¡Los Padres Hacen la Diferencia! Introducción al Programa de Lectura y Escritura a Nivel de Primaria de las Escuelas Públicas de Denver Start by asking the parents to talk to each other about their memories from school.  What was their best memory of a time when they learned a lot and what helped them learn it?  Ask for volunteers to share their experiences. Chart the experiences and try to group by topics. Let them know that this program likely shares many of the features that they are mentioning—Teachers who care enough to make students feel special, individualized time and attention, an emphasis on reaching out to students at their level and pushing them to meet or exceed grade level standards.  Ask parents how they remember their school day and the work they did. Then move to the next slide.

¿En Qué Consiste el Programa? En un Bloque de Lectura y Escritura de Tres Horas en Cada Salón de Clases que incluye: Tiempo para Lectura Independiente y un Taller de Lectura Tiempo para un Taller de Escritura Tiempo para un Bloque de Habilidades Explain what is occurring in each of the three blocks. Reader’s Workshop is time when the teacher is working in small groups with students and the students are reading by them selves. Show an example of a book bag. Talk about Matching students to books, and how you can tell about a student based on the books in their book bags. Show a Writer’s Notebook. Discuss how students work on writing based on their experiences with books in the classroom, and their experiences in their lives. Explain that the roll out of Writer’s workshop is slow in this first year of implementation, and students may not experience Writer’s Workshop until later in the year. The skills block is time for things like spelling, handwriting, word study and grammar.

¿Porqué la Lectura Independiente? “Entre más lees, mejor lector serás; entre mejor lector seas, más te gustará; y entre más te guste, más leerás.“ This is so true– we need to practice to get better, just like we do with sports. “The more you read, the more you grow, and the more you know, the smarter you grow.” (Trelease) Jim Trelease is the author of The Read Aloud Handbook which highlights the importance of reading out loud to children and has greatly influenced American teaching in schools and universities nationwide. --Trelease (1995)

¿Cuánto Tiempo Practican Lectura los Estudiantes en la Escuela? Práctica de Lectura (Minutos por Estudiante) Wow! Look at the numbers here! In a traditional school program, kids read very little! Look at the peak—4th and 5th grade, where kids read about 12 minutes a day!! That means they spend the rest of their time doing activities around the reading—maybe answering questions, or filling out worksheets, or writing essays, all of which can be valuable—but the actual reading is MORE valuable, especially for our lower readers. However, the current reality is that students aren’t spending a lot of time reading in school. In 1995 researchers visited classrooms to look at the amount of time students actually spent engaged in reading; the “N” for their study was huge: 500,000 students. Take a look at this graph, and talk about what strikes you about what they found.  What do you think researchers would find in your classrooms? Nivel de Grado--Modelos de Práctica de Lectura

El Leer en Casa y Los Altos Logros en la Lectura Lectura en Casa -- Minutos Por Día Palabras Leídas Por Año Porcentaje de Lectura 65.0 4,358,000 98% 21.1 1,823,000 90% 14.2 1,146,000 80% 9.6 622,000 70% 6.5 432,000 60% 4.6 282,000 50% 3.2 200,000 40% 1.3 106,000 30% .7 21,000 20% .1 8,000 10% 0.0 2% Cunningham and Stanovich (adapted from Anderson, Wilson and Fielding) 1988 Relationship Between Reading Volume And Reading Success Not only are students not reading much at school, but also many students are not reading at home either. This can have serious consequences for them. Cunningham and Stanovich asked a group of 155 5th graders to write down what they did after school. They took the number of minutes students said they read at home and correlated that to their reading achievement scores, and this is what they found. Clearly, there is a direct connection between reading at home and reading success. Notice that only 14 minutes of reading a day would mean that students would read 1,146,000 words/year (more than our million word goal), and that would correlate with an achievement score of 80%. Explain to parents what 80% would mean (8 out of 10)   Relationship Between Reading Volume And Reading Success Cunningham and Stanovich (adapted from Anderson, Wilson and Fielding) 1988

El Efecto Matthew   “Los niños que leen bien y que tienen buen vocabulario, leerán más , aprenderán más significados de palabras y por lo tanto, leerán mucho mejor. Los estudiantes (con vocabulario inadecuado) . . . que leen lentamente y sin gusto . . . leen menos, y como resultado, tienen un desarrollo más lento en el conocimiento del vocabulario, lo que impide un desarrollo más amplio en la lectura.”   --Keith Stanovich (1986) Stanovich summed it up well in his article on what he called the “Matthew Effect.” The rich get richer and the poor get poorer. Dr. Keith Stanovich is a psychologist who has done extensive research on reading and language disabilities.

¿Sabía que? Los estudiantes pueden aprender nuevas palabras por sí mismos SÓLO POR EL HECHO DE LEER LIBROS. Los estudiantes pueden encontrar el significado de las palabras, al entender el contexto de la historia. ¡Si los estudiantes leen un Millón de Palabras al Año su vocabulario se incrementará!

Campaña “Un Millón de Palabras al Año” UN MILLÓN DE PALABRAS AL AÑO! Nuestra meta es que todos los estudiantes lean por lo menos UN MILLÓN DE PALABRAS AL AÑO! We are conducting campaigns in every elementary school this year to recognize and celebrate the students who are working on this goals!

Los estudios demuestran que el tiempo que invierte un niño leyendo libros en los grados 2° a 5°, ha sido el mejor indicador de su crecimiento como lector. (Anderson, Wilson y Fielding, 1988) We need our students to read more! Anderson, R.C., P.T. Wilson, and L.G.Fielding. 1988. Growth in reading and how children spend their time outside of school. Reading Research Quarterly (Summer): 285-303. Richard C. Anderson is from the University of Illinois, Paul T. Wilson is from West Michigan University, and Linda G. Fielding is from the State University of New York at Albany.

La Campaña “Un Millón de Palabras al Año” Ayuda a los estudiantes a desarrollar buenos hábitos en la lectura. Despierta en ellos el interés para leer todos los días. Apoya a los estudiantes para convertirse en lectores más hábiles. These are the reasons why we are conducting a Million Word Campaign.

Metas por Grado Grado Lectura y La Repetición de la Lectura Escuchar Lectura en Voz Alta ECE 2-4 libros conocidos por día (en forma independiente o con otro niño o adulto) 1-2 libros por día (1-2 en casa) K 2-4 libros conocidos/por día 1º 4 ó más libros por día (en forma independiente o durante lectura guíada) 2-4 textos por día 2º 1-2 libros o capítulos largos por día Por lo menos un libro más difícil Here are examples of what the goals look like for different grades. (Show the kinds of books we are referring to.)

Metas por Grado Grado Lectura Escuchar Lectura en Voz Alta 3º 25-30 libros de capítulos cortos (Lectura diaria en voz alta no cuenta) 4º 25 libros de capítulos (~125 páginas) 5º 25 libros de capítulos (~150 páginas)

¿Qué Puede Hacer para Ayudar? Asegúrese de que sus hijos están leyendo diariamente. 15 - 30 minutos de lectura en casa, les ayudará a los estudiantes alcanzar ¡un millón de palabras al año! Hable con sus hijos sobre los libros que están leyendo. As a parent, it can feel overwhelming to know how to help and where to start, but these are easy steps you can take. We don’t expect miracles, but even 15 - 30 minutes a day will make a HUGE difference for our students.

¿Qué Puede Hacer para Ayudar? Asegúrese de que sus hijos tengan una tarjeta de la biblioteca pública y vayan como familia a sacar libros. Saque libros de la biblioteca de la escuela cada semana. Supervise a sus hijos cuando hagan la tarea diariamente. The library is a great resource for the entire family. You can check out books, videos, computer games– the list is endless. A card is free. All you need to do is present proof of address, like an id card or a bill, and you can check out books at no cost! Also, make sure that you are talking to your child’s teacher. Don’t wait until there is a problem—and don’t assume that your opinion is less important than the teacher’s. Schools want and need your help to educate your children!

¿Qué Puede Hacer para Ayudar? Pase tiempo con sus hijos para que sepan que se interesa por ellos. Hable con la maestra de sus hijos. La comunicación es muy importante. Research has shown that the more parents are involved in their child’s education, the better their children perform in school. This is the time to support our children—they will never get another chance at this year! WE can all make the difference for our students!

!Los Padres Hacen la Diferencia! Necesitamos trabajar juntos para lograr nuestras metas. !Los Padres Hacen la Diferencia!