Showing posts with label literacy. Show all posts
Showing posts with label literacy. Show all posts

Lee & Low Books interviews Tony Medina about Reading

from the website:
What were some of your favorite books as a child?
Tony Medina: This is a bit complicated, because I was one of those unfortunate kids who did not grow up with books in the house. The only person I ever saw reading was my grandmother and she’d read her Bible and cheap paperback novels. I didn’t even have children’s books. The only time I saw a children’s book was at school when we went to the library as a class. I developed a love of reading when I was around fifteen years old. I had to write a make-up book report that I had neglected to do because I didn’t have the patience or attention span for reading (all I wanted to do was watch TV and go outside and play). My teacher, Mr. De Los Reyes, gave me one last chance to do the report and handed me a list of books to choose from. I took the list to the library and chose a title that intrigued me for some reason, Flowers for Algernon by Daniel Keyes. I wanted to know what an "Algernon" was, so I looked up the book according to the librarian's instructions and was surprised to find it in the contemporary fiction section. I took the book home that Friday night and could not put it down.

Did you enjoy reading as a child? If so, what about reading gave you pleasure?

Tony Medina: What gave me pleasure was being transported into different worlds through words and language, and being able to imagine the characters, places, and situations as if they were starring in my own personal TV shows. I enjoyed having my imagination actively involved in the creation of the story, interpreting it in my own way. I thought this was far better than television because the images were already provided for me. I also loved the intimacy of entering into a conversation with a narrator or character whose thoughts I was privy to. This allowed me to find a certain level of solace in my overcrowded apartment full of aunts and uncles and cousins and TVs playing in every room. With books I learned to sit and be still and travel to different places. This really helped enhance my interior world, the world of my own thoughts and ideas, a world of dreaming. Falling in love with books and reading made me want to be a writer.

Who or what inspired your love of reading as a child?

Tony Medina: After I read Flowers for Algernon, I received an A+ on my book report. I was hooked and started reading more books on the list my teacher had given me, which included A Separate Peace by John Knowles, Of Mice and Men by John Steinbeck, and The Catcher in the Rye by J.D. Salinger. Those books led to other books. I became a bookworm. I always had a book in my hand or in my pocket. I read everything that John Steinbeck wrote, and what was written about him. I developed a love of J.D. Salinger and Kurt Vonnegut, Jr. I started studying the writers I read, trying to teach myself how to be a writer. I loved reading so much, I wanted to have my own books. So I used what little money I would get for candies or allowance and instead of spending it on junk food, I'd buy paperbacks, which were relatively inexpensive. I began building my own personal library. Whenever I'd get depressed or lonely, I’d end up in a library or bookstore. Books became important friends to me. I developed a kinship with the writers I read. The more I read, the better my writing became. I really couldn't understand what my English teachers were talking about when it came to the rules of grammar and punctuation, but when I began reading James Baldwin's essays, I consciously began to study the way he structured and punctuated his sentences. These were some of the longest and most involved sentences I’d ever come across, and I was fascinated with how well he punctuated them.

Beyond Mr. De Los Reyes's second chance assignment and the librarian at the Throgsneck Library who helped me understand the card catalogue, I think I was inspired to love reading by words, language, the dream world that fiction transported me into, and, like Langston Hughes, loneliness. Reading, which is a solitary activity, actually took away my loneliness and blues. And reading made me want to be a writer. That was the one thing that stuck with my ever-changing mind. Reading opened all types of doors for me—from understanding myself and others, to trying to figure out the world, to achieving my goals and living out my dreams.




About Tony Medina:  born in the South Bronx, raised in the Throgs Neck Housing Projects, and currently lives in the Washington, DC, metropolitan area. He is the award-winning author of twelve books for adults and children, and a poet.

LEE & LOW BOOKS

is a family-owned company whose  major goal is to meet the need for stories that children of color can identify with and that all children can enjoy. In addition, they make a special effort to work with writers and illustrators of color, and take pride in nurturing many talented people who are new to the world of children's book publishing with their annual New Voices Award.

Did you know...

  • On average, 25% of schoolchildren in the early grades struggle with reading
  • Approximately 40% of students across the nation cannot read at a basic level
  • Almost half the students living in urban areas cannot read at a basic level
  • Almost 70% of low-income fourth-grade students cannot read at a basic level. 
"Of those with 'specific learning disabilities,' 80 percent are there [in special education] simply because they haven't learned how to read...The reading difficulties may not be their only area of difficulty, but it is the area that resulted in special education placement."
(President's Commission on Excellence in Special Education, 2002)

The following are reasons why we may be seeing these numbers:
  • Early literacy activities
  • Quality of childcare and preschool programs
  • English-language proficiency
  • Parental income
  • Quality of reading instruction

Recently I was asked if I thought too much funding goes to Early Childhood/Head -Start programs in this country and aren't those programs just draining our system since the parents should be taking care of their children's needs not society/government programs.  These statistics help me to point out that no funding should ever be cut when it comes to education of our youth. And sure, in an utopian society where all parents are functioning literates and have the where-with-all to provide outstanding early childhood care, etc. that would be terrific. But in this country the numbers are rising for people who are living below poverty and struggle with their own literacy skills. So we have to get real about the children.  No cuts to federal funding for any education programs. We are not going to become stronger as a nation if we take away one iota from education.

If a child falls behind in the first grade, the system as it functions now has two options once a students starts to fall behind in class.  The school's team of professionals may decide to follow the IQ discrepancy model used to identify children with learning disabilities,which means the student will have to wait to be tested in the fourth grade to receive special services if their scores indicate such, or  alternatively, they may use the RTI(Response To Intervention) method to provide early support to students who are having academic difficulties. 

The RTI three tier method begins  with intervention as soon as the child shows signs of struggling in their academics and their first grade teacher is the one who identifies and remediates. If schools use the IQ discrepency method, then this means that by the fourth grade those kids are not only failing but their self esteem has suffered so significantly that they are not likely to recover from that pitfall. I would wager that the majority of those 25% mentioned above are males, but I will save that discussion for another post.  Schools must assure that all first grade teachers are developed and prepared to provide high quality instruction in the general education classroom. Funding should not be the a reason why students who struggle are not serviced.

Concerns About the IQ-Discrepancy Model

Advantages of RTI

  • The likelihood that inadequate instruction is a cause of
  • learning difficulties decreases.
  • Bias inherent in the referral and the assessment processes
  • decreases.
  • Identification is based on actual classroom performance (i.e.,
  • progress monitoring data).
  • Fewer students struggle before receiving help.
  • The amount of time students struggle is significantly
  • decreased.
  • The progress monitoring data aid in placement decisions and
  • may be used to inform and evaluate the instructional process.
  • Students who are struggling academically receive immediate support and intervention.
 RTI Model
  • Results from assessments do not inform the instructional process.
  • Assessments do not always discriminate between disabilities and the
  • results of inadequate instructional strategies.
  • Bias can result in the misidentification of students.
  • Students must first fail in order to qualify for special education
  • services.
  • Many students do not meet the discrepancy criteria but would still
  • benefit from early identification and support to remediate their skills
Districts should not have to scramble to find the funding to assure their educators are using high quality instructional strategies and methodologies that develop reading (and writing) skills. Not only does this professional development impact those struggling in their academics, the instruction impaces all kids from all backgrounds and needs. Isn't that what we strive to do in our schools? Create individuals who will thrive and be successful, literate, global citizens of the 21st century? 

Guided Reading



First developed by Pat Cunningham and Dottie Hall, Guided Reading is one component of the shared reading block during which the teacher provides support for small, flexible groups of beginning readers. The teacher helps students learn to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure, as they read a text or book that is unfamiliar to them.





The steps for a guided reading lesson are:
  • Before reading: Set the purpose for reading, introduce vocabulary, make predictions, talk about the strategies good readers use.
  • During reading: Guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins."
  • After reading: Strengthen comprehension skills and provide praise for strategies used by students during the reading.
The steps of a guided reading lesson will vary according to the needs of the students in the flexible group. As teachers become more comfortable planning and leading guided reading lessons, they will also become more skilled in structuring the lesson to best meet those students'needs.



The goal: students will learn to use these strategies independently on their way to becoming fluent, skilled readers.

Guided Reading

Response to Intervention (RTI) and Reading Instruction









What happens when a  student of any age  in a regular classroom falls behind because their reading skills are not on level with their classmates and they are not part of a special education program?
  • RTI is a process intended to shift educational resources toward the delivery and evaluation of instruction, and away from classification of disabilities.
What sort of intervention is available?
  • RTI is not a particular method or instructional approach. The success of RTI depends on the timely delivery of research-based instruction by highly qualified instructors. Although RTI can be implemented at any grade level, it is likely that the development of language and literacy skills will be addressed most prominently in the early grades, kindergarten though third grade.
How is RTI implemented?
  • First, a group is identified. There are different ways of identifying a group: last year's test scores, or some other screening method.
  • Next, a teacher who has had the professional development to do so begins to work with that identified group with the use of a research-based, proven successful reading program.
  • That group is monitored for achievement and growth.
  • If there are students do not respond sufficiently to the "research-validated instruction" then they move to another tier of instruction that is more intensive.
    • More intesive means: small group instruction that meets more often and supervised by someone with greater expertise than the regular classroom teacher.
  • AT this point is is hoped that they instruction for this identified group has given them a boost, however, there may still be a small percentage of students who need yet another tier of instruction.
  • The third tier of intervention, if needed, is delivered and monitored by multidisciplinary team.

RECAP:

Tier 1 - students are identified and research-validated instruction is delivered by a trained teacher.
Tier 2 - students who do not show growth from the first tier are instructed and monitored by an expert, one professionally trained in intensive delivery of intervention.
Tier 3 - students who have not responded sufficiently to tiers 1 and 2 move to a group that is led by a multidisciplinary team for more formal instruction.

Reading Expository Texts: Seven Patterns of Organization

Graphic organizers are fundamental to thinking and  provide opportunities for analysis that reading alone and linear outlining cannot . These strategies are especially beneficial to low-achieving students (Jones, Pierce, Hunter 1988).  

This website provides an explanation of the Expository Patterns of Organization for those struggling with reading comprehension and offers writers a refresher of the patterns used in their own pieces.

Text Structure | Reading Worksheets:


Cause and Effect:The results of something are explained.
Example: The dodo bird used to roam in large flocks across America.  Interestingly, the dodo wasn’t startled by gun shot.  Because of this, frontiersmen would kill entire flocks in one sitting.  Unable to sustain these attacks, the dodo was hunted to extinction.
Learn More About Cause and Effect

Chronological: 
information in the passage is organized in order of time.
Example: Jack and Jill ran up the hill to fetch a pail of water. Jack fell down and broke his crown and Jill came tumbling after.
Learn More About Chronological Order
Compare and Contrast: two or more things are described.  There similarities and differences are discussed.
Example: Linux and Windows are both operating systems.  Computers use them to run programs.  Linux is totally free and open source, so users can improve or otherwise modify the source code.  Windows is proprietary, so it costs money to use and users are prohibited from altering the source code.
Learn More About Compare and Contrast
Order of Importance: information is expressed as a hierarchy or in priority.
Example: Here are the three worst things that you can do on a date.  First, you could tell jokes that aren’t funny and laugh really hard to yourself.  This will make you look bad.  Worse though, you could offend your date.  One bad “joke” may cause your date to lash out at you, hence ruining the engagement.  But the worst thing that you can do is to appear slovenly.  By not showering and properly grooming, you may repulse your date, and this is the worst thing that you can do.
Learn More About Order of Importance
Problem and Solution: a problem is described and a response or solution is proposed or explained.
Example: thousand of people die each year in car accidents involving drugs or alcohol.  Lives could be saved if our town adopts a free public taxi service. By providing such a service, we could prevent intoxicated drivers from endangering themselves or others.
Learn More About Problem and Solution
Sequence / Process Writing: information is organized in steps or a process is explained in the order in which it occurs.  
Example:
 Eating cereal is easy.  First, get out your materials.  Next, pour your cereal in the bowl, add milk, and enjoy.
Learn More About Sequence
Spatial / Descriptive Writing: information is organized in order of space (top to bottom, left to right).
Example: when you walk into my bedroom there is a window facing you.  To the right of that is a dresser and television and on the other side of the window is my bed.
Learn More About Spatial Organization

'via Blog this'

Jones, B.F., Pierce, J. & Hunter, B. (Dec., 1988- Jan.,1989) “Teaching Students to Construct Graphic Representations,” Educational Leadership, 46: 20-25. 

READ!

Cracking the Alphabet Code

Children  love to work with interactive websites  because they are more than point and click; they are fun!
These sites contain multimedia with top quality content. They are the sort that teachers will recommend to each other again and again, and new readers will enjoy learning how to break the alphabet code.

Can't go wrong with Professor Garfield -.
for phoneme awareness try Orson's Farm


Fruit Phonics - orange you glad I found this for you?


Practice with Spelling


Portfolio Assessment: A view of "self" within a system of educational expectations



In 1996,  Bonnie S. Sunstein, Associate Professor of Education at the University of Iowa, wrote 
"Assessing Portfolio As s e s sment :  Three Encounters of a Close Kind " offering an explanation of this form of assessment . I especially respect her explanation of portfolios being a way for one to view themselves against a standard of an"other". The questions she gathered from professionals to use with students are helpful to jump-start the highly complex  processes of reflection and reflextive thinking.

From: Voices from the Middle  Volume 3 Number 4  November 1996 


"...we  don't  allow  ourselves  or our  students  to look  hard  enough  at  what they've learned. When we  can't look, we  don't see..."
The  difference between portfolios  and other   forms  of  school  "assessments" is the voices of the portfolio-keepers looking internally at their  own  growth as it happens (reflection), and then looking externally toward what the school expects (reflexive). They create materials, examine  their  progress,  and design the opportunities to assess their own collections, self-evaluating  and  reflecting  about their work while  documenting  how it  stands  up against  a school's  expectations. Curriculum should not  be a mystery to students. When students assess their  own work by  reviewing it-describing,  listing,  and  analyzing  what they've done-they  begin to articulate their own learning within a teacher's curriculum.
Three Types of Portfolio Analysis

I. A Reflective Encounter: Self to Self 

  • Taking the time to re-see one's self in light of the  other  is  a  highly sophisticated  "higher order critical skill."
  • Reflection is what we  call analysis in literature, documentation in science, or exegesis in liturgy. It is hard to explain and even harder to arrange.
2. A Reflexive Encounter: Self to Other 
  • The  reflection bridge  is  a  two-way  street.  
  • A  student  comes to  learn  as  she reflects on her work, "but if you tell me what your standard is, I'll tell you how the stuff in my portfolio shows that I can meet your standard."
  • This process is a reflexive  one.
  •  A portfolio-keeping process must be at once reflective and reflexive
  • Establishing opportunities for reflexivity is a matter of  allowing students to represent processes in a portfolio as well as in products. 
  • Representing processes requires responsibility, ownership, a sense of agency
3. A Dialectical Encounter: Teacher as Mediator 

  •  Portfolios  are valuable because they offer the opportunity for a "self' to set itself next  to  an "other" in  order  to  understand itself better. 
  • They are valuable because they allow  an  individual to  assess-internally- her own  developing sense of standards, and then to  assess-externally-how  she meets those of her school and the communities to which  she  wants  to  belong.  
  • And  teachers must be at the center of this process with students.
  • A curriculum should never be  a mystery to  a student  who keeps a portfolio; it should provide a framework and a set of goals that the student  ought to  be able  to  meet  in  her  own way
The Reflective Encounter 
Questions that Identify, Clarify, and Look for Change 
(from experienced teachers)

Alan Purves, SUNY Albany 
  • What do you know that you didn't know before? 
  • What can you d o  that you couldn't do before? 
  • What do you d o  that you couldn't do before? 
Jane Hansen, University of New Hampshire 
  • What is different in your portfolio now than six months ago? 
J   Sommers, Miami  University, Ohio 
  • How  are your writing and your composing processes different now than they were when you began compiling this portfolio? 
  • Which class  activities  (journal  writing,  peer  response groups, revision, etc.) have affected your writing and your composing process this semester, and what effects have they had? 
Sally Hampton, New Standards Managtng 
Director;  1992-95  Portfolio Project, 
English/Language Arts 
  • If  you were to choose one piece of work  that represents your best effort, what would you choose? 
  • Why is it a significant effort? 
  • When  you  revise  your  work, what  lenses do you  use  to determine what to change? 
Lora Wol f f ,  Keokuk High School, Iowa 
  • After looking over all your artifacts, what is missing? 
  • What connections exist among the artifacts in your portfolio? 
  • Explain the connections. 
Brian Huot,  University of Louisville 
  • Why have you chosen these specific pieces for your portfolio? 
  • What makes these pieces interesting to you? 
  • What surprises you about your work? 
  • What would you do differently? 
Eunice Greer; Harvard PACE;  University of Illinois 
  • What do you want people  to learn about you from reading your portfolio? 
  • Show me where or how they would learn those things from looking at your work. 
  • What's  something  that  you've  been  working to  improve? 
  • Trace your growth in that area through the collection of your work.  (I want them to follow a thread of  an idea through a series of works that have been built over time and read their portfolio as a single body of work, not as a random set of unrelated works.) 
Nancie Atwell,  Center for  Teaching & Learning, Edgecomb, Maine 

  • How  many  pieces  of  writing  did  you  finish this semester? 
  • What genres are represented among these pieces? 
  • What's the most important or useful information about conventions of written English you've learned this semester? 
  • What will you try to do in your writing in the future? 
Judy Fueyo, Penn State University 
  • If  you  think  of  your  work  according to  "level of  difficulty," what would you  choose as hardest and why? 
  • Please describe what you were trying to do, even if you did not achieve it.
The Reflexive Encounter 
Questions that Encourage Representing the Self to an Other 

Chris Sullivan, Plainville High School,  Connecticut 

  • Within the context of the overall picture of yourself that you are trying to create, what does this artifact show? 
  • Think in terms of skills, knowledge, and personal impact as you  answer. What does this piece tell you about your goal for this period of time? 
  • Does it say you are getting there? Have to work on a certain skill? Need more evidence for evaluation? 

Miles Myers, Executive Director; NCTE,  Urbana, Illinois 

  • If you are reflecting for personal reasons about your work, do you have a life or a school career pattern into which these reflections fit?
  • If you are trying to show someone else something about your reflections, how will you make these reflections visible and meaningful for the other person? 
Linda Carstens, San Diego  Unzjied School District, California 
  • What should I know as a reader about this piece that will help me understand your thinking and work? 
  • What would you do next to this piece to have it "tell your story" even more clearly? 
Sara Jordan, SUNY Albany, New  York 
  • What do you want your work to say about you? What does your work say about you? 
Tom Romano, Miami University, Oxford, Ohio 
  • What things can you show me about your learning that I would otherwise not know about you.


The Reading and Writing Processes: A Comparison

When students understand the similarities between the reading and writing processes, they begin to see the natural flow that exists as they read what others write, and re-read to revise their own writing. Sounds simple enough, right? But when I explained these comparisons to high school kids, I witnessed their AH HA moments and positive changes in their reading and writing habits.
 
chart info from Literacy in the 21st Century, 5th ed. by Gail Tompkins.

Word of the Day: Suggestopedia

 http://www.jwelford.demon.co.uk/brainwaremap/suggest.html

Key Elements of Suggestopedia

Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatised texts, music, active participation in songs and games, etc.
Suggestopedia adopts a carefully structured approach, using four main stages as follows:
  • Presentation
    A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.
  • First Concert - "Active Concert"
    This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.
  • Second Concert - "Passive Review"
    The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.
  • Practice
    The use of a range of games, puzzles, etc. to review and consolidate the learning. 

ASCD Inservice: Every Child, Every Day

ASCD Inservice: Every Child, Every Day:
"Examine the literacy activities that struggling readers in your school experience every day. Do all of them spend at least two-thirds of their reading and writing lessons actually reading and writing? Or do they spend larger amounts of time on specific skill-work activities, and little time reading and writing?


When struggling readers interact with texts all day long, in science and social studies lessons, for instance, do they read with 98% accuracy or higher -- or do they struggle with reading accuracy, then fluency, and finally comprehension? What are students learning about language and literacy in settings where they have an uninterrupted diet of challenging texts?


Ask yourself:



  • Are the adults in our school making decisions that create struggling readers?
  • Are instructional systems and uses of time designed to ensure the activities recommended above? If not, what is in their place?
  • What am I going to do to ensure that every child spends most of every day in high-quality, literate, learning environments?"



'via Blog this'

Read

This installation in front of the New York City Library consists of 25,000 Dr. Seuss books donated by Target.  Later, these books were donated to local schools and libraries.

Losing Language

‎"Shackle a people, strip them bare, cover their mouths: they are still free. 


Deprive them of work, their passports, food and sleep: they are still rich.


A people are poor and enslaved when they are robbed of the language inherited 


from their parents: it is lost forever." Sicilian poet, Ignazio Buttitta (1972)

Why Dont We Teach Kids How to Use CTRL+F? - Education - GOOD - StumbleUpon

Why Dont We Teach Kids How to Use CTRL+F? - Education - GOOD - StumbleUpon


Every school district in the country has strict standards for the essential English, math, science, and history content students must master. As early as elementary school, students also are expected to develop basic research skills, like how to use a book's table of contents or index. But many schools don't mandate knowing how to use a computer, word processing and database software, and internet research tools. Yet those just might be the most important skills they can learn.
Dan Russell, a Google "search anthropologist" who studies how everyday people search for information online, told The Atlantic last week that 90 percent of people don't know that they can use CTRL or Command+F to find a word in a document or web page.