using trade books to teach reading and increase achievement

Using Trade Books to Teach Reading

and Increase Achievement

Jane Hileman

Formerly:– School Reading Specialist (K–8) and Reading

Clinician– Adjunct Professor, University of Pennsylvania,

Graduate School of Education – Staff Developer, School District of Philadelphia– Associate Director, PHILADELPHIA READS– Founder, Executive Director, Literacy Action Project

Creator and Director of 100 Book Challenge

CEO, PresidentAmerican Reading Company

Gaeton Zorzi– Chief Academic Officer

100 Book Challenge / American Reading Company

Formerly:• Principal• Regional Superintendent• School District of Philadelphia

• Rationale:Rethinking the way we teach reading.

• Results: Yes, we can.

• 6 Non-Negotiables: Take no prisoners.

Rationale: Rethinking the way we teach reading.

NAEP: Trends in average reading scale scores Students ages 9, 13, and 17: 1971–2004

Closing the Gap

There is a huge and inexcusable achievement gap between the higher-income and lower-income students, between white students and students of color.

Closing the Gap

NAEP Major Findings—2003

Approximately twice as many white and Asian students are performing at proficient levels in reading and math compared with African-American and Hispanic students.

Closing the Gap

Students in high-income schools who earn mostly A’s score at approximately the 80th percentile in reading on high-stakes tests.

Students in high-poverty schools who earn mostly A’s score below the 40th percentile in reading on high-stakes tests.

Closing the Gap

15-year-old American white 15-year-old American white students students rank second in the worldrank second in the world in reading (out of 32 countries).in reading (out of 32 countries).

International Comparisons:

Closing the Gap

15-year old African-American and 15-year old African-American and Hispanic students Hispanic students rank 29rank 29thth in the in the worldworld in reading (out of 32 in reading (out of 32 countries).countries).

International Comparisons:

Reality

Historically, 1 in 10 First Graders reading below level ever catches up

Closing the Gap

51% of Philadelphia 9th graders 51% of Philadelphia 9th graders graduate 4 years later. graduate 4 years later.

37% Latino males37% Latino males46.6% African American males46.6% African American males52.2% European American males52.2% European American males62.0% Asian American males62.0% Asian American males79.4% Asian American females79.4% Asian American females

John Hopkins University Study 2006:

Reality

85% of young people in the Juvenile Justice System are functionally illiterate

Reality

60% illiteracy among prison inmates

Reality

Why are some of the children in the U.S.A. so far behind others in reading? What accounts for the achievement gap?

100 BOOK CHALLENGE

Much of the difference between high achievers and low achievers in reading is the result of a huge difference in reading experience.

Dr. Richard Allington

Avid Readers

Reality

What is the single best predictor of school success?

The bedtime story.

Reality

Mainstream middle-class children enter kindergarten having been read to for over 1700 hours.

High poverty children only 25 hours.

Average number of books in middle class homes is 199.

Average number of books in high poverty homes is less than 1.

Stephen Krashen, Los Angeles

Reality

(How many books do you have in your home?)

Reality

On the first day of school, Kindergarten teachers can predict with 95% accuracy

The reading group (high, middle, low) that the children will be in 5 years later, in 5th grade.

Reality

The Achievement Gap happens before students ever get to school.

Once they get to school, the reading rich get richer and the reading poor get poorer.

Findings

2 years above level, 85th percentile, 1 hour a day

4 years above level, 98th percentile, 2.5 hours a day

2 years below level, below 50th percentile, NO READING

4th Graders and Voluntary Reading Outside School

Findings

Average daily reading time is 7 minutes

Patterns of Reading PracticeTerrance Paul, 1996

Findings

Average daily reading time is 7 minutes.

Top achieving 5% read 144 times more than lowest 5%.

Quantity of trade book reading is the single best predictor of test score performance and success in school.

Students improved 2.66 grade levels per year per 60 minutes per school day they spent reading trade books.

Patterns of Reading PracticeTerrance Paul, 1996

Reading is more than a set of skills.

It is a lifestyle.

Closing the Gap

Good readers have spent thousands of hours reading thousands of books for their own reasons. There is no shortcut to proficiency. There is no magic computer program. There is no quick-fix instructional model. You can’t get good at reading by just understanding how it works. You’ve got to put in the practice time, like any other human accomplishment. Anyone who wants to be a good reader has to put in the time.

Closing the Gap

Reading is like driving a car. You can get the basics, but you’ll never integrate all of the small decisions, perceptions, judgments until you’ve spent enough time behind the wheel.

Closing the Gap

We’ve been teaching kids how to read, but we’ve left the teaching of the reading habit to families.

Kids who don’t learn the reading habit, are at a serious disadvantage academically.

10 Ways to be a Better Reader

… A Proven System

READ Read

Read Readread READ

Read READ

Read read

Avid Reader Survey

“Students

who are academically successful are students who have developed the habit of independent reading.”

Avid Reader Survey

Avid Reader Survey

1. Do you love to read?

2. Did you bring a book with you today to read if you have time?

3. In the past month have you spent your own money on a book to read for your own purposes?

4. If you go out for a doctor’s appointment, or something similar, do you take a book with you?

Avid Reader Survey

5. Do you routinely pack a book with you if you go away overnight?

6. Do you have reading friendships—people with whom you discuss and swap books; where your reading is a regular part of the relationship?

7. Have you ever read the same book more than once, just because you wanted to?

Avid Reader Survey

8. On most nights, do you read for 30 minutes or more for pleasure?

9. Did you read a book last night for pleasure?

10.Do people give you books or bookstore gift certificates as presents because they know you love to read?

11.Do you ever read what others might consider to be sub-literature, even junk?

Avid Reader Survey

If you are an avid reader, where did you learn to love to read?

Results: Yes, we can.

Avid Reading Culture

What do you predict would happen in a school or district in which all students read for at least an hour a day because they were avid readers?

Improved Reading - 5th Gr.

Kearny Elementary School— Philadelphia, PA

PSSA Scores—1994–2003

Improved Reading - 2nd Gr.Ocean Acres Elementary School,

Stafford Township School DistrictSecond grade students reading on or above grade level in the 2001–2002 school season

Improved Reading - 2nd Gr.Ocean Acres Elementary School,

Stafford Township School DistrictSecond grade students reading on or above grade level in the 2001–2002 school season

Improved Reading - 2nd Gr.Ocean Acres Elementary School,

Stafford Township School DistrictSecond grade students reading on or above grade level in the 2001–2002 school season

Improved Reading - 1st Gr.Chichester Elementary Schools

Percentages of 1st grade students reading Below, On, and Above grade level by school.

Improved Reading - 1st Gr.

Chichester Elementary Schools

Percentages of 1st grade students reading Below, On, and Above grade level by school.

Improved Reading - 1st-3rd Gr.

6 Non-negotiables: Take no prisoners.

#1 Lots of the right books

Essential Factor #1: Essential Factor #1: Access to the Right BooksAccess to the Right Books

#2 Leveling System for Readers and Books

Aligned to Aligned to national standardsnational standards and and high-stakes testshigh-stakes tests, the , the 100 Book Challenge 100 Book Challenge leveling systemleveling system makes explicit what makes explicit what readers should know and be able to do at each reading readers should know and be able to do at each reading level. Students are level. Students are color-codedcolor-coded at their at their independent independent reading levelreading level and empowered to self select books within and empowered to self select books within their personal their personal Reading ZoneReading Zone..

Integrated Standards-Based SystemIntegrated Standards-Based System

#2 Integrated System

#1 Access to the Right Books

Libraries are Rotated Weekly

#1 Access to the Right Books

Leveled Classroom LibrariesLeveled Classroom Libraries

An extensive library of high-interest, multi-cultural, leveled An extensive library of high-interest, multi-cultural, leveled titles in both fiction and non-fiction. Students self-select, titles in both fiction and non-fiction. Students self-select, for classroom and take-home reading from more than for classroom and take-home reading from more than 75,000 English75,000 English and and 5,000 Spanish5,000 Spanish titles, representing the titles, representing the highest quality from more than highest quality from more than 250 different publishers250 different publishers..

#1: Access to the Right Books#1: Access to the Right Books

Online Book DatabaseOnline Book Database

#1: Access to the Right Books#1: Access to the Right Books

100 Book Challenge Leveling System100 Book Challenge Leveling System

Books are leveled based on the developmental stages of Books are leveled based on the developmental stages of reading acquisition:reading acquisition:

Phonemic AwarenessPhonemic AwarenessPhonicsPhonicsSight Word VocabularySight Word VocabularyLiterary VocabularyLiterary VocabularyStrategic ComprehensionStrategic Comprehension

#2: Integrated System#2: Integrated System

#2: Integrated System#2: Integrated System

#2: Integrated System#2: Integrated System

What do I need to know What do I need to know and be able to do in and be able to do in order to get to the next order to get to the next level?level?

#2: Integrated System#2: Integrated System

#3 Reading in School

#3: Reading in School#3: Reading in School

Each student identifies and selects books within his/her Reading Zone.

#3: Reading in School#3: Reading in School

Students receive direct Students receive direct and systematicand systematic coachingcoaching in school in school through regular one-on-through regular one-on-one conferences. one conferences. Teachers gain greater Teachers gain greater understanding of understanding of individual student individual student strengths and needs. strengths and needs.

Teacher CoachingTeacher Coaching

#3: Reading in School#3: Reading in School

Core Program

Independent Practice

Assessment

Create mental images

Create mental images

Create mental images

#3: Reading in School#3: Reading in School

#4 Reading at Home

Each student Each student participates in parent-participates in parent-supervised, independent supervised, independent reading at success reading at success levels for a minimum of levels for a minimum of 30 minutes every night30 minutes every night at home. Students for at home. Students for whom no home support whom no home support is available are assigned is available are assigned a surrogate home coach a surrogate home coach from the school from the school community. community.

#4 Reading at Home

#5 Accountability

Reading Log

#3: Reading in School#3: Reading in School

Reading Log

Expect:

400 Steps for anyone who starts the year already on grade level

750-800 Steps for anyone who starts the year reading below grade level

#5: Accountability#5: Accountability

Celebrate SuccessCelebrate Success

School-wide School-wide celebrations of successcelebrations of success are a regular part of the are a regular part of the 100 Book Challenge 100 Book Challenge program. Every program. Every student completes 100 student completes 100 steps steps (1 step = 15 (1 step = 15 minutes)minutes) each marking each marking period for a total of 100 period for a total of 100 hours over the hours over the academic year.academic year.

#5: Accountability#5: Accountability

Assiduously track 3 key metrics:Assiduously track 3 key metrics:•Student’s independent reading levelStudent’s independent reading level•Amount of independent reading the student doesAmount of independent reading the student does•How much the student reads at homeHow much the student reads at home

#5 Accountability

Lance Readalot

Date Color Level # StepsHome Reading

7/15/05 Black 75 Yes

#2: Integrated System#2: Integrated System

#2: Integrated System#2: Integrated System

KidPACE is the essential onlineKidPACE is the essential online assessment toolassessment tool that allows that allows for ongoing data collection, analysis, and strategic for ongoing data collection, analysis, and strategic intervention. KidPACE providesintervention. KidPACE provides data driven reportsdata driven reports that help that help educators to create individual student instructional strategies.educators to create individual student instructional strategies.

#5 Accountability

Celebrate SuccessCelebrate Success

Extrinsic rewardsExtrinsic rewards are are effective for some effective for some students, in particular students, in particular for those who are for those who are below grade level and below grade level and have not yet have not yet experienced much experienced much success or social success or social support for reading.support for reading.

#5: Accountability#5: Accountability

#6 Reading and Writing in the Content Areas

Research LabsTM

Research LabsTM

Research LabsTM

Spanish Language

American Reading Company is providing a channel, and an organizing system, for the instructional use of your children’s books, K-12, into our 1500 (and growing) schools.

BMI and American Reading Co:

Mission Overlap

Smart is not something you are.

Smart is something you become.

difference!Wecan make a