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N. Warren Town and County News
Norwalk, Iowa
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June 20, 2013     N. Warren Town and County News
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June 20, 2013
 

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Thursday, June 20, 2013 N/Warren Town and County News t Page Eleven OVIATr Concluded from p. 10 Which approach should schools use -- phonics or whole language? Rather than focusing on a single reading approach, most schools adopt a balanced reading program that combines both phonics and whole language. That's because both are valuable. Phonics is essential to beginning reading instruction. It teaches children how to figure out what a word must be by sounding it out and comparing it to other words. Whole language adds to phonics by getting children excited about what they're read- ing. It encourages students to rely on children's literature more than reading primers or worksheets and also to express themselves through creative writing. Both phonics and whole language have merit: That's why most teachers use a blend of the two. This combination is key because children leam in many ways. Regardless of the teach- ing methods they use, schools know their most crucial job is to help students de- velop a love of reading, as well as the necessary skills. How can I tell if my child is reading as well as she should for her age and grade level? If you're concemed or curious, the best person to ask is the teacher. You also might want to do a little monitoring on your own. Listen to her as she reads aloud. Note whether you think her skills have improved. Is she reading more smoofhl more quickly? Has she learned to read with expression? Can she answer questions about the book she's reading, or tell you, in her own words, about the story? Provide lots of praise as her reading skills progress. Should I continue to read to my child once he can read independently?, Yes, for a lot of reasons. Most children's reading levels are very different from their listening levels. That means that they can understand books that they can't yet read. When you read challenging books to him, he gets to meet more interesting charac-" ters, learn more sophisticated words and soak up more complex ideas and story lines. Soon, he'll want to improve his reading enough so that he can read these better books on his own. There's another reason you should continue to read aloud. It's a wonderful way to spend true quality time with your child. And he'll love it. How can I tell if my child is having trouble with reading? Almost every child will run into some stumbling blocks as he or she learns to read. For one child in six, the difficulties are severe. Here are some red flags you should look for: • Does she refuse to read for pleasure? • Does she look for ways to avoid reading? • Is she easily distracted away from what she's reading? • Does she often lose her place while reading? • When she reads school-assigned materials aloud, does she make a lot of errors? • Does she have trouble sounding out new words? • Does she have trouble understanding the meaning of what's been read? I see some of these problems at home. What should I do? • Make sure the books aren't over his head: Ask his teacher or a librarian to sug- gest books at his reading level. Boost his confidence when he wants to read for plea- sure by encouraging him to choose some easier books. • Listen for trouble spots: As he reads aloud, note the words he is having trouble with. Later, help him review or re-learn the letter or word sound. • Work on everyday words: The more words he knows accurately and automati- cally, the easier it is for him to read, because he won't have to stop and figure out the same word over and over. • Reduce distractions: Find a comfortable, well-lit, quiet place for him to go when he's reading. Try to situate him away from the radio, TV, telephone or other distrac- tions. • Make him feel good about his progress: Is h4 so scared about failing that he won't even try? Be.sure t5 work with him in a kind, loving way and don't become angry or overly critical when he makes mistakes. Other children my child's age read better. What's wrong? Just as some children learn to ride a bicycle earlier than others, some children are able to master reading earlier than others. To find out whether there's cause for concern, meet with his teacher. If everything's oka3 relax, be supportive -- boost your family reading time and forget the comparisons (especially to brothers and sisters). My child can't answer questions about what he's read. How, can I help him under- stand? Some children think that reading is being able to say all the words. But if they don't understand what they've just read, they're not really reading! If he's reading aloud, listen and ask questions about the story. If he's reading si- "learning. You might want to schedule a check-up. • Lifestyle: Children can't concentrate if they're low on sleep or short on energy. Make sure they have a good night's sleep and a nutritious, balanced diet every day (including a complete breakfast). • Learning Disabilities: If you're concerned about the possibility of a learning problem, talk to your child's teacher, principal school counselor, or psychologist. Your child's doctor may have to be consulted as well. I had a hard time learning to read and now my children are running into the same problem. Could it be hereditary? " Some reading disorders can be inherited. For others, it may just be a lack of expo- sure to reading. The good news is that, with some outside assistance, virtually every- one can eventually become a uccessful reader. My child is reading far beyond his grade level. Should I push to have him pro- moted to a higher grade? Although many children read above their grade level schools don't usually rec- ommend moving children up to higher grades, even just for reading classes, because of the social adjustment. Work with his teacher to supplement his classroom reading with a higher level of literature and allow plenty of opportunities for recreational reading at home. Is there any way to make TV less of a brain-drain? While quality TV programs can help your child understand new words and ideas, our children watch way too much television -- and most of it is not high quality. Students who watch at least four hours of TV daily have lower average reading scores than those who watch less television. • Watch programs with your child, when possible. Discuss the story, the charac- ters, the plot -- or even some of the commercials. • When the characters on a program face an unusual situation or dilemma, use it as an opportunity for family members to discuss how they would handle it. • Look for high quality specials and other programs that will enlighten and edu- cate your children, as well as entertain them. My child doesn't like to read. How can ! help him learn to enjoy it? Don't give up! Try some of these suggestions: • Find the right level: If your child is being asked to read books above his reading level, he's going to get frustrated. Remember -- reading for fun doesn't have to be as challenging as classroom reading. • Grab his interest: Read to him every night from the type of book or magazine he really likes -- even if it's a sports magazine or a joke book. • Be kind: Never criticize your child if he has trouble reading. It can turn him off to reading for life. • Go high-tech: Some kids think it's more fun to read from a computer screen than from a book. Get a CD-ROM encyclopedia or look for reading-oriented computer games and programs. • Follow-up on flicks: Many movies are based on great books. Get a copy of the book and let him discover all the wonderful details the,film version left out. • Build on hobbies: Seek out children's books and magazines that show how to make things, or that relate to family hobbies or collections. Where can I get a list of books that would be good for my child's reading level? Public libraries and school libraries are the best sources. Most have printed lists, arranged by age, subject or reading ability. If you're online, you can download read- ing lists from several education-oriented websites. Reading is the single most important skill children need to succeed in school. That's why it's helpful to make reading part of your children's home life every day. The more children read -- and are read to -- the better readers they'll become. Samuel Sava, Ed.D., Executive Director, National Association of Elementary School Princi- pals Parents ask, "How can we help our children succeed in school?" The answer: Raise them to love reading. Read to them and with them. Support and praise them as they leam to read. Show them that reading is a wonderful way to get their ques- tions answered, their curiosity satisfied and their days brightened. Alvin Granowsky, Vice President, School and Library Services, World Book Educational Prod- ucts PO OFFICIAL PUBLICATION Notice of Sheriff's Levy and Sale WARREN COUNTY SHERIFF'S OFFICE BOX 337, INDIANOLA, IA 50125 • (515) 961-1122 lentl read the story yourself, so you can discuss it with him. Ask him to retell the " .......................................................................................... IN THE IOWA DISTRICT COURT FOR WARREN COUNTY story in his own words and tell you what happened first, next and last. See if he can recall some of the interesting details. If he's having trouble answering your questions, it might be that he's trying to read too fast. He may also be concentrating so hard on figuring Out what each word is that he's forgetting to think about the story itself. Take turns reading a paragraph at a time out loud to each other, for, a while. Talk about what happened in the last paragraph before you move on to the next one. And keep in mind that every child learns to read at his own speed. What should I do when my child makes a mistake when she's reading? First, remember that all readers make mistakes. If she still understands the mean- ing of what she's reading you don't need to be concerned. But if she is missing the meaning of the sentence or the stor she needs your help. Wait a few seconds before jumping in give her time to correct it on her own. If she doesn't notice the mistake, have her re-read the sentence out loud. Ask her to listen to herself to hear whether every word fits. If she's having trouble with a specific word, suggest that she look at it to see if it is similar to a word she does know. You might also want to see if she can figure it out by its context -- by looking at the rest of the sentence and seeing what word would make sense. If she's still puzzled, don't make her struggle. Tell her what it is. It's important to keep her from acquiring the habit of skipping over words she doesn't know. Could there be physical problems causing my child to have tro.uble reading? Sometimes there are medical or physical reasons: • Hearing or Eyesight: Has your child had his hearing and vision checked? Both these senses are vital in the classroom. Even a simple ear infection can interfere with STATE OF IOWA ) Docket No. (Sale No.) 13-2169(1) ) SS Court No. EQCV034212 WARREN COUNTY ) NOTICE OF LEVY PLAINTIFF: WELLS FARGO BANK NA VS. DEFENDANT: HELDENBRAND, CORTNEY RENEE DEFENDANT: VOSS, BENJAMIN DEFENDANT: PARTIES IN POSSESSION As a result of the judgment rendered in the ab°ve referenced court case, an executlen was Issued bythe court to the Sheriff of this county. The execution ordered the sale of defendant(s) rights, title, and Interest In Real Estate Property to satisfy the judgment. The property to be sold is: THE WEST 84 FEET OF THE EAST "165 FEET OF OUTLOT 56 OF AUDITOR'S PLAT OF OUTLOT$ IN INDIANOLA, WARREN CQUNTY, IOWA EXCEPT THE EAST 8 FEET THEREOF Street Address: 609 E SALEM AVENUE, INDIANOLA, IOWA The described property will be offered for sale atpubllc auction for cash only as follows: Date of Sale Time of Sale Place of R=dA 07118/2013 10:00 AM Warren County Comtheuse East Doors X Thle sale not subject to redemlon. Propen'y exemption: Certain money or property may be exempt. Contact your attorney promptly to review spectlic provlstons of the law and file appropriate notice. If applicable. Judoment Amt Costs Accrulno Costs Interest Attomev $129,521.68 $850.69 PLUS 4.875% of $128,621.68 DAVID M ERICKSON from 09/26/2012 = (515) 246-7913" ss.OeT.78 Date Sheriff 06/12/2013 Brian S. Vos