Episode 5: Unlocking the Joy of Reading, Writing, Math and Study Skills for Lifelong Success

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Unlock the secrets to transforming both reading and writing into engaging and powerful experiences for learners of all ages. Discover how simple strategies like reading aloud can do wonders for focus and stress reduction, while active reading techniques turn passive reading into an interactive adventure. We promise you'll gain insights into selecting books that captivate and how everyday activities can enhance reading skills, setting the stage for a lifelong love of reading.

Journey into the realm of writing, where exposure to diverse reading materials can spark creativity in young minds. By incorporating writing into daily routines through fun activities and group storytelling, we aim to build confidence and fluency in young writers. From experimenting with styles like letters and persuasive essays to harnessing technology through digital storytelling platforms, we share ways to make writing accessible, exciting, and an integral part of everyday life.

With a focus on academic success, we dive into creating environments that support strong study habits and foster critical thinking. We'll guide you on setting up dedicated study spaces and routines, emphasizing practical applications like using math in daily tasks. Our discussion highlights the importance of parental involvement in modeling good habits and effective time management. As we close, we encourage listeners to join us in this collaborative effort to nurture young learners, sharing ideas and tips for promoting a culture of joyful and effective learning.

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Episode Transcript

Speaker 1 (00:00):
Hey everyone and welcome back to the Deep Dive.
Today we're diving intosomething I think we can all
relate to reading comprehension.

Speaker 2 (00:08):
It's definitely something that's so important,
no matter what you're doing.

Speaker 1 (00:11):
Absolutely.
I mean, whether you're preppingfor, like, a big work
presentation, or you're tryingto catch up on some research, or
you know you're even justtrying to enjoy a good book,
you've got to be able toactually understand what you're
reading.

Speaker 2 (00:23):
That's so true.

Speaker 1 (00:27):
And that's what's so cool about the guide we're
looking at today it's packedwith all these practical tips
and strategies to help us reallyboost those comprehension
skills.

Speaker 2 (00:33):
Yeah, it's not just about, you know, kind of like
skimming the surface.

Speaker 1 (00:36):
Right.

Speaker 2 (00:36):
We're going to go deeper and figure out how to
really extract meaning, makeconnections and truly engage
with the text, like those arethe goals today.
I love that.
And make connections and trulyengage with the text, like those
are the goals today.

Speaker 1 (00:47):
I love that.
And you know the guide startsoff by really emphasizing that
reading comprehension.
You know it's more complex thanwe might realize.
It's not just like okay, I knowwhat all these words mean
individually.
Right, it's about putting thosepieces together like a puzzle.

Speaker 2 (01:00):
Exactly, and there's even research that shows strong
reading comprehension skills arelike super important for
academic success.

Speaker 1 (01:07):
Oh, for sure.

Speaker 2 (01:09):
Think about it those early foundations in reading
comprehension, they're thebuilding blocks for
understanding all those moredifficult subjects later on.

Speaker 1 (01:17):
Totally.
I mean, you can't really grasphistory or science or even math
if you can't understand whatyou're reading in the first
place.

Speaker 2 (01:23):
Exactly.

Speaker 1 (01:24):
It's like you're trying to build a house on a
shaky foundation.

Speaker 2 (01:26):
Exactly.
It's going to fall apart, butthe good news is reading
comprehension is a skill you candevelop and improve, no matter
your age.

Speaker 1 (01:34):
That is good news, and I was actually really
surprised by one of thetechniques.
The guide emphasizes you readyfor this?

Speaker 2 (01:41):
Okay, I'm ready.

Speaker 1 (01:42):
Reading aloud, I know right, you might think that's
like just a thing for kids, butthere's more and more evidence
that shows that reading aloud,even as adults, can have some
pretty amazing benefits.

Speaker 2 (01:55):
Like what.

Speaker 1 (01:56):
Well, for one.
The guide mentions that it canactually help us focus better,
Really.
Yeah, it can also help usabsorb new vocabulary and even
reduce stress.

Speaker 2 (02:05):
Wow, I never would have thought about that.
Why do you think that is?

Speaker 1 (02:10):
Well, it seems like it's because by engaging more of
our senses, you know, byactually vocalizing the words,
it helps us, like, solidify theinformation in our brains.

Speaker 2 (02:21):
Ah, that makes sense and I can see how, for kids, you
know, hearing someone readaloud can be really beneficial
too.

Speaker 1 (02:27):
For sure it exposes them to like proper
pronunciation and intonation sothey can start to like,
internalize those patterns.

Speaker 2 (02:35):
Yeah, it's like setting a good example for them
to follow.

Speaker 1 (02:37):
Right, you know it's funny you mentioning that,
because it reminds me of how mydad used to read to me every
night when I was little.
I was completely captivated bythose stories, like it wasn't
just about the words themselves,it was the whole experience,
like the sound of his voice, thetime we spent together.
It made those books so special.

Speaker 2 (02:53):
That's so sweet.
It really shows how powerfulthose shared reading experiences
can be.

Speaker 1 (02:57):
For sure.
And that actually brings us toanother key point from the guide
Choosing age appropriate andengaging books is super
important.

Speaker 2 (03:06):
Oh, absolutely, it's got to be something you're
actually interested in.

Speaker 1 (03:08):
Exactly Like.
For kids, that might meangraphic novels, adventure series
, anything that really capturestheir attention, and for adults
it could be diving into abiography of someone you admire
or like exploring a new hobby,or even revisiting a favorite
book from your childhood.

Speaker 2 (03:26):
Ooh, I love that idea Going back to the classics.

Speaker 1 (03:29):
Right, there's a reason those books have stood
the test of time.

Speaker 2 (03:32):
Totally.
But even with like the mostfascinating book in the world,
we can still sometimes fall intothat trap of passive reading.
Yeah, you know just skimmingthe surface.

Speaker 1 (03:42):
Oh, I know what you mean.
Like your eyes are movingacross the words, but your
brain's not really absorbinganything.

Speaker 2 (03:46):
Exactly, and that's where those active reading
techniques from the guide comein.
These strategies really helpyou dig deeper into the meaning
of the text.

Speaker 1 (03:55):
Okay, so let's break down those active reading
techniques, because I'm reallycurious to hear more about them.
What's the first one?

Speaker 2 (04:05):
Well, one of the most effective ones is predicting,
Like before you turn the pagetry to anticipate what's going
to happen next.

Speaker 1 (04:08):
Oh, I love that.
It's like turning reading intoa game.

Speaker 2 (04:10):
Exactly.
And even if your prediction'swrong, the act of making that
prediction forces you to thinkcritically about the plot, the
characters, the author, theauthor's intentions.

Speaker 1 (04:21):
Right.
It makes you like an activeparticipant in the story instead
of just a passive observer.

Speaker 2 (04:25):
Exactly.
And another powerful techniqueis making connections Like as
you're reading.
Try to relate the text to yourown experiences, other books
you've read or even currentevents.

Speaker 1 (04:37):
I see.
So it's about taking thoseabstract ideas and grounding
them in something that's morerelatable to you.

Speaker 2 (04:42):
Precisely, and those connections help solidify your
understanding and make theinformation more memorable.

Speaker 1 (04:49):
Okay, I like that.
What's another technique?

Speaker 2 (04:51):
Another really helpful one is visualizing, like
close your eyes and try topicture what the author is
describing.

Speaker 1 (04:57):
It's like creating your own little movie in your
head.

Speaker 2 (04:59):
Exactly, and research has shown that visualizing
actually activates multipleareas of the brain, which
strengthens memory andcomprehension.

Speaker 1 (05:06):
Wow, that's fascinating.
I'm definitely going to trythat.

Speaker 2 (05:09):
It's especially helpful for kids, you know,
because it helps develop theirimaginations and bring the story
to life.

Speaker 1 (05:15):
Okay, so we've got predicting, making connections,
visualizing what's the lasttechnique.

Speaker 2 (05:21):
The last one is summarizing, and this is a great
way to make sure you've reallyunderstood what you've read.

Speaker 1 (05:27):
How so.

Speaker 2 (05:28):
Well, can you explain the main points of the text to
someone else in your own words?
Could you teach what youlearned?

Speaker 1 (05:34):
Ah, I see, If you can do that, then you know you've
really grasped the material.

Speaker 2 (05:40):
Exactly.
It's the ultimate test ofcomprehension.

Speaker 1 (05:42):
Love it.
I feel like these activereading techniques are like game
changers.

Speaker 2 (05:46):
They totally are.

Speaker 1 (05:51):
But you know, the guide also reminds us that
building a strong vocabulary is,like really essential for
reading comprehension.
It's like having a biggertoolbox filled with words you
can use to understand andexpress yourself.

Speaker 2 (05:58):
Oh yeah, for sure, it's so important.

Speaker 1 (06:00):
But it doesn't have to be boring.

Speaker 2 (06:02):
No, not at all.
The guide suggestsincorporating fun activities
like word games, crosswords andeven labeling everyday objects.

Speaker 1 (06:09):
Labeling everyday objects.
That's interesting.

Speaker 2 (06:11):
Yeah, like if you have a young child, you can go
around the house and labeleverything you see.

Speaker 1 (06:15):
Ah, I see.
So it's like turning your homeinto a giant vocabulary lesson.

Speaker 2 (06:19):
Exactly, and it makes learning new words more
engaging and memorable.

Speaker 1 (06:23):
That's a great idea.
Exactly, and it makes learningnew words more engaging and
memorable.
That's a great idea.
And speaking of making readingmore engaging, the guide also
emphasizes the importance ofcreating a reading-rich
environment.

Speaker 2 (06:35):
Oh, absolutely.

Speaker 1 (06:36):
It's about making reading feel like a treat, not a
chore, so like a cozy cornerwith a comfy chair, good
lighting and, of course, a stackof inviting books.

Speaker 2 (06:41):
Exactly, and for children it's so important to
lead by example.
Reading stack of inviting books.
Exactly, and for children it'sso important to lead by example
Reading.
Well, if they see the adults intheir lives reading regularly,
they'll be more likely toembrace reading themselves.

Speaker 1 (06:53):
It's like that saying actions speak louder than words
.

Speaker 2 (06:55):
Exactly.
But you know, in today's worldwe can't really ignore the role
of technology either.

Speaker 1 (07:00):
True, I mean, we've got e-books, audio books,
educational apps.
They're everywhere, right.

Speaker 2 (07:04):
And they can be really valuable.
Tools like e-books and audiobooks can make reading more
accessible for people who mightstruggle with traditional print,
and educational apps can makelearning more fun and engaging.

Speaker 1 (07:17):
Yeah, I love how there are so many options these
days, but I did notice that theguide also cautions against
relying solely on screens.

Speaker 2 (07:24):
Oh yeah, for sure, Like technology has its place,
but there's nothing quite likethat tactile experience of
holding a physical book, turningthe pages, getting lost in the
story.

Speaker 1 (07:34):
I agree.
There's something special aboutthat physical connection to a
book.
So what's your take?
Do you prefer digital or print?

Speaker 2 (07:41):
Hmm, that's a tough one.
I think it really depends onthe mood and the material Like
sometimes, I love theconvenience of e-books,
especially when I'm traveling.

Speaker 1 (07:50):
Right.

Speaker 2 (07:51):
But there's nothing quite like curling up with a
good old-fashioned paperback.

Speaker 1 (07:54):
I hear you.
It's like the differencebetween watching a movie on your
phone and seeing it on the bigscreen.
Both have their perks.

Speaker 2 (08:00):
Exactly, and you know .
Another point the guide bringsup that I found really
interesting is this idea ofweaving reading into our
everyday routines.

Speaker 1 (08:07):
Oh yeah, Like making it feel like a natural part of
our lives rather than like thisseparate scheduled activity.

Speaker 2 (08:13):
Yeah, precisely, and it's easier than you might think
Like.
Think about cooking together.
Reading recipes aloud andfollowing the instructions as a
team can be a fun way to buildsequencing skills and
understanding of directions.

Speaker 1 (08:26):
That's true, and it's way more engaging than just
staring at a screen, absolutely.

Speaker 2 (08:31):
Yeah.
Or think about all the signsand labels we encounter every
day Street signs, menus, foodlabels.

Speaker 1 (08:37):
Oh, I see those are all opportunities to practice
reading comprehension in thereal world.

Speaker 2 (08:41):
Exactly, it's about making those connections between
words and their meaning ineveryday life.

Speaker 1 (08:47):
I love that.
It's like a constant low-keyreading comprehension workout.

Speaker 2 (08:51):
Exactly and last but not least, the guide reminds us
that learning to read, and toread well, it, takes time and
practice.

Speaker 1 (08:59):
So true, it's a journey, not a destination.

Speaker 2 (09:02):
Right.
We need to be patient withourselves and with the young
readers in our lives.
Not everyone learns at the samepace.

Speaker 1 (09:07):
Absolutely, and that's why it's so important to
celebrate those small wins alongthe way.

Speaker 2 (09:12):
Oh for sure Did they finish a chapter, Tried a new
genre.
Those are all achievementsworth acknowledging.

Speaker 1 (09:17):
It's all about positive reinforcement.
It builds confidence andfosters that love of reading.

Speaker 2 (09:21):
Exactly.
In fact, I have a personalanecdote that really highlights
the power of patience andperseverance when it comes to
reading.
When I was younger, I actuallyreally struggled with reading.
I was a slow reader and I wouldoften feel lost and discouraged
.

Speaker 1 (09:37):
Oh wow, I would have never guessed.

Speaker 2 (09:38):
Yeah, it was tough, but you know, with time and
patience and a lot ofencouragement from my parents
and teachers, I was able toovercome that challenge.

Speaker 1 (09:46):
That's so inspiring.
It's a good reminder that eventhose who seem like natural
readers often have their ownunique journeys and struggles.

Speaker 2 (09:54):
Absolutely, and you know, building on this idea of
support and guidance, the GEDEGactually highlights the
importance of focusing onphonics and phonemic awareness,
especially in early childhoodeducation.

Speaker 1 (10:05):
What's about building that strong foundation right
from the start?

Speaker 2 (10:08):
Exactly.
Phonics is all aboutunderstanding the relationship
between letters and sounds like,how those letters work together
to form words.

Speaker 1 (10:15):
Right.

Speaker 2 (10:15):
And then phonemic awareness takes it a step
further.
It's the ability to hear,identify and manipulate those
individual sounds within words.

Speaker 1 (10:25):
Okay, so it's like breaking down those building
blocks of language.

Speaker 2 (10:28):
Precisely.

Speaker 1 (10:29):
You know, it makes me think about all those rhyming
games and songs we used to singas kids.
They weren't just funactivities, they were actually
helping us develop those crucialphonemic awareness skills.

Speaker 2 (10:38):
Exactly by playing with sounds and rhymes, children
start to recognize patterns inwords, which is essential for
decoding and reading fluency.

Speaker 1 (10:48):
That's so cool how it all connects, and the guide
also mentions the importance ofexposing young readers to a
variety of genres and formats.

Speaker 2 (10:54):
Oh, absolutely.
It's about nurturing a lifelonglove of reading by introducing
them to a wide range of texts,from fiction to nonfiction,
poetry, graphic novels,magazines, you name it.

Speaker 1 (11:05):
I love that.
It's like opening up a wholeworld of possibilities.

Speaker 2 (11:08):
Exactly, and it helps them discover what truly
resonates with them.

Speaker 1 (11:12):
It reminds me of when I was a kid.
I was obsessed with Greekmythology.
I devoured every book I couldfind on the subject that's
awesome.
But then I stumbled uponhistorical fiction and it opened
up a whole new world ofstorytelling and learning for me
.

Speaker 2 (11:24):
That's a perfect example of how exploring
different genres can spark newinterests and passions.
And, you know, don'tunderestimate the power of those
visual formats like graphicnovels or magazines.
They can be incredibly engaging, especially for reluctant
readers or those who are drawnto visual storytelling.

Speaker 1 (11:40):
So true, it's all about finding those entry points
that make reading feel excitingand accessible.

Speaker 2 (11:46):
Exactly, and sometimes, if we notice a child
struggling with reading, it'simportant to remember that
there's no shame in seeking help.

Speaker 1 (11:52):
Right.

Speaker 2 (11:53):
Early intervention is key.
Teachers and readingspecialists can provide valuable
support and guidance tailoredto a child's individual needs.

Speaker 1 (12:01):
It's a team effort really Parents, teachers and the
child all working together toovercome those challenges and
nurture that love of reading,exactly.

Speaker 2 (12:10):
And speaking of challenges, it's important to
acknowledge that readingcomprehension isn't always a
walk in the park, even forexperienced readers.

Speaker 1 (12:17):
Oh, I know that feel.

Speaker 2 (12:18):
There will be times when we encounter complex texts,
unfamiliar vocabulary orchallenging concepts that
require extra effort to fullygrasp.

Speaker 1 (12:27):
It's like hitting a wall sometimes.

Speaker 2 (12:29):
Exactly, but just like with any challenge, it's
about perseverance and findingthose strategies that work for
you.

Speaker 1 (12:34):
Right, you've got to keep pushing forward.

Speaker 2 (12:37):
And the guide emphasizes that strong reading
comprehension is about so muchmore than just understanding
individual words or sentences.
It's about being able toanalyze the text as a whole,
identify the author's purpose,draw inferences and evaluate the
information presented.

Speaker 1 (12:54):
Those are some pretty high-level skills.

Speaker 2 (12:56):
They are and they're essential for navigating the
increasingly complex world ofinformation we live in.
Think about it.
World of information we live in, think about it.
We're constantly bombarded withnews articles, social media
posts, research papers,marketing materials, all vying
for our attention.

Speaker 1 (13:10):
It's information overload.

Speaker 2 (13:12):
It is, and strong reading comprehension skills
allow us to sift through all ofthat discerned fact from fiction
and form our own informedopinions.

Speaker 1 (13:19):
Wow, it's like having a superpower.

Speaker 2 (13:21):
It kind of is, and it's not just about consuming
information passively.
It's about being able to engagewith it critically, to question
assumptions, to analyzedifferent perspectives.

Speaker 1 (13:33):
It's about being an active participant in the
conversation, not just a passiveobserver.
Exactly.

Speaker 2 (13:38):
And those critical thinking skills are transferable
to all areas of life, fromacademic pursuits to
professional success, topersonal growth.

Speaker 1 (13:47):
Wow, they really are foundational skills.

Speaker 2 (13:49):
They are.
They're essential forproblem-solving, decision-making
, navigating the complexities ofthe world around us, oh true.
And while the guide focusesprimarily on reading
comprehension, I think it's alsoimportant to acknowledge how
closely these skills areintertwined with effective
writing.

Speaker 1 (14:06):
Oh, that makes sense.
They go hand in hand, don'tthey?

Speaker 2 (14:08):
Exactly.
If you can understand howauthors construct meaning
through their writing, you'rebetter equipped to express your
own ideas clearly andeffectively in written form.

Speaker 1 (14:17):
Right.
It's like learning toappreciate a beautiful painting
and then being inspired tocreate your own masterpiece.

Speaker 2 (14:22):
I love that analogy.
It's a reminder that readingand writing aren't isolated
skills.
They complement and reinforceeach other.

Speaker 1 (14:29):
Absolutely, and just as with reading, there are
strategies and techniques thatcan help us become more
effective.
Writers.

Speaker 2 (14:36):
For sure.

Speaker 1 (14:36):
Hmm, maybe that's a topic for another deep dive.

Speaker 2 (14:39):
I'd love to explore that with you sometime.

Speaker 1 (14:41):
Okay, let's put a pin in that.
For now, though, let's put apin in that.
For now, though, let's bring itback to our current deep dive
on reading comprehension.
We've covered so much ground,from the importance of reading
aloud to the power of activereading techniques, from
building a rich vocabulary tonurturing a lifelong love of
reading.

Speaker 2 (14:58):
It's been quite a journey.

Speaker 1 (14:59):
It has, and I think it's important to remember that
reading comprehension isn't adestination.
It's a journey of continuouslearning and growth, that
reading comprehension isn't adestination.
It's a journey of continuouslearning and growth.
There's always more to explore,new genres to discover and
deeper levels of meaning tounlock.

Speaker 2 (15:11):
It really is like an ever-expanding universe.

Speaker 1 (15:14):
It is.
And that brings us to athought-provoking question for
you, our amazing listener.
If you could instantly masterjust like one aspect of reading
comprehension, what would it beand why?

Speaker 2 (15:33):
We'd love to hear your thoughts, head over to our
social media pages and sharethem with us.
Yeah, definitely, let's keepthis conversation going.
But before we wrap up this deepdive, let's maybe like circle
back and just distill some ofthe key takeaways here.
We've covered a lot and I wantto make sure you walk away with
some actionable strategies youcan use I'm all about that
Actionable strategies.

Speaker 1 (15:50):
Give us that toolbox.

Speaker 2 (15:50):
Okay, first and foremost, remember that reading
should be enjoyable yes, likewhether you're reading for work,
school or just for fun.
Finding material that you'regenuinely interested in is, like
crucial.

Speaker 1 (16:01):
It makes a huge difference.

Speaker 2 (16:02):
It does.
It's like the differencebetween forcing yourself to eat
vegetables you hate and savoringa delicious meal when you enjoy
what you're reading.
Those comprehension skills,they just kind of fall into
place.

Speaker 1 (16:12):
They do.
It's so much easier tounderstand something when you're
actually interested in it.

Speaker 2 (16:17):
Exactly, and don't limit yourself to just one genre
or format.
Embrace the diversity ofreading materials out there.

Speaker 1 (16:24):
Mix it up.

Speaker 2 (16:25):
Yes, fiction, nonfiction, poetry, graphic
novels there's a whole world ofwords waiting to be explored.

Speaker 1 (16:32):
Okay, so find things you enjoy, mix it up and remind
me again what were those activereading techniques we talked
about.

Speaker 2 (16:37):
Right, those are important.
So we have predicting,connecting, visualizing and
summarizing.
Remember.

Speaker 1 (16:43):
Oh yeah, those are good.

Speaker 2 (16:44):
They are.
They really help you become amore active and engaged reader.

Speaker 1 (16:47):
And it's not just for students, right?
Anyone can benefit from thesetechniques.

Speaker 2 (16:52):
Absolutely.
Whether you're a studentprepping for exams, a
professional tackling industryreports or just someone who
loves to learn and grow, activereading can totally take your
comprehension to the next level.
Oh, and we can't forget aboutintegrating reading into our
everyday lives.

Speaker 1 (17:07):
Making it a habit.

Speaker 2 (17:08):
Yes, like cooking together, deciphering signs,
reading instructions All thoselittle moments can be
opportunities to practice thosereading comprehension skills.

Speaker 1 (17:17):
I love that.
It's like sneaking in a workoutwithout even realizing it.

Speaker 2 (17:20):
Exactly Okay.
Last but not least, let's notforget the importance of
patience and encouragement.
Learning to read, and to readwell, takes time and effort.

Speaker 1 (17:29):
It does, it's a journey, it is.

Speaker 2 (17:31):
And we all progress at our own pace.
The key is to celebrate thosemilestones along the way.
Did they finish a chapter book,tackle a challenging article?
Those are all wins.
Big time Celebrate those winsand, you know, provide support
when it's needed.
Absolutely Positivereinforcement can make a world
of difference in nurturing alifelong love of reading.
So, as we wrap things up today,whether you're a parent

(17:54):
supporting a young reader, astudent striving for academic
excellence, or just someone whowants to unlock the power of
words, we hope this deep divehas given you the tools and
inspiration to start your ownreading comprehension journey.

Speaker 1 (18:06):
I think it has.
Reading really is a gateway toendless possibilities.
It is?

Speaker 2 (18:10):
It allows us to explore new worlds, connect with
others, expand our knowledgeand ignite our imaginations.
So keep reading, keep learningand keep diving deep into this
amazing world of words.

Speaker 1 (18:21):
Couldn't have said it better myself, and on that note
we'll wrap up this episode ofthe deep dive.
But the conversation doesn'thave to end here.

Speaker 2 (18:28):
Of course not.

Speaker 1 (18:29):
Head over to our social media pages and share
your thoughts, your insights,your experiences.
We want to hear from you.

Speaker 2 (18:36):
Until next time, keep those minds curious and those
pages turning.

Speaker 1 (18:39):
So you want to help a child become a better writer.

Speaker 2 (18:42):
Yeah.

Speaker 1 (18:43):
And that's awesome, and today we're doing a deep
dive into this excerpt we've gotRight.
That is just absolutely packedwith tips on exactly how to do
that.
It is so get ready to take somenotes.

Speaker 2 (18:53):
Oh yeah, this is good stuff.

Speaker 1 (18:55):
Because I think you're really going to want to
remember some of this stuff.

Speaker 2 (18:59):
And you know what.
Yeah, it's not all about, justlike you know, acing those tests
in school Right.
This is about helping kidsbuild confidence.
You know, finding their voice.

Speaker 1 (19:08):
Yeah.

Speaker 2 (19:09):
And expressing themselves.

Speaker 1 (19:10):
Yeah.

Speaker 2 (19:10):
And actually studies have shown that kids who can
write well when they're youngeractually do better in school
overall later on.

Speaker 1 (19:18):
Hmm, that makes sense .

Speaker 2 (19:20):
Yeah.

Speaker 1 (19:20):
So there's even more reason to pay attention to this.
Sure, all right, so let's justjump right into this excerpt.
Okay, one of the things thatreally jumped out at me was this
idea that reading lots ofdifferent types of stuff like
comics, poetry, even just, likeyou know, whatever, can actually
make a kid a better writer.

Speaker 2 (19:36):
It's true.

Speaker 1 (19:37):
That's kind of cool right.

Speaker 2 (19:38):
Yeah, it is.
It's because when they see allthose different ways of writing,
they start to like, internalizeit.
You know, they start to seeokay, here's how you structure a
sentence, here's all this greatvocabulary, here are all these
different ways you can tell astory, and it gives them a sort
of toolbox they can then use intheir own writing.

Speaker 1 (19:57):
So it's not even just about reading a lot.
It's about reading like avariety of things.

Speaker 2 (20:01):
Exactly Okay, so that's really interesting.

Speaker 1 (20:02):
Yeah, exactly, okay.
So that's really interesting,yeah.
Now, another thing this excerpttalks about is like just making
writing a part of everyday life.

Speaker 2 (20:11):
Oh yeah.

Speaker 1 (20:12):
Which is something I think we maybe don't always
think about, but it mentionsthings like you know, even just
writing a grocery list together,yeah.
Or having your kid write athank you note to their teddy
bear.

Speaker 2 (20:23):
Right.

Speaker 1 (20:24):
Like just making it fun and simple and regular,
right Like just making it funand simple and regular.

Speaker 2 (20:27):
Yeah, it's part of the routine.

Speaker 1 (20:28):
Exactly, and they say , that can actually really help.

Speaker 2 (20:31):
Oh, absolutely.

Speaker 1 (20:32):
How so.

Speaker 2 (20:33):
Well, you know, it's like anything else the more you
practice something, the easierit gets Right and the more
comfortable you are with it.
So you know if you'reconstantly doing these little
writing exercises.

Speaker 1 (20:43):
Yeah.

Speaker 2 (20:44):
Even if they're silly or playful.

Speaker 1 (20:45):
Yeah.

Speaker 2 (20:46):
You just get more fluent.
Yeah, you get more confidentand writing becomes less of a
chore and more just like anatural way to communicate.

Speaker 1 (20:53):
That reminds me actually of when I was a kid.
I used to sit with my mom whenshe was like paying bills.
You know she'd be writing outthe checks.

Speaker 2 (21:00):
Yeah.

Speaker 1 (21:01):
And I would just sit next to her with, like my little
notebook and just pretend towrite important stuff too.

Speaker 2 (21:07):
That's adorable.

Speaker 1 (21:08):
I think that's part of why I love writing so much
today.

Speaker 2 (21:11):
I love that, you know , and it's a perfect example of
how kids learn.
They watch the adults in theirlives and they imitate.

Speaker 1 (21:20):
Right.

Speaker 2 (21:20):
So when they see you writing, yeah.
They think okay, that's whatgrownups do.

Speaker 1 (21:24):
Yeah.

Speaker 2 (21:25):
That's normal, I can do that too.

Speaker 1 (21:27):
Yeah.

Speaker 2 (21:27):
And sometimes those little informer moments really
can lead to like a lifelong loveof writing.

Speaker 1 (21:33):
That's really cool.

Speaker 2 (21:35):
It is.

Speaker 1 (21:35):
Okay.
So another thing that I thoughtwas fun that they talk about in
this excerpt is bringingwriting into playtime.
So they mentioned like creatinga group story where each person
adds a sentence.

Speaker 2 (21:48):
Oh, I love that and.

Speaker 1 (21:49):
I thought that was such a fun idea.

Speaker 2 (21:51):
I haven't done that in ages.

Speaker 1 (21:52):
Me neither.

Speaker 2 (21:52):
That would be so fun.

Speaker 1 (21:54):
I know right, but it's a really great idea it is,
and they say that it canactually help with a lot of
different skills.
Oh yeah, without even realizingit.

Speaker 2 (22:02):
Yeah, how so?
So you're learning about thingslike plot, character
development, how to buildsuspense, like all those things
that make a story interesting.

Speaker 1 (22:12):
Yeah.

Speaker 2 (22:12):
But you're doing it in this fun, playful way.

Speaker 1 (22:15):
Yeah.

Speaker 2 (22:15):
So you're not even thinking about it, as, like you
know learning or God makes sense.

Speaker 1 (22:19):
It's just fun, okay.
One more thing I want to touchon from this part of the excerpt
.
Okay, one more thing I want totouch on from this part of the
excerpt is about feedback.

Speaker 2 (22:26):
Yes.

Speaker 1 (22:26):
And how important it is to give constructive feedback
.

Speaker 2 (22:30):
Oh, it's so important .

Speaker 1 (22:31):
You know, I remember when I was in elementary school
I had this teacher who alwaysused to like highlight the parts
of my writing that she likedand it made me feel so proud and
it made me want to keep writingmore.

Speaker 2 (22:42):
I love that.

Speaker 1 (22:43):
Yeah.

Speaker 2 (22:44):
And you know, it really is about finding that
balance between praise andgiving them helpful tips for
improvement.

Speaker 1 (22:52):
Right.
So it's not just like oh, goodjob, Exactly, you need to
actually give them some, likeyou know specific feedback.

Speaker 2 (22:59):
Yeah, and what's really neat is when you focus on
their effort and theircreativity, it helps them
develop what's called a growthmindset.
Okay, which is this belief thattheir yeah, and tactful way it
helps them improve those skillswithout getting discouraged.
Yeah for sure.

Speaker 1 (23:27):
So we've talked about reading different genres,
writing a daily habit, beinggood writing role models and
even bringing writing intoplaytime.

Speaker 2 (23:38):
Absolutely.

Speaker 1 (23:39):
What else does this excerpt have in store for us?

Speaker 2 (23:42):
Well, let's talk about variety.
Okay, because it also talksabout encouraging all different
types of writing.
Okay, not just stories andpoems, right, think letters,
yeah.
Research reports.

Speaker 1 (23:52):
Oh.

Speaker 2 (23:52):
Even persuasive essays.

Speaker 1 (23:54):
Oh, wow.

Speaker 2 (23:55):
Exposing them to all these different styles early on
can really help them.

Speaker 1 (23:59):
That makes sense, but how do you get kids excited
about like informational writing?
That doesn't always sound likethe most you know thrilling
topic.

Speaker 2 (24:07):
You're right.
It doesn't always Right, butkids are naturally curious.
Yeah, that's the thing.
Okay, so you just got to tapinto their interests.

Speaker 1 (24:15):
Like how.

Speaker 2 (24:16):
So let's say a kid is obsessed with dinosaurs.

Speaker 1 (24:19):
Okay.

Speaker 2 (24:21):
Encourage them to do some research on their favorite
dinosaur and write a reportabout it.
Suddenly, what might haveseemed like informational
writing becomes this fun way tolearn about something they're
passionate about.

Speaker 1 (24:34):
That's a great point.

Speaker 2 (24:35):
Yeah.

Speaker 1 (24:36):
Okay.
So, speaking of tapping intointerests, the excerpt also
mentions using technologyappropriately, which I know is
something that a lot of parentsand caregivers are a little wary
of, you know, like all thescreen time.

Speaker 2 (24:52):
Right.

Speaker 1 (24:52):
But they do say that there are some really cool apps
and games.

Speaker 2 (24:58):
There are.

Speaker 1 (24:58):
That can actually make writing fun and engaging
for kids.

Speaker 2 (25:03):
For sure.

Speaker 1 (25:04):
So what are your thoughts on that?

Speaker 2 (25:05):
Well, yeah, there's the games, but there's also all
these amazing digitalstorytelling platforms now.

Speaker 1 (25:12):
Oh yeah.

Speaker 2 (25:12):
Where kids can create their own stories with text and
illustrations and really bringtheir imaginations to life in a
whole new way.

Speaker 1 (25:20):
Oh, wow.

Speaker 2 (25:22):
And that can be so powerful.

Speaker 1 (25:23):
Yeah.

Speaker 2 (25:23):
Because you're using technology as a tool Right To
make writing more fun, moreengaging and more accessible.

Speaker 1 (25:29):
I love that and, you know, as kids get older, I think
teaching them some basic typingskills can really be a game
changer.

Speaker 2 (25:38):
Oh, absolutely.

Speaker 1 (25:39):
Because it just makes the whole writing process so
much smoother.

Speaker 2 (25:42):
It does.

Speaker 1 (25:43):
I still remember how frustrating it was to like peck.

Speaker 2 (25:46):
Oh yeah, when I was first learning Me too.

Speaker 1 (25:48):
So yeah, I think that's really important.

Speaker 2 (25:50):
Well, and when you think about it, typing quickly
and easily really frees up yourbrain to focus on your ideas and
the actual craft of writing, soit's a really valuable skill.

Speaker 1 (26:01):
It is.

Speaker 2 (26:01):
Not just for school Right, but for life.

Speaker 1 (26:03):
Yeah, we live in a digital world.
We do, okay.
So another thing this excerpttalks about yeah.
Is setting writing goalstogether.

Speaker 2 (26:11):
Okay.

Speaker 1 (26:11):
Which might sound a little formal, but it doesn't
have to be Right, right, itcould be something as simple as,
like you know, we're going totry to write for 15 minutes
three times this week Exactly,or 15 minutes three times this
week Exactly, or you knowwhatever works for you.

Speaker 2 (26:24):
And then when they reach those goals, yeah, you
celebrate, yes, make it a bigdeal.

Speaker 1 (26:29):
Exactly Because I think you know when you set
those achievable goals and youactually like track the progress
.

Speaker 2 (26:35):
Right.

Speaker 1 (26:36):
It helps build that sense of accomplishment.

Speaker 2 (26:38):
It does.

Speaker 1 (26:38):
And it motivates them to keep going.

Speaker 2 (26:40):
Totally Right yeah.

Speaker 1 (26:41):
And it really shows them that writing is a skill you
can develop.
Yes, with effort and practice,exactly Okay.
One last thing I want tohighlight from this section Okay
.
Is about participating inwriting activities outside of
school.
Oh, yeah, so things likewriting contests or joining a
book club, just really findingways to foster that love of

(27:02):
writing.

Speaker 2 (27:03):
Yeah.

Speaker 1 (27:03):
In a fun and engaging way.

Speaker 2 (27:05):
For sure.

Speaker 1 (27:06):
What are your thoughts on that?

Speaker 2 (27:07):
I think it's great because it helps them see that
writing isn't just something youdo for school Right, it could
be this fun thing you do withother people.

Speaker 1 (27:16):
Yeah.

Speaker 2 (27:16):
You know, it builds that sense of community around
writing.
They get to share their workget feedback from their peers
and see that they're not alonein loving writing.
And that can be so powerful fora young writer.
It can, yeah.

Speaker 1 (27:31):
So it sounds like we've covered pretty much all
the strategies from this excerptI think so.
And this has been so insightful.
I'm already feeling inspired totry some of these ideas out Me
too.
But before we wrap things up,Okay.
There's one more crucial pointwe need to address, which is
this idea of fostering a genuinelove of writing, not just

(27:52):
making it fun, but helping kidsunderstand the power of words.
It's something I think a lotabout as someone who loves to
write.

Speaker 2 (28:01):
Me too.

Speaker 1 (28:01):
So how do you actually help a child see that
their writing can make adifference?

Speaker 2 (28:07):
That's such a good question.

Speaker 1 (28:08):
Yeah.

Speaker 2 (28:08):
And it really gets at like the heart of why we do
this.

Speaker 1 (28:12):
Yeah.

Speaker 2 (28:13):
It's about more than just grammar and punctuation
Right.
It's about giving them thepower to find and share their
own unique voices.
And when a kid sees that theirwords can actually have an
impact whether it's through astory that captivates their
audience, or a letter thatpersuades someone, or report
that shares all thiswell-researched information

(28:36):
that's when they start to seethe real magic of writing.

Speaker 1 (28:39):
It really is magical when you think about it.

Speaker 2 (28:41):
It is.

Speaker 1 (28:41):
I remember that feeling I used to get as a kid
when I would like finish a storyand I'd share it with my family
.

Speaker 2 (28:47):
And like their encouragement just meant the
world to me, and creating thatkind of environment where they
feel seen and heard and theircreativity is celebrated is so
important, because then theystart to embrace writing as a
form of self-expression and away to connect with the world
around them.

Speaker 1 (29:05):
Right and think about .
You know those earlyexperiences you had, sharing
your writing with your family.

Speaker 2 (29:11):
Yeah.

Speaker 1 (29:11):
That really helped shape.

Speaker 2 (29:13):
It did your love of writing, it really did.

Speaker 1 (29:15):
Yeah, so this has been such a helpful deep dive.
We've explored so manypractical tips and strategies to
help kids become better writers, but it really all comes back
to that bigger goal of fosteringa lifelong love of writing, and
I think it's important toremember that every child is
different.

Speaker 2 (29:33):
Oh, for sure.

Speaker 1 (29:35):
Some might naturally gravitate toward creative
writing.

Speaker 2 (29:38):
Right.

Speaker 1 (29:38):
While others might find their passion in research
or persuasive writing.

Speaker 2 (29:41):
Exactly.

Speaker 1 (29:42):
So the key is to just provide them with opportunities
to explore all those differentstyles and celebrate their
individual strengths andinterests.

Speaker 2 (29:50):
I love that.

Speaker 1 (29:51):
So, for everyone listening out there, I challenge
you to pick just one strategywe talked about today and try it
out this week.

Speaker 2 (29:59):
Yes.

Speaker 1 (30:00):
With the young writer in your life.
I love it, whether it's readinga comic book together,
encouraging them to write asilly poem, helping them type
out a story they've created,whatever it is.

Speaker 2 (30:11):
Yeah.

Speaker 1 (30:12):
Every small step can make a big difference,
absolutely and ultimately, whenyou help a child develop a love
of writing.

Speaker 2 (30:20):
You're giving them a gift that will last a lifetime.
You are.
You're empowering them tocommunicate effectively, yes,
think critically and share theirunique perspective with the
world, exactly and really.
What could be more amazing thanthat?

Speaker 1 (30:33):
Seriously.

Speaker 2 (30:34):
All right, that's it for part one of this deep dive.

Speaker 1 (30:36):
Can't wait for part two.

Speaker 2 (30:38):
We'll be back soon with even more tips and insights
, so stay tuned.

Speaker 1 (30:41):
See you then.
So we've talked about readingdifferent genres, making writing
a daily habit, being goodwriting, role models and even
bringing writing into playtime.
Right, what else does thisexcerpt have in store for us?

Speaker 2 (30:56):
Well, speaking of variety, the excerpt also
emphasizes encouraging differenttypes of writing.
Okay, going beyond just storiesand poems.

Speaker 1 (31:04):
Right.

Speaker 2 (31:05):
Think about things like letters, research reports,
even persuasive essays.
Okay, exposing them to a rangeof writing styles early on can
be really beneficial.

Speaker 1 (31:15):
That makes sense, but how do you get kids excited
about things like informationalwriting?
Let's be honest, it doesn'talways sound like the most
thrilling topic.

Speaker 2 (31:23):
You're right, it doesn't always.

Speaker 1 (31:24):
Right.

Speaker 2 (31:25):
But remember, kids are naturally curious.

Speaker 1 (31:27):
Yeah.

Speaker 2 (31:28):
The key is to tap into their interests.

Speaker 1 (31:31):
Okay, like how.
How do you do that?

Speaker 2 (31:33):
So let's say, a child is fascinated by dinosaurs.

Speaker 1 (31:36):
Okay.

Speaker 2 (31:37):
Encourage them to do some research on their favorite
dinosaur and write a reportabout it.

Speaker 1 (31:42):
Right.

Speaker 2 (31:43):
Suddenly what might have seemed like informational
writing.

Speaker 1 (31:47):
Yeah.

Speaker 2 (31:47):
Becomes a fun way to learn about something they're
passionate about.

Speaker 1 (31:50):
That's a great way to frame it Right.
And while we're on the topic oftapping into interests, yeah,
the excerpt also mentions usingtechnology appropriately.

Speaker 2 (31:59):
Yeah.

Speaker 1 (32:00):
I know some people are wary of screen time, but
there are some really cool appsand games out there.

Speaker 2 (32:06):
Oh, for sure.

Speaker 1 (32:07):
That can make writing fun and engaging for kids
Definitely.
What are your thoughts on that?

Speaker 2 (32:12):
Well, it's not just about games, right.
Think about digitalstorytelling platforms.
Oh yeah, kids can create theirown stories with text and
illustrations, bringing theirimaginations to life in a whole
new way.
Using technology as a tool canenhance creativity and make
writing more accessible.

Speaker 1 (32:29):
I love that idea.

Speaker 2 (32:30):
Yeah.

Speaker 1 (32:30):
And as kids get older , teaching them basic typing
skills can be a game changer.

Speaker 2 (32:35):
Oh, absolutely.

Speaker 1 (32:36):
It just makes the writing process so much smoother
.

Speaker 2 (32:39):
It does.

Speaker 1 (32:39):
I still remember how frustrating it was to hunt and
peck at the keyboard when I waslearning.

Speaker 2 (32:44):
Oh yeah, me too.

Speaker 1 (32:45):
So yeah, I think that's really important.

Speaker 2 (32:47):
Well, and typing fluency can really free up
mental space for kids to focuson their ideas and the craft of
writing Right.
It's a valuable skill that willserve them well throughout
their lives.

Speaker 1 (32:59):
Yeah.

Speaker 2 (33:00):
Both academically and professionally.

Speaker 1 (33:02):
It is.

Speaker 2 (33:03):
We live in a digital world, after all.

Speaker 1 (33:04):
We do.
Yeah, the excerpt also talksabout setting writing goals
together.

Speaker 2 (33:09):
Okay.

Speaker 1 (33:10):
Which might sound a bit formal, right, but it
doesn't have to be.

Speaker 2 (33:14):
It doesn't Right.
No, it could be something assimple as aiming to write for 15
minutes three times a week.

Speaker 1 (33:20):
Exactly.

Speaker 2 (33:21):
And when they reach those goals.

Speaker 1 (33:22):
Yeah, celebrate Exactly Make it a big deal.

Speaker 2 (33:25):
Setting achievable goals and tracking progress
helps build a sense ofaccomplishment.

Speaker 1 (33:30):
Yeah.

Speaker 2 (33:31):
And motivates kids to keep going Totally.
It reinforces that writing is askill that can be developed
with effort and practice.
It's not about being good orbad at writing Right.
It's about continuous growth.

Speaker 1 (33:43):
That reminds me of another point.
The excerpt highlighted OkayParticipating in writing
activities outside of school.

Speaker 2 (33:50):
Oh yeah.

Speaker 1 (33:50):
Like writing contests or joining a book club.
It's all about fostering a loveof writing in a fun, engaging
way.

Speaker 2 (33:59):
Absolutely, and what's fascinating about those
kinds of activities is that theyhelp kids develop a sense of
community around writing.
Yeah, they get to share theirwork, get feedback from peers
Right, and see that they're notalone in their love of writing.
Yeah, they get to share theirwork, get feedback from peers
Right, and see that they're notalone in their love of writing.

Speaker 1 (34:12):
Yeah.

Speaker 2 (34:13):
It can be incredibly empowering for a young writer to
connect with others who sharetheir passion.

Speaker 1 (34:19):
It sounds like we've covered almost all of the
strategies in this excerpt.

Speaker 2 (34:22):
I think so.

Speaker 1 (34:22):
It's been so insightful.

Speaker 2 (34:24):
It has been.

Speaker 1 (34:24):
I'm already feeling inspired to try some of these
ideas with the young writers inmy life.

Speaker 2 (34:28):
Me too.
And remember you don't have todo everything at once.

Speaker 1 (34:31):
Right.

Speaker 2 (34:31):
Start with one or two strategies that resonate with
you and the child you're workingwith.

Speaker 1 (34:36):
Okay.

Speaker 2 (34:36):
The most important thing is to be patient
encouraging and to make thewriting process enjoyable.
Yeah, when kids see writing asa fun and meaningful way to
express themselves, thepossibilities are truly endless.

Speaker 1 (34:52):
I love that.

Speaker 2 (34:53):
Yeah.

Speaker 1 (34:53):
Now, before we wrap things up, there's one more
crucial point we need to address.

Speaker 2 (34:57):
Okay, what's that?

Speaker 1 (34:58):
The excerpt really emphasizes this idea of
fostering a genuine love ofwriting, not just making it fun,
but helping kids understand thepower of words.
Yes, you know like it'ssomething I think a lot about,
as someone who you know loves towrite.

Speaker 2 (35:13):
Yeah, me too, so how?

Speaker 1 (35:13):
do you actually help a child see that their writing
can make a difference?

Speaker 2 (35:17):
That's a great question.

Speaker 1 (35:18):
Yeah.

Speaker 2 (35:19):
And it really gets at like the heart of why we
encourage kids to write.
It's about more than justgrammar and punctuation.

Speaker 1 (35:30):
It's about empowering them to find and share their
unique voices.

Speaker 2 (35:32):
Right, you know, and when a child sees that their
words can actually have animpact, whether it's through a
story that captivates theiraudience, or a letter that
persuades someone, or a reportthat shares all this
well-researched information,that's when they start to see
the real magic of writing.

Speaker 1 (35:50):
It really is magical when you think about it.

Speaker 2 (35:52):
It is.

Speaker 1 (35:53):
I remember that feeling I used to get as a kid
when I would finish a story andshare it with my family, and
their encouragement just meantthe world to me.

Speaker 2 (36:05):
It makes such a difference.

Speaker 1 (36:06):
It does.

Speaker 2 (36:07):
Creating that kind of environment where they feel,
seen and heard and theircreativity is celebrated is so
important.

Speaker 1 (36:13):
It is.

Speaker 2 (36:14):
It really is, yeah, because then they start to
embrace writing as a form ofself-expression Right and a way
to connect with the world aroundthem.

Speaker 1 (36:20):
And you know, thinking back to those early
experiences sharing your writingwith your family, that really
helped shape your love ofwriting.
Oh absolutely it did.
Yeah, it really did, so thishas been such a helpful deep
dive.

Speaker 2 (36:32):
It has.

Speaker 1 (36:33):
We've explored so many practical tips and
strategies to help kids becomewriters.

Speaker 2 (36:38):
Yeah, we have.

Speaker 1 (36:39):
But it really all comes back to that bigger goal
of fostering a lifelong love ofwriting, absolutely, and I think
it's important to remember thatevery child is different.

Speaker 2 (36:47):
Oh, for sure.

Speaker 1 (36:48):
Some might naturally gravitate toward creative
writing, while others might findtheir passion in research or
persuasive writing.

Speaker 2 (36:55):
You know Totally.

Speaker 1 (36:56):
It's all different, so the key is to just provide
them with opportunities toexplore all those different
styles.

Speaker 2 (37:03):
Yes.

Speaker 1 (37:04):
And celebrate their individual strengths and
interests.

Speaker 2 (37:07):
Absolutely.

Speaker 1 (37:08):
So, for everyone listening out there, I challenge
you to pick just one strategywe talked about today.

Speaker 2 (37:13):
Okay.

Speaker 1 (37:14):
And try it out this week with the young writer in
your life.
I love it, whether it's readinga comic book together,
encouraging them to write asilly poem, helping them type
out a story they've created,whatever it is every small step
can make a big difference.

Speaker 2 (37:28):
It really can.

Speaker 1 (37:29):
And, ultimately, when you help a child develop a love
of writing, you're giving thema gift that will last a lifetime
.

Speaker 2 (37:37):
You are.

Speaker 1 (37:37):
You're empowering them to communicate effectively,
think critically and sharetheir unique perspective with
the world.
I love that and really, whatcould be more amazing than that?

Speaker 2 (37:46):
Seriously.

Speaker 1 (37:48):
All right, everyone.
That's it for our deep dive onhelping kids excel at writing.

Speaker 2 (37:53):
Thanks for listening.

Speaker 1 (37:54):
Be sure to check out the show notes for links to all
the resources we mentioned, andwe'll see you next time for
another deep dive.
Bye.

Speaker 2 (38:01):
All right, confession time Math.

Speaker 1 (38:05):
Yeah.

Speaker 2 (38:06):
Not my favorite subject growing up.

Speaker 1 (38:08):
Oh, I hear you.

Speaker 2 (38:09):
Yeah.

Speaker 1 (38:10):
I think a lot of people can relate to that Big
time.

Speaker 2 (38:12):
I mean honestly staring at those algebra
problems.
Sometimes I felt like I wastrying to crack some ancient
code or something.

Speaker 1 (38:17):
Uh-huh Right.

Speaker 2 (38:19):
But hey, that's why we're diving into this whole
mathematical competency thingright Exactly To figure out how
to actually make math, you know.

Speaker 1 (38:26):
Make it click.

Speaker 2 (38:27):
Yeah, make it click, make it fun, make it make sense,
especially for, you know, forkids.

Speaker 1 (38:31):
Absolutely.

Speaker 2 (38:31):
And even for, like you know, us grownups who maybe
still get a little.

Speaker 1 (38:36):
A little freaked out.

Speaker 2 (38:37):
Yeah, a little freaked out by numbers,
sometimes Totally, so I got tosay.
Digging into all thesedifferent sources we have has
been Pretty interesting Superinteresting yeah, pretty
interesting, super interestingyeah, and I think one of the
first things that really jumpedout at me was this idea of the
foundation.
Yeah, building that strongfoundation.
But you know, and it's not justabout like memorizing times

(38:58):
tables and stuff, right, it'smore about like really
understanding Core concepts.
Yeah, yeah, the core concepts,how it all kind of fits together
, like you know how addition andsubtraction relate, or what a
fraction actually represents.

Speaker 1 (39:10):
It's like number sense, you know yes.

Speaker 2 (39:13):
Number sense.
Yeah, that's the word.

Speaker 1 (39:14):
And building that foundation.
It's like you were saying it'snot just about memorization,
it's about it's like thebuilding blocks.
Exactly, it's the base foreverything else.
Yeah.

Speaker 2 (39:23):
Yeah.

Speaker 1 (39:24):
And you know, once you have that, then things like
oh, I don't know, algebra.
Ooh, algebra it becomes lessabout like just solving for X
and more about like oh, I canuse this to figure out you know
Real life stuff.
Yeah, exactly Like which dealis actually better at the
grocery store.
You know figuring out thatprice per unit.

Speaker 2 (39:41):
Okay, that is.

Speaker 1 (39:43):
A practical application.

Speaker 2 (39:46):
Yeah, that's a practical application I can get
behind.
Yeah, and speaking of real lifestuff, I was really into this
whole idea from the sourcesabout, you know, making math a
daily habit.

Speaker 1 (39:56):
Oh yeah.

Speaker 2 (39:56):
Like incorporating it into everyday things.
You know, like having your kidadd up the prices in the grocery
cart, or you know.

Speaker 1 (40:04):
Yeah, or even like estimate how long it'll take to
get to school.

Speaker 2 (40:07):
Right, based on like the distance and how fast you're
going.

Speaker 1 (40:10):
Exactly.

Speaker 2 (40:11):
It's like sneaking in a little math lesson.

Speaker 1 (40:13):
I love that sneaking it in, and the thing is when you
do that, when it's part oftheir daily life.

Speaker 2 (40:18):
It becomes more natural.

Speaker 1 (40:19):
Way more natural.
It's not this scary thing in atextbook anymore.

Speaker 2 (40:23):
Yeah, it's not this abstract concept.

Speaker 1 (40:25):
Exactly.

Speaker 2 (40:25):
It's like, oh, this is how we use numbers in the
real world.

Speaker 1 (40:28):
That's the key.

Speaker 2 (40:30):
Okay, so, speaking of making math less scary and more
fun, I was so excited to seeall this stuff.
The sources about About games.
Yes, games, I mean math, bingo,sudoku.

Speaker 1 (40:44):
Even building with Legos.

Speaker 2 (40:45):
Oh my gosh, yeah, legos All about like spatial
reasoning and stuff, and it'samazing because with games you
know, it's not just aboutmemorizing facts.
Right.

Speaker 1 (40:54):
It's engaging different parts of the brain.

Speaker 2 (40:55):
It's like you're learning without even realizing
it.

Speaker 1 (40:58):
Exactly.
You're problem solving, you'restrategizing.

Speaker 2 (41:00):
Yeah, yeah, and it's fun.

Speaker 1 (41:02):
Exactly.
That's the best part.
And that brings us to anotherimportant point from the sources
.
It's not just about thosedrills, those Rote memorization
yeah rote memorization kind ofthings.
It's about asking those.
Open-ended den-ended questions.

Speaker 2 (41:17):
Like, instead of just saying, hey, what's 7 times 8?
It's like, how many differentways can you get to 56 through
multiplication?

Speaker 1 (41:23):
I love that example.

Speaker 2 (41:24):
Yeah.

Speaker 1 (41:24):
Because it's not just about finding the answer.
It's about like it could bemultiple answers.

Speaker 2 (41:31):
Yes, and it's about that process.

Speaker 1 (41:33):
Exactly the process of figuring it out.

Speaker 2 (41:35):
It's like you're training your brain to think
flexibly, totally To likeproblem solve.

Speaker 1 (41:41):
Problem solving critical thinking.

Speaker 2 (41:42):
And it's okay to you know.

Speaker 1 (41:44):
Make mistakes.
Yeah, make mistakes along theway, that's all part of it, huge
part of it, actually.
The sources really emphasizethat.

Speaker 2 (41:50):
Oh yeah.

Speaker 1 (41:50):
That it's not about avoiding mistakes.
It's about seeing them asOpportunities Exactly
Opportunities to learn and grow.

Speaker 2 (41:58):
It's the whole growth mindset thing.

Speaker 1 (42:00):
And you know when we're afraid of making mistakes.

Speaker 2 (42:03):
We hold ourselves back.

Speaker 1 (42:04):
We totally do, but when we see them as part of the
process it's like okay, Ilearned something from that.

Speaker 2 (42:09):
Now I can move forward.
Yeah, and keep going.

Speaker 1 (42:13):
Love it and you know.
Speaking of moving forward, thesources had some really cool
ideas about like going beyondthe textbook.
Yes, beyond the traditionalstuff.

Speaker 2 (42:23):
Like they mentioned this book, the griefs of math,
which sounds super fun.

Speaker 1 (42:26):
I know right.

Speaker 2 (42:28):
It's like using storytelling Each math concept.
Yeah, and then there are allthese amazing online platforms
like Khan Academy.

Speaker 1 (42:35):
Which is awesome because it's like-.

Speaker 2 (42:36):
Personalized learning .

Speaker 1 (42:37):
Yes, you can go at your own pace, exactly, and it's
tailored to you.

Speaker 2 (42:41):
And then the sources also talked about things like
math clubs.

Speaker 1 (42:44):
Competitions even.
Yeah, so it's really aboutfinding what works for each
individual, what clicks for them?

Speaker 2 (42:51):
yeah, because everyone learns different,
absolutely.
And then there's this thingthat we can all do, you know, as
parents, as caregivers, as justhumans in the world yeah, it's
like modeling how dre use mathin everyday life.
Oh, that's so important youknow whether we're budgeting or
figuring out a tip at arestaurant.

Speaker 1 (43:12):
Like how much fabric you need for a project.

Speaker 2 (43:14):
Right, or you know?
Remember those family roadtrips where you'd calculate how
far you had to go.

Speaker 1 (43:19):
Oh, totally.

Speaker 2 (43:20):
Like those real life exams.

Speaker 1 (43:21):
They make it so much more relatable.

Speaker 2 (43:23):
Yeah, and it shows kids and it reminds us.

Speaker 1 (43:26):
Math is everywhere.

Speaker 2 (43:27):
It's not just this like you know thing in a
textbook.

Speaker 1 (43:30):
It's a tool we use all the time.

Speaker 2 (43:31):
So we've talked about like building that strong
foundation in math.

Speaker 1 (43:35):
Yeah.

Speaker 2 (43:35):
Making it a daily habit, finding those fun ways to
engage with it.

Speaker 1 (43:39):
Problem solving going beyond the textbook.

Speaker 2 (43:41):
Yes, it's about like changing our whole perspective
on math, making it Lessintimidating.
Yeah.

Speaker 1 (43:47):
And more like a natural part of life.

Speaker 2 (43:49):
Exactly.

Speaker 1 (43:50):
So, thinking about everything we've talked about
today, all these differentapproaches, it really comes down
to like equipping ourselves andour kids with the tools to
thrive to thrive in a worldwhere you know numbers are
everywhere.

Speaker 2 (44:04):
Numbers are everywhere.

Speaker 1 (44:05):
They really are.

Speaker 2 (44:06):
So, as we wrap up, I'd love to leave our listeners
with a question to ponder.

Speaker 1 (44:10):
Ooh, I like this.

Speaker 2 (44:11):
Yeah, what is one small step.

Speaker 1 (44:14):
Just one.

Speaker 2 (44:15):
You can take today to make math more engaging, more
approachable for yourself or fora child in your life.

Speaker 1 (44:22):
I think that's a great question to end on.

Speaker 2 (44:24):
Yeah, we'd love to hear your thoughts.

Speaker 1 (44:26):
Let us know.

Speaker 2 (44:27):
All right, that's it for this deep dive.
Thanks for joining us.
We'll catch you next time.

Speaker 1 (44:30):
See ya, Bye.
Bye, Welcome back everybody toanother deep dive Today we're
going to be talking about studyskills.
Yes.

Speaker 2 (44:39):
But we're not just talking about, like, you know
how to pass a test or anythinglike that, Right.
We're talking about equEquipping your child for success
.

Speaker 1 (44:47):
In school and beyond, and we have some fascinating
research.

Speaker 2 (44:51):
On how to build those strong study habits.

Speaker 1 (44:54):
And the thing that really surprised me was that it
starts a lot earlier than youthink.

Speaker 2 (44:57):
It really does.
So, yeah, the groundwork forgood study habits is really laid
in those early years.
Okay, it's like building ahouse.

Speaker 1 (45:05):
You need a solid foundation to support everything
that comes after.

Speaker 2 (45:09):
So where do we even begin?
Let's say, we have like akindergartner.

Speaker 1 (45:12):
Like where.

Speaker 2 (45:13):
Well, one of the most impactful things you can do is
create a dedicated study spacefor your child.

Speaker 1 (45:18):
So more than just like having a desk in their room
Exactly.
It's about carving out aconsistent learning environment.

Speaker 2 (45:25):
Okay.

Speaker 1 (45:25):
Think of it like their own personal learning zone
.
Like that, this space should bequiet, organized and free from
distractions like TVs, videogames or even a pile of tempting
poise Right.
So when they enter that space,their brain knows it's time to
focus.

Speaker 2 (45:44):
Oh, so it becomes a cue.

Speaker 1 (45:45):
Precisely.

Speaker 2 (45:46):
It becomes a cue for their mind to shift gears.

Speaker 1 (45:49):
Okay.

Speaker 2 (45:49):
And you know what?
It's not just about thephysical space.

Speaker 1 (45:52):
It's also about time, okay.
Having a consistent routine forhomework or learning activities
, even just for short periodseach day, reinforces the
importance of regular practice.

Speaker 2 (46:04):
It's like athletes and their pregame rituals.
Exactly Like kids can havetheir pre-learning routine.

Speaker 1 (46:10):
I love that Our expert also highlights something
that I think a lot of parentsalready do instinctively.

Speaker 2 (46:16):
Which is reading, of course, but they really
emphasize the importance ofdaily reading.

Speaker 1 (46:21):
Across different formats.
Yes, fiction, nonfictionmagazines, you name it, he hit
the nail on the head.
It's about exposing them to avariety of styles and genres.

Speaker 2 (46:30):
But it's not just about quantity.

Speaker 1 (46:31):
Yeah, what does quality reading look like,
especially for younger kids?

Speaker 2 (46:35):
It's about engaging with them about what they're
reading.

Speaker 1 (46:38):
Okay.

Speaker 2 (46:38):
Ask questions, discuss the characters, predict
what might happen next.
This helps them developcritical thinking skills.

Speaker 1 (46:45):
Build vocabulary and, most importantly, cultivate a
love of reading.

Speaker 2 (46:49):
So almost like a family book club, even with the
littlest ones, exactly.
That's a really good idea.

Speaker 1 (46:55):
But you know, sometimes even I feel
overwhelmed when things getcluttered.

Speaker 2 (46:59):
I can only imagine how a child facing a mountain of
schoolwork must feel.

Speaker 1 (47:03):
Right.

Speaker 2 (47:04):
So how do we help them with organization?

Speaker 1 (47:06):
That's so important.

Speaker 2 (47:07):
For a child, especially one who might be
struggling with executivefunctioning skills.

Speaker 1 (47:11):
This organization can feel truly paralyzing.

Speaker 2 (47:14):
Yeah.

Speaker 1 (47:15):
That's where teaching organizational skills becomes
more than just a good habit.

Speaker 2 (47:19):
It's a crucial coping mechanism.
Planners are a great tool evenfor young children.

Speaker 1 (47:24):
Does it need to be anything fancy?

Speaker 2 (47:26):
Not at all.

Speaker 1 (47:26):
It can be as simple as a whiteboard calendar.

Speaker 2 (47:29):
Okay.

Speaker 1 (47:29):
Or a colorful chart where they can track assignments
and deadlines Visually.
Breaking down tasks intosmaller, more manageable steps
also makes a huge difference.

Speaker 2 (47:39):
So, instead of saying finish your science project.

Speaker 1 (47:42):
You would suggest like breaking it down.

Speaker 2 (47:44):
Exactly.

Speaker 1 (47:44):
Like tonight, let's focus on researching volcanoes.

Speaker 2 (47:48):
Or tomorrow we'll gather materials for our model.

Speaker 1 (47:51):
Okay.

Speaker 2 (47:51):
This makes it feel much less overwhelming.

Speaker 1 (47:54):
And gives them a sense of accomplishment as they
check things off their list.

Speaker 2 (47:57):
That's really good advice.

Speaker 1 (47:58):
And while we're on the topic of making things
manageable, let's talk aboutactive learning.
Okay, I love this concept.

Speaker 2 (48:04):
Our expert really emphasizes hands-on activities,
note-taking, even for littleones, and educational games.

Speaker 1 (48:11):
Active learning is amazing because it taps into
different learning styles.

Speaker 2 (48:15):
It's so much more engaging and effective than just
passively listening or reading.

Speaker 1 (48:19):
And when learning is fun, kids are more likely to
retain information.

Speaker 2 (48:23):
It makes you think of all those times we turned
everyday activities into minilearning adventures, absolutely
Like.
Remember building that modelvolcano, of course, for a
science project.

Speaker 1 (48:33):
Yeah, baking cookies becomes a math lesson on
fractions Exactly, and naturewalk turns into a botany
expedition.

Speaker 2 (48:39):
So it's about being intentional and recognizing
those everyday learningopportunities.
Yes, I love that.

Speaker 1 (48:45):
Now there's one thing that struck me as particularly
important.
Okay, yes, I love that.
Now there's one thing thatstruck me as particularly
important.
Okay, and that is the idea thatparents can play a huge role
simply by modeling good studyhabits themselves.

Speaker 2 (48:55):
Children are incredibly observant.

Speaker 1 (48:59):
They learn so much by watching us.
When we show enthusiasm forlearning and prioritize it in
our own lives, it sends apowerful message.

Speaker 2 (49:06):
Actions speak louder than words.
Exactly I remember when my dadused to sit down with a book
every evening after dinner.

Speaker 1 (49:13):
And it showed me that reading wasn't just for school.

Speaker 2 (49:16):
It was something adults enjoyed too.

Speaker 1 (49:18):
That's a perfect example.

Speaker 2 (49:19):
Creating a quiet time in your household where
everyone engages in a learningactivity Okay Reading puzzles.
Even online courses can beincredibly impactful.

Speaker 1 (49:28):
And it doesn't have to be a formal thing, just a
shared commitment to learningtogether.
It's about creating a cultureof learning in your home.

Speaker 2 (49:36):
That's a wonderful way to put it.

Speaker 1 (49:37):
And you know what?
Modeling good habits extends totime management as well.

Speaker 2 (49:42):
We all struggle with it, even as adults, but teaching
kids how to manage their timeeffectively is a gift that will
serve them well throughout theirlives.
So where do we even start?
Like are we talking?
Like elaborate, color-codedschedules?

Speaker 1 (49:56):
Not necessarily.

Speaker 2 (49:57):
Even something as simple as using a timer.
Okay, can be a game changer.

Speaker 1 (50:01):
Especially for younger children.
It helps them focus on thoseshort bursts of effort followed
by breaks.

Speaker 2 (50:08):
Kind of like interval training for the brain.

Speaker 1 (50:10):
Yes, exactly.

Speaker 2 (50:11):
Think sprints, not marathons.
Okay, short bursts of focuseffort are much more effective
than trying to cram everythingin at once.

Speaker 1 (50:19):
Right.

Speaker 2 (50:19):
And, alongside that, help them set achievable goals
for their study sessions.
So instead of saying finish allyour math homework it's more
like let's tackle five problems,then take a five-minute break.

Speaker 1 (50:30):
Precisely.

Speaker 2 (50:31):
It makes the task feel less daunting and sets them
up for success.

Speaker 1 (50:35):
And this ties into another crucial skill.

Speaker 2 (50:37):
The ability to ask for help when they need it.

Speaker 1 (50:39):
Absolutely.

Speaker 2 (50:40):
And that's a skill that goes far beyond academics.

Speaker 1 (50:42):
Right.

Speaker 2 (50:43):
It's about knowing when to reach out for support in
any area of life.

Speaker 1 (50:47):
That's a really good point.

Speaker 2 (50:49):
Now out for support in any area of life.
That's a really good point.
Now let's kind of shift gears abit and talk about making
learning relevant to their livesoutside of school.

Speaker 1 (50:54):
Oh, there are so many opportunities to make those
connections.

Speaker 2 (50:57):
Like what.

Speaker 1 (50:58):
Think about it Baking cookies.

Speaker 2 (51:00):
Okay.

Speaker 1 (51:00):
That's a perfect time to practice fractions.
Yeah, going for a nature walk.

Speaker 2 (51:05):
Observe the different types of plants and animals.
That's science in action.
Love it.
It's like sneaking in thosevegetables they think they don't
like.

Speaker 1 (51:13):
Right.

Speaker 2 (51:14):
And speaking of fostering a love of learning.

Speaker 1 (51:16):
Our expert emphasized the importance of cultivating a
growth mindset.

Speaker 2 (51:20):
A growth mindset is about praising effort and
encouraging perseverance.

Speaker 1 (51:25):
Okay.

Speaker 2 (51:25):
It's about helping children see mistakes as
learning opportunities.

Speaker 1 (51:29):
Not as failures.

Speaker 2 (51:30):
So instead of saying you got an A, you're so smart.

Speaker 1 (51:33):
We should say wow, look at how your hard work paid
off.
Exactly, it's about focusing onthe process, not just the
outcome.
This is essential for buildingresilience.

Speaker 2 (51:43):
When children have a growth mindset, they're more
likely to embrace challenges.

Speaker 1 (51:47):
Okay.

Speaker 2 (51:48):
And see setbacks as stepping stones to success.

Speaker 1 (51:51):
This makes me think about test taking.

Speaker 2 (51:53):
Tests can be stressful.

Speaker 1 (51:55):
Oh, absolutely.

Speaker 2 (51:57):
Our expert mentioned that we can equip children with
test taking skills early on,absolutely.
And it doesn't have to beanything formal.

Speaker 1 (52:04):
Okay.

Speaker 2 (52:05):
Simple things like memory games or practice quizzes
can help build those skills ina fun and engaging way.

Speaker 1 (52:11):
What about dealing with those pre-test jitters?

Speaker 2 (52:14):
Teaching relaxation techniques like deep breathing
or mindfulness exercises can bea huge help.
Okay, even a few minutes ofquiet time before a test can
make a world of difference.

Speaker 1 (52:24):
By equipping children with these strategies early on,
we can help them approach testswith confidence, not fear.

Speaker 2 (52:31):
It's all about building that inner toolkit.
It is Giving them the resourcesto manage the ups and downs of
learning, but we can't forgetthe crucial role of parental
support.

Speaker 1 (52:40):
Oh, absolutely.

Speaker 2 (52:41):
Our expert mentioned fostering a positive and
supportive learning environmentat home.
It's absolutely critical.

Speaker 1 (52:47):
When children feel encouraged and empowered, their
potential is limitless.

Speaker 2 (52:51):
So true.

Speaker 1 (52:52):
Remember your role isn't to be a perfect teacher.

Speaker 2 (52:56):
But to be their biggest cheerleader.

Speaker 1 (52:58):
Celebrate their successes.

Speaker 2 (52:59):
Provide a safe space for them to make mistakes and,
most importantly, keep thatspark of curiosity alive.

Speaker 1 (53:06):
That's such an important reminder.

Speaker 2 (53:08):
It's not about pressure or perfection.

Speaker 1 (53:10):
It's about nurturing that love of learning.

Speaker 2 (53:13):
Exactly, and you know , as we wrap up our deep dive
into study skills, I think thebiggest takeaway is this the
most valuable skills we can giveour children aren't always the
ones they learn from textbooks.

Speaker 1 (53:24):
It's about equipping them with those essential life
skills like resilience, problemsolving, critical thinking and a
genuine love of learning.

Speaker 2 (53:32):
These are the skills that will truly empower them to
succeed in school, in theircareers and in life.

Speaker 1 (53:38):
It's like we've been focusing on giving them the
right tools for their toolbox.

Speaker 2 (53:41):
It's not just filling their heads with facts.

Speaker 1 (53:43):
And, just like any good craftsman, they need to
know how to use those toolseffectively.

Speaker 2 (53:47):
I love that analogy.

Speaker 1 (53:49):
It really brings it all together.

Speaker 2 (53:50):
So, to recap, we've covered so much ground today.

Speaker 1 (53:53):
From creating that dedicated learning space and
fostering a growth mindset tothe power of modeling good
habits and encouraging a love ofreading.
It's clear that simplestrategies consistently applied
can have a profound impact on achild's academic journey and
their lifelong love of learning.

Speaker 2 (54:09):
And remember the most important thing is to foster
that positive and supportivelearning environment at home.

Speaker 1 (54:15):
When children feel encouraged and empowered, their
potential truly is limitless.

Speaker 2 (54:21):
Beautifully put and listeners, we want to hear from
you.

Speaker 1 (54:24):
What resonated with you the most from today's deep
dive.

Speaker 2 (54:26):
What are your favorite tips for supporting
young learners?

Speaker 1 (54:30):
Share your thoughts and let's keep this conversation
going Until next time.
Happy learning.