Since opening the shop in 1994 owners Elaine Henry and Tarlochan Singh Gill have turned Word Power into a vital hub for independent political and creative thought.įor the book lover a trip to Word Power is alive with the possibility of the kind of chance discovery increasingly unavailable in high street chains. As the writer Dilys Rose has put it: ‘Word Power is more than a book shop, it’s a way of life.’ The reaction to this week’s news that Word Power is to close indicates I am not alone. There’s also an intriguing children’s section featuring titles such as A is for Activist and Tales for Little Rebels. And a minimum of half an hour is always required to allow for a thorough inspection of shelves and tables crammed with the best political analysis, literature, poetry, philosophy and travel writing. I cannot leave without at least one purchase. Each time your child completes 100 reading steps, they earn a reading medal!! The names of medal winners are read over the morning announcements.My favourite Scottish independent bookshop is also the one I have tried to visit least.įor me, a trip to Edinburgh’s Word Power Books is an expensive business, both in terms of money and time. We will also log reading steps at school. Reading logs should be sent back and forth to school. The goal is to circle two houses each night (30 minutes of at home reading). On the reading log, for every one step completed at home, one house is circled, dated, and initialed by the parent. (It is important to remember that steps are not logged by the number of books read but rather by the number of minutes spent reading). Your child can make up a story to go along with the pictures.Įach time your child completes 15 minutes of reading, it equals 1 step on the IRLA reading log. Here is what reading may look like at home:ģ. The reading can be broken into smaller blocks of time (15 minutes is ideal). Our goal is that every child log a 30 minutes of reading at school and 30 minutes of reading at home each day. IRLA Reading Logs are used to keep track of the amount of time your child spends reading each day. WHAT ARE THEY AND HOW DO I FILL THEM OUT? The Power Word lists can be accessed by clicking the links below.
WHICH WORDS SHOULD MY CHILD BE PRACTICING?Īt the kindergarten level, it is the goal for students to be secure in recognizing all 60 words from the 1G List of Power Words, all 50 words from the 2G List of Power Words and all words from the white section of the 2G Category Word List by the end of the kindergarten school year. Improving fluency has a positive impact on reading comprehension as well as boosting self- confidence and increasing motivation to read independently. Learning to recognize sight words quickly and accurately leads to greater oral reading fluency and allows the reader to focus on more challenging words encountered while reading. WHY IS IT IMPORTANT THAT CHILDREN MEMORIZE SIGHT WORDS? When a child truly knows a sight word, he or she can recall it within three seconds and will not need to sound it out.
These words make up 50-75% of the words included in children’s books. “Power Words” (also known as Dolch words, Fry words, popcorn words, and high frequency words) are a set of frequently occurring words that children are encouraged to recognize by sight, rather than decode using other word identification strategies. WHAT ARE THEY AND WHY DOES MY CHILD NEED TO KNOW THEM? Families can assist their child in making strides in their independent reading abilities by reviewing power words, logging nightly at home IRLA reading steps and encouraging and praising your child's efforts in reading. The data provided by IRLA assessments tells the teacher where a student is currently reading, what skills they are secure in at that reading level, and provides a sequence of skills/behaviors the student needs to learn in order to continue to grow as a reader. The GLP teachers use the reading framework IRLA (Independent Reading Level Assessment) developed by the American Reading Company to assess children's current reading levels and determine instructional paths.
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