Empowering Children To Read

This Librarian is a Believer in the Accelerated Reader Program

2011-06-07T12:12:00.002-06:00

Regrettably, schools all across America are downsizing education; cutting teachers and other vital school personnel like librarians, counselors, and nurses. God help them for they know not what they do. Fearfully, I predict that this will eventually have grave consequences detrimental to our children.

Consequently, in these dire times, becoming indispensable in your position, is essential, particularly, if your position is considered nonessential staff as the librarian position is often viewed. Luckily, my position as librarian was not cut; resulting I do believe from my ability to be adaptable, flexible, and resourceful; plus, equally important abiding by the dictates of our school district's Library Services' Director and supervising Library Specialists who have stressed time and again to librarians that it is of high importance to be ever vigilant to become the "Indispensable Librarian".

It became encumbering upon me to implement the Accelerated Reader Program School wide and since no one else on staff possessed the experienced expertise to do so other than the librarian, thus evolved the opportunity to actualize indispensability of the librarian’s position regarding the implementation of the Accelerated Reader Program. I realize a lot of librarians do not like the AR Program, but I happen to like it. I do think sometimes it can be a life saver or "Job Saver" when our school leaders "still" don't understand what librarians are "really" suppose to do--but they do understand AR and what it does.

Now rightly or wrongly as to whether AR stifles student selection of choice in reading /selecting literature that they want to read is a fierce debate between those who are pro-AR and those who are anti-AR. I've had kids busting down the library doors trying to take an AR Quiz at the end of the day just prior to going home, if they had not had a chance to take any quizzes during the school day. On the very last day of school, on June 3, 2011: I had a 5th grader who had just graduated 5th grade come into the library on the very last day of school to take an AR Quiz on one of the "Harry Potter Titles". Each Harry Potter book = 34 - 40 points, thereabouts. This 5th grader was 12 points away from reaching the 100 points club to earn a gold medal for adding to his AR chain necklace; he earned it on the way out the door on the very last day of school/ the last day of elementary school forevermore for this student. I presented him with his gold medal and he added it to his chain necklace as his mother waited on him.

Although there are those who do not agree that the Accelerated Reader Program motives children to read and read widely across the curriculum in varied genres; however, from my experiences, I beg to differ.

The Act of Reading Leads to the Act of Writing

2011-01-09T15:14:00.000-06:00

Dear Reader and Writer,

Number 1:
If you read, read, read, read, read, read . . . . . . .the words you read and the ideas expressed become a part of your thinking. In thinking about what you want to write, reflect, think back on, remember, reread those books and readings that go with the ideas you want to write about.
Most students need a nudge in trying to think about writing ideas so do the following: if you do not already have a pre-writing list of writing ideas make one now as follows: fold notebook paper in half/hot dog style: On one side listing all relatives, friends, neighbors, pets and family car/truck model; on the other side of paper, listing all things/places familiar in their lives.

Number 2:
In trying to decide the best way to begin your writing, go back and read how the author of your favorite books or authors of your favorite genres/type books you like to read begin their writing in their books. Choose one of the beginnings of how "real authors" begin their writing as a model for how you will begin your writing. Use the model of how a selected author begins the writing in a book to fit with your own thinking to write the beginning/introduction of the main topic of what you will be writing about in your writing piece.

Number 3:
Think of at least 3 ideas which further extend the focus main idea already introduced in your beginning. Write those 3 ideas in a complete sentence.

Number 4: Write to elaborate each of your 3 sentences by doing the following basics of elaboration:
Write a reason: the reason . . . . . or because . . . . . .

Write an example: for example .. . Or for instance . . . or it like. . .

Write a detail: description of people and things--, shoes. Use "show" rather than tell words. Use words that paint a picture in the minds of the reader who will read your writing piece.
Use sensory details appeal to the "5" senses and the writing naturally becomes better.

Describe visual details--describe the physical appearance/features of a person or thing.

Describe a physical characteristic of clothing worn-- think about how you would describe a favorite piece of clothing---jeans, shirt, sweater, jacket; describe feelings/ texture/fabric/material: what things feel like or are made of.

Describe sounds and smells occurring in your writing piece--the sounds heard; describe smells, tastes--the smell/odor and taste of things.

A memory sentence to help you remember how to elaborate your writing: RED=reason, example, detail.
Read or re-read books to see how the authors’ add details of elaboration.

Number 5:
Spice up and enrich elaboration by rereading your writing piece to make changes which elevate the quality of the writing:

use exact nouns--use brand names. Heinz Ketchup; Campbell Soup; Hersey Chocolate, etc.

Use exact verbs-----think of other ways to say the word "said"-- stated, declared, exclaimed, shouted; "walk"-ambled, strut, lopped; "ran"--raced, sprinted, in your writing. Use Thesaurus to find other ways to say a word.

Use exact color words: moss green; charcoal; violet; denim blue; tangerine; scarlet.

Use exact adverbs to decribe the degree of how something was done; how well; and how something was done.

Use exact Prepositions--positional/location words: above; below; across; right; left

Use interjections to add excitement when appropriate: Hurrah! Help! Bravo!

A memory sentence to help you remember
SUE=spice-up-enrich-elaboration:

Read or re-read books to see how the authors’ use exact wording.

Number 6: Write an ending. Use the model of how a selected author ends the writing in a book to fit with your own thinking of how you would like to finish your writing piece to write its ending/conclusion.

Last of all: Proofread your writing piece for any spelling and grammar mistakes needing to be corrected as guided by your teacher's writing checklist.

Schools Must "not" Overlook Academic Importance of Ample Well Developed Book Collection and Certified Librarian for the School's Library

2010-12-26T21:16:00.004-06:00

The value of an ample well developed library collection of books is often overlooked in some schools. The value of a certified professional librarian is also mistakenly devalued as pertinent in far too many schools throughout the USA. Seemingly, this unfortunate scenario occurs much too often in minority schools; yet the more affluent areas "get it" that great libraries with an ample, well developed book collection in varied genres and a certified school librarian are invaluable in supporting learning and helping children develop a love of reading enhancing the library’s primary goal of building school-wide literacy in fostering a reading culture and a lifelong habit of reading. According to research, providing access to an increased number of books in varied genres elevates motivation for children to read. Additionally, having a certified degreed librarian on par with others professional staff members to thus, possess the educational expertise to work collaboratively with teachers and administrators to impact academic success for students should be a desirable model for all schools. Students eventually do whatever it is that is modeled sufficiently; consequently, if the importance of reading is modeled/encouraged just for the sheer pleasure of reading what one wants to read based upon one's own personal choice of interest and is a provided accessible opportunity for students; then, the habit of reading becomes a culture. To that effect when reading becomes a cultural habit, it impacts academics and extends to lifelong learning. That, my dears, is exactly what we want students to do. Mission accomplished! The end.

Successful Book Fairs Have Greater Meaning Beyond Profit: Children Falling in Love with Books is the Deepen Meaning!

2010-04-25T12:03:00.003-06:00

My final Book Fair sales totaled $4,000! For a socioeconomic disadvantaged neighborhood that's a successful Book Fair in more ways than one. Although, monetary profit is important, but more importantly, is the simultaneous, deepen indicator of success in that children are falling in love with books and parents, poor, they may be recognize the value and significance of their children becoming lovers of reading books!

Falling in love with reading lots of books can be the saving grace for children's lives for endeavoring to be all they can be--it was for Gary Paulsen, renowned children's writer, whose books are especially appealing to boys--more on Gary Paulsen, nest time.

A Message from A School Librarian to All Boys and Girls

2009-12-10T22:31:00.002-06:00

The Boys and Girls at my school rececntly received the following announced message from me via morning announcements:

My message was so well received tthat it seems only appropriate to post it on this blog:
Empowering Children To Read.

The message from me, a school librarain, to all Boys and Girls is as follows:

I think I may have been poor in my earlier years of growing up; I think, maybe I was-----but, I’m not sure.

My neighborhood was poor; my grandmother’s house was three room straight through called a shot gun house; we did not own a car. However, the lines are unclear to whether my family and I were poor or not because we had one thing we did which set us apart; it was a habit of the rich and wealthy. The habit of reading lots of books and magazines in our leisure and spare time was something that my family loved to do and that made all the difference in my perception about my family’s economic status, the state of being poor or not. My mother often said, “My mind has always been richer than my pocketbook."

Congratulations to Ms. L's 4th grade students who are on their way to forgetting about whether their neighborhood or house they live in is poor or not because they are in the process of developing the habit of the rich and wealthy and are falling in love----------falling in love with reading lots of books in their leisure and spare time for no other reason than the simple joy and pleasure of it all! They are on their way to developing and enriching their minds beyond their purses and/or wallets.

How do I know this? Ms. L's students enter the library excited about turning in books and getting new ones and when they leave, they are loaded down with 3 and 4 selected books of their choice to read in their leisure and spare time!

Oh, by the way, they also making lots of 100’s and 90’s on Accelerated Reader's reading and vocabulary quizzes!

Kudos to Ms. L's 4th grade students-----They are in upward mobility toward College and Career Readiness!!!!!

Building a Culture of Reading with the Accelerated Reader Program

2009-10-28T09:18:00.007-06:00

We all can agree with the fact that to build a culture of reading with our children is essential in order for them to develop into lifelong successful readers. Even though, we may have diverse points of views and/or opinions about how we arrive at the destination. Of course, as some of my professional cohorts already know, the Accelerated Reader Program, in my humble opinion, is an excellent tool for not only accelerating reading growth, but, for simultaneously, building a culture of reading. As you well know, like most things in life, there are pros and cons; and certainly, there are pros and cons regarding the Accelerated Reader Program. However, whether you happen to be one or more of the following:
Classroom teacher, librarian, literacy specialist, school administrator, parent/grandparent, organizational youth leader, or children's care-giver, we know in today's world of competing technologies for children’s’ interests and time, it is a struggle to build a culture of reading within children in this present day. Therefore, with careful implementation, Accelerated Reader is one of the finest tools of integrated technology for growing reading comprehension and building a culture of reading at the same time. When used correctly, AR builds motivation for reading whatever children want to read, pleasurably, individualized to their personal reading ranges from low to high which is called a ZPD--zone of proximal development. According to research, a child's ZPD, reading range is one which produces optimal reading growth, individualized and tailored to each respective child.

Now, there are those who offer counter debate in discussion not being favorable to the Accelerated Reader Program.
Some even say that AR stymies the self-selection process in reading whatever a child wants to read, or takes the anonymity out of reading, and/or makes a public exhibition of struggling readers.
In my humble opinion, I think to the contrary; if handled correctly, this is not so. When children are reading at a range specific to their reading strengths and thus can comprehend what they read successfully, this, indeed, is what accelerates their reading.

I like the manner in which AR is implemented at our school for those teachers who utilize the program; it is implemented comfortably and carefully. Those who are involved with AR, know this as a fact: we don’t obsess about it by restricting the children's reading to only books with AR quizzes and/or are consumed by concentrating on points; we pursue a quality over quantity approach, whereby we stress the importance of maintaining an 85% and above average--subsequently, the accumulation of points are inherent and automatic--it is a 2 for 1 because the higher the reading average equates more earned points for time spent, practicing reading.

Children are given the computerized Star Reading Test to find their individualized, compatible reading range (ZPD); I, as the librarian write their ZPD's on a book mark and explain to them how finding books they want to read within their reading range and taking quizzes to find out how well they understood what they read will grow their reading. I also stress the importance of careful and thorough reading and sometimes re-reading if necessary, so as to make high scores (85-100%) on their reading quizzes as the vital key to accelerating their reading growth. If children consistently score high on reading quizzes whether a struggling reader who has a low reading range or a student quizzing at the low range of his/her respective reading range, scoring high on the reading quizzes automatically elevates and grows the reader's reading levels.

I built in an extra scaffold or bridge to cement the learning within the reading prior to testing by allowing students to use hands on's and graphic organizers, See Dinah Zike’s foldable (www.dinah.com) for great ideas. This is an additional way to integrate artsy, hands on’s manipulatives which is enjoyable and motivation for students of all ages. Additionally, children can blog about their books read prior to taking an AR quiz; I created a blog specifically for allowing children to do so at
www.readinglearningblogging.blogspot.com.

Renaissance Learning, the creators of the Accelerated Reading Program offers continuous learning based upon the latest research about building a culture of reading within all children from PK-12. Updated training details that concentration solely on points as passé. In having children set individual goals, educators have the option of setting goals in three ways by: (1) having children read within an individualized reading range to grow reading; by (2) establishing an expectation that children maintain a reading average of 85 % and above; and by (3) establishing an expectation of the acquisition of a set number of points based upon the individual goal of students—(points actually equates the length of time spent practing reading)---the more text within a book, the more time needed to read, thus equating the point worth of the book.

At the end of the day, if implemented correctly the Accelerated Reader Program builds a sense of security and safety within children because they succeed when matched with a book they can actually read; as true with any of us, whenever we find the "right" path which proves to be reliable for meeting success with whatever we endeavor to do. Hence, a book match empowers children to elevate and grow in their reading by quizzing successfully on book quizzes that offer immediate feed-back on how well they have done. Confidence, self-esteem, lifelong reader acquisition of upward mobility are by-products.

What do I mean by acquisition of upward mobility? The children at my school are about 99% poverty level, and since once upon a time, reading for pleasure as a past time leisure endeavor was reserved “only” for the elite, wealthy class so therefore to acquire the habit of reading for pleasure as a past time leisure endeavor that was once reserved for the rich upper class; well, now, that is indeed, an acquisition of upward mobility.

Consequently, it is of critical importance to build and develop a culture of reading within the children we serve. At the end of each day, I walk out of my library with a bounce in my step for I feel that I am doing my part in striving to meet the reading needs of the children who enter my library doors by using a tool which grows them as readers and whets their appetite for wanting to read lots of books. As a result of buiding a culture of reading within children sets the steps in motion leading to the path of becoming lifelong learners.

Literacy leads the Way

2009-03-16T06:16:00.006-06:00

Being a part of the literacy professional community, as a school librarian, I received an invitation to join other literacy professionals as a participant in Online Course Work targeting the theme Literacy Leads the Way.

The overall objective is for literacy professionals to increase their literacy building expertise so as to provide appropriate activities to build reading fluency, develop oral language, world knowledge; and, to build listening/reading comprehension as well as to ensure wide exposure to literature lending supportive ideas for building inner dialogue for reading comprehending and written composition.

In my next post I will elaborate more about how new learnings complement what I already know about literacy development. Just wanted to share briefly that what I already know is on target with new learnings and, thus, validate and confirm my previous posts as stated.

Foster a Love of Reading by just doing what Comes Naturally

2008-06-14T06:31:00.008-06:00

Making reading a practice just as you make other activities a part of the day whether it is at school or home, motivates children to read independently for enjoyment. Recently, I implemented an Early Morning Readers’ Club, whereby children came to the library to read before school started for the day; so, in actuality I added dimension of time into the day for children to practice what comes naturally like all the other activities expected to be practiced throughout the school day. To my pleasant surprise, it became a huge success, so many children attended that they were practically hanging from the rafters. This literacy engagement simply provided an opportunity for student to practice reading naturally for pleasure and to acquire increased literacy skills coincides with a quote from Lesley Mandel Morrow, a professor of education at Rutgers University, "Voluntary, independent reading is a skill that needs to be acquired by frequent practice and taught just as phonics or comprehension are taught."

Moreover, this opportunity for incorporating natural practice time for reading extends to parent and child activities at home. In fact, according to Lesley Mandel Morrow and her colleagues GSE colleague Michael W. Smith and Diane H. Tracey, a professor of education at Kean University, who have developed a new initiative, to guide parents who want to help their children acquire literacy skills; see practical tips for parents provided below:

Cook together: The next time you cook, ask your child to read the recipe while you prepare a dish together. Together, write down meal plans or a grocery list. Have your child write out a favorite family recipe.

Go for a walk: Take advantage of your child's natural love of the outdoors. Write about what you see on a walk, keeping lists of the plants, animals, insects and birds you come across. Observe the moon and stars above and keep a log of your observations.

Share a meal: The next time you pass the mashed potatoes, think of the valuable learning opportunity dinnertime poses for your child. Research shows that the longer a family sits around the dinner table, giving everyone a chance to talk about their day or what they'll do tomorrow, the more exposure their children will have to vocabulary words and the more likely they will do well in reading, says Morrow.

Go shopping: Before you go, make a list. Then, scavenger-hunt style, have your child find those items in the store, reading and comparing labels and selecting items that fit your needs. Read and talk about the signs you see in the store.

Check out the news: The newspaper presents an opportunity to practice reading skills every day. Visually stimulating sections such as the comics or the travel section will catch even a young child's eye. Discuss what you've read, or keep a file of favorite.

When Writing like a Reader, Catch the Reader's Attention From the Very Beginning!

2008-03-11T13:10:00.007-06:00

Students can only do as well as the models we provide and the questions we ask. See examples below:

Have students pay attention to great beginnings in books that you and they read! Have students rewrite great book beginnings to make great beginnings for their writings!

“It’s me again, Hank the Cowdog. I just got some terrible news. There’s been a murder on the ranch.”------Taken from The Original Adventures of Hank the Cowdog by John R. Erickson
Students: It’s me again, Hank the Cowboy, I just got some terrible news. There’s been a cattle rustling out on the ranch. Thieves got away with more than 500 head of cattle.

“Hello. My name is Down Girl.”------
Taken from Down Girl and Sit by Luck Nolan, 2007-2008 Texas Bluebonnet Winner!

Student: Hello. My name is Angela.

“If your teacher has to die, August isn’t a bad time of year for it. You know August. The corn is earring. The tomatoes are ripening on the vine. The clover’s in full bloom. There is a little less evening now, and that’s a warning. You want to live everyday twice over because you will be back in the jailhouse of school before the end of the month.”-------
Taken from The Teacher’s Funeral (A Comedy in Three Parts) by Richard Peck

Student: If you happened to have been born in November, it as good a time as any. You know November. The vegetables and fruits are ripe and ready to be picked from the vines. There is less day light and it’s starting to get dark soon. Time for celebrating family holidays comes fast in November.

“Sheriff McGillicutty awakens to birds chirping on a warm sunny morning. Turning over in bed and looking out his bedroom window, he saw the clearness of the spring day and a sky as blue as the ocean. His eyes saw vivid green trees and butterflies dancing from flower to flower drinking nectar. Being a lover of nature, Sheriff McGillicutty thought it a wonderful day for relaxing, taking it easy, and observing the beauty of nature.”-------------------Taken from a Group Composition written by the Saturday Library Pleasure Reading and Writing Class—--Librarian was able to elicit these descriptions by asking the right questions to get the desired results.

Student: I first woke up when I heard the birds chirping outside the windows of my bedroom. It was my birthday! I remember it being my best birthday because I got a surprise birthday present from my dad. My surprise was my dog Diva.

The Librarian Who Lived on the Bookshelves

2008-01-04T15:24:00.002-06:00

There was an old library lady who lived on the library bookshelves. She slept there at night to keep the library running right. She kept the books in proper Dewey and ABC order for ease of finding books without any bother. She fixed and straighten book spines to keep them in pretty, even lines and decorated beautifully her library shelves for little library elves. During the day, she could be found writing and running library reports of all sorts and, oh by the way, of course, writing her Library Talks Newsletter and expressing ideas to ponder on her http://empoweringchildrentoread.blogspot.com/ blog as a professional, intellectual writer of note; she reigned as the Accelerated Reader Queen Bee, you see, in advocating it as the teacher’s best tool for building reading comprehension and vocabulary proficiency, sufficiency.

Her days were filled with ordering and stamping new books and weeding old ones without pretty looks as well as managing the library to run by computer with daily back ups to keep it operating smoothly to avoid any computer breaks and bumps. The library lady was, even, on some days an after school reading-writing tutor; although, too, was her library role to, simultaneously, inspire love of books by allowing readers to read uninterrupted for pleasure whatever book they chose to read to be pleased; hence, impacting reading achievement and growing readers as leaders, teaching genre book location access by Dewey, reading aloud on Elmo and checking out books to a thousand or more. This was all done by one person, the library lady herself while still overseeing each library elf to find just the right book by interest of heart and mind from each library shelf.

The library lady had so many classes she did not know what to do. Helping teachers on the fly as they stop by. Too busy with classes filling the library’s interior to talk in detail as teachers ask questions and linger to check out learning material. The library lady mingles back and forth between the teachers and the classes filled with lads and lassies. Unlike middle schools or high schools, in elementary schools, the role rules of the library and the classroom are often confused and the quest for librarian-teacher collaboration, class and student research, and time to accommodate the "Spirit Reader" in the library as refuge is lost at the cost of the library becoming instead like a classroom of restricted use.

So, most often, the librarian remains the only soul, truth be told, who knows both the teacher and librarian's role. Library training worth more than gold enables her to distinguish the finer details of the differing fold of each role. This premise bears out as true because one day, the library lady was, thought to perhaps, in addition to her library duties, as it was come to be discussed by some, the library lady, to boot should teach the state test, too, although the library is not considered a core or a team component aligned to earning the big bonus incentive loot. The library lady threw up her hands in exasperation! Ever intense, nonetheless, without pretense and always willing to fulfill expectations within her role for herself and/or the role of someone else.

Therefore to do her best, she chose the Gourmet Curriculum Menu having aligned learning standards in 31 states makes it, oh so, great! Being indexed with the appropriate levels of Bloom’s taxonomy, it can be taught with a team or taught in autonomy. The reading content is lexiled so students don’t feel exiled. Since the library lady had already plenty work to do, unbelievable, though it seemed, she had to think about adding one job anew; indeed, all total, her jobs were already quite a few. However, keeping in mind as the library media specialist, whatever role done as one or some, she must be realistic in being altruistic to the library’s purpose and loom to maintain a print and nonprint environment in the library's variance from the classroom. So, the library lady still had to make learning reading test strategies of the Gourmet Reading Appetizers and Main Dishes, too, a media presentation of wondrously joy for every girl and boy with added excitement of hands on desserts and doggy bags games as they are named to ensure the library remained an enriched, fun, and pleasurable reading sensation in developing lifelong “Spirit Readers” for the next generation.
There was an old library lady who lived on the library bookshelves. She slept there at night to keep the library running right.

Author: Cheryl E. Hill, Librarian, M.Ed

Give the Gift of Developing Spirit Readers

2007-12-09T21:53:00.000-06:00

Recently, as I conversed with the Library-Reading Consultant, Alice Pradia about the importance of libraries being filled with great books for impacting student achievement and the power of elevating reading levels and reading comprehension via the Accelerated Reader Program as an additional motivator for inspiring love of books/literature for the sheer pleasure of it all; while, also, simultaneously providing the essential practice component of the school/school district’s core reading curriculum. In addition to making reading practice fun and exciting for every student, AR gives the teacher the continuous feedback to personalize instruction so every student achieves maximum success through reading self-selected titles based upon interest for reading for pleasure and enjoyment. Although pleasure reading has not been a research priority until more recently, studies are accumulating that emphasize the importance of reading for pleasure both educational and personal development as future lifelong learners. Research with children has shown that reading for pleasure is positively linked with the following literacy-related benefits: reading attainment and writing ability; text comprehension and grammar; breadth of vocabulary; positive reading attitudes; greater self confidence as a reader and pleasure reader in later life. These literacy-related benefits hold true for first and second language acquisition (Krashen, 2004).

During the continued course of our conversation, I was fascinated by a term used in a context that I had not heard before. Mrs. Pradia as former Curriculum Specialist referred to the importance and the efficiency of developing “Spirit Readers” to do the simultaneous task of raising academic achievement as well as test scores. Then it dawned on me, a spirit reader is another way to describe a reader who becomes intrinsically motivated to read! Research shows, as accorded by the research paper of National Literacy-Reading for Pleasure, Guthrie and Wigfield, (2000); reading incentives offered for goal-oriented, challenging reading performance can enhance the intrinsic motivation to read. Motivation is a multifaceted construct that includes reading goals, intrinsic and extrinsic motivation. Since children are motivated by both, the extrinsic can be harnessed to bring about intrinsic motivation (Ryan and Deci, 2000) leading to conceptual understanding and higher level thinking skills( Kellaghan, Madaus & Raczek, 1996); apart of the construct is also “self-efficacy” and social motivation for reading; two related aspects of motivation are reading attitude which are feelings and beliefs an individual has with respect to reading and reading interest relates to individual preferences for genres, topics, tasks or contexts. The appropriate use of reading incentives lead learners to engage in reading and the internalization and integration of the value of reading in fostering lifelong readers. All the aforementioned as stated and described can be accomplished with the Accelerated Reader Program.

The Accelerated Reading Program allows each student to read books of interest at his/her own individual reading level. Students read between a predetermined (low-high reading range, e.g. 1.5 to 2.5) Zone of Proximal Development (ZPD). The ZPD can be determined by the STAR Reading test which provides accurate, reliable, norm-referenced reading scores for grades 1-12 in less than 10 minutes. These scores include grade equivalents, percentile ranks, and normal curve equivalents. The Star Reading Test is a component of the AR Program; or the ZPD can be determined by a previous standardized test score or teacher judgment. Once students complete reading a book, students take a reading comprehension quiz on the computer and reading points are earned; the goal set is that students earn the most point by scoring 85-100%; the higher the score the quicker the student proceeds to his/her higher reading goal range; and, then, gradually and authentically, reading levels are elevated, reading comprehension increases, and love of reading literature through reading library books for interest/pleasure.

Studies show that when struggling readers are not motivated to read, their opportunities for learning decrease significantly ( Baker, Dreher, Guthrie, 2000). Research bears out that children from lower socio-economic backgrounds read less for pleasure and enjoyment than more privileged classes (Clark & Ackerman, 2006); therefore, it is essential that children of poverty in under performing schools have implemented reading motivating programs to develop a love for literature and reading books for the sheer pleasure of it all because it does, indeed, have a profound impact on reading achievement (fluency, vocabulary, background knowledge =comprehension) as a whole and enhances social skills and decision making skills in addition.

Imagine filling every student with the “spirit” for clamoring to read books, eagerly practicing their reading at a high level of comprehension, and proudly displaying their reading achievements and doing better in all subjects. All of this can happen when children fall in love with reading for the sheer pleasure of reading books.

“Education and reading are circular—-the more a person has of one, the better the development of the other.” (Chall, 1996)

Readingempowerment starts@your library!

All Learning flows from reading.”

“A book is a gift you can open again and again.”---- Garrison Keillor

Brew Developed = R is For Reading Books

2007-11-25T14:29:00.000-06:00

Although I have been percolating for several months, I could not deliver a developed, well thought out brew of knowledge until now; so, hence the reason for my long absence of posting. I have been thinking though and writing my own ABC book based upon what I already know in my head about teaching children to read based upon the sound-alphabetic relationships of the English language for the synthesis of literacy. As a librarian, I do not have the luxury of time or the continuity of time as does the regular classroom teacher to address the needs of only one classroom because I see all the students in the entire school which equates about 42 separate classrooms who come at some point and time to the the library. However, in the act of promoting and inspiring the reading of great books, I felt a tinge of being unfulfilled and less than authentic to my true purpose of creating literate readers whenever the opportunity presents itself for making children's lives better. I knew well that too many children enter my library without the tools to read the books that I champion. I have heard it stated often at Librarians' meetings and conferences that librarians grow readers rather than teach reading to readers; even though, true, I still felt dissatisfied by being unable to grow a seed not yet planted. I needed some efficient tool to utilize in the library setting to impact reading literacy for non-readers and struggling readers to ignite the love of reading books in the minimum time frame as the library period.

I know most assuredly that if we teach the sound-alphabetic letter relationships of the English language, authentically, then, reading becomes a reality. Also, in teaching the sound-alphabetic letter relationships of the English language, we actualize efficiency for literacy in that we are, additionally, simultaneously, teaching, listening, speaking, spelling, vocabulary, and the tools of writing. As a teacher-librarian, I have read many alphabet stories to children, but, alas, although enjoyable, funny, and delightful, they were incomplete because none included all the sound-alphabetic letter relationships of the English language. I became dissatisfied because I knew that I was not presenting the English alphabet in its totality to build a comprehensive foundation for reading literacy plus I could not truly actualize the theme for my library: Readingempowerment starts@ your library! I spent countless hours in trying to problem solve a way in which I, as a teacher and a librarian could teach foundational reading literacy skills as I simultaneously read library books to children for enjoyment and to inspire them to read and love literature.

Additional as a literacy professional, I wanted to find a way in which I, as a teacher-librarian independently, as well as through collaborative endeavors with classroom teachers and other school professionals could contribute to address the reading/illiteracy crisis facing our American school system. Moreover, the teacher in me made me feel, somewhat insincere, in my role as school librarian encouraging children to get excited about books and to love books when many entered the library doors not possessing the basic skills to, even, attempt reading a book, let along loving a book! As human beings, realistically speaking, we all know that it is difficult to love and get excited about what you cannot do.

Therefore, the reasons as stated above became the driving force and/or impetus for the creation of R is for Reading Books. Information imparted is based upon learning how to “best” teach reading using explicit organized phonics via various reading programs taught successfully to children during many years as a classroom teacher, Instructional Specialist with an emphasis on reading/writing, and English as a second language teacher. As a teacher, librarian, parent, and, now, grandparent, I have synthesized all my learning about how to “best” teach children to read in R is for Reading Books that I am in the process of self-publishing.

Moreover, in order to authenticate information presented in R is for Reading Books, I double checked what was already in my head about teaching reading based upon the English language’s sound-alphabetic letter relationships with a wonderful professional source for educators, The ABC’s and All Their Tricks by Margaret M. Bishop.

Finally, we owe it to our children to teach them authentically about the English language whether they are native speakers of English or non-native speakers of English.
We owe it to those we teach, Pre-Kindergarten-College.

Happy reading and teaching,
Cheryl E. Hill, Teacher-Librarian

Still Percolating About How the Librarian Can Empower Reading for Library Patrons with Varying Needs

2007-07-04T06:21:00.000-06:00

Although, librarians, traditionally begin at a point when children are already reading, to, thus, impact the continued growth of reading, and, in particularly, growing readers to increase reading Comprehension-----The reason for reading; however, for me, as a teacher-librarian, I want to begin at the beginning of the reading process in growing readers, not, just at the end. In my continuing journey to become/remain indispensable as a librarian, the reading illiteracy crises has become so crucial, to my way of thinking, it became encumbered upon me as the librarian to be proactive in accelerating reading skills at each stage of the spectrum for the library patrons with varying needs who enter the library doors. Because I am revamping proposed strategies and my percolating thought process are not finished percolating yet, more thoughts on this particular subject will come later. Stayed tuned

Explicit Phonics is the Key to Teaching Reading "Right" the First Time

2007-05-31T21:14:00.000-06:00

Oh, how sweet it is! Validation comes 30 years late, but, those of us who knew all those years ago have finally received good news although belated, it is good, validating news, nonetheless.

In the year 2000 the National Reading Panel summarized the following findings about learing to read:

National Reading Panel reviewed the research and summarized that when teaching children beginning reading skills, using explicit phonics is superior. Also, what we have come to know is that there are five areas of vital importance in teaching children to read:

1. Phonemic Awareness (synonym for auditory discrimination)----is the ability to hear, identify, and manipulate sounds in spoken words----- is known to be a strong predictor of reading success

2. Phonics—teaches the relationship between written letters and spoken sounds—the alphabetic principle—so that children can recognize familiar words accurately and automatically and “decode” new

3. Fluency---the ability to read a text accurately, effortlessly, and with natural expression,

4. Vocabulary----is important for reading comprehension; readers cannot understand what they are reading without knowing the meanings of most words they encounter in the text.

5. Comprehension-----“Reading comprehension is the reason for reading.”

As the old saying goes, "What goes around comes around." Validation is oh so sweet!

"The Reading Wars"

2007-04-27T22:53:00.000-06:00

Quiet as it is kept, there is a long standing reading debate and/or reading war in this country over the best way to teach beginning reading to students who are learning to read for the very first time during the Kindergarten and First grade years. This long standing war was silenced to a barely audible whisper for a while when whole language took control and reign supreme and, thus, ran explicit phonics underground and/or off the radar screen. However, while identifying the five major areas of instruction that are critical to teaching children to read: phonemic awareness, phonics, fluency, vocabulary, and comprehension, the National Reading Panel, published in 2000, simultaneously, underscored the importance of explicit, systematic phonics instruction and the integration of reading with the language arts. And, so, then, the use of science to support explicit phonics has rekindled the "reading wars," a long smoldering debate that pits explicit phonics against "whole language”.

Although most public schools “think” their students are being given a healthy dose of phonics in the various basal reading programs selected, but, "Implicit" phonics has become very asute at sneaking in the backdoor, nonetheless, and, is the most widely used teaching method, and is synonymous with whole language. "Explicit" phonics, on the other hand, is the scientifically proven reading instruction method. The reason for the confusion, according to author and teacher Delores Hiskes, is that explicit phonics has "not generally been included in graduate teaching curricula for over 50 years, and most of the classic old texts for instructing teachers about "how to teach" explicit phonics have long been out of print. Teachers cannot teach what was not presented in their teacher preparation coursework.

Naysayers, of course, balk at the idea of explicit phonics as a scientifically proven reading instruction method. In the words of Professor Kamil at Stanford, he acknowledges that there may be a "mystery" and "art" to teaching. "But there is also a great amount of science," he says. And we can deal with science. Furthermore, few would argue with the finding that science supports explicit phonics instruction for young readers. "

Well known Teacher-Author, Pleasant Rowland defines explicit phonics best, "Explicit phonics instruction gives children a reliable way to unlock the written word." And, thus, my response to the great reading war debate is ------step away from the failed method called Whole Language, and instead teach children how to read by the proven explicit phonics method so they will be able to realize the American dream as productive citizens and lifelong learners in their lives' goals, interests, and pursuits.

Children Open Their Presents at Different Times and in Different Ways

2007-03-16T20:53:00.000-06:00

I’m sure most of you have heard the familiar quote “All Children are gifted. They just open up their presents at different times.” Well, it seems that Salvador SeBasco, now, a successful author, is a perfect example of this quote. As a youngster, Salvador exhibited a slow nature from an early age, and he was designated as such by many in his family. Salvador was also in “special” classes in school. However, Salvador’s saving grace was that he had wonderful imagination and insight. Salvador’s closest and supportive family members knew there was “something unique” about how he used his imagination. Guess what? They were right.

After reading my blog, I was contacted by Grace Edison of iJustRead. com. It seems that the sentiments that I expressed about “enabling the ability” within children by allowing children to become risk takers and build confidence to "think that they can" in my featured post, “Let Little Bear and His Friends Take the Fear Out of English Reading,” fit perfectly with concepts expressed in Salvador’s stories; he engages children to see the value and power of imagination. In other words, his stories lead children “to think that they can” and/or “to believe that they can” and “ to take a risk” to let their imaginations flow to meet goals and achieve!

Author Salvador Sebaseco will be appearing at BOOK PEOPLE (Austin, Texas) tomorrow. Saturday, March 17, 2007, at 1pm. The author, Chihuahua, and instrument musicians and singer will be performing for the book signing there. Additional Information is at the EVENTS’ page at www.iJustRead.com, or make direct contact with: Grace Edison For Salvador SeBasco, Founder I JUST READ CO. Character Education was never easier or more fun.www.iJustRead.com; PO Box 270006 Austin, TX, 78727; TELE: (512) 923-2262.
E-mail: Books@iJustRead.com

The Boy, The King, and The Chihuahua by Salvador SeBasco
As the story goes, the King dares his town's people that if one of them could jump all the way from the bottom of the castle to the top, he will give that person his prized Chihuahua named Lily!!! But, it has to be done before the sun goes down. Only a small boy does it, and he gets the Chihuahua in the end.

The first 71 pages are for ages 3 & up. AFTER THE STORY is an exercise for ages 7 & up, followed by a grown-up section where imagination is defined & it is shown how the Chihuahua in the story is used as a symbol which stands for what we each strive for in life. With a strong message cover-to-cover for all ages, this book has since been tied to why it was not so far fetched that the 9/11 Commission stated that 9/11 happened due to failure or lack of imagination. ALSO AVAILABLE IN SPANISH under the Title El Niño, El Rey, y La Chihuahua

Let Little Bear and His Friends Take the Fear Out of English Reading

2007-03-15T16:05:00.000-06:00

The tell-tell signs peek through when English is not spoken and/or encouraged in the Bilingual classroom in addition to the child’s native language. Students who are hearing both languages reveal themselves as sparkly, bright, chatty, and risk-takers, in that they are confident and are not fearful of selecting an English book for viewing or selecting to check-out from the library.

It is particularly disappointing to see students whose fear of the English language is so great that they continuously reject English books to check-out from the library. The irony of it all is that English is a close cousin to Spanish as is French, however, I do believe Spanish is, even, a closer cousin than French because there are so many related words. The family relation of English to Spanish is a certainty in comparison to other languages. For example, there is not an English comparison or likeness whatsoever between languages like Chinese or Japanese, or Russian, or Arabic, or Ibo, or Urdu; yet many of the children who speak these none related languages move fearlessly into English, speaking it and reading it.

I know this to be true because I was a Reading Teacher and English as a Second Language Teacher for many years before becoming a school librarian, and many children who were native speakers of Spanish as well as other languages were my students. Additionally, I know a lot about the truth that I am speaking because I speak navigational Spanish. What does navigational Spanish mean? It means speaking Spanish well enough to get by, but, not well enough to be considered fluent. If I were to become separated from my tour guide while traveling in Mexico or Spain, I could speak enough Spanish to navigate to get a taxi and return to my hotel, then go into the hotel restaurant and order my lunch or dinner.

Moreover, as a teen-age girl of an Air Force military family, I lived in Tokyo, Japan for four years and my mother and I shopped all over Tokyo speaking navigational Japanese, when the dollar was king! Why did we dare? We were risk takers and we had the confidence to think that we could. That is exactly the point; it is very discouraging to see students who come into the library so fearful of English that they are afraid to attempt to pick up an English book and risk reading it. Since Spanish is, if not 100%, about 99.9%, phonetic, and student spend a lot of time building phonetic blending skills in practicing mi, mo mu, etc.; these are the same blending skills that are also needed in beginning to unlock English words, and, are, thus, easily, transferable as a skill for unlocking and beginning to read English words; although, the Spanish vowels vary from the English vowels, however, if students possess the confidence to take the risk to apply the same strategy which unlocks the Spanish words on the printed page, to, then, transfer, that same strategy to unlock the English words on the printed page, we, therefore, can take the fear out of reading English. Even though, the pronunciation will differ slightly, the teacher can simply provide corrective feedback to give the exact pronunciation. Once students realize that the same strategy is utilized to unlock a word on the printed page whether it is a Spanish reading page or an English reading page, it releases the fear of English reading! From that point on, giving corrective feedback, if necessary, to clarify an exact pronunciation is small stuff.

So, whenever a Bilingual classroom teacher looks at me in astonishment when I question why students are continuing to reject English books, or, the teacher complains and/or takes issue with me about how their students are not able to read English books yet, and, why am I not restricting their students’ selection choices to only Spanish book, then it becomes my turn to look back at them in astonishment!

Consequently, I have turned to Little Bear and his friends again. Else Holmelund Minarik’s Little Bear stories are timeless and bring to life the thoughts and experiences of young children through the main character, Little Bear. Additionally, the Little Bear stories have all of the beginning primary reading words in its series. Little Bear books are great for building and solidifying beginning reading vocabulary necessary to begin reading English books for native English speakers as well as native speakers of other languages. In my library, I have begun a mission to “Take the Fear Out of English Reading” by requiring that all first and second grade students, including Bilingual first and second graders, “practice read” Little Bear to take the fear out of English reading.

Remember, a significant part of teaching is modeling confidence and instilling confidence so that children will not fear, but rather, take risk because they “think” they can.

My cousin-friend Blanche Drakeford, after viewing my newly created Blog, http://www.empoweringchildrentoread.blogspot.com/, sent the encouraging quote featured below, but, it also sums up the exact sentiments expressed in “Let Little Bear and His Friends Take the Fear Out of English Reading”.

"The greatest achievements must begin somewhere, and they always begin with the person". James Baldwin

Basic Scratch Recipe for Teaching English Reading

2007-03-12T12:44:00.000-06:00

First grade is the “must learn to read” grade. This is the time of the year, from December to January, that the budding readers are starting to evolve as readers. Although, there are children who blossom as readers in Kindergarten, and sometimes, even, in Prekindergarten, and, it is a definite plus if they do, however, First grade, still, remains the crucial year that learning to read is a must! Longevity in education brings memories of when it was essential to “know how to teach” children to read from a basic scratch recipe as in the essentials for a good cook to know how to bake a cake from a basic scratch recipe—no cake mixes available for baking a cake like once upon a time when there were no reading program(s) available for teaching reading, but a good teacher worth his/her salt, still, knew how to teach children to read from a “basic scratch” recipe.

Teaching short vowels first is the first step of the reading recipe; it is logical to do so because a vowel to a word is like what meat is to a sandwich; a word cannot be a word without a vowel in between just as a sandwich cannot be a sandwich without meat or something to spread in between. Also it is logical to teach short vowels first because sixty two percent of all English syllables contain the short sounds of the vowels; thus, if children become proficient at blending short vowels words between kindergarten and first grade they have already mastered the independence of reading 62% of the English language (I say this because between the Kindergarten and First grade is the critical stage/age to empower children to read)! Even though, at a later stage/age, empowerment is possible, but it becomes more difficult because children have picked up faulty reading habits of guessing at words and they have lost confidence in their ability to learn to read! Knowledge of the short vowels is an empowering tool for children to unlock English words in our English language. A child will have independent command of 62% of our English phonetic syllables when he/she has the ability to blend short vowel words. The second step of the reading recipe is teaching the long vowels. When children are taught to understand long vowels, that = 20% of additional independent command of reading English words, and, then, step three of the reading recipe is to teach children to understand vowels controlled by r = another 10 % of independent command of reading English words which leaves only 8% of children's reading to be taught in step four of the reading recipe as special cases, or word analysis, or sight words. To summarize the aforementioned, at minimum the English language is 87% phonetic; at maximum, it is 92-94% phonetic, leaving only 8% at minimum or 13% at maximum to be taught as words special cases, or word analysis, or sight words.
An additional point of awareness is to know, when, exactly, and under what preparatory circumstances that the basic recipe works best, and, thus, answers the following question. Why is teaching children to "really read at the prime time of Kindergarten and First grade so crucial? It is crucial because, although, at a later stage/age, empowerment is possible for children learning to "really" read, but it becomes more difficult because children have picked up faulty reading habits of guessing at word which is a chief faulty reading habit, plus, they have lost confidence in their ability to figure out reading.

How do I know that the basic scratch recipe for teaching English reading works? I know it works because there are countless children whose lives I have touched over the years by teaching them to read with the basic scratch recipe for teaching English reading; some who were native speakers of English and some who were not. I taught my own personal children, born to me, to read with this basic scratch recipe as well. This, even, worked well with my younger son, who is also a middle child; he read books at age four, even though, he never, particularly, cared about school because he only loved football; but, reading was his saving grace; there were occasions in high school that he was flunking everything with the exception of English. Upon application to a private school in his junior year of high school, he was accepted, only, because he scored college level in reading and vocabulary. The most recent basic scratch reading recipe success is my granddaughter who is a kindergartener in Ms. Gipson’s class.

Are there any good store bought recipes for teaching reading? Yes, Open Court Reading series, and most any of the SRA Reading Programs to name a couple, but I’m sure some of you may know of others that work well.

In the final analysis, however, without, leaving any child behind, teaching children to read from a “basic scratch recipe” is the ultimate empowerment of readers which bears, simultaneously, a “bare bones economical cost of, only, blackboard, chalk, paper, pencils, and good books to read. Empowering children to read is “really” not difficult. In education, however, we make everything difficult because we, in our search for the latest and greatest, often throw out the baby with the bath water rather than keeping the “old” that works, and adopting only the ”new” that does work. Additionally, we constantly reinvent the wheel in search of a panacea, when we already have all we need right under our noses.

Library Staff: Cheryl E. Hill, Librarian—“All Learning flows from reading.”
When I discovered libraries, it was like having Christmas every day. - Jean Fritz.