- ·First, we get an idea for how much we can usually do – how many minutes, how many pages, etc.
- ·Then, we push ourselves to do just a little bit more than we normally do. Don’t overdo it!
- ·Try to read for a longer period of time. (Instead of stopping after 30 minutes, I’ll stop after 40 minutes today, no matter how many pages I get to.)
- ·Try to read more pages. (Instead of stopping after 14 pages today, I’ll keep reading until I’ve read at least 18 pages, no matter how long that takes, and then I’ll stop.)
- ·Try to read more pages in the same amount of time as usual (I won’t rush. I’ll push myself to keep going instead of taking breaks, I’ll stay focused, I’ll be sure I’m reading a book that is just-right for me instead of one that’s challenging, I’ll use strategies to help me stay in the zone…)
- ·Make a goal each session, jot it on a post-it, and put it in your book as a signpost.
- ·If you don’t reach your goal, no worries. Think about why not, and maybe next time, make your goal less challenging.
- ·If you do reach your goal, think about why. Then continue to make similar goals for a while until you feel ready to push yourself a little more again.
** NEVER EVER EVER rush through your reading in order to meet a goal.
The bottom line is: Good readers read at a pace that allows us to visualize,
to wonder, to predict, to connect to the characters, to think, to talk smartly and grow ideas about books!! Don’t let ANYTHING get in the way of that! **
Of course kids must learn to spell! If only to know when the spell checkers are wrong.
Ode to the Spell Checker
Eye halve a spelling chequer.
It came with my pea sea.
It plainly marques four my revue.
Miss steaks eye kin knot sea.
Eye strike a key and type a word.
And weight four it two say
weather eye am wrong oar write.
It shows me strait a weigh
As soon as a mist ache is maid,
It nose bee fore two long,
And eye can put the error rite.
Its rare le a ever wrong.
Eye have run this poem threw it
. I am shore your pleased two no.
Its letter perfect awl the weigh.
Don’t forget the math test on Tuesday.
Please bring in your health assignment tomorrow.
Read for at least 30 minutes tonight.
Good Luck in Detroit.
Grammar and spelling are extremely important in writing. Don’t turn in any writing assignment that has not used an electronic and/or a human spelling and grammar check.
It is a good idea to run grammar check when using a word processing program. It may help to keep a grammar usage handbook handy through your academic career so you can refresh your memory on rules regarding commas, semicolons and colons. Be sure to check for dangling and misplaced modifiers. Watch your parallelism and consistency in language.
Spelling errors are common, even on computers. If you know you have a spelling problem, keep a notebook or sheet of words you commonly misspell so you can check them in a paper. Have a spelling or word book handy. Another good idea is to keep a list of common spelling rules, such as the “I” before “e” except after “C” saying. You can refer back to this list while writing. Always spell check documents on a word processor. When you are proofreading your writing, look for spelling errors. Look for words that you know that you frequently misspell.
It is often a good idea to get another person to look at your document. That person may spot an error that you did not see because you knew in your mind how it should read, not how it was printed. Keep a dictionary handy when writing. You may want to use a traditional dictionary or an online one. Whatever is easiest and works best for you is what you should use.