Monthly Archives: March 2010

What’s in a Word?

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From KRP’s What’s in a Word NIE supplement from the NIE Institute. 

What’s in a Word?  Probably more than you think. Take the word word, for instance. Word is more than 10 centuries old. It’s related to the Germanic word wort. It’s also related to verbum (Latin for “word”) and eirein (Greek for “to say or to speak”). Who would think there could be so much history in four little letters? 

Every word has a story, and some words have more than one. All of them together make up our language. Put them together, and you can say just about anything you want. Words are symbols that stand for things and ideas. Each word means something in particular; we combine them to express concepts ranging from simple to complex. Each word has a spoken and a written form, so that we can communicate either by talking or writing.

But everything about language isn’t simple and straightforward. A word often has several meanings. Sometimes several words mean the same thing. A single word can sometimes have different layers of meaning – it can express one idea openly and merely hint at another. Words can also be used to disguise a meaning when we don’t want to come right out and say it.

 

Every word has a root. A root is a base word, which may be changed by adding prefixes, suffixes, or other root words to it. Some roots, such as bio, geo, and ped, must be combined with other parts to form complete words. Others are complete words in themselves.

The word know, for example, can be modified or combined with other word parts to create many new words: knew, knows, knowing, knowingly, known, knowable, knower, unknown, knowability, knowingness, unknowingly, unknowingness, knowledge, know-how, know-it-all, know-nothing, knowledgeable, knowledgeably, knowledgeability, knowledgeableness

ACTIVITIES

1. Find a root word in a newspaper headline. Using this word as a base, see how many
other words you can form.
 

2. Pick a comic strip from today’s newspaper and rewrite it using only the root words (no prefixes or suffixes allowed!). Read the new version out loud.
 

3. Pick one section of the newspaper and see how many words you can find that are based on the following root words*:
auto (self)
chron (time)
feder, fid, fide (faith, trust)
form (form, shape)
gram, graph (write, written)
log, logo, ology (word, study, speech)
mem (remember)
mori, mors, mort (mortal, death)
port (carry)
psych (mind, soul)
sens, sent (feel)
techni (skill)
tele (far)
uni (one)
*(From Basic English Revisited by Sebranek and Meyer)

Visitors from Roseau

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We had visitors last Thursday from Roseau, Minnesota. Carla Olsen and her Mass Comm students from Roseau High School came to Grand Forks to learn about the Herald. This teacher and her students participate in the Herald’s Newspapers in Education Program.  We enjoyed your visit!

 

Carla Olsen and her Mass Comm students from Roseau, Minn.

 

 

Vocab Lab for the Young Reader

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Reading comes to life in these Vocab Lab activities! With a little energy and the right ingredients—including the newspaper—parents can transform non-readers into readers. Sources: National Institute for Literacy, LiteracyConnections.com and ThinkExist.com. Distributed by the NIE Institute.

ACTIVITY 1  Just as oxygen and hydrogen combine to make water (H2O), sounds go together to form words. Use the word LEG to show your child how each letter makes a sound in the word. Together, think of other words that begin with the L sound and write them on a piece of paper. Now look through the newspaper for other simple words. Write the words down and, together, sound out each letter and word.

In words such as “map,” each letter makes a sound. Other words use several letters to make one sound — the “a” sound in “eight,” for example. Look through the newspaper for more examples of words that use several letters to make one sound. Make a list of the letters and the sounds they represent.  
 

ACTIVITY 2  You won’t find a science lab without a periodic table. And you can’t have a Vocab Lab without the alphabet. To help your child grasp the role of each letter, focus on a different one each day. Write the “letter of the day” in the middle of a sheet of paper. Together, look through the newspaper and cut out words that begin with that letter. Then practice saying the words, emphasizing the letter of the day.

Most words use combinations of letters. Look through the newspaper for words that are the most difficult to pronounce and write them down. Practice sounding them out. How many letters combine to form each sound?

ACTIVITY 3  The eyes of an experienced reader can race through a book or article, knowing when to pause and what to emphasize. But a beginning reader might spend too much time trying to fit letters together. You can be a reading coach. Find a newspaper story of interest to your child and select one sentence from it. You can also use a child’s book with large type. Read the sentence out loud, pausing and raising or lowering your voice in the right places. Then ask your child to read it, three or four times, with you giving feedback.

ACTIVITY 4  Students become better readers as they increase their vocabulary. Help beginning readers learn new words by reading to them and encouraging them to read on their own. You can also teach new words by discussing their meaning before the child reads them. Find several new words in a newspaper story or children’s book and write them on a piece of paper. Talk to your child about the meaning of the  words. Then read the newspaper or book together. Discuss the new words when you’re finished.

Find a word in a textbook or newspaper that is unfamiliar to you. You’re going to learn it today! First, guess what the word means by thinking about its root, prefix, and suffix. Then look up the word. Were you close? Try to work the word in to conversation or writing today.

ACTIVITY 5  After an experiment in a science lab, you would look at the result to make sense of what happened. In Vocab Lab, readers need to make sense of what they read. Help young readers think about what they’ve read by taking these steps:

1. Ask her to summarize — in her own words — what she read.
2. Ask her about something in the reading she didn’t describe.
3. Help her go back and find the answer.
4. Clarify any ideas or words that confuse her.
5. Talk about what could happen next in the reading.

ACTIVITY 6  When a reader has to pause and “decode” a word — even a simple word — the interruption hurts his comprehension. Help your young reader memorize his list of “sight words” by giving examples of the words in use. Some words are especially hard to define for example: are, for, in, out, the, any, has, or, and, can and is.  Pick a hard-to define word and, using photos in the newspaper, make up simple phrases using the word. Then encourage your child to use the word.

The more you read, the more words you add to your “sight words” list. Recognizing so many words instantly allows you to breeze along in your reading. Do this experiment: read a paragraph in news stories you find about sports, entertainment, business, and politics. Underline the words you have to “decode.” Which story has the most?

Character Ed Newspaper Activities

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The following activities are from the Character Education Through the Newspaper, by Ann West and distributed by the NIE Institute.

1. CALL ME IRRESPONSIBLE  Have you ever heard those words spoken in your home or in your school?  Perhaps you have heard these words directed at you.  Think about some of the consequences you have had to face when you failed to take care of your responsibilities.  Can people get in serious trouble when they act irresponsibly?  Now you have the opportunity to look through the newspaper to find examples of others who have failed to live up to their responsibilities.  Try to find several examples of irresponsible behavior in the newspaper.  Clip out each headline, story, photo, editorial reference , comic strip, etc., and tape on separate sheets of paper.  Look at each example.  Identify the person who failed responsibility.  Describe the responsibility involved and what was or might yet be the consequence.  

2. 

Literacy Journey through the Newspaper

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Here’s an article from the 2007 NIE Literacy tab.  The article "Around the World and Home Again: A Literacy Journey Through the News" was written by Gail J. Price, Multimedia Specialist from the National Center for Family Literacy.  NCFL is a nonprofit organization recognized worldwide as the leader in family literacy development. For more information, visit www.famlit.org. The tab was produced by the Newspaper Association of America and funded by Idearc Media.

When it comes to learning about what’s happening around the world and in our own back yards, there’s no better resource than the newspaper. Right at your family’s fingertips is a wealth of information about places, events and people – and opportunities to expand your child’s knowledge and improve his reading skills.
 

The journey can begin simply with a conversation about something you see or read together in the world news section or maybe something from the Sunday edition. Asking questions is a good way to start the conversation, create a focus for reading and help build comprehension.
 

Incorporate your child’s interests in the conversation. What does he/she think the national sport of that country is? What kind of music do people there listen to? What are the major industries? Who are the famous people from that country? If the article doesn’t answer these questions, look for more information on the Internet or at the library.
 

Datelines in newspapers (usually found at the beginning of an article) identify where the article originated. With your child, take a trip using the datelines you find in the world news section. Pick one to begin with and then, using three or four others, plan a trip together.
 

Consider the best way to get to the next location – train, airplane, car, boat? Talk about how the weather might change from location to location, plus food you might find, places to see, things to do and the different geographic features of each country.

Mark your trip on a map and keep track of the miles you travel. Use each new location as an opportunity to “file a news story” about the country to someone “at home.” Make sure to answer the “W” questions – who, what, where, when and why – in the report. And of course, include the dateline.
 

Places aren’t the only feature of interest in world news stories. These articles also tie the names of people from all over the world to particular events and countries. Talk with your child about some of the people you read about in the newspaper. Who are they? What jobs do they hold in their own countries? What is an equivalent job in our country: president, army general, member of Congress? How does the writer feel about the person, and why? Why is this person in the newspaper – what events are also reported in the article?Is there a recent U.S. event your child knows about that is similar or connected? Helping children connect world events to their own experiences increases their understanding and deepens their knowledge about what they are reading.
 

After your tour of the world, you’re probably ready to come home and find out what’s happening in your own neighborhood. The local news section of the newspaper provides lots of opportunities to show your child how learning and reading are relevant to daily life.
 

 

No more bullies!

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The following information is from the KRP NIE tab, The Power of You distributed by the NIE Institute.

When there is bullying behavior in schools no one wins – not even bullies.

Here’a quick look at the consequences for everyone involved: The victims of bullies, the bystanders and the bullies.

Consequences for victims: Studies show that the victims of bullies suffer thoughts of suicide, loneliness, lower self-esteem, lower grades and an increased rate of depression. They may also feel afraid, alienated, angry, ashamed, depressed, disempowered, hurt, sad, stupid, subhuman, trampled on, ugly and useless. (Sullivan, 2000)

Consequences for bullies: Bullying can lead to criminal behaviors. Approximately 60 percent of boys who were characterized as bullies in grades 6 through 9 had at least one conviction by the age of 24. Even more dramatically, as many as 35 percent to 40 percent of former bullies had three or more convictions at this age. (Olweus-bullying.org.)

Effects on bystanders  Even when they’re not being bullied, bystanders suffer fear of retaliation, feel powerless to change things, feel guilty, and unfortunately, feel less empathy for victims.

Bullying tears down the environment in schools and in our communities. That’s why it’s important to refuse to tolerate bullying behavior. Don’t laugh when someone else is being bullied. Defend others being bullied, and most importantly, make sure an adult knows what is going on.

ACTIVITIES

1. Write a pretend news story about a bullying incident in your school. Describe the situation from three points of view: from the bully’s point of view, the victim’s point of view and a bystander’s. Share with others.

2. Using the statistic that 80 percent of adolescents reported being bullied during their school years, do the math. How many students in your classroom equal 80 percent? With the help of your teacher, conduct an anonymous survey asking how many of your classmates have been bullied. What is the percentage? How does it compare to the national average? Create a graph showing your results.

Census 2010: It’s all about us

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Every ten years, a Portrait of America is taken by the U.S. Census Bureau. The following supplement about the census was produced by the NIE Institute.  It provides a clear and detailed picture of how the census has been conducted throughout our history and what it means for our future. 

To download a pdf copy, click the link below

 legacy.grandforksherald.com/pdfs/census[1].pdf

Note: if you are going to print this pdf, make sure to adjust your print setting to "fit on page". The pdf is bigger than 8.5 x 11 (normal print size.)

 

For Sale! Advertising Activities

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For sale! If it weren’t for advertising, there would be no newspapers. The amount readers pay for their newspapers would seldom even buy the paper used for printing. But by selling ads to manufacturers, businesses, and individuals, newspapers can go about the business of keeping their readers informed. It’s not a one-sided bargain, however. Advertising in the newspaper is one of the most effective ways to reach people with a message. It’s a partnership that has worked well for many years.

Advertising is designed to sell a product, a service, or an idea. In newspapers, there are two main types of advertising: display ads and classified ads.

Display ads are the graphic ads located throughout the newspaper. They can be as large as two full pages or small enough to carry only a business’ name and phone number. Retail stores are the most frequent users of display ads.

Classified ads are found in a separate section. They are placed by individuals who want to sell cars, appliances, and other personal items. Real estate firms, car dealers, and businesses looking for workers also place classified ads. These ads can vary in size from a few lines to a full page.

Many newspapers also accept another kind of advertising called inserts. They are stand-alone sections that might be several pages long. Newspaper ads are sold by sales representatives. They work closely with their clients to produce ads that reach a specific group of people (young adults, married couples, etc.).

 

It’s all in the technique Advertisers use all sorts of techniques to get their messages across.

Attention-grabbing headlines: A successful newspaper ad needs agood headline to grab attention. Such a headline might make a promise orarouse curiosity. It might also appeal to a specific group of readers, suchas young adults.

Slogans: Short, catchy phrases designed to create a certain image arecalled slogans. Advertisers rely on slogans to stick in readers’ minds.

Testimonials: When a well-known person endorses, or speaks out for,a product or service, it’s called a testimonial. Athletes, television stars, andother celebrities are favorites among advertisers.

Product characters: Many advertisers rely on cartoon characters andother fictional people to advertise their products — especially products forchildren. Product comparison: When competition is heavy, comparisons betweenproducts are frequently used. A comparison ad might list one product’sadvantages over another.Repetition: A favorite technique for advertisers is repetition. Many believe the more a company or product name is seen, the better.— Adapted from World Book Encyclopedia

ACTIVITIES

1. Look through your newspaper and find examples of display advertising, classified advertising, and preprinted inserts. Share your examples with the class and talk about uses for each type of advertising.
 

2. Who advertises in your newspaper? Categorize the display ads in one day’s newspaper according to the products and services advertised — clothing, food, furniture, electronics, etc. Show your findings on a chart or graph.
 

3. Advertisements are usually designed to appeal to a specific group of people, such as young parents, teenagers, or senior citizens. The group an ad is aimed at is called the target audience. Collect at least five newspaper ads and identify the target audience for each. Be prepared to explain your reasoning.
 

4. Pretend that you’ve been given $1,000 to spend on anything you want — or need. Then go “shopping” through your newspaper’s advertisements and jot down the items you would buy. As a class, discuss how advertising might have influenced your decisions.

Life’s Lessons – Honesty K-3

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This information is from the Washington Times Project Solution: Discovering Lessons for Life from the NIE Institute.

It’s great when people say nice things about us. We all like to get compliments from time to time, about the way we look or the way we act. It feels good when someone says “you look pretty today,” or “what a beautiful painting,” or “great hit,” or “you did a really good job of cleaning up your room,” or “I love you so much.” Do you know what’s one of the nicest things people can say about you? That you are honest! Being an honest person is one of the most important things you can ever be. Because when you’re honest, you’re dependable, trustworthy and responsible. When you’re an honest person, people know they can count on you to do the right thing. They also know that if they ask you a question, you’ll tell them the truth!

Sometimes that’s not the easiest thing to do. Did you ever break something or spill something by accident? You might have thought, “If I don’t say anything about it, no one will know I did it.” But you know what? That’s not the right thing to do. And it’s certainly not the brave thing to do. And you know what else? Somebody always finds out. If you tell the truth, even when it’s hard, it shows you respect other people. It also shows you respect yourself! 

Anyone can tell a lie. But the bravest, most caring and most responsible people tell the truth. And that’s the truth about honesty!

LUNCHBAG BANDIT STORY                                                                            Something terrible was happening at our school. Someone was stealing lunches! Last Thursday, Franklin’s lunch got nabbed. Tuesday it was Gabe’s. Our principal, Mrs. Olson, made an announcement over the loudspeaker. She asked everyone to be honest, and asked whoever was stealing to tell the truth. But no one said a word, and the lunches just kept disappearing!

Yesterday, I solved the mystery, by accident. I was late coming into school because mom’s car wouldn’t start. When I got there, the halls were empty. I was walking to the office with my late note when I saw someone hanging out by the lockers. It was a girl named Angie, and she was taking a lunchbag from my friend Alice’s locker!

At first I didn’t know what to do. I thought about telling a teacher or the principal, but I didn’t really want to be a tattle tale. So I quietly walked up to Angie and asked her what she was doing. She nearly jumped through the ceiling! She took a few seconds to answer, and then she said she had lost something. I said, “Did you think you would find it in Alice’s lunch?” Then Angie started crying. She told me her mother couldn’t afford to give her lunch money every day, and that she often went hungry all afternoon. She said she knew it was wrong and dishonest to take someone else’s lunch, but she didn’t know what else to do. I reached into my pocket. Luckily, I had a dollar left from this week’s allowance. So I gave it to Angie.

Then I told her I thought she should tell Mrs. Olson that she was the lunchbag bandit. Angie said, “But I’ll get in so much trouble!” I told her that if she was honest and admitted stealing the lunches, Mrs. Olson would probably understand. Then I offered to go the office with her, since I still had to take my late note there. I didn’t stick around to hear what happened, but later on the playground Angie thanked me for my help and my money, and told me Mrs. Olson had a special program for kids who couldn’t afford to buy lunch. Then Angie did a very brave thing. She told Alice, Gabe, Franklin and all the other kids that she was the one who had taken the lunches.

Then she whispered something in my ear. She said, “You know what? It feels good to be honest. Thanks for not telling on me, and thanks for being my friend!”

QUESTIONS FOR THE LUNCHBAG BANDIT STORY
1) When Mrs. Olson found out someone was taking lunches, she made an announcement. What did she ask the kids to do?
2) How did Ed accidently catch the lunchbag bandit?
3) Why had Angie been stealing lunches?
4) Why did Ed decide to talk to Angie, instead of telling on her?
5) Ed did several things to help Angie. Can you think of one?
6) How did Mrs. Olson help Angie?
7) Why did Angie feel better about herself?

ACTIVITIES                                                                                                           1. Sometimes in the newspaper, and many times in the magazine section of the Sunday paper, you’ll find a story about a kid or an adult who has done something extraordinary to help others. Chances are, that person was trustworthy, dependable and honest! Look through the paper with an adult and try to find one of those stories, then read it together.

2. There’s nothing like good old-fashioned role-playing to get a point across and have some fun, too! Pick a time when the family can get together and “create” some situations that involve being honest and trustworthy. You might think about a valuable object getting broken or lost, a child cheating at school, or one sibling “telling” on the other. Discuss how your child might act in these situations, and just as importantly, how you might “react.” If your child comes to understand that you value honesty, regardless of the “crime” committed, it may help in future predicaments.

 

FAMILY TIPS                                                                          1) Encouraging honesty in your child promotes a wide range of positive behaviors, including self respect, respecting others, acting responsibly and dependably, and making the right choices. Treat the issue of honesty with the weight it deserves. Condoning dishonesty can have a negative and lasting effect on your child’s social interactions.
 

2) Another aspect of honesty is being true to yourself. As your child gets older, he/she will become more and more susceptible to the influences of peer pressure. Remind him/her to stick to the values you’ve instilled, regardless of what the kid down the street “gets away with.”
 

3) Be aware of how you model integrity in your own daily life. Do you often make excuses to people on the phone or in person that are untrue? Do you tell your child things that aren’t true to ease out of a difficult situation? Little white lies are dishonest, no matter how you rationalize them. Remember that your child learns a great deal from your actions, good and bad.
 

4) Television shows and videos are a big part of most family’s lives. It is possible however to take opportunities to learn from situations portrayed in these programs. The whole range of human nature is on display. Discuss why certain characters acted honestly or dishonestly, responsibly or irresponsibly. Be aware of a modern twist in today’s movies and shows: the bad guy sometimes wins.

 

Life’s Lessons – Caring K-3

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This information is from the Washington Times Project Solution:  Discovering Lessons for Life from the NIE Institute. 

Who cares about other people? Who cares about animals and plants and other living things? Who cares about the Earth and its natural resources? Who cares about doing the right thing, acting responsibly and showing respect?

You do, of course! Because, if you didn’t really care about what happens to other people and things, and if nobody else cared either, this would be a pretty sad and lonely world.

And who would care for you? Who would feed you when you were hungry, or help you when you were sick? Who would give you hugs and encouragement when you were feeling down in the dumps? Well, if nobody cared, then nobody would!

You probably have many people in your life who do care about you, like friends, brothers and sisters, parents, aunts, uncles, teachers, doctors, neighbors …Wow! That’s quite a long list of caring individuals! You must be in good hands!

So now it’s your turn to show you care. Take care of your friends and family. Care about others who may need your help. Show you care about the Earth by throwing out your trash, recycling and conserving water and electricity. And,while you’re doing all this wonderful caring stuff, don’t forget to care about yourself, too!

CARELESS COREY                                                                         There was once a very careless kid named Corey. He was careless with his toys, which he often left strewn on the floor of his room or abandoned on the stairs. He was careless with his clothes, which he piled up in the corner of his room or in the bottom of his closet, or bunched up in his drawers. He was careless with his pet fish, Casey, whom he neglected to feed for days at a time. Basically, the only thing that Corey really cared about was himself!

His parents were forever reminding Corey about his carelessness: “You need to pick up your toys before they get broken or lost.” Or, “You need to take care of your clothes so they’re not all wrinkled, stained or ripped.” Or, “You need to take better care of Casey or he’ll die!” But since Corey didn’t really care, he never did what his parents said. Usually his mom and dad picked up and repaired all of Corey’s toys. They washed, ironed and neatly put away his clothes, and fed poor old Casey. But one day, they decided enough was enough. So they stopped picking up after Corey, and stopped taking care of his fish.

Two weeks went by. Corey’s room looked like a hurricane had been through it! There were broken toys and wrinkled, stained,and ripped clothes everywhere. And poor old Casey was floating upside down in his dirty, smelly fish bowl. One day Corey came bursting into the house after school. “Hey mom, I’ve been invited to a party over at Edward’s house this afternoon. I’m supposed to put on some nice clothes and bring my favorite toy. May I go?” His mom said it was okay. But when Corey went up to his room, he couldn’t find any nice clothes that weren’t stained, ripped or wrinkled. He couldn’t find any toys that weren’t broken or missing pieces.

He ran downstairs and asked his mom to wash and iron a shirt for him. But she told him she was too busy repairing the dishwasher. He asked his dad to fix one of his favorite toys. But his Dad said he was too busy preparing dinner. So Corey went back upstairs and sat down sadly on the edge of his bed. He had nothing to wear and nothing to bring to Edward’s party. Then he noticed,for the first time in several days, old Casey floating lifeless in his bowl. “Oh no!” he cried, “Look what I’ve done now!”

It’s unfortunate, but sometimes it takes a disaster for people to realize how important it is to care about things. Corey spent that afternoon and evening carefully picking up his toys and straightening up the clothes in his drawers and closet. He buried old Casey in the garden behind the house. And from that day on,Corey became a very responsible and caring kid.

ACTIVITIES                                                                                                          1. Often there are stories in the paper about good-hearted, responsible people who show how much they care for others or for the Earth. Look through the paper and find a story about one of these caring people. Read it together. Then, on a piece of paper, write a few words or draw a picture that illustrates what happened in the story.

2. Think about someone you know who isn’t feeling well,or someone you haven’t seen in a longtime. Create your own “Get Well” card, or “Just Thinking About You” card. Decorate the front with a drawing, then write a few words that show how much you care about this person. on’t forget to sign it before you send it!

TIPS TO HELP CHILDREN LEARN CARING BEHAVIOR

1. Children often learn caring behavior from observing the way adults around them interact with their world. Look for opportunities to model compassion for other people and living things. Take your child along when you visit a sick friend or an elderly neighbor. Take your child to the veterinarian with you when your family pet needs attention. Let your child tag along with you on your next recycling run. If your child sees that caring is a significant aspect of your daily life,it will come more naturally to him,too.

2. It’s important to convey that caring is a way of life, not just something you happen to do in a particular situation. When you’re a caring individual, you show compassion for all living things, from the tiniest ladybug to members of the human race. You take care of your personal items and you take care of the Earth. Caring means you strive to do the right thing and act responsibly all the time.

3. We constantly tell our kids things like “Be nice to your brother,” or “Give your grandpa a big hug.” Caring about members of our family and people we know well is very important, but it’s also essential to teach your child to feel compassion for nameless people across town and around the world. When possible, educate your child about homelessness and world hunger. Your child may want to contribute in some small way to helping others. At the very least, he maybe more appreciative of the things he has, including the roof over his head.

4. Like every other positive behavior, catching your child demonstrating compassion and letting her know how much you respect her for it, will only encourage more of the same. Caring is not second nature with most young kids. Acknowledging caring when you see it will help him/her learn appropriate ways to interact with the world. A little caring contribution will make a big difference and go a very long way!