The Minnesota Reading Corps and Math Corps Blog

When reading clicks

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 20 Feb 2012 22:41:00 +0000

Guest writer McKenna Carr

Learning to read is a challenge that kids can overcome

Most of the kids that I work with as a Elementary Literacy Tutor are enthusiastic. They eagerly follow me down the hall for “reading practice” and go through the paces of the Reading Corps’ research-proven “interventions” with few problems. But there are days when reading is just not their favorite thing to do. Sometimes, kids are just tired; they are having trouble with reading and sometimes they just can’t summon up any enthusiasm for it because it’s “sooo hard.”

One of the first graders I work with, "Kelly", began the program unenthusiastic about reading. For weeks, we practiced reading pages of three-letter words. Each day would start with her bouncing around the room, or asking me questions about "that building" (the Taj Mahal, which is on a poster in our tutoring room). When it came to vivid words like “cab”, “hug”, and “run” she would actively demonstrate their meaning. The cab "vroom vroom"ed around the room. The length of the room turned into a running track. She’d give me a hug and say, “Like that.” Basically, she was very eager for an excuse to do anything but practice reading.

About a month into our sessions, though, reading began to click. The more we worked at it, the easier it was for her. Where once we were lucky to get through two reading pages, she began to focus and easily soared through eight or nine. It was an amazing improvement, and once she realized that she could do that, the demonstrations of what a cab does became much rarer; she began almost every day with a goal for the number of pages she'd get through, and she'd usually achieve that goal.

Kelly hasn't graduated from the program yet, but she's steadily improving. She still asks me about the Taj Mahal—in fact, I Googled it to find new things to tell her. But it works for me to talk about "that building" before she tackles her reading exercise, and it seems to work for her, too. I love that I can use my time to make such an impact on Kelly’s--and other kids'--reading skills!

So that no kids struggle

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 14 Feb 2012 21:09:00 +0000

Katelyn Dokken is a Minnesota Reading Corps member, and is serving as a Volunteer Coordinator in Grand Rapids, MN. New to Grand Rapids, but not to AmeriCorps, Katelyn shares her perspective on what it means to be a Volunteer Coordinator.

Katelyn is currently serving in Grand Rapids

Before becoming a Minnesota Reading Corps member in Grand Rapids, I served with another AmeriCorps program at Edison High School in Minneapolis. I really enjoyed the contagiously positive attitude regarding AmeriCorps and national service. I worked with ninth graders who could barely read and write, and spent eight months just studying Romeo and Juliet. It dawned on me that where I really wanted to be was in an early literacy program that helped get kids reading by third grade. A lot of my ninth graders could have been significantly better readers if they had experienced Reading Corps as a first or second grader. I wanted to make sure that no other students experience the same kind of negative attitude towards school that is brought on by years of struggling and not getting the desired and much needed help.

My position with Reading Corps is unique. I am not a tutor, like most members. I am a Volunteer Coordinator, which involves going out and speaking to community organizations, businesses, and college classes to recruit volunteers for our elementary schools. I love recruiting volunteers! I sincerely believe in the idea of volunteering in the community—in whatever capacity you can—so my favorite part of the week is when I get to volunteer myself. I am a “Lunch Buddy” with the Bridges Kinship Mentoring program, reading to a second grade student. I also enjoy volunteering weekly at the library, working with another second grader through a volunteer program that I helped set up in a Grand Rapids’ elementary schools.

I believe that I have gained more independence by serving alone at my site, which is typical of Reading Corps' Northcentral Minnesota region, as opposed to serving alongside several other members, an experience that many Twin Cities members have. Embarrassingly, I had the idea that I wouldn’t run into as many socioeconomic issues in a smaller city, but I understand now that the literacy problem is not uniquely an urban issue. AmeriCorps members are needed everywhere in the state. There are issues that need to be solved no matter where you are located and I’m glad to be able to devote a few years to doing that.

Update on Recruitment and Selection Process

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 07 Feb 2012 19:00:00 +0000

Applications are flowing in to become a literacy tutor or math tutor! Thank you to everyone who has already submitted their application to serve next year. If you’re considering a year of service with Minnesota Reading Corps or Math Corps, here are some updates and tips about our recruitment process.

Site locations will soon be announced

Next month you will see an updated map of our 2012-2013 sites on our websites. To get a sense of where our tutors currently serve, check out our “locations” pages on the Reading Corps website and Math Corps website. In your application, you can indicate up to three city preferences, as well as three specific site preferences.

The selection process

Our staff is currently reviewing applications and qualified applicants will soon be called for a phone screen. The next step is an interview. Depending on your location in Minnesota, you may be invited to an initial interview with program staff and a second interview with site (school) staff, or you may go through one interview only with both program staff and site staff. See a “Reading Corps road map” or a “Math Corps road map” of our selection process.

What we look for

Reading Corps and Math Corps members are quite literally from all walks of life. We accept applicants from all career backgrounds and majors in college. What we look for is a commitment to your community and experience or passion for helping kids succeed in school. If you can show professionalism, experience serving or volunteering, experience with youth, and can commit to the 11-month long program year, you will likely be considered as a potential member. We expect to see high volumes of applicants, so it’s important that you put your best foot forward, starting with a professional application. Be professional in your communication during the selection process and your presence at interviews.

If you have any questions about becoming a member and haven’t applied yet, contact recruitment@mnedc.org. If you have questions about your application, please contact the person named in the email you initially received. Thanks for applying to become a tutor!

Growing self-confidence in math

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Fri, 03 Feb 2012 15:58:00 +0000

Guest writer Katie Douglass

Oft-heard words by a math tutor: “I don't want to do this—it's too hard!”

One of the best things a student has told me all year was this: “When I come to tutoring, I'm usually in a bad mood. But when I leave, I feel a lot better!” It was immensely satisfying to hear from this student that she actually enjoyed our time together, despite her frustrations with math.

Tutors explain math, but also build confidence

Through my experience tutoring students this year, I've come to appreciate many ways my students are unique from each other. However, there is one thing many of them have in common: many lack self-confidence in their own math skills. The best part of being a Minnesota Math Corps member is that every day I get to encourage them and say, “I know you are smart, and I believe in you.”

Much of the time my role as a tutor is not just to explain the math but to provide the encouragement and kind words to get them through problems when they want to give up. In fact, encouraging students to challenge themselves is one of the most positive aspects of what I do.

Many times I've seen a student come up against a difficult word problem and want to quit even before they've started. Without the self-confidence to tackle harder and harder problems, students miss out on learning opportunities. It is empowering—both to me and the student—when a student solves a problem they previously thought was too hard for them.

We all are human, but often we are not the best judge of our own limits. Part of the game of tutoring is getting students to do work to increase their math skills—but an equally important part is providing students with math experiences that are positive and empowering. Fortunately, supportive and encouraging tutors can bolster student's self-confidence. It is a great thing to see, and I feel lucky that I get to be a part of the change every day!

Turning shock into results

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 30 Jan 2012 17:40:00 +0000

Guest writer Will Braun

My first year with Minnesota Reading Corps was also, incidentally, the first year I had ever spent in elementary school. It is not as strange as it sounds – I had been homeschooled – and otherwise nothing was unusual about my placement. Kids were kids. They said cute things, they liked LEGOS and dolphins, and every single one wanted to be a good reader.

Tutor Will Braun serves in Albert Lea

In fact, that year, just one thing surprised me: the abrupt difference in how well kids read. I could test two kids from the same class, and in a minute one would read a hundred and ten words and the other would read just ten.

In a way, this was the one thing that shouldn’t have surprised me. I had signed on to help reduced precisely this discrepancy. I had seen the statistics and read the articles and knew that upping reading scores was a major focus of the Minnesota Department of Education. Still, actually experiencing this achievement gap was a shock, and it gave impetus to my tutoring. I could pick up a kindergartner who knew three letters sounds, and a month later, the same little guy would know twenty. I had observable evidence that the Reading Corps tutoring I was providing was helping that kid become the better reader he wanted to be.

And that is why Reading Corps is unique. As a member, you are given a specific task, you do it, and you see results. While you are not obliterating the achievement gap, each kid you tutor helps reduce it, even if by fractions of a percent at a time. As one of my favorite quotes says, “The growing good of the world is partly dependent on unhistoric acts.” If you want to serve your community – and you like kids and reading – it is hard to think of programs as well-designed and rewarding as Reading Corps.

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Setting Students Up For Success: Being a K-3 Literacy Tutor

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 24 Jan 2012 19:16:00 +0000

Guest writer Amy Callaghan

Missing tooth grins that greet tutor Amy

I serve at the most vibrant and inspiring place in the world: an elementary school. Who knew that serving at a local school could make you feel like a celebrity? Walking into a classroom and hearing kids gleefully say hello and ask if they can come with you today is an amazing feeling.

Every day, I have the opportunity to meet with K-3^rd grade students for twenty minute, one-on-one literacy tutoring sessions. I wave silently to each of my students as I enter their classroom to pull them out for reading time. They all silently (or not-so-silently) greet me with a missing-tooth grin, floppy pig tails, and smirks. With classroom sizes of 25+, they are excited by the chance to receive one-on-one attention from an adult.

Meeting with the same students every day gives me a unique advantage to monitor their growth as readers and individuals. I have seen amazing amounts of improvement in every student I tutor. At the rate my students were reading at the beginning of this school year, they would have slowly but surely fallen behind their peers with no sign of stopping. The Minnesota Board of Education states that, “Reading well by third grade is a developmental milestone in a child’s educational experience.” From preschool to third grade children are learning to read. After third grade, though, those children need to be reading fluently in order to learn. With Minnesota’s achievement gap being among the widest in the nation, there must be a solution to this education disparity, or else the future of these children is at stake.

Becoming a member of Minnesota Reading Corps or Math Corps is a realistic and data-proven way to help get Minnesota’s children back on track with reading or math. Committing to serving children as a Literacy Tutor or Math Enrichment Tutor for one school year will be a tangible way for you to make a difference in the lives of children. With hundreds of sites located throughout Minnesota, you can become the adult that will make a difference in the lives of children in your community. The application is open to become an Elementary Literacy Tutor or Math Tutor. Apply today at www.JoinReadingCorps.org or www.JoinMathCorps.org.

A day to declare that I will not be silent

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Thu, 19 Jan 2012 17:26:00 +0000

Guest writer Clara Owen

Reading and Math Corps members march for MLK rally

On Monday I attended the Dr. Rev. Martin Luther King Jr. Day celebration at St. Paul Central High School. People from all walks of life came together to celebrate, each for their own reason, the life of a man who changed the world. High school students, community members, politicians, myself, and even the woman sitting in front of me who was just so excited to see her son on stage in one of the many performances of the morning.

Walking down the street of a nice, residential neighborhood on a sunny winter day in St. Paul, it is hard to imagine the hardships endured by those who marched in Montgomery or Washington. And yet to see people of all races and ages, walking together toward a common goal, you can’t but be proud of how far we’ve come in the almost 50 years since King’s March on Washington.

One of the speeches that struck me the most was by Representative Keith Ellison. He said that, looking back, someone today could easily think that everyone liked Martin Luther King. That he was as loved and respected while he lived as he is today. Representative Ellison reminded us that that was not the case. King’s life was hard. Every day, he faced what must have looked like an almost insurmountable wall.

And yet he never threw up his hands and saying, the problem is too big, what can one person do, it won’t make any difference. As a Minnesota Reading Corps member it is important for me to remember not only the success, but also the struggle. Seeing so many kids struggle so hard every day you can feel defeated by the size of the problem. But as King said, “Our lives begin to end the day we become silent about the things that matter.” As Reading Corps members we are not being silent. We are working each day to achieve the dream King described in 1963. Until all children have a fair chance to succeed we cannot have true equality. This year Martin Luther King Day was more for me than just a Monday off from school. It was a day to declare that I will not be silent, and that I will not give up. I will keep walking forward each day so that some day, somehow we can all live Martin Luther King’s dream.

Being the change I want to see

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Fri, 13 Jan 2012 18:57:00 +0000

Guest writer George Ochoa

George Ochoca is a current literacy tutor

The Minnesota Reading Corps caught my attention because it works to ensure that students are given the vital life skill of reading, which grants them access to a successful future. I decided Reading Corps was something I wanted to be a part of. By serving as an Elementary Literacy Tutor, I could be part of the change I wanted to see in education.

Growing up I had no father figure to look up to, and many of my students share a similar upbringing. Luckily I had strong role models, men and women, who showed me what it meant to be a person of integrity and a life long learner. I strive to be a role model for my students and constantly reinforce the belief that education is the key to opportunity. By giving positive feedback on their efforts and allowing them to learn from their mistakes, my students become comfortable with the process of learning. It is this development that sets the foundation for their future learning and gives them the skills to be role models later in life.

Working with my students has allowed me to grow both professionally and personally. Many students become great readers because of the efforts of Minnesota Reading Corps members. like myself There is nothing greater than seeing a student who has no desire to read develop into one of your best students and gain skills that will open doors for future success.

A guarantee for change

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 09 Jan 2012 18:10:00 +0000

Guest writer Caroline Buechter

Caroline Buechter works with one of her students

Quiet bodies, listening ears, walking feet—these are the phrases that I say most often in a day. You may have already guessed it—I spend my days surrounded by 5 and 6 year olds. I am serving for my second year with Minnesota Reading Corps as a Literacy Tutor ,working with students at The Heights Community School in St. Paul, Minnesota.

I knew after my first year working as a Minnesota Reading Corps tutor that I had to return for a second year. I have seen incredible growth in the reading skills of the students that I have had the opportunity to work with. I have worked with over fifty Kindergarten students throughout my 2 years with Minnesota Reading Corps. I have had the privilege of watching students grow from knowing the sounds for only 1 or 2 letters to knowing how to read full sentences. The joy that shows on their faces as they make these strides is a great reward. My students are proud of themselves for the huge progress that they make. I am incredibly grateful to know that I have played a small part in helping to make these children successful readers and successful students.

Every day, I look forward to going to my site and seeing my students' enthusiasm and excitement. One of my favorite parts of being a Minnesota Reading Corps tutor is building genuine, trusting relationships with my students. While working together, one of my first graders shared with me that she would like to be a teacher when she grows up. She thought for a little bit and then changed her mind, “Actually, I want to be you, Ms. Caroline!” she exclaimed.

Would you like to make a difference in the lives of students in your community? Would you like to play a crucial role in helping students become successful readers? Consider giving 11 months of your life to make a lasting impact on students. Check out joinreadingcorps.org for more information. I guarantee that your life and the lives of your students will be forever changed.

A day in the life of a Preschool Literacy Tutor

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 03 Jan 2012 16:21:00 +0000

Guest writer Briana Gruenewald

Briana Gruenewald is serving this year as a preschool tutor

“Ms. Bri! Ms. Bri!” cry multiple smiling 4-year-olds as they swarm and shower me with hugs the moment I step into the school lobby. Not a bad way to start a day. Since the beginning of the school year, I have been serving as a literacy tutor in a preschool classroom alongside a lead teacher and a teaching assistant.

Each day looks slightly different, because the children bring their own ideas and disparate moods with them. However, rituals and routines are an integral part of a child’s academic success; therefore, the structure of each day remains virtually the same. Also, the goal is constant: provide the children with the stimulus and skills they need to become successful, motivated readers for the rest of their lives.

Each morning the kids eat breakfast and I sit with a group of them to guide their discussion to something related to a theme or skill that we are working on in the classroom. I also help the kids write their names, read books and stay attentive during morning meeting. Small group is also a daily ritual. There we focus on skills such as letter naming and rhyming.

After all that, we get to the kids’ favorite time of the day – active learning! They are able to move freely among the different centers in the room. My job is to follow the kids’ lead in play and have extended conversations that promote higher-level thinking. This helps me form strong relationships with them, which is crucial for their success in the classroom. The extended conversations also broaden their vocabulary, which is essential for future reading success.

After a short regroup-to-revisit and a good-bye song, the kids are off on the buses. Then, after a short break and prep time, the cycle continues with the afternoon class, right down to the swarm and showering of hugs.

Being a Reading Corps literacy tutor has given me a deep sense of purpose. At the beginning, I was hesitant about being too silly and outgoing with the kids because of the other adults in the room. Now I am more comfortable and know that every song I sing and every conversation I have with kids is filling their brains with valuable knowledge. I’m glad I made the decision to serve with Minnesota Reading Corps because I know I am doing something worthwhile and impactful every day.

College grad finds direction in service

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 20 Dec 2011 18:01:00 +0000

Guest writer Ariel Ward

I’ve been serving with Minnesota Reading Corps for five months, and it was the best decision of my adult life. Everyone who joins Minnesota Reading Corps cares about kids. Many are very passionate about giving back to the community and making sure that children have the building blocks they need to be successful in life. On top of that, there are many Reading Corps members, like myself, who join with hopes of finding some career direction after having just graduated with college degrees.

Upon graduation, I wasn't sure what to do with my B.A. in Psychology. After a year in limbo, working at a job that definitely didn’t require any schooling, I buckled down and searched for something to build up my resume. What’s this? A year of service, where I would hang out with kids? I’d get a modest living stipend, plus an education award upon completion of that year? I love reading. I think that poor reading skills are a huge problem in today’s world. It sounded perfect, and it sounded infinitely better than my cashiering job.

The achievement gap and Minnesota’s literacy rate are now things that have greater meaning to me. The children I work with every day matter to me. And yes, I’m looking forward to using that education award to go to grad school or pay off student loans, which was a big incentive to join. A year of service looks great on my resume, and it could be the push I need to afford grad school. Regardless, I’m sticking around for one reason: what I do, and who I help, is pretty fantastic.

The application to become a tutor is open!

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Thu, 15 Dec 2011 20:26:00 +0000

The wait is over. You can now apply to be part of next year’s corps as a literacy tutor or math tutor. Find out why Reading Corps and Math Corps tutors say their experience has been “meaningful,” “powerful,” and a “phenomenal resume-builder”—apply now! Submit your application online at either www.JoinReadingCorps.org or www.JoinMathCorps.org.

Before applying, you may have questions. Here are some common ones:

Can I choose which school I want to serve in?

You can identify up to three location preferences. The earlier you apply, the better we are able to honor your preferences. You can see a map of our current locations (set to expand next year!) online. Reading Corps: http://minnesotareadingcorps.org/get-involved/become-a-member/locations and Math Corps: http://minnesotamathcorps.org/become-a-member/locations

What qualifications are you looking for?

A strong candidate will show a dedication to the community through previous volunteer or service experience, has experience working in education or with kids (or has a strong interest), is professional and demonstrates strong communication skills. To be accepted you must have a HS diploma or GED, although a college degree is preferred. Math Corps tutors must demonstrate 10^th grade math skills.

What is the application process?

All applicants go through a phone screen and an interview. Click to see a “road map” of the Reading Corps application process and the Math Corps application process. You can apply for both programs at once, and staff will help you understand early in the selection process which program is a better fit.

What are the hours?

All tutors commit to daytime school hours, and exact school hours depend on the site. Full-time tutors (40 hours/week) are at their site during all hours it is open, and sometimes stay to complete data logging or participate in activities after school. Part-time tutors (20 hours/week) can create a morning or afternoon schedule. Please note that there are far more full-time positions available than part-time.

How much is the “living allowance?”

Reading Corps and Math Corps tutors earn the AmeriCorps stipend. For full-time tutors, it is about $500 every two weeks. For part-time tutors, it is about $250 every two weeks. Additionally, tutors earn an education award upon completion of their service year. This is $5,550 for full-time tutors and $2,775 for part-time tutors. This award can be spent on tuitions, student loans or other educational purposes.

Will I be in a classroom?

Elementary Literacy Tutors and Math Tutors work either one on one or with pairs of students outside of the classroom. Preschool Literacy Tutors are embedded in the classroom alongside a lead teacher and work with small groups, large groups and one on one.

Why serve?

Current and past tutors have said that they chose to serve for many reasons:

· It’s a stepping stone in my career

· The position fit my kids’ school schedule, and allowed me to make a big impact in my own community

· It has built my resume and my professional network

· I am an educator in transition, and this experience keeps me “in touch” and gives me further training

· I wanted to do something meaningful out of college—and the education award helps me pay back my loans

· I’ve retired and this was a way to give back and earn supplemental income

If you have questions about the application process, email recruitment@mnedc.org. You can also post questions to our Facebook pages: facebook.com/MNReadingCorps or facebook.com/MNMathCorps.

The power of math tutoring

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 13 Dec 2011 18:47:00 +0000

Guest writer Ryan Holton

Ryan Holton is a Minnesota Math Corps tutor

"So Andre, on a scale of 1 to 10, how much do you enjoy math?” Andre promptly holds up a 9, staring at me as if I asked him what color the sky was. I was a bit taken back; this was my first week with students and I did not expect to be working with any who actually enjoyed the subject. Andre’s response embodies the unique nature of what I do as a Minnesota Math Corps tutor. I tell friends and family that I am serving as a math tutor, but it really is so much more than that. I quickly learned that to make substantial progress in math with my students, I must take opportunities to engage their individual needs that are not always addressed by a specific math text, teacher or curriculum.

Not only do I strive to help students improve their math scores, I am also on a mission to discover the reasons why they struggle in math and address them individually. This is accomplished through the relationships and trust I strive to build with my students, which requires sustained attention to progress, as well as consistent energy and enthusiasm. I am starting to see results of my efforts and am no longer surprised by the progress these students make in their math comprehension. My hope is that the skills and study habits we practice can be used as tools for success within and beyond the classroom.

When Andre realized that squares and square roots were opposite functions, his revelation was one of many “light bulb” instances that bolster my belief in the power of tutoring. This is what motivates me. That, and the comments from math teachers who witness improvements in my students back in the classroom. In addition, my experience with Math Corps has been immensely valuable for my own career aspirations. I aspire to become a physician, and working in the school and community has allowed me to experience and appreciate the many rewards and challenges of education and community service, a perspective I anticipate will serve me well in my career.

Giving back to the places we live in is key to building strong communities. Through service, we can influence positive change in our communities. I see my service as an investment in my community; I am honored to help provide others the same academic opportunities that I had.

Reading Fluency Builds Confidence

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Wed, 07 Dec 2011 18:13:00 +0000

A student's nice words to Amy Callaghan, a literacy tutor in Burnsville

Guest writer Amy Callaghan

The first day I met Angelina, she was shy and lacked confidence. Her teacher told me that Angelina had a difficult time talking in front of the class and taking pride in her work. She felt she was a failure. We all know how terrible that feels.

Like one out of four third graders in Minnesota, Angelina lacked the reading skills necessary to read fluently. We have learned that up through grade 3, we learn to read. After third grade though, we must read in order to learn. This means that Angelina was teetering on the edge of negatively impacting her academic future. At this rate, she would continue to slide behind her peers. But with help, a student can make major progress; Minnesota Reading Corps tutors like myself are doing just that in hundreds of schools across the state.

Through one-on-one tutoring time with Angelina, I saw her stumble over words without being able to correct herself and not get to the next word in our stories quickly enough. Even though she was discouraged, every time I offered her praise and encouragement a little sparkle of hope would come into her eyes. She knew I believed in her and wanted to show me that she could do this!

As she realized I would continue to show up every day, excited to help and read with her, she knew she could jump over this hurdle in front of her. She is doing just that. Each day Angelina reads with me for twenty minutes. I take note of her accuracy, the rate and expression of her voice. After reading, she colors in a graph that charts her progress. The first time we read together, she read 60 words correctly per minute. Not two weeks later, Angelina was reading 120 words correctly per minute.

One morning, Angelina’s teacher, Mrs. Loreiro, pulled me aside. With a glimmer of happiness in her eyes she told me that Angelina had told the whole class during sharing time that she had read 120 words in one minute. It wasn’t just what Angelina said, but how she said it. Mrs. Loreiro said that Angelina was sitting up straight with a smirk on her face and confidence in her voice.

The gift of reading had multiplied into so many gifts in this young girl’s life.

Spreading knowledge in a new way

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 29 Nov 2011 18:10:00 +0000

Guest writer Ellen Tomson-Moylan

A year ago, I could not have predicted I would serve as a member of the Minnesota Reading Corps, helping to teach at-risk pre-kindergarten children reading and writing skills.

For more than 25 years, I worked as a journalist, and I loved my job. But newspapers are struggling, cutting back on their news coverage and reducing their staffs, and I decided it was time for me to make a change in my life. I still wanted work that involved communicating, spreading knowledge and, hopefully, helping people improve their lives. But I hoped to accomplish these goals in a more direct and personal way. What new direction, exactly, would my life take me? I didn’t know, and that was disconcerting.

On a website one day, my husband noticed some open positions with AmeriCorps – specifically, with the Minnesota Reading Corps. “This work is perfect for you,” he said. I’m a writer, avid reader, mother of three, nurturer by nature, and I love young children. In fact, for a decade I wrote about children and families as a staff writer for a major daily newspaper. The idea that my life and work experiences could be useful to help our very youngest children acquire skills and interests they will need for a lifetime of learning was very exciting to me.

I filled out an application to serve with the Minnesota Reading Corps and began a process that led me where I am now each week day: inside a St. Paul Public Schools classroom where the proud little faces of lively 4- and 5-year olds remind me of how thrilling it can be to learn and write the letters of the alphabet, read our first words and, especially, to write our own name.

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My take on the Minnesota achievement gap

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 21 Nov 2011 16:39:00 +0000

Guest writer Liz Roemer


Liz Roemer serves as a K-3 literacy tutor with Reading Corps

The statistics are staggering. 1 in 12 Minneapolis children are homeless. African-American fourth graders in Minnesota rank lower than their peers in Alabama. Minnesota's achievement gap is one of the worst in the nation. While attending the achievement gap forum hosted by the Basilica of Saint Mary, addressing the very real issue of achievement disparity between minority and white students in Minnesota, I expected to hear statistics. I expected passionate speakers charging the audience to make a difference, and I expected hosts of local organizations offering ways for those present to actually take action in an immediate way. What I did not expect was the personal passion that arose within me, the call-to-action that reverberated around me, and the images of my Reading Corps students that popped into my head, giving a startlingly real face to this complex problem.

The two most important concepts I took from this forum focused on what causes the achievement gap, and whether or not anything can be done to eliminate it. Arguably, the first can never be a succinct, one word answer as a variety of issues exist that contribute to the achievement gap, such as generational poverty, homelessness, lack of school funding, etc. However, one speaker offered a relatively simple concept: the achievement gap exists because we do not have high expectations for all of our students. Perhaps this problem continues because we do not expect the same level of achievement from each student, so if they fail it may sadden us, but ultimately come as no surprise. This kind of achievement apathy is simply unacceptable. Regardless of a student's race, economic background, or home life, all educators (Reading Corps tutors included!) must expect the very best from each student and maintain that expectation. It is not erroneous or banal to say 'The children are our future'. They are. And they deserve better.

So maybe there is not a short answer to why the achievement gap happens. But there is a short answer to whether anything can be done to eliminate it. Yes. Yes, we can eliminate the achievement gap. It's not going to be easy, it's not going to happen overnight, but we can do it.

I see very real progress being made every day simply by serving with the Minnesota Reading Corps. At my site, the students I work with are all minorities. Some are English Language Learners, some still struggle with letter sounds while their classmates can read whole sentences, some have never gotten the support they needed. This is where the achievement gap happens. But programs like Reading Corps, along with the tremendous work of excellent educators and administrators within our schools, are integral to the ultimate elimination of the achievement gap.

Minnesota has always lauded itself as a place of superior education, and although it is true that our test scores rank high in the nation, our achievement gap is massive. It is no longer an issue of whether or not we have a problem. We have a problem. Now is the time to act, now is the time to spread the word about Reading Corps and other programs that directly target the achievement gap, to volunteer your own time, to support educators, administrators, and most of all, students. This forum not only educated me on an essential issue, but it also reinforced and reminded me about the importance of my own work with Reading Corps and the difference I will be making in closing the achievement gap, a difference of which we can all be proud.

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A day in the life of a K-focused literacy tutor

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 01 Nov 2011 21:03:00 +0000

Reading Corps member Arial Ward

Guest writer Ariel Ward

I suppose I should begin by making something clear: being a Reading Corps tutor is hard work. Upon being accepted into Minnesota Reading Corps, we make a commitment to serve every single school day. Without that everyday help, it is very difficult for most of these kids to work towards reading at grade level.

As a kindergarten-focused tutor, I work with a slightly different model than my fellow K-3 tutors. I pull groups of 4 students and base our session’s vocabulary and fluency work on a picture book. Later in the day, I split them into pairs to continue working on phoneme blending. I turn it into a game to keep it motivating. Instead of making them think they’re playing against each other, I have them play against me—if I have to tell them a word, I get a point. If they can get it themselves, they get a point. Throughout the day I also make sure to socialize with the kids to promote language development.

In addition to serving at my school, I also volunteer occasionally with a local charity. Reading Corps members are given a stipend for their service, contingent upon our commitment to complete a certain number of hours by the end of our service year. Volunteering with an outside organization is one way to reach this 'hours goal.'

Reading Corps members don’t serve for the money--a living stipend is just that, a stipend. Reading Corps members spend all this time working with children so that they can do anything they want to. It’s our job to make sure that their futures are not limited by their education and their ability to read. That’s why we do this—that’s why we spend a year of our lives focused on service to the school, the community, and these kids. It’s certainly not for glory or for money, it’s so that these kids have the biggest obstacle to success removed. After 3rd grade, students need to know how to read in order to be able to learn. We give them that piece so that they aren’t bound by something that so many people take for granted.

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Putting students first

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 15 Aug 2011 21:59:00 +0000

Math Corps member Katie Douglass shares about her personal choice to serve, and does a great job describing the program. Katie enjoys working with middle school kids and appreciates the program's emphasis on measurable progress. Welcome to Math Corps Katie!

http://mn2020hindsight.org/view/conquering-math

Katie wrote this for the Minnesota Hindsight 2020 blog. MN2020 focuses on issues such as education, health care, transportation and economic development.

Update on Open Positions

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Mon, 18 Jul 2011 15:18:00 +0000

UPDATED AUGUST 2nd.

Giving a year of service is an excellent way to develop your professional skills, and make a real difference in the lives of children in our communities. We are processing applications for very limited locations. If you decide to apply, you may be put on the wait list in the case that an opening in your area becomes available. If you are interested in any of the following locations, please submit an application at www.JoinReadingCorps.org or www.JoinMathCorps.org.

Remaining literacy tutor positions with Reading Corps
Bloomington
Minneapolis
St. Paul
Waconia

Remaining math tutor positions with Math Corps

Brooklyn Park

Now I love it!

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Tue, 05 Jul 2011 19:05:00 +0000

SUBMITTED BY MATH CORPS MEMBER RODNEY SPITZ

Midway through the school year, I was administering an assessment to a couple of 4th graders. My student asked if she could use a nearby white board to work out some of the more difficult problems on the assessment (instead of paper and pencil). I said this would be okay.

I was watching as she began to work out a 3-digit by 2-digit multiplication problem on the white board. In the middle of the problem she stopped, looked up at me, and the following exchange occurred:

Student: “Know what, Mr. Spitz?”

Me: “What's that?”

Student: “I used to hate math. Now I love it!”

This is what makes the tutoring experience rewarding!

Service After Retirement

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Thu, 30 Jun 2011 21:12:00 +0000

Written by guest writer Ella McNeil-Doty

Corps members come from all walks of life. For instance, members range in age from 18 to 75. We have young members who are fresh out of high school, members who have graduated from college, members who are mid career, and members who are retired. This diversity brings a wealth of life experiences that strengthens the program. For me, Reading Corps has been an experience that will shape the future of my career. Literacy and youth development are my main focuses, and I hope to work in those fields for years to come. But what about those members who have completed much of their careers? Does Reading Corps offer them professional development? To get the perspective of one such Reading Corps member, I interviewed Dawn McLean, whose previous career was in women’s health and midwifery. Dawn is now finishing up her service year as a Preschool Literacy Tutor at the Minneapolis downtown YWCA.

What made you want to join Reading Corps?

Dawn: It combines a nice blend of love of children and love of books. I wanted to make a difference, and the notion of helping lay a foundation of learning to read so a child could read to learn, was beautiful to me.

How do you see Reading Corps fitting into the rest of your life plans?

Dawn: It might trigger new career path. I'm still exploring that possibility.

How do you plan on using your education award?

Dawn: On a travel course or enrichment.

Do you work with other Reading Corps members at your site, and are you close in age? If there is an age gap, how does that effect your working relationship?

Dawn: Yes I do and no we're not [the same age]. Hannah is my children's generation. I've appreciated Hannah's prior experience with Reading Corps greatly, along with her professional perspective on what we're doing. I'm sure I learned more from her than the converse, I consider my youngers my teachers.

How has being a senior person affected your Reading Corps experience?

Dawn: I have a lot of life experience, professionally and personally that allows a degree of relaxation and calmness in the presence of children's energy. I have a greater sense of legacy now than before, I notice I allow much more play in my life than I did before and that definitely happens around children.

Is there any other information that you would like to share that would encourage other seniors to join MRC?

Dawn: Don't be afraid of learning a new vocabulary and skill set; it can open new doors!

What does a typical day look like for a Preschool tutor?

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Thu, 23 Jun 2011 19:08:00 +0000

Guest writer: Current member Ella McNeil-Doty.

You're a Preschool Literacy Tutor. Your day might start with signing the preschoolers in. Then, you might work with students in a large group for twenty minutes. You and teacher then take small groups and play games, do art projects, or math and reading. Next comes one of the preschool tutor’s most important tasks, the Repeated Reading intervention. You take small groups of students and read them a book the teacher has previously read. Then, you question students about the book and discuss it. After Repeated Reading, you might have gym and a recess period. Some Pre-K tutors have conversation time, where you'd have back-and-forth discussions with students about their lives or the day, to promote language development.

At some point during the day, during free time, you will pull out some students for interventions. These consist of picture naming, letter naming, rhyming and alliteration. These vary in level of difficulty, with picture naming being the beginning level and alliteration being the most advanced.

Finally, students get to go home. A full time preschool tutor will repeat this session twice with an hour’s break in between for lunch and prep time.

Tutors who work with preschoolers love what they do and say the most rewarding thing is the one-on-one time with the children. Jillian Ranweiler, a current preschool tutor, says that the most rewarding thing is “seeing kids make amazing progress on their way to reading. That and spontaneous hugs!” After seeing a TV commercial, one of tutor Kelsey Filipi’s preschoolers puts her literacy learning this way: “There’s smart, and then there’s K-Mart smart. They rhyme!”

Update on open positions

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Fri, 17 Jun 2011 17:33:00 +0000

UPDATED JULY 8, 2011 -- CHECK BACK FOR WEEKLY UPDATES

Due to the size of our programs--Reading Corps is the largest AmeriCorps*State program in the country--it's no surprise we have open positions. If you're interested in becoming a tutor, you still may be able to join us this coming school year.

Hundreds of new and returning tutors are quickly finding their places in towns from New Ulm to St. Paul to Duluth. The following cities have at least one literacy tutor or math tutor position that we're working to fill. More positions are filled every day, so check back in a week for an updated list. Apply today at www.JoinReadingCorps.org or www.JoinMathCorps.org.

Remaining Reading Corps literacy tutor positions

Central Region

Little Falls

Sauk Centre

Northcentral Region

Deer River

Metro Region

Blaine

Bloomington
Farmington

Minneapolis
Richfield

St. Paul
St. Paul Park

South St. Paul

Spring Lake Park

Woodbury

Southeast Region

Spring Valley

Remaining Math Corps math tutor positions

Central Region

Finlayson

North Branch

Rice
Sauk Rapids

St. Cloud

Metro Region

Brooklyn Park
North St. Paul

Oakdale
Woodbury

Thoughts of inspiration

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Thu, 02 Jun 2011 15:47:00 +0000

We are inspired, once again, by our members.

We often use our blog to spotlight members to share the great work they are doing at their sites. Last month, we asked our some of our returning members, as well as recently placed members, to tell us what made them decide to dedicate a year of their life (or a second or third year) to serving with Reading Corps or Math Corps. We were so inspired by their responses we wanted to share them with everyone!

Reading Corps members

“I really enjoyed my first year with Reading Corps. I got attached to a lot of my students and just wasn't ready to leave yet. It also fit very nicely with my school schedule. I love that Reading Corps encourages members to pursue their interests and futures.”

“My son is getting help from a member this year in preschool and the changes in him have been phenomenal. I can't wait to do the same for other kids in the 2011-2012 school year and years to come!”

"I have enjoyed the past two years with Reading Corps and look forward to helping a lot more students. I feel a need to give back to my community and I have formed good relationships with other staff.”

“I always wanted to be a teacher. I'm still in college so I thought this would be a great opportunity to gain some experience working in schools and do something I enjoy. I currently work at a recreation center where I know a lot of kids who don't know how to read. I want to be able to help students reach their potential and let them know that there are people out there who care.”

Math Corps members

“I love junior high kids and I love algebra! I've always enjoyed working as a tutor, so I am really excited to tutor something I am interested in for a whole year!”

“I'm looking to teach middle school math, therefore, I thought Minnesota Math Corps would give me good experience.”

“I really value both education and service. Math Corps is a great way to experience the public education system while fulfilling my desire to do service.”

These are some fantastic reasons to serve with Minnesota Reading Corps or Math Corps, and we know they are nowhere near all of the reasons why our members choose to take on the challenge of a year of service. If you are considering serving with our programs or have served with us in the past, please leave a comment about why you chose this path!

A path to the future

noreply@blogger.com (Reading Corps and Math Corps Blogger) — Fri, 27 May 2011 18:24:00 +0000

Written by guest writer Kristina Quandt

Serving with Minnesota Reading Corps can lead to a future in education. Some members go on to work as paraprofessionals, some decide to become teachers, and some already have experience teaching but appreciate further literacy training and a year of something different. I talked to two members who were inspired to follow a career in education after serving with Reading Corps for a year. Here are their stories.

Amanda Lowe was hired at Twin Lakes Elementary School right after completing a year of service with Minnesota Reading Corps. She was a K-3 literacy tutor with Reading Corps last year, after having received her teaching degree. She joined because she wanted more experience before committing to her career. She says that Reading Corps “allowed me to learn some reading interventions that I could use in my future classroom, and I knew that having Reading Corps on my resume would make me stand out.” A year with Reading Corps only strengthened her desire to go into teaching. “I knew I had picked the right path and it only made me want to be an educator even more,” she said. After finishing her service year, she was immediately hired half-time at Twin Lakes, which is located in the same district where had been a tutor. Next year, she’ll be working full-time—as both a half-time 2^nd grade teacher and a half-time reading teacher. Amanda says that “I would definitely recommend the Reading Corps to others.”

"Reading Corps is for individuals who are passionate about education or social justice."

Gloria Narabrook works part time on an organic farm. But that’s not all. After serving one year as a literacy tutor with Reading Corps, she has enrolled in both a Master’s program in educational psychology and a Master’s program for ESL licensure. Aside from her agricultural interests, Gloria chose a career path in education after her Reading Corps experience. In addition to her passion for reading, she wanted to “gain experience in nonprofit direct service work” and “was excited about working with children.” She feels that Reading Corps added to her resume by helping her get into graduate programs, and expects it will help her when she applies for a job in the field. She says that “being a Reading Corps member prompted me to pursue a career in education.” She recommends Reading Corps to “individuals who are passionate about literacy, education, social justice and closing the achievement gap. I think it’s important to care about at least a few of these things before joining.”