Showing posts with label reading. Show all posts
Showing posts with label reading. 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

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. 

Reading Comprehension Strategies

Focused strategies for teaching vocabulary and reading comprehension benefit our special populations and struggling readers, but strategies that are research-based and proven winners also raise the levels of our “regular” students too. 


 Cubing is a strategy designed to prepare students in reading and writing (Cowan & Cowan, 1980).  In reading, cubing can be used to strengthen students' comprehension of a topic or concept and help expand students' understanding of a topic, concept, character, and/or text from various perspectives.



Here are three sites for more information about cubing and how to use them: 
How to make a comprehension cube 
Primary Source Designs: Cubing
Differentiated Strategy 101: Cubing Strategy (a ppt download)

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


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.

Improving Syntax

Syntax: the arrangement of words and phrases to create well-formed sentences in a language.



Let's say I have my students check for a Flesch-Kincaid grade level score (Readability and Comprehension ) and they discover their piece is written at a 7.0 or 8.0 level, but they are in 10th grade (or higher) and striving for a more sophisticated tone, style, and syntax in their writing.


What I have them do next is take that same paragraph and run it through this Syntax Analysis Chart to see exactly where the issues are and how they can revise to improve their readability for a higher score and stylistically create a more sophisticated piece of writing.


Oftentimes, students will discover they are using the same sentences openers ("I think"), structure (simple), and "to be" verbs (am, is was, were) repeatedly. One of the most important elements of syntax is the way the words, phrases, and clauses are arranged. This is a key element of the author’s style and can have a marked effect on meaning.  



I first learned of this strategy at a Advanced Placement Language and Composition conference I attended some years back.  The College Board says, "This reflective tool not only helps students examine how style contributes to meaning and purpose but also helps students identify various writing problems (repetitiveness, possible run-ons or fragments, weak verbs, and lack of syntactical variety). In addition, students are made aware of their own developing voices and diction." 

Readability Scores and Comprehension

A readability score is designed to indicate comprehension difficulty.  Most webpages try to maintain a 7.0 to 8.0 (7th to 8th grade) reading comprehension level. Students can utilize this feature for improving their writing skills, and teachers can use the statistics to gauge comprehension level for corresponding with parents.



First, with your document open, go to the icon at the top left of your screen and click on Word Options.
Next, click
Proofing. At the bottom of that screen you will need to check the Readability Statistics option, then click OK.
After you check your grammar and spelling, you will see the readability statistics pop up after making your corrections.

The Flesch-Kincaid Grade Level score is determined by total number of words, sentences, and paragraphs resulting in a comprehension difficulty score related to an American grade school level.

To determine the grade level for comprehension of a writing sample, Word counts the number of letters in words, the number of words in sentences, the lengths of sentences, and the lengths of paragraphs. The shorter the words, sentences, and paragraphs the lower the comprehension difficulty and grade level.

The Flesch-Kincaid Grade Level statistic can be a helpful tool for writers who want to improve their comprehension level for a specific audience. Students may need to improve their syntax and diction for a sophisticated audience, and educators may need to adjust their writing for broad range of community members and/or parents.

Readability Statistics  provide writers with one more tool to use as a way to evaluate their writing for improvement.