2010-2011
NNRC Executive Board
Sherry
Edbauer - President
Kathy
Bohince - Vice President
Joy
Barclay
– Secretary
Cathy
Huemer – Treasurer
Pam
Gaspard – York
County Membership
Chair
Monica
McMillan-Smith – Newport News Membership Chair
Beverly Becker
– Hospitality Chair
Bath
Guthrie - Historian
Marilyn
Schempf – Legislative Liaison
Dr.
Kelly Cartwright – University Liaison
Legislative
News
The information for this newsletter
is from Senator John Miller's (
recipient of the Virginia State Reading
Association Friend of Literacy Award) response to the JLARC study of
third
grade reading in Virginia that he proposed. The Joint
Legislative Audit and Review Commission (JLARC) study was tasked to
find ways
to promote and ensure early reading proficiency and comprehension among
3rd graders
in public school.
"This study is a
blueprint to help ensure
every child in Virginia can read at the 3rd grade level
in the
3rd grade. The 3rd grade reading
test is
the best predictor of success we have. If students pass the 3rd grade
reading test, there is a 95% chance they will be successful in
school. But
if they fail, there is a 50-50 chance students will not succeed in
school. Currently, nearly 20% of Virginia's 3rd graders
fail this test and that is unacceptable.
JLARC`s study shows
that, over the past 5 years,
the pass rates on the 3rd grade reading test have
flattened
out. In fact, in 2010, the rate declined to 83%. The study
says key
strategies, especially ones related to training and support for
classroom
teachers can help improve reading instruction and performance.
The study recommends
limiting the number of SOL
tests taken by 3rd grades to just reading and math so
more time
is devoted to reading. Virginia is one of only 6 states that test
reading,
math, science and history in the 3rd grade. Thirty-eight
states limit 3rd grade tests to just reading and math.
While economic status,
disability status and race
are three factors that explain variations in reading performance, some
school
divisions are overcoming those factors. The study says the teacher
is the
decisive factor in determining the effectiveness of a reading
program. Another finding says that support for teachers is
critical including
literacy coaches, reading specialists and additional staff to assist in
classrooms.
This impressive report
shows us what we need to do
in order to ensure every child in Virginia reaches their full
potential."
When the session
starts in January, Senator
Miller will offer legislation that implements the recommendations
of this
study. Feel free to send him any comments
or
suggestions you have about the report. You can view the report
at http://jlarc.virginia.gov/meetings/September11/Reading.pdf.
Research
Corner
So much research, so little time…
Kelly B. Cartwright, Ph.D.
Just
Released! The Statewide Study of Third
Grade Reading in Virginia
In
2010, the General Assembly of
Virginia, recognizing the importance of 3rd grade reading proficiency
for
students’ future academic success, directed the Joint Legislative
Audit and
Review Commission (JLARC; a bipartisan group of legislators that
evaluate
Virginia’s programs) to study “ways to promote and ensure
early reading
proficiency and comprehension among third grade students in public
schools.” (See the full text of the
Joint Resolution that requested the study here:
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SJ31ER)
JLARC
staff conducted the study
throughout the 2010-2011 school year and
just released
their report on September 11, 2011. The
study was broad in scope and involved many different data sources,
including
the perspectives of many different individuals involved in reading
education in
Virginia. For example, JLARC staff
examined Virginia’s 2010 3rd Grade SOL scores; conducted a survey
of Virginia’s
school divisions; conducted site visits and systematic observations in
Virginia’s
classrooms; interviewed teachers, principals, and school division
reading
coordinators; interviewed Department of Education (DOE) staff;
interviewed
early reading experts in Virginia universities; reviewed documents
provided by
the DOE; and conducted a comprehensive review of the research on early
reading
and effective reading instruction. The
full 202-page report is available at this link:
http://jlarc.state.va.us/meetings/September11/Reading.pdf
The
audience for the report was the General Assembly and Governor of
Virginia. The
JLARC analysis is impressive in its depth and scope and includes
• Background
information on the importance of early reading success
• A
detailed, critical analysis of the 3rd grade SOL assessment in reading
• An
analysis of Virginia’s school divisions’ performance on the
3rd grade reading
SOL
• A
review of key strategies and practices (not particular programs) that
should be
included in classroom reading programs, based on research findings
• A
review of research on effective reading teachers, with an emphasis on
the
importance of providing support and ongoing professional development
for
teachers
• A
review of research on working with struggling readers, including
Response to
Intervention as a framework for supporting struggling learners
• Specific
recommendations to help promote and support 3rd grade reading in
Virginia
As
part of the report, the General Assembly required that JLARC rank
school
divisions based on 3rd graders’ performance in reading. JLARC
staff handled
this difficult task fairly and with sensitivity, with keen attention to
the
impact of various demographic factors on students’ reading SOL
performance,
accounting for these factors in their ranking analyses. (Disability
status,
economic status, and race significantly impact Virginia 3rd grade
reading SOL
performance. Although I do not have
space to address all of their recommendations here, I will list a few
of their
primary recommendations for supporting and promoting 3rd grade reading
in
Virginia.
A Few
Findings and
Recommendations:
• Virginia
students do well on the SOL, with an overall 83% pass rate in 2010. However, the goal of 95% passing is probably
not attainable, based on the JLARC staff’s analysis.
• JLARC
staff observed effective reading instruction across all school
divisions they
visited in Virginia. Such expertise was
consistently apparent in districts that performed higher on the 3rd
grade
reading SOL, whereas they noted “pockets” of expertise in
lower performing
divisions with less consistent effective instruction. (For example, 95%
of top
performing school divisions included writing in the reading block,
whereas only
72% of the bottom performing divisions did so.)
• JLARC
noted Virginia teachers’ strengths in word recognition
instruction, and,
consistent with research on reading comprehension instruction, JLARC
found that
Virginia teachers vary in the amount of research-based comprehension
instruction in their classrooms. For example, 73% of observed teachers
in high
performing divisions modeled comprehension strategies aloud, whereas
only 55%
of teachers in low performing divisions did so. Additionally,
JLARC’s classroom
observations of comprehension instruction in Virginia’s
classrooms (an
impressive, time-consuming undertaking) confirmed what other
researchers have
been seeing for decades (Durkin, 1978/79; Pressley and colleagues,
1998):
teachers ask many questions about texts’ meanings but engage in
comparably less
instruction in how to comprehend texts. The good news is that
Virginia’s high
performing districts did demonstrate much direct comprehension
instruction.
• JLARC
reviewed research that indicated training and support for teachers is
critical
for students’ success, and interviews and surveys with Virginia
educators
confirmed these findings. Thus, JLARC
recommended that school divisions maintain or increase their
professional
development opportunities for teachers in areas such as, implementing
comprehension strategies instruction, incorporating writing into the
reading
block, using technology to support instruction, helping word callers
(students
with strong decoding skills and comparably low comprehension) improve
comprehension, implementing a Response to Intervention framework to
assist
struggling learners, and fostering student motivation and engagement.
• Additionally,
JLARC recommended that the state fund literacy coaches,
paraprofessionals, and
reading specialists, because these individuals are important for
supporting
teachers’ effective reading instruction in the classroom.
• Because
early literacy is crucial to later reading and academic success, JLARC
suggested that Virginia expand preschool opportunities, and ensure that
quality
reading instruction is available in K-2 classrooms as well as upper
elementary
classrooms. Further, they recommended that Virginia reduce class size
in early
elementary classrooms.
• After
reviewing the SOL assessment, the SOL testing schedule, and effects of
high
stakes testing on teachers and students, JLARC recommended that
Virginia reduce
the number of SOL tests in 3rd grade from 4 to 2 to permit students and
teachers to focus more fully on reading and math in 3rd grade.
As
I noted above, the report is quite lengthy, but it is worth the read! As one of the Virginia reading experts who
was interviewed for the study, I was pleased with JLARC’s nuanced
treatment of
the research literature on early reading instruction and their
enthusiastic
emphasis on providing more support for teachers, coaches,
paraprofessionals,
and reading specialists. They noted that
Virginia’s 4th graders rank very highly nationally on the
National Assessment
of Educational Progress reading assessment and concluded that
Virginia’s
teachers are doing a good job educating our young readers.
The JLARC study provides specific ways we
might improve an already strong statewide reading program.
In sum, I was impressed with JLARC’s thorough
work and felt as though they represented well the various stakeholders
in
reading education in Virginia.
TOP TEN
REASONS FOR JOINING NNRC
At $25, membership in the NNRC and VSRA is a
bargain. Here
are some of the benefits of membership:
*Reading Council workshops are free
*Membership in the Virginia State Reading Association
*Reduced registration for the annual VSRA conference
*Four NNRC and Four VSRA newsletters per year
*Annual VSRA journal-Reading In Virginia
*Teachers as Readers groups
*Textbook Scholarships
*Legislative advocacy
*Professional networking
*Recognition through awards for outstanding teachers, administrators,
and school reading programs
This fall we are offering two incentives to join the Reading Council:
*The school with the highest percentage of members
by
November 11th will receive a $100 gift certificate to Parents Teacher
Supply.
One school from Newport News,
one from York
County, and one
from Poquoson will win.
NNRC is an organization that offers an opportunity for professional
growth to
the individual and the profession as a whole. Join today.
NEWPORT
NEWS READING COUNCIL &
VIRGINIA STATE READING ASSOCIATION
2010-11
MEMBERSHIP FORM
The VSRA Membership year runs from September 1, 2010
– August 31,
2011
Please
print LEGIBLY and provide all information requested to ensure that you
receive
all local council and VSRA mailings.
Date_______________________________
Last
Name____________________________________________ First
Name______________________ Middle Initial ___
Home
Address
______________________________________________________________________________________
City,
State, Zip ____________________________________________________ Home
Phone
_______________________
School
Division/University___________________________
School____________________
Position_________________
E-mail___________________________________________________________
Work Phone________________________
New
Member ___ Renewing Member ___
Type of Membership:
Professional $25 ___ Full-time
Student $12 ___ Para-professional
$12 ___ Retired $12____
I wish to join the Secondary
Reading Council for an additional $5.00 ____
International
Reading Association Member? Yes
___ No ___
If yes, list IRA
Membership # ____________________
Would you like information
about the International Reading Association?
Yes ___
No ___
Please make checks payable to NNRC. Give checks and membership forms to your
building representative.
NNRC
2011-12 Textbook Scholarship Application
Textbook scholarships
(up to $50
per person) are available to NNRC
members who are currently under contract or are full-time students
pursuing a
degree in the field of reading. Please
submit the complete application with your receipt(s) attached to Carol
Clark –
YCSD Yorktown Elementary School by November
15, 2011.
Name of Applicant:
____________________________________________
Address:
_____________________________________________________
City, State, Zip:
_______________________________________________
Telephone:
W_________________C________________H______________
Email:
_____________________________fax ________________________
Present Position/Title:____________________________________________
Place of Employment:
___________________________________________
Address:______________________________________________________
City, State, Zip:_________________________________________________
Have you previously
received this
scholarship? If yes, when:
______________________________________________________________
College/University:
_________________________Term Enrolled: ________
Course(s):
_____________________________________________________
______________________________________________________________
Text Title(s):
___________________________________________________
______________________________________________________________
Teachers as
Readers Grant Application
(TAR)
NNRC will fun 5
Teachers as
Readers groups in schools throughout our council. Each
group will be awarded $100 for
professional books. For your group to be
considered, fill out this application and send it to Holly Rutledge by November 30, 2011. Each
group selected should submit a receipt
for books purchased by December 20,
2011. If your group receives the
grant, a written description of what the group has done will need to be
submitted to the Board by May 1, 2012.
EVERYONE
IN YOUR GROUP MUST BE A NNRC MEMBER.
Leader: ____________________________ School:_______________________________
Address:
___________________________School’s Phone
Number: __________________
Leader’s Home Phone:
_________________________E-Mail:
_______________________
Teachers as Readers team members:
____________________
____________________
____________________
____________________
____________________
_____________________
_____________________
____________________
_____________________
____________________
____________________
_____________________
_____________________
____________________
_____________________
I.
Write
a brief summary of how this grant will be used.
II.
What
need(s) will the project address?
III.
What
specific results will be expected from this project?
IV.
How
will this project be evaluated?
VIRGINIA
READERS’ CHOICE WINNERS
2011-2012
Primary List
Otis Loren Long
Philomel Books@2009
ISBN 0399252487
Otis is a special tractor
who befriends the
little calf in the stall next door.
But, a big new yellow
tractor comes to
replace Otis who is relegated to the
field behind the barn. When trouble comes, Otis
comes to the rescue.
Harry and Horsie Katie Van Camp
Balzer & Bray @ 2009
ISBN 0061755982
An out-of-this-world
adventure, a boy named
Harry who takes off in his
rocket ship to find his best friend, Horsie. This
story is about imagination
and the power of friendship with wonderful
retro-comic illustrations.
We Are In A Book! Mo Willems
Hyperion @ 2010
ISBN 1585363197
Gerald and Piggie are
together again, and
this time, in a book! A delightful
story that will enchant beginning readers and
encourage them to reread the
book!
The Odd Egg Emily Gravett
MacMillan Children’s
Books @2010
ISBN 0230531350
All the birds have an egg,
except Duck. He
finds a very special egg with a big
surprise. Emily Gravett presents a very humorous
picture book that will
engage any age.
Testing the Ice Sharon Robinson
Scholastic@2009
ISBN 0545052513
This true story about
Jackie Robinson
provides a testament to his bravery
as his daughter recounts memories of his
career and family life. Children will
identify with his courage as he tests the ice for
safety even though he
cannot swim.
A Isn’t for Fox Wendy Ulmer
Sleeping Bear Press @2007
ISBN 1585363197
By first giving
non-examples in this rhyming
text, Ulmer sets the stage for
deeper thinking about the examples provided for
each letter of the
alphabet.
What Pet to Get Emma Dodd
Scholastic@ 2008
ISBN 0545035702
Jack’s mother says
he can choose a pet, but
he has difficulty deciding what
pet to get. He considers all sorts of choices
and on the last page reveals
Jack’s final
choice—a big surprise!
Machines Go to Work William Low
Henry Holt@ 2009
ISBN 0805087591
This interactive look at
equipment is rich
in vocabulary with quality
illustrations that portray how each piece of equipment is
used.
The Big Elephant in the
Room Lane Smith
Hyperion@ 2009
ISBN 1423116674
In this clever wordplay
book, Lane Smith
shows just how BIG a problem a
simple misunderstanding can become.
How Rocket Learned to
Read Tad Hills
Schwartz and Wade @2010
ISBN 0375858994
All Rocket wants to do are
dog
things…chasing leaves, chewing sticks, and
napping, until he meets a bird who is determined to
teach him to read. She
returns each day, hangs an alphabet banner from the
trees, and reads
stories aloud. When she stops at an enticing part,
Rocket is overcome by
curiosity to find out more. He takes class from the
bird and begins spelling
everything
in sight.
Elementary List
The 100-Year-Old
Secret Tracy Barrett
Henry Holt @ 2008
ISBN 9780312-602123
(Mystery)Xena and Xander
Holmes, an American
brother and sister living in London for a
year, discover that Sherlock Holmes was their
great-great-great grandfather when they are
inducted into the Society for the Preservation of
Famous Detectives. They given his
unsolved casebook, from which they attempt to solve
the case of a famous missing painting.
11 Birthdays Wendy Mass
Scholastic @2009
ISBN 978-0545052399
(Fantasy)Amanda and Leo
have always had
their birthdays together ever since they were
born in the hospital on the same day, but
sometimes things have to change. When Amanda
overhears Leo say mean things about her, she just
can't forgive him and they plan separate
parties. Little do they know that because of an
ancient feud between their ancestors, until
they can resolve their problems, Amanda and Leo
are doomed to relive their birthday over
and over again.
All the Lovely Bad
Ones Downing Mary Hahn
Sandpiper, Houghton
Mifflin Harcourt @2008
ISBN 978-0-547-24878-3
(Fantasy: ghost
story)Twelve-year-old Travis
and his younger sister, Corey, are spending
the summer with their grandmother at her
Vermont bed-and-breakfast. They decide to
boost business by staging a few
"hauntings" that soon draw tourists from across the
country, but when their antics awaken a dark force,
they must find a way to put to rest the
ghosts they have disturbed.
Annie Glover Is NOT
a Tree Lover Darleen Bailey Beard
Farrar Straus Giroux @2009
ISBN 978-0-374-30351-8
(Realistic Fiction)When
Annie's grandmother
chains herself to a tree that is across from her
school, Annie can't believe her rotten luck or how
embarrassed her grandmother is making
her just to save a tree from being cut down.
Only when Annie finds out how important the
tree is to the town does she realize that what
her grandmother is doing is worthwhile.
Captain Nobody Dean Pitchford
G.P. Putnam and Sons @2009
ISBN 978-0-399-25034-7
(Realistic Fiction)Newt
Newman has always
been in his big brother’s shadow. When a
football injury sends his brother into a coma, Newt
is noticed even less by his too-busy
parents. Along with some quirky friends, Newt
creates a Halloween costume that creates an
alter ego for him – Captain Nobody – the defender
of the little guy.
Colonial Voices:
Hear them speak Kay Winters
Dutton @2008
ISBN 978052547-8720
(Poetry)Ethan, the
printer’s errand boy
makes deliveries to a variety of people in different
occupations in colonial times – on the eve of the
Boston Tea Party. One page (nonrhyming)
poems tell something of the jobs and the varying
thoughts about the rebellion
against English rule.
Dog Days of
Charlotte Hayes Marlane Kenedy
Greenwillow Books @2009
ISBN 978-0061452413
(Realistic
Fiction)Charlotte is not a dog
person, but when her family pet, a Saint Bernard, is
being neglected - what can she do? Charlotte
starts scheming and thinks up a fail-proof
plan to find the dog a new home, but in the
process might find she's a dog person after all.
Drita, My Homegirl Jenny Lombard
Putnam Juvenile @2006
ISBN 978-0399243806
(Realistic Fiction)Maxie,
an urban
African-American girl who struggles to stay out of trouble,
reluctantly accepts the assignment of working with
Drita, a Kosovo refugee who speaks no
English,
on a school
project. Their
developing friendship is revealed through alternating
chapters/voices of the two girls.
How Oliver Olson
Changed the World Claudia Mills
Farrar, Straus and Giroux
@2009
ISBN 978-0374334871
(Realistic Fiction)Oliver
has a problem…his
parents are way too protective and to top it off,
they won't let him even do school projects by
himself. When his teacher proclaims that
anyone can change the world with a good idea -
Oliver is skeptical - but hopeful that it's
true.
Wild Girl Patricia Reilly Giff
Wendy Lamb Books @2009
ISBN 0-375-83890-2
(Realistic Fiction)Lidie
lives in Brazil
with her grandparents while her father and brother
make their way in New York. When they finally
send for her after years of being apart, she
has a hard time adjusting to America and her
family that she's been separated from for
years.
VSRA
Website
www.vsra.org
Check
out the Virginia
State Reading Association’s website.
There is a member’s only section that you can access with
a username and
password.
Username: newport
Password: weread5
Upcoming
Events
Monday, October 24
Fall Conference
Bethel Manor
Elementary School
4-6:30
Wednesday, November 16
Literacy Night –
“Poetry Alive” with Dr. Marsha Sprague from CNU
Yorktown Library
7:00
