Summer Reading List

 

This list came from Bright Now, Johns Hopkins Center for Talented Youth. (https://cty.jhu.edu)

Beginning Readers (Pre-K-Grade 1)

“Beautiful Oops!” by Barney Saltzberg

A life lesson all parents should teach their children is that it’s OK to make mistakes. In fact, mistakes can inspire a child’s creativity and teach them how to recover.

“Hike” by Pete Oswald

Travel along with a father and child as they experience nature’s wonders, continue a family tradition, and make memories of their day hiking together.

“I Want to Be a Doctor” by Laura Driscoll

When little brother Jack hurts his foot, his family gets to meet all kinds of doctors. This story introduces them, and us, to individuals who heal broken bones, help fix teeth, and work in laboratories.

“One Hundred Shoes: A Math Reader” by Charles Ghigna

Centipede has one hundred feet. One hundred feet means one hundred shoes. How in the world does Centipede choose shoes? This book demonstrates the concepts of pairs and multiple sets using simple, rhythmic text.

“The Alphabet’s Alphabet” by Chris Harris

This is not your usual A-B-C book! Rhyming text and amusing illustrations will have you seeing the letters of the alphabet in a totally new way.

Young Readers (Grades 2–3)

“Classified: The Secret Career of Mary Golda Ross, Cherokee Aerospace Engineer” by Traci Sorell

Author Traci Sorell’s biography of Mary Golda Ross is the story of a math-loving girl who grew up to be a mathematician, teacher, adviser, engineer, role model, and inspiration. Trailblazing Ross was the Lockheed Aircraft Corporation’s first woman engineer.

“No Reading Allowed: The WORST Read-Aloud Book Ever” by Raj Haldar and Chris Carpenter

You don’t have to be a logophile to appreciate this book’s wordplay of homonyms and sound-alike sentences. The illustration-sentence pairings will have you laughing out loud and may lead you to think that this just might be the BEST read-aloud book ever!

“Skunk and Badger” by Amy Timberlake

The path to friendship can be rocky at times, as it is for opposites Skunk and Badger. A supporting cast of chickens adds to the delight in this tale that almost begs to be read aloud.

“The Music of Life Bartolomeo Cristofori & The Invention of the Piano” by Elizabeth Rusch

Bartolomeo Cristofori longs to create an instrument that can be played both soft and loud — and he does with his invention of the piano.

“What Do You Do With An Idea?” by Kobi Yamada

How does a brilliant idea make its way into the world? This award-winning book tells us — and inspires young children to welcome ideas, give them some space to grow, and watch what happens next.

Advanced Readers (Grades 4–6)

“Ban This Book: A Novel” by Alan Gratz

When Anne’s favorite book is banned from her school’s library, she starts a secret banned books locker to take a stand against censorship.

“Naturalist, a graphic adaptation of EO Wilson’s memoir” by E. O. Wilson and Jim Ottaviani

Naturalist is an invitation and reminder from biologist Edward O. Wilson to stay curious and explore the scientific world around us.

“Restart” by Gordon Korman

Chase doesn’t remember falling off the roof, and when he wakes up in a hospital after the incident, he can’t remember his name. Restart is the story of a kid with a messy past who must figure out what it means to get a clean start.

“The Last Cuentista” by Donna Barba Higuera

Petra dreamed of becoming a cuentista, a storyteller, like her grandmother. What she never imagined was that she might be the only person who remembers Earth and its stories.

“You Don’t Know Everything, Jilly P!” by Alex Gino

Jilly thinks she’s figured out how life work until her sister Emma is born deaf. She needs help but doesn’t know the best way to ask for it. This story highlights the ways she learned to be an ally, a sister, and a friend.

Young Adult Readers (Grades 7+)

“Brown Girl Dreaming” by Jacqueline Woodson

Through vivid poems, Jacqueline Woodson shares what it was like to grow up as an African American in the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness of the Civil Rights movement.

“Brunelleschi’s Dome: How a Renaissance Genius Reinvented Architecture” by Ross King

How did a Renaissance genius build the architectural wonder we marvel at today? This book tells the story.

“Love That Dog” by Sharon Creech

Love That Dog is the story of a young boy named Jack, who finds his voice through poetry with the help of a teacher, a writer, a pencil, some yellow paper, and a dog.

“The Boy Who Harnessed the Wind” by William Kamkwamba

A 13-year-old boy who sneaks into a library and learns how to build a windmill to save his village from a famine.

“We Are Not from Here” by Jenny Torres Sanchez

We Are Not from Here depicts the harsh realities that drives three teens to leave their home country and make a dangerous journey to the United States, where they hope they will have a better life.

Teachers at Wise Owl

Kim Kobre has been a learning specialist since 1995. She completed her undergraduate work at Elon University in Burlington, North Carolina. She has completed teacher trainings for both Orton-Gillingham and Slingerland Multisensory Approach for teaching students with Dyslexia. Kim works with students in elementary - high school teaching reading, writing, handwriting, comprehension, phonological processing, and study skills. Kim is experienced in helping families support their child with unique needs and can assist with managing the difficulties that stem from having learning and/or attention issues. She is an active member of the International Dyslexia Association and Parent Education Network and frequently attends lectures and workshops to stay current in the research and education of learning disabilities. Kim is an accomplished fundraiser and volunteer for the public schools, most recently at Montgomery High School where both of her sons graduated.

Kori Behler has been teaching since 1995. She completed her undergraduate work at University of Nevada, Reno and received her Masters of Arts in Special Education from Sonoma State University. Kori has a current CA Multiple-Subject Teaching Credential and is certified as an Educational Therapist. She has taught in a variety of settings including general education, special education, and Santa Rosa Junior College. She also spent time in South America (Chile) teaching English and learning Spanish. Kori works with students of all ages teaching skills related to reading, writing, math, study skills, handwriting, and offers programs for Spanish or English learners. Kori offers academic coaching/mentoring specific to students with difficulties of executive functions (such as time management, organization, long term planning, motivation), attention, and other related difficulties.Consultation and educational evaluations are available.

Becky Madison has been teaching since 1996; first as a High School English and Speech and Drama teacher, then as a homeschool mom of her three sons. She completed her undergraduate work at both UCSB and Sonoma State, graduating with an emphasis in creative writing. After completing her certification from Slingerland Multisensory Approach, Becky began tutoring students ranging from Elementary to College age. Her love for learning continues to fuel her additional education as she attends various conferences and workshops focused on teaching students with learning challenges. Because she has a son with Dyslexia, she has a unique perspective and knowledge from which to draw in order to help families and students alike. 

other info:
Attended Redwood Writers conference and currently writing a novel
Member of IDA
Board Member of Norcal Bike club which Wise Owl Learning sponsors

The Six Components of Reading

The science of reading has come a long way in the last 20+ years.  And in response, the ability to teach students that struggle with reading is no longer a mystery.  Students experiencing reading delays are much more likely to have access to appropriate instruction than they were years ago, and students with Dyslexia have a wealth of information at their fingertips to help them understand their unique style of learning and therefore become empowered to be their own advocates as they enter into higher learning. 

Reading is not a mystery.  The skills to good reading are clear, and the individual achievement of these skills easily measured.  To be a good reader, a student must be proficient in the following:  phonological processing, phonics, decoding, vocabulary, fluency, and comprehension.  A deficit in one or more of these areas may impact reading to the extent that it is not a usable skill.  However, a variance in strengths within these skills is common and some students manage quite well by having one area of strength compensate for a weaker area. It is also not uncommon for a deficit in one area to limit the development of another area.

The earliest skills developed through typical print and language rich homes are vocabulary, phonological awareness, and sometimes to a moderate extent, phonics.  Vocabulary development starts with direct language experiences- direct meaning face to face interactions, not screen time.  One major distinction between socio-economic classes (and predictive reading development outcomes) is the number of words a child is exposed to.  Some estimates cite the difference of word exposure from mothers to children to be 20 million words by the time a child is 3 years old.  

Phonological awareness skills are those skills that are developed through rhyme, activities that promote vowel sound recognition, alliteration, and sound substitution (like in the song Apples and Bananas).  These skills are developed in a completely auditory capacity through language play and interaction.

These early skills impact the later reading development that is directly taught once a child enters school.  Phonics instruction dovetails on phonological awareness development.  It provides the visual symbol that goes with the sound, as well as teaching the common patterns and structures of words.  (Example:  the first patterns often recognized are the short vowels followed by a consonant, like at, it, on, if).

As reading skills develop further, children are taught more than just phonics.  Decoding is the instruction in the syllabication and blending of words.  It teaches students how to read a word that has not previously been memorized by applying the phonics and syllabication rules.  This is a very critical skill for reading development and also furthers vocabulary development since good decoders are able to accurately read and be exposed to new words, thus facilitating further vocabulary development.

Fluency is the ability to read quickly and accurately, so that the process of reading is efficient.  Fluency is not just about the speed of reading.  Fluent readers are able to chunk words correctly into phrases, give the correct intonation while reading, and demonstrate the punctuation at the end of sentences (ex: questions usually end with a rising inflection, statements end with a lower intonation).  Pausing appropriately is also important.

Comprehension is the ultimate goal of reading.  The culmination of all the previously discussed reading skills lend to the ability to comprehend what is read. When comprehension lags, it is sometimes due to the fact that the previous skills require so much effort to implement, that the brain is too taxed to determine what the content is.  Other difficulties can impede comprehension as well and a direct instruction to comprehension is also needed.  Development of comprehension includes the ability to identify basic information such as who/what/when/where/why and summarize the content, but also builds to include inference skills and prediction.

Reading is a complex process that relies on strong individual skills that the student can easily integrate. Fortunately, we are now empowered with more knowledge than ever before in how to instruct students who struggle with reading and the outcomes for these students need not be restrictive.

The Importance of Summer Studying

Summer is  approaching and so is the quandry: should your student attend classes over the summer, or should they take the well-deserved break to rejuvenate? The best plan is to have a little of both, and the following breaks down the points to consider as the summer plans get penciled in.

The Summer Lag: Generally speaking, most students take the summer off of school. And with this time off comes a decline in skills. For a student struggling to catch up, this decline in skills could be more significant than their peers. For this reason, it is of extra importance for a student who is working on closing a gap in skills to utilize the summer to not only maintain any progress they've made, but to maximize the opportunity for further development. Summer is a unique time when they can focus on their own skill development without the added pressure of the regular classroom work, homework, after-school activities, etc.

Time Commitments: It can be tempting to just do a little bit of work over the summer and feel that it is sufficient- after all, it's summer. However, a little bit of work probably isn't enough. Remember, if a student is behind, they not only have to close the gap, but need to maintain this skill set and develop it further. This is never something that happens quickly or easily. Summer classes will have the most impact if they are frequent and intensive. For example, a schedule could have 3-4 weeks of intensive work, followed by a one week break. A more intensive schedule of remediation with short breaks will likely yield more progress than a once a week schedule with no breaks.

Breaks and Other Interests: It is extra work for a student to participate in tutoring and summer classes and this should be recognized and commended for the perseverance required. In addition, students who have other outlets and areas where they shine tend to be more resilient. Resilience is an important quality for success for those dealing with learning differences. So, with the added free time that summer offers, it is strongly encouraged that students be given the opportunity to participate in areas of personal interest, natural talent, and things that give them a sense of joy and accomplishment. And if these areas haven't been discovered yet, summer can be a time for exploring these options. 

Study Skills, Keyboarding, Assistive Software: The freedom of a regular course load over summer provides an excellent opportunity for students to develop the periphery skills that support success in school. Keyboarding is an excellent option for student's with handwriting difficulties. It's best to learn how to keyboard without having to use these emerging skills for an assignment with a due date.  Learning to keyboard correctly can be facilitated with programs such as Mavis Beacon, UltraKey www.bytesoflearning.com, or other but should include frequent feedback from an adult in regards to student's posture, finger position, accuracy, etc.  It can be difficult to monitor this on your own, especially when it is new.
Inspiration software is highly recommended for supporting written expression. A free trial is available:   www.inspiration.com  This software is very useful, but does require practice to become familiar enough to make it an efficient tool. 
Study skills programs such as Mangrum Strichart provide a structure for learning information from text, reviewing for a test, memorizing, and identifying key concepts. Summer is an ideal time to learn the habits and structure so that it can be mastered before it is needed for a specific class.

Programs at Wise Owl Learning

The teachers at Wise Owl are experienced in working with students who learn differently. We use methodologies and materials recommended by the most current research and constantly reflect on individual student progress to determine the best course of action.  See below for links to many of the programs we use for more information. 

Our reading programs are based on Orton-Gillingham and Slingerland, emphasizing  multisensory instruction that follows a logical scope and sequence that sets the student up for success.  Lindamood Bell programs and others are also used as supplemental materials when needed.

Math instruction utilizes a variety of programs to help students master math facts, conceptualize math processes, follow an organized work format, and apply systematic strategies for following complex, multi-step math procedures. Many of our math programs are based on Making Math Real by David Berg, and Touch Math. 

Handwriting instruction is offered following the Slingerland Multisensory Approach.

Organization, Study Skills, and Time Management strategies are incorporated as needed.  Intensive, short term study skills courses for small groups are offered periodically throughout the year.  Individual lessons covering this material are always available. Study Skills classes are an excellent way for students entering college to prepare for the increased independence demanded by college courses, and helps students develop the habits to plan and maximize the time spent studying outside of class.

Links for more information:
 www.slingerland.org
www.ortonacademy.org/approach.php 
www.lindamoodbell.co.uk/research-articles
www.makingmathreal.org/index.php

Controversial Therapies

There are many approaches that claim to 'cure' Dyslexia. Some have strong anecdotal support. The International Dyslexia Association published a review of several popular, yet controversial, therapies for students with Dyslexia. Included are the programs for Vision Therapy, Fast For Word, Brain-Gym and other movement-based programs. Here is a link for their review:

http://www.onlinedigeditions.com/allarticle/13959/59673/59673/allarticle.html

Additional medical review of Vision Therapy:

http://www.medpagetoday.com/Ophthalmology/GeneralOphthalmology/51750

UCSF Research Study- Participants Requested

Below is information on a research study to further understand the root cause of Dyslexia. A functional MRI (fMRI) is a fairly recent tool that allows researchers to look at the brain in a non-invasive way. If you fit the criteria, this would be an excellent opportunity to further the field of research and information on Dyslexia! See below, or go to http://dyslexia.ucsf.edu/  for more information.

Reading and the Brain Study at UCSF brainLENS

Posted: May 08, 2015

We are pleased to share this information from EdRev speaker Dr. Fumiko Hoeft of the Dyslexia Center @ UCSF

At UCSF brainLENS (Laboratory for Educational Neuroscience, Director: Fumiko Hoeft MD PhD), we are now conducting a one of a kind neuroscience research study. Our hope is to further our understanding of the cause of dyslexia and other related disorders. It is the most comprehensive study using the latest and the largest number of different brain imaging technologies. UCSF (University of California, San Francisco) is a clinical and biomedical research institution that consistently ranks amongst the top 5 in world rankings.

Eligibility:

• 19-45 years with family or personal reading or phonological problems
• Right-handed
• Native English Speaker
• Normal hearing
• Not claustrophobic
• No history of seizures or other neurological problems
• Not currently taking medication for a psychiatric condition

Participation involves:

• Cognitive and behavioral evaluation
• Brain imaging using safe, non-invasive MRI and MEG scans that do not use X-rays or radiation
• Travel to UCSF and Stanford (travel expenses reimbursed)
• At least three visits

You will receive:

• Results of testing including an MRI image of your brain
• Have access to ongoing updates about the outcomes of the study
• An honorarium

For more information, or to enroll:

• Roeland.Hancock@ucsf.edu
• http://brainlens.org/involve