Reading For Enrichment with Tony and Lisa
PROGRAM PROPOSAL for : 3yrs. – 4rd grade
“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children’, [reading aloud] is a practice that should continue throughout the grades” (Trease, J., 2009). Objective (s): My traveling reading program’s goal to expose children to a fun and
exciting way of reading through animate narrations, and modeling theatrical narrative reading to inspire in students a love for books and reading. With the use of voice over tones, pitch, and sound effects the student makes connections the book and its characters; they are encouraged to make predictions, and participate in the readings. Staff puppet members Tony and Lisa inspire children to love books and reading as much as they do. My name is Glenda Lee and I need help in building a literacy foundation for children. I am seeking support in funding my program ‘Reading For Enrichment with Tony and Lisa (my puppets)’ in building a literacy foundation for children living in the city of Milwaukee, WI., struggling with low reading proficiency levels. You will join in the joy of creating lifetime readers and giving these children a chance at a brighter future for themselves and our communities. I believe in my read-aloud mission of getting children to fall in love with reading and books, and in my volunteer program of over 10 years I have been doing just that that; changing the outcomes of children’s lives through reading-aloud. I have a unique gift of reading and nurturing children. I have been working with children for over 25 years in child care and youth work. Unfortunately, due to financial struggles of schools and the families of the children I serve they are unable to pay for my reading sessions that are vital to the lives of their children, So, I volunteer in my spare time and when I can take off from work. Your help will allow me the opportunity to reach more children who are desperately in need of my services. Procedure: Through modeling theatrical narrations of story book readings and literacy props. With the use of voice over tones, pitch, and sound effects the student makes connections the book and its characters; they are encouraged to make predictions, and participate in the readings through a one hour session. Program Literacy Outcomes: To enrich the literacy experience for children through read-alouds that inspires in them a love for books and reading. Lesson: Read aloud promoting literacy Instructor: Glenda Haynes
Subject Area: Literacy English/Language Arts: Standard A4.1-4.4, RFE’s (Reading For Enrichment) interactive read-aloud program is an enrichment program the partners with the educators curriculum that already encompasses the six WI Model academic standards for English/Language Arts. RFE enhances the quality of life in the classroom and heightens sensitivity to give greater value, importance and effectiveness to the six WI Model academic standards for English/Language Arts. RFE’s RRMs demonstrate explicit modeling of effective reading and thinking aloud skills that provide a powerful learning opportunity for the learner; that enriches the partnership with the educator’s curriculum. RFE opens up opportunities to develop oral language, an engaged trusted adult relationship that creates a warm environment that makes the learner feel safe, promotes positive self-esteem, and build responsible character, which is essential in the learning process; all of which enriches the partnership with the educator’s curriculum (six WI Model academic standards for English/Language Arts); whereby RFE meet the WI Model academic standards for E4.1-4.5, F4.1 specifically. Method: “Interactive Read-Aloud” approach. The read aloud readings are enhanced by the interactive approach by involving the child to get the most effective outcome from the readings. “Such an approach moves a read-aloud session from a passive, boring event to an engaging, proactive one. It shows students how a mature reader thinks, wonders and ponders when he or she reads. It connects those squiggles on lines page to an audience.” It presents opportunity for “windows” of opportunity within the text to open discussion, make a comment, think aloud or muse. Research has repeatedly shown that read-alouds are most effective when students are actively involved. Such actions as asking and answering questions, and making predictions mimic the mental processes mature readers constantly go through to understand what they read. Interactive read alouds result in gains in vocabulary comprehension strategies, story schema, and concept development. Interactive Read-Aloud approach allows for teachable moments that arise without prompting, in the form of an important question from a student or a new connection to the readers’ life, the students’ life, or previous readings. The read alouds and book selections adapt to meet the different academic and grade levels and students abilities.
