This document provides information about a Reading is Fundamental (RIF) summer institute on innovative literacy approaches. It discusses RIF's background and mission of promoting literacy. It outlines Croatan High School's involvement with RIF, including receiving STEAM books and activity guides for classrooms. It discusses the importance of early STEAM education and multicultural books. Research is presented on the literacy gap and impact of summer reading loss. RIF's summer reading program is described as a way to address this gap through providing books, activities, and parent involvement. Results from the program's first year are promising in reducing summer learning loss.
This is an assignment for Youth Services Librarianship. The goal was to communicate a new library program or collection to the school board. I researched and implemented a new audiobook collection in the fictional Anytown High School library for this assignment.
This is an assignment for Youth Services Librarianship. The goal was to communicate a new library program or collection to the school board. I researched and implemented a new audiobook collection in the fictional Anytown High School library for this assignment.
Dr. Lili Luo attended the 2019 Asian Conference on Education and International Development, and delivered a presentation on how public libraries provide programs to help mitigate summer learning loss among k-12 students. She conducted content analysis of a large urban library’s program announcements to examine the types of programs provided during the summer that aim to engage children and teens.
Conversational Gamers: Developing Language Skills and Connections Through Boa...SeriousGamesAssoc
As the number of international students entering North American universities grows there is an increasing need to develop programs that help with their transition to a new community. International students are not only making the leap from secondary to post-secondary education, they are also entering a new country and culture and may struggle making connections with their domestic peers. This session plans to summarize the research surrounding relationships between international and domestic students and using games for language learning. It will also present a case study on the implementation of a conversation partners program that paired domestic and international students together with board games to not only improve language skills, but to bridge the gap between these two student groups. Research shows that learning through play, including multiple examples of language learners learning through gaming, is a highly successful endeavor. The literature largely focuses on using digital games in the classroom with limited research on using board games or role-play games for a similar purpose. This program was created as a partnership between the Wilfrid Laurier University Library, Laurier International and the Laurier English and Academic Foundation (LEAF) program.
The numbers of homeschoolers are steadily increasing every year and often those families are heavy library users. This workshop will provide staff with tools for collection development, highlighting your current collection and programming for these patrons.
Developed as a part of the White House Summer Opportunities Project Initiative, this Action Toolkit is designed to share the key steps leaders can take this summer to increase access to high-quality summer learning, meals and jobs opportunities. Whether you are a city, nonprofit, school, business or philanthropic leader, you will find examples of how your peers across the country are finding innovative ways during the summer to expand access to learning, meals and jobs to more young people.
Using Visual Media to Teach TEKS 9.17.10Teresa Diaz
This ppt presentation is from the session "Using Visual Media to Teach TEKS" presented at ESC-Region 20's Library Resource Roundup, September 17, 2010 by Teresa Diaz & Ellen Hagan, NEISD/San Antonio, TX.
Dr. Lili Luo attended the 2019 Asian Conference on Education and International Development, and delivered a presentation on how public libraries provide programs to help mitigate summer learning loss among k-12 students. She conducted content analysis of a large urban library’s program announcements to examine the types of programs provided during the summer that aim to engage children and teens.
Conversational Gamers: Developing Language Skills and Connections Through Boa...SeriousGamesAssoc
As the number of international students entering North American universities grows there is an increasing need to develop programs that help with their transition to a new community. International students are not only making the leap from secondary to post-secondary education, they are also entering a new country and culture and may struggle making connections with their domestic peers. This session plans to summarize the research surrounding relationships between international and domestic students and using games for language learning. It will also present a case study on the implementation of a conversation partners program that paired domestic and international students together with board games to not only improve language skills, but to bridge the gap between these two student groups. Research shows that learning through play, including multiple examples of language learners learning through gaming, is a highly successful endeavor. The literature largely focuses on using digital games in the classroom with limited research on using board games or role-play games for a similar purpose. This program was created as a partnership between the Wilfrid Laurier University Library, Laurier International and the Laurier English and Academic Foundation (LEAF) program.
The numbers of homeschoolers are steadily increasing every year and often those families are heavy library users. This workshop will provide staff with tools for collection development, highlighting your current collection and programming for these patrons.
Developed as a part of the White House Summer Opportunities Project Initiative, this Action Toolkit is designed to share the key steps leaders can take this summer to increase access to high-quality summer learning, meals and jobs opportunities. Whether you are a city, nonprofit, school, business or philanthropic leader, you will find examples of how your peers across the country are finding innovative ways during the summer to expand access to learning, meals and jobs to more young people.
Using Visual Media to Teach TEKS 9.17.10Teresa Diaz
This ppt presentation is from the session "Using Visual Media to Teach TEKS" presented at ESC-Region 20's Library Resource Roundup, September 17, 2010 by Teresa Diaz & Ellen Hagan, NEISD/San Antonio, TX.
A brief look into maker education and one educator's journey to total classroom implementation. Presentation has been edited to remove identity of students.
Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immi...BPIMMIGRACIO
PROTAGONISTES: ELS JOVES. III JORNADA DE BIBLIOTECA PÚBLICA I IMMIGRACIÓ. BIBLIOTECA JAUME FUSTER. BARCELONA, 22 DE FEBRER DE 2010
Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immigrades a través de pràctiques de lectura culturalment i lingüísticament pertinents. A càrrec d'Oralia Garza de Cortés, consultora en temes de Literatura Infantil i Juvenil. EUA.
Prime Time Family Reading Time is an innovative family reading program designed for low-income families in communities where student reading scores do not meet Nebraska state standards. The six-week program is hosted by local libraries and led by a storyteller and a discussion leader. Since 2005, when the Nebraska Library Commission funded student interns to work with Prime Time, bilingual student assistants have contributed to the programs while also learning about library work. Erika Hamilton, state coordinator of Prime Time, Nebraska Humanities Council Program Officer, will share her experiences in encouraging parents and children to read award-winning illustrated children’s books, to recognize and discuss humanities topics in the stories, and to become active public library users.
For the past two days I have been in Stockholm and meet with the secretarie generals of the Nordic library organizations. We talked, among other things, about reading strategy.
I had made a small presentation about the Danish work on National Reading Strategy, which I would like to share here.
What does successful school outreach from the public library to schools look like? Is it about library cards? Databases? Gaming? Book Clubs? In this presentation, members of MyLibraryNYC (@mylibrarynyc) will discuss successes and lessons learned over the past 5 years of running this program. Best practices include: booktalking new and upcoming book titles for kids; school specific outreach - no one-size-fits-all outreach; working with stakeholders at each school.
#yalsa16 #yaschooloutreach @mylibrarynyc
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. KEEP THEM READING
WITH STEAM
Innovative Approaches
to Literacy
Summer Institute
Croatan High School
July 7th, 2014
Debby Hollowell and
Sherry Meador
PICTURE
HERE!
3. Founded in 1966, RIF is
the nation’s oldest and
largest children’s and
families’ literacy
non-profit.
3
4. • Vision: A literate America in which all children have
access to books and discover the joys and value of
reading.
• Mission: RIF is dedicated to motivating young
children to read by working with children, their
parents, and community members to make reading
a fun and beneficial part of everyday life.
• Focus on Children 0-8 years old
• Multicultural Initiative
• Parent Engagement
4
7. • This is our 2nd year with Reading
is Fundamental
8. First year
• All 1st, 2nd, 3rd, 4th and 5th grade
classrooms and two media centers
received a set of 40 multicultural
STEAM books with Common Core
activity guides
• 2nd and 3rd grade students received 8
books for the summer vacation
9. 2nd year
• All 1st, 2nd, 3rd, 4th and 5th grade
classrooms and two media
centers received a set of 40
multicultural STEAM books with
Common Core activity guides
• 2nd, 3rd and 4th grade students
received 8 books for the summer
vacation
10. Next year (if granted)
• All PreK, Kindergarten, 1st, 2nd, 3rd, 4th and 5th
grade classrooms and two media centers will
receive a set of multicultural STEAM books
with Common Core activity guides
• PreK, Kindergarten, 1st,2nd, 3rd , 4th and 5th
grade students will receive books for the
summer vacation allowing Reading is
Fundamental to reach children earlier to
prevent reading difficulties later in their
schooling.
11. Multicultural Literacy Initiative
11
Books are mirrors and windows for children. If they can see
themselves in books at an early age, they will read more often
and enjoy reading.
13. • The Multicultural Book
Collections include 40
award-winning titles
from some of the most
celebrated authors in
children’s literature
today.
• For each book, RIF has
developed accompanying
literacy activities for
parents, community
leaders, and teachers.
Multicultural Literacy Initiative
13
• Link to multi-cultural books
16. THE BOTTOM LINE
Start early and make your instruction
tangible, concrete, action-packed, and
career-oriented.
16
17. “The next Mark Zuckerberg
may be that 8-year-old child
RIF serves whose only books
are the ones we provide,” said
Carol H. Rasco, president and
CEO of RIF. “The skills today’s
students need to succeed as
tomorrow’s pioneers should
start at the earliest possible
opportunity with an approach
that builds on their natural
curiosity. As a country, we’re
missing the mark with few
resources explicitly aimed at
STEAM education for our
youngest students.”
Why STEAM?
17
18. Rosie Revere, Engineer
This book
illustrates
STEAM ,
breaking
gender
stereotypes
as well the
character
building
traits of
never giving
up.
19. Expository or Informational Text are emphasized
more with the Common Core
19
• Common Core requires that students
read more informational text
• Activity guide provides higher order
questions and activities to do with the
STEAM books
• Text features and highly engaging
pictures are in many of the books
23. Timeline during school year
• Early spring- teachers receive classroom collection of
40 books. Grant requires teachers to choose at least
10 books to read and complete activities in the
classroom
• STEAM event is planned for grade level or entire
school
• Student permission slips are sent home allowing
students to be tested for their Lexile level
• Students take the IOWA Basic Skills test
24. • Bag tags are marked with Lexile level with
results from IOWA test results
• Arts and craft supplies are organized into RIF
bags
• Book distribution dates are set for the end of
school and the middle of the summer
• Book distribution is held during the last days of
school (5 books)
• Books are on colored tables according to level
and students pick books on the tables matching
their bag tag
• Students come during the summer to choose
an additional three books
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39. STEAM Enrichment activities
• $1,000 allowance per school
• Must be STEAM related
• Field trips
• Guest speakers
• Can be spent on supplies
• Can not be spent on food
57. 71% of children living in poverty cannot read
at the most basic level.
12
58. America’s Literacy Crisis
• In low-income neighborhoods, there is only 1
book for every 300 children.
• 34% of children entering kindergarten lack the
basic language skills they will need to learn to
read.
• Only 1 in 5 low-income children read on grade
level by the end of 3rd grade.
13
59. • A child from a low-income family enters
kindergarten with a listening vocabulary of 3,000
words, while a child from a high-income family
enters with a listening vocabulary of 20,000
words.
• 88% of children who have difficulty reading at the
end of 1st grade display similar difficulties at the
end of 4th grade.
What Do We Know About Children and Reading?
14
60. • 75% of students who are poor readers in 3rd grade
remain poor readers in high school; after 3rd grade,
cognitive demands increase yearly.
• 36% of American 4th graders read below the Basic
level on NAEP.
• Among 4th graders, 58% of African-American, 54% of
Hispanic, and 52% of American Indian children
scored below the Basic level on NAEP.
• 54% of all 4th graders eligible for free or reduced
lunch scored below the Basic level on NAEP.
What Do We Know About Children and Reading?
15
61. National Assessment of Educational Progress:
The Poverty Achievement Gap
Sources: National Center for Educational Statistics
Note: NSLP = National School Lunch Program (provides
free and reduced-priced lunches to children of low-
income families.)
16
62. LITERACY (reading, writing, listening,
speaking) is the VEHICLE to content material,
• Science
• Social Studies
• Mathematics
• Health
• Technology
• Engineering
ESPECIALLY when LEARNING TO READ
changes to READING TO KNOW.
17
64. “The Day the Crayons Quit”
Parade
article
about
keeping
kids
reading
with
Lavar
Burton
On his
book list
“The Day
the
Crayons
Quit” was
#2
65. WHAT THE RESEARCH SAYS ABOUT
SUMMER READING LOSS:
CAUSES AND SOLUTIONS
25
66. Summer “Slide”
The Loss?
• One month to three or even more of learning
from the PREVIOUS school year
The Implication?
• First day of school of new year: some children
know half to all the content material for the
coming year; other children have lost 1/4 -1/2
year of learning from last year
27
67. Summer “Slide”
• Learning loss that occurs anytime children are not in
school (summer as well as winter, fall, and spring
breaks)
• First documented in 1906, teacher of mathematics
• Subjects most affected – those that rely on skills that
require:
- constant repetition
- multiple opportunities for practice and feedback
- with a goal of automaticity
- like reading, writing, math, TIER THREE
vocabulary
26
68. Learning Loss and Socio-economics
• Middle income families – Enrichment activities
in the summer:
* parent at home, more educated
* travel
* camps
* bookstore and library in home or
neighborhood
*enrichment programs, classes
28
69. Learning Loss and Socio-economics
• Low income families – Very limited
enrichment activities in the summer:
* limited access to print
* limited choice of materials
* limited travel
* limited participation in camps, classes,
enrichment programs
28
70. Conclusion from Allington and
McGill-Franzen (2013)…
• “Summer reading loss accounts for roughly 80%
of the reading achievement gap between more
and less economically advantaged children”
(Alexander, Entwisle, and Olson, 200&).
• “By the time both groups of children…near
graduation…, the rich/poor…gap is 4 years wide,
with children from low-income families
performing at the same level as…middle-class
children in 8th grade” (NCES, 2010)!
27
71.
72. Summer Reading Programs
as a Possible Solution to Close the Gap
• Kim and White (2008)
study
• To prevent “decay” of
children’s reading
ability over summer,
children need a
program with at least
the FOUR following
components:
29
73. Four Components of an Effective
Summer Reading Program
1. Access to books (6-8)
* at the individualized (lexiled), appropriate level
of difficulty for each learner
* with choice of topic within the lexiled level
2. Scaffolded activities and motivators
3. Professional development
4. Parent involvement
(Kim and White, 2008)
30
74. RIF Summer Reading Program
Features:
• Classroom books
• Summer books for children
(8 per child)
• Lexile testing of children
• Motivational events
• Motivational, educational
activities
• Professional development
for teachers
• Parent involvement
• Parent contact
36
-Part of “cradle to career” school/family literacy
initiative
-Funded by U.S. Department of Education, through
Innovative Approaches to Literacy
75. Books
• Choice and lexiles
• 8 per child, per summer
• Based on common core
– Few narration
– 75% exposition
• STEAM-themed
– Tier 3 vocabulary
– Cradle to career focus
37
76. Teachers
In-services and continuing focus on:
• Working with parents
• Helping children choose books
• Using the activities in the classroom and with
parents
• Common core alignment
• Exposition vs. narrative
• Tiers 1,2,3 vocabulary
• Active learning
38
77. Parents
• On-going affirmation about their roles
• Special meetings at Summer and Fall Back to
School Reading Celebrations
• Special attention to parent activity sheets and
literacy calendars
• Weekly contact during summer reading, 6-8
weeks, via ways parents choose (text, phone,
email)
39
78. YEAR ONE RESULTS FROM
Innovative Approaches to Literacy
National Results
• It was predicted that there would not be a change until
the 2nd year of the grant
• 57% of children saw growth
• 4% of children saw no change
• 39% of children saw loss
• When the hypothesis said after one year 80% of
students would show loss
• Essentially what the external evaluators have found is
that the lowest Lexile group actually made statistically
significant gains in Lexile scores for second and third
grades across the board.
79. RIF YEAR TWO
• 16 states
• 173 school
districts
• 4/5 are in the
highest poverty
levels
• 2/3 are
characterized as
rural
80. We are anxiously awaiting the results
from year two in December and can’t
wait to report the results!
81. In two years, this grant
has given out over
750,000 books to
children and classrooms
and 4,000 books to our
students!
82. To access any resources presented
today, please visit the 2014
Summer Institute wiki:
http://si2014reg2.ncdpi.wikispace
s.net/Keep+Them+Reading+with+
STEAM
All are free and ready to use!
83. And That Will Give Us . . .
• NOT the end;
• Book People United!
• A community of readers
48
