Lesson Plan: “How Children Read Differently From Books vs. Screens”
II. While Reading Activities
Word Inference
- scrolling |ˈskrōliNG| noun the action of moving displayed text or graphics up, down, or across on a computer screen in order to view different parts of them.
- format |ˈfôrˌmat| noun the way in which something is arranged or set out: the format of the funeral service.
- amusement |əˈmyo͞ozmənt| noun the state or experience of finding something funny: we looked with amusement at our horoscopes.
- fervently ˈfərvəntlē| adverb very enthusiastically or passionately: he fervently believes he’s doing the right thing | I fervently opposed the change.
- e-books |ˈēbo͝ok| noun an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
- master ˈmastər| verb [with object] 1 acquire complete knowledge or skill in (an accomplishment, technique, or art): I never mastered Latin.
- salient |ˈsālyənt| adjective 1 most noticeable or important: it succinctly covered all the salient points of the case. • prominent; conspicuous: it was always the salient object in my view.
- encourage |inˈkərij| verb [with object] give support, confidence, or hope to (someone): we were encouraged by the success of this venture | (as adjective encouraged) : I feel much encouraged.
- infinite |ˈinfənət| adjective 1 limitless or endless in space, extent, or size; impossible to measure or calculate: the infinite mercy of God | the infinite number of stars in the universe.
- contiguous |kənˈtiɡyo͞oəs| adjective • next or together in sequence: five hundred contiguous dictionary entries.
Source: New Oxford American Dictionary
Grammar Focus: Word -Recognition
In elementary school, she said, there’s an opportunity to start a conversation about the advantages of the different media: “It goes for print, goes for a digital screen, goes for audio, goes for video, they all have their uses — we need to make kids aware that not all media are best suited to all purposes.
Identify The Speakers
Naomi Baron, who is professor emerita of linguistics at American University.
- “there are two components, the physical medium and the mind-set we bring to reading on that medium — and everything else sort of follows from that.”
- “With younger children it makes sense to stick with print to the extent that it is possible.”
- “In an ideal world, children would learn “how to read contiguous text for enjoyment, how to stop, how to reflect.”
Dr. Jenny Radesky, a developmental behavioral pediatrician who is an assistant professor of pediatrics at Michigan Medicine C.S. Mott Children’s Hospital in Ann Arbor.
- “…apps designed to teach reading in the early years of school rely on gamification meant to keep children engaged.”
- “What has been missing in remote schooling is the classroom context, the teacher as meaning maker, to tie it all together, helping it be more meaningful to you, not just a bunch of curricular components you’ve mastered.”
Dr. Tiffany Munzer, a developmental behavioral pediatrician at Mott Children’s Hospital.
- “Any time that parents are able to engage with family reading time is good, using whatever medium works best for them.”
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