LM_Net,
HIT posting as requested:
***************
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 projects...one of the=
most recent
was a reading project with grade 5..age 11 boys and girls. I was=
teaching
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=
University
press the school had a big write up saying "STUDENTS EAT UP=
LIBRARY
BOOKS and METCALF ENCOURAGES READING..this was exciting to the=
children
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=
challenging
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=
problems
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=
have
integrated into the reading, and in return the non-language=
teachers
teach some language?
I would also stress to them that anything we learn, we learn=
better
if there is practice in another setting. One of the biggest=
challenges
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=
benefit
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=
working
with them!
Sue
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL 61821
sujones@parkland.cc.il.us
*******************
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".
=3D=3D=3D=3D=3D
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=
reading/literacy
skills affect academic achievement across all learning areas.
http://www.oecd.org/EN/document/0,,EN-document-4-nodirectorate-no=
-15-36515-4,00.html
ie.ongoing literacy skill development is the responsibility of=
all
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!
:)
BC
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=
information).
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL 61821
sujones@parkland.cc.il.us
*****************
I'd want to know just what their grivance is, because they could=
have
valid points about time being taken away from their curriculum. =
If the
goal is to promote reading in every class, across the board, then=
asking
that teachers "slice off" part of their day for it works against=
that
very goal.
On the other hand, integrating language skills (things like=
making
sure students really do know how to analyze terms for prefixes=
and
suffixes and Greek & Latin roots) and "approaches to textbooks"=
skills
can often bridge the gaps between the better studetns (who often=
have
learned this from their parents) from ones who are struggling.
Frankly, if I were approached with "This Is Your Duty" I would=
recoil
a bit and wonder where the dog biscuits were to reward good=
behavior.
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL 61821
sujones@parkland.cc.il.us
*****************
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=
curriculum
no matter what it is. By using reading scaffolds and teaching=
comprehension
strategies students will be much more successful in the content=
areas - not
just in language arts. Good luck with your seminar.
Diane Gallagher-Hayashi
Teacher-Librarian
Stelly's School
Saanich School District (63)
Saanichton, British Columbia
Canada
Diane_Hayashi@sd63.bc.ca
daichan@islandnet.com
*****************
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=
skills.
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
applebart@aol.com
*****************
To what extent does your school's style of teaching accept=
discipline
standards as important? Information Literacy standards are a=
part of
every discipline. In all subjects, then, critical thinking,=
problem
solving, using information after finding it, recasting it for=
one's own
purposes (the research process) are everyone's teaching=
responsibility.
How can these things be done without working with reading and=
attendant
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=
education
beacomes an individual's responsibility. How will the school=
prepare
them????
--
Hilda L. Jay, LMS(Ret.) & Author
Collington Cottage 2108
10450 Lottsford Road
Bowie, MD 20721
hlj002@ns1.wmdc.edu
*****************
I am shocked that secondary teachers think they are not=
responsible for teaching reading. Hope this web link helps.
http://www.edletter.org/past/issues/1999-ja/secondary.shtml
*****************
Regards, =09=09=09=09
mmhung
SKH Bishop Mok Sau Tseng Secondary School
26 Wan Tau Kok Lane, Taipo, NT
Hong Kong
http://library.mst.edu.hk
mmhung@school.net.hk
2003-03-03
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