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Mrs. Bush reads "Jabari Jumps" by Gaia Cornwall

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Mrs. Bush reads "Jabari Jumps" by Gaia Cornwall

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Have you every had to dig deep and be brave to overcome your fears? I have and this book reminds me that others have too!

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Dress up like your favorite book character!

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https://uspbl.com/community/reading-program/

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Mrs. Chirla reads "Doug the Pug and the Kindness Crew" by Karen Yin

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Mrs. Chirla reads "Doug the Pug and the Kindness Crew" by Karen Yin

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Book Exchange Day!

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As you talk about books with your children at home, try using these prompts to encourage expansion and development of their ideas.

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Rock your Socks Day!

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Mrs. Iaquinto reads "The Paper Bag Princess"

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Mrs. Iaquinto reads "The Paper Bag Princess"

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The Paper Bag Princess by Robert Munsch

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Starting in kindergarten, if a student reads 20 minutes a day at home, they will hear 1.8 million words per year. They will have read for 851 hours by 6 th grade and on standardized tests, they will likely score better than 90% of their peers.

This is compelling data on the benefits of encouraging your child to read.
Helps in language development
From the time your child is born, reading out loud is a positive influence. As your child grows, daily reading will help the brain make connections between the written and spoken word, widening vocabulary in the process.

Adding to that benefit, vocabulary knowledge equates to masterful spelling. In fact, reading, spelling and vocabulary are critically important to a child's lifelong achievement.
Promotes brain development
Educators have long said reading makes people smarter, and there's research backing them up. A recent study conducted by the American Academy of Pediatrics found reading to children of any age wakens a number of regions in the left part of the brain. The areas in the brain that become active involve understanding the meaning of words and concepts tied to memory.
Aids in understanding of a world outside our own
Reading is more than just translating written words into verbal form; it is about understanding those words were once ideas in the minds of great thinkers. It is about realizing those ideas can be connected to personal experiences.

Through daily reading, children are exposed to a world outside their own reality. It expands their know-how, opens their minds and creates the potential for a continuation of ideas and an endless number of possibilities.
Strengthens family relationships
There is nothing quite like reading together as a family. Whether you're flipping through picture books with your little ones or sitting in the same room with older kids while, each immersed in a piece of literature, these are times you remember.

For a moment, you are all able to escape worries and experience art in written form. It is something that can be recreated in different forms with every new book and family read-a-thon.
Provides endless possibilities
Whether it's a picture book, a novel or even help resources, there are many options.

With technology, particularly tablets like Kindle, your child has access to thousands of books anytime, anywhere. Reading on a Kindle ensures children are never without a new title and, based on their interests, they can easily find recommended books.

Additionally, children can take advantage of a Kindle to improve reading skills through the development of word fluency and comprehension. Word Wise, for example, places short and simple definitions and synonyms directly above difficult words in text, so kids can better understand the material and keep reading with few interruptions. Vocabulary Builder automatically takes words users look up and creates flashcards with definitions and word usage examples.

So, in honor of National Reading Month, this is a great time to encourage your child to dive into a great new book and get the whole family reading each day too.

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How reading 20 minutes a day impacts your child

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Starting in kindergarten, if a student reads 20 minutes a day at home, they will hear 1.8 million words per year. They will have read for 851 hours by6thgrade and on standardized tests, they will likely score better than 90% of their peers.

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Mrs. Simon reads, 'Is a Camel a Mammal?'

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Mrs. Simon reads, 'Is a Camel a Mammal?'

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Mrs. Simon reads “Is a Camel a Mammal?”

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1. Take turns choosing a variety of books.

2. Stop and talk about the book while reading- take turns asking questions.

3. Have your child help to develop their concepts of print. They can turn the page, point out words/letters they know, learn about punctuation.

4. Hear how reading should sound with expressive voices, join in by adding expressive reading at different part.s

5. Make it interactive by acting out the story.

6. Practice retelling and summarizing.

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Kids & Family Reading Report first created a benchmark of data around family read-aloud habits in 2014. This was the same year the American Academy of Pediatrics released new guidelines encouraging parents to read to their children beginning at birth, saying it enhances parent-child bonding and prepares babies' brains for language and literacy skills.

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Mrs. Coffer & Class reads the first chapter from Out of My Mind. 

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Mrs. Coffer & Class reads the first chapter from Out of My Mind. 

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Mrs. Thoenes & Mr. Hands read 'The True Story of the 3 Little Pigs'

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Mrs. Thoenes & Mr. Hands read 'The True Story of the 3 Little Pigs'

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The True Story of the 3 Little Pigs!

Read by Mrs. Thoenes & Mr. Hands

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Mrs. Collins reading "Wemberly Worried" by Kevin Henkes

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Mrs. Collins reading "Wemberly Worried" by Kevin Henkes

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Ms. Waldron reads 'Mr. Putter and Tabby Walk the Dog'

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Ms. Waldron reads 'Mr. Putter and Tabby Walk the Dog'

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Mrs. Burnham reads "There's a Rock Concert in my Bedroom" by Kevin & Danielle Jonas

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Mrs. Burnham reads "There's a Rock Concert in my Bedroom" by Kevin & Danielle Jonas

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Mrs. DeCourval reads "Cupcake"

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I hope you enjoy this book, written by Mrs. Sullivan, a

Troy School District art teacher. She illustrated the

book too!

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Mrs. Belougea reads, "The Monster at the End of This Book"

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Mrs. Belougea reads, "The Monster at the End of This Book"

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Ms. Misra reads "Home Is In Between" by Mitali Perkins

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Ms. Misra reads "Home Is In Between" by Mitali Perkins

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Listen to a story about a little girl named Shanti, who left the warm monsoon rains of India and immigrated to the United States.

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Just Because - Read by the Fifth Grade Teachers

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Just Because - Read by the Fifth Grade Teachers

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"Just Because" by Matthew McConaughey read with a funky beat by Mrs. Dutts, Mr. Hill, and Mr. Pudge

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Miss Morton Reads "Pete the Cat and His Magic Sunglasses"

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Miss Morton Reads "Pete the Cat and His Magic Sunglasses"

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We hope that our chapter read aloud recordings are a helpful tool for families as they gather together to read and discuss Gooseberry Park across the month. We encourage you to follow along in your book at home as you enjoy listening to Barnard teachers. Remember, the goal is to engage in this book as a family through rich conversations to stop and discuss after each chapter.

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Chapter 1: "A New Nest"  read by Mrs. Bush

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Chapter 1: "A New Nest"  read by Mrs. Bush

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1. What is a "nesting instinct?" Ask your parents what they did to prepare for your arrival before you were born.

2. Stumpy has quite the collection, do you have a collection at home or one that you would like to start? What about your grandparents, maybe they have a collection they can share with you that would be fun to see!

3. Find new words from the chapter that sounded unfamiliar to you. Talk about what they mean and try to use those words in your vocabulary. For example, I love the words 'marvel" and 'noble' and am going to try adding those to my conversations this week!

4. Calling all artists... consider drawing a picture of what you think Stumpy's new nest looks like she is preparing for her babies in her new tree. Bring it in so we can display your beautiful creation at school.

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Chapter 2 - 'Night Talk' read by Mrs. Iaquinto

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Chapter 2 - 'Night Talk' read by Mrs. Iaquinto

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Chapter 5: 'Time' Read by Mrs. Winiarski 

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Chapter 5: 'Time' Read by Mrs. Winiarski 

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Chapter 8: 'A Very Big Risk' Read by Mrs. Voss

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Chapter 8: 'A Very Big Risk' Read by Mrs. Voss

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Chapter 9: 'Rescue and Remorse' read by Mrs. Couretas

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Chapter 9: 'Rescue and Remorse' read by Mrs. Couretas

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Chapter 9: Rescue and Remorse, Read by Mrs. Couretas

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Chapter 10: 'The Wanderer' Read by the 5th Grade Teachers (Mrs. Dutts, Mr. Hill and Mr. Pudge)

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Chapter 10: 'The Wanderer' Read by the 5th Grade Teachers (Mrs. Dutts, Mr. Hill and Mr. Pudge)

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Chapter 11: 'Guests' Read by Mrs. Chirla

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Chapter 11: 'Guests' Read by Mrs. Chirla

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Chapter 12: 'Food and Conversation' Read by Mrs. Burnham

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Chapter 12: 'Food and Conversation' Read by Mrs. Burnham

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Chapter 13: 'The Weasel' by Mrs. DeCourval

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Chapter 13: 'The Weasel' by Mrs. DeCourval

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Chapter 14: 'A Brilliant Idea' Read by Ms. Waldron

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Chapter 14: 'A Brilliant Idea' Read by Ms. Waldron

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Mrs Voss reads "There was a Cold Lady who Swallowed Some Snow".

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Mrs Voss reads "There was a Cold Lady who Swallowed Some Snow".

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Chapter 15 - 'Yet Another Muckraker' Read by Mrs. Russell

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Chapter 15 - 'Yet Another Muckraker' Read by Mrs. Russell

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Chapter 16: 'The Sign' Read by Ms. Misra

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Chapter 16: 'The Sign' Read by Ms. Misra

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Chapter 17 "The Wonders of Technology" Read by: Mrs. Jozefiak 

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Chapter 17 "The Wonders of Technology" Read by: Mrs. Jozefiak 

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Chapter 18: 'A New Home' Read by Mrs. McClain

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Chapter 18: 'A New Home' Read by Mrs. McClain

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Chap. 18

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Chapter 19 'The Wonderful Watch' read by Mrs. Coffer

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Chapter 19 'The Wonderful Watch' read by Mrs. Coffer

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Mrs. Chirla reads "No Roses for Harry" by Gene Zion

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Mrs. Chirla reads "No Roses for Harry" by Gene Zion

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Mrs. Couretas Reads "The Potato Chip Champ" BY: Maria Dismondy

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Mrs. Couretas Reads "The Potato Chip Champ" BY: Maria Dismondy

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Mrs. Iaquinto reads You Get What You Get

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Mrs. Iaquinto reads You Get What You Get

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See below for sample ideas and examples of ways to present your projects at school.

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Fill out a ticket for each day you read at home, cut out tickets and hand in by Friday, each week, for a chance to win a book of your choice!

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Make Books Part of Growing Up for Every Child

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Make Books Part of Growing Up for Every Child

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The Scholastic Kids & Family Reading Report uncovers that an overwhelming majority of parents (90%) agree that books can create opportunities for conversation. Designed to support families and make books part of growing up for every child, the Family Guide addresses a variety of developmental milestones and common conversations during each age range. In addition to a wealth of new data, this free resource includes tips, expert guidance, continued reading, and recommended book titles to ensure families feel well-equipped to put these findings into practice at home.

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Key Findings | Kids & Family Reading Report | Scholastic

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Data from the 8th edition of the Kids & Family Reading Report™ shows a decline since 2018 in both the number of parents who began reading aloud to their child before the age of three months and the number of parents of children ages 0-5 who have heard/received advice that children should be read aloud to from birth. However, as we’ve heard from kids and parents alike, the positive sentiment for reading aloud remains strong, giving us hope that these declines can be reversed. With the majority of parents agreeing that reading aloud is important and the majority of both parents and kids agreeing that reading aloud is/was a special time we have an opportunity to build a stronger read-aloud culture.

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For more than a decade, the Scholastic Kids & Family Reading Report has been highlighting the views of both kids and parents on reading books for fun and the influences that impact kids’ reading frequency. The most recent data collected this past school year adds to the growing base of research showing that our nation’s children are in dire need of support in their literacy journeys. This data also demonstrates the continued ways that reading books for fun is central to and enhances children’s and families’ lives, but wanes in a child’s routine as they age.

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Kid & Family Reading Routines | Scholastic

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New research on kids' and families' reading routines emphasizes the increased need for literacy support in children's lives.

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Scholastic regularly surveys families about reading habits and behaviors, and in doing so, we have a wealth of insights into how a book can do wonders for supporting communication between parent and child, from birth to graduation–and beyond.

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Family Guide: Tips & Strategies | Scholastic

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Explore the Scholastic Family Guide for strategies & reading tips for families to improve children’s reading attitudes & behaviors.

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Learn about Cynthia Rylant's childhood, browse other books she has published, and even write a letter to Cynthia to tell her what you thought of Gooseberry Park and the characters.

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About Cynthia Rylant

I have two cats, Benjamin (the young one) and Boris (the old one). Benjamin was a stray cat who asked to come inside one cold February day. Boris and I agreed that it would be all right to let him in. He decided to stay. I put an extra bowl beside Boris's kitty bowl and now they eat side by side.

I have always loved cats and dogs and many of my dear pets of days gone by appear in my books. Martha Jane is in The Bookshop Dog. Gracie Rose is in The Great Gracie Chase. Edward Velvetpaws and Tomato are in Cat Heaven.

Many of my favorite things to do are also in my books: Mr. Putter makes tea and takes naps in the Mr. Putter and Tabby books. Lila and Whistler explore the seashore in the Lighthouse Family books. Annie dresses fancy in the Annie and Snowball books. Murray watches "Jeopardy" in Gooseberry Park . (Murray is a bat but he likes TV). Simple things make good stories.

I did not plan to become a writer. But I did want to be useful and to do something meaningful.

I grew up in a large coal-mining family in West Virginia. I loved school and my bike and twirling a baton. I had a happy, peaceful life in the mountains, and that life inspired many of my books, including When I Was Young in the Mountains, The Relatives Came, The Blue Hill Meadows, Christmas in the Country, and Snow.

I moved to Ohio when I was grown up and my little boy and I had lovely times there. We lived beside a very nice professor who became Professor Albert in Gooseberry Park. Kona, the chocolate labrador, lived across the street. We met a big drooly dog who became Mudge in the Henry and Mudge books. We flew kites and went sledding and watched movies in the old movie theater in Kent. The farm fields were beautiful in the fall, the sky so blue, the fields so deep and brown.

Then we moved to Oregon and there were new adventures. In Oregon I decided to pick up a paintbrush--which I had never done in my whole life--and I painted a book in three weeks. It was my first book painted all by myself, and it was called Dog Heaven. I was afraid to try to paint, but a friend said, "Just paint like a child," and I did. Blue, red, yellow, green, purple . . .squirt, squirt, squirt.

I lived on an island for awhile. I saw eagles catch fish and I once saw a whale's tail which sent me spinning with delight. The fog was very very thick some days. And there were rainbows nearly every day in springtime. And all these things made me feel like writing because it is really a beautiful world. It is a world worth writing about. We go through many changes in our lives, and some of them are hard. But the sky still has stars at night, the moon still shines. The world does not leave us empty-handed.

Boris and Benjamin and I, and all my faraway pets who are having adventures in Dog Heaven and Cat Heaven, and my old green house, and the raccoon in the garden, and the baby squirrels in the walnut tree in the yard . . .we all send you love.

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The official website of author Cynthia Rylant.

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Learn about Cynthia's childhood in the mountains and what inspired her to become a writer.

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In-depth Written Interview | TeachingBooks

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Use this routine to help you reflect on how your thinking has changed about an idea, event or character as you read throughout the book. 

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I Used to Think, Now I Think Visible Thinking Routine

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I Used to Think, Now I Think Visible Thinking Routine

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1. Example: I used to think

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Use this routine to capture the character traits, behaviors and personalities of the main characters in Gooseberry Park.

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1. What color would you choose to represent Kona, Gwendolyn, Murray or Stumpy? Explain why? Then what symbol (one image, not a picture) and why? Finally, sketch an image/picture that best represents your character and explain your thinking behind it.

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Use the theme progression above to push your thinking about a lesson you are learning about life while reading Gooseberry Park.

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Mrs. Burnham Reads "Pete the Cat and His Four Groovy Buttons" by Eric Litwin

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Mrs. Burnham Reads "Pete the Cat and His Four Groovy Buttons" by Eric Litwin

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Mrs. Jozefiak Reads "That's Good! That's Bad!" By: Margery Cuyler

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Mrs. Jozefiak Reads "That's Good! That's Bad!" By: Margery Cuyler

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Mrs. Russell reads 'Those Darn Squirrels'

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Mrs. Russell reads 'Those Darn Squirrels'

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Ms. Simmons reads "The Magical Yet" by Angela DiTerlizzi

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Ms. Simmons reads "The Magical Yet" by Angela DiTerlizzi

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ella

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Yes I loved it all of it was so good I’m sad it’s over 😒

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Yes I loved it all of it was so good I’m sad it’s over 😒

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…. Noelle

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Noelle