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Make or break time

by PartnersReading

By Dawn Miller

After third grade, more than 85 percent of the school curriculum is taught by reading, says Maggie Luma, coordinator of the West Virginia Campaign for Grade Level Reading.

“Third-grade reading is one of the highest predictors of high school graduation,” Luma told about 50 Read Aloud West Virginia volunteers at Read Aloud’s sixth annual summit at Canaan Valley State Park in July. “Eighty-eight percent of our high school dropouts were struggling readers in the third grade.”

The Campaign for Grade Level Reading’s goal is to increase the percentage of children reading proficiently by the end of third grade by 5 percentage points each year. Literacy specialists offer evidence-based help to teachers, schools and communities.

Here’s another data point: vocabulary development by age 3 predicts achievement by third grade, Luma said. So reading to babies from birth, singing, rhyming, talking and naming things with your toddler actually contributes to their school success later in life.

“Unfortunately, 74 percent of those students who are falling so behind in third grade are never going to catch up,” Luma said. “That doesn’t mean that by the end of third grade we forget about those students, but it means we really need to be thinking about prevention.”

“What is the solution?” Luma asked. “Maybe you could buy a reading program, right? We’re all looking for that magic bullet, the newest thing to come out of Pearson or Houghton Mifflin or wherever it is that is going to get all our kids reading. We’re going to put them on a computer, right? And get them all to be playing games so that they know how to read. I think if that were the case, we’d all be reading, right?

Students need a more intentional approach, she said. “Instead of buying a new program, instead of just praying a little bit harder, we could do what the research tells us.” We could use evidence-based literacy practices:

  • Deliver explicit instruction. That means telling students what they’re learning in words they understand. “Make the learning goal visible,” she said. “Yes, we need to develop a love for reading, but they’re not going to develop that love if they can’t decode.”
  • Increase practice turns and feedback. “Let’s get the students talking more. They need increased discourse,” she said. “They need to be talking about what they’re learning.” They also need a teacher on hand to give immediate feedback: “That’s wrong. This is what’s right. Let’s try it again.”
  • Design instruction for students’ needs, but we really need to know where the students are before we do that, she said.
  • Work collaboratively. “We know we have one major goal, and that’s get our kids reading by the third grade. But there are so many ways that we can get there. Our job at the Campaign for Grade Level Reading is to support teachers, to support schools and to support communities with a roadmap. Here’s what we’ve learned. Here’s what the research says, and here’s what we are going to provide supports in, so you can take what you need according to your specific data and apply it to your reading instruction.”

“I think Read Aloud West Virginia speaks to my heart because it shows children authentic reading and why they need to be readers, because it brings joy,” Luma said.

“You enjoy what you read. You learn about what you read. And I really think this needs to be our message when we are talking to students. You don’t just need to learn this to learn it. It’s because words are powerful. Words have meaning, and you can use them to change the world.

“Literacy is one of the biggest antidotes to poverty,” she said. “Literacy becomes the currency for all other learning.”

— Dawn Miller, a classroom reader in Kanawha County, is Read Aloud’s operations director.

‘Tell me all the books’

by Parents and FamiliesPartnersReading

I am typically a newsletter editor’s nightmare — waiting until the last minute to turn in my article. There is a reason for that. Invariably, close to deadline something will happen which crystalizes for me what I want to say. So it is with this issue.

Jennie Fitzkee, blogger extraordinaire and a frequent contributor to this newsletter (see her wonderful article about visiting E.B. White’s farm in this issue) recently sent two posts which dealt with book selection and the “best words from a child.”

The former touched on the most frequently asked question we receive from our volunteers, “What book is best?” To ask me (or any reader!) that question is almost like asking a parent to pick a favorite child — can’t be done! Nevertheless, we know it is an important question that needs to be addressed and this issue is chock full of suggestions from our conference attendees. (In Jennie’s own classroom the early favorite this year is Mo Willems’ Knuffle Bunny.)  You can also find links to the growing list of favorite titles submitted by Read Aloud volunteers over the years at readaloudwestvirginia.org/book-lists-and-reviews/.

The other post referenced a kindergarten student who, after observing the impressive display of books in Jennie’s room, said, “Jennie, tell me all the books.”

That made me think of our volunteers beginning another school year of “telling” (aka reading) so many books to children and introducing them to new words, new worlds and new authors. Those thoughts led in turn to an article I read this week about one of my very special heroes, Fred Rogers. As you probably know this is the 50th anniversary of “Mr. Rogers Neighborhood,” and he has been the subject of many articles and honors, as well as a commemorative stamp and several documentaries.

That documentary seemed to make everyone leaving the theatre walk a little straighter and smile a little brighter. One of the most touching moments was when those remembering Mr. Rogers were asked to do something he had asked numerous audiences from Congressional committees to college graduates to do. He called it an “invisible gift” as he asked them to take one silent moment to “think about those who have helped you become who you are today.”

It made me think of those who are serving as that person for a child or children in our state now, guiding the next generation. When you read to a child as a volunteer, parent, grandparent, guardian or friend you are adding to who that child will become.

Those of you who support our organization and enable us to offer our programs are also fulfilling that role. You will read about some who are doing that (conferees; Dan Foster). Others may remain anonymous, but it does not diminish the incredibly important role they play. As we start the new school year, know that when you introduce a child to the pleasure of reading you are providing an incredibly important gift.

Also know we are always looking for additional volunteers to join us in our efforts.

— Mary Kay Bond, Executive Director, Read Aloud West Virginia

Read Aloud’s Annual Fund Drive — Why we ask

by DonorsNewsPartners

Letters will arrive in mailboxes any day now — it’s time for Read Aloud West Virginia’s 2018-2019 Annual Fund drive.

Why does a mostly volunteer organization need to raise money?  Read Aloud’s work, even its very existence, depends on funds provided by our wonderful donors. These contributions enable our staff to support local chapters and grow our program.

While volunteer chapters are the face of Read Aloud in their respective communities, we know from experience that they count on an office and staff to support them. We’ve actually tried it the other way with all volunteers. Read Aloud was founded in 1987 but from 2000-2007, we existed without staff, and the number of chapters fell from 53 to four in that time period.

Read Aloud was re-established with a central office in 2007-2008. Quality and involvement have grown steadily since. Today, we serve more than 200 schools in 31 counties.

That progress would not be possible without our generous donors.

Read Aloud routinely evaluates efforts to make sure we put time, effort and money where they do the most good to help West Virginia children grow into successful readers and students. Over time, our activities have been winnowed down to four broad categories: weekly classroom Read Aloud volunteers, distribution of books, classroom enrichment and public education.

During the last school year, Read Aloud volunteers reached 33,000 students across the state. Imagine 33,000 students, week after week, enjoying new books or old favorites, each student seeing a “live commercial” for reading together, just for fun.

As comments from teachers in this newsletter show, students of all ages look forward to this time and “light up” when their Read Aloud reader enters the room.

That is what our donors make possible.

That is why the letters are on their way, to encourage you to consider making a donation to help us continue the work of getting books in the hands and on the minds of West Virginia’s children.

Thank you for reading and for being a Read Aloud supporter.

We have Neighborhood Investment Tax Credits available while they last.

Checks can be made payable to:

Read Aloud West Virginia
P.O. Box 1784
Charleston, WV 25326

Questions? Call 304-345-5212 or email readaloud@frontier.com

Thank you

 

Impact: Volunteers, educators gather to help WV children succeed

by ChaptersEventsPartnersResources

By Bethany Kinder and Dawn Miller

Daily read aloud puts children almost a year ahead of children who are not read to every day, literacy specialist Christy Schwartz told a room full of Read Aloud West Virginia volunteers at their fifth annual conference in July.

Schwartz works for the state Department of Education’s Campaign for Grade Level Reading. She and her colleagues support county school systems and teachers to ensure children are reading on grade level by third grade. They focus on school readiness, attendance,  learning opportunities outside of school and high-quality instruction.

“I’m really excited by all the connections and the way that our work corresponds with one another,” she told representatives from local Read Aloud chapters meeting at Stonewall Resort July 23 and 24.

Read Aloud leaders were there to connect and share ideas and inspiration for the coming school year. This annual summit has proven to be an invaluable gathering for the organization and its local groups.

Volunteer readers and school coordinators gathered for Read Aloud West Virginia’s annual conference in July to organize, learn about research, build programs and share enthusiasm.

Schwartz reminded volunteers of the need they fill.

West Virginia has high rates of poverty, and years of research confirm that poverty is a risk factor for many problems, including poor school readiness. Education researchers have zeroed in on oral language skills.

“It is the foundation for literacy,” Schwartz said.

This summer, E.B. White’s niece invited me out to the farm

by BooksPartnersSupporters

E.B. White, who wrote for The New Yorker before he established himself in the childhood memories of millions with his now-classic children’s books, wrote on this typewriter, carefully kept at the family farm.
(Photo courtesy of Jennie Fitzkee)

By Jennie Fitzkee

I read aloud every day in my classroom, and weekly at the library. Picture books are a mainstay, yet reading aloud chapter books can move the world.

Are you surprised? Don’t be. Thirty years of reading Charlotte’s Web is proof, my proof. Every year former students return to be a guest reader. I don’t invite them. They want to come. Their parents pull me aside to tell me their child has become a voracious reader. Many return as high schoolers to volunteer in my class.

If I go back to when they were preschoolers in my class, glued to chapter reading, their favorite book every year was Charlotte’s Web. At the end of each school year we vote on our favorite chapter book, and the winner is always Charlotte’s Web. Always.

My public library hosted a special event, E.B. White’s grandniece speaking about her beloved grand-uncle. The librarian was beside herself to tell me.

“Jennie, she has his typewriter. She’s bringing it. And do you know that she calls him Andy? That’s E.B. White’s nickname.”

Yes, I know. I read Some Writer by Melissa Swift. If you want to know everything about E.B. White, it is the book.

I was out of town and unable to attend the event. To say that I was devastated is an understatement. Perhaps E.B. White’s grandniece would see the library poster of me reading Charlotte’s Web.

A week after the big event, the librarian said, “Jennie, E.B. White’s grandniece (Lindsay) would like to meet you. She knows about you, and has heard about how you read aloud Charlotte’s Web.”

Well, that’s about the best invitation I ever had. And so, with a note to me that was addressed, “Salutations, Jennie!” I was invited to her farm for a visit!

Lindsay’s grandfather was E.B. (Andy) White’s brother, Albert. He was the keeper of the letters and memorabilia (most went to Cornell University). He cared. Lindsay inherited her grandfather’s genes, and also much of what he kept. Albert was one of six children. His brother, Andy, was the youngest. Lindsay has the same look and expression as her grandfather in a family photo.

And there I was, standing in a room filled with E.B. White memorabilia. And, with E.B. White’s grandniece. Humbling and exciting. Words escaped me. I felt like Wilbur.

First, there was the typewriter, an Underwood, upon which Andy wrote his books. I don’t know about you, but seeing and touching that typewriter, something real and dear, was a piece of heaven for me.

Alongside is Lindsay’s first edition of Charlotte’s Web, signed to her: “To Lindsay with love from her great-uncle Andy. E.B. White.”

His wife, Katherine, was the love of his life.

“She was a strong woman,” said Lindsay. “She was older than he was, 11 years older. He adored her. His mother was a strong woman, too. She was much older when Andy was born.”

We talked a great deal about Charlotte’s Web. “Would you like to hear a recording of Andy reading the book?” Lindsay asked.

“Of course!” I said.

As we listened to the opening of the book, I found myself whispering the words I knew so well, along with Andy. Yet, I was surprised to hear how he read the story.

”I don’t read aloud the words like that at all. His voice is calm and steady. Mine is emotional.” And so I recited a few sentences aloud. Lindsay smiled.

Then she said, “Do you know it took him 17 takes to read the final chapter, The Last Day? Seventeen. He couldn’t stop crying. You see, in Charlotte’s Web, Wilbur was actually Andy, and Charlotte was his wife Katherine. He was devoted to her and adored her. She was his best friend, as Charlotte was to Wilbur. Reading that chapter aloud brought back all the memories of his wife.”

I did not know that. It makes perfect sense. E.B. White is Wilbur the pig, and his beloved wife Katherine is Charlotte the spider.

 

Jennie Fitzkee, a preschool teacher for 30 years, is originally from West Virginia, now lives in Massachusetts and is a supporter of Read Aloud West Virginia. This article is abridged from a version that first appeared on her blog, A Teacher’s Reflections.

libcommissionbuilding

Library Commission show to feature Read Aloud during week of Oct. 1, 2018

by NewsPartnersResourcesVideos

The West Virginia Library Commission will feature Read Aloud West Virginia’s work on a program that will air during the first week of October on Channel 17 for Suddenlink customers in Kanawha and Putnam counties.

“Libraries Today” airs regularly on Tuesdays and Thursdays at 10:30 a.m., 4:30 p.m. and 10:30 p.m.; on Wednesdays and Fridays at 4:30 a.m.; and Saturdays at 1:30 p.m. and 7:30 p.m.

The video will also be available on the Library Commission’s YouTube Channel.

Group photo 3

WVDE brings good news to Read Aloud’s annual conference

by NewsPartnersSupporters

Another successful Read Aloud Conference is in the books! Chapter representatives gathered July 24 and 25 at Stonewall Resort in Roanoke, West Virginia to network, share ideas and plan for the year ahead.

Read Aloud West Virginia welcomed not only chapter representatives, but also State Associate Superintendent of Schools Clayton Burch, along with Charlotte Webb, Coordinator of the Department of Education’s Office of Early Learning. Burch, who was the featured keynote speaker for the conference, affirmed an ongoing, natural partnership between Read Aloud West Virginia and the West Virginia Department of Education (WVDE).

Reiterating Read Aloud’s core values, Burch noted the important work the organization is doing in the classroom and in support of parents and families. Burch believes we can only “move the needle” on educational improvement if we change our culture to place a high value on education and engage families as well as educators to expect the best from our children. He cited the success of a Read Aloud summer reading project at Crichton Elementary as an example of engaging families and encouraging reading outside the classroom. At Crichton, students were able to choose six books to add to their home libraries and read during the summer. This project served to prevent the phenomenon known as “summer-slide.”

As he brought his remarks to a close, Burch surprised his audience with the announcement that the WVDE had chosen to award two grants to Read Aloud West Virginia, totaling $75,000. These grants are the first Read Aloud has received from the WVDE and are a significant tribute to the work of our volunteers around the state.

Following a motivating opening, the conference attendees were briefed on the Read Aloud “Year in Review” and chapters were given the opportunity to share their success stories as well as challenges they faced in the previous year. An entirely new Resource Kit was distributed to each representative in attendance and new marketing materials such as brochures and banners were on display for chapters’ use.  Staff members of the state Read Aloud office also shared reports from their departments.

Following the sessions, representatives networked with other attendees to develop connections and share resources from their respective locations. Attendees consisted of both veterans and newcomers to the conference, but the passion they share for Read Aloud West Virginia united them and yielded a productive retreat for all.

Is your school ready for 2017-2018 Read Aloud enrollment?

by ChaptersPartners

While our children are enjoying the lazy days of summer, teachers, principals, coordinators and readers throughout West Virginia (as well as the Read Aloud staff!) are looking ahead to fall and a new school year of reading. Here is a brief rundown of enrollment procedures and what schools can expect in the coming months.

Each August (typically in the first week), RAWV sends enrollment packets to schools in participating counties. The packets consist of a cover letter, enrollment form, School Coordinator’s job description, and a stamped, addressed return envelope. It is very helpful if these are returned ASAP so readers can be recruited and placed in classrooms. There is usually a deadline of the second week of September so that is ample time, but RAWV likes to get them sooner, if possible.

Why do schools need to enroll each year? Principals and staff change from year to year. The program needs the support of the principal to be successful. RAWV wants to make sure the principal and school are committed to participation in the program each year. Also, the principal may wish to name a new school coordinator, and the enrollment form offers him/her the chance to do that.

Read Aloud Executive Director Mary Kay Bond compares the process to an insurance re-enrollment. “You need to do it once a year,” she explains.

After the enrollment form is received by the RAWV office, the school coordinator (named by the principal) receives a cover letter, a list of the previous year’s readers with their intentions about returning in the fall, and a sign-up sheet for teachers.

Coordinators then ask teachers if they want readers and the best days and times for readers to come to their respective classrooms. Coordinators then contact last year’s readers and arrange for their return! Newly trained readers are placed, as well.

“Timing is important. If readers indicate they want to return and aren’t contacted, they feel unwanted,” Bond explained. “Also, if we do not know which schools (and which classrooms in those schools) will be participating, we do not know how many readers we need. We want this to be a full-year program so students get the full benefit, and that a consistent message is sent.”

Finally, there are many advantages of enrollment:

  • A consistent “commercial” for reading in the form of a dedicated volunteer who has attended a Read Aloud orientation and knows classroom expectations.
  • Eligibility to participate in the Book Distribution program.
  • Eligibility to receive parent education materials.
  • Eligibility to borrow book trunks to supplement class libraries.

Watch your mailbox for your packet, and get ready for reading during the 2017-2018 school year!

 

Beckley Art Center collaborates with Raleigh County Read Aloud

by ChaptersEventsPartnersVolunteer Readers

By Lesley McCullough McCallister

Last October, artists from the Beckley Art Center teamed up with two Raleigh County Read Aloud volunteers, Ann Cline and Ruth Baker, to bring original works of art coupled with original stories to area elementary students.

Peggy Dubnam and other local artists from the Beckley Art Center were staging an exhibit and auction of original dolls and their stories. Dubnam contacted Cline and Baker about the possibility of taking the dolls and stories to their Read Aloud classrooms. Cline and Baker were more than willing to join forces.

Cline and Dubnam visited a first-grade class at Crab Orchard Elementary with a handcrafted doll and read Debnam’s original story about the doll’s adventures to the students.

“The most meaningful part for me was the students’ chance to view a piece of art right in their classroom that had been created locally in a collaboration of visual artists and storytellers,” said Cline.

The children and teachers were delighted to see and hear the work of artists and storytellers firsthand. The impact was evident as Cline noted that after they visited the classrooms, one student produced a story at home and later brought it to school for Cline to read during one of her next Read Aloud visits.

Cline also reads to fifth graders at Mabscott Elementary and said that after the art collaboration in those classrooms, several students and their families visited the Beckley Art Center for the first time.

Tamarack heard about this amazing community partnership and asked Debnam if the dolls exhibit could travel there for a special event on an October Sunday afternoon. The event included Read Aloud volunteers Cline and Baker reading the dolls’ stories to children in attendance.

“Partnering with other local organizations and initiatives allows Read Aloud to magnify our impact and engage more fully in the local community,” said Read Aloud West Virginia Executive Director Mary Kay Bond. “Our Raleigh County chapter has done an excellent job of building connections that serve our mission and the community well.”

Lesley McCallister is a Read Aloud supporter, volunteer and newsletter contributor and a freelance journalist.