Tutoring+Reading

** Your Name ** ** Week's Topic: Tutoring Reading ** ** Date ** **Tutoring Site** **Hours tutored this week**
 * Use this heading for the journal entry: **

** Assignment d ue 09/18/2012 in class **

**PART 1: Understanding the Importance of TUTORING READING**

**View 2 minute video of Geoffrey Canada** describing life in the South Bronx and the role of his friend, defender, Mike. @http://www.youtube.com/watch?v=s868uG8BUuA&feature=player_embedded

**Hear first 13 minutes of podcast**: **Geoffrey Canada** explains why he created the Harlem Children's Zone. @http://www.thisamericanlife.org/sites/all/play_music/play_full.php?play=364.

**View 6 minute video** from **Early Warning! Why Reading by the End of Third Grade Matters:** **Release Event part 1** Find this video clip on the right hand half of the page. @http://datacenter.kidscount.org/reports/readingmatters.aspx

**Read National Council of English's position paper **, A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students' Needs.

** PART 2: REFLECTION/JOURNAL Questions ** 2 PAGES **Please write each of question above your response to it.**

1. Write a paragraph for EACH of the four resources above and n **ame the resource ** you are writing about. **describe two things that surprised you; describe two things that you learned new and did not know before**. So each resource has a paragraph and each paragraph describes four things.

2. Explain in a paragraph **which (one) activity interested you LEAST from our class activities Tuesday**:  A Walk Back in Time/ Flipping a Class/ Hoola Hooping/ Puzzle Solving. (Sharon will not be offended if you write that you did not enjoy hoola hooping or found her directions unhelpful.)
 * Explain what caused you to be disinterested ** : teaching style and directions, length of time of the activity, activity topic, being with peers you don't know, making mistakes, a combination, something else.

**How do students react who do not find success in an activity**, do not have support that is meaningful to be successful and do not want to participate in that or related activities again ? **Would you want to come to class if we were going to do these activities each week**?

3. ** Open and complete the two multiple intelligence surveys below, ** **print the results in black and white**, and bring both pages with you to class.  __//[|Multiple Intelligences Test]//__ from the Birmingham Grid for Learning, Birmingham City Council, Birmingham, England. [|What's Your Learning Style?]from Edutopia and the George Lucas Educational Foundation.

**Think about the questions below for class discussion on Tuesday:**




 * **What do you read** throughout a day and a week? Do you read these on **paper**? On the **computer**? On a **phone**? On an **iPad/iPod**?


 * What do you read that **does not have words**?


 * How did you **learn to read print symbols**?


 * What would you **like to be able** to read?

** Three Broad Groups of Readers in the Schools where you tutoring, each with different skills and interests ** :
 * **Students with grade level reading skills who lack interest in reading**. These **youngsters have the knowledge to read grade level books, but reading is not that interesting** to them. Some read an assignment as fast as they can, with minimal comprehension, skipping punctuation and inserting words they know for unfamiliar ones. They **need more engaging reading experiences to build interes**t in words and stories, **such as dramatic read alouds and theater-like enactments of characters and stories**.


 * **Students who lack grade level skills and lack confidence in themselves as readers**. These youngsters **do not have the reading knowledge** to make their way easily through books that are on or near grade level. They **become stymied, frustrated and confused** by words and phrases in sentences and they **tend to give up easily**, further reinforcing a **negative self-image as a poor reader.** They **need reading support where adults read together**, developing skill and fluency over time, with the child g**radually taking a greater and greater role in the reading process.**


 * **Students who have strong reading skills and strong interest in reading, but are sometimes bored by the books they find at their grade level**. These youngsters **need more challenging and engaging reading experiences** to sustain their interest in reading and to motivate them to continue to expand their knowledge of words and genres. They need **opportunities to read independently, but also to have thoughtful discussions and guidance from adults.**

http://www.npr.org/templates/story/story.php?storyId=112323685
 * Children's TV Helps But Can't Teach Reading Alone **

Sesame Street sparked a revolution in the way reading is taught. Are we using what we learned from this amazing lesson?

[|As Classrooms Go Digital, Textbooks are History]
At Empire High School in Vail, Ariz., **students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers’ science lectures**. Click on the link to read more about this educational trend.



===[|Early Warning! Why Reading by the End of Third Grade Matters], a 2010 report from the Annie E. Casey Foundation. Read the Executive Summary for an overview of findings.===


 * [|2010 Kids and Family Reading Report: Turning the Page in the Digital Age]**from Scholastic. One of the key findings is that technology can be a positive motivator to get kids reading – over half of kids (age 9-17) say they are interested in reading an eBook, and a third of children age 9-17 say they would read more books for fun if they had access to eBooks on an electronic device.

 **__//Do Millenials Read? Yes, But They Read Differently//__** http://millennialmarketing.com/2010/05/do-millennials-read-yes-but-they-read-differently/
 * Do College Students Read?**

**Geoffrey Canada: How and Why the Harlem Children's Zone is a Reality today:**


 * View the video of Geoffrey Canada** describing his childhood in the South Bronx and the role of his friend, defender, Mike. []

http://www.thisamericanlife.org/sites/all/play_music/play_full.php?play=364 **Listen to the first 13 minutes** of this podcast. Website for the Harlem Children's Zone []
 * This American Life**: half hour **podcast of Geoffrey Canada** explaining **The Harlem Children's Zone**

__//The Moonlit Road//__
This site will help students learn to read because it has the option of hearing someone read the story out loud while allowing them to read along on the same screen. Students can hear correct pronunciation and are able to pause the reading to look up unknown vocabulary words. Visit the website at:[|www.themoonlitroad.com]

__//A Call to Action//__
In their position paper, “A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students’ Needs,” the National Council of Teachers of English addresses the complexities of reading development and the needs of secondary readers and their teachers. You can read what they have to say at: []

//__Helping All Students to Read Better__//
 The National Dropout Prevention Center/Network Newsletter (Volume 20, Number 1, 2008) addresses the importance of reading for success in school.

Students who struggle with reading cannot do well on basic tests that require both decoding words, but understanding their meaning. Nor can struggling readers succeed in math, science, English or history classes where reading is needed to follow directions, comprehend the textbook, understand Internet material, and write papers and reports. Indeed, risk factors in school such as poor attendance, low commitment to school, misbehavior and early aggression have be traced to the frustrations associated with lack of success in reading.

Some 6 million middle and high school students currently read at a “below basic” level.

High Schools That Work (HSTW) has conducted research that identifies practices that promote greater success in reading at middle and high school grade levels: In English classes, more proficient readers were more likely to: In other academic classes, more proficient readers were more likely to: International Reading Association: []
 * Read an assigned book outside of class
 * Discuss what they have read with other students
 * Draft and revise a paper that was graded
 * Word-process a paper
 * Revise their writing several times
 * Complete short writing assignments every month
 * Complete research projects
 * Read at least six books
 * Develop and analyze tables, charts and graphs
 * Complete written lab reports
 * Solve math word problems

 //__Reading and Learning__//

 * //The Home-School Study of Language and Literacy//** conducted by Catherine Snow and other researchers at Harvard University reveals one huge part of the value of reading and talking with kids. Since 1987, Snow and her team have been collecting data on the literacy development of children from low-income families in the Boston area. They found that children’s “interesting conversations with adults” promote oral-language skills and reading success. The conclusions make great sense intuitively: “Children who are exposed to more words in their conversations with adults, and more unusual words, tend to develop larger vocabularies.”

In another part of the study, it was found that in 65 minutes of classroom talk in more than 60 classrooms, “on average, teachers used only 43 words that researchers classified as relatively sophisticated and therefore the types of words likely to stretch children’s vocabularies. Examples of such words include fluffy, gigantic, intrigued, and bagel” (Harvard Education Letter, July/August 1997, p. 2). The implications for tutors are clear; they can respond to language-poor environments in schools and homes by how they use words with children. This might be a useful point for discussion in the class. What language are tutors using with kids and how are tutors adding to children’s vocabularies? Link to the report: [|http://gseweb.harvard.edu/~pild/homeschoolstudy.htm]

o Each time an unfamiliar word is seen in print, a small increase in word knowledge typically occurs. o If children read 1 million words per year, at least 1,000 new words will be added to their vocabulary. o Reading 1 million words is easy for regular readers. Comic books contain about 2,000 words and teen romance novels contain 20,000 to 40,000 words. o Reading improves spelling. o Reading improves writing. The language of children’s books is more complex than that of children’s television (except for shows on public television or the Discovery Channel).
 * //The Power of Reading: Insights from the Research//** by Stephen Krashen (Libraries Unlimited, 1993) makes key points about the value of reading for children.

===**__//<span class="wiki_link_ext">Beating the Odds //__<span class="wiki_link_ext">: //__Teaching Middle and High School Students to Read and Write Well (Langer, 2000)__// **=== (**Read bullet items below**, not the full report online.)

In 2000, researchers from the National Research Center on English Learning and Achievement (State University of New York at Albany; available online <span class="wiki_link_ext">[] spent two years observing teachers in middle and high schools in Florida, California, New York, and Texas.
 * In schools that were producing better English test scores than other schools with comparable demographics, teachers shared the following instructional practices**:

o **Teachers used several different types of lessons to skills and content** //VARIETY//.

o **Test preparation was integrated into instruction** //ONGOING REFLECTION AND ASSESSMENT//.

o **Teachers made connections across instruction, curriculum, grades and students lives outside the classroom I**//NTERDISCIPLINARY& INTEGRATED CONNECTIONS//.

o **Students learned strategies for thinking about their work as well as doing it. The process of arriving at an answer was emphasize**d //THINKING ABOUT THINKING STRATEGIES//.

o **Teachers required studen//ts to take what they had learned and probe deeper to generate new knowledge//** APPLICATION AND RESEARCH ASSIGNMENTS.

o **Students engaged in “cognitive collaboration.” Working in small groups pushed each other’s thinking** //GROUP WORK AND CLASS DISCUSSION//.

[|The Moth-Storytellers] A website to see someone radio reading.