"Read to Reap" a literacy training with Jon Myers

Literacy: it can open one's world to limitless knowledge and direction -- or, without it, can immobilize and create boundless distance between a person and society's crucial dialogue with the world. It can cloud daily displays of human intention, expectation, and analysis. In short, the child who has skills in literacy has a significantly higher likelihood of staying in school, of being able to manage organizational tasks such as his/her finances later in life, and of effectively navigating information related to culture and welfare, such as successfully interpreting a prescription label; literacy is an invaluable tool in this world.

Last week, VHFLC teachers gathered at Woodstock elementary to build on their own knowledge of literacy in the classroom and of its potential impact on all aspects of academic and life performance. Regional supervisor Jon Myers hosted an informative training that spanned concrete and sobering literacy statistics, simple techniques for saturating one's academic environment with 'stealth literacy' (posting signs, including a whiteboard, for instance), and how to involve multiple senses (visual, auditory) in order to present literacy in a context that provides maximum enrichment for young, developing minds.

Jon began his training by handing out packets to teachers and by prompting everyone to become acquainted with their neighbors (we would later be partnering up to learn some classroom-friendly literacy games and activities). He explained that drama and literacy are two fields that often suffer from lack of attention in the school environment, and that one possible solution to this deficit is exposure to literacy in a manner that is both immersive and innovative. For example, the following were listed as...

...Ways to Incorporate Literacy Training into the Classroom:
- Surround children with visuals paired with words and rules so that they will begin to effortlessly associate these concepts with terms. Make sure that they are eye-level and in sight.
- Use 'phonetic quizzing' in standard conversation, ("Could you pass me that ball? -- By the way, what does 'ball' start with?)
- Encourage storytelling and often ask open-ended questions.
- Have a whiteboard and encourage language-based games and lessons ('Hangman', for instance).
- Have printed language-based games on hand (word searches, for instance)
- Regularly post motivational or thought-provoking quotes, questions, or 'plexers' (Job In Job = 'In between Jobs', for example) and encourage children to do the same.
- Practice reading that involves turn taking or role playing (with each child assigned to his/her own character).

After we discussed these tips and techniques, Creston teacher Katherine Killops mentioned that one way she was able to slip a steady stream of word searches into her curriculum was by tying them to her curriculum's weekly themes. As you'll discover, there is a lot to gain from adopting a regular, ever-evolving activity such as this -- since children will be able to both settle into a comfortably consistent, well-delineated lesson; and also have something to look forward to in the form of each coming week's unique theme-based twist. 

Bridger/Buckman teacher Ed Hernandez also spoke up in order to explain a special literacy program he implemented as a way of helping his children foster their own desire for reading: a playfully competitive reading-rewards system called "Power Hour".

Towards the end of Ed's aftercare session, he calls out the words "Power Hour!" and his students know that this is a cue to begin reading or completing homework (if they choose either of these tasks) for points. 20 minutes signals a point, and after everyone receives the specified amount, the group earns a collective reward. This could mean a pizza party or something else that everyone would like to work toward. Of course, the specifics of the program can be adapted - he pointed out - as different sites might have different needs and goals.

A potential site-to-site pen pal program was also discussed as something that could very soon be in the works for VHFLC students... More on that exciting news to come!

Ed Hernandez explains his site's literacy program

In addition to detailing and encouraging a dialogue about his valuable literacy information, Jon intermittently referenced the packet he had handed out to teachers earlier. We received: visually compelling quote print-outs; a 'board game' print-out called "Give me a Clue"; a list of collective nouns for children (and teachers) to illustrate; the aforementioned 'plexers', which we all tried our hand at deciphering (this is an example of an activity that can be offered to children if they do not wish to work on homework); a reading star chart; and cut-out pieces for "Uh Oh" (a game where children select a card that has a letter on it, and they can then either name the letter or say something that begins with the letter -- perhaps from a category the teacher selects).

We also took a moment to try a collective storytelling game where people take turns writing a sentence on a piece of paper that gets folded over at every turn. In this way, when you write your own sentence you only have knowledge of the one sentence that was written before you. The product of our group's efforts was hilariously nonsensical, as expected!
Jon explained that keeping files for your children can help with tracking individual progress, and then wrapped up with a book/materials raffle and some helpful resources for boosting literacy in the classroom:
- The Multnomah County library, which provides Educator Library Cards -- allowing educators to rent school-related material in classroom quantities and for longer durations; their Buckets of Books program, which includes 30 books on the subject you select. The library also supplies free speakers. View their website for more information. 
- The Reading Rockets website, which offers a wealth of information on reading lessons, how to help children who are struggling or appear disinterested in reading, relevant early childhood education and linguistic research, videos of reading programs that others have successfully implemented, and much more!

Thanks for reading this useful information and please feel free to contact your RS if you would like more help with incorporating literacy tools into the classroom environment. Keep in mind that your efforts could help students develop skills and interests that they value and use throughout the rest of their lives.

Other valuable links:
A Child Becomes a Leader
Tidal Wave Bookstore