for some children; but, not all children. Around 4th grade many children reach their saturation point of memorizing words. And, when reading nonfiction content words of science, social studies, and mathematics compounded the memorization of whole words method, they being to fall behind in reading. But, yet, children learning to read with a careful, thorough Phonics Approach do not typically suffer this occurrence.

Nonetheless, however, Whole Language Approach Educators folks cling to this approach claiming they care more about immersing children in literature than Phonetic Approach Educators. To the contrary, indeed, Phonetic Approach Educators care so very much about immersing children in literature, that the very essence of preferring the Phonetic Philosophy is because they desire children to be thoroughly prepared by first teaching systematically and explicitly the road map of the alphabetic code of letters and their represented sound (s) to ensure that children can read with automatic word recognition through the use of phonetic analysis any book they select to read! Comprehension becomes automatic with the fluency and speed of being able to read words accurately!

Elaborated Description of R is for Reading Books by Cheryl E. Hill

2013-06-04T11:51:00.000-06:00

R is for Reading Books is a different kind of ABC Book. It is an English ABC book detailed enough to teach children to read through becoming knowledgeable about the many varied sounds of the ABC’s that are essential for learning to read, well. It empowers children’s reading, specifically; also, contributes, generally, to children’s literacy development in several ways all at the same time.

R is for Reading Books is the ABC picture is needed by children, parents, grandparents, teachers, librarians, and all other reading advocates so that children’s learning to read can become as simple as picking up a pretty ABC picture book to read aloud through appreciative enjoyment of beautiful pictures and rhythmic language.

R is for Reading Books comprehensively teaches about the "varied” ABC sounds of the English language leading to becoming a reader who reads, well. Moreover, children become inspired to read lots of books which become the path for practicing reading while building a love of reading. This type ABC picture has not been available until, now.

Children become so absorbed in the playful language and beautiful pictures found in R is for Reading Books, they do not notice how much they are learning about learning to read! Connecting the ABC’s represented sounds with corresponding names of favorite children's books builds a repertoire of referenced knowledge about great children's literature. Simultaneously, inspiring children to read lots of books as they develop the culture of the importance of "falling in love" with books to read as a pastime pleasure.

The knowledge revealed about the alphabetic letters sounds represented in the English Language accorded the manner presented in R is for Reading Books is beneficial to children of all ages; preschool emerging readers, ages 3-5; and beginning readers in grades 1-2; and older readers still not reading or needing to improve their reading in grades 3 and above.

Since, R is for Reading Books models to children the sound-alphabetic letter relationships of the English language, authentically, because, then, learning to read becomes an increased reality for children. Plus, it does not matter whether children are first or second language speakers of English; R is for Reading Books is appropriate for first language speakers of English and second language speakers of English.

By engaging children to read, repeatedly, R is for Reading Books teaches children how to read by familiarizing them with the wide range of varying sounds represented by the letters of the English alphabet, the rudiments of the English language, the ABC’s.

Furthermore, R is for Reading Books teaching of the alphabetic sound/ letter relationships of the English language actualizes a natural efficiency for literacy as a simultaneously occurrence for listening, speaking, spelling, vocabulary, and the tools for writing. Additionally, children must practice reading by reading lots of books! In doing so, they build a cultured, appreciation for books! This leads to increased student achievement and lifelong learning!

R is for Reading Books comprehensively teaches about the "varied” ABC sounds of the English language leading to becoming a reader who reads, well. Moreover, as children become inspired to read lots of books; this paves the path for practicing reading while building a love of reading. This type ABC picture has not been available until, now.

Education is transmitted through reading lots of books! Education is the gift we give our children that lasts a lifetime!

2013-04-27T14:28:00.003-06:00

R Is For Reading Books A unique ABC picture book to teach children how to read by familiarizing them with the letters of the alphabet corresponding with names of favorite children's books. Author: Mrs. Cheryl E. Hill For more information on this great book, visit:... 4/22/13 Free View In iTunes

My book was accepted as being a part of storycub.org to encourage parents to read books to their children as a free offering:

https://itunes.apple.com/us/podcast/r-is-for-reading-books/id528201226?i=152028362&mt=2#

My work represents years of percolating thought about how to best come up with a book to get into the hands children, parents, grandparents, teachers, librarians, and literacy advocates and stakeholders and, now, in my retirement, I finally had the time to bring the dream of my heart to fruition; giving the time commitment to writing the kinds of books that I always wanted to read to children and have available for children's access on the bookshelves in homes, schools, libraries, bookstores, etc.

Even though, I'm a children's author, yet my book spans areas of, education, community outreach of nonprofits, and the business world for profit and economic empowerment for the benefit of the businesses and the self-fulfillment and the promise of others in the sense that anyone who considers themselves an educator, advocate for children and families, business organization for profit or as nonprofit; or engagement in doing business as a small business owner or engaged in some aspect of business entrepreneurial pursuits is a literacy stakeholder whether they have made that realization or not. Subsequently, any educational design of business; and/or business type endeavors' philosophies compliment the fact that it is good business to be cognizant of the fact that investment in children's literacy, generally; and early literacy development/early childhood educations, specifically; as well as their families, is a worthy investment having the greatest return of dividends!

The facts of the research bears out that the development of Human Capital is the best economic development exceeding all other investments! Therefore, I am desirous of being a quest author on the Authors' Show to talk about my children's ABC Picture book that teaches children to read through the rudiments of the English Alphabet, the ABC's, and R is for Reading Books. As a byproduct of learning to read in this manner, children additionally build and strengthen, simultaneously, the interlinked literacy skills speaking, spelling, vocabulary, writing, and building a love of reading books. Since education is transmitted through reading, becoming educated occurs through reading books

Education is the gift we give our children that lasts a lifetime!
http://www.amazon.com/dp/0985977000

Now, please clarify are you requesting that I make a donation of my books for your nonprofit organization to distribute? Or you requesting to collaborate with me whereby your nonprofit group/charitable groups purchases books at a discounted price to distribute freely to groups who serve children/families? Clarify, please.

The inspiration for my ABC Book, R is for Reading Books was due to fact that I could not find any ABC books detailed enough to teach children about the many varied sounds of the ABC's as an actual reference for the English language that are crucial for learning to read, spell, and write. Unless children know about the varied sounds of the ABC's, it short changes their literacy learning. I could not find an ABC, picture book that a child, parent, teacher, or librarian could simply pick up to read aloud in appreciative enjoyment of beautiful pictures and rhythmic language which, simultaneously, and, comprehensively taught the "varied" ABC sounds of the English language.

I spent years thinking about how the ABC books on my library bookshelves written by famous, renowned authors were pretty and cute; yet, were insufficient and incomplete for children’s need to learn about reading through the rudiments of the English language, the ABC’s.

I desired a simplistic, teaching device for parents, teachers, and librarians wrapped together in the guise of a pretty pictured ABC picture book with rhythmic language teaching about reading to become internalized, innately; naturally and informally while reading aloud to children over, and over again., Encouraging children to read along with the adult modeling the reading; to read chorally as a group; to read with a partner, to eventually read alone. You see what I mean . . . . . . . . . . . There was not an ABC like this in my library or elsewhere; so I wrote one!

“If there's a book that you want to read, but it hasn't been written yet, then you must write it.” ― Toni Morrison
“And, so I did!” _____ Cheryl E. Hill

Sincerely,
Cheryl E. Hill, M. ED. (Retired Elementary School Teacher-Librarian)

My website:
http://www.cherylhill.org

My Facebook Page about my book.
https://www.facebook.com/fallforbooks

Listen to: Book Interview about R is for Reading Books on Chatting with Sherri!

2013-04-21T13:16:00.001-06:00

If you did not get a chance to listen to my book interview on Chatting with Sherri, this is an opportunity to do so. Comment also if that is your pleasure. Here is the link: http://rithebard.wordpress.com/

Education is the gift we give our children that lasts a lifetime!
http://www.amazon.com/dp/0985977000

Talking about my book, R is for Reading Books, on Blog Talk Radio as a Featured Author

2013-04-14T21:32:00.003-06:00

Learning to read, effectively, is through the rudiments of the English Language, the ABC's. It's key to lifelong English literacy whether English's the first or second language. I spent years thinking though how to best present my book based on my experiences and knowledge gained through my own teaching successes!

Accomplishing writing the dream within my heart was a long pursuit: My children's ABC Picture Book,

R is for Reading Books is the book I desired to be on my library bookshelves and in book stores for children to read and to be read to them; but, that book was not available until I wrote it.

In my book, children become exposed to tidbit reference information regarding varying children's book titles which builds a repertoire/knowledge of children's literature in their minds. Hence, teasing their interest in building curiosity to want to know about those books, too. Additionally, they learn to love books as a simultaneous by product of instilling the culture to value reading as a pastime endeavor!

Once upon a time, only the wealthy were encouraged to value loving reading books as a pleasurable leisure time endeavor to, thereby, develop as cultured readers in becoming appreciative of enjoying and loving reading books as a pastime pleasure. I use to tell my socioeconomically disadvantaged students in very poor neighborhoods that they could immediately elevate their status of life by acquiring the habit of the wealthy by falling in love with reading lots of books as a pastime pleasure!

Since education is the gift we give to the children whose lives we touch that lasts a lifetime, that thought alone was the driving force for my book! Further to simultaneously whet the appetite for reading lots of books was a compelling impetus! You see, education is transmitted through reading lots of books in varied genres/subject areas across the curriculum.

On Tuesday, April 16, 2013, at 12:30 p.m. Central Standard Time; 1:30 p.m. Eastern Standard Time; and 11:30 a.m. Mountain Standard Time; and, 10:30 a.m. Pacific Standard Time, on Chatting with Sherrie, I will be interviewed for half an hour on my book: R is for Reading Books.

Please listen, comment, and ask questions. Spread the word to everyone! Everyone has a vested interest in children becoming empowered literate readers for themselves, their communities, our nation, and the world. Education is transmitted through reading. Educating our children in an excellent manner guarantees the best economic development investment worth of bearing fruitful results! Educating our children, well, in the early years is an investment in human capital generating the greatest return!

Education is the gift we give our children that lasts a lifetime!
http://www.amazon.com/dp/0985977000

Please follow the link below to tune in to listen, comment, and ask questions about R is for Reading Books on April 16, 2013, at your local time: 12:30 p.m. (CST); 1:30 p.m. (EST); and, 11:30 a.m. (MST); and, 10:30 a.m. (PST).

http://www.blogtalkradio.com/rithebard/2013/04/16/chatting-with-sherri

If you miss the show, check back for recorded version on website for Chatting with Sherrie.

If you have not done so already, please like: N-O-A-H Books' Facebook Page featuring: R is for Reading Books
https://www.facebook.com/fallforbooks

Read and subscribe to my blog:
http://empoweringchildrentoread.blogspot.com/

Visit my website:
http://www.cherylhill.org/

Immersion in Print to Talk About the Pictures, Picture Walk Through the Pages, and Make Predictions About What Will Happens Next are, Indeed, Good Things to do With Children in the Learning to Read Process. Yet, That is not All There is to Learning to Read for Most Children!

2013-03-27T12:37:00.000-06:00

For the record, I agree that reading aloud to children, talking about the pictures, picture walking, and making predictions about what will happen next are all good things to do; yet, to rely, solely on this premise, as some educators do, and further to rely upon children figuring out reading in this matter, and, so, not to worry, all will be well. I do not share this laissez-faire, sunny disposition in the same manner as some educators do.

It is true some children seem to, somehow, independently, have a natural knack for figuring out words, even, without having had formalized instruction. My oldest child was like that. He would somehow identify words without having been instructed on how to blend/sound them out. I was told by a school counselor that it takes a higher intellect to make sense out of words to figure out the word without prior instruction. It has been my experience that most children “do not fall” into this category as suggested by some educators characterized in the manner in which generally children will just naturally take to reading and fly away with ease into the wild blue yonder to read up a storm. Some do, yes; but they are of the minority; and, not in the majority,

Now my second child, a son also, was a lazy little rascal! He wasn't interested in any type learning activities! He was a silly little somebody always getting into everything whereby he ended up being dirty with dirt, mud, sand, you name it. However, he took natural to learning sounds of letters, and, could easily blend the sounds into words in the little decodable books at age four. I made the mistake of becoming too joyous and clapping my hands about his reading! He immediately stopped and looked up at me and wanted to know what was this thing that he was doing called. He said, tentatively, “What is this called that I’m doing? Is this called reading or something?” I exclaimed, “Yes!” He immediately closed the book and told me: "I don’t think I want to do this!" And he ran back outside to play!

Thank God for decodable readers, he would not have been interested enough in reading to figure out words on his own. My youngest, a daughter, had a great pre-school/kindergarten experience and learned to read without me being so over anxious in noticing too much about exactly her preferred mode. However, she was tagging along with me when I was involved in the summer RIF Program. I'm embarrassed to say, I was too tired out at that point to notice whether she was a natural at figuring out words or more natural at blending sounds into words; if memory serves me correctly, I think she alternated and could do both.

Efficient Instruction in Teaching the Beginning to Read Skills Starts With: Teaching "Short Vowels" a, e, i, o, u; first; along with Sprinkling in Teaching of Consonants, c, s, t, d, l, g, f, h.

2013-03-22T09:57:00.000-06:00

Beginning with blending/sounding out words containing short vowels is a excellent teaching choice!

"Teaching short vowels first is the first step of the reading recipe; it is logical to do so because a vowel to a word is like what meat is to a sandwich; a word cannot be a word without a vowel in between just as a sandwich cannot be a sandwich without meat or something to spread in between. Also it is logical to teach short vowels first because sixty two percent of all English syllables contain the short sounds of the vowels; thus, if children become proficient at blending short vowels words .. . . .. . .... . . . . . . . . . . . they have already mastered the independence of reading 62% of the English language."

Excerpts from: "Basic Scratch Recipe for Teaching English Reading"

http://empoweringchildrentoread.blogspot.com/2007/03/first-grade-is-must-learn-to-read-grade.html

Moreover, it is crucial to teach the beginning reader what ever the age, how to sound/blend letters sounds within words together in order to hear what the sounds are telling/saying the word is.

"Teaching someone to "sound out" has to be done correctly or it is useless to the student. It's not an easy thing to teach especially if the teacher was taught incorrectly how to model for children." Anne Caruso,
Fellow Linkedin Group Member from:

Literacy for Reluctant and Struggling Readers

Blending/sounding should be taught to stretch from one sound to another without any breaks in between. Otherwise, children cannot hear what the sounds of the letters are telling them/saying correctly to them when sounding out words is modeled to them by a teacher who was taught, incorrectly. On the other hand, when a teacher models sounding/blending correctly: The whole word evolves to be heard when blending/sounding is done with the expertise required.

Reading Begins with the Rudiments of Language, the ABC's

2013-03-17T13:53:00.001-06:00

The alphabet “is”, indeed, the rudiments of language, and thus, reading is taught though the rudiments of language, the ABC’s/alphabet expanding to all other entwining links of literacy.

Now there are reading wars discussions among educators regarding how to best teach reading. Some educators argue that the best method to teach reading is part to whole; by first teaching the alphabet letter to sound relationships; and, then teach blending the letters sounds into audible parts; and then, then blend completely into the audible wholeness of the words; repeated practice becoming automatic, fluent, and natural in the context of reading; hence building independent readers, forevermore. Once the reader is equipped to decipher words though the sounds of the alphabet, the reader is thereby empowered to read whatever reading material is encountered. Teaching reading in this manner takes longer, but, is the superior method because it empowers the reader for life, forevermore.

On the other end of the argument, however, some educators argue that the best method to teach reading is whole to part; teaching the whole word for memorization within the context of reading. Their claim is that reading is more meaningful taught in this manner. And once the reader has memorized the word within the natural context of reading, then, it is, more preferable to go back and teach why a word is pronounced/read as it is, by teaching its alphabet components; once the reader already has memorized the word in the context of reading. This method is faster than teaching reading part to whole as explained above; but, yet, not as thorough. Although, some readers do well; yet far too many do not. Even those readers who survive this method and do fine; but, nonetheless, they are often poor spellers because they never thoroughly learned the alphabetic letter-sound relationships of the language.

Furthermore, the whole to part method of teaching readers to read produce far too many readers who do not fare well; resultant of having been taught via the whole to part method. Hence, struggling when confronted with a new word that they’ve never seen/encountered previously are stymied in their reading because they lack the tools to unlock the word to just simply read it. Due to the fact they lack the essential skills to decipher the word; and, frequently due to poor memory skills, they failed to remember all the words on flash cards flashed before them when being taught by the whole to part method also termed as Sight Word Method and even newer terminology, Whole Language Approach.

Sincerely,
Cheryl E. Hill, M.ED.

p.s. More about how reading all begins:

http://empoweringchildrentoread.blogspot.com/2007/04/reading-wars.html

http://empoweringchildrentoread.blogspot.com/2007/03/first-grade-is-must-learn-to-read-grade.html

http://empoweringchildrentoread.blogspot.com/2007/05/explicit-phonics-is-key-to-teaching.html

See my gorgeous, ABC Picture Book: R is for Reading Books availability at:

Create Space:
https://www.createspace.com/3953771

Thinking About ways to Promote My Gorgeous ABC Picture Book: R is for Reading Books! The Different Kind of ABC Book Needed by Children, Parents, Teachers, Librarians, and Literacy Stakeholders!

2013-03-09T13:42:00.003-06:00

Thinking! Thinking! Thinking! Each day trying to think of ways to promote my gorgeous ABC picture book R is for Reading Books!

So my most recent promotional activity----I burned audio CD's: Part 1 and Part 2 for my book last week. I gave away 25 copies of my book with accompanying audio CD's at an Easter Egg Hunt Event! I recorded using Audacity. I placed my book and the CD's in a white bag, Easter bag, with multicolored Easter grass and decorated with bunnies, Easter eggs, and baby chicks type stickers on the outside; and, tied at the top with gold, curled ribbon! The children were thrilled! I'm waiting for feedback from parents.

Also, at: http://www.cherylhill.org/
my website is a narrated power point featuring the first half of my book. I would appreciate feedback from you all as well. If it is possible, I need reviews on Amazon, Barnes & Noble. Great, positive ones, of course!

Additionally, I need "Likes" On the following:

N-O-A-H Books: Advocating Literacy:

Imprint for books by author, Cheryl E. Hill, retired Teacher-Librarian who writes the kinds of books she wanted to read to children; but weren't available.

At: https://www.facebook.com/fallforbooks

and on my shopping cart page: https://www.createspace.com/3953771

It's February: African American/Black History Month! Continue to empower children's learning throughout the curriculum which includes cultural celebrations! Positivity is the key for teachers and students because happy teachers teach better and happy children learn better! Happines is linked to productivity of success!

2013-02-23T11:18:00.001-06:00

Positive Approach of engaging children in African American/Black History.The "What" "Why" & "How" of doing it! http://fb.me/1bS8Wo0hA

We have to continue to model to children what we want them to do! We must maintain our passion for reading!

2013-02-21T19:05:00.001-06:00

The Warmth of Other Suns: The Epic Story of America's Great Migration by Isabel Wilkerson

My rating: 5 of 5 stars

This great book, the Warmth of Other Suns by Isabel Wilkerson is, without a doubt, a great read!

It is a personalized, historic accounting of the Great Migration of African Americans leaving the south heading to all points, North, East, and West from 1915-1970! I have referenced it often. This book gives a juxtaposition perspective regarding how immigration for Black Americans proved to be rewarding for some; yet, not so for some others. It is eye-opening revelations about how some African Americans succeeded against all odds; yet, simultaneously, about why many other African Americans still struggle to claim the American Dream, even to this day.

Moreover, this book gives deepen insight about the present day success of others whose ancestors arrived on these shores several decades after Black Americans; and yet, in many instances, those later arrivals by-passed Black Americans as evidenced by today’s statues of affairs.

Thus, many of Black Americans’ dreams to claim the American Dream became a dream deferred. This book narrates the historic facts of evolving time about how it all came to be; from those earlier points of challenging times for Black Americans to evolve, to impact this modern day time. Some Americans of African descent whose time in this country can be traced back to having first arrived on these shores in the 1600’s and according to some historic accounts, even earlier; but, yet, they’re longevity of citizenship had no impact on the continuum of denied opportunity of their never getting that job and opportunity that they’d hoped for; many never were able to catch that break in life they’d dreamed of and desired so desperately to grasp; due to the racial hierarchy of others with white/whiter skin, even if right off the boat arriving to the USA, kept Black Americans down and under tow and, thus, some of them were idled due to lack of opportunity.

Even though, Black Americans had bravely risked leaving everything that they’d known to search out the unknown, in order to find a way to carve out a better life for themselves; to get ahead and find that opportunity. Unfortunately, those who did not make it can be, still, be traced back to the historic facts and circumstances detailing how they could not get the desired break of opportunity they needed and were plagued with multiple set-backs. Falling on hard times evolving into a generation of down trodden lives being turned idle. Being idled leads to negative happenings; idleness begets negativity. Hence, is how it came to be; how some Black Americans becoming trapped in negative lives in overcrowded areas that eventually turned into mean, dangerous, violent ghettos of today! Idleness, gradually, begets negativity to become trapped in the negativity of the crowded, ghetto life that over time, eventually, turned hateful and violent. It made me cry!

View all my reviews

Reading books is the source of all learning; creativity, ideas, language, writing, and literacy

2013-02-20T10:52:00.000-06:00

http://www.goodreads.com/user/show/8610958-cheryl-hill

Early Childhood Education and Developing/Teaching Reading is a Powerful Investment

2013-02-13T18:00:00.003-06:00

R is for Reading Books is the different kind of ABC Book needed by children of all ages to meet the readiness of younger, preschool emerging readers, ages 3-5 or younger according to the individual readiness level of the child is the perfect age to begin building auditory discrimination of words to become familiar with rhythmic language of rhyming words due to the fact that the ability to identify rhyming words are the greatest prediction of developing good readers; continuing to build and reinforce identifying rhyming work for beginning readers in grades 1-2 is crucial; and reviewing as well as filling in the gap is absolutely essential for any older child who has missed learning opportunities and still not reading or needing to improve their reading in grades 3 and above.

Plus, it does not matter whether children are first or second language speakers of English, the process to learning to read through learning about sound-alphabetic letter relationships of the English language is the same Training the ear to hear like and unlike sounds as to determine rhyme is universal to any language.

The rhythmic language brings light-hearted fun in learning about the English sounds of the ABC’s to thereby learn about reading as it becomes internalized, innately; naturally and informally when read aloud to children through repeated readings. Eventually, children should be encouraged to read alone; or with a partner or chorally in a group until reaching a reading comfort level to, eventually, read independently.

Children of all ages can benefit great from my book: R is for Reading Books! Children learn to read through learning the rudiments of the English language, the ABC, and the many variances of letter-sound relationships. Additionally, children become exposed to tidbit reference information regarding varying children's book titles which builds a repertoire/knowledge of children's literature in their minds. Hence, teasing their interest in building curiosity to want to know about those books, too. Moreover, they learn to love books as a simultaneous by product of instilling the culture to value reading as a pastime endeavor.
Once upon a time, only the wealthy were encouraged to value loving reading books as a pleasurable leisure time endeavor to, thereby, develop as cultured readers in becoming appreciative of enjoying and loving reading books as a pastime pleasure. I use to tell my socioeconomically disadvantaged students in very poor neighborhoods that they could immediately elevate their status of life in the process of upward mobility by acquiring the habit of the wealthy by falling in love with reading lots of books as a pastime pleasure! Learning to read and learning to read early is a powerful investment in future generation! It is is win-win for children's personal, academic achievement and school success as well as for impacting for the greater public good for building a strong economy in the continuance to advance our country as a leader in the world! Looking toward the future, we need an American workforce that is literately strong! Becoming literally strong can only be accomplished by leaning to read, well!

Create Space:
https://www.createspace.com/3953771

Still Talking Literacy on my Website and Facebook Page

2012-11-13T13:40:00.003-06:00

I'm sharing the fact that I,now, have a website: http://cherylhill.org/ ( The first part of my ABC Book: R is for Reading Books is featured in Power Point with narration.)

Also, view, like, and comment on my Face Book Page: https://www.facebook.com/fallforbooks

Please visit both and Like. I would appreciate feedback as well. As a retired Teacher-Librarian, I'm so excited about being a children's author:

R is for Reading Books, available at https://www.createspace.com/3953771,

Amazon, http://www.amazon.com/dp/0985977000

and Barnes and Noble:
http://www.barnesandnoble.com/w/r-is-for-reading-books-mrs-cheryl-e-hill/1113145217

Memories of my childhood: Meet You in the Soup to be released soon.

You may also leave comments here on my blog.Follow my blog.

I would appreciate those who enjoy my blog to become subscribers.

Author's page on Amazon: http://www.amazon.com/Cheryl-Hill/e/B0071SXL64

Childhood Memories

2012-09-23T09:57:00.000-06:00

Add caption

Meet You in the Soup
Cheryl E. Hill, Author

Della Burns, Illustrator

Preface

Many years have passed since my childhood.

My life was simple, but rich with love.

Warm feelings bubble inside remembering my happiness.

Meet you in the Soup is about my memories as a little girl.

Remembering times spent with my grandma, Ma-Ma, lulls me into a safe space.

Growing up in the old colored Greenline neighborhood of Greenville, South

Carolina in the early 1950’s; although awhile ago; but, yet, seems like only

yesterday.

Growing up in these time was not an enlighten time in the story of our history in

the United States of America. But all the while, I was happy in the charmed

Innocence of childhood and loved living in

Ma-Ma’s house; wrapped in a protective cocoon of love away for any and all

Boogie Men in a child’s imagination. Ma-Ma’s house was a

Shot-gun house with rooms straight through.

It was so much love in that house it was a mansion to me.

And, love makes all the difference, no matter what the times may have been.

The favorite good-bye parting words between my grandma and me in the mornings

as Ma-Ma left for work

were the loving words; “Meet You in the Soup,” meaning, good-bye, for now, in

this morning time, until we meet again at day’s end, in time for dinner and soup!

Meet You in the Soup

Written By Cheryl E. Hill

Illustrated By Della Burns

R is for Reading Books and More Books in the Works

2012-09-22T23:18:00.000-06:00

After retiring from education with 40 years of experience, I am now pursuing a passion that I have always desired; being a children's author.

I have several books in the works: Meet You in the Soup, Mr. Christmas, and After the Story, After the Song, After the Rhyme. My book in print currently featured on Amazon and Createspace is a gorgeous ABC Picture Book, R is for Reading Books!

I was inspired, in particularly, to write R is for Reading Books, after reading a quote from famed author, Toni Morrison
"If there is a book you want to read but it has not been written, then you must write it."

I would love to have you check out my book: R is for Reading Books!
This is a different kind of ABC Book! It’s the book I needed as a librarian, a teacher, a parent, and a grandparent. But, it wasn't available! I was looking for a book that I could read aloud to children so that learning to read could be absorbed and taught in a fun way through playful language without the children really noticing how much they were learning; about learning to read! I wanted children to become empowered to read books wherever books may be found!

R is for Reading Books entertains children delightfully with mesmerizing beauty, depicting favorite children’s books; yet all the while contributing to children’s literacy development in several ways all at the same time in that it teaches children how to read by familiarizing them with the wide range of variance of sounds as represented by the letters of the English alphabet corresponding with names of favorite children's books as well as to, simultaneously, inspire children to read lots of books as they develop a culture of the importance of "falling in love" with books in building a repertoire of referenced knowledge of great children's literature. It is the different kind of ABC Book I needed on my journey throughout life as I interacted with children whatever my role in impacting their lives for the better!

Cheryl E. Hill, Retired Teacher-Librarian, M.ED.

Barnes & Noble:
http://www.barnesandnoble.com/w/r-is-for-reading-books-mrs-cheryl-e-hill/1113145217?ean=9780985977009

Create Space:
https://www.createspace.com/3953771?ref=1147694&utm_id=6026

Amazon:
http://www.amazon.com/dp/0985977000

Author's page with links to my blog; plus a Book Trailer for
R is for Reading Books
http://www.amazon.com/Cheryl-Hill/e/B0071SXL64

R is for Reading Books, A Different Kind of ABC Book

2012-08-20T16:56:00.002-06:00

“If there's a book you really want to read but it hasn't been written yet, then you must write it.”

~Toni Morrison:

And so, I took Toni Morrison's advice in writing an ABC book that was the book I wanted to read to children; but, it had not been written, yet; so, therefore, I wrote it! My book is entitled: R is for Reading Books; it is a different kind of ABC Book that was not available and remained unwritten until I wrote it!

List Price: $17.99
Click below to add to cart:
Create Space:
https://www.createspace.com/3953771

R is for Reading Books is a gorgeous ABC picture book entertaining children delightfully with mesmerizing beauty, depicting favorite children’s books; yet all the while contributing to children’s literacy development in several ways all at the same time in that it teaches children how to read by familiarizing them with the wide range of variance of sounds as represented by the letters of the English alphabet corresponding with names of favorite children's books as well as to, simultaneously, inspire children to read lots of books as they develop a culture of the importance of "falling in love" with books in building a repertoire of referenced knowledge of great children's literature.

It is the different kind of ABC Book I needed as a librarian, a teacher, a parent, and a grandparent. But, it wasn't available! I was looking for a book that I could read to children so that learning to read could be absorbed and taught in a fun way through playful language without the children really noticing how much they were learning, about learning to read! I want/wanted children to become empowered to read books wherever books may be found!

The last polling I saw, the USA ranked 17th in reading competencies comparative to other English speaking countries. When I see polls whereby children in the USA are poling behind other English speaking countries in reading, and to that effect, I as a educator, parent, grandparent always feel a concerned anxiousness combined with a compelling desire to do more to impact literacy in this complex world of mass illiteracy and descending reading competencies for USA students comparative to other English speaking countries. In order for our children to come from behind to take their rightful place to remain literacy competitive, we as parents, teachers, librarians, and all other stake holders have do more solely; as well as collaboratively, accorded to whatever the circumstances dictate.

Subsequently, I often thought, if only there was an existence of a book to be read aloud and re-read as many times as necessary until children become immersed with familiarity of the teachings of the variance of the English alphabetic sounds related to reading over the course of a school year during the time frame of reading aloud by parents at that special time set-aside for reading aloud to their children; in school, when teachers read aloud at story time in classrooms; and in the library when librarians read aloud during library visits. Regrettably, although dreaming about it, that book, I wished for did not exist! It was not on my library shelves; nor was it to be found elsewhere!

From past teaching experiences, one thing I knew for sure, if children become familiar with the varying sounds of the alphabetic letter relationships of the English language, authentically; then, reading becomes a reality. As a librarian, having read many alphabet stories to children, but, alas, even though enjoyable, funny, and delightful, they were incomplete because none included all the varying sound-alphabetic letter relationships of the English language. I became dissatisfied because I knew that I was not presenting the English alphabet in its totality to build a comprehensive foundation for reading literacy; plus, I could not truly actualize the theme for my library: Reading empowerment starts @your library! I have spent countless hours in trying to problem solve a way in which I, as a teacher and a librarian could teach foundational reading literacy skills during the span of the library visit, as I, simultaneously, read library books to children for enjoyment and to inspire them to read and love literature! R is for Reading Books is that book encompassing all that was desired in the type of ABC book that had not been written yet until I wrote it!

Sincerely,
Cheryl E. Hill. M. Ed. (Retired Elementary School Librarian)