nIt news - Scholasticteacher.scholastic.com/.../newcommunity/pdfs/R180NL_21_Fall_09.pdf · nIt news InsIde this issue: ... Each of my kids has provided ... a cool classroom environment,

Community news

InsIdethis issue:

n e w s l e t t e r 2 1 F a l l 2 0 0 9

www.scholastic.com/read180

NEWS FROM read 180 .......3

TIPS FROM ThE 2009 OUTSTANDING EDUCATORS ........................5

TEAChER TAlk ...................7

DIFFERENTIATION FACTOR .............................11

lETTER FROM ThE ChIEF ACADEMIC OFFICER .......... 13

read 180 OUTSTANDING EDUCATOR ................ COVER

NATIONAl SUMMER INSTITUTE hIGhlIGhTS .......4

TAMI ShIElDS ....................9

Featuredin this issue:

Nancie Brennan has been a READ 180 teacher and coordinator for four years. In that time, she’s demonstrated an exceptional commitment to striving readers, improving reading and turning students’ lives around. Earlier this year, she was named the 2009 recipient of the READ 180 Outstanding Educator Award. We recently asked Nancie to reflect on her experiences with READ 180 and share her thoughts.

What has been the most rewarding aspect of teaching READ 180? The most rewarding aspect of teaching READ 180 is seeing students excited about reading! Many of my student say that they have never read a book on their own until READ 180. They are amazed at how many books they read in a year. It’s neat to see my students actively involved in discussions with our Library Media Specialist at school, having conversations with their peers about books, and purchasing books for their collections.

Tell us about your most memorable READ 180 moment. There are too many to mention. Memorable moments are created each day in the classroom. Students get excited about their Lexile® growth, their progress on the software, or finishing a book. I hope my students will never forget their READ 180 experiences. Their confidence levels

are high. They feel good about their abilities and about themselves. Each of my kids has provided a memorable moment for me.

Outside of the classroom, I would have to say my most memorable READ 180 moment was when I received an email this past spring from a former student. She said that she had passed the written portion of her driver’s ed. temporary license test and she didn’t need any help with it. She did it all on her own and thanked me for teaching her how to be confident about her reading abilities. That was cool.

Another was when my colleague, Nancy Bristol, and I took our READ 180 All-Star (David Boucher) and his family out for ice cream one night. David had been recognized by the Green Bay Public School Board and we wanted to celebrate his award. It was so great to chat with his family about David’s accomplishments. As a teenager David was a bit embarrassed that his parents were out with his teachers, but by the smile on his face we knew he also thought it was pretty special.

What has been the most rewarding aspect of teaching READ 180? The most rewarding aspect of teaching READ 180 is working with my students and other teachers. Taking a non-proficient reader and giving him/her the tools and instruction to move to the proficiency range is really exciting. The growth I see in reading and writing is amazing.

A Conversation With 2009 READ 180 Outstanding Educator Award Winner Nancie BrennanNancie Brennan, READ 180 Teacher and Coordinator, Edison Middle School, Green Bay, Wisconsin

Continued on next page.

2 www.scholastic.com/read180

I don’t think many of my students realized the power and beauty of written words. This past year, nine of my students’ poems were selected for publication. I was amazed what flowed from their pens.

Working with other READ 180 teachers is also very rewarding. I learn so much from the other teachers in my school and district. I am lucky to work with such giving and intelligent individuals. They make me a better teacher.

What’s your secret to success with READ 180? READ 180 is an outstanding research-based program, but what really makes it powerful is the human aspect of the program. Building respect, trust, and positive relationships with students is the key to success. When students are given opportunities for success they realize their potential. The teacher-student relationship is not only the key to READ 180, but to education.

How do you keep students motivated? My energy level is pretty high. My students often wonder what I would be like without my caffeine in the morning. Making the classroom safe, inviting, and fun is what keeps my students motivated. In turn, my students’ sense of humor, smiles, and energy are what keep me motivated.

How do you get students excited about starting READ 180? I want students to be excited about being in the READ 180 class. My administrators are so supportive in helping me create such a positive environment. Recently, the other READ 180 teachers at my school, the principals, and myself, had a READ 180 Recognition Night for our students. Students and their parents came to celebrate all of the great things happening in the READ 180 classroom. Each student received an award, a free book, and a meal to enjoy with their families. It was really special.

Other ways we get students excited is by contacting them before school begins, creating a cool classroom environment, and beginning on Day 1 with appreciations. I tell my students how lucky I am to be their teacher and how much they

will grow with this program. We discuss how everyone has different abilities and that we need to respect each other. The community we create is safe. Everyone feels welcomed and valued. They know the READ 180 classroom is a special place for them.

What’s your favorite READ 180 book? They are all so good! If I had to choose one, however, I would have to say The Outsiders. I didn’t read the book until I became a READ 180 teacher! The Outsiders is the book that really pulls my hesitant students into the independent reading area. Once they finish this book they see how powerful reading is and they always want to read more.

Who’s your favorite READ 180 author? I really enjoy Pam Muñoz Ryan’s work. I love the way her writing flows. Esperanza Rising is another favorite in my classroom. Many of my students relate to this story. You really become attached to the characters in her books.

I also heard her speak last year and loved her sense of humor. She is not only a powerful writer, but a very engaging and dynamic speaker.

Where do you like to read? I love to read in my rocking chair on my front porch. I know it sounds like I’m an old lady, but I love to be outside when I read.

READ 180 Outstanding Educator Continued

Nancie Brennan with her class at READ 180 Recognition Night at Edison Middle School.


Dear READ 180 Educators:

Welcome back! We hope you had a relaxing summer vacation and are now reinvigorated to begin another school year with READ 180.

This year’s back-to-school issue of the READ 180 Community Newsletter will provide you with tips and strategies for starting your school year on the right track. We all know that a new school year oftentimes means a new group of students. Getting acclimated in the classroom is not always easy; that’s why this issue of the Community Newsletter will focus on ideas to help you get off to a good start. And it is filled with tips from fellow educators, activities that you can implement in your classroom, and other valuable resources, including ways to differentiate instruction for all students. Here’s a look at what you can expect to find in the following pages:

2009 READ 180 Outstanding Educator Nancie BrennanThis article features an exclusive conversation with Nancie Brennan as she reflects on her experiences with READ 180.

Highlights from the 2009 READ 180 National Summer InstituteRead about the experiences of READ 180 educators at this year’s Institute and look ahead to next year’s event!

Teacher TalkMeet READ 180 Stage A teacher Scott Toonder and learn about his best practices for starting the school year and achieving success in his READ 180 classroom.

Acting on an IdeaMotivated by rBook® workshop “Stolen Childhoods,” Tami Shields’s students joined the fight against child labor by organizing a fund-raising event in their school. Read about how Tami extended learning in her classroom by getting students actively involved in the Free the Children organization.

READ 180 React and Write Pages: Teacher-Mediated Writing SupportScaffold academic writing during Whole–Group rBook instruction with the React and Write pages, designed by rBook and LBook® author Dr. Kate Kinsella.

We wish you the best of luck with the upcoming school year. As always, the READ 180 Community is here to support you, whether looking for extension activities to rBook workshops or nominating a colleague for the 2010 Outstanding Educator Awards! In addition, we enjoy hearing about your experiences in the READ 180 classroom. Please email us at [email protected] and share success stories from your classroom or district!

Best regards,

The READ 180 Team

News from READ 180


This summer over 1,000 READ 180 and System 44 educators, classroom teachers, and district administrators gathered in Nashville, TN for four days of intensive professional development and the opportunity to share best practices, implementation success, and creative classroom ideas. Over 275 attendees arrived early to the Institute to attend Pre-Institute Workshops, offering additional professional development.

“This was a great conference for our team to attend,” reported one attendee, “We all left with next steps that will enhance the READ 180 implementation in our district, it was the best learning experience of my life.”

New and returning attendees joined READ 180 authors Dr. Ted Hasselbring, Dr. Kate Kinsella and Dr. Kevin Feldman as well as educational leaders and authors Dr. Willard (Bill) Daggett, Dr. Julie Washington, Sharon Draper and Sara Holbrook amongst others in over 50 differentiated professional development workshops.

“I learned something I could take back to my classroom in each session I attended,” noted one educator. “Having presenters who still work with children was very valuable. So many times, the conference presenters have not been in a classroom for years and don’t know what it’s like anymore! This was not the case at the READ 180 National Summer Institute.”

In addition to sessions led by key Institute presenters, attendees had many opportunities to collaborate with their peers, one attendee said, “Networking with other educators and the professional discussions that took place were amongst the most valuable parts of this year’s Institute.” Attendees, eager to return to their classrooms, were able to share best practices with one another through presenter-led collaborative activities, team-building exercises, and unique networking opportunities throughout the Institute.

Best Practices Spotlights, led by current READ 180 and System 44 educators, featured workshops with Sweetwater Union High School District in Chula Vista, CA; Bethlehem Area School District in Bethlehem, PA; and Cypress-Fairbanks Independent School District in Houston, TX, outlined different ways they have successfully met the diverse challenges of

raising reading achievement.

Each morning 2009 READ 180 All-Stars, teacher-nominated students who have overcome their reading challenges to succeed in school, were recognized for their hard-work, perseverance and accomplishments, reminding attendees of the many ways they inspire teaching and learning everyday. For a full list visit www.scholast.com/read180allstars.

The Institute concluded with the presentation of the 2009 READ 180 Outstanding Educator Award created to recognize the exceptional commitment of READ 180 teachers who bring reading to life, truly turning

lives around. This year, Nancie Brennan of Edison Middle School in Green Bay, Wisconsin was honored for her dedication as a READ 180 classroom teacher and district READ 180 coordinator. Joined by her husband and three young children, Nancie delivered a powerful acceptance speech where she shared her award through the recognition of the hard work and dedication of her fellow attendees.

“READ 180 has given my middle school students not only the skills they need to be successful, but also the insight into their abilities rather than their disabilities,” Nancie has said, “This is what READ 180 is all about.”

The 2009 READ 180 National Summer Institute was an immense success that we are looking forward to continuing next year! Thank you to those who joined us and for your continued dedication to your students and your own professional development. We hope to see you in Nashville for what promises to be an exciting 2010 READ 180 National Summer Institute July 25—July 28, 2010.

National Summer Institute Highlights

Educators from Columbia Heights Educational Campus, Washington D.C.

Tips from the 2009 Outstanding Educators


Cynthia Gray Floral Park Memorial Floral Park, NY

One of the major challenges to teaching poor readers is breaking the cycle of failure. For these students reading is an activity associated with frustration and failure. Not surprisingly, these young people are reluctant to read and often put more effort into avoiding the activity that has yielded few, if any, rewards for them. Changing this mindset is one of the major hurdles a teacher faces, but each year my goal is to bring positive associations and rewarding experiences to these reluctant readers by focusing on what they can do, and even do well. SAM has provided me a wealth of information to further this goal.

SUCCESS ZONE CHAMPS The Success Zone provides students with a positive reading experience, maybe the first one they have encountered. One of my students, Luis, did especially well to the envy of his classmates. I dubbed him the Success Zone Champ. Each week I announced the top three champs and healthy competition ensued as students vied to be a “champ.” Luis managed to maintain his status the entire year despite competition from his peers determined to dethrone him. Even more importantly, his Lexile score began to increase dramatically. His new confidence began to spill into all of his studies. Reading had become a positive experience for him that provided the motivation to succeed.

CONFERENCES For some students making the Success Zone was more of a struggle so I looked for other means of providing success. Returning to SAM, again I was struck by all the available information on each student. I began to meet with students individually to review the scores. In one instance, I showed a student his grading report and explained each category. He nodded but then asked where his scores were. Surprised, I told him these were his scores. His eyes widened. “But these are all grades above 90 and I’ve never had a grade like that!”

In my conferences I used several reports from SAM. With so much information readily available, it was not difficult to locate a success area for each student. I found the graphs especially helpful. One student stared at me in amazement when I showed the chart that indicated he had read the most words. “You’re kidding. I’ve never been the best at anything!” he said. Each week he would check back to see if he continued to maintain this status. The reaction of this student and others led me to create the “Wall of Fame.”

THE WALL OF FAME Borrowing a page from the sports world, I created a bulletin board labeled the READ 180 “Wall of Fame.” Using my digital camera I took a picture of each student. With the aid of the reports on SAM I created a number of categories such as Most Points Gained on a Lexile Score, Most Books Read, and Success Zone Champ, to name a few. To ensure, as many students as possible were included, some categories included the top three performers. Highest Average and Most Improved Student were also added. The middle of the board was used to highlight and rotate the best book projects. Each title was placed on construction paper and underneath were the name and picture of the appropriate student. Using the reports and other grades, I changed the student pictures periodically to recognize a new champion. Some students began to appear in more than one category as they strived to succeed.

The students loved the “Wall of Fame” and were thrilled to see their name and picture on the board. They worked hard to maintain their fame. The reports available on SAM not only aided me in individualizing instruction and developing lesson plans, but they became important tools in achieving what I consider my most important goal–to make reading a positive experience and a source of pride!

To help kick off the new school year, we asked the 2009 READ 180 Outstanding Educator nominees to give us some of their best classroom tips and strategies for getting the most out of READ 180. The READ 180 Outstanding Educator Award recognizes the exceptional vocational commitment of educators who bring READ 180 to life, truly turning students’ lives around.

Here are a few very valuable responses to help you get started this fall:

Outstanding Advice



Jean Lyon Cypress Lakes High School Houston, TX

There have been many significant events in my life as an educator, but being a part of the READ 180 program has shown me what “teaching” really is. Working with special education students can be a struggle at times, but when READ 180 was first implemented in my school district, I knew that we would see significant student achievement at all levels.

In my classroom, READ 180 has truly turned lives around because my students can see improvement every day and get excited about it. With the motivational charts that I have created, students can monitor their progress easily and quickly. By using the Scholastic Achievement Manager on a regular basis, I have been able to differentiate instruction so that students will receive assistance on the specific skills that they are having difficulty with. During the course of this current school year, all of my students, except for two that have had a very difficult year with personal issues, have achieved positive improvement on the SRI test. Several of them have had significant increases with their Lexile levels. This is a huge accomplishment for my special needs students because many of them have dealt with failure for the majority of their lives. READ 180 has made them realize what being a fluent reader can actually do for them now and in the future.

I always begin the year with a strong and positive classroom management system so my students know what is expected of them from the start. By teaching and reviewing the READ 180 routines at the onset of the year, I have found that they have made my classroom run smoothly and effectively. Using Your First Three Weeks with READ 180 is one of the most vital aspects in teaching students how the system works.

Making sure that every student knows about his or her progress is very essential. I believe that conferencing and setting goals has made them more aware of what they need to do and it holds them accountable for their progress.

Using all of the elements of READ 180, from teaching routines to following the rBook, has given my students the greatest opportunity for improvement. I believe the success story of READ 180 exists in my classroom because of the enthusiasm that is present, not only in myself and the classroom environment, but in the students’ performance and demeanor. I am deeply honored to have been nominated for the READ 180 Outstanding Educator Award.

Trenquilla Francis Vista Del Lago High School Moreno Valley, CA

Here are three tips and strategies for getting the most out of READ 180 from my perspective:

1. Never lower the bar...instead raise it. Most students are capable of much more than they are given credit for. If you raise your expectations, you just might be surprised how much they can actually produce even when they think they can’t.

2. Never stop learning. I tell my students all the time that learning is a lifetime commitment. I am always sharing with them new things I learned, whether it is a new word, something they taught me, or something I gathered from professional development that they can connect to. In return, they tell me what they learned and enjoy it.

3. Provide motivation and be real. Some students may resist the cheerleader in you, but never give up on them. Give positive reinforcement. I always start the year with a bit of truth serum (where they will likely end up without reading improvement), and then positively build from there every day. I work hard at not just noticing the “big” improvements, but the little ones too.

Watch for more tips from our 2009 Outstanding Educators in the Monthly Community eNews starting November 2009! Nominations for the 2010 READ 180 Outstanding Educator Awards will be available January 2010. Please visit www.scholastic.com/read180educator for more information about how to apply.

Tips from 2009 Outstanding Educators Continued

7

Teacher Talk

Success Begins on Day One

Scott Toonder, READ 180 Teacher, Marvine Elementary School, Bethlehem, Pennsylvania


Welcome back to school everyone. My name is Scott Toonder and I’ve been a READ 180 teacher at Marvine Elementary for the last three years.

A new school year has begun. We all know that means there’s a lot to do to get started. But is there a “best” way to get started? Is there a way to approach these early weeks of school so that they lead to a successful year? I know every teacher and every class is different, but I really think that certain best practices work with every class. So I’d like to share some of my favorite classroom ideas with you, the READ 180 community. First, I’d like to tell you a little bit about my experience with the program.

Over the last three years my students have had incredible success with READ 180. They have exceeded Scholastic’s promised growth every year and many have gone on to perform well in grade-level work. It’s really been amazing. This past year was probably our most successful. My READ 180 classes had many ESOL beginners and students with IEPs, and their Lexile growth was amazing. The third graders averaged 250 points, the fifth graders averaged 350 points, and the fourth graders averaged 380 points. To top it all off, one of my students was named a READ 180 All-Star! I have seen the program work wonders, especially if you follow the routines.

Now let’s get to the main point of my story. I think the foundation for READ 180 success begins on day one. So here are some tips to help your students get off to a great start:

Tip #1: Get your room setup right.This may be the most crucial step for READ 180 success. One of the keys to READ 180 is that it turns reluctant and struggling readers into independent students who are responsible for their own learning. To make that possible, you have to make it easy for them to get what they need, when they need it. Your goal should be to function as more of a facilitator and less as a giver of knowledge.

Here are some specific suggestions to optimize the classroom setup and learning environment:

• Set up a drop box where students can hand in their work.

• Give students small whiteboards or clipboards to write on during the reading groups.

• Use a portable stereo to play classical music during rotations. I find this minimizes distractions and helps maintain a calm and relaxed working atmosphere.

• Make sure your computer stations face outward. This way you can easily monitor the students’ work, even from a different station.

• Make your Independent Reading area casual and comfortable. A couch, beanbag chairs, or throw pillows can really help motivate your students to read.

• Use the Scholastic numbering stickers to help label books based on where they are found on the book posters and within the library. Then, use filing cabinets to house the QuickWrite for each book. By corresponding the QuickWrite location with each book number, you can make it very easy for your students to work independently.


8

Teacher Talk Continued


Tip #2: Get kids motivated — starting on day 1.I am a firm believer that the first few minutes and days a child spends in your classroom set the tone for the entire year. You have to get kids to believe in the program. The implementation video is a great start. Then I tell the students that no matter what they do, READ 180 will help them. It’s how much READ 180 will help that depends on them. They can go through the motions and grow a little, or they can choose to turn their lives around. I spend days repeating this message and share stories of other kids who have succeeded in my class. I even discuss my own troubles with school when I was their age, and that I understand what they’re thinking.

One of my favorite activities at the beginning of the year is to ask the students how many of them hate reading. No big surprise here, but most of the hands go up. Then I tell them that by the end of the year they will love reading. (They usually look at me like I’m crazy.) But sure enough, at the end of the year when I ask how many of them love reading, almost every hand goes up.

One way to keep that motivation going is to offer recognition throughout the year. When my students pass a topic, I go into SAM and access one of the blank certificates. I’ll type in what they accomplished and the grade or score they achieved. Then I leave it on their desk before class. Some of the kids say they don’t care about the certificates. But I see the look on their face when they come to class and find a certificate on their desk. There’s a little smile, and more importantly, a sense of pride. I know that even if they throw out the certificate, it’s had an impact. They start to believe in themselves, and that’s where the success begins.

Tip #3: Make those routines…routine!Timing is so important to READ 180. There’s simply no time to waste getting your students from one station to the next. Getting the routines down is key. Practice them until the students can perform the rotations quickly and easily. Get the kids comfortable with what they’re expected to do and they’ll gain that sense of independence. When kids can take charge of their own learning, the magic happens.

Tip #4: Build that rapport with students.I think having a rapport with the kids is so important. I’ll give them high fives in the hallway and I develop a special friendship and mentorship with each one. My kids know that when they’re in my room we’re friendly and we’re relaxed, but we work. I might joke around in the hallway, but class is different. I tell them we’re trying to make three years of progress in one year. We can’t do that by goofing around. Building that balance between a “friendly environment” and a “working environment” takes some effort. But once you’ve established that, it lasts the whole year. I also try to talk to each student individualy each day, even for just a few minutes. My goal is to let the kids know that I care and I believe in them.

I hope that my READ 180 tips and experiences can be of use in your classroom. READ 180 is a great program that can work wonders. The best thing is that it leaves room for each teacher to make the most of it in his or her unique way.

Good luck and have a great year!

Editor’s Note: Scott’s classroom successes have earned him many accolades, including a nomination for the READ 180 Outstanding Educator Award. He was also asked to teach a class at this past summer’s READ 180 National Summer Institute.

“I am a firm believer that the first few

minutes and days a child spends in your

classroom set the tone for the entire year.”

— Scott Toonder


Acting on an IdeaTami Shields, READ 180 Teacher, Spring Hill Middle School, Spring Hill, Kansas

As teachers, we all have those moments when you think about trying something a little bit different. But how often do we follow through and see where those thoughts lead us?

If you’re like me, you probably talk yourself out of those ideas because they might require more time than you have available, or you’re just not sure if the outcome will be worth the effort. Well this year I followed a thought. (To be honest, my students gave me a very big nudge!) The results were fantastic for the students and for our entire school.

Inspired by the READ 180 rBook Workshop “Stolen Childhoods,” my classes planned and managed a school-wide fund-raiser for Free the Children, an organization dedicated to saving children from poverty and exploitation. I think we all learned something from the experience. We learned what life is like for other children around the world. We also learned a little about ourselves, and the positive things we can do. So here’s our story about the READ 180 lesson that we’ll remember for a lifetime.

I’ve been teaching for three years now, having just completed my second year of READ 180 at Spring Hill Middle School. We’ve had some great successes with READ 180. In fact, my classes of 6th, 7th, and 8th graders have averaged 120–150-point Lexile gains. So the program has really been wonderful so far, and the rBook lesson on stolen childhoods took learning to a whole new level.

We began the lesson like any other by watching the anchor video. If you’re familiar with it, you know that it tells the story of Iqbal Masih, a Pakistani boy who was forced to work as a slave laborer at the age of four. Six long years later, he escaped from the work camp and traveled to the United States and Canada, sharing his story with other children. Iqbal eventually returned to Pakistan. However, his efforts to help stop child labor made him a target of those wanting to maintain the status quo. As a result, he was tragically shot and killed at just 12 years of age. But Iqbal did not die in vain. His legacy lives on. During his time in the U.S., Iqbal inspired other children who went on to form Free the Children.

As we continued our rBook lesson, my students learned more about child labor. We read about young children in other countries who are forced to sew soccer balls by hand. My students thought this was just horrible. One boy even said to me, “Mrs. Shields, we have to do something!” I wanted to do something. But since I’m still pretty new at the school, I just didn’t know what to do, or how to go about it. This was my moment. Would I pursue the idea or let it fade away?

I knew that this could be a great opportunity to bring the lesson to life. So with the urging of my students, I asked around and found out that the principal and student council would need to approve any special activity or fund-raiser. Next I spoke to some of the READ 180 students who were most interested in doing something. I asked if they would be willing to present the idea of a Free the Children fund-raiser to the student council. Some got really nervous, but

Tami Shields

“I could have simply considered

this to be a powerful classroom lesson and

left it at that. I’m glad that I didn’t.”

— Tami Shields



they rallied together. My students showed the rBook anchor video and they made a great speech. The members of the student council were very moved—and they approved our idea right away!

With the help of the student council, our students began creating the “Pay to Play” fund-raising event. The name described the fund-raiser’s premise: Students from the entire school would have the opportunity to pay $1 each to play games during homeroom (which is normally a study hall period). Our school’s gym teachers helped create the games and set up stations with activities including four square, scooters, and tug-of-war. Normally the student council would be in charge of promoting a school-wide event like this. However, my students were so enthusiastic that they created all the posters themselves.

What impressed me so much was how hard my students worked. They were so involved and demonstrated skills that I had never before seen. I think they really enjoyed taking on the leadership role. In fact, I really had to force myself to step back and let them run the show.

“Pay to Play” was a big success throughout the school and we hope to make it an annual event. Yet my students were a little disappointed that we had only raised about $300. This led to something else that really impressed me. On his own, one of my students Googled “Pakistan” to find out how much $300 would really be worth. He came back and informed us how far $300 would go to help children in Pakistan. We mailed our check to Free the Children and enclosed a letter explaining that what may seem small to us can make a big difference in the lives of children in other parts of the world.

The kids really learned so much from the whole experience, including how to think outside of themselves. I believe that as they grow to be adults, this experience will have an impact. I honestly feel that it has changed them forever and hopefully they’ll be more likely to volunteer or help out in some way in the future.

The rBook lesson really touched me as much as it touched the kids. There was that moment when I could have considered this to be a powerful classroom lesson and left it at that. I’m glad that I didn’t. I’m proud of my students for pushing me to do something with the feelings that we all had. Sometimes a subject like child labor makes you feel powerless to do something. We realized the opposite to be true. We do have power. It’s just up to us to make the choice to use it.

So I hope the next time you face one of those teaching moments, you’ll make the choice to do something different. If the students are engaged, do more than just ponder that idea. Take it and create an experience that your students, and hopefully you, won’t forget.

Tami Shields Continued

Last ChanCe to save on READ 180 LBooks!Order before 9/30/2009 and Save 20% on LBook Classroom Packs and Student Worktext 10-packsAuthored by the nation’s leading researchers in ELL, Dr. Kate Kinsella and Tonya Ward-Singer, the LBook provides added support for English language learners. Through Whole- and Small-Group instruction, the LBook extends rBook instruction with additional high-leverage vocabulary, grammar, and writing. Visit www.scholastic.com/shopread180 for more information.

Beginning oCtoBer 1 – save on READ 180 Xtra advanCe!Get 15% off READ 180 Xtra Advance for Stages A and B from 10/1/09 through 11/30/09Extend your level 3–4 students’ reading reach with more high-interest, high-level books. READ 180 Xtra Advance for Stages A and B offers your classroom more books to choose from in the 700-1300 Lexile range. Visit www.scholastic.com/shopread180 for more information.


READ 180 students, like all developing readers, need effective guidance and support in writing. rBook writing instruction is designed to help students build confidence and competence to tackle academic writing independently.

The React and Write pages were designed by rBook and LBook author Dr. Kate Kinsella as brief, frequent lessons focused on scaffolded academic writing during Whole-Group rBook instruction. In response to the React and Write question in the rBook Reading 2, you first support your students with expressing a perspective during a structured academic discussion. Next, these pages help you guide students in writing a paragraph to develop their ideas with adequate support and appropriate sentence structure and vocabulary.

Specific React and Write pages are available for use with one reading (Reading 2) per rBook workshop. However, this instructional routine can be used during both rBook and LBook lessons whenever students are asked to share an idea. The teacher-mediated process of writing a brief “Five-Minute Paper” or a “Ten-Minute Paper” follows a gradual release instructional model: I do it (the teacher writes a paragraph); We do it (the teacher and the class write a paragraph); You do it (first partners then individuals write a paragraph).

The primary goal is to provide students with frequent classroom support that helps them understand the nuts and bolts of academic writing while making them feel more successful and willing to tackle more demanding assignments.

Differentiation Factor

What Research Says:“‘Academic talk’ is verbal classroom interaction addressing focal lesson content, framed in complete sentences with appropriate vocabulary, syntax, and grammar.” (Kinsella, 2006)

“Well-developed oral language skills in English (including vocabulary, sentence structure, and grammar) are equated with better writing skills.” (August and Shanahan, 2008)

“By clarifying academic language expectations for specific writing assignments and providing relevant vocabulary and grammatical tools, teachers can help students make more effective choices in approaching different writing tasks.” (Schleppegrell, 2004)

React: Structured Academic Discussion in Response to an rBook Reading

Use React pages to help students conduct a structured academic discussion. Students will use this discussion content to write a brief academic paper.

The purpose of this task is to pose a concrete task— one that will encourage students to reflect upon their knowledge and experience based on the readings—and provide instructional support to help students tackle the writing task.


READ 180 React and Write Pages: Teacher-Mediated Writing Support

What Research Says“Academic talk” is verbal classroom interaction addressing focal lesson content, framed in complete sentences with appropriate vocabulary, syntax and grammar. (Kinsella, 2006)

“Well-developed oral language skills in English (including vocabulary, sentence structure, and grammar) are equated with better writing skills.” August and Shanahan, 2008)

“By clarifying academic language expectations for specific writing assignments and providing relevant vocabulary and grammatical tools, teachers can help students make more effective choices in approaching different writing tasks.” (Schleppegrell, 2004)


Write: Teacher-Mediated Paragraph-Level Writing Tasks

Use Write pages to guide students in writing a series of brief paragraphs, either a “Five-Minute Paper” (topic sentence and one supporting sentence) or a “Ten-Minute Paper” (topic sentence and two supporting sentences).

The purpose of this task is to improve students’ academic writing skills by working together regularly to compose brief paragraphs with strong topic sentences, effective supporting details, and more precise word choice.

Why It’s Important Structured Academic Discussion and Teacher Mediated-Writing:

• Equip students with vocabulary and sentence structures appropriate for academic writing;

• Guide students in moving from a brainstorm to an outline to a first draft;

• Help students develop the ability to review and revise written work.

Finding React and Write Pages React and Write pages for each rBook Workshop, at Stages A, B, C, and Flex, are available on SAM [Keyword: React and Write Workshop Number + Stage]. For example, use Keyword React and Write 1A for the React and Write pages for Stage A, Workshop 1.

Differentiation Factor Continued

SRI Awarded the Highest Rating for RTI EffectivenessThe National Center on Response to Intervention (NCRTI) has awarded Scholastic Reading Inventory™ (SRI) the highest possible rating for validity and reliability for screening and progress monitoring tools for students in K–12. NCRTI

reviewed SRI as part of the organization’s first annual evaluation of progress monitoring tools.

The National Center on Response to Intervention is an evaluation group that is part of the American Institutes for Research. The organization’s mission is to provide technical assistance to states and districts and to build capacity of states to assist districts in implementing proven models for RTI and intervention services. NCRTI established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. The review process requires three separate technical review committees of national experts to evaluate the tools against evidence standards. Once tools are found to have met these standards, information is shared on the center’s Web site.

Please go to www.rti4success.org to visit the NCRTI Web site.

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Letter from the Chief Academic Officer Francie Alexander

At this time of year, greetings are more expected than good-byes. Many of you in the READ 180 community know that this column is usually authored by Patrick Daley. He was the first editor-in-chief of READ 180 and worked closely with Ted Hasselbring to make sure that the program kept faith with its research-base and that it harnessed the power of technology in unprecedented ways. Patrick also spent lots of time with the kids and teachers who used the prototype and made his instructional decisions for the final version with them in mind.

Patrick has visited hundreds of READ 180 classrooms in the more than ten years that the program has been available, and all of the product updates have his imprint. If you’ve heard Patrick speak, you know how passionate he is about working with the kids that struggle most. Of course, he maintained the

integrity of the instructional design, but he also wanted the kids who used it to like it and to feel respected. And as a former teacher, he was an advocate for supporting the important work you do.

He talks about the movie To Sir, with Love as an early influence on his career choice. Patrick decided to be a teacher when he saw the movie as a middle schooler and likes to say “and Lulu even sang to him” in reference to the teacher character. Well, I can’t sing, but I can honor all that he’s done as part of this community, and we are all beneficiaries of Patrick’s commitment. You will be happy to know, as are all of his colleagues, that he is still part of the Scholastic family. Patrick is now Senior Vice President & Publisher of Scholastic Classroom & Library Publishing Group, and he can be reached at [email protected]. I know he would be happy to hear from you.

Like Patrick, I am one of the first people at Scholastic to work on READ 180. (I think there are just a few of us left, including Margery Mayer, the President of Scholastic Education.) As Chief Academic Officer, I work across the company on projects and programs that fulfill Scholastic’s goal of helping our kids find their place in this complex world. Recognizing that literacy is central to succeeding in school and in life, a lot of my focus is on innovative programs that help kids learn to read and love to read. My major involvement is in the conduct of foundational research and studies that provide evidence of the effectiveness of Scholastic programs with an emphasis on READ 180. In all that I do, I continue to learn from educators, families, and kids, and to draw on my own teaching experiences from kindergarten through college.

Right now, I’m working on a variety of projects related to the back-to-school season. I prefer to think of it as going forward to school because of all that you do so kids grow and advance.

Here are two ideas for getting the year started with READ 180:

I look forward to being more connected to the READ 180 community. Please visit me on my blog, Read Up! at http://blogs.scholastic.com/research/ or contact me at [email protected] to let me know how my colleagues are doing and how I can best support your efforts.

Happy school year!

To Patrick, With Love

Set Goals With Students

In the back of the student rBook there is a place for kids to keep track of their Lexile scores. You might work with them to not only record their first score of the new year, but also to set goals for the upcoming months and year.

Getting Started

Be sure to get your hands on the Your First Three Weeks With READ 180 booklet. This is your must-have guide for starting the school year if you are new to the program. If you are an experienced READ 180 teacher, it can be used as more of a reminder or checklist. As many of the students will be new to the program, the booklet will help you guide them in the best possible way.

Documents

nIt news - Scholasticteacher.scholastic.com/.../newcommunity/pdfs/R180NL_21_Fall_09.pdf · nIt news InsIde this issue: ... Each of my kids has provided ... a cool classroom environment,