Vol.2, No.4 Winter/Spring 1998 CC-VI FORUM

Comprehensive Regional Assistance Center Consortium—Region VI PERSPECTIVES

The Great Debate? From Walter Secada, Ph.D. Comprehensive Regional Assistance Center by Walter Secada, Ph.D. Consortium–RegionVI

eading is one of the most important cur- As many of you know, riculum goals for the primary grades. A Minerva Coyne retired from R U. S. Department of Education prior- the University of Wisconsin– ity and national educational goal is that all stu- Madison this past October at dents read well by the end of third grade. In which time, I took over as the fourth grade, students are expected to “read to learn.” instruction is heavily Regional Director. Minerva funded under Title I and other Titles of will be a very hard act to fol- Improving America’s Schools Act. low. She was truly committed How to best teach reading is one of the to improving our children’s most hotly debated topics among researchers, education and the professional educators, parents, and the general public. An lives of teachers. In addition, esprit simpliste has dominated the public policy debate, pitting against whole . she recruited a first rate staff and group of collabo- Such simplification makes for sharp debates rators to help the Center meet its mission. fraught with symbolic politics. Proponents of By way of self-introduction, I am a Professor of basic skills rally round the flag of phonics, Curriculum and Instruction at the University of painting supporters of meth- Wisconsin–Madison. Many of you may remember me ods as lacking disciplinary values—both, educa- from when I directed a Multifunctional Resource tional and moral values it would seem, given INSIDE the shrill tenor of these debates. Proponents of Center for Bilingual Education here at the progressive education support whole language, University. During the recent past, I directed the 4 Learning portraying phonics advocates as promoting an Hispanic Dropout Project, whose final report “No Styles and overly narrow method that consigns large More Excuses” was released in early February and numbers of students to limited educational has been quoted by the media on issues involving the Reading Success opportunities. educational status of this country’s Hispanic stu- While making for high drama that plays 15 Summer well on television, in newspapers, and maga- dents. In addition, I am an Associate Director in the Acceleration zines, the phonics–versus–whole language OERI-funded National Center for Improving Program debate misses the point and serves no one. Student Learning and Achievement in Mathematics Improves Look in classrooms, where the every day prac- and Science. My research has revolved around issues Milwaukee tice of teaching goes on, and you will see teach- of equity, mathematics education, bilingual and ers mixing phonics and purposeful reading. No multicultural education, school restructuring, Students’ phonics devotee expects students to always Reading Ability sound-out words and never to experience a real reform, children’s development, and student dropout. Continued on page 7 2 • CC-VI FORUM

TABLE OF From the Editor’s Desk CONTENTS he Winter/Spring edition of the CC-VI FORUM presents Literacy Message from the Perspectives offering a range of articles that explore philosophical, theoreti- 1 Director: The Great Tcal, and programmatic possibilities for creating optimum literacy opportu- Debate? nities for students. The format of the newsletter has changed in this edition to include two new sections Best Practices and Promising Programs. Students in urban areas face many challenges in their quest for literacy. This Editor’s Desk issue highlights the efforts by Milwaukee Public Schools (MPS) to accelerate stu- 2 dents by providing intensive professional development that has resulted in improvement of the teaching and learning process in literacy. The articles by Carol Marshall on learning styles and by Joyce Baltas on meeting the diverse liter- Reform Talk: Shaping a acy needs of primary students are based on presentations at the Enhancing 3 School Culture for Literacy conference which took place in August in Milwaukee. The conference Literacy was co-sponsored by MPS and the Comprehensive Regional Assistance Center— VI. The staff of the MPS Title I Division devoted extensive time and energy to make this conference a success. Joseph Brown, Title I Director, orchestrated the Learning Styles and efforts of staff from several departments in order to ensure that the conference Reading Success: What 4 was a collaborative effort. Seventeen hundred teachers and administrators Every Educator Should attended the two day conference which included 30 sessions on topical issues per- Know taining to improving literacy instruction. Some of the sessions were designed to train teachers on the use of the two new basal reading programs adopted by BEST PRACTICES: MPS. Presenters provided teachers with reflection questions to think about dur- 8 Meeting the Literacy ing the presentations and asked teachers to indicate how information could be Needs of Diverse Primary applied in their classrooms and shared with other teachers. Learners The two articles that focus on promising programs in Milwaukee describe a summer acceleration program for second graders reading significantly below grade level, and the efforts of Pierce School in producing competent readers and PROMISING writers. Pierce School has been nominated as a Distinguished Title I School as a 10PROGRAMS: Milwaukee Continued on page 16 Public Schools Celebrating Success: Pierce Nominated as Distinguished Title I Comprehensive Regional Assistance Center Consortium—Region VI School Director: Walter Secada

Wisconsin Center for Education Research A School for Literacy School of Education 13 University of Wisconsin–Madison New! T 1025 W. Johnson Street oll-fr Madison, WI 53706 number to r ee Summer Acceleration CC-VI Maineach Of the Program Improves 15 (608) 263–4220 (888) 862–7763fice: Milwaukee Students’ Fax (608) 263–3733 Reading Ability E-mail: [email protected]

CC-VI FORUM STAFF Editor: Eileen Kaiser Web Site Resources on 17 K–12 Literacy CC-VI FORUM is published three times a year by the Comprehensive Regional Assistance Center Consortium—Region VI. CC-VI FORUM is available electronically at our Web Site Address: 18 Upcoming Events http://www.wcer.wisc.edu/ccvi/ WINTER/SPRING 1998 • 3

Reform Talk Shaping a School Culture for Literacy by Kent D. Peterson, Ph.D.

Introduction day activities and by significant school tion flow through the unofficial rituals and traditions (Deal & grapevine. In one school, the One of the most important goals of Peterson, 1990). If the school culture grapevine sends around all infor- American schools is student literacy. reinforces and supports high levels of mation on literacy workshops In all schools, teachers and students literacy, it is likely that students will they hear about. In another are working to help students develop be more successful and teachers more school, new ideas for teaching and use skills in reading and . motivated. reading become the lunchtime Literacy remains a central element in conversation. every aspect of school, family, and ᮣ occupational life. School Cultures that Possess a clear and shared mis- Reinforce Literacy sion to promote literacy. Whether stated or unstated, all Improving the There is little specific research on how educators develop a set of goals, Development of Literacy school culture reinforces literacy. But outcomes, and aspirations that it is clear that the school culture has a shape what they do. When the Successful schools combine program- significant impact on curriculum, school culture deeply values liter- matic structures and a supportive instruction, motivation, and achieve- acy, it becomes a central tenet of educational culture to maximize the ment (Deal & Peterson, 1990, 1994). the vision and mission of the development of student literacy. Several features of school culture will school. When it is widely shared, Clearly, programmatic structures such influence literacy. then all staff and community as a strong, well-aligned curriculum, invest time and energy on literacy carefully designed instructional activi- Specifically, schools that promote bet- development. In one school, the ties, adequate time to engage in ter reading and writing skills: mission statement—where literacy learning, and appropriate materials are ᮣ is prominently mentioned—is key to promoting improved student Believe, value, and support lit- enlarged to poster size and dis- literacy. But the nature of the school eracy in daily activities. In these played in the front hall for every- culture is also central to cultivating schools, staff believe that every one to see. literacy. In this article, we will exam- child can become a reader. They ine the features of school culture that value literacy and help students ᮣ Celebrate the achievement of may enhance and promote increased and parents engage in reading students through traditions and literacy among students. and writing at school and at ceremonies. Some schools don’t home. In one school, staff meet regularly recognize the accom- before school in a collegial prob- plishments of students. In schools What is School Culture? lem solving session to discuss where there is motivation and Every school has its own character or ways to reach any student falling attention to literacy, the culture “ethos.” You can sense it every time behind. In another school, the will have a variety of traditions you enter the school, hear how peo- “parents’ center” is filled with and ceremonies that highlight the ple discuss issues, or watch how staff materials, books, and videotapes importance of this area. For and students interact. The school cul- on how to support reading at example, in one Midwestern ele- ture is the deep patterns of norms, home. mentary school the principal had values, beliefs, and assumptions that ᮣ Reinforce literacy continuously to spend a day on the roof with guide behaviors, fuel motivation, and in the informal social network. his desk and phone after the stu- glue the social fabric together (Deal All schools have an informal net- dent body reached its goal of & Peterson, 1990). Formed over work of gossips, spies, story- reading 5000 books over the time, these values and assumptions tellers, and historians. When this summer. In another middle provide meaning and direction to informal network discusses and school, parents, students, and those who live and learn in the supports literacy as a core value, community members are invited school. This deep set of values and information, ideas, and motiva- to an “authors’ party,” celebrating assumptions are reinforced by every- Continued on page 9 4 • CC-VI FORUM

Learning Styles and Reading Success: What Every Educator Should Know Part 1

Carol Marshall, M.Ed. the opposite end of the curve, make which can support a district commit- teachers look good by reading early, ment to literacy for all? How can fluently, and with expression. Many instruction in reading be supported “Ellie, it’s your turn to read.” Her such students are blessed with families through an understanding of the indi- voice, gentle and encouraging, pierces who have opened the world of adven- vidual pattern for learning called with lightning terror. You stare at her, ture and imagination through a rich learning style? unable to breathe. “Now, Ellie, we all variety of life experiences, and, studied the words in this through the regular reading of Student-Centered story, I know you can read this.” favorite books. Classmates titter, remembering the last Most teachers understand that Learning time you read aloud, waiting. many students, and in some schools, The learning style movement is based “Wait a minute, class. She’s going most, are not so fortunate. They try on more than 30 years of research to read, aren’t you, Ellie?” to make time to read aloud to their that clearly identifies that there is not You look down, your face, hot with students. However, reading specialists “one best way” to teach anything! In embarrassment, heart pounding, and will tell you that regardless of innate this exciting era of the study of the begin. It is a searing, painful experi- intelligence, a student who has not brain and learning, we are learning ence. You hate reading. Hate feeling been read to before coming to school that each human brain is truly an like this. Hate school. Hate your teacher. is already one year behind in reading. original—a combination of the Hate yourself. Stupid, stupid, stupid! As the years go by, a critical liter- genetic inheritance of more than acy pattern develops in students— 100,000 genes, as these have inter- those who can read and those who faced with unique life experiences. here isn’t an elementary struggle with reading. In time, the The debate is over. It is nature and teacher who hasn’t felt the read aloud groups and the skills and nurture that makes us who we are. Tconcern that comes when a drills of basal reading instruction are The brain is pattern seeking; it student struggles with reading replaced with the expectation of liter- tries to make sense of what it sees. instruction. Perhaps you can remem- acy. Testing reveals a bell curve—an Experiences help to strengthen net- ber your own experiences with the expected range of student perfor- work connections between groups of round-robin reading group—sweaty mance. In some schools, however, the cells, which leads to the development palms, fear knotting your stomach. curve itself is flat and skewed to the of memory and understanding. Nouns Reading aloud is supposed to build bottom of the bell. Performance stan- and verbs name and describe those . But, for some students, such dards seem impossible and create experiences. Experiential learning is activities instill terror and lead to pressures for teachers and students. therefore brain-compatible learning. avoidance of reading; and, Excedrin The “pass/fail” line clearly divides the Are our reading programs struc- headaches for the teacher. winners from the losers. tured to develop experiences that lead It is particularly tough for the to comprehension? A quick story will One Right Way student like Ellie, who really doesn’t illustrate. In the early ‘70’s, my family understand why reading is easy for and I were in Switzerland, where my Couple such experiences with reading others but not for her. In time, limits husband was doing research for his programs that require all students to in place limits Ph.D. dissertation. Our children, then learn to read via one program and to on success in every other subject area, 8, 5 and 4 were “immersed” into a do the same classroom activities at the leading to frustration, avoidance or German-speaking culture. The oldest same time and in the same aggressive responses to the stresses of was enrolled in the third grade in the sequence—most activities involve the classroom. It is easy to see that local school. worksheets—an endless supply of negative attitudes, behaviors, and The school arranged for a worksheets. It sounds more like pain grades go hand-in-hand with poor German tutor who had lived in the than pleasure even for the able reading scores. States while her husband was in grad- reader! What is it that every educator uate school, and who was familiar It is only natural to smile and should know about students who with the U.S. educational system. She respond positively to students who, at struggle with reading instruction, remarked to me, “How fortunate that WINTER/SPRING 1998 • 5

Gregory is in his third year in school. Perceptual Strengths and Struggling Readers: It is the year we teach reading.” I was shocked. “Why wait so Reading Instruction Global, Tactile/ late?” In 1980 Dr. Marie Carbo won the Kinesthetic Learners She looked at me knowingly, “You Association for Supervision and According to Dr. Carbo, now an Americans,” she said, “every year you Curriculum Development (ASCD) international reading styles researcher teach reading a year earlier than you national research award for being the and consultant, there is an important did the year before. In our country we first to identify that students who pattern in the learning styles of strug- assume nothing about the experiences were taught through their individual gling readers which has implications our students have before they for improving reading programs: come to school. We have a specific 85 percent of troubled readers have plan for building reading readiness a right brain processing style and in all our children. Then, when we tactile–kinesthetic perceptual teach reading, meaning is in place. strengths. In a year’s time, the majority of How are they being taught? our students are reading on grade For such students, it is important level.” that teachers address the critical When my 5-year-old was issue of literacy by matching read- ready for kindergarten in the ing methods and resources to per- spring, she was enrolled in such a ceptual strength preferences and program. Field trips were regular to global, right-brained process- occurrences. With great excite- ing styles. Result? Research shows ment the children would walk to significant improvement in “atti- identified locations in the commu- tudes, behaviors, and grades.” nity. They would ride the ferry to What does that mean to the spend a day at the zoo, walk reading teacher? And, to the read- downtown to visit a bank, a gro- ing program committed to liter- cery store, board a bus to visit a acy for all? What are the basics that farm, a dairy. every teacher should know about the The second day, shrouded in global, tactile–kinesthetic learner? their father’s shirts, they would paint wonderful, colorful pictures of their experiences. Then the stu- Analytic, Global, dents would explain their pictures, or Integrated? one-by-one, with the teachers interacting and repeating the Most educators have been intro- words used. The teachers used the duced to the differences in the words repeatedly for all kinds of functional roles of the two hemi- activities to insure comprehen- Carol Marshall presents information on learning styles spheres of the brain. We know sion. Words and artwork were and literacy instruction at the Enhancing Literacy that the left hemisphere controls Conference. posted in clusters according to language, processes sequentially, experiences. They dangled from and excels in analysis and organi- mobiles. Words were wonderful trig- pattern of perceptual strengths zation. gers for real life experiences. The pri- learned three times as many words as The right “non-verbal” hemi- mary curriculum provided concrete those who were not. Her research was sphere remembers in patterns and pic- building blocks for reading compre- conducted using the Dunn and Dunn tures, processes holistically, and excels hension. learning styles model. in developing concepts through syn- Compare this to the standard Dr. Carbo’s work has identified theses. Inductive and deductive rea- basal approach to reading, which patterns in the learning style research soning—both excellent ways to solve often builds vocabulary in isolation— of struggling readers that can help problems. words that, for many students, have educators to intervene in literacy pro- We all integrate hemispheres and no meaning in experience. grams. It will come as no surprise that “use” both sides of our brain. It is very difficult for the brain to such students are conceptual learners However, the genetic, cultural, and remember such “nonsense” words. with right style intelligences that development factors unique to each Meaning is essential to literacy. It require context in order to under- brain can result in a bias toward the comes from concrete, multi-sensory stand, create meaning, and retain skills and talents associated with the experience. what they are learning. analytic side, the more global side, Continued on page 6 6 • CC-VI FORUM

Continued from page 5 learn by doing, through relevant, 5. Use tactile materials—globals hands-on activities/projects). enjoy material that can be manip- ulated. Use *Write On! boards or to a flexible style which integrates Take a minute to reflect: and dry erase pens, manipulatives the two. Which students best fit the expectations of all kinds such as *Pick-an- of the traditional classroom? Answer boxes, *Match-Mates, Hemisphericity and *Clip Boards, *Light-Rights, Learning Style Looking with New Eyes game cards, etc. In 1982, a research study led by Dr. The message is clear: Traditional Don’t forget the computer Robert Zenhausern, St. John’s learners with analytic, auditory-visual and other technologies as tactile University, NY, identified a critical strengths are “style matched” to the tools. Assign projects which connection between hemisphericity traditional education system. incorporate art and allow stu- and the 21 elements in the Dunn and However, the global, tactile-kinesthetic dents to design and create their Dunn Learning Style Model. student who needs concepts, rele- own manipulatives. Hemisphericity preferences discrimi- vance and application skills may be 6. Include kinesthetic activities such nated in three strands: “learning different” in traditional as role playing, field trips, lab classes, but possesses talent for success if experiments, projects such as taught in ways congruent with style. Analytic Profile videotaping, writing and produc- Teachers who experiment with ing plays, games, movement Environmental Strand: emphasizing global strategies in the through rhythm, music and Preference for quiet, bright light, classroom can rapidly learn that such dance, real-world experiences, and formal design (defined by efforts pay off in student interest and apprenticeships, and technology researchers as a preference to learn success in learning. sitting up straight; back at a 90 resources. degree angle); What are “global strategies”? 7. Use poetry, myths, and fantasies. Sociological Strand: Here is information every “Pretend you are a . . .” Globals Preference to learn alone; respond to the imagination and teacher should know. emotionality in such methods and Physical Strand: Perceptual can easily recall what they have Important Global Tips and Strengths “pictured.” Primarily auditory, visual with some Strategies to Support Whole- tactile perceptual strengths (a good Brained Learning 8. Teach and reinforce reading skills with a sensitivity to perceptual match with more traditional lecture- 1. Make your lessons “real” and strengths and brain processing textbook-worksheet learning). fun—tell a story, joke or anec- preference. Try Recorded Books, dote. Reach for the emotional Direct Access which use drawings Global Profile link that can motivate and focus (spatial intelligence) to develop global learners. The global profile revealed a “mirror vocabulary skills. (See Specific opposite” preference pattern when com- 2. Use visuals such as films, pictures, Global Strategies in Reading, Part pared to the analytic profile. transparencies, models, videos or 2 of this article.) multi-media. They support spatial Environmental Strand: 9. Use open-ended questions and strengths and add a multi-sensory Preference for learning with sound assignments. These support imag- dimension to learning. present (such as radio or music— ination and higher-order thinking which many people would consider 3. Present overviews to lessons and and permit students to use inter- distracters), low light, and informal units; stress main idea, relevance ests and strengths in learning. design (informal means comfortable and application to the real world. 10. Globals respond to color. seating, perhaps even on the floor); Begin lessons with the “big pic- Attention to such spatial detail ture” then attend to details. Place Sociological Strand: greatly supports motivation and facts in context. Preference to learn with others— retention. Copy handouts on col- in a pair or with peers (prime candi- 4. Adapt a “living curriculum”—use ored paper—create a colorful and dates for cooperative learning); newspapers, magazines, articles, inviting learning environment; Physical Strand: television programs, news, the use *Reading Windows for color Visual, tactile and kinesthetic per- workplace, resources of the and focus. Internet! These demonstrate rele- ceptual strengths (preference to 11. Teach memory tricks, mnemon- vance of school subjects to the ics. Use rhythm, rhyme, raps, real world. WINTER/SPRING 1998 • 7

imagery, humor and exaggeration 20. Recognize that all students have to help with retention. different interests, talents, intelli- Literacy Perspectives gences (Gardner) and styles. 12. Teach in story form, another Continued from page 1 Support and validation of inter- important technique for motiva- ests improves motivation and suc- tion and retention. text; sight recognition and the read- cess. Give kids choices! Hold ing of meaningful texts get inter- 13. Meet mobility needs by providing them responsible for doing qual- twined with phonics instruction. Nor for natural movement in the ity work! (Glasser) for that matter, do teachers who use classroom. Permit students to By adding such techniques to your whole language approaches fail to break long assignments into parts “bag of tricks” you are accommodat- help children sound out words; they and to take small breaks to ing students’ strengths in learning do so at point of use, that is, when improve focus. and supporting improvements in stu- sounding out the word is necessary 14. Many globals are not persistent, dent attitudes, behaviors and grades. for the child to understand what he provide short assignments or give Style matches are natural or she is reading. assignments in shorter segments strengths—they connect each student As the articles in this newsletter and provide encouragement for with the most efficient and effective show, the teaching of reading is a staying on task; offer variety. ways for that brain to learn, removing complex act balancing among meth- stress, and making learning fun! Even ods. When teachers and other educa- 15. Use the powerful new tools of with practice, would you ever write as tors have shared their experiences in technology—scan/read reading well with your right hand, if you were the teaching of reading, away from systems, authoring software for naturally left-handed? That is what it the media’s glare, I have always noted internet/public access, web page feels like to be taught against your style. a healthy skepticism. It is as if practi- development, electronic presenta- To reach the goal of literacy for tioners ask themselves: How would tions, desktop publishing, digital all will require well-trained, commit- this look in my classroom with my video, chat groups and forums, ted professionals who have the knowl- students? In reflecting on their own and electronic research via the edge and skills to move from practices, the authors of these articles Internet. systems-centered to student-centered sift and winnow, sharing what worked 16. Use small group/cooperative learning-professionals who recognize, in their situations. They remember learning techniques such as Team respect and support the learning what many in the reading debates Learning, Circle of Knowledge, styles of all their students. seem to have forgotten: the goal is for Role-Play, and Brainstorming. the child to read, to understand what she or he reads, and to take joy in Plan group problem-solving activ- References ities. reading. Everything else, be it phon- Gardner, H. (1992). The unschooled mind, ics, whole language, or the terms that 17. Create a flexible learning environ- how children think and how schools should will be featured in the next debate du ment—accommodate for informal teach. New York: Basic Books. jour is merely a means to that end. design needs, low light and Gardner, H. (1983). Frames of mind, sound in the learning environ- seven kinds of intelligence. New York: ment. This is easier than you Harper & Collins. think. Ask students for sugges- Glasser, W. (1993). The quality school tions. teacher. New York: Harper & Row. 18. Ask kids to “create”—games, Glasser, W. (1992). The quality school. projects, videotapes, multimedia New York: Harper & Collins. projects, plays, buttons, collages, Glasser, W. (1986). Control theory in the cartoons—the list is endless. classroom. New York: Harper & Row. 19. Teach problem-solving, conflict- resolution skills, teaming and Carol Marshall is President of Quality appropriate social skills. Education Systems in Richardson, Texas. 8 • CC-VI FORUM

Best Practices Meeting the Literacy Needs of Diverse Primary Learners by Joyce Graham Baltas, Ph.D.

he role of the primary teacher writing activity to help the child gen- then illustrate these sentences which is a particularly difficult one. erate vocabulary that will facilitate can be put together in a class book TChildren enter school with a writing. Cubing is most often done about the song. wide range of literacy abilities and focusing on a topic or concrete After you have done this activity experiences. The teacher faces the object. In this lesson, cubing is done once and the children are comfortable challenge of identifying those abilities with music as the focal point. Begin brainstorming, you can play the song and then providing an instructional by telling students that they will be again and add other perspectives. For program that will help children listening to a song. Use music that is example, when using music, children become independent readers and writ- lively and will generate feelings as well are able to tell what instruments and ers. Before children reach indepen- as discussion. While the music is play- sounds they hear so you can have dence, they need to be engaged in ing, invite children to do one of three them create a new chart analyzing the learning experiences that are highly things: dance, write, or draw. Play the sounds they hear. supportive. These experiences should music and allow the children to provide children with opportunities to engage in their chosen activity for the think in a variety of ways, to discuss, duration of the song. This pre-discus- 2. WORD CLUES to generate ideas, to make connections sion activity allows children to make Grouping: Small groups of 3–4 to their own lives, to experience suc- personal connections to the music. Materials needed: Make copies of cess and to find joy in learning. The The next step is to ask the chil- 4–5 pictures from a book (make a following three activities are examples dren to share what they have done set for each group) that make learning interesting and fun. and why. After sharing, invite the class Examples of materials (e.g., books that to brainstorm words that tell about Chart paper have been used in the activity) are the music. With younger children use included for those who want to use one or two of the perspectives. For Word clues is a strategy designed to something that has worked in the this lesson you may wish to have the enhance listening skills and build aware- classroom. children describe and list associations ness of descriptive language. Begin by with the music. selecting a story to read aloud to your Giving the children prompts for class. Select a book that has illustrations 1. CUBING TO MUSIC each perspective is helpful. When ask- that are easily identified by the descrip- Grouping: Whole class ing them to describe, ask the follow- tions in the story. An example of a Materials needed: ing question: “What do you hear?” book to use is Stellaluna by Janell Music (The song Celebration You may wish to play the music again Cannon. Tell the children that while by Jonathan Butler, taken from while they are describing it. Record you read them a story, they are to listen the CD “Head to Head” is one their responses on a sheet of chart because you will be stopping occasion- example of a song used) paper and title it I HEAR. For associ- ally and asking if anyone has a picture Chart paper ating, ask: “When you hear the music, for the page you have just read. The Drawing paper what does it make you think of—a children should tell you if they have Writing paper time, a place, another person?” matches and what words in the story Crayons Record responses on another sheet of helped them select the picture. Read chart paper and use the heading I AM the story, pausing at the appropriate THINKING OF. illustrations. As children tell you why Cubing is a writing-thinking strategy After brainstorming, go over the they selected the pictures, list the words designed to encourage children to words by chanting them with the on a chart labeled: WORD CLUES. write from six different perspectives: class. Then, have the children select After you have read the book, go back describe, analyze, compare, apply, one or two words that they would to the chart and review the words. associate, and argue for or against. In like to use to write one or two sen- Discuss why the words were helpful. this lesson, cubing is used as a pre- tences about the music. They can WINTER/SPRING 1998 • 9

Keep the WORD CLUES chart something to do with mushrooms. As up and add to your list when reading they share their reasons with you, REFORM TALK other books. You do not always have encourage them to give reasons for Continued from page 3 to make copies of the pictures, espe- their choices. Here are some ques- cially after doing this activity a few tions you may use: the publication of the current lit- times because the children will start ᮣ That’s an interesting idea. Why erary magazine. A local children’s discerning which words in the stories do you think so? author spoke about publishing, describe the pictures. Children may use ᮣ Do you all agree? Why or why not? students read their works, and the words from the WORD CLUES ᮣ Does anyone have another idea each was presented with their chart when writing their own stories. or reason? own copy of the magazine. Punch, cookies, and literary chat After the pairs have had an opportu- followed the ceremony. 3. KEY WORDS nity to present their lists and Celebrating literary accomplish- Grouping: Pairs reason(s), have the children turn to ments is key to fostering literacy. Materials needed: Set of cards for the book. Depending on the difficulty each group of the text, you may wish to read the material to the children or have them References Pocket chart read in pairs. If reading to them, have Deal, T. E., & Peterson, K. D. (1990). Science or social studies book them raise their hands when they hear The principal’s role in shaping school cul- a word that was in their list or point ture, Washington, DC: U.S. Department The key words strategy is used as a to it in the book. After reading, have of Education. Office of Educational Research and Improvement. pre-reading activity to help the chil- each pair go back to their list and dren get ready to learn information make changes based on what they Deal, T. E., & Peterson, K. D. (1994). from expository material such as sci- have learned. Lead a class discussion The leadership paradox: Balancing logic ence or social studies. It can also be about the terms and how each term and artistry in schools. San Francisco, CA: used at the end of a lesson to check relates to the topic. Jossey-Bass. understanding. These are just a few ideas on how This column is written by Kent D. Peterson, For primary grades, choose 4–5 to encourage reading. Good luck and Ph.D., Senior Training and Research words from a chapter in a science or have fun. The more fun you have Specialist for this Center and Professor of social studies book that relate to the conducting your class, the more fun Educational Administration, University of topic and that can be associated with your class will find reading is. Wisconsin–Madison. He has written exten- sively for both scholarly and practitioner each other in different ways. To teach publications and worked with schools and the class association, add a few words References leadership institutes across the country. His that do not relate to the topic. An Cannon, J. (1993). Stellaluna. San Diego, current book is The Leadership Paradox example of a good science book is CA: Harcourt Brace Jovanovich. coauthored with Terrence Deal. The Stopwatch Books (1986) from Silver Burdett Co. Here are some Watts, B. (1986). Mushroom. Englewood word examples from the Stopwatch Cliffs, NJ: Silver Burdett. Book Mushroom (Silver Burdett Company, 1986). Joyce Grahams Baltas is a consultant for the National Urban Alliance in New York City. Mushrooms flat button cap stalk gills slugs seeds thread rabbits

Working in pairs, give each pair a set of cards with one word on each card, and have them sort the cards into YES and NO piles according to whether or not they think the words have something to do with the topic. Encourage the children to share ideas as to why they think each word has 10 • CC-VI FORUM

Promising Programs Milwaukee Public Schools Celebrating Success: Pierce Nominated as Distinguished Title I School

by James Bigaj, Mary Kremer, technology emphasis. The school’s year. Attendance has increased Linda Rosen, and Alice Somers mission is to provide a safe learning steadily for the past three years. environment for all students, develop Despite the fact that Pierce ranks sec- ierce School serves a diverse deep thinking, create an appreciation ond in terms of poverty in Milwaukee population of approximately of the arts, and encourage the Public Schools (MPS), as measured P600 students in the Riverwest involvement of parents and the com- by free and reduced lunch count, and area of Milwaukee, Wisconsin. munity in the learning process. is in the high mobility category, the Approximately one-fourth of the stu- Pierce School is one of seven school has been able to increase the dents have a first language other than “90–90–90” schools that are high- attendance rate and significantly English. English as a Second lighted in the Milwaukee Public increase achievement in reading and Language (ESL) classes are part of Schools (MPS) Accountability Report mathematics. the curriculum. Pierce is a part of the for the 1996–97 school year. These The percentage of children at Preschool to Grade 5 (P5) state man- schools have been identified as suc- Pierce scoring above the standard on dated program. This program allows cessfully developing high achievers the Wisconsin Reading Comprehen- the option to limit class size to no despite high concentrations of sion Test increased from 88% to 92% more than 25 students at all grade poverty (98% for the nominated over the past three years while the levels. The High Scope program is year). The mobility rate at Pierce district scores decreased from 77% to implemented in all kindergarten and School was 33% for the nominated 69.8%. The fifth grade Iowa Test of first grade classes. year. This is a 5% increase over last Basic Skills mathematics standardized The Title I schoolwide project at year’s rate, and is 3% higher than the assessment showed that students Pierce School effectively combines a district rate of 30%. Attendance at scored 70%, which was significantly comprehensive curriculum with a Pierce was 92.3% for the nominated above the district score of 43%.

Key Program Features The principal’s strong, supportive leadership has facilitated transforma- tion of Pierce to a school that has a clear vision for learning. Teachers, educational assistants, and support staff are involved and respected for their contributions. Grade level teams have been established. A team of teachers who serve as grade level lead- ers meet weekly with the principal and at least monthly with their grade level teams. Instructional issues are discussed and implementation plans are made. This meeting process improves communication among school staff. Curricular decisions are made at monthly grade level meet- ings. These decisions are reflected in student activities. Students are taught in integrated theme units. Hands-on activities are the focus of science and math instruction. Cooperative learn- Buddy readers sharing a book at Pierce School in Milwaukee, WI. ing strategies, including reciprocal WINTER/SPRING 1998 • 11

Classroom use of the reciprocal teach- ing process in grades 2 through 5 enables students to create their own questions related to the text they read. Specific reading comprehension strategies, such as K-W-L, semantic mapping, question-answer relation- ships, and story mapping are taught. Buddy Reading at all grade levels pairs students for partner reading. In- school reading clubs at grades 1 and 2, Accelerated Reader for grades 3, 4 and 5, and the Misner Book Rally for grades 4 and 5 focus on multi-cul- tural literature and increase student reading time. Early Success, a reading interven- tion program for struggling readers in first and second grade, is another pro- gram offered at Pierce. This program insures that students have the prereq- uisite skills they need before they Buddy readers at Pierce School practicing words. move to the next grade level. Kindergarten and first grade students are read to weekly by community vol- teaching, are an integral part of read- speaking. Students will demon- unteers for the Rolling Readers ing in all curricular areas. Early inter- strate this through daily class- Program. vention is the cornerstone of the room activities, through writing Pierce School submitted a pro- program. Frequent monitoring of stu- activities in the CAI lab, in the posal and received a Goals 2000 grant dent progress in all subjects allows P5 portfolio work samples, and to maintain and increase the reading teachers to adjust instruction to meet through projects done as part of comprehension test scores of third- student needs. These activities have integrated units. Students will grade students. Students in grades 3 helped bring the majority of Pierce’s become knowledgeable about the through 5 spend 15 minutes every students up to grade level and to reading process and develop a day reading on their own level in the advance some of those who are on lifelong interest in reading. CAI Lab. The classroom teachers level. Target goals are clearly work with the lab teacher and educa- articulated and a variety of tional assistants on specifically assessment measures are used Assessments/System designed lessons based on need. to monitor progress and Accountability Measures Writing is a very important curric- adjust instruction according ular focus at Pierce. Students learn to to student learning. P5 Portfolio Assessment All grade levels incorporate writing in math, science, Target goals are clearly Wisconsin Reading and other content areas. Teachers articulated in every curricu- Comprehension Test 3rd grade model writing every day. lum area to provide a focus Narrative/descriptive, expository, and for instruction. Multiple MPS Writing Sample—Grade 4 4th grade persuasive writing forms are taught. assessment measures are used MPS Writing Sample—Grade 5 5th grade Teachers use techniques learned at to monitor progress and writing workshops held at Pierce over adjust instruction according Performance Assessment- the past two years. Many fourth- and to student learning. For Oral Communication 4th grade fifth-grade teachers require student example, the target goal in Pierce Writing Sample 2nd & 3rd grade written job applications for School-to- language arts includes a Work positions. description of the program Poetry units have been incorpo- and corresponding assess- rated at most grade levels. Fifteen Successful reading initiatives at Pierce ment measures: Pierce students are presently partici- includes implementation of the Students will communicate pating in KidsWrite!, a creative class at Cunningham Model of reading knowledge and ideas effectively instruction at all grade levels, which through reading, writing, and includes daily reading and writing. Continued on page 12 12 • CC-VI FORUM

Continued from page 11

Woodland Pattern, a Riverwest book- store and Pierce community partner.

Parent Involvement Parents are encouraged to actively par- ticipate at Pierce. The school realizes that parents are the first teachers of their children and thus are a vital com- ponent in their child’s education. Parent involvement includes school- wide planning, travel, meetings, and workshops. They promote and encour- age parent involvement at Pierce and are always seeking ways to increase participation in their programs. Pierce offers monthly parent meetings, Shared Decision Making (SDM) Council, Health and Social Services Task Force, parent field trips, guest Fourth graders participating in choral reading at Pierce School. speakers from the community, parent workshops, Open House, Parent Week, Parent/teacher Conferences, Mothers’ Day Reception, and students Increased Reading Wisconsin Reading performances. To accommodate Achievement Comprehension Test Grade 3 Spanish-speaking parents, a translator Percentage of Third Grade Pupils is provided. Pierce School is very Pierce School ranked in the top quar- tile of all 112 elementary schools in Scoring Above the State Standard proud that over 1700 parents attended for Reading these activities during the 1996–97 the district. The implementation of school year! Reciprocal Teaching and the 1994–95 95–96 96–97 Cunningham Model have had a direct Pierce 89% 88% 92% impact on reading achievement. The District 75% 77% 68% Professional Development data in the tables show improvement Pierce fourth graders met the MPS Pierce staff members have been in reading for the past three years. A Accountability Standard for WSAS involved in intensive and ongoing consistent, sustained, and balanced reading and scored higher than the district score of 45%. These gains staff development around several top- literacy approach has enabled students to achieve at 92%. are directly attributed to the school- ics. These issues were selected by the wide plan that specified strategies to staff as a result of an annual survey. improve communication skills. Teachers have been instructed in a Conclusion six-month integrated unit writing course. Cooperative learning and the Despite poverty and high mobility, writing workshop were also features Pierce is a successful school. The staff of the professional development and students are dedicated to acade- WSAS Reading Grade 4 mic excellence, and students are focus. Future professional develop- Percentage of Fourth Grade Pupils excited about learning. They reflect ment initiatives include technology Scoring 50% or Higher and mathematics. on their progress and work with their teachers to set goals for improvement. Pierce 50% All teachers attend monthly District 45% grade-level meetings with their grade- Together they are creating a promis- level leader where curricular decisions ing future. are discussed and implemented. For Dr. James Bigaj, MPS Title I Supervisor the past five summers, teachers have Mary Kremer, Language Arts Coordinator met by grade levels and have written Linda Rosen, Title I Coordinator integrated curriculum units for use Alice Somers, Principal during the school year. WINTER/SPRING 1998 • 13

A School for Literacy by Aileen Nettleton tive teaching strategies they learned trained as teachers from professional development activi- and their expertise has been shared visitor to Glendale Elementary ties. Reflection questions are used to with those who teach kindergarten, School in Madison, Wisconsin stimulate discussion among staff first, and second grades. As a result, A will often comment on the about integration of theory and prac- children enrolled in Reading visibility of literacy in the school, with tice. The reflection questions listed Recovery are encouraged to utilize many examples of children’s writing below were used to structure discus- the same strategies and language exhibited in the halls and in class- sion at a follow-up workshop on about the literacy process in the class- rooms. Book covers and posters pro- conducted at room which benefits the class in moting READ! are posted around Glendale. effective reading strategies. doors, as well as in the library. Teaching strategies for indepen- Methods and Models dence in reading and writing is a cen- Guided Reading Feedback tral theme of Glendale’s Elementary Kindergarten children learn how to Schoolwide Title I program. The 1. The most important thing I “stretch out” a word for phonemic decision to focus on this was based on learned to help my students was: development as they write their own visits to Title I Schoolwide programs, ______words or stories. Posters in class- review of current literature in theory rooms at all levels remind children of and practice, and experience. ______strategies to use “When I get stuck.” The scores for first graders on the ______These strategies are introduced and Reading Recovery Diagnostic Survey reinforced in small-group guided showed an improvement from past 2. One thing I plan to use in reading lessons, shared reading, read guided reading with my years. Teachers observed that the stu- alouds, and one-to-one conferences. students is: dents were ready to begin to read. Across the grades, there is more Testing at the end of first grade last ______commonality in instructional lan- year verified that almost all students guage and in the questions asked to ______were reading within the expected support children as they become range at the end of first grade level. ______more independent in reading and Second grade teachers receiving those 3. I wish we had: writing. A 90-minute language arts students this fall were delighted to block is scheduled to give priority to find readers. ______reading and writing. As some children The State of Wisconsin third- ______meet with the teacher for a writing grade reading test results showed over conference or guided reading group, 70% of their students succeeding. In ______the rest of the class read from books prior years, only 50–65% of the stu- Optional: Follow-up or read along with a tape at a listen- dents demonstrated reading profi- ing center or computer. Others might ciency on this test. I would like any additional infor- read with a partner, or publish a story mation or time to meet with a at the computer. specific person in relation to the How Did We Get Here? ideas presented today, please note Reading and writing strategies are your interest and give your name: integrated with math, science, and Glendale Elementary School is com- social studies. Using charts and over- mitted to improving the teaching and heads, teachers model the strategies learning process for all students to Name and thinking process they want the enable them to reach high academic ______children to use in their own reading standards. The process of implement- and writing. ing a Schoolwide Program has pro- Teachers select books that are at vided focus and additional resources Teachers constantly share information the child’s reading level to better for school improvement. One of the with colleagues which has created a assure successful growth and indepen- areas that Glendale staff have focused community of learners and a culture dence. Children are also taught how on is professional development. that values constant improvement of to choose the right books. A Staff at Glendale conduct work- the literacy teaching and learning Schoolwide Title I goal is for students shops to share information and effec- process. Five staff members have been Continued on page 14 14 • CC-VI FORUM

Continued from page 13 below grade level to read daily for extended My Summer Vacation periods. There is a program entitled Rock and Read which is an early intervention By: Josh program at the kindergarten level that gives (Third grade, former Reading Recovery Student) an intensive start in literacy for children with extensive needs. Over the summer I went Accelerated programs are also needed to Coon Valley, Six Flags, for new students at higher grades due to and Sun Prairie Pool. mobility, which is 50–65% annually at Glendale. Literacy groups or one-to-one instruction based on Reading Recovery First I went to Coon Valley. strategies and teaching strategies are pro- While I was there my vided by Reading Support Teachers at all cousin and me built a fort grades, as needed. These teachers give for a couple of hours. identified first-grade students an extra push Then my cousin and I to achieve at grade level and become more independent readers. These students also rode our bikes for a hour participate in reading instruction in the and went miles. Then we classroom. A literacy-based summer school watched Michael Myers program for these first-graders was initi- and Jason movies. Then ated last summer to help the children I went home. maintain and solidify their reading over the summer months. Secondly, I went to Six Ongoing assessment is basic to acceler- ation of students. The entire staff at Flags. It was a two hour Glendale Elementary School received inser- drive. When we got vice instruction in how to use Running there we went on scary Records to assess children periodically as rides. We also played part of classroom instruction. Writing con- lots of games. Then it ferences include assessment of children’s started to rain and we strengths and choosing an area of focus for went home. instruction. The “Assess-Teach-Learn” cycle is Glendale’s goal which will help them better select “teaching points” based Finally I went to Sun on the child’s strengths and needs. Prairie Pool. I had lots A Publishing Center gives children of fun going on the opportunities to publish some of their water slide and the writing in a bound book. These books are diving board. I also read to the class, reread by classmates dur- ing time, and shared swam around a little. with parents. Fifth-graders may apply for After a while I went the job of publishing the first-graders’ home. stories for them. The staff at Glendale Elementary In conclusion, I had a School have taken on the challenge of help- great time this summer. ing each child who walks through the door to become an independent, literate individ- ual. Each day brings new challenges but together we are making a difference. Aileen Nettleton is the Schoolwide Title I Project Facilitator for Glendale Elementary School in Madison, Wisconsin. WINTER/SPRING 1998 • 15

Summer Acceleration Program Improves Milwaukee Students’ Reading Ability by Frankie Johnson and Eileen Kaiser

ummer vacation for most of us The summer program was ᮣ learn how words work (patterns, evokes images of softball games, designed around the Cunningham clusters, affixes, etc.) Model of reading instruction which Sbike riding, barbequed chicken, ᮣ learn how to go from letters to includes daily reading and writing and a good novel, and ice cream melting words in your mouth. For children living in Early Reading Empowerment (ERE) high poverty areas, however, it often strategies. Ten students worked with ᮣ learn how to sort words by fea- means no regular breakfast or lunch, one teacher and a student teacher or a tures and categories many hours of unstructured time, and paraprofessional. The student-teacher no easy access to reading materials. ratio allowed for maximum support The materials provided practice in Children who do not read regularly and feedback as the children engaged manipulating words and fostered flu- during the summer months make in a wide range of literacy activities ency in reading and writing. Gay Su smaller gains month to month than distributed in the following sequence: Pinnell (1996) points out that when during the school year (Hammond & students utilize visual cues efficiently Frechtling, 1979; Alexander, 1996). Shared reading the focus of their reading is then on According to Mary Jean Le Tendre, 15 minutes constructing meaning from text. The teachers and paraprofession- research shows that the reading skills Guided reading als staffing the summer school pro- of disadvantaged students decline sig- 20 minutes nificantly more than peers who are gram were trained during two full not living in poverty. Studies show Making Words day sessions on the ERE and that for some disadvantaged students, 10 minutes Cunningham approach. Additionally, teachers have been included in ongo- summer reading programs help them Individual reading ing training sessions. The teachers maintain their reading skills and in 15 minutes many cases make gains in achievement have been encouraged to share their (USDOE, 1996). Milwaukee Public Extensions expertise with other staff members at Schools, like many districts serving 15 minutes their respective buildings. Two con- sultants assisted with the training and large populations of disadvantaged Writer’s Workshop provided follow up support for the children, has developed an array of 20 minutes summer school programs designed to duration of the program. Teachers offset “summer fall-off” and acceler- Reading to children and paraprofessionals were provided ate students’ reading achievement. 10 minutes with a script and format for lessons as There is particular concern for those well as models of skill lessons in an students entering third grade who Classrooms were stocked with a effort to ensure uniformity of pro- have not yet learned to read fluently. diverse range of books in order to gram delivery. Last summer in an effort to engage children in a variety of read- At the end of the six week ses- strengthen the reading skills of sec- ing experiences. Each classroom had sion, 67% of the students demon- ond-graders before they started the big books for shared reading, book strated significant improvement on third grade, Milwaukee Public carousels for guided reading, and the Jerry Johns Reading Inventory Schools sponsored a summer reading trade books to be used for indepen- post-test. Data were derived from program for students reading below a dent reading and for ERE lessons. comparison of pre- and post-test 2.1 level. Eight hundred students Each classroom also had a tool box scores for those students completing participated in the six week program containing magnetic letters, the program. Those students who did which was offered at 17 elementary boards and other materials that were not complete the program, or who schools. The students were identified used to help students practice the fol- had a high rate of absenteeism, were as eligible for the program based on lowing skills: not included in the sample. The reading levels on the Jerry Johns impact of this program was significant for these children because it gave Reading Inventory. It was used as a ᮣ differentiate between letter forms pre- and post-test to determine entry them a head start on meeting the and exit reading levels. ᮣ learn sequential order national education goal of reading Continued on page 16 16 • CC-VI FORUM

“NEW AND EXCITING Summer Acceleration Editor’s Desk WAYS” by which the Continued from page 15 Continued from page 2 CC-VI can connect well by the end of third grade. result of successful school improve- with you! During the school year, follow-up has ment initiatives. The article from By Mary Chaffee been provided to help classroom Glendale School in Madison, teachers continue to help these chil- Wisconsin describes Reading If you have a PictureTel unit or a dren improve their reading. Teachers Recovery and professional develop- compatible device that will “talk” have been using ERE strategies to ment activities that are improving stu- to a PictureTel unit and would like improve word identification skills so dent achievement. to connect with the CC-VI, please students can become proficient read- contact the CC-VI office by phone ers and writers. Teachers, students at 608–263–4220 or by E-mail at and parents are encouraged by the [email protected]. Explore the impact of this program in improving possibilities of videoconferencing the teaching and learning process and between our site and yours or multi- thus empowering these third graders ple sites using this new technology! to become adept in their use of liter- acy skills.

References Alexander, K. L., & Entwisle, D.R. (1996). Early schooling and educational inequality: Socioeconomic disparities in children’s learning. In J. Clark (Ed.), James S. Coleman (pp. 63–79). London: Joseph Brown, Title I Coordinator, Falmer Press. welcomes teachers at the Enhancing Hammond, P. A., III, & Frechtling, J. A. Literacy Conference. (1979). Twelve, nine and three month achievement gains of low and average The focus of the Spring/Summer achieving elementary school students. Paper presented to the annual meeting of the CC-VI FORUM is on standards and American Educational Research assessment. Changing views of assess- Association, San Francisco. ment, the relationship to standards, and the impact on curriculum and Johns, J. L. (1978). Basic reading inven- instruction are quickly evolving in tory (3rd Ed.). Dubuque, IA: William C. Brown. schools and classrooms across the country. These new views of teaching A PictureTel Unit Pinnell, G. S. (1996). Classroom connec- and learning set high expectations for tions: Using an ABC center to help chil- all students and demand that schools dren learn about letters, sounds, words, find ways to judge student perfor- and how they work. Published in the newsletter Connections by the Reading mance through a variety of assessment Recovery Council of North America. formats. Assessment purposes vary from accountability to guiding United States Department of Education: instructional decision-making. Office of Elementary and Secondary Successful school reform depends on Education. Memorandum from Mary Jean Le Tendre to State Title I alignment of standards and assess- Coordinators, June, 1996. ment with curriculum and instruc- tion. Please contact the CC-VI if you Frankie Johnson is the Reading want to share Best Practices or Coordinator for Milwaukee Public Schools Promising Programs that exemplify Eileen Kaiser, Ph.D. is a Senior Training success in aligning standards, curricu- and Research Specialist for the lum, and assessment in your school Comprehensive Center-Region VI district.

Eileen Kaiser, Ph.D. Senior Training and Research Specialist WINTER/SPRING 1998 • 17

Web Site Resources on K–12 Literacy by Mary Chaffee ᮣ The Center for the Book in the ᮣ OERI BULLETIN Fall 1993 Library of Congress URL: http://www.ed.gov/bulletin/ In this issue nine web sites are high- URL: http://lcweb.loc.gov/loc/cfbook/ fall1993/ lighted which focus on K–12 literacy. Although some sites target a general The Center for the Book is located This Bulletin is published by the audience, others target a specific audi- on the Library of Congress web site. Office of Educational Research and ence such as teachers, parents, or kids. It was established by law in 1977 to Improvement. The Fall 1993 edition This is a small, choice sample of what stimulate public interest in books, features a number of articles related is available on the world wide web. As reading, libraries, and literacy. One of specifically to literacy, standards, and you surf the web, we invite you to visit its features is the ability to link to reading on a national level. In addi- the CC-VI Web Resource Library. affiliated centers in more than 30 tion, it provides links to other web URL: http://www.wcer.wisc.edu/ccvi/ states. The Center is a partnership sites. between the government and the pri- ᮣ Carol Hurst’s Children’s vate sector and serves as a catalyst and ᮣ National Center for Family Literature Site a source of ideas. Once you’ve Literacy (NCFL) explored this interesting site, check URL: http//www.carolhurst.com/ URL: http://www.famlit.org out the Library of Congress web site. This is an excellent and innovative site The National Center for Family for ideas about teaching using chil- ᮣ ED Initiatives...April 30, 1997 Literacy is a nonprofit educational dren’s books. Pre-K through 9th organization whose mission is the URL: http://www.ed.gov/pubs/ grade literature is reviewed. advancement and support of family EDInitiatives/97/04–30.html/ literacy services for families across the ᮣ Stone Soup The April 30, 1997 issue of ED United States through programming, Initiatives, “A biweekly look at training, research, advocacy, and dis- URL: http://www.stonesoup.com/ progress on the Secretary’s priorities” semination of information about fam- Stone Soup is an international maga- published on the U.S. Department of ily literacy. Their web site focuses zine which features stories, poems, Education web site, highlights stan- exclusively on . and art by young people ages 8 dards, reading, and literacy priorities through 13. It has a good web site as well as others. Each article is ᮣ The National Clearinghouse for that features a sample issue and links accompanied by a web site link pro- ESL Literacy Education to juvenile by authors such as viding further information on that (NCLE) Jane Austen and the Brontes. specific priority. URL: http://www.cal.org/ncle/ ᮣ The Children’s Literature Web ᮣ The American Literacy Council The National Clearinghouse for ESL Guide Literacy Education (NCLE) web site URL: http://www.under.org/alc/ provides a wealth of articles on topics URL: http://www.acs.ucalgary.ca/ welcome.htm/ relevant primarily to adult ESL ~dkbrown/index.html/ The American Literacy Council is a instruction. However, a number of Although targeted for children and nonprofit organization that provides useful articles can also be found on young adults, this is a great site for resources and assistance to persons family and intergenerational family lit- teachers and parents. This Guide pro- and organizations who are involved in eracy. NCLE is an adjunct ERIC vides a wealth of Internet resources the literacy crisis in America. Its web Clearinghouse at the Center for related to books for children and site provides facts on literacy, publica- Applied Linguistics (CAL). It is the young adults. It features updates on tions that seek or promote solutions only national clearinghouse focusing the latest book awards, the best books to the problem of illiteracy in English on literacy education, including family of 1997, what’s being read by chil- speaking countries, and provides literacy, workplace literacy, and native dren, discussion boards, quick refer- information on computer software language literacy, for adults and out- ences, and links to other sites. designed to help people of all ages of-school youth learning English as a having difficulty reading and writing. second language. Mary Chaffee is a Research and Outreach Specialist at the Comprehensive Center. She is the web master for the CC-VI web site. 18 • CC-VI FORUM

Upcoming events March National Association of Federal Networking, Developing and Renewing Education Program Administrators Resources and Strategies for Excellence in NCTM Southern Regional Conference In-Service Conference Science Teaching and Learning Sponsored Sponsored by the National Council of Sponsored by NAFEPA by the National Association for Research Teachers of Mathematics March 29–April 1, 1998 at the Key Bridge in Science Teaching March 5–7, 1998 at the Tampa Marriott Hotel, Arlington, VA April 19–22, 1998 at the San Diego Convention Center, Tampa, FL Information: Contact Donna Ruffin Princess Hotel, San Diego, CA Information: Contact Betty Richardson (703) 875–0774; fax (703) 807–1849 Information: Contact Art White (703) 620–9840; fax (703) 476–2970 National Association of State Directors (614) 292–3339; fax (614) 292–1594 Annual International Learning of Migrant Education Annual 16th Annual Johnson O’Malley/ Disabilities Association of America Conference Sponsored by NASDME Title IX Indian Education Workshop Conference. Sponsored by ILDA March 29–April 2, 1998 at the Galt Sponsored by Fond du Lac Tribal & March 11–14, 1998 at the Washington House, Louisville, KY Information: Community College Hilton and Towers, Washington, DC Contact NASDME 1–800–888–4687 April 22, 1998 Cloquet, MN Information: Contact LDAA National Association of Federally Information: (218) 723–4657 (412) 341–1514; fax (412) 344–0224 Impacted Schools Spring Conference Compensatory Education Title 1 National Association of State Boards of Sponsored by NAFIS Conference Sponsored by the Michigan Education Legislative Conference March 29–31, 1998 at the Hyatt on Association of State and Federal Program Sponsored by NASBE Capitol Hill, Washington, DC Specialists March 12–13, 1998 Washington, DC Information: Contact NAFIS April 23–24, 1998 at the Holiday Inn, Information: Contact NASBE (202) 624–5455; fax (202) 624–5468 Marquette, MI Connecting Our Global Community: Information: Contact MASPS (616) 954–2855; fax (616) 954–2489 TESOL ‘98 Sponsored by TESOL April March 17–21, 1998 Seattle, WA The 21st Annual Bilingual Education Information: Contact TESOL 58th Annual National School Boards Conference sponsored by the Michigan (703) 836–0772; fax (703) 836–7864 Association Exposition Association for Bilingual Education Sponsored by NSBA National Conference on Public Health April 30–May 1, 1998 Michigan. Issues and Youth, Building School, April 4–6, 1998 New Orleans, LA Information: (313) 487–0370 Community, and Government Consensus Information: Contact Deborah Young (703) 838-NSBA Sponsored by the National Association of May Secondary School Principals, the American National Association of Elementary School Health Association, and other School Principals’ National Principals 43rd Annual Convention of the national organizations Academy, Changing Schools for a International Reading Association March 26–27, 1998 at the Holiday Changing World Sponsored by NAESP Reading: Key to the Future, Key to Success. International Drive Resort in Orlando, FL April 4–7, 1998 Orlando, FL Sponsored by IRA Information: Contact David Anderson Information: (703) 684–3345; May 3–8, 1998 Orlando, FL (941) 778–6652; fax (941) 778–6818 fax (703) 518–6281 Information: (302) 731–1600, ext. 216 Exploring the Heart and Soul of American Educational Research Bilingual Special Education Institute Learning: 1998 ASCD Annual Association, Diversity and Citizenship in Conference, 1998 Sponsored by BSEI Conference and Exhibit Show Multicultural Societies Sponsored by May 12–13, 1998 Madison, WI Sponsored by the Association of AERA Information: Contact Conferences Division Curriculum Development April 13–17, 1998 San Diego, CA (608) 266–7292 March 21–24, 1998 San Antonio, TX Information: AERA (202) 223–9485; Title I Schoolwide Team Workshops Information: Contact service center fax (202) 775–1824 Co-sponsored by Wisconsin Department of 1–800–933-ASCD National Center for Family Literacy: Public Instruction and CC-VI 1998 State NDABBE Conference National Literacy Conference May 16–17, 1998 at the Holiday Inn March 26–27, 1998 at the Seven Seas Inn, Sponsored by NCFL Express, Janesville, WI Mandan, ND April 19–21, 1998 at the Information: Contact Elaine Granke Information: Contact Charlotte Kaseman Galt House Hotel, Louisville, KY (608) 267–1294 (701) 328–2720 Information: Contact Carmel Mackin (502) 584–1133

The activities reported in this document were supported by the U.S. Department of Education under grant #S283A50012–95B funded by the Office of Elementary and Secondary Education (OESE), and by the Wisconsin Center for Education Research (WCER), School of Education, University of Wisconsin–Madison. The opinions expressed in this document are those of the author and do not necessarily reflect the views of OESE or of WCER. WINTER/SPRING 1998 • 19

THE REGION VI Comprehensive Center and Field Sites The mission of the Centers under the Improving America’s School Act (IASA) is to empower school personnel to improve teaching and learning for all children. The technical assistance provided by the Comprehensive Centers is driven by the needs of the states and local school dis- tricts and by the needs of the children they serve. The Center serves the states of Iowa, Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin.

Main Site Subcontract/Field Sites Comprehensive Regional Assistance Center Eastern Michigan University Consortium—Region VI Phyllis Clemens Noda, Coordinator Walter Secada, Consortium Director Bilingual Education Wisconsin Center for Education Research Teacher Training Program School of Education Department of Foreign Language and University of Wisconsin–Madison Bilingual Studies 1025 W. Johnson Street 217 New Alexander Madison, WI 53706 Ypsilanti, MI 48197 (608) 263–4220 (313) 487–0370 (888) 862–7763 Fax (313) 487–0366 Fax (608) 263–3733 e-mail: [email protected] http://www.wcer.wisc.edu/ccvi/ e-mail: [email protected] Hamline University Mary P. Diaz, Field Office Manager 179 Drew Hall 1537 Hewitt Avenue Saint Paul, MN 55104–1284 (612) 523–2239 Fax (612) 523–2987 e-mail: [email protected]

United Tribes Technical College John Derby, Director 3315 University Drive Bismarck, ND 58504 (701) 258–0437 (800) 437–8054 Fax (701) 258–0454 e-mail: [email protected] Comprehensive Regional Assistance Center Consortium—Region VI Wisconsin Center for Education Research School of Education University of Wisconsin–Madison 1025 W. Johnson Street Madison, WI 53706