1.KEEP THEM READING WITH STEAM Innovative Approaches to Literacy Summer Institute Croatan High School July 7th, 2014 Debby Hollowell and Sherry Meador PICTURE HERE!

2. Background of Reading Is Fundamental (RIF) 3. Founded in 1966, RIF is the nations oldest and largest childrens and families literacy non-profit. 3 4. Vision: A literate America in which all children have access to books and discover the joys and value of reading. Mission: RIF is dedicated to motivating young children to read by working with children, their parents, and community members to make reading a fun and beneficial part of everyday life. Focus on Children 0-8 years old Multicultural Initiative Parent Engagement 4 5. RIF Video- Remember the Mad Hatters 6. Our history with RIF 7. This is our 2nd year with Reading is Fundamental 8. First year All 1st, 2nd, 3rd, 4th and 5th grade classrooms and two media centers received a set of 40 multicultural STEAM books with Common Core activity guides 2nd and 3rd grade students received 8 books for the summer vacation 9. 2nd year All 1st, 2nd, 3rd, 4th and 5th grade classrooms and two media centers received a set of 40 multicultural STEAM books with Common Core activity guides 2nd, 3rd and 4th grade students received 8 books for the summer vacation 10. Next year (if granted) All PreK, Kindergarten, 1st, 2nd, 3rd, 4th and 5th grade classrooms and two media centers will receive a set of multicultural STEAM books with Common Core activity guides PreK, Kindergarten, 1st,2nd, 3rd , 4th and 5th grade students will receive books for the summer vacation allowing Reading is Fundamental to reach children earlier to prevent reading difficulties later in their schooling. 11. Multicultural Literacy Initiative 11 Books are mirrors and windows for children. If they can see themselves in books at an early age, they will read more often and enjoy reading. 12. The Boy Who Harnessed the Wind 13. The Multicultural Book Collections include 40 award-winning titles from some of the most celebrated authors in childrens literature today. For each book, RIF has developed accompanying literacy activities for parents, community leaders, and teachers. Multicultural Literacy Initiative 13 Link to multi-cultural books 14. Image from: http://ih.constantcontact.com/fs161/1102824136985/img/358.gif?a=1115193285329 15. Can young children understand STEAM? Yes, but. . . 15 16. THE BOTTOM LINE Start early and make your instruction tangible, concrete, action-packed, and career-oriented. 16 17. The next Mark Zuckerberg may be that 8-year-old child RIF serves whose only books are the ones we provide, said Carol H. Rasco, president and CEO of RIF. The skills todays students need to succeed as tomorrows pioneers should start at the earliest possible opportunity with an approach that builds on their natural curiosity. As a country, were missing the mark with few resources explicitly aimed at STEAM education for our youngest students. Why STEAM? 17 18. Rosie Revere, Engineer This book illustrates STEAM , breaking gender stereotypes as well the character building traits of never giving up. 19. Expository or Informational Text are emphasized more with the Common Core 19 Common Core requires that students read more informational text Activity guide provides higher order questions and activities to do with the STEAM books Text features and highly engaging pictures are in many of the books 20. 20 21. 21 22. 22 23. Timeline during school year Early spring- teachers receive classroom collection of 40 books. Grant requires teachers to choose at least 10 books to read and complete activities in the classroom STEAM event is planned for grade level or entire school Student permission slips are sent home allowing students to be tested for their Lexile level Students take the IOWA Basic Skills test 24. Bag tags are marked with Lexile level with results from IOWA test results Arts and craft supplies are organized into RIF bags Book distribution dates are set for the end of school and the middle of the summer Book distribution is held during the last days of school (5 books) Books are on colored tables according to level and students pick books on the tables matching their bag tag Students come during the summer to choose an additional three books 25. STEAM Enrichment activities $1,000 allowance per school Must be STEAM related Field trips Guest speakers Can be spent on supplies Can not be spent on food 26. PCPS STEAM ENRICHMENT ACTIVITIES 27. NC Aquarium Outreach Pine Knoll Shores, NC 28. Imagination Station from Wilson Science and History on Wheels 29. Animal Encounters for entire school 30. Hands on Fun with Polymers for 2nd graders 31. FAA STEAM ENRICHMENT ACTIVITIES 32. Museum of Life & Science Durham, NC 33. Museum of Life and Science Outreach Durham, NC 34. WHAT THE RESEARCH SAYS ABOUT THE READING LANDSCAPE 11 35. 71% of children living in poverty cannot read at the most basic level. 12 36. Americas Literacy Crisis In low-income neighborhoods, there is only 1 book for every 300 children. 34% of children entering kindergarten lack the basic language skills they will need to learn to read. Only 1 in 5 low-income children read on grade level by the end of 3rd grade. 13 37. A child from a low-income family enters kindergarten with a listening vocabulary of 3,000 words, while a child from a high-income family enters with a listening vocabulary of 20,000 words. 88% of children who have difficulty reading at the end of 1st grade display similar difficulties at the end of 4th grade. What Do We Know About Children and Reading? 14 38. 75% of students who are poor readers in 3rd grade remain poor readers in high school; after 3rd grade, cognitive demands increase yearly. 36% of American 4th graders read below the Basic level on NAEP. Among 4th graders, 58% of African-American, 54% of Hispanic, and 52% of American Indian children scored below the Basic level on NAEP. 54% of all 4th graders eligible for free or reduced lunch scored below the Basic level on NAEP. What Do We Know About Children and Reading? 15 39. National Assessment of Educational Progress: The Poverty Achievement Gap Sources: National Center for Educational Statistics Note: NSLP = National School Lunch Program (provides free and reduced-priced lunches to children of low- income families.) 16 40. LITERACY (reading, writing, listening, speaking) is the VEHICLE to content material, Science Social Studies Mathematics Health Technology Engineering ESPECIALLY when LEARNING TO READ changes to READING TO KNOW. 17 41. HERES the BIG PROBLEM: The GAP doesnt close! 19 42. The Day the Crayons Quit Parade article about keeping kids reading with Lavar Burton On his book list The Day the Crayons Quit was #2 43. WHAT THE RESEARCH SAYS ABOUT SUMMER READING LOSS: CAUSES AND SOLUTIONS 25 44. Summer Slide The Loss? One month to three or even more of learning from the PREVIOUS school year The Implication? First day of school of new year: some children know half to all the content material for the coming year; other children have lost 1/4 -1/2 year of learning from last year 27 45. Summer Slide Learning loss that occurs anytime children are not in school (summer as well as winter, fall, and spring breaks) First documented in 1906, teacher of mathematics Subjects most affected those that rely on skills that require: - constant repetition - multiple opportunities for practice and feedback - with a goal of automaticity - like reading, writing, math, TIER THREE vocabulary 26 46. Learning Loss and Socio-economics Middle income families Enrichment activities in the summer: * parent at home, more educated * travel * camps * bookstore and library in home or neighborhood *enrichment programs, classes 28 47. Learning Loss and Socio-economics Low income families Very limited enrichment activities in the summer: * limited access to print * limited choice of materials * limited travel * limited participation in camps, classes, enrichment programs 28 48. Conclusion from Allington and McGill-Franzen (2013) Summer reading loss accounts for roughly 80% of the reading achievement gap between more and less economically advantaged children (Alexander, Entwisle, and Olson, 200&). By the time both groups of childrennear graduation, the rich/poorgap is 4 years wide, with children from low-income families performing at the same level asmiddle-class children in 8th grade (NCES, 2010)! 27 49. Summer Reading Programs as a Possible Solution to Close the Gap Kim and White (2008) study To prevent decay of childrens reading ability over summer, children need a program with at least the FOUR following components: 29 50. Four Components of an Effective Summer Reading Program 1. Access to books (6-8) * at the individualized (lexiled), appropriate level of difficulty for each learner * with choice of topic within the lexiled level 2. Scaffolded activities and motivators 3. Professional development 4. Parent involvement (Kim and White, 2008) 30 51. RIF Summer Reading Program Features: Classroom books Summer books for children (8 per child) Lexile testing of children Motivational events Motivational, educational activities Professional development for teachers Parent involvement Parent contact 36 -Part of cradle to career school/family literacy initiative -Funded by U.S. Department of Education, through Innovative Approaches to Literacy 52. Books Choice and lexiles 8 per child, per summer Based on common core Few narration 75% exposition STEAM-themed Tier 3 vocabulary Cradle to career focus 37 53. Teachers In-services and continuing focus on: Working with parents Helping children choose books Using the activities in the classroom and with parents Common core alignment Exposition vs. narrative Tiers 1,2,3 vocabulary Active learning 38 54. Parents On-going affirmation about their roles Special meetings at Summer and Fall Back to School Reading Celebrations Special attention to parent activity sheets and literacy calendars Weekly contact during summer reading, 6-8 weeks, via ways parents choose (text, phone, email) 39 55. YEAR ONE RESULTS FROM Innovative Approaches to Literacy National Results It was predicted that there would not be a change until the 2nd year of the grant 57% of children saw growth 4% of children saw no change 39% of children saw loss When the hypothesis said after one year 80% of students would show loss Essentially what the external evaluators have found is that the lowest Lexile group actually made statistically significant gains in Lexile scores for second and third grades across the board. 56. RIF YEAR TWO 16 states 173 school districts 4/5 are in the highest poverty levels 2/3 are characterized as rural 57. We are anxiously awaiting the results from year two in December and cant wait to report the results! 58. In two years, this grant has given out over 750,000 books to children and classrooms and 4,000 books to our students! 59. To access any resources presented today, please visit the 2014 Summer Institute wiki: http://si2014reg2.ncdpi.wikispace s.net/Keep+Them+Reading+with+ STEAM All are free and ready to use! 60. And That Will Give Us . . . NOT the end; Book People United! A community of readers 48 61. RIF video Book People Unite