MCDL Year of the Reader

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Public Libraries can be instrumental in supporting early literacy and Kindergarten readiness.

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MCDL Year of the Reader

  1. 1. The Year of the Reader 2014 Dawn Roginski Early Childhood Outreach Librarian January 20, 2014
  2. 2. http://educationbythenumbers.org 2
  3. 3. Measures how well a student is prepared for life beyond school. US Department of Education, Institution of Eduction Sciences. “Program for International Student Assessment (PISA)”, 2012. 3
  4. 4. The U.S. lags behind 65 countries even after adjusting for poverty. Our poor students are doing poorly AND our top students are nothing to brag about. 4
  5. 5. U.S. scores on PISA exams haven’t improved over the past decade. The top 10% of US students have DECLINED. The lowest students have showed some mild improvement. 5
  6. 6. Brain Architecture shaped by our EARLIEST EXPERIENCES Single Neuron with Many Connections Stronger Brain Architecture Single Neuron with Fewer Connections Weaker Brain Architecture 6
  7. 7. Infant brain 25% volume of adult By age 1 it is at 70% By age 3 it is at 85% 7
  8. 8. # of Experiences (Words) = # of Brain Connections TIME SENSITIVE PROCESS 8
  9. 9. Window Wiring Opportunity Greatest Enhancement Language Skills in General 0-24 months 2-7 years Language Skills (Early Sounds) 0-24 months 8 months - puberty Language Skills (Vocabulary) 4-8 months 2-5 years 9
  10. 10. 45 mil # words heard in one year HIGHER INCOME FAMILY 13 mil # words heard in one year LOWER INCOME FAMILY 32 mil LESS words heard in ONE year X5 160 million age of kindergarten entrance WORDS BEHIND at kindergarten entrance 10
  11. 11. Vocabulary Gap Widens exponentially with age. 1,116 word vs. 525 word vocabulary at age 3 20,000 words vs. 6,000 words vocabulary at age 6
  12. 12. Stanford Report(released September 25, 2013) Language gap between rich and poor children begins in infancy. 2yr old child of lower-income family is six months behind in language development. 13
  13. 13. Dr. Ann Fernald (researcher at Stanford University) http:// www.youtube.com/watch?feature=player_detailpage&v=verqCmPrnY8 14
  14. 14. Children who enter Kindergarten being read to at least 3x per week showed a greater phonemic awareness and were twice as likely to score in the top 25% in reading readiness. 15
  15. 15. Upon Kindergarten Entrance One on One Picture Book Reading Middle Class Child 1,000 – 1,700 hours Low Income Child 25 hours Adams, Marilyn Jagger. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press, 1990. 16
  16. 16. 17
  17. 17. Children who can recite 8 Nursery Rhymes at age 4, will be among the best readers at age 8. Fox. Mem. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever . Orlando, FL : Harcourt, 2008.
  18. 18. Predictability of Early Literacy (language) Skills Knowledge of alphabet letters at Kindergarten entrance Strongly predicts 10th grade reading ability 19
  19. 19. Predictability of Early Literacy (language) Skills Poor reader in 1st grade 90% PROBABILITY that they are a poor reader in 4th grade 20
  20. 20. Predictability of Early Literacy (language) Skills “Ready to Read” > grade level reader > graduation 21 Kindergarten 2nd Grader HS > grade level Of children with low literacy levels, only 2% complete a 4 year college program.
  21. 21. Predictability of Early Literacy (language) Skills HS Diploma < teen pregnancy < incarceration < public assistance < mental health services California plans how many jail cells to build by using the number of 4th graders who are not reading on a fourth grade reading level. 22
  22. 22. # of “Rare” Words per Thousand 23
  23. 23. Medina County “CHIP” Survey Only 35% of Families in Medina County report that they read to their children (< 5 yrs. old) on a daily basis. Survey conducted by Living Well Medina County “Community Health Improvement Plan” January 2013 Early Childhood, section 35
  24. 24. Kindergarten Readiness is VITAL (past) Grades K-3 We LEARN to READ and from grades 4 up we READ TO LEARN (present) Kindergarten We LEARN to READ and from grades 1 up we READ to LEARN 25
  25. 25. 26
  26. 26. Common Core Curriculum Aligned with college and work expectations. Internationally benchmarked, students are prepared to succeed in global economy. School experience same across all states. 27
  27. 27. 28
  28. 28. Examples of Reading & Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf
  29. 29. Test Reading Selection Possibilities Independent Reading Stories Grades K & 1 Minarik, Else Holmelund. Little Bear Eastman, P. D. Are You My Mother? Seuss, Dr. Green Eggs and Ham Lopshire, Robert. Put Me in the Zoo Lobel, Arnold. Frog and Toad Together Lobel, Arnold. Owl at Home DePaola, Tomie. Pancakes for Breakfast Arnold, Tedd. Hi! Fly Guy Independent Reading Informational Texts Grades K & 1 Bulla, Clyde Robert. A Tree Is a Plant Aliki. My Five Senses Hurd, Edith Thacher. Starfish Aliki. A Weed is a Flower Crews, Donald. Truck Hoban, Tana. I Read Signs Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream “Garden Helpers.” National Geographic Young Explorers “Wind Power.” National Geographic Young Explorers
  30. 30. Henkes, Kevin. Kitten’s First Full Moon. New York: Greenwillow, 2004. (2004) It was Kitten’s first full moon. When she saw it, she thought. There’s a little bowl of milk in the sky. And she wanted it. So she closed her eyes and stretched her neck and opened her mouth and licked. But Kitten only ended up with a bug on her tongue. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she pulled herself together and wiggled her bottom and sprang from the top step of the porch.
  31. 31. But Kitten only tumbled—bumping her nose and banging her ear and pinching her tail. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she chased it—down the sidewalk, through the garden,past the field,and by the pond. But Kitten never seemed to get closer. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she ran to the tallest tree she could find, and she climbed and climbed and climbed to the very top. But Kitten still couldn’t reach the bowl of milk, and now she was scared.
  32. 32. Poor Kitten! What could she do? Then, in the pond, Kitten saw another bowl of milk. And it was bigger. What a night! So she raced down the tree and raced through the grass and raced to the edge of the pond. She leaped with all her might— Poor Kitten! She was wet and sad and tired and hungry. So she went back home— and there was a great big bowl of milk on the porch,just waiting for her. Lucky Kitten! COPYRIGHT © 2004 BY KEVIN HENKES
  33. 33. Kindergarten Reading – Assessment Choice for Kitten’s First Full Moon Students retell Kevin Henke’s Kitten’s First Full Moon while demonstrating their understanding of a central message or lesson of the story (e.g., how hard work pays off, or the security of home). [RL.1.2] (Narrative Skills)
  34. 34. Third Grade Reading Assessment Comparison Prior to 2012-13 3 rd Grade Reading OAA Into Effect NOW PARCC Assessment 3rd Grade Reading Test 35
  35. 35. Third Grade Reading Guarantee Starting in the school year 2013-2014, students must be retained if they do not make the cut score on the Third Grade OAA in reading. 36
  36. 36. Test Reading Selection Possibilities Independent Fiction Reading Grades 11–CCR Chaucer, Geoffrey. The Canterbury Tales de Cervantes, Miguel. Don Quixote Austen, Jane. Pride and Prejudice Poe, Edgar Allan. “The Cask of Amontillado Brontë, Charlotte. Jane Eyre Hawthorne, Nathaniel. The Scarlet Letter Dostoevsky, Fyodor. Crime and Punishment Jewett, Sarah Orne. “A White Heron.” Melville, Herman. Billy Budd, Sailor Chekhov, Anton. “Home.” Fitzgerald, F. Scott. The Great Gatsby Faulkner, William. As I Lay Dying Independent Non-Fiction Reading Grades 11-CCR Garcia, Cristina. Dreaming in Cuban Lahiri, Jhumpa. The Namesake
  37. 37. Test Reading Selection Possibilities (continued) Independent Reading Drama Grades 11-CCR Shakespeare, William. The Tragedy of Hamlet Molière, Jean-Baptiste Poquelin. Tartuffe Wilde, Oscar. The Importance of Being Earnest Independent Reading Poetry Grades 11-CCR Li Po. “A Poem of Changgan” Donne, John. “A Valediction Forbidding Mourning” Wheatley, Phyllis. “On Being Brought From Africa to America” Keats, John. “Ode on a Grecian Urn” Whitman, Walt. “Song of Myself.” Dickinson, Emily. “Because I Could Not Stop for Death”
  38. 38. Examples of Writing & Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf
  39. 39. Kindergarten: This is an opinion about a work of literature 40
  40. 40. Kindergarten: This informative report was produced in class 41
  41. 41. First Grade – Informative Report
  42. 42. Third Grade Narrative
  43. 43. Grade 12, Argument Write an essay on dress codes demonstrating two different perspectives on the issue (whether or not dress codes should be adopted in school). Then support one of the two points of view given or present a different point of view on the issue. You have thirty minutes to write.
  44. 44. 45
  45. 45. Local District Expectations District % Passing grade 8 math (2012) % projected to pass Wadsworth 93 66 Buckeye 92 51 Brunswick 87 41 Medina 87 45 Ohio Department of Education 46
  46. 46. Local District Performance (September Test)
  47. 47. Words are our business Number of library programs for children: 3.7 mil Attendance at childrens library programs: 61.6 mil Total circ of children’s materials: 816.7 mil IMLS on early learning programs in 2010: $5.3 mil 2009 Public Library Survey 48
  48. 48. “Every Child Ready To Read” 2001 The Association for Library Service to Children (ALSC) and the Public Library Association (PLA) research studies that found that a significant number of children were entering kindergarten without the EARLY LITERACY SKILLS needed to learn to read. 2004 Teaching parents and other caregivers how to support the development of their children’s early literacy skills becomes basis for EVERY CHILD READY TO READ, 1st EDITION. Focus is on educating parents in 6 identified early literacy SKILLS. 2011Two experts, Dr. Susan Neuman and Dr. Donna Celano, hired to evaluate ECRR. Their research and recommendations become ECRR, 2nd EDITION. They suggest that libraries demonstrate to parents the PRACTICES that best support SKILL acquisition.
  49. 49. ECRR1 Print Motivation Print Awareness (see words) Phonological Awareness (make sounds) Letter Knowledge “Unconstrained Skills” (see letters) Vocabulary (know words) Narrative Skills (tell story) “Constrained Skills” (love books)
  50. 50. ECRR2 Singing Talking Reading Writing Playing
  51. 51. 84% of parents with a child 5 years or younger say libraries are “very important.” Miller, C., Zickuhr, K., Rainie, L., & Purcell, K. (2013). Par- ents’ and Children’s Special Relationship with Reading and Libraries. Washington, DC: Pew Research Center, pp. 3, 5–6, 8, 47. 52
  52. 52. 86% say libraries help develop a love of reading and BOOKS; 81% say libraries provide access to resources not available at home; 71% say libraries are a safe place for children. 53
  53. 53. For parents earning less than $50,000 per year, 79% of these parents cite the role of the librarian to help find information, free access to the Internet, quiet study spaces, broader selections of e-books, and more interactive learning experiences. 54
  54. 54. Libraries CAN: Provide parental and family support and access to quality programs and services. Create links to schools that support local education priorities, including Common Core and other state standards. Incorporate recent research on the brain and learning into programs. 55
  55. 55. 56
  56. 56. l to tia te n n po a i t he br In at e n g c re l d i s? ui In the value b tho n in e c t i e of the n nw p c oo er BOOK? of reading? in t he pot ent ial our of libr ary ? 57

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