Category: Engaging Learner

What is Partner Reading?

The instructional strategy partner reading looks different depending on the classroom and students. Partner reading provides opportunity for social and academic support. Partner reading also encourages motivation and provides opportunity for practice. This strategy at times becomes the teacher’s extended arms and mouth of instruction. Partner reading usually includes two students reading a book and at times discussing the contents of the book. The benefits are vast. See my post of June 2022.

The biggest challenge to “partner reading” is student collaborative skills. Students bring their individual intrapersonal and interpersonal skills, and knowledge to a group. These skills are combined with their partner’s skills to solve or work through the given task. Some students fall into these skills naturally through observation and participation of social interactions—beginning at birth. Some students will need explicit modeling of what and how these skills are practiced in a group setting. Most students will need to know the “ground rules” of what is excepted and not excepted during partner work in your classroom. The amount of repetition of ground rules will depend on the grade and prior experience of the students participating. Most students like to share and work with a partner.

Educators use different names and definitions for the instructional strategy of “partner reading”. Some of those names and definitions are noted below.

  • Partner Reading. I define partner reading “as two students orally reading a teacher chosen passage or book at their independent reading level, taking turns with their teacher chosen partner to read and listen to a book or passage. Students are intentionally paired higher-level readers with lower-level readers. Each student receives a teacher chosen book to read at their current independent instructional reading-level. While one student is reading the other student is listening or assisting their partner to read” (Ray, 2022).
  • Buddy reading is defined as two students reading a book of their choosing at their independent reading level. This instructional strategy is most often used to pair students of different grades levels, such as Grade 5 students and Kindergarteners reading their independent reading-level book to each other. This strategy may also be used in one classroom. Some buddy reading groups are encouraged to ask questions about the passage read. One student reads while the other student listens. Student are encouraged to sit side-by-side, so that the listener can see the reader’s page. Teachers usually sets a time for students to read—five or ten minutes, or the whole passage. This strategy usually promotes motivation for students to read. Students often scaffold the reading and comprehension process for each other.
  • Paired reading. Reading Rockets (2022) defines paired reading as a research-based fluency strategy for students who struggling with reading fluency. Students of the same reading level often reread the same passage to build fluency. Students are paired higher-level with lower-level reading ability. Students read books or passages of their choosing.
  • Cooperative learning is defined “as students working together, helping each other, sharing their ideas, and assisting their group in achieving mastery over the content material” (Ray, 2017, p. 45). Cooperative learning may exist of two or more students working together to accomplish a common goal or task. Cooperative learning usually increases student academic achievement and creative thinking skills. This strategy usually narrows or closes the reading performance gap.
  • Peer-Assisted Learning Strategy (PALS) is another name type of partner reading. This strategy is more scripted and is often used as an intervention strategy. Peer-assisted involves two students, one of higher-level and one of lower-level working together to accomplish a common task. This strategy calls for one passage or book that is accomplishable by both students (Fuchs, D. & Fuchs, L., 2005). The higher-leveled student reads the passage or book first to model how to read the passage. The lower-leveled student then reads the same passage and retells the passage just read. The PALS instructional strategy also includes paragraph shrinking and prediction relay.

Educators will usually see more growth in students who work in more scripted groups. Scripted group means that students in the group have been given direction as to what they need to accomplish, like reading a passage, discussing the character(s) of a story, orally answer or write questions or come up with a summary.

References

Fuchs, D. & Fuchs, L. (2005). Peer-assisted learning strategies: promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, p 34-44.

Ray. J.S. (2022, June 9). The power of intentional partner reading. The Literacy Brain. https://theliteracybrain.com/2022/06/09/the-benefits-of-intentional-partner-reading/

Reading Rockets (2022). Paired (or partner) reading.  https://www.readingrockets.org/strategies/paired_reading

Reading Increases Student Power

Making time to “just” read within the classroom should be a priority!  Students should have the opportunity to just read.  Students should have access to a variety of genres and types of books—picture, comic, mystery, chapter, etc. to find their “happy” genre that provides intrinsic motivation to read.  Students increase their ability to read, comprehend, and use the information read each time they read.  These skills provide students with the necessary tools for higher academic success in all other educational subjects.  Reading written words is a complex interwoven process that provides students the opportunity to increase their personal toolbox in the following ways:

  • Lexicon—increases each time they interact with a book or read written words. Reading introduces readers to new written words that have the potential to increase their lexicon or mental dictionary.  Students may have heard of the new word spoken orally—the meaning may already be stored in their lexicon.  Meeting the word in a written format gives them the opportunity to learn how to recognize, pronounce, and spell the word.  Many educators refer to this as vocabulary development.
  • Background Knowledge—increases each time students read. Background knowledge is the backbone of reading comprehension.  Background knowledge or what the student already knows helps them to analyze new information.  Background knowledge helps students make an “educated” decision about present or future choices.  Background information helps students to increase their understanding of the written words.
  • Social Skills—usually increase when students read. Many non-fiction and fiction writings express some form of social interaction.  Some of the written words need to be “deeply” read to understand the social process and its implications.  Some of the social skills are inferred.  Information about social skills can be learned through reading about how animals interact.  Social skills can be learned through stories like folktales, fables or fairytales.  Reading provides a platform to discuss the elements of the writing in relation to social skills, like what can we tell by the children’s facial expressions?  Or why do you think that they decided to help plant flowers?  Or what might have been a better choice for this character?  Group discussions about a story usually increase social skills, background knowledge, and analyzing skills—within a “safe” environment.
  • Writing ability—usually increases each time students read. Reading provides writing samples for students to use in forming their own sentences.  Reading written words provides “models” of a complete sentence and different types of sentence structures.  Reading written words provides models of different styles of writing, such as poetry, mystery, comparison, expository, fiction, non-fiction, etc.  Learning to write is similar to learning how to speak, as the writer is mimicking the writing of others.

Individuals usually make time to complete things that are important to them—students will begin to understand the importance of reading, should they be afforded a regular time to “free” read.

 

Proven Instructional Models and Technology That Increases Student Intrinsic Motivation

As our nation moves to a more independent or on-line form of instruction students that are more intrinsically motivated will likely be more successful.  Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921).  Student inner, intrinsic motivation usually moves them towards participation in an activity that they enjoy.  Student inner motivation may also give them the desire to participate in activities that they may not enjoy, but will move them forward in the completion of a task or goal.  Student environment usually creates a desire learn how to read, comprehend, and write.  There are also proven instructional methods that usually increase student intrinsic motivation to learn.  The following methods may increase student engagement, involvement during on-line instruction.

The first three instructional methods rely on technology.  Research has proven that technology in general usually increases student intrinsic motivation to become engaged in the process of learning.  Technology is a good tool, but educators need to be mindful of the purpose and the amount of time that students are spending in front of an electronic screen.  As the type and amount of screen time may be hindering student reading ability.  In Dr. Wolf’s (2018) book Reader Come Home, she states that electronic devices may limit student ability to develop deep-reading processes.   Deep-reading involves many connections or parts of the brain to fully comprehend the written words.   Deep-reading also requires more energy than skimming.  To maintain and increase the brain connections necessary to comprehend written words students need to regularly exercise deep-reading skills as they mature (Healy, 1990; Wolf, 2018).   The skills of deep-reading can be taught in a viral environment.

  • The U-Learning Method uses mobile computers that can adapt to different learning environments, allowing students to learn on location (Hsiao, Line, Fang, & Li, 2010). This type of instruction allows students to have access to resources in the field.  U-Learning also allows students to record research notes, video, and pictures.  U-Learning can be used for independent or small group learning.
  • Student web pages usually increases intrinsic motivation (Dredger, Woods, Beach, & Sagstetter, 2010; Reed-Swale, 2009). Students develop and maintain web pages that are overseen by the teacher.  Students have the opportunity to write about topics of their interest.  Students usually enjoy the opportunity to express their thoughts, while working at their academic level.
  • Digital applications usually create ambition or intrinsic motivation (Saine, Lerkkanen, Ahonen, Tolvanen, & Lyytinen, 2010; Servilio, 2009; Yang, 2010). Digital application instruction gives teachers a platform to teach students how to problem solve in a non-threatening environment (Yang, 2012).  Some digital applications allow for differentiated instruction (Saine et al., 2010; Servilio, 2009).  Digital instructional games allow students to visually connect letters and sounds (Saine et al. 2010).  Computer applications, digital games can be a positive resource to use within the classroom.
  • The Project-based Learning (PBL) model usually increases student intrinsic motivation and reading achievement, in particular comprehension (Chu, Tse, Lou, & Chow, 2011). The PBL approach gives students the opportunity to explore, collect information, analyze data, and present findings.  The PBL model also gives students the opportunity to select a topic for a research project based on the teacher’s guidelines for that lesson.
  • Interdisciplinary Units usually increase student motivation to participate in instructional lessons (Opitz, 2011; Chu, Tse, Loh, & Chow, 2011). Research suggests combining two different subjects into one assignment to spark student interest in the instructional lesson.  Students may enjoy one of the subjects and despise the other subject; however, the subject they enjoy will usually motivate them to complete the assignment.  When literacy instruction is integrated with other subjects or projects of interest student intrinsic motivation and literacy achievement usually improves.  Student motivation also increases when they are allowed to choose the topic of study under the direction of the teacher.
  • The Flow-Learning Model was developed for the study of nature (Cornell, 1998). Flow-learning includes four stages that provide instructors with a framework to present instructional lessons—provides for a natural beginning, middle and end to the instructional lesson.   The stages are: (a) awaken student enthusiasm or curiosity, (b) narrow student attention towards the topic of instruction, (c) practice or direct experience of the lesson, and (d) student reflection of their interaction or practice of the lesson (Cornell, 1998).  The flow-learning model can give students the opportunity to see, watch, touch, and experience the lesson (Hsiao, Lin, Fang, & Lee, 2010).  The flow-learning model allows for all instructional groups and can be adapted for use in the outdoor or indoor instructional setting.

References

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011).  Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science  Research, 33(3), 236-243.  doi: 10.1016/j.list.2010.09.008

Cornell, J. (1998).  Flow learning.  Retrieved from http://www.csun.edu/~vcrec004/rtm351/Flow%20Learning%20Summary.pdf

Dredger, K., Woods, D., Beach, C., & Sagstetter, V. (2010).  Engage me: using new literacies to create third space classrooms that engage student writers. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 2(2), 85-101.

Healy, J. M. (1990).  Endangered Minds.  New York, NY: Simon & Schuster Paperbooks.

Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor ecological learning system: Design and implementation. Educational Technology & Society, 13(4), 98-111.

Opitz, M.F. (2011) Transcending the curricular barrier between fitness and reading with fitlit. The Reading Teacher, 64(7), 535-540.  doi: 10.1598/RT.64.7.8

Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than web design. Synergy Learning, 22(128), 22-25.

Saine, N.L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2010). Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer assisted remedial reading intervention, and mainstream instruction. Learning and Individual Differences, 20(5), 402-414. doi:  10.1016/j.lindif.2010.06.004

Servilio, K. (2009).  You get to choose! Motivating students to read through differentiated instruction.  Teaching Exceptional Children Plus, 5(5), Article 5.  Retrieved November 7, 2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5

Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The Riverside Press.

Wolf, Maryanne (2018).  Reader, come home.  The reading brain in a digital world. New York, NY:  HarperCollins.

Yang, C. Y. (2012). Building virtual cities, inspiring intelligent citizens: digital games for developing students’ problem solving and learning motivation. Computer & Education, 59(2), 365-377.  doi: 10.1016/j.compedu.2012.01.012.

 

Advantages of Being Dyslexic

Dyslexic individuals will show similar traits in the classroom as they are learning to read and write.  Many dyslexic students struggle when they learn that the pictures that they have been developing into stories actually already have words that they must read.  Many will try to camouflage this transition; the camouflage will become apparent as students are held accountable for the words on the page.  The signs of dyslexia are there during students’ pre and primary school years.  Testing for phonology and comprehension has become more prevalent during the primary years, which lends to earlier intervention to ease the movement from oral language to written language.  The amount of the book exposure and student environment in and out of the classroom will usually change the symptoms and the intervention process.  Most dyslexics will become accomplished and earn a solid income.  Some of the more prevalent advantages of being dyslexia are noted below.

  1. Not visible to most. Classmates cannot usually visually see their “disability.”  Unfortunately, this can also be a disadvantage.
  2. Curious. Dyslexic individuals are usually curious.  I have a friend that began experimenting with how items fit together and thought it might be okay to take the screws out of the seat that held up his highchair.  Needless to say, that experiment came to crashing end.  His mechanical curiosity led to rebuilding engines during his elementary school years.
  3. Innovative and Creative. Dyslexic individuals are usually innovative and creative.  While your discussing how to use the pencil sharpener, dyslexics maybe trying to understand how the mechanisms within the pencil sharpener work and how they can improve the model.  Many will know how to fix the pencil sharpener without any prior knowledge of how a pencil sharpener works.  Many will create or modify items to suit their needs, as stated by Gavin Newsom, Governor of California, “There’s a creative energy to our approach which I’ve taken to politics to be bold and upfront on issues.  I’m not cautious, I’m not reckless, but I’m happy to take risks and that’s big part of being dyslexic” (Griggs, 2020, p. 3).
  4. Kinesthetically Wired. Dyslexic individuals usually see through their hands—kinesthetically.  They have the natural urge to touch and feel things, as it helps them put the item in their long-term memory and to contemplate how it works, what it’s for, etc.  Dyslexic individuals build pictures through their hands.  In addition, most need movement to keep the brain fresh with oxygen.
  5. Picture Thinkers. Dyslexic students are usually picture thinkers.  Many dyslexics have a photographic memory that can rewind an event.  Many dyslexic students will not feel the need to take notes, but can recall most of the information discussed.  They recall vocabulary words in pictures.  The pictures usually become attached to the words that describe the picture.  Sir Jackie Steward stated, “My dyslexic strength is attention to detail.  When your attention to detail is good you notice things other people don’t see as important, but these little things make all the difference.”
  6. Think outside the box. They have the ability to think or analyze things from different angles than others without dyslexia.   This lends to innovation and creativity in design and problem solving,
  7. 3-D vision. Many dyslexics have the ability to see an object in 3-D.  They can usually spin the object around and use this information to analyze the object.  This also lends to a sharper peripheral vision.
  8. Self-starters. Many are self-starters.  Individual environment will play a role in whether they use their skill of being a self-starter.  In the book, The Boy Who Harnessed the Wind, the parents gave their son the freedom and a safe environment to be a self-starter.  He went on the develop windmills out of the scraps/trash pile, which led to his country having the ability to pump water to grow crops and not be dependent on rain water.
  9. Perseverance. Many will endure their mistakes or trials before accomplishing their goal.  Many have very thick skin that allows them to endure the ridicule and numerous retries to better themselves and others.  Again, a person’s environment will play a role.
  10. Good Oral Language Skills. Many will have exceptional oral language skills. This was a major identifier of dyslexia in the late 1800s, early 1900s—student could have an intelligent conversation, but not be able to read the words in a book that corresponded with the conversation.  Many had, had an adequate education—most thought sitting in a formal school setting was a waste of their time.  Many probably experienced what Philip Schultz felt and described in his book, My Dyslexia, “He looked and spoke only to her, as if I were invisible.  It was the way I felt in school, listening to the teacher talk only to the other children, as if she didn’t think I would understand what she was saying, as if it was a waste of time talking to me” (p. 32).
  11. Can Learn. Dyslexics can learn how to use their prior knowledge of oral language to read and write.  Most will need systematic, explicit instruction to become average readers and writers.  Many will need this type of instruction to just hang-on or gain basic literacy skills.  Some will be able to absorb their rich environment to learn how to read.  This often takes different partnerships of teachers, parents, and community individuals, like tutors.  This will depend on the severity of the dyslexic symptoms and the individual’s environment.

References

Davis, R. (1997).  The Gift of Dyslexia.  New York, NY:  The Berkley Pub. Group

Griggs, K. (2020).  5 Reasons Why Dyslexics Make Powerful Changemakers.  LinkedIn post published May 30, 2020.

Kamkwamba, W. & Mealer, B. (2015). The Boy Who Harnessed the Wind.  New York, NY: Puffin Books.

Schultz, P. (2011). My Dyslexia. New York, NY: W.W. Norton & Co.

 

 

Engaging the Learner to Write

The next few blogs will be about writing.  This first blog will resonate more with online or at-home learning, as we as nation contend with COVID-19. 

          Writing is not a natural skill; it is a learned skill.  Writing is hard work, as students are developing the brain processing connections that allow them to put coherent words on a page.  Students should write every day to develop those brain connections.  I like to disguise the practice of writing into assignments or tasks that seem relevant and fun.  I often use science as a means to get students engaged in the task of writing.  The following are ideas that can be used to get students writing every day.

  1. Read a book about an animal or other topic that they may enjoy.  When I was with a group of Grade 1 students, we had about 10 minutes of “extra time” before we needed to be at the cafeteria for lunch.  So, I took a short book about worms of the classroom library shelf, read the book to them and conducted a short whole classroom discussion about student experiences with worms.  Students then wrote a couple of sentences about their experiences with worms.  Some students had the time to begin drawing pictures to increase the comprehension of their written words.  While they were writing I was able to remind students how to form a complete sentence.   
  2. Conduct an experiment.  Write observational notes in complete sentences.  Students also like to draw pictures to enhance their written description.  I like to have students conduct experiments that may last a week or so, as this gives more opportunity to write about their observations.  Students usually love to make things in the kitchen, which can provide a natural setting for collaboration, observation of changes, and why those changes may be taking place.  Students also enjoy gardening or germinating plants.
  3. Go on a bird walk.   Students can write notes about bird habitats, the colors of the birds, the sounds they may make, etc. 
  4. Go on a hunt or walk looking for wild flowers.  Students can write descriptive sentences about the flowers.  Students can also add a sketch to increase their retention of the flower features.
  5. Take a virtual tour of a museum about a topic that is of interest to the student(s).  Students can take notes about specified information.  Students can take notes about their observations.  Observations are usually different, unique to the students and can increase student participation in classroom discussions about the tour.
  6. Go on a bug hunt. Write notes about the bugs that you see along the way. Draw sketches of the bugs.
  7.  Analyzing pictures or art.  (a) Have students analyze a picture and write complete sentences about things they noticed or questions that they have about the picture.  (b) The picture can be used as a starting point for a story related to about the picture.
  8. Write a summary of a written passage.  This past school year I was with a group of Grade 4 students that struggled with the idea of summarizing a two-page story.  So, you may have to break the passage into paragraphs and have students write a sentence about each paragraph.  Once they have a sentence of each paragraph, students can put them into a paragraph format by adding a topic sentence and conclusion sentence.  Ideally the instruction should go back to modeling how to interpret sentences within each paragraph to inform the summary sentence.  The instruction may also need to include word meanings or other background knowledge about the topic.
  9. Sharing student writing. I have not met a group of students that do not enjoy the act of sharing their masterpieces.  The act of sharing is good for student self-esteem and for modeling possible sentences and format for their peers.  Some classrooms use this time for student acclamations of correct usage of verbiage, punctuation, etc.  I would greatly discourage negative comments by the teacher or their peers. 
  10. Take notes during a video.  I usually specify the expectations of the notes, like notes must be written in complete sentences and you must have at least 10 sentences related to the video.  I usually will ask a few students to read one of their sentences at the conclusion of the video.  This can begin a video discussion and give struggling students the opportunity to write another sentence. 
  11. Keep a journal of what they are reading.  Students can write a journal entry for each time they read.  This helps the reader to better comprehend the passage read. Younger readers may need assistance in processing the read information into a summary.  This also helps them to better retain the information read.
  12. Writing in a journal.  Students could also write a journal entry about specific topic.  I used this for students in classroom that had a very diverse student ability.  At times I would have them write their interpretation of a sentence, a poem, or even just a word.  The journal itself was not graded on their mechanics or grammar, but on their ability to form complete paragraph(s).  This freed the writer to focus on just putting words/sentences on the paper.  On some days, I would have students read a sentence or paragraph aloud to the class for those students who were struggling with forming a sentence.  At times I would write a sentence or two or a whole paragraph on the board to remind, reteach students how to form a paragraph.  I like to have students help me form the sentences of the paragraph to increase the “buy in” or engagement of students.
  13. Quick write.  The student writes as much information about a specified topic as they can in a designated timeframe, usually 5 minutes.  This may not be an exercise for all students, as some may shut down the process of writing altogether.  I encourage using incentives or individual goals to increase the buy-in of this exercise.   Again, the goal is put as many words on the page about the subject in complete sentences, not about mechanical or grammar.

Happy Writing!

Reading Your Environment

The summer break from the school classroom allows more time to explore and expand our knowledge and strengthen our literacy skills through our surrounding environment. Most adults do not take the time to explore and ponder our environment. Partly because we may already know what a sign means or what an object is or the information presented does not seem important to us. Accompanying children often miss the opportunity to learn or build their comprehension bank as adults are not taking the time to stop and explain or read the information aloud with them to absorb or ponder. This does not mean that you have to stop at every opportunity. But making the time to stop when these opportunities arise can ease the process for children in developing new literacy brain connections and/or reinforcing established connections. The opportunities for exploring our environment/world are endless; many are natural, some need to be planned. Some suggestions of planned exploration are explained in the following paragraphs.

Visit a museum. Museums are usually an opportunity for children to practice their reading skills and learn new things. I do suggest museums that included opportunities for children to touch and explore. Museums usually have opportunities for children or young adults to read information about the different displays or activities. Many museums will have opportunities for individuals to take part in different kinds of activities. The activities can include: a) digging for fossils or relicts that may explain how individuals lived in that area, b) exploring how magnets work, c) exploring how the human body works, d) planting flowers or vegetables, or e) building with Legos. The list of possible activities for children to participate in will depend on the focus and resources of the museum. Museums can also create curiosity that may lead to opportunities to research information learned further at home or at a library. While at museums children are expanding their knowledge through oral and printed words. Children are also expanding their knowledge or building new brain connections through their sense of touch.

Go for a walk or hike. Many communities have trails that include signs along the way to explain a special feature or plant. Most trails will have signs for you to follow to ensure that you’re going in the right direction. Many trails will have signs about special places, plants or wildlife. Stop and read the signs with your children and assist them in understanding what the signs mean. Most trails will include wildlife and plants. Stop and exam the structure of a plant or talk about how the plant receives nutrients. Or stop and observe an animal, maybe it has young or is gathering food. Talk about safe and unsafe animals and how to spot them. If you’re not native to walking or hiking, I do recommend that you ask others about the walk or hike and what you might need to take with you on your journey.

Visit a state and/or national park. They can be good source to increase and strengthen literacy brain connections. Each park will have a focus and all parks are not the right park for you and your family. Most parks do offer activities for individuals age 0-99. The focus of the park will dictate the opportunities available, some will allow fishing others will not. Some will offer programs for children to learn about native animals, plants, or the stars. Some may include touring caves, gold mines, or rock climbing. Many parks will also include guided or self-tours for the whole family. All parks will have opportunities for individuals to read written words.

Visit a bookstore that has sections of books for children and young adults to explore. I tend to gravitate towards Barnes and Noble, because they usually carry books on every topic and genre for individuals age 0-100. Bookstores often have story time that give children an opportunity to listen to a story. Some stores also include activities for children to complete after the story. Some stores will also have activities for young adults, like book clubs or book discussions on a particular book(s).

Visit a library-get a library card. Libraries can also be a wonderful place to read about the environment. Libraries can be a time to sit and read with your children. Libraries often have story time that follow with activities for children to complete. Most libraries offer the opportunity to download a book to read at home. Most libraries will have audio versions of a book that allow children or young adults to either listen to or read along with the audio. Many libraries will have a summer program for children to participate in.

Driving in your vehicle. The road can be an opportunity to read your environment. Look for a particular sign. Read license plates—look for particular states, letters, or numbers. Read mileage signs; discuss your destination—how many miles do we still need to go?, what is the next town?, etc. Read signs about a town or community along your way. Discuss what the color of each road sign means.

Read the store while shopping. Read the ingredients included in the can or package with your child. Read the signs of where to find things. Read the labels on the boxes. If you have a pet or if your thinking about getting one, visit the pet section. Talk about the different varieties of beds or fish tanks. What will be or is best for your pet. Discuss the different types of fish and how to best care for each type of fish.

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