20142014

The Year

of the Reader

Dawn RoginskiEarly Childhood Outreach Librarian

January 20, 2014

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http://educationbythenumbers.org

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Measures how well a student is prepared for life

beyond school.

US Department of Education, Institution of Eduction Sciences. “Program for International Student Assessment (PISA)”, 2012.

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Our poor students are doing poorly AND our top students

are nothing to brag about.

The U.S. lags behind 65 countries even after adjusting for poverty.

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U.S. scores on PISA exams haven’t improved over the past decade.

The top 10% of US students have DECLINED.

The lowest students have showed some mild improvement.

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Brain Architecture shaped by our EARLIEST EXPERIENCES

Stronger Brain Architecture

Single Neuron with Fewer ConnectionsSingle Neuron with Many Connections

Weaker Brain Architecture

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Infant brain 25% volume of adultBy age 1 it is at 70%

By age 3 it is at 85%

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TIME SENSITIVE PROCESS

# of Experiences (Words) = # of Brain Connections

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Window Wiring Opportunity

Greatest Enhancement

Language Skills in General

0-24 months 2-7 years

Language Skills (Early Sounds)

0-24 months 8 months - puberty

Language Skills (Vocabulary)

4-8 months 2-5 years

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45 mil # words heard in one year HIGHER INCOME FAMILY

13 mil # words heard in one yearLOWER INCOME FAMILY

32 mil LESS words heard in ONE year

X 5 age of kindergarten entrance

160 million WORDS BEHIND at kindergarten entrance

Vocabulary Gap -Widens exponentially with age.

1,116 word vs. 525 word vocabulary at age 3

20,000 words vs. 6,000 wordsvocabulary at age 6

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Stanford Report(released September 25, 2013)

Language gap between rich and poor children begins in infancy.

2yr old child of lower-income family is six months behind in language development.

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Dr. Ann Fernald (researcher at Stanford University)

http://www.youtube.com/watch?feature=player_detailpage&v=verqCmPrnY8

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Children who enter Kindergarten being read to at least 3x per

week showed a greater phonemic awareness and were twice as likely to score in the top

25% in reading readiness.

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Upon Kindergarten Entrance - One on One Picture Book Reading

Adams, Marilyn Jagger. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press, 1990.

Middle Class Child

1,000 – 1,700 hours

Low Income Child 25 hours

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Children who can recite 8 Nursery Rhymes

at age 4, will be among the best readers

at age 8.

Fox. Mem. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever . Orlando, FL : Harcourt, 2008.

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Predictability of Early Literacy (language) Skills

Knowledge of alphabet letters at

Kindergarten entrance

Strongly predicts 10th grade reading

ability

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Predictability of Early Literacy (language) Skills

Poor reader in 1st grade

90% PROBABILITY that they are a poor reader in 4th grade

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Predictability of Early Literacy (language) Skills

“Ready to Read”

> grade level reader

> graduation

Kindergarten 2nd Grader HS > grade level

Of children with low literacy levels, only 2% complete a 4 year college program.

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HS Diploma< teen pregnancy< incarceration< public assistance< mental health services

Predictability of Early Literacy (language) Skills

California plans how many jail cells to build by using the number of 4th graders who are not reading on a fourth grade reading level.

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# of “Rare” Words per Thousand

Medina County “CHIP” Survey

Survey conducted by Living Well Medina County “Community Health Improvement Plan” January 2013 Early Childhood, section 35

Only 35% of Families in Medina County report that they read to their children

(< 5 yrs. old) on a daily basis.

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Kindergarten Readiness is VITAL

(past)Grades K-3 We LEARN to READ

and from grades 4 up we READ TO LEARN

(present)Kindergarten We LEARN to READ

and from grades 1 up weREAD to LEARN

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Common Core CurriculumAligned with college and work

expectations.

Internationally benchmarked, students are prepared to

succeed in global economy.

School experience same across all states.

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Examples of Reading & Sample Performance Tasks

http://www.corestandards.org/assets/Appendix_B.pdf

Independent Reading Stories Grades K & 1 Minarik, Else Holmelund. Little BearEastman, P. D. Are You My Mother?

Seuss, Dr. Green Eggs and HamLopshire, Robert. Put Me in the Zoo

Lobel, Arnold. Frog and Toad Together Lobel, Arnold. Owl at Home

DePaola, Tomie. Pancakes for BreakfastArnold, Tedd. Hi! Fly Guy

Independent Reading Informational Texts Grades K & 1 Bulla, Clyde Robert. A Tree Is a Plant

Aliki. My Five SensesHurd, Edith Thacher. Starfish

Aliki. A Weed is a FlowerCrews, Donald. Truck

Hoban, Tana. I Read SignsReid, Mary Ebeltoft. Let’s Find Out About Ice Cream

“Garden Helpers.” National Geographic Young Explorers“Wind Power.” National Geographic Young Explorers

Test Reading Selection Possibilities

Henkes, Kevin. Kitten’s First Full Moon. New York: Greenwillow, 2004. (2004)

It was Kitten’s first full moon.When she saw it, she thought.

There’s a little bowl of milk in the sky.And she wanted it.

So she closed her eyesand stretched her neck

and opened her mouth and licked.But Kitten only ended upwith a bug on her tongue.

Poor Kitten! Still, there was the little bowl of milk, just waiting.

So she pulled herself togetherand wiggled her bottom

and sprang from the top step of the porch.

But Kitten only tumbled—bumping her nose and banging her ear and pinching her tail.

Poor Kitten!Still, there was the little bowl of milk, just waiting.

So she chased it—down the sidewalk,through the garden,past the field,and by the pond.

But Kitten never seemed to get closer.Poor Kitten!

Still, there was the little bowl of milk, just waiting.So she ran to the tallest tree she could find,

and she climbedand climbedand climbed

to the very top.But Kitten still couldn’t reach the bowl of milk,

and now she was scared.

Poor Kitten!What could she do?

Then, in the pond, Kitten saw another bowl of milk.And it was bigger.

What a night!So she raced down the tree and raced through the

grassand raced to the edge of the pond.

She leaped with all her might—Poor Kitten!

She was wet and sad and tired and hungry.So she went back home—

and there was a great big bowl of milkon the porch,just waiting for her.

Lucky Kitten!

COPYRIGHT © 2004 BY KEVIN HENKES

Students retell Kevin Henke’s Kitten’s First Full Moon while demonstrating their understanding of a centralmessage or lesson of the story (e.g., how hard work

pays off, or the security of home). [RL.1.2]

(Narrative Skills)

Kindergarten Reading – Assessment Choice for Kitten’s First Full Moon

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Third Grade Reading Assessment Comparison

3rd Grade Reading OAA PARCC Assessment 3rd Grade Reading Test

Prior to 2012-13 Into Effect NOW

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Third Grade Reading GuaranteeStarting in the school year 2013-2014, students

must be retained if they do not make the cut score on the Third Grade OAA

in reading.

Independent Fiction Reading Grades 11–CCR Chaucer, Geoffrey. The Canterbury Tales

de Cervantes, Miguel. Don QuixoteAusten, Jane. Pride and Prejudice

Poe, Edgar Allan. “The Cask of AmontilladoBrontë, Charlotte. Jane Eyre

Hawthorne, Nathaniel. The Scarlet LetterDostoevsky, Fyodor. Crime and Punishment

Jewett, Sarah Orne. “A White Heron.”Melville, Herman. Billy Budd, Sailor

Chekhov, Anton. “Home.”Fitzgerald, F. Scott. The Great Gatsby

Faulkner, William. As I Lay Dying

Independent Non-Fiction Reading Grades 11-CCRGarcia, Cristina. Dreaming in Cuban

Lahiri, Jhumpa. The Namesake

Test Reading Selection Possibilities

Independent Reading Drama Grades 11-CCRShakespeare, William. The Tragedy of Hamlet

Molière, Jean-Baptiste Poquelin. TartuffeWilde, Oscar. The Importance of Being Earnest

Independent Reading Poetry Grades 11-CCRLi Po. “A Poem of Changgan”

Donne, John. “A Valediction Forbidding Mourning”Wheatley, Phyllis. “On Being Brought From Africa to America”

Keats, John. “Ode on a Grecian Urn”Whitman, Walt. “Song of Myself.”

Dickinson, Emily. “Because I Could Not Stop for Death”

Test Reading Selection Possibilities (continued)

Examples of Writing & Sample Performance Tasks

http://www.corestandards.org/assets/Appendix_B.pdf

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Kindergarten: This is an opinion about a work of literature

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Kindergarten: This informative report was produced in class

First Grade – Informative Report

Third Grade Narrative

Grade 12, Argument

Write an essay on dress codes demonstrating two different

perspectives on the issue (whether or not dress codes should be adopted in school). Then

support one of the two points of view given or present a different point of view on the issue.

You have thirty minutes to write.

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District% Passing grade 8

math (2012)% projected to

pass

Wadsworth 93 66

Buckeye 92 51

Brunswick 87 41

Medina 87 45

Local District Expectations

Ohio Department of Education

Local District Performance (September Test)

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Number of library programs for children: 3.7 mil

Attendance at childrens library programs: 61.6 mil

Total circ of children’s materials: 816.7 mil

IMLS on early learning programs in 2010: $5.3 mil

2009 Public Library Survey

Words are our business

2001 The Association for Library Service to Children (ALSC) and

the Public Library Association (PLA) research studies that found

that a significant number of children were entering kindergarten

without the EARLY LITERACY SKILLS needed to learn to read.

2004 Teaching parents and other caregivers how to support the

development of their children’s early literacy skills becomes basis

for EVERY CHILD READY TO READ, 1st EDITION. Focus is on

educating parents in 6 identified early literacy SKILLS.

2011Two experts, Dr. Susan Neuman and Dr. Donna Celano, hired

to evaluate ECRR. Their research and recommendations become

ECRR, 2nd EDITION. They suggest that libraries demonstrate to

parents the PRACTICES that best support SKILL acquisition.

“Every Child Ready To Read”

“Constrained Skills”

Print Motivation(love books)

Print Awareness(see words)

Phonological Awareness(make sounds)

Letter Knowledge(see letters)

Vocabulary(know words)

Narrative Skills(tell story)

“Unc

onst

rain

ed S

kills

”

ECRR1

SingingTalkingReadingWritingPlaying

ECRR2

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Miller, C., Zickuhr, K., Rainie, L., & Purcell, K. (2013). Par- ents’ and Children’s Special Relationship with Reading and Libraries. Washington, DC: Pew Research Center, pp. 3, 5–6, 8, 47.

84% of parents with a child 5 years or younger

say libraries are “very important.”

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86% say libraries help develop a love of reading and BOOKS;

81% say libraries provide access to resources not available at home;

71% say libraries are a safe place for children.

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For parents earning less than $50,000 per year, 79% of these parents cite the role of the librarian to help find information, free access to the Internet, quiet study spaces, broader selections of e-books, and more interactive

learning experiences.

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Libraries CAN:Provide parental and family support and access to quality

programs and services.

Create links to schools that support local education priorities, including Common Core and other state

standards.

Incorporate recent research on the brain

and learning into programs.

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in the power in the power of of reading?reading?in the potential of our library?

In the potential to

create brain

building

connections?In the value of

the BOOK?