How can we (we three at my school) make an impact on our students' reading levels? Well, with improbable funding, we put our heads together (with lots of help from Barb). Here's a look at some of the things we came up with:
1. An advertising campaign with four segments.
A. Presentation to the faculty on how improving the teaching of reading will help classroom teachers.
B. Student-friendly posters on reading for the hallways.
C. Posters for each subject area faculty workroom on Top 12 Things I Bet You Didn't Know About
Reading.
D. Videos shown on school's televisions about reading.
2. A survey (either paper or with Survey Monkey) to determine teachers' feelings on reading.
3. Analysis of survey data with a possible second survey to "tweak" feelings on reading.
4. Begin working with "at-risk" seniors during advisement times.
Will this help? We don't know, but we hope it's a start. Once we get things actually going, we will report. It just feels so good to feel that we WILL make a difference. And those in middle schools, maybe you would like to try this at your school?
Saturday, September 10, 2011
Sunday, September 4, 2011
Chapter 1 of When Kids Can't Read: What Teachers Can Do by Kylene Beers
I love Kylene. I have had the pleasure of meeting and talking with her over the past several years as I've attended workshops, meetings, and conferences. Past president of NCTE and a middle school teacher (and author), Kylene is down-to-earth.
This is an evaluation of Chapter 1: A Defining Moment. As I have time, I would love to complete evaluations on every chapter in the book, but alas, "time is fleeting" as the poet says.
I was hooked from the very start. She writes like she's talking with me over a cup of coffee (with coffee cake!) Her expectations weren't to discover that kids can't read--of course they can!--since she had plans of teaching AP literature to brilliant students. (Sound familiar? I thought.) However, as fate had it, Kylene's first teaching job was in a middle school in Houston, TX. The first shock came when she discovered that not all students liked reading! (Blasphemy, I thought.) Second shock: some students couldn't read. How was this possible? Then came the conference with George's parents (how I missed having one of these my first years of teaching must be grace) wanting to know why their son had trouble reading. The memory of that event lives with her today--the humiliation, the realization that she did not know what to do, how she failed him by not helping him.
Kylene acknowledges that these kids know they can't read, are tired of being shown as "illiterate," and tune out of school and life as a result. She also acknowledges that most of them attend school, show up for class--which is pretty brave if you look at it. If I had to stand up in front of a class and teach French (a language of which I know less than a dozen words), I would fail. But at least I would have the tools (such as reading and research) to try to get it right. These kids don't have these tools. It's like they've been told to build a house but have been given no instruments to nail, saw, or measure.
She ended the first chapter with a "Mea culpa" moment. And with two critical answers to why adolescents struggle with reading: 1) There is no one cause (or solution) in dealing with this problem--students are different. 2) There are answers--and the rest of the book offers help with them.
I can't wait to have time to read Chapter 2!
This is an evaluation of Chapter 1: A Defining Moment. As I have time, I would love to complete evaluations on every chapter in the book, but alas, "time is fleeting" as the poet says.
I was hooked from the very start. She writes like she's talking with me over a cup of coffee (with coffee cake!) Her expectations weren't to discover that kids can't read--of course they can!--since she had plans of teaching AP literature to brilliant students. (Sound familiar? I thought.) However, as fate had it, Kylene's first teaching job was in a middle school in Houston, TX. The first shock came when she discovered that not all students liked reading! (Blasphemy, I thought.) Second shock: some students couldn't read. How was this possible? Then came the conference with George's parents (how I missed having one of these my first years of teaching must be grace) wanting to know why their son had trouble reading. The memory of that event lives with her today--the humiliation, the realization that she did not know what to do, how she failed him by not helping him.
Kylene acknowledges that these kids know they can't read, are tired of being shown as "illiterate," and tune out of school and life as a result. She also acknowledges that most of them attend school, show up for class--which is pretty brave if you look at it. If I had to stand up in front of a class and teach French (a language of which I know less than a dozen words), I would fail. But at least I would have the tools (such as reading and research) to try to get it right. These kids don't have these tools. It's like they've been told to build a house but have been given no instruments to nail, saw, or measure.
She ended the first chapter with a "Mea culpa" moment. And with two critical answers to why adolescents struggle with reading: 1) There is no one cause (or solution) in dealing with this problem--students are different. 2) There are answers--and the rest of the book offers help with them.
I can't wait to have time to read Chapter 2!
The 90% Reading Goal
Thank you, Judy McPherson, for lending me this book. Although it took me a little while to find time to read it, it was worth it!
Even before NCLB, this district in Washington decided to set a goal that 90% of their 3rd graders would read on grade level. As anyone in elementary knows, this means a total commitment of K-3 teachers! Research shows that prevention/intervention in the early grades is key to a student's future success. Waiting after the age of nine means that over 75% of those who struggle will never become strong readers. So how did they do it? (And they admitted that not all their third graders read on grade level but most of the elementary schools have achieved that goal--as of the writing of the book, the district was up to 71%)
Probably the top reason for "success" was total commitment from the board and the staff of the thirteen elementary schools in the district. They decided that achieving grade level reading in K-3 was more important than the agenda of social, athletic, and employee. They did not prescribe HOW teachers were to make the 90% goal, they were just told to do it--everything was based on results. they contracted with NWEA test banks to have a solid evaluation system. And, although it must have been frightening to the K-3 teachers, the board took responsibility also by saying that anyone (board to principal) who would not work to create teams to accomplish the goal should step aside and allow someone else to take their place. Schools were given the freedom to cut other curriculum, make changes in staff, and to bring in various approaches to teaching reading in the classroom. Two programs were adopted; each school chose the one they wanted. CORE (Consortium on Reading Excellence) offers a program that offered results: 85%-90% of most children can read at or above grade level by the end of third grade using their process.
I also liked what the book said about the "other" cores--math, science, social studies. All of these need solid reading to excel, so why shouldn't we give them this skill before setting them loose on the content areas? They did some other cool things such as getting parents and community involved. And the Reading Foundation was created. Businesses were encouraged to help support the program. Advice is given to college programs. "How you can do this in your school district" was also addressed.....
BUT...
Of course I have a "but." I would have liked it better if the report was from classroom teachers rather than from board members. Sure, teachers got to choose measurements and methods, but whose rear ends were really on the line? I didn't see what happened to the teachers whose students did not meet the goal....did I miss that?
Finally, according to the book, it isn't the socioeconomics that is the key--it is the amount and quality of literacy that a student experiences BEFORE entering kindergarten. My personal favorite part is in Appendix F: Decoding Language: Whole Language for Meaning, Phonetics, and Phonological Awareness.
Note:
From page 117:
"A criterion-referenced test is designed to test student progress toward understanding and applying specifically taught concepts. The reporting format uses the level of learned information or skill as the primary comparative basis.
"A norm-referenced test is designed to measure differences among individuals composing the group. Those reports use other student scores as the primary basis of comparison. An important design criteria is the selection of questions which highlight differences among students. Because fixed external standards are inherently inconsistent with norm-reference methodology, statistical reports mask whether a third-grader's reading level is so low that it will interfere with the learning of academic content."
They prefer the criterion-referenced test.
Even before NCLB, this district in Washington decided to set a goal that 90% of their 3rd graders would read on grade level. As anyone in elementary knows, this means a total commitment of K-3 teachers! Research shows that prevention/intervention in the early grades is key to a student's future success. Waiting after the age of nine means that over 75% of those who struggle will never become strong readers. So how did they do it? (And they admitted that not all their third graders read on grade level but most of the elementary schools have achieved that goal--as of the writing of the book, the district was up to 71%)
Probably the top reason for "success" was total commitment from the board and the staff of the thirteen elementary schools in the district. They decided that achieving grade level reading in K-3 was more important than the agenda of social, athletic, and employee. They did not prescribe HOW teachers were to make the 90% goal, they were just told to do it--everything was based on results. they contracted with NWEA test banks to have a solid evaluation system. And, although it must have been frightening to the K-3 teachers, the board took responsibility also by saying that anyone (board to principal) who would not work to create teams to accomplish the goal should step aside and allow someone else to take their place. Schools were given the freedom to cut other curriculum, make changes in staff, and to bring in various approaches to teaching reading in the classroom. Two programs were adopted; each school chose the one they wanted. CORE (Consortium on Reading Excellence) offers a program that offered results: 85%-90% of most children can read at or above grade level by the end of third grade using their process.
I also liked what the book said about the "other" cores--math, science, social studies. All of these need solid reading to excel, so why shouldn't we give them this skill before setting them loose on the content areas? They did some other cool things such as getting parents and community involved. And the Reading Foundation was created. Businesses were encouraged to help support the program. Advice is given to college programs. "How you can do this in your school district" was also addressed.....
BUT...
Of course I have a "but." I would have liked it better if the report was from classroom teachers rather than from board members. Sure, teachers got to choose measurements and methods, but whose rear ends were really on the line? I didn't see what happened to the teachers whose students did not meet the goal....did I miss that?
Finally, according to the book, it isn't the socioeconomics that is the key--it is the amount and quality of literacy that a student experiences BEFORE entering kindergarten. My personal favorite part is in Appendix F: Decoding Language: Whole Language for Meaning, Phonetics, and Phonological Awareness.
Note:
From page 117:
"A criterion-referenced test is designed to test student progress toward understanding and applying specifically taught concepts. The reporting format uses the level of learned information or skill as the primary comparative basis.
"A norm-referenced test is designed to measure differences among individuals composing the group. Those reports use other student scores as the primary basis of comparison. An important design criteria is the selection of questions which highlight differences among students. Because fixed external standards are inherently inconsistent with norm-reference methodology, statistical reports mask whether a third-grader's reading level is so low that it will interfere with the learning of academic content."
They prefer the criterion-referenced test.
Saturday, August 27, 2011
A Proposed Lesson on the Fireside Poets
Lesson Plan for Read Aloud: Fireside Poets
Kathleen McKenzie
AP Language
Longfellow’s “A Psalm of Life” and “The Tide Rises, the Tide Falls”
Objective: Compare/Contrast the two poems.
Steps: Read aloud each poem. Key vocabulary. Scansion. TPCASTT. ReRead. Discussion.
1. "A Psalm of Life" (1838) expresses both the confusion of his feelings in that time of discouragement and his resolve not to succumb to mournful passivity. Its counsel to "Act,--act in the living Present!" and its injunction to "be up and doing, / With a heart for any fate" gave poetic expression to the motto he had discovered in a German graveyard…. The second poem came later (1879) in life –after tragedy had struck him hard. He died in 1882.
2. Vocabulary: bivouac-shelter, encampment sublime-inspiring main- sea forlorn-sad
curlew- large shorebird efface-erase, expunge hostler-horse minder
3. Scansion: Beats per line, rhyme, allusions, figurative language
4. TPCASTT: Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title
5. Discussion: What message does each poem convey? How do they relate to his changes in life and fortune? DidYouKnow: Longfellow is the only American poet with a bust at Westminister Abbey’s Poet’s Corner? Longfellow was accused of plagiarism by Poe?
William Cullen Bryant’s “Old Ironsides”
Objective: Connect with past events; the power of persuasive verse
Steps: Relate historical context. Read aloud the poem. Vocabulary. Scansion. TPCASTT. ReRead. Discussion.
1. Historical context: "Old Ironsides" is a poem written by Oliver Wendell Holmes, Sr., on September 16, 1830, as a tribute to the eighteenth-century frigate USS Constitution. Thanks in part to the poem, she was saved from being decommissioned and is now the oldest commissioned ship in the world still afloat.
2. Vocabulary: ensign (flag), harpie (mythological creature, half woman, half bird) that attacked sailors
3. Scansion: Beats per line, rhyme, allusions, figurative language
4. TPCASTT: Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title
5. Discussion: Why does Bryant use the term “harpie” as he does? Is it effective? DidYouKnow: This was Holmes’ most famous poem? Why do you think this is so?
Oliver Wendall Holmes “Thanatopsis”
Objective: Allusions
Steps: Background. Read aloud. Vocabulary. Scansion. TPCASTT. ReRead. Discussion.
1. Background: Written over several years, this is a tribute to a young friend of Holmes who passed away as a young man.
2. Vocabulary: The title is from the Greek thanatos ("death") and -opsis ("sight"); it has often been translated as "Meditation upon Death"
3. Scansion: Beats per line, rhyme, allusions, figurative language
4. TPCASTT: Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title
5. Discussion: Do you consider this a morbid poem? DidYouKnow: Holmes was a medical doctor? And that he helped Longfellow with the English translation of Dante’ Divine Comedy. Holmes was the first to use the term “anesthesia.” Do you think his scientific background influenced his writing style? About 1860, Holmes invented the "American stereoscope", a 19th century entertainment in which pictures were viewed in 3-D. He later wrote an explanation for its popularity, stating: "There was not any wholly new principle involved in its construction, but, it proved so much more convenient than any hand-instrument in use, that it gradually drove them all out of the field, in great measure, at least so far as the Boston market was concerned."
Difficult Times
For some crazy reason, I've had a hard time commenting on others' blogs, so I guess I'll post here and try to connect later.
Amy Grace wrote about amazing technologies and how easy it is to connect today--and I totally agree with her. iPads are the rage now, and who knows what cool stuff is coming down the road? On a different note, I do not agree about handwriting. I sincerely believe (and research bears this out) that cursive writing is an important element in a student's education. I think that it is unfortunate that many of my students come to me unable to write cursive and unable to read it. (And I have the top kids!) Is there anyone out there who agrees with me? And if not, why not?
Barb asked for people to volunteer to share their lessons re: read alouds. Honestly, although my kids enjoy the experience, I don't see it making the impact in regards to vocabulary and comprehension. My lessons (thus far) would not be on the same level as those presented in class. So, here's my question: Since I use several strategies of comprehension and vocabulary when I read aloud passages from the textbook, could that count?
Maggie wrote about the techniques she uses in her kindergarten class. I am amazed at her energy! I think we should consider starting a "I Love Reading" group for teachers (and students) in Bartow and Floyd counties. I have requested to start a Book Club at Cass High. I will allow them to choose the books that are appropriate. I hope it will be approved and become very successful!
Teresa wrote about her readings. I found them very interesting--and I liked the addition of sites to visit in several of the blogs. It's become very difficult to keep up with all the information flowing from everyone! The more we blog, the more there is to comment on.
On a final note, I've found that in addition to everything else, this class is opening my eyes to the reading habits of my students. I tend to try to scaffold more--I didn't realize how much students were missing!
Oh, I almost forgot--Sonic Drive In has a website LimeadesforLearning.com where you can vote for a favorite teacher's project from August 29-September 30. I am going to check it out--hopefully I can submit a project! Then get my kids to vote!
Amy Grace wrote about amazing technologies and how easy it is to connect today--and I totally agree with her. iPads are the rage now, and who knows what cool stuff is coming down the road? On a different note, I do not agree about handwriting. I sincerely believe (and research bears this out) that cursive writing is an important element in a student's education. I think that it is unfortunate that many of my students come to me unable to write cursive and unable to read it. (And I have the top kids!) Is there anyone out there who agrees with me? And if not, why not?
Barb asked for people to volunteer to share their lessons re: read alouds. Honestly, although my kids enjoy the experience, I don't see it making the impact in regards to vocabulary and comprehension. My lessons (thus far) would not be on the same level as those presented in class. So, here's my question: Since I use several strategies of comprehension and vocabulary when I read aloud passages from the textbook, could that count?
Maggie wrote about the techniques she uses in her kindergarten class. I am amazed at her energy! I think we should consider starting a "I Love Reading" group for teachers (and students) in Bartow and Floyd counties. I have requested to start a Book Club at Cass High. I will allow them to choose the books that are appropriate. I hope it will be approved and become very successful!
Teresa wrote about her readings. I found them very interesting--and I liked the addition of sites to visit in several of the blogs. It's become very difficult to keep up with all the information flowing from everyone! The more we blog, the more there is to comment on.
On a final note, I've found that in addition to everything else, this class is opening my eyes to the reading habits of my students. I tend to try to scaffold more--I didn't realize how much students were missing!
Oh, I almost forgot--Sonic Drive In has a website LimeadesforLearning.com where you can vote for a favorite teacher's project from August 29-September 30. I am going to check it out--hopefully I can submit a project! Then get my kids to vote!
Sunday, August 14, 2011
Picture Books in the High School Classroom
I have to admit that when I heard the assignment to read a picture book to my students, I was bit perplexed. I mean, these are HIGH SCHOOL students--and while I read aloud to my students for various texts, purposes, etc., I wasn't sure how they would respond to the picture book concept.
Okay, Barb, I was even skeptical. But you have made a believer out of me.
Last week, before the start of Literacy Time (ten minutes set aside for silent reading--don't get me started), I asked my Journalism students to assist me in my assignment. Some laid their heads down on their desks, others leaned on their backpack or a stack of books. But the amazing part is that they all listened! They loved it--even asked if I would do it again. One girl said she couldn't remember the last time someone had read a story to her.
So, my reflection on the assignment....oops! Guess that was it. The first book I read was The Trellis and the Seed by Jan Karon. Nice pictures (I passed the book around after I had finished.) It's an encouragement-style story. Next week I plan to read another book--Higher on the Door by James Stevenson. I will do this to teach memoir writing. I really don't have to teach vocabulary--the books are pretty simple and my kids are pretty smart--but the discussions are nice. I hope to do this once a week...until I run out of books or ideas!
Okay, Barb, I was even skeptical. But you have made a believer out of me.
Last week, before the start of Literacy Time (ten minutes set aside for silent reading--don't get me started), I asked my Journalism students to assist me in my assignment. Some laid their heads down on their desks, others leaned on their backpack or a stack of books. But the amazing part is that they all listened! They loved it--even asked if I would do it again. One girl said she couldn't remember the last time someone had read a story to her.
So, my reflection on the assignment....oops! Guess that was it. The first book I read was The Trellis and the Seed by Jan Karon. Nice pictures (I passed the book around after I had finished.) It's an encouragement-style story. Next week I plan to read another book--Higher on the Door by James Stevenson. I will do this to teach memoir writing. I really don't have to teach vocabulary--the books are pretty simple and my kids are pretty smart--but the discussions are nice. I hope to do this once a week...until I run out of books or ideas!
Sunday, July 24, 2011
Assessing Adolescents' Motivation to Read
Okay, I guess I'll find out who's reading this blog--because I found the article a bit pedantic. Here are my thoughts as I read through the paper--and anyone who did not have the opportunity to read it may use my marked-up copy.
* students as victims of schools [and teachers!] who have devalued literacy activities. {As an aside, I wonder if these researchers would assign a level in Dante's Inferno to these individuals or simply time in Purgatorio.}
Teachers' enthusiasm can have a tremendous impact on students' reading habits and attitudes?
Adolescents clearly identified the importance of choice?
Students enjoyed teachers allowing them to choose a book to read and valued choice in topics and
formats for assigned projects.
Well, I did too.
When I first skimmed this article, it seemed they were right on track--but when I evaluated it piecemeal, I decided they could have had coffee with me--maybe a light meal--and I could have given them all this information. Although this study was held at eight different sites, they only had 384 adolescents involved. Honestly, I could do that at my high school alone (if I had the time--and since I'm not a graduate student nor do I have a graduate assistant to assist me---ah, well.) Perhaps I should see if I could replicate some one's study and get published in the Journal of Adolescent & Adult Literacy....hmmmmmmmmm.
- First I thought this grouping of authors was unusual--but evidently they got together at a conference and decided to see if they could figure out how to motivate kids to read.
- The first sentence elicited a groan from me--anyone teaching adolescents (I hope) could tell you that if they can read their "preferred reading materials" and if teachers will use their "preferred...modes of instruction"--then the kids will be more motivated and "perhaps...[demonstrate] improvements in reading outcomes."
- "Recent studies have suggested that few adolescents choose to read on their own." Duh.
- "Our work suggests that teachers need to ask different questions of adolescents than of younger children." Again, duh. Yet there isn't an instrument for us to assess 7-12 readers? Not one available to we who would like to do this?
- "How do teachers define reading? What kinds of reading will motivate adolescents today? How can these types of reading be incorporated into secondary classrooms?" These are all good questions--does NCLB/CCSS/etc. even care?
- Nonreaders find reading unrewarding or too difficult or not worth it.
- Aliterate adolescents can read but choose not to do so.
- The study focused on two strands:
* students as victims of schools [and teachers!] who have devalued literacy activities. {As an aside, I wonder if these researchers would assign a level in Dante's Inferno to these individuals or simply time in Purgatorio.}
- When they say "school practices" I think they are referring to--in part--federal regulations--although I think they are unaware of this.
- What about students who ARE motivated? Or what about those who WEREN'T at one time--but have suddenly become hungry to read?
- Who would use an elementary measure w/high school? Before this class, I would have just so I would have a clue--We are not given students' reading levels or lexiles, etc. {CLAP, CLAP, CLAP} It is so good that they revised the elementary MRP for adolescents: AMRP. This was the next six pages in the article and ones that I will use. There follows directions and scoring sheet.
- Females score higher. (Shock!)
- Males did better in their early teens but dropped later on.
- Females valued reading more than males.
- Females actually increased value of reading as they grew older.
- African American and Afro/Indo-Trini adolescents valued reading significantly more than Caucasians.
- "Generally, students' self concepts as readers and their value of reading coincided with their reading choices and overall enjoyment of reading."
Teachers' enthusiasm can have a tremendous impact on students' reading habits and attitudes?
Adolescents clearly identified the importance of choice?
Students enjoyed teachers allowing them to choose a book to read and valued choice in topics and
formats for assigned projects.
Well, I did too.
When I first skimmed this article, it seemed they were right on track--but when I evaluated it piecemeal, I decided they could have had coffee with me--maybe a light meal--and I could have given them all this information. Although this study was held at eight different sites, they only had 384 adolescents involved. Honestly, I could do that at my high school alone (if I had the time--and since I'm not a graduate student nor do I have a graduate assistant to assist me---ah, well.) Perhaps I should see if I could replicate some one's study and get published in the Journal of Adolescent & Adult Literacy....hmmmmmmmmm.
Tuesday, June 7, 2011
Definitions: Morpheme and Rime
Morpheme: The smallest meaning bearing part of a word. There are two types: bound (when it only has meaning when attached to another morpheme, such as the letter "s" added to make a word plural and the letters "ed" to create the past tense) and unbound (which has meaning by itself, such as the words "dog" and "care").
Rime: The part of a syllable which consists of its vowel and any consonant sounds that come after it. It often includes an onset--that is, the sound that precedes the vowel. For the word "rake" the onset would be "r" and the rime would be "ake." Another example would be for the word "night" where the onset would be "n" and the rime would be "ight."
Rime: The part of a syllable which consists of its vowel and any consonant sounds that come after it. It often includes an onset--that is, the sound that precedes the vowel. For the word "rake" the onset would be "r" and the rime would be "ake." Another example would be for the word "night" where the onset would be "n" and the rime would be "ight."
Response to Moats' Article
I hope I am doing this correctly--I am posting a response to the article I read on "When Older Students Can't Read" by Louisa Moats.
As a high school teacher I have been frustrated at times by the low reading levels of my students. Like Barbara said, we need to stop worrying about how the child got to this point--and instead DO SOMETHING NOW! Moats' article addressed this same concept. Some facts that struck me were the number (60-70%) who are below grade level--with half failing to complete high school. This is one reason why we cannot meet AYP--enough students don't stay in high school to start their senior year to meet the 80% graduation rate. So what do we do?
We begin classes IMMEDIATELY in basic reading skills at the high school level. We include all students who scored below grade level on the 8th grade CRCT. We have these classes grouped by ability level. Students stay in the classes until they reach a predetermined reading level--perhaps 8th grade (although it would be nice to offer the elective for students who wish to go beyond this goal.) As Moats' states, we can do plenty--but we need the necessary components: well-prepared teachers who are supported, and students who are given the time, proper instruction, and incentives to overcome these challenges. Even with the budget crisis, the reading crisis is more of a threat to the future earning capacity and future happiness of these students. In time, with teachers learning more of how to address the issues of "non-readers" as well as "poor readers," there will be less of a need at the high school level. We will close the gap.
As educators, we are asked to address the needs of each child. Is there a cheap, easy way to address the reading deficient? I don't think so--so my question is when and how will we begin to help students become more successful students and members of our community?
As a high school teacher I have been frustrated at times by the low reading levels of my students. Like Barbara said, we need to stop worrying about how the child got to this point--and instead DO SOMETHING NOW! Moats' article addressed this same concept. Some facts that struck me were the number (60-70%) who are below grade level--with half failing to complete high school. This is one reason why we cannot meet AYP--enough students don't stay in high school to start their senior year to meet the 80% graduation rate. So what do we do?
We begin classes IMMEDIATELY in basic reading skills at the high school level. We include all students who scored below grade level on the 8th grade CRCT. We have these classes grouped by ability level. Students stay in the classes until they reach a predetermined reading level--perhaps 8th grade (although it would be nice to offer the elective for students who wish to go beyond this goal.) As Moats' states, we can do plenty--but we need the necessary components: well-prepared teachers who are supported, and students who are given the time, proper instruction, and incentives to overcome these challenges. Even with the budget crisis, the reading crisis is more of a threat to the future earning capacity and future happiness of these students. In time, with teachers learning more of how to address the issues of "non-readers" as well as "poor readers," there will be less of a need at the high school level. We will close the gap.
As educators, we are asked to address the needs of each child. Is there a cheap, easy way to address the reading deficient? I don't think so--so my question is when and how will we begin to help students become more successful students and members of our community?
Monday, June 6, 2011
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