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| March 15, 2005 | Issue
#07  Print
Friendly Version (PDF) |
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| Info Update
In Focus
ABC's of Reading
Pertinent Participant Info Chatterbox
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Dr. Z-Coe's Corner Best wishes, Reading Endorsement for ESOL (REESOL) Announced-Memo from Florida Department of Education http://info.fldoe.org/dscgi/ds.py/Get/File-2802/reesol.pdfOn March 4, 2005 the Florida Department of Education announced the Reading
Endorsement - ESOL Professional Development for
teachers who have the 300-hour ESOL Endorsement training. "Increasing
the number of teachers endorsed or certified in English for Speakers
of Other Languages (ESOL) who may also be high qualified to teach
reading will assist the state in fulfilling the Florida Department
of Education's Strategic Imperative 1: Increase the supply
of effective teachers." Last year the Department of
Education completed a Reading/ESOL Endorsement Crosswalk to
determine what additional hours of reading inservice were needed
to complete the Reading Endorsement for teachers who have finished
the 300-hours of ESOL inservice training. These teachers are
eligible for 80 hours of credit towards the Reading
Endorsement. The Florida Department of
Education, in collaboration with Florida
Literacy and Reading Excellence (FLaRE), has created
a third path to the reading endorsement
and has developed a Reading Endorsement Bundle (REESOL). The other
two paths are completion of the district Reading
Endorsement add-on plan or completion of fifteen hours with submission
of transcripts directly to the Department of Education certification
office. ALL three paths will result in the Reading Endorsement.
The REESOL training will be available (but not required) for all teachers who have the ESOL Endorsement due to completing the 300 hours of ESOL inservice training. It is advised that if a teacher is already completing the district reading add-on endorsement plan, they should continue their pursuit of the Reading Endorsement through that path. Read Together, Florida Read Together,
Florida is a statewide - one book/one state - literacy project designed
to encourage all Floridians to read and share the same book.
Governor Bush's Family Literacy Initiative manages this project. In
April, discussions of the book will be available on the Volunteer
Florida Foundation web
site, as well as at libraries and bookstores. Additionally, schools
are being encouraged to host their own book discussions and celebrations. Imagine the entire state of Florida reading and discussing the same book! Read Together, Florida, has chosen Hoot, by Florida author Carl Hiaasen, as the second book in their statewide book discussions. Hoot tells the fictional story of young Floridians who choose to take a stand when environmental and growth issues collide in a small town. Middle School Writing Contest: Middle school students throughout Florida are invited to write an alternative ending to Hoot. A panel of Florida educators, business people, and literacy leaders will select a first, second, and third place winner. Winners will receive scholarships, provided by Washington Mutual, the Read Together, Florida sponsor. The first place winner will receive a $1000 scholarship and his or her school will also receive $1000. In addition, the first place winner will also win a trip to meet Governor Bush and receive an autographed copy of the book. The second place winner will receive a $500 scholarship and the third place winner will receive a $250 scholarship. Check out all the contest information at the Volunteer Florida Foundation web site. Contest entries are due April 8, 2005. FOR-PD Open Enrollment DatesFOR-PD will be holding open registration for summer and fall in the next several months. |
Dear FOR-PD Participant: 
| Open Registration Begins | March 14, 2005 |
| Open Registration Ends | May 2, 2005 |
| Summer Courses Begin | May 16, 2005 |
| Summer Courses End | August 22, 2005 |
| Open Registration Begins | June 20, 2005 |
| Open Registration Ends | August 15, 2005 |
| Fall Courses Begin | August 29, 2005 |
| Fall Courses End | December 5, 2005 |
Teachers wishing to register for either summer or fall courses will be able to do so from our homepage
http://www.itrc.ucf.edu/forpd. Look for the registration link during the enrollment dates.
FOR-PD and Alternative
Certification
The Florida Department of Education Bureau of Educator Certification has announced efforts to emphasize reading in every district's Alternative Certification Program. The Department of Education has suggested that districts use one of three options to satisfy this requirement.
- Florida Online Reading Professional Development (FOR-PD) Program
- Competency 2 course approved on the district's Add-On Reading Endorsement Program
- A 3-semester hour college-level reading course that addresses "Foundations of Research-Based Reading Practices"
Funding
Opportunities
Dollar General Literacy Foundation
The Dollar General Literacy Foundation has increased
the functional literacy of adults. They provide grants to non-profit
organizations dedicated to the advancement of literacy for adults
or families in need. The two areas of focus are: literacy instruction
for adults, (which includes Adult Basic Education, GED preparation,
and English for Speakers of Other Languages) and family literacy.
Deadline: April 8, 2005
Funding: varies
Eligibility: nonprofit 501(c)3 organizations
Contact: Dollar General Literacy Foundation, (615) 855-5201
Web site: http://dollargeneral.com/community/dgliteracy.aspx
Holidays,
Happenings, & Events
UCF
College of Education 7th Annual Literacy Symposium University of Central Florida Content Reading and Literacy: The Spotlight is on You! |
April 1, 2005 |
| April 2, 2005 | |
ASCD
2005 Annual Conference Voices of Education: Unleashing the Power, Passion, and Promise Orlando, FL |
April 2 - 4, 2005 |
| April 4-8, 2005 | |
Young
People's Poetry Week |
April 11 - 17, 2005 |
| April 16, 2005 | |
| April 22 -23, 2005 | |
International
Reading Association Annual Convention |
May 1 - 5, 2005 |
| May 9 -13, 2005 | |
| June 13-15, 2005 | |
2005 Literacy Through Leadership Conference Hilton Daytona Beach/Ocean Walk Village |
July 12 - 14, 2005 |
Reading First, Reading Coaches Conference |
August 8-11, 2005 |
| October 20-23, 2005 |
Political and policy influences on literacy have been identified as a hot topic in IRA's annual What's Hot and What's Not for 2005. Why is it important for teachers to be knowledgeable and involved in the political realm? The decisions made at the federal, state, and local levels impact teachers daily.
Educators in Florida form one of the largest single voting blocks in the state. As a group, we are powerful. As informed and active constituents, we play an important role in shaping legislation. Each of us must choose to make a difference by either becoming knowledgeable about the legislation impacting education today or becoming an active participant in shaping policymaking. Therefore, it is important for teachers to stay informed on the issues that are important to education and our students.
This month's In Focus section is about political and policy influences on literacy important to Florida educators. Read about current legislation and think about what it means for your classroom, instruction, and students.
Florida Middle Grades Reform Act
In
2004, the legislature passed SB 354, Public School Educational Instruction,
and Governor Jeb Bush signed it creating the Middle
Grades Reform Act. The
Middle Grades Reform Act was created to provide added focus and rigor
to middle grades academics, with reading being the foundation, so that
students promoted from eighth grade will be ready for success in high
school. There are four main components to the Middle Grades Reform Act:
- Middle Grades Curricula and Coursework
- Rigorous Reading Requirement
- Comprehensive Reform Study on the Academic Performance of Middle Grade Students and Schools
- Personalized Middle School Success Plan
Nationally, 2003 NAEP data for Florida reported the average scale score for eighth-grade students was 257. Looking back at previous data from the NAEP, there was no statistical difference with previous scores. The average score in 2002 was 261. In 1998, the average score was 255. Florida's average score (257) was below the national average for public schools (261). Florida's eighth-grade students are reading below the nation's average and are not improving significantly from year to year. For the year 2003, 27-percent of students in Florida performed at or above the proficient level on the NAEP. This was down from 29-percent in 2002.
Under the states A+ plan, Florida is experiencing an increasing trend of secondary schools earning D's and F's. For 2004, 80-percentage of elementary schools received an A or B. The state concludes this is the result of concentrated reform efforts at the elementary level. For middle schools, 64-percent earned an A or B, a significant drop from the elementary level, and 28-percent of high schools earned an A or B. Additionally, Florida's retention rate is greatest at ninth grade, with 23-percent of ninth graders being retained. This data, along with the percentage of ninth-graders reading below proficiency as measured by the FCAT, indicates that ninth-grade students are not entering high school prepared for success.
What is working? The Middle Grades Reform Task Force looked at schools that were successful in moving low achieving students up achievement levels on FCAT Reading. They found that there is not one clear prescription for all schools. Essentially, it appears that focused instruction in the classroom is what is working for students, especially low performing students. Below is a list of qualities the task force found in four schools identified at being successful in moving students up achievement levels.
- instruction centered on diagnostic information for placement
- all students spend time each day working on reading (comprehension and fluency development, higher order thinking skills, effective communication- oral and written)
- teacher professional development focused on reading
- creation of professional learning communities
- believing in high expectations for teachers and students
- data-driven decisions
- grouping students based on interest in a particular theme instead of grade level
- textbooks used as references not curriculum
- curriculum integration
- individualized instruction
- setting goals and articulating them to students
- knowledge of student learning styles
Read more about the Middle Grades Reform Act.
Middle Grades Report Released
Middle Grades Reform - Report and Recommendations - February 18, 2005 (PDF)The
Department of Education has released the Middle Grades Reform Report
and Recommendations. These recommendations come after many meetings
across the state and input from various stakeholders including the
Middle Grades Reform Taskforce, Middle School Reform Public Forums,
and a survey on the Middle School Reform web sit. The Commissioner
of Education recommends the following to increase the academic performance
of middle grades students and schools. Recommendations to the Legislature:
- Adopt the following mission statement for Florida middle grades: "The purpose of middle grades is to prepare students for successful completion of rigorous courses in high school."
- Require school boards to use the statewide high school grading scale (90-100=A, 89-80=B, etc.) for all middle grades students.
- Eliminate social promotion by legislating the concept and practice merit-based promotion to grades 6, 7, and 8.
- Change retention policies for middle grades so that students
failing one or two courses are not
required to repeat other courses they have passed.
- Require that all students reading at Level 1 or 2 on the FCAT be enrolled in an intensive reading
course, taught by a highly-qualified reading teacher. Require all middle school students scoring Level
1 or 2 on the FCAT Reading in the previous grade to earn the equivalent of one reading credit each
year until the student is performing at Level 3 or higher, beginning with 2006-2007 entering sixth
graders.
- Require a credit-based system for middle grades. Establish minimum course requirements for
successful middle school completion similar to current statutory course requirements for high school
graduation. Core academic courses should be offered the entire year. Require all middle grade
students to earn the equivalent of a credit each year in the following subjects: language arts,
mathematics, science and social studies.
- Continue to support the mission of the Florida Center for Reading Research (FCRR), one part of
which is, "To conduct applied research that will have an immediate impact on policy and practices
related to literacy instruction and assessment in Florida."
- Direct Council for Educational Policy, Research, and Improvement (CEPRI) to conduct a study on perceived grade inflation in grades 6-8, including an examination of the number of students who score a Level 1 or 2 in reading, math and science on the FCAT and receive a grade of "C" or better on their report card.
- Create the "Developing Educational Leaders for Tomorrow's
Achievers" program to establish a high
quality, competency-based, customized, comprehensive and coordinated
statewide professional development program that is aligned
with Florida's standards for school leaders adopted by the
State
Board of Education.
- Review the middle grades Sunshine State Standards to ensure that the standards address
appropriate rigor and relevance in their requirement for teaching and learning. Review Florida's five
middle grades subject area examinations to ensure alignment with the Sunshine State Standards and
middle grades curriculum, adequate rigor, and appropriate passing scores.
- Recommend to the Legislature minimum course requirements for middle school completion. Ensure
that the middle grades course offerings in the Course Code Directory are rigorous and aligned to the
expectations for successful student performance in the 9th grade.
- Champion a statewide effort to increase teacher compensation
via salary, benefits, and various bonuses
and other financial incentives, to allow for salary differentiation
that focuses on performance rather
than longevity.
- Conduct a review of the instructional materials adoption process
and the methodology used to
identify instructional material costs.
- Review the preparation components for each of the alternative
certification programs to ensure that
essential reading competencies are required.
- Review and revise the requirements for approval of teacher preparation programs, including prerequisite courses, required competencies, and field experiences, to ensure that future teachers can demonstrate through a variety of field experiences the Sunshine State Standards, the FCAT, rigor/relevance/relationship framework, use of reading strategies in all content areas, and the Continuous Improvement Model. Field experiences should include experience in elementary, middle and high school for all subject disciplines. Current graduates of teacher preparation programs employed in Florida public schools have demonstrated an inconsistency in their knowledge of the relationship between the state assessment system (FCAT) and the Sunshine State Standards and in their hands-on experience with middle school students. Although program requirements were changed in recent years to add additional reading courses to the required curriculum for elementary education majors, there is no system to assess whether graduates can utilize research-based reading strategies in their teaching, especially teaching reading in the content areas. Additionally, principals report having to provide new graduates from preparation programs with training in the use of FCAT and its relationship to the Sunshine State Standards. There are currently no requirements for students of teacher preparation programs to learn current models of continuous improvement and the importance of rigor/relevance/relationships on student learning. As the state moves to implement these proven effective strategies for school improvement state-wide, colleges of education should also begin training their teacher candidates so that as graduates and first year teachers they will be ready for the classrooms of the future. Existing regulations on the approval process for teacher preparation programs severely limit the flexibility colleges need to be able to adapt quickly to the latest research models in effective instructional practices.
- Provide teachers the following content and practices through continuing professional development:
- Knowledge of all aspects of the Sunshine State Standards, the FCAT and their relationship
- Effective pedagogy through practical experiences. These should be varied and include observing and practicing at all levels of K-12, regardless of the area of certification
- Teaching reading in the content area
- Rigorous subject area content and effective teaching strategies, including vertical mapping: content for current grade level(s), and the knowledge that comes before and after that grade level(s)
- How to assess students to determine whether they have learned
what has been taught in the
classroom. Provide a variety of different assessment models
- rubrics, projects, displays, and
others that teachers may choose to use in their classroom
- Establish local K-20 Articulation Committees to ensure the alignment of local curriculum expectations
through the analysis of student achievement indicators.
- Review middle grades course offerings to determine the
accessibility and availability of "higher level"
electives offered in middle grades.
- Review discipline and alcohol, tobacco, and other drug
use data and information related to parent, student, and
teachers' perceptions of school safety to identify areas
for needed improvement;
develop actions needed to enhance student academic and social
behavior success.
- Review policies relating to attendance and tardiness to determine if the policies are effective. School boards should assess whether different measures are needed for those students (and their parents) who are tardy to school, or habitually get picked up early.
Florida's Reading Endorsement
Reading has been declared a critical teacher shortage area in Florida. To increase instructional capacity for high quality reading instruction, Governor Bush recommended, and the Board of Education approved, the creation of the K-12 Reading Endorsement in 2002. The Reading Endorsement is a competency-based add-on endorsement. There are a total of six competencies with the last being a supervised practicum. Each of the six-competencies builds upon the others. Districts were given the task of developing their specific Reading Endorsement plans, which must be approved by the Just Read, Florida! office. Since the creation of this legislation, much activity has gone on around the state in order to help teachers meet the July 1, 2006 deadline.The Florida Online Reading Professional Development course was created to meet competency 2 of the Reading Endorsement. FOR-PD offers an intensive, current, interactive, effective, and efficient multimedia professional development program in reading for K-12 teachers. The course provides research-based qualities of effective reading instruction, Florida's formula for effective approaches to teaching reading, assessment, and teacher growth in reading. To date almost 15,000 teachers have enrolled in the FOR-PD course.
The Florida Literacy and Reading Excellence (FLaRE) project, housed at the University of Central Florida, has become a literacy center for professional development as part of the Just Read, Florida! initiative. FLaRE assists the Department of Education initiatives by disseminating information about literacy instruction and assessment statewide. FLaRE has developed modules that meet the requirements of competencies 4, 5, and 6. These modules are presented in a traditional face-to-face training format. Many districts have incorporated these modules into their district Reading Endorsement programs. The FLaRE coordinators continue to train facilitators in each district. The FLaRE web site contains many resources for competency 4 and 5 - Foundations of Differentiation and Application of Differentiated Instruction and competency 6 - Demonstration of Accomplishment.
On February 3, 2005, Just Reading, FL! announced an additional course for competency 1 entitled Teaching Content Reading for Middle and High Schools. Competency 1 addresses the foundations of language and cognition, how the language structure, function, and cognition of language impact the five major components of reading. The online course for competency 1 is housed at Florida State University. Information on this course is available at http://www.justreadflorida.coe.fsu.edu.
Local school districts have developed plans to provide a means for educators to meet the Reading Endorsement requirements. The FOR-PD office gets many calls from teachers asking what do they take next, what other courses are available, and how to register for the next course. If you have taken the FOR-PD course and are ready for the next step, you should contact your district office to see what courses they are offering.
Reading Endorsement Resources
The Just Read, Florida! web site has a link to information on the Reading Endorsement.
- Reading Endorsement Competencies (pdf)
- Reading Endorsement Questions and Answers
Part 1
Part 2
Part 3
Resources on the WWW
Florida Reading Association (FRA) - The Florida Reading Association is a professional organization which promotes quality literacy instruction, advocates life long reading, works to clarify educational issues for decision makers, and supports research in the literacy field.
International
Reading Association (IRA) - The International Reading
Association is a professional organization for individuals
involved in teaching reading to learners of all ages. Their focus
has expanded to address a broad range of issues in literacy education
worldwide. Whether you are interested in research or practice, traditional
print-based reading and writing, or the "new literates" of
the Internet age, new readers, or those acquiring higher-level skills,
IRA has something for you. IRA also provides opportunities for members
to share ideas, ask questions, and connect with others who are advocating
on behalf of teachers and learners.
Activist
Educators - This site features snapshots of the work of
the Staff Development Leadership Councils that the National Staff Development
Council created in 1998. The groups help to shape policies
and legislation in their states.
It
All Comes Down to the Teacher - This is an article that
appeared in the National Staff Development Council's, Journal of Staff
Development, Fall 2000. The article is an interview with Terry Dozier,
who was the senior advisor on teaching to the US Secretary of Education
Richard Riley. Dozier discusses her role as a senior advisor and the
impact on policy and legislation.
National
Education Association - The National Education Association
(NEA) is the nation's largest professional employee organization
and is committed to advancing the cause of public education.
NEA believes every child in America, regardless of family income
or place of residence, deserves a quality education. In pursuing
its mission, NEA has determined that it will focus the energy
and resources of its 2.7 million members on improving the quality
of teaching, increasing student achievement, and making schools
safer, better places to learn. NEA is the sponsor of Read
Across America every March.
NEA Resources:
Florida
Education Association - The Florida Education Association
(FEA) represents the National Education Association at the state
level. Their mission is to advocate the right to a free, quality
public education for all; advance professional growth, development
and status of all who serve the students in Florida's public
schools; and engage members and communities to ensure that all
students learn and succeed in a diverse world.
Florida Association
of School Administrators (FASA) - Each year FASA sponsors Legislative
Days which is an opportunity for educators across the
state to speak with legislators about policies and issues before
the state legislature.
No Child Left Behind: A Tool Kit for Teachers -This booklet produced by the Federal Department of Education explains NCLB and the impact it has on teachers.
FOR-PD Reading Strategy of the Month
This month's reading strategy focuses on developing and assessing fluency. Fluency is the ability to read orally with speed, accuracy, and proper expression. At the secondary level, students who struggle with fluency typically fall behind their peers and struggle with the process of comprehension. One goal of reading instruction is to help students build fluency so that more emphasis can be placed on comprehension. One research-based method of improving fluency is through repeated readings. Students read selections of text aloud repeatedly until the desired fluency is achieved. Student progress can be checked through curriculum-based measurements. Check out the FOR-PD Reading Strategy of the Month to learn how to use repeated readings and assess fluency.
Take a look at the reading strategy and the examples provided from
elementary and secondary levels. Try this strategy in your classroom
and then email us and tell us how it worked (forpd@mail.ucf.edu).
Also, don't forget to share the strategy with your colleagues. Each
month we feature an effective reading strategy, explain the rationale
behind the strategy, give directions on how to use the strategy with
students, ideas for adapting the strategy to different content areas,
ideas for assessing the strategy, and, of course, a printable PDF version
of the strategy. Check out our Reading Strategy Archive to see past Reading
Strategies of the Month.
Literacy on the Web
Phonemic Awareness - This web site has many activities and resources designed to make both teaching and learning of phonemic awareness more fun.
Phonics and Word Study - This web site offers free online interactive games, challenges, and links for students. There are also resource links for parents and teachers. (preK - 5th grade)
5 Surefire Strategies for Developing Reading Fluency - This article features five strategies which give students the practice they need to develop fluency.
Lexile Power Vocabulary - Lexile Power Vocabulary is a systematic and individualized approach to vocabulary development that enables the teacher to assist students in grades 2 - 12. The web site contains a database of instructional word lists, activities, assessment, and teacher answer keys for many books.
Understanding Authentic Classroom-Based Literacy Assessment - This site provides valuable information on authentic literacy assessment. Learn how to become more efficient at classroom-based assessment.
Sunsations-This site provides a searchable database of Florida's Sunshine State Standards. You can search standards by grade level, subject area, and/or key word. The database also allows you to search across grade levels, so that you can see where concepts are introduced, expanded, and reinforced. There are links to tools and resources that support the implementation of the Sunshine State Standards.
In Motion: The African-American Migration Experience- This site presents more than 16,500 pages of texts, 8,300 illustrations, and more than 60 maps. Teachers can find lesson plans and Internet gateways to more information. The site also provides research resources for students. This site is supported by the Schomburg Center for Research in Black Culture.
Highlighted Books of
the Month
This month we are celebrating National
Women's History Month. The
2005 Women's History Month theme, "Women
Change America," honors
and recognizes the role of American women in transforming culture,
history and politics as leaders, writers, scientists, educators,
politicians, artists, historians, and informed citizens.
Let It Shine: Stories of Black Women Freedom Fighters by
Andrea Pinkney, Stephen Davis Alcorn (illustrator)
Rosa Parks refused to give up her seat on a bus and sparked a boycott that changed
America. Harriet Tubman helped more than three hundred slaves escape the South
on the Underground Railroad. Shirley Chisholm became the first black woman elected
to the US House of Representatives. The lives these women led are part of an
incredible story about courage in the face of oppression; about the challenges
and triumphs of the battle for civil rights; and about speaking out for what
you believe in, even when it feels like no one is listening. (from Harcourt
Trade Publishers)
You
Forgot Your Skirt, Amelia Bloomer! by Shana Corey & Chesley
McLaren (illustrator) preK-2nd grade
The spirited and "improper" Amelia Bloomer founded a newspaper
and fought for the right to vote, but she's best known for her fashion
innovation. Breezy, stylish illustrations and irreverent text bring
the birth of bloomers to life. Your non-conformist will adore this
humorous look at Bloomer's life filled with anecdotal information
about restrictive fashions of the 19th century. (from Scholastic,
Inc.)
The
Keeping Quilt by Patricia Poloco (preschool-grade3)
Patricia Polacco tells the story of her own family through strongly moving pictures
that are as heartwarming as they are real. The quilt remains a symbol of her
family's enduring love and faith.
In My Family (En Mi Familia) by Carmen Lomas Garza (grades 1-4)
Through her paintings and personal stories, Carmen brings to life loving memories
of growing up in a traditional Mexican American community: eating empanadas,
witnessing the blessing on her cousin's wedding day, and dancing to the conjunto
band at the neighborhood restaurant. (from Children's
Book Press)
Tatterhood and Other
Tales edited by Ethel Johnston Phelps (Grades 1-6)
All the central characters in these folktales are spirited females - decisive
heroes of extraordinary courage, wit, and achievement - who set out to determine
their own fate. Some of the stories are comic, some adventurous, some eerie,
and some magical. The 25 traditional tales come from Asia, Europe, Africa, and
the Americas. (from The
Feminist Press)
Wilma ManKiller: Chief of the Cherokee Nation by Bruce Glassman
(grades 3-7)
This book examines the life of Wilma Mankiller, who after a career
in community service, became the principal chief of the Cherokee Nation.
The Invisible Thread by Yoshiko Uchida (grades 5-9)
Children's author, Yoshiko Uchida, describes growing up in Berkley, California
as a second generation Japanese American. She recounts her family's internment
in a Nevada concentration camp during World War II.
A
Separate Battle: Women and the Civil War by Ina Chang (grades 5-12)
This book contains vignettes from such notables as Harriet Beecher Stowe, Clara
Barton, Harriet Tubman, Soujourner Truth, and Louis May Alcott, as well as
portraits of lesser known but equally important individuals. (from Penguin
Putnam Books for Young Readers)
The
Day the Women Got the Vote: A Photo History of the Women's Rights Movement by
George E. Sullivan (grades 5-12)
A remarkable photographic record of the Women's Movement from Seneca Falls
to the present. Engaging black-and-white photographs and reproductions present
a wide range of women through portraits of well-known individuals and informal
shots of unknowns. The history of the 19th Amendment, the role of the suffragists
and abolitionists on both sides of the Atlantic, and the subsequent struggle
for equal rights, including the defeat of ERA, are described in the straightforward
text that accompanies the visual documentation. (from School Library Journal)
A History of Women in America by Carol Hymowitz & Michaele
Weissman (grades 6-12)
From colonial to modern-day times, this narrative history, incorporating first-person
accounts, traces the development of women's roles in America. Against the backdrop
of major historical events and movements, the authors examine the issues that
changed the roles and lives of women in our society. (from the publisher)
33 Things Every Girl Should Know About Women's History:
From Suffragettes to Skirt Lengths to the ERA by Tonya Bolden
Here's the perfect book for anyone interested in learning more about girls
and women in the United States from the 18th century to the present. Featuring
contributions from a wide variety of women, including well-known nonfiction
writers, a children's librarian, historians, and many more, this book provides
an engaging, inspiring, informative look at the role women have played in shaping
American history. (from the publisher)
For additional book ideas, visit the resource materials from The
National Women's History Project. There are booklists for children
and for teens.
Additional Women's History Month Resources
Women's History Month Calendar
Biographies
of Famous Women on the web
Women of Influence
National Register of
Historic Places Women Change America
What We're Reading
We invite you to share what you are reading and what your students are reading. To participate, send an email to forpd@mail.ucf.edu, and in the subject heading, put What We're Reading. Include the title of the book, the author, and a summary or review. We look forward to hearing what you are reading.
Facilitator Jean Salamon is reading The House on the Gulf by Margaret Peterson Haddix. "I really enjoy reading the books by Margaret Peterson Haddix. She has written the Shadow Children series about a society where only two children per family are allowed. These books are about what happens to the third child in a family. The latest book by her I am reading is The House on the Gulf, which is about a family who is house-sitting for the summer and the girl in the story suspects they are not supposed to be there. It takes place in Florida. I met Margaret Haddix at IRA in Orlando a couple of years ago, so her books are extra special to me."
Facilitator Hope Shirey is reading The Battle of Jericho by Sharon Draper. "I recently finished reading Sharon Draper's Battle of Jericho and found it a powerful piece of young adult literature. I'm reading it to a class and this group of 8th graders are making some interesting comparisons to what the recruits for a club in the story had to do to some initiation rituals for gangs."
Catherine Glass is reading Sexy by Carol Joyce Oates. "The story is told by Darren Flynn, a 16-year-old who is suddenly popular, handsome and 'sexy'. One afternoon, Daryl's English teacher, Mr. Tracy, acts overly friendly toward Darren as he gives him a ride home from school and asks the teen to address him by his first name. Darren's uneasiness increases when the teacher gives him a higher grade than he feels he deserved. Some fellow swimmers, who did not fare as well in the English class, hatch a plot to get back at Mr. Tracy by fabricating lies about him. The lies snowball and Mr. Tracy's career is on the line. Will Darren who knew about but didn't participate in the hoax, become a hero, coming to the teacher's rescue, or a coward, remaining silent and letting the hoax destroy the teacher?"
Professional Book Recommendations
Making Sense: Small Group Comprehension Lessons for English Language Learners
by: Juli Kendall and Outey Khou (out April, 2005)
Reading is about understanding. Many English language learners struggle
to understand what they are reading. The authors believe that small
group instruction is the key to advancing ELL learners understanding
of text. The book's five main sections are geared to the stages of
language proficiency. The authors outline fifty-two lessons that
teach students how to make meaning through making connections, visualizing,
inferring, asking questions, determining importance, and synthesizing
information. The lessons presented follow a four-part teaching framework:
(1) building background and using prior knowledge to build connections,
(2) explicitly telling students what they are going to learn and
why they are learning it, and then teaching them, (3) students practice
while the teacher checks for understanding, monitors, and makes adjustments
to instruction, and (4) providing independent practice. (from Stenhouse)
Reader to Reader: Building Independence Through Peer Partnerships
by
Mary Lee Prescott-Griffin (grades K-2)
Discover how peer partnerships can help students take on responsibility
for their learning and develop good reading skills and habits. Reader
to Reader is filled with advice and tools for successfully introducing
and facilitating peer partnerships among your young readers. (from
Heinemann)
Literacy Leadership: Six Strategies for Peoplework
by Donald McAndrew
In the past few years, teacher leadership has received increased
attention in schools, across states, and nationally. This book will
help guide you in improving your literacy leadership skills to enhance
your professional practice. The author begins by familiarizing the
reader with research and theory on leadership focusing on leadership
in schools and literacy education. He then presents six strategies
used by successful leaders. You will learn the importance of each
strategy, its connection to theory and research, and additional methods
for putting each strategy to work. (from International
Reading Association)
Read
a sample chapter.
Reading Education Policy: A Collection of Articles from the International Reading Association
editors
Patrick Shannon & Jacquiline Edmondson (IRA)
This collection of articles aims to help reading educators, reading
researchers, and administrators become knowledgeable about policies
and policymaking, and ultimately, choose a course of action based on
this new knowledge. The articles are organized into three sections:
Policy-Driven Work, Policy Communications Concerns, and Critical Policy
Action. The more you know about policies, the more you will
raise questions about them, and the more involved you become in their
debate, the more powerful you can be in your decision-making efforts
on behalf of reading education. (from International
Reading Association)
Read
a sample chapter.
Falling Behind?
The FOR-PD office has been doing quality assurance checks on participants in the spring courses. We have contacted many participants who have either not started the course or who are already behind in the course. Participants should be completing one lesson a week over a 14-week period. If you are behind in the course at this time, make it a point to spend some time catching up. We have found that those participants who get behind many times DO NOT finish in time and receive an incomplete. Many facilitators send emails and post messages explaining the course time line. It is extremely important that participants follow these time lines. Below are some suggestions for getting caught up.
- Contact your facilitator and let them know that you are trying to catch up. They want to know that you still want to be in the course.
- Just like we schedule appointments, schedule a time to sit down and complete one or two lessons. This might mean you need to schedule two to three hours of time, depending on how far you are behind.
- Print out the material so that you can take it and read during
those times when you are waiting at a doctor's office or on your
planning time. Find time to squeeze in a few moments throughout
the day to do some of the required reading.
- Keep track of due dates. Don't fall behind again. Get the lessons done each week.
New Course Features
The FOR-PD Tech team has been working diligently on incorporating new and improved features in the course.
Many participants have asked, "Where is the literacy log?" In response to some confusion, the tech team has now made it very clear where the literacy log is located. Just as the Do This and Try This have their own logo, the Literacy Log now has its own logo. It shouldn't be too hard to locate the literacy log in the course now.
Many participants have asked is there an easier way to navigate through the pages of the lesso. I hate going to the bottom of every page and clicking the forward arrow button, it takes to much time. The answer is YES; the lesson bar at the top of the lesson page makes it very easy to navigate through the content of the lesson. The tech team has also just modified this to make it even easier. The lesson bar looks like the one below and is found in every lesson. If you run the cursor over the bar a drop down menu will appear.
The drop down menu under introduction will allow you to go directly to the introduction or the literacy log.
A
new feature we have added to the course is the case studies. They
provide realistic applications to strengthen understanding. The
guiding questions provide for reflection on the content of the
lesson and the case studies. We have gotten many questions about
the guiding questions. Starting this summer, participants will
have a reflection page in their literacy log where they reflect
on one of the guiding questions. 
Under content, participants can move through the lesson easily by clicking on the section of the text they wish to go. This allows you to move through the lesson easily and efficiently. You no longer have to scroll down to the bottom of the page and click on the forward arrow.
FOR-PD Quizzes
Recently, FOR-PD has been getting a number of questions about the quizzes. Below is a brief review of pertinent information on questions we have been receiving about the quizzes.
This is very important. Quizzes are conditional. What does this
mean? You must score 16 or higher (80%) on a quiz before the
next quiz will become available. If you have taken a quiz and
you haven't received a grade, it is possible that your quiz will
have to be force graded. Facilitators and/or the Help Desk can
force grade your quiz.
I click on the begin quiz button and nothing
happens? You probably
have an issue with a pop-up blocker. There are directions for
disabling pop-up blockers in the Troubleshooting
Guide found on the side navigation bar
in the course. If you are unable to resolve the issue using the
Troubleshooting Guide do not hesitate to call our Help Desk.
I have taken this quiz three times and I keep getting
the same grade. What am I doing wrong? FOR-PD offers
feedback on each quiz question. When you have finished taking
the quiz, you should click the view results button. When you
view your results, you will see the question, your answer, the
correct answer, your score for that question and written feedback
on the correct answer. The corrective feedback is meant to give
you information that will help you if you need to take the quiz
again.
FOR-PD Help Desk
Feeling
frustrated? Can't figure it out? Don't forget the FOR-PD Help
Desk is available. Help
Desk hours are:
Monday through Friday 9:30 A.M. - 4:30 P.M. &
6:00 P.M. - 10:00 P.M.
Saturday 10:00 A.M.- 3:00 P.M.
The phone number is 1-866-863-READ (7323) toll free,
Florida calls only. For non-Florida calls only 407-249-4702. Technical
support is also available through AOL Instant Messenger, screen
name "forpdhelp".
You can also reach
the FOR-PD Help Desk via email - helpdesk@orion.itrc.ucf.edu.
Make sure you state your name, section, problem, and how you can be reached (either through email or phone with a phone number).
Return
to Top
Online Chat
SPECIAL
CHAT ANNOUNCEMENT FOR CURRENT PARTICIPANTS AND FACILITATORS
FOR-PD will be holding a special chat on the Florida
Reading Endorsement and the Middle Grades
Reform Act in March. Our
special guest for this chat will be Evan Lefsky, reading specialist
for grades 6-12, from "Just Read, Florida!". If you are
interested in attending this chat, please email Catherine Glass at forpd@mail.ucf.edu and
in the subject heading of the email type March
Chat. This chat will be by invitation only, so please respond
early.
If you have any questions you would like answered by Evan regarding
either the Reading Endorsement or the Middle Grades Reform Act, please
email the same address, and we will have Evan answer your questions
and post them on our website.
OTHER UPCOMING CHATS
The FOR-PD Team will be hosting a chat for all participants who have questions about technology or the course. The chats are an hour long. The first 30-minutes will be dedicated specifically to technology help and the final 30-minutes will include specific questions about the course or the content of the course. Please make sure you review the chat protocol.
| WHEN: Wednesday, April 6, 2005 TIME: 7:00 PM EST - 8:00 PM EST CHAT ROOM: General Chat for All Courses WHO: Participants who live in the middle of the state (Orange County) and south TOPIC: technology and general course questions |
WHEN: Thursday, April
7, 2005 TIME: 7:30 PM EST - 8:30 PM EST CHATROOM: General Chat for All Courses WHO: Participants who live north and west of Orange County TOPIC: technology and general course questions |
FOR-PD Wrap Up! Many FOR-PD courses will be coming
to a close in May. This chat is all about your experience. What worked
well? What didn't work so well? What did you like? What
are you still confused about? What do you think of the case studies?
How did you use the case studies in your course? We want to hear
all about your experiences.
WHEN: Tuesday, April 26, 2005
TIME: 7:00 PM EST to 8:00 PM EST
CHAT ROOM: General Chat for All Courses
WHO: Participants from the Spring
TOPIC: Course Wrap-Up
REQUIRED RESOURCES: Please make sure that you have viewed the chat
protocol below.
All chats are logged and posted
on our web site (Chat
Transcripts).
Before joining one of our chats make sure you know the Chat Protocol.
Chat Protocol: Please be aware that
FOR-PD uses a moderated discussion format. A moderator will keep
the chat on topic and recognize question/statement requests by participants.
The person who has the floor can field questions and statements from
other participants, but they hold the floor until they are done.
When they are done, the moderator will recognize another participant
who requests the floor.
In order to make the chat flow smoothly, please use the following chat symbols and guidelines:
- ! The exclamation point is like raising your hand, you want to be recognized to make a statement.
- # Use the pound sign to let everyone know you are done asking a question or making a statement.
- .... This lets everyone know you have more to say.
Guidelines
- When entering the chat, don't say hello to each other. Most chat
systems inform everyone in the chat room that someone has entered
the room. This will cut down on chat-message run-on.
- Unless you have the floor, don't say anything, but rather ask to
be recognized by the person who does have the floor by posting
an !.
This is unobtrusive and will let everyone know that you have a
statement or question to make.
- When you are done talking, end
your last sentence with a # symbol.
- If you specifically want to ask a question of someone or address them, type their name followed by a semicolon and then the message.
"The one thing this lesson didn't seem to help me with is student motivation. How do I get high school students to read or read better? There's always the grade option, but I'd rather have my students want to read for themselves and not for me. I've tried various methods in the past with little success."
One of the greatest challenges a teacher faces is that of an unmotivated student. Teachers see students, who when confronted with challenging assigned reading, often give up easily. Building reading motivation requires complex construction. What inspires one student might not move another. What moves some students to read while others choose not to? This month, we will take a look at what research has to say about motivation.
A student's motivation naturally has to do with their desire to
participate in the learning process. Motivation also involves the reasons or
goals that underlie student involvement or noninvolvement in academic activities.
A student who is intrinsically motivated undertakes an activity for its own
sake, for enjoyment, for the learning it permits, or for the feeling of accomplishment
(Lepper in Lumsden, 2001). An extrinsically motivated student performs in order
to obtain a reward or avoid some punishment, such as grades, stickers, or teacher
approval (Lepper in Lumsden, 2001). Evidence suggests that it does matter whether
a student is intrinsically or extrinsically motivated. Intrinsically motivated
students employ strategies that demand more effort and that enable them to
process information more deeply (Lepper in Lumsden, 2001). When confronted
with complex intellectual tasks, those students with intrinsic motivation used
more logical information gathering and decision-making strategies than did
students who were extrinsically motivated. Intrinsically motivated students
tend to prefer tasks that are challenging. Extrinsically motivated students
tend to prefer tasks that are not as difficult and where they can put forth
minimal effort. Think about this in light of reading. For struggling readers,
reading takes work. They must put forth effort. Many struggling readers tend
to give up easily and avoid tasks where they know they may fail.
Guthrie (2001) defines a motivated reader as one that is engage.
Engaged readers seek to understand; they enjoy learning, and they believe in
their reading abilities. They are mastery oriented, intrinsically motivated,
and have self-efficacy. Through his research, Guthrie has identified several
principles that are present in classrooms that foster reading engagement. These
six practices are linked to engagement and motivational development.
- Classroom goals for reading instruction are primarily oriented
toward knowledge. Situational interest is aroused, and that interest
is extended into reading. This interest will grow rapidly if students
are permitted to pursue their curiosities to gain information and
conceptual knowledge.
- Teachers must link real-world experiences to reading. The main
role of real-world experiences is to evoke intrinsically motivated
behaviors. Students are alert, attentive, and excited in the presence
of a real-world experience. These intrinsically motivated behaviors
create an occasion for active learning and the acquisition of relevant
knowledge. The situation also peaks students' curiosity about the
subject. Students who read text after a real-world experience
activate prior knowledge, question, summarize, monitor comprehension,
seek information, and organize new understandings. Teachers can then
help students become aware of these strategies and use them as deliberate
tools for text comprehension in the future.
- Teachers should support
student autonomy in reading. When students are offered reasonable
choices, they are invested in learning. Students must be allowed
choice in reading; they will follow their interest into the text.
- Teachers
should use diverse, interesting text for instruction. Compelling
books bring out interest. Interesting books have the following
qualities: familiar content, vivid details, perceived readability
and accessibility, and a range of visual designs, including photographs,
illustrations, and topographies. One important feature is that they
are readable. This implies that different levels of reading difficulty
are needed in the classroom. Diverse texts allow students to read
about subtopics of interest to them.
- Teachers should incorporate collaboration
when learning from texts. The act of social interaction is in itself
gratifying. Collaboration during reading increases motivation.
Teachers should encourage readers to learn about different aspects
of the topic and merge information in group discussions to facilitate
the collaboration process.
- Teachers should empower students with cognitive strategies. Intrinsic motivation cannot occur in the absence of competence. Students do not sustain high motivation in an activity that they are in which they feel they are incompetence. Student's self-perceived competence is necessary for reading. In order to facilitate long-term motivation, teachers should provide direct instruction of cognitive strategies such as knowledge, questioning, summarizing, and organizing. If students lack the skill to use these strategies, their learning will be limited. There are several benefits to empowering students to learn what interests them by using cognitive tools. First, strategy instruction facilitates the perception of competence, thus increasing self-efficacy. These cognitive strategies increase student knowledge about topics of their choice. Students are gratified when they are able to learn about a topic of personal relevance. The reward of knowing is likely to increase the frequency and thoroughness of strategy application.
Middle school students are often characterized as disinterested
readers. Ivey and Broaddus (2001) completed a study on what motivates
middle school students to read. First, students valued independent
reading and the teacher reading aloud as part of instructional time.
Second, when asked what they liked most about time spent in class,
students focused on the act of reading itself or personal reasons
for reading rather then the social aspects or activities related
to reading. Third, when students were asked what motivated them to
read at school, they emphasized quality and diversity or reading
materials rather than the classroom setting or other people.
Another author who has recently written on motivation is Kelly Gallagher
(2003). In his recent book, Reading Reasons: Motivational
Mini-Lessons for Middle and High School, Gallagher suggests
that we should sell students on the wide range of reasons as to why
they should read. He asserts that they should be shared early and
often, and repeated to construct
a foundation of reading motivation. "No single reason will turn
around a reluctant reader. But, together, over the course of a school
year, many reasons send the message that reading is rewarding." In
order to maximize the effectiveness of the reading reasons, there
are certain
"building blocks" that must be in place.
- Students must have access to high-interest reading materials.
- Students must have time to read and a place to read.
- Teachers must model the value of reading.
- Teachers must stop grading everything.
- Teacher must provide structure to a reading program.
- Students must want to read.
Gallagher equates motivation to riding a bike. "The foundational
blocks provide the training wheels. If teachers are successful, eventually,
the wheels will be removed and students will ride away as self-propelled
readers." He believes that instead of offering students extrinsic reasons
to read, teachers should be teaching students why reading will benefit
them. Ultimately, what matters most is GOOD TEACHING.
We are interested in hearing what you are doing to motivate students
to read. Please email Catherine Glass at cc@orion.itrc.ucf.edu. We
will be compiling a list of ideas which will be shared in a future
newsletter.
References:
Gallagher, K. (2003) Reading reasons: Motivational mini-lessons
for middle and high school. Portland, ME: Stenhouse Publishers.
Guthrie, J. (2001) Engagement and motivation in reading instruction.
Retrieved from http://www.temple.eud/lss/LivingDocuments/PDF/guthrie_draft.pdf.
Ivey, G. & Broaddus, K. (2001) "Just plain reading":
A survey of what makes students want to read in middle school classrooms.
Reading Research Quarterly, 36(4), p. 350-377.
Lumsden, L. (1994) Student motivation to learn. Portland, OR: College
of Education, University of Oregon. Retreived March 12, 2005 from
http://eric.uoregon.edu/publications/digests/digest092.html.
Resources:
Engaging
Reluctant Writers in Secondary School English Article
on the developing the motivation to write.
The
Effects of Reward Systems on Academic Performance Article
on extrinsic and intrinsic rewards.
Context
for Engagement and Motivation in Reading Article
by John Guthrie.
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