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I am a school librarian  K-8 grade,,Metcalf school is on the=
 campus of
Illinois State University in Normal, Illinois.  Yes it is very=
 difficult to
make them read..but I EXCITE them through of the=
 most recent
was a reading project with grade 5..age 11 boys and girls. I was=
the Dewey Decimal System to help students find NON-FICTION books=
 and I
selected the COOK BOOKS..I have international  books easy to read=
 and cook.
This excited and all   books were checked out and they started in=
 groups to
read and discuss recipes.
The next day a boy asked me if he could cook and bring food to=
 the class to
taste.  I was so excited that I called  the local Press and the=
press the school had a big write up saying "STUDENTS EAT UP=
BOOKS  and METCALF ENCOURAGES READING..this was exciting to the=
and the school.  The next 2 weeks other children cooked and=
 brought food to
the library for their friends to taste...this never happened=
 before during
my teaching.
This is one way to EXCITE children to read and at the same time=
 you are
teaching DIVERSITY and multiculturism in the classroom...(this=
 project took
place last month)
Please respond....have a nice day    Madeleine Hoss

I know that one of hte best ways to get kids quiet is to read to
them.....SS teachers can choose Fic books that go along with what=
 the kids
are studying in class...5 min at beginning of class max...

For math I suggest word problems...these are usually the most=
as well as hated things.  For the most part students hate them=
 b/c they
come in large bunches.....have math teachers use them as daily=
and give tips on how to decode them.....also make them as close=
 to real
life problems as possible....

Beth Haraldsen
Farragut Middle School
Knoxville, TN USA

Hmmm.... perhaps offer a shared benefit.  Could the non-language
teachers make a list of vocabulary words which they would like to=
integrated into the reading, and in return the non-language=
teach some language?
   I would also stress to them that anything we learn, we learn=
if there is practice in another setting.  One of the biggest=
of teaching anything is getting students to *use* it.
    And I would say that it was time there was benefit in both
directions.  Why should the non-language teachers get all the=
from the language teachers working so hard?  They should take=
 their turn
in promoting the reading.
    It sounds like there are some divisions there!  Good luck at=
with them!


Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821

Part of a longerquote..maybe it is in ALA site (I'm
not @ sschool to check)
Adolescent Literacy: A Position Statement ALA/YALSA
"Adolescents entering the adult world in the 21st
century will read and write more than at any other
time in human history=85...In a complex and sometimes
even dangerous world, their ability to read will be
crucial. Continual instruction beyond the early grades
is needed".

Kay Hones, Librarian
O'Connell High School Library
2355 Folsom, San Francisco, CA 94110
(415) 695-5370
eFax number: =0914135025675
Read For The Fun Of It @ the LIBRARY

Here is link to an OECD report that shows thatgood=
skills affect academic achievement across all learning areas.,,EN-document-4-nodirectorate-no=

ie.ongoing  literacy skill development is the responsibility of=
teachers. Literacy skills being more than just reading or writing=
students now have to be numerically literate, visually literate,
information literate, technologically literate and so on.

Hope this give you some ammunition!


Barbara Combes, Lecturer
School of Computer and Information Science
Edith Cowan University, Perth Western Australia

OKay, pardon that last e-mail -- my Eastern U.S. culture got in=
 the way

LEt me rephrase -- I would suggest finding ways that the reading
promotion helped the content area learning (what I said about=
 word parts
and being able to tackle long words and read textbooks for=

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821

I'd want to know just what their grivance is, because they could=
valid points about time being taken away from their curriculum. =
 If the
goal is to promote reading in every class, across the board, then=
that teachers "slice off" part of their day for it works against=
very goal.
   On the other hand, integrating language skills (things like=
sure students really do know how to analyze terms for prefixes=
suffixes and Greek & Latin roots) and  "approaches to textbooks"=
can often bridge the gaps between the better studetns (who often=
learned this from their parents) from ones who are struggling.
   Frankly, if I were approached with "This Is Your Duty" I would=
a bit and wonder where the dog biscuits were to reward good=

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821

    We are doing a similar thing in my school at the moment -=
 trying to
remind the staff that every teacher is a teacher of reading. =
 When I hear
teachers say things like "I have too much curriculum, I can't=
 teach reading
too"  I get really steamed.  Teachers who feel this way can't=
 seem to
understand that if their students can't read they can't learn the=
no matter what it is.  By using reading scaffolds and teaching=
strategies students will be much more successful in the content=
 areas - not
just in language arts.  Good luck with your seminar.

Diane Gallagher-Hayashi
Stelly's School
Saanich School District (63)
Saanichton, British Columbia

Michael, I can see two strong arguments for having all teachers=
 promote reading.

1) Students can't do well in ANY subject without good reading=
2) Education should be integrated and holistic, not=
 compartmentalized. All teachers should try to support each=
 other's subjects.

If teachers accept these two ideas, the "how to" becomes obvious.=
 Opportunities present themselves constantly.

I am in an unusual situation (along with the other specialists at=
 my school) of being assigned to be aides in reading/language=
 arts classes for 90 minutes every morning. I hope that this=
 situation does not persist, but I have learned a lot from the=
 master reading teacher with whom I am working, and I can't=
 emphasize enough that the main thing I have learned is that good=
 reading skills are essential or the other teachers are wasting=
 their time.

Good luck.

Pat Bartoshesky, Librarian
Highlands Elementary School
2100 Gilpin, Ave., Wilmington, DE 19806

To what extent does your school's style of teaching accept=
standards as important?  Information Literacy standards are a=
 part of
every discipline.  In all subjects, then, critical thinking,=
solving, using information after finding it, recasting it for=
 one's own
purposes (the research process) are everyone's teaching=
How can these things be done without working with reading and=
skills?   If in your school all that is done is lecture, take=
 notes, spit
back on tests the same words the teacher spoke, then thee is not=
 much need
for reading.  However, once out of school ond on one's own, there=
 is not
going to be someone to lecture and self education and continuing=
beacomes an individual's responsibility.  How will the school=

Hilda L. Jay, LMS(Ret.) & Author
Collington Cottage 2108
10450 Lottsford Road
Bowie, MD 20721

I am shocked that secondary teachers think they are not=
 responsible for teaching reading.  Hope this web link helps.
Regards, =09=09=09=09

SKH Bishop Mok Sau Tseng Secondary School
26 Wan Tau Kok Lane, Taipo, NT
Hong Kong

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