Iowa
Afterschool
Literacy
Links
Here
are some resources that are specific to Afterschool or that focus on
critical areas, like vocabulary development:ent
90%
of all
wordsnt and online.
LITERACY FACTS:
- 13
words represent 25% of ALL printed material
- 25
words represent 1/3rd of ALL printed material
- 100
words represent 50% of ALL printed material
- 1,000
words represent 90% of ALL printed
and web material
If we can work with
at-risk
children with 13, 25, 100 and 1,000 sight words and develop their skill
and confidence,
by
targeting specific areas that need
reinforcement, we CAN help them to improve their reading.
TEACHER
RESOURCES:
USING ONLINE
DICTIONARIES AND OTHER TOOLS:
The survey of 2,558 US parents and children, carried out for publisher
Scholastic and managed by YouGov, found that
only 51% of children said they love or like reading books for fun,
compared to 58% in 2012, and 60% in 2010.
Benefits
of Reading for Pleasure
-Kid's Read Now
Iowa
Children's Authors Who Do Programs at schools
Review this list and find 2 Iowa authors to invite to your program who
can get kids excited about reading for pleasure.
ELEMENTARY:
USING
HIGH FREQUENCY SIGHT
WORDS:
the
development of
fluent word reading depends heavily on learning to identify large
numbers of words by sight
More
Resources for Teachers:
Did you know that Dr.
Seuss used sight words in his books?
He wrote his books specifically to help struggling young readers.
Dr. Seuss E-Books
and videos
Online: (read the
book aloud, show the video, let students
read the book)
Here is a Lesson
for the book Green Eggs and Ham
(you can adapt this lesson to any book). PDF you can
download
MIDDLE
SCHOOL:
ENGAGE
STUDENTS
WITH THE WIZARD OF OZ (Read
the entire
collection online)
Example Lesson
-Chapter 1 -The Wonderful World
of OZ (You can follow this
example and read the story as a UNIT) Notice that
vocabulary words are bold.
Work on Geography as you
read about OZ by
exploring MAPS of OZ
All of the OZ stories are available from Project
Gutenberg
More
books
by Frank L. Baum from
Free Classic E-Books.
Middle
School Lesson
Plan Template
HIGH
SCHOOL:
RESEARCH:
- Helping Struggling Readers-
Crystal Kelly, MA.Ed. and Linda Campbell, Ph.D. Another main skill
struggling readers lack
is the ability to quickly recognize sight words.
Due to the
slower than normal development of "sight vocabulary," that many can
read fluently and automatically, the lack of rapid word recognition
limits comprehension for at-risk readers. It is therefore important to
teach common words. One approach, Dolch sight words, rank words for the
frequency of their appearance in print and can be used to teach word
recognition. http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/helping-struggling-readers/
-
Avoiding
the Devastating Downward Spiral -The
Evidence That Early Intervention Prevents Reading Failure
By Joseph K. Torgesen
"..Their ability to become fluent readers is compromised
because the development of fluent
word reading
depends heavily on learning to identify large numbers of words by sight
(Schwanenflugel,
Hamilton, Kuhn, Wisenbaker, and Stahl,
2004; Torgesen, Rashotte, and Alexander, 2001).
Because words do not
become sight words
until they are read accurately a number of times, both inaccurate
reading and diminished reading practice cause slow growth of fluent
word-identification skills. Furthermore,
the strongest current
theories of reading growth link together phonemic and sight
word-reading skills by showing how good phonemic decoding skills are
necessary in the formation of accurate memory for the spelling patterns
that are the basis of sight word recognition (Ehri, 1998).The terrible
spiral then spins even more strongly.
We know, for example, that delayed
development of reading skills affects vocabulary growth
(Cunningham and Stanovich, 1998), alters children's attitudes and
motivation to read (Oka and Paris, 1986), and leads to missed
opportunities to develop comprehension strategies (Brown, Palincsar,
and Purcell, 1986). If children fall seriously behind in the growth of
critical early reading skills, they have fewer opportunities to
practice reading. Recent evidence (Torgesen, Rashotte, and Alexander,
2001) suggests that these lost practice opportunities make it extremely
difficult for children who remain poor readers during the first three
years of elementary school to ever acquire average levels of reading
fluency." http://www.aft.org/periodical/american-educator/fall-2004/avoiding-devastating-downward-spiral