The Texture Of Things

What We’re Reading

September 27th, 2007

KLee wanted to know when I had re-read Harry Potter 1-3. Well, I have done it. In fact, the tot and I are working on Goblet of Fire, and I think I understand better now why I had a hard time with and eventually bailed on this book. It’s going better the second time through. I will try to put together some thoughts when I get further along in this one.

Meanwhile, here is a picture of my daughter, the would-be reader.



  1. KLee says

    Cool! Offspring and I are reading Goblet Of Fire, too! We’re at the very end of it now, and I suspect that she will want to go on to Order of the Phoenix next. I’ve just about got her won over to the argument that the books are ALWAYS better than the movies because there’s so much they have to leave out of the movies. Oh, if only they could have 12 hour movies! 🙂

    Good deal that the Tot is “reading.” It familiarizes her with books, and how they’re actually read. You would not believe how many kindergarteners still don’t know how to hold a book the right way, or that we read from right to left. Any reading is good reading.

    September 28th, 2007 | #

  2. admin says

    Score one for the “OMG, the book was sooo much better than the movie” team!

    The Tot is an amazing pre-reader already. She has many books memorized, of course, so she “reads” them – either reciting the words or telling a story about the pictures – but she has also gotten pretty regular about dragging her fingers across words as she’s “reading” them. I know she’s got some whole word recognition, but I haven’t plotted how many and which words yet. I’m too lazy a parent for that, I think.

    September 28th, 2007 | #

  3. KLee says

    The dragging her finger thing is actually quite important. We teach our kids to “frame” the words by putting a finger on each side of the words, and we begin reading books this way. One good pre-reading exercise to do with her (if you’re interested in this sort of thing) is once she knows the individual sounds, string two or three together, and see if she can guess the word. Like “ss -ah – tuh” what does that make?”

    We also do blending, where I take my two sounds and have the kids put them together. I also reinforce the “put it together” idea by fisting my hands, and drawing them towards each other as they blend the sound — “hhh -ot: hot!” It helps kids who are more visual learners “see” us make the connection.

    It sounds like she’s well on track to read soon. Good for her, and for her smart parents for introducing her to books early on! 😉

    September 29th, 2007 | #

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