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OLA’s Reading Programs

OLA’s Reading Programs. A Recipe for Success. Silver Birch. White Pine. Blue Spruce. Red Maple. Golden Oak. Do They Make a Difference?. The Evidence of Two Case Studies Silver Birch 2003 at Edward Johnson Public School, Guelph Red Maple 2003 at King George Senior Public School, Guelph

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OLA’s Reading Programs

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  1. OLA’s Reading Programs A Recipe for Success Silver Birch White Pine Blue Spruce Red Maple Golden Oak Do They Make a Difference? The Evidence of Two Case Studies Silver Birch 2003 at Edward Johnson Public School, Guelph Red Maple 2003 at King George Senior Public School, Guelph Program Coordinators: Carolyn Forde, Beth McEwen, Sya Van Geest OLA Super Conference 2004 Session 904 (EQAO slides permission of Liz Kerr) For e-copies c/w notes: <syavg@rogers.com>

  2. Reading Programs Designed to Promote Reading for Fun If we teach children how to read, but none of them want to, have we done our job?Steven Layne. Life’s Literacy Lessons(IRA2001) OLA Reading Programs

  3. Enhancing School Library Programs Objectives of the school library program: • to create avid and discerning readers • to develop information literate learners Reading Programs help meet library goals effectively,andefficiently.

  4. How Can Libraries Attract Readers? A Library Program must respond to new knowledge, changing times, and aim to attract more readers! Be a leader in the Reading Culture in the school! love reading – talk books build rich library collections! enhance school/public links Collaborate with classroom teachers establish a free flow of books extend library hours seek help ~ funding, volunteers make every minute count run literacy events OLA’s READING PROGRAMS ONE EFFECTIVE STRATEGY!

  5. How Do We Get Children To Read? The literacy “platforms” are really pretty funny when you think about it. If there were one best way, don’t you think we would have found it by now? Steven L. LayneLife’s Literacy Lessons(IRA2001) OLA Reading Programs

  6. The Power of Reading Those who don’t read have no advantage over those who can’t” Mark Twain If we encounter a man of rare intellect, we should ask him what books he reads. Ralph Waldo Emerson Once you learn to read You will be forever free . Frederick Douglas. Abolitionist Leader. (ALA poster) Literature is my Utopia. Helen Keller

  7. We value readingA Vital Skill Making reading an activity of choice Reading gives choices Reading is Great ! Reading powers all learning Leads to success in all educational pursuits The best writers are readers OLA Reading Programs

  8. Free, voluntary reading increases reading ability in as well as writing, spelling, vocabulary, and grammar. Children read more when they see other people read. Children read more when home is excited about books. Children get much of their reading from libraries. Higher reading scores linked to school libraries. Librarians impact on the amount of reading. Reading Programs Founded on Solid Research The Power of Reading by Stephen Krashen

  9. How in the World Do Students Read? • The highest scores were achieved in countries where students had access to the most books: • The larger the school library, the higher the scores; the ten highest scoring countries have libraries twice as large as lower countries; • The more books in the classroom, the higher the scores (even in the poorest of countries). IEA compared the reading skills of 210,000 students from 32 different countries

  10. Types of Readers, Dr. G. Kylene Beers How do we embrace all readers? School Library Journal (Jan / Feb 1996) TheAvid Reader The Dormant Reader The Unmotivated Reader The Unskilled Reader ESL Gifted BoyReaders

  11. A ‘reading slump’ occurs in grade four that affects 1/3 of our children. Children aged six to eleven watch 10.9 hours of TV per week. Children aged twelve to seventeen watch 12.75 hours of TV per week. A Canadian study showed almost 2/3 of families read together an average of 22 min. a day – however this declines rapidly as children get older. Stats & Facts from Paul Kropp How to Make Your Child a Reader for Life. Paul Kropp (2000).

  12. OLA’s Silver Birch and Red Maple Designed to Make Childrenwantto Read • Ten or twenty carefully selected Canadian books • Selection committee of 25 school/public librarians assess current Canadiana • Promotes reading as free choice • Not designed for classroom instruction or curriculum support • Encourages reading as a social activity • Structures promote talk: bulletin boards, e-mail, author visits, celebrations • Designed for reader ~ author communication • E-mail, electronic bulletin boards, author / illustrator visits to libraries • Promotes Canadian literature • Selected list of quality current Canadian literature • Comes with easy access to lots of support • Online organizers, annotated list, Award Ceremony, www.accessola.com

  13. Silver Birch and Red Maple StudiesPurpose • To assess the impact of these reading programs as seen through the eyes of students, parents, and teachers • To measure students participation in Silver Birch and Red Maple reading programs in two different schools • To compare the participation of boys and girls • To compare fiction and non-fiction reading in Silver Birch • To calculate the total number of books read OLA Reading Programs

  14. General Guidelines • All reading is free, voluntary, and extra-curricular. • Students conference each book when read. • Books stamped as read after successful conferencing. • Students, who successfully complete all books, are taught to conference their peers and create interview questions. • Since school library budget can not afford this program, special funding is sought. • Readers participate in award celebrations with peers and authors, in school and OLA Awards Ceremonies Toronto. OLA Reading Programs

  15. Preparing and Launching Silver Birch • Researched Silver Birch 2003 • Experienced volunteer, OLA web site, course work • Discussed program with principal • Received strong blessing • School Council gift of $3000+ • Third year support: registration, purchase multiple copies, etc • Made a Silver Birch presentation at staff meeting • Presented schedule of assemblies, explain procedures • Distributed letter to students and families • Organized procedures: charts, student conferencing • Reading was extra curricular, voluntary

  16. Silver Birch at Edward Johnson Public SchoolReading Profile Case Study TOTALS • Participants: those who read and showed understanding when conferencing. • The 109 participants cast 90 ballots: 37 for fiction, 53 for non-fiction • Across the province 52,104 junior-age children voted in 2003

  17. Fiction and Non-Fiction Reading by Grade • A total of 427 fiction and 541 non-fiction books were read and discussed • Close to 1000 books were read and discussed in the 3 month program

  18. Silver Birch 2003 At Edward Johnson School • 53.6 % of junior boys participated in Silver Birch reading, compared to 86.6% of girls reflecting current studies and concern about boys and reading.

  19. Major Findings at Edward Johnson School 82.5% cast ballots 25 read all 20 The older the grade the greater percentage girls Gr 4~M 50% F 50%; Gr 5~ M 59% F 73%; Gr 6~ M 52% F 97% 92.7% French Immersion students participated Close to 1000 books read and conferenced 541 non-fiction 417 fiction 69.4% overall participation READERS VERY KEEN TO TALKBOOKS Enthusiastic responses NOTE: Edward Johnson one of 776 Ontario schools registered and 201 public libraries

  20. Red Maple at King George Stage 1: Preparing For Red Maple: Year One • Researched Red Maple • Experienced volunteer, OLA web site, course work • Discussed program with principal • Received strong blessing • Request funds from School Council • $1000 (e.g., registration, purchase eight copies of each novel • Made a Red Maple presentation at staff meeting • Presented schedule of presentations in school library • Organized Book Club • Reading was extra curricular, voluntary

  21. Red Maple at King George Launch and Procedures • Special launches in library ~ Book talks, description ofRed Maple, procedures • Club meetings Wednesdays at lunch ~ Conferencing, record keeping, ballots for prizes ~ Participation in Bulletin Board and e-mails to author • When students completed all ten novels taught to conference their peers. Prepared interview questions ~ 21 students read all ten books (13 girls, 9 boys) • Purchased tickets for Red Maple ceremony • Organized author visit for Red Maple Club

  22. Reading Record of Red Maple Club • 78 participants read and conferenced a total of 370 books • 19 conferenced one novel only, (for 11 of these it was Oppel’s Firewing) • 69 students read five or more to qualify to vote (compared to four last year) • 21 students read all ten novels • 14,243 students voted province-wide • King George was one of 584 schools and 31 public libraries registered

  23. Red Maple Novels Read Books Read All reading was recreational and part of an extra-curricular Red Maple Club Reading was followed by chats and discussions, not to test but to assure analysis Grade 7’s read and conferenced a total of 142 novels (English students 31, FI 111) Grade 8’s read and conferenced a total of 225 novels (English students 41, FI 184)

  24. Readers by Gender ~ 34 grade 7 students qualified to vote ~ 22 or 64 % were girls ~ 12 or 36% were boys ~ 6 students read all 10 novels (1 male, 5 females) ~ 35 grade 8 students qualified to vote ~ 20 or 57% were girls ~ 15 or 43% were boys ~ 9 students read all 10 novels (3 males, 6 females) OLA Reading Programs

  25. Red MapleMajor Findings at King George School 69 qualified to vote compared to 4 last year 34 grade 7’s and 35 grade 8’s read and conferenced Greatest participation in French Immersion 79 students read and conferenced 370 novels read 21 read all 10 novels VERY KEEN TO TALKBOOKS Enthusiastic responses OLA Reading Programs

  26. Parents’ Comments Different books ~ styles and genres Love conferencing approach Instead of computers, TV Led to book talk at home Authors were available Fosters love of reading Led me to the public library too It’s fun Non-fiction for fun Still talking about Toronto Festival My child read more Please continue Promotes Canadian literature

  27. Last Words From Our Young Readers I get to vote for the winner I liked the different types of books Love conferencing with my friends My mom and dad liked to see me read It actually made me read fantasy and I do not like fantasy I liked the non-fiction about real things Motivated me to read more The books filled my imagination Gave me the chance to go to the Ceremony My friends encouraged me to read It got me to read books I would not normally read I learned neat facts about earthquakes I read 20 books – Wow! OLA Reading Programs

  28. Silver Birch & Red Maple 2004 What can we do to encourage greater participation? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ OLA Reading Programs

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