1. S uper ummer uccess © Maintaining Summer Reading Growth Dr. Joan Firestone Director of Early Childhood Oakland Schools Dr. Sandy Biondo Independent Consultant

2. SSS Team Members Dr. Sandra Biondo………………..…..Editor and Chair Ingrid Snyder…………….…………...Oakland Schools Susan Baldwin………………….Huron Valley Schools Carey Crocker………..……………..Clarkston Schools Christine Devine……..…………..Birmingham Schools Kathleen F. Kern…….…………..Birmingham Schools Lyn Greely………………………Clarenceville Schools Sandra Hudkins……….…………...Van Dyke Schools Laurie McDonnell…………...….Clarenceville Schools Trudi Motzenbecker……………...…...….Troy Schools Terry Pawl……….………...……...Hazel Park Schools Sheila Scovic………………...…….Rochester Schools

3. Short Story We give your student lots of books to read over the summer. Your student reads a lot over the summer. Your student returns the books in the fall. Instead of experiencing “summer reading loss,” your student returns to school with reading gains.

4. Short Story for Board Members May – Teachers recommend students Students assessed with Fountas & Pinnell Determine eligibility levels based on results Advise parents & invite to information night June - Students use a shopping list for book selection at lunch Book sets sent last week of school July & August – one picnic each month for book swapping September – Reassess with Fountas & Pinnell

5. Summer reading loss defined Students return to school after summer vacation with diminished reading skills. Less able readers read less often. They don’t read high-success texts.

6. Faucet theory “Learning is turned ‘on’ during the school year and turned ‘off’ during the summer.” Entwisle, et. al., 2001

7. Who? Effects observed primarily with: Economically disadvantaged children Less able readers Boys First and second grade readers were targeted last year, this year third grade was added.

8. Effects of summer reading loss 2 to 3 month decline between June and September The cumulative effect is up to a 2 year gap by middle school, even with effective instruction

9. Gap grows Good readers choose to read so they read more frequently. The more they read, the better they get. The better they get, the more they read. Less able readers aren’t as likely to choose reading. They lose some of the gains made during the school year.

10. Practice matters! Our less able readers don’t practice as much as their more able peers Reading growth is related to volume They need to read “high success” texts – 98% accuracy

11. Growth in reading Growth in reading and how children spend their time outside of school. Minutes of Reading Per Day Words Read Per Year % RankBooksTextAll Reading BooksText 9021.133.440.41,823,0002,357,000 504.69.212.9282,000601,000 100.11.01.68,00051,000 Source: Anderson, Wilson, and Fielding. (1988). RRQ

12. Solution Provide appropriate books to students for summer reading!

13. Two key prevention ingredients Access to appropriate leveled materials Motivation to read them

14. Access factors “Children learn to read by reading” Books at the student’s independent reading level - - 98% accuracy Appropriate number of books based on the student’s reading level – 20, 12, 6 Importance of repeated readings – research based

18. Motivation factors “Just right” books – independent level Self-selection High interest Quality literature and variety “Motivational maintainers” – postcards, etc.

23. SSS project goal for Burton Provide information and tools to assist parents in putting books in the hands of children during the summer months

24. Burton Timeline June 10 - Students receive a shopping list and choose books at lunch June 14 – Students take books home July 13 – Picnic – turn in book sets and get new books August 10– Picnic – turn in book sets and get new books September – return books, celebrate, reassess

25. Parent Responsibilities Set up a regular reading schedule for/with your student It is suggested that students read at least 15 minutes a day Encourage your child to read Encourage your child to reread Record readings Make sure all books get returned to Burton

26. Third Grade Comprehension Strategies Use a large post-it at the end of the first chapter to list characters introduced along with a character trait for each. After reading the chapter titles, make a prediction about the chapter (setting a purpose to read) Use a large post-it to write a summary after each chapter. Tell them Mrs. Rubenstein said so!

27. Bottom line___________ Summer reading makes a difference!

28. Remember Just like plants in a garden, students can bloom and thrive all summer long!

29. Questions ??? Feel free to email questions to Denise Rubenstein during the summer. drubenstein@berkley.k12.mi.us Put SSS in the subject line.

30. Thank you!!! A special thank you to Dr. Joan Firestone, Director Early Childhood Unit Oakland Schools and Tom Barnes, Project Coordinator Early Childhood Unit Oakland Schools For giving us wings to fly!

31. Thank You’s Our PTA has supported our pilot program for the Fountas & Pinnell Assessment System that makes this program possible. Lauren Mendelson has generously donated funds to expand our leveled library. Todd Fadoir for designing the software program for cataloguing our inventory.