Sharp 1 Jason Sharp School Library Final Project Assignment Prompt: You are a LMS in a K-8 school that

includes a pre-school. Your school has received a national grant to promote family literacy and to help students come to school ready to learn. Your school has a growing ELL population. Your principal has asked you to be the point person in planning 4 Family Literacy Nights to be held throughout the school year. One of the nights needs to focus on the ELL families specifically. You are to research best practices to promote literacy at home, to keep older students reading, and to get parents involved in their childrens educations. You will then present your ideas to the committee and outline what each evening will involve. You have a budget of $200 for each night. Also, there is $3000 available for resources to support family literacy. How can the library program play a key role in this process?

*If you choose this situation, your final project will be the presentation of research findings, ideas, plans for each family night and resources needed that you make to your committee.

Facilities used for the literacy nights: First Choice: School Library so that parents and participating students can become familiar with the school library collection. Second Choice: If the School Library cannot accomdate the attending parents and students, the school gym may be used.

School Personnel required:

Sharp 2 *The school librarian will be required for each of these nights and volunteers may be needed to set up chairs and pass out refreshments and handouts. *Ideally, the teachers of the Pre-K, Kindergarten and First grade classes will be in attendance for the Every Child Ready to Read program to discuss literacy with parents following the program itself. *A volunteer or teacher will be asked to record these presentations for parents that cannot attend and for a parents future use. *The schools Speech Language Pathologist (or whoever works with ELL students) will need to be available for the ELL program. *A public librarian will also be requested for the Print Literacy evening to discuss resources available to parents.

Required resources: *If the School Library is used for the Literacy Nights, the SmartBoard can be used as a way to present information and no microphone will be required. *If the gym is used for the Literacy Nights, several more objects will be required: Tables Chairs Microphone System Projector *For either location, the following will be required: Video Camera to film the events (pending legal approval) Refreshment Table

Sharp 3 A table for the visiting Public Librarian to set up a display and process library cards *Note: Handouts will be provided online and can be printed by parents prior to and following the Literacy Nights; they will not be distributed unless there is determined to be a pressing reason to do so. The exception to this is the handouts on the Overdrive system and Library Card Applications that the Public Librarian will provide.

Night 1: English Language Learners

ELL Literacy Night Primary Goals: Provide information on the resources available for ELL students and parents at their local school and public libraries. Motivate parents to encourage literacy at home

ELL Literacy Night Related AASL Standards: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.4.4 Interpret new information based on cultural and social context 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interest and needs. ELL Literacy Night Common Core Standards: CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

Sharp 4 CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

ELL Literacy Night Research: *ELLs comprise 10.5% of the nations K-12 enrollment and is the fasted growing segment of the student population (English Language Learners, n.d.) *Graphic Novels give minority viewpoints a voice (Schwarz, 2002) and sends them the message that their voices are recognized and valued (Bucher, 2004). *Parents should be encouraged to read and talk about books in their native language. If they use the language they speak most fluently, they can more easily help their children develop early literacy skills (Every Child, 2003. Section II, Pg 19). *Reading familiar texts helps to increase an ELL students comprehension (Goldenberg, 2006). *Common Core Appendix A places a large emphasis on oral language in teaching ELL students (Appendix A, n.d. Page 27)

ELL Literacy Night Overview *Discuss the benefits that various print and media formats offer to ELL students: -Bilingual books -Audiobooks -Ebooks that can be read in multiple languages -Graphic Novels/Manga -Duolingo: app that teaches different languages

Sharp 5 *Provide information on the translated and bilingual materials that the school library and nearby public libraries have available: -Picturebook folktales and stories -Informational texts about country of origin -ESL materials for parents and children -Bilingual Picturebooks -Translated Fiction and Nonfiction *Invite parents to become involved in the school library programs -encourage them to tell folk tales on a particular holiday (such as Da de los Muertos) or discuss their experiences in a tie-in on a lesson about a particular countrys culture. *Provide parents with an opportunity to be heard and discuss their concerns with their childs teachers. *Encourage the schools Speech Language Pathologist (or whoever works with ELL students) to speak with parents about issues important to ELL Parents.

ELL Literacy Night Budget $60 Light Refreshments $40 Books for parents on how to promote Literacy among ELL students; will be available for checkout following the group. $100 Bilingual and translated books to review at the Literacy Night.

Night 2: Every Child Ready to Read Program

Sharp 6 Every Child Literacy Night Primary Goals: Teach parents about the simple things they can do to improve their childs early literacy skills Teach parents about the benefits of promoting early literacy at home. Demonstrate how to implement these skills during a storytime with their children.

Every Child Literacy Night Related AASL Standards: 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3.1 Connect understanding to the real world. 4.1.1 Read, view and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

Every Child Literacy Night Common Core Standards: CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

Every Child Literacy Night Research Findings: *Children who start Kindergarten ready to learn to read have greater success throughout their school years. They are more likely to read at or above grade level by the end of 2nd grade.

Sharp 7 Children who read at or above grade level by the end of 4th grade are much more likely to graduate from high school and be successful readers and learners throughout their life (Every Child, 2003. Section II, Page 27) *Children have shorter attention spans, parents can do activities for short periods of time throughout the day (Every Child, 2003. Section II, Page 33) *Songs help children develop listening skills and pay attention to the rhythm and rhymes of spoken language. (Every Child, 2003. Section II, Page 43) *According to the evaluation of the original Every Child Ready to Read program, 76% of participants found the workshop helpful and 85% felt the library supported their childs education (Every Child, 2003. Section I, Page 33).

Every Child Literacy Night Plan: The Powerpoint slides and content have already been provided through the Every Child Ready to Read program, however a brief overview will be listed below. *Discuss the importance of Early Literacy *Discuss the importance of the Five Practices: Talk, Sing, Read, Write and Play *Demonstrate and have parents practice a picture walk with their children *Discuss how these literacy skills involve more than just books; demonstrate and practice how parents can improve literacy through communication. *Allow parents to meet with Pre-K and Kindergarten teachers to learn more about early literacy practices in the childs classroom.

Every Child Literacy Night Budget:

Sharp 8 $60 Light Refreshments $80 for 2-3 Big Books to demonstrate storytime modeling. $60 for books on how parents can promote Early Literacy at home; will be available for checkout following the group.

Night 3: Building Print Literacy

Print Literacy Night Primary Goals: To educate parents about the Accelerated Reading program and how it should be used as a tool, not as a barrier to recreational reading. To encourage parents to treat reading as a fun experience. To promote the benefits of graphic novels and manga in increasing literacy skills. To discuss free options available at the school library and the local public libraries.

Print Literacy Night Related AASL Standards: 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.4.1 Identify own areas of interest 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interest and needs.

Print Literacy Night Common Core Standards

Sharp 9 CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Print Literacy Night Research: *Comics and graphic novels have been found to be just as effective in conveying information with no significant difference in test scores from text only options (Mallia, 2004) *Parents play a key role in promoting a positive attitude towards reading and this attitude can have a profound impact on a childs academic progress (Joseph & Mullen, 2004). *Reading stories to children on a regular basis is regarded as one of the most important supports for literacy learning (Bus, Van Ijzendoorn, & Pellegrini, 1995). *Struggling middle school readers decrease in intrinsic motivation faster than students who believe they are capable readers. All middle school students show this increase in intrinsic motivation (with varying rates based on capability) and show an increase in extrinsic values related to reading. These extrinsic values can be supported in struggling readers while still supporting the intrinsic values in confident readers (Guthrie & Davis, 2003)

Print Literacy Night Overview: *Discuss the AR system and how to parents can use the system to promote a love of reading.

Sharp 10 -Reading for pleasure, not for punishment *Promote family read time and teach parents to model a love of reading. *Discuss how to obtain a wider variety of materials at the local public libraries -information from visiting Public Librarian on resources available for all ages *Discuss the differences between Fiction and Non-Fiction and how they can be equally important to a childrens education. *Discuss common misconceptions about Manga and Graphic Novels and relate the benefits in promoting visual literacy and sequencing.

Print Literacy Night Budget: $20 Honorarium for visiting Public Librarian $60 for Light Refreshments $60 for Graphic Novels to pass around during the Literacy Night. $60 Books for parents on how to promote child and early teen literacy at home; will be available for checkout following the group.

Night 4: Literacy in the 21st Century: How Ebooks, E-Audio and Ipads can improve literacy

21st Century Night Primary Goals: Educate parents that literacy involves more than traditional print based resources To educate parents about the free or low-cost options available in their community

21st Century Night Related AASL Standards:

Sharp 11 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 3.1.6 Use information and technology ethically and responsibly 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 21st Century Night Common Core Standards CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

21st Century Night Research: *Enjoyment of reading and comprehension remained constant between Ebooks, Audiobooks and Print Books, however comprehensions increased when Text and Audiobooks were combined. (Moyer, 2012) *Audiobooks allow struggling readers to focus on the words and the story instead of struggling to decode (Moyer, 2012).

Sharp 12 *Other studies have found that children who used e-books instead of print books made significantly more gains in comprehension and general reading skills (Moyer, 2012). *Popular videogames such as Minecraft have been successfully integrated into school lectures and used as highly successful teaching tools (Short, 2012)

21st Century Night Overview E-Books: Easily accessed on most smartphones, tablets and computers -Instead of angry birds, a child can read a chapter of a book during an errand or at home. Available for free at Public Library Overdrive system (Information on how to access for free) Paid options available: Kindle, Nook, iBooks Benefits of: Adjustable print sizes and fonts, Highlighting, High contrast options, Read aloud options on some devices, Built-in dictionaries. E-Audio: Easily accessed on most smartphones, MP3 players, and computers. If permission is granted by Overdrive, these Audiobooks may also be burned to CD. Available for free at Public Library Overdrive system (provide information on how to access along with public libraries flyers) Paid Options available: Audible.com, Amazon Benefits of:

Sharp 13 Increases phonetic awareness Comprehension increases when materials are used with print resources. Easy to listen to in the car or during other tasks (such as errands). Ipad/Kindle: Provide an overview of apps that increase literacy skills. Sample apps: Scribblenauts, Little Critter: Me and Mom, Dr Seuss ABCs, Duolingo, Edgar Allen Poes The Raven. Most storytime apps allow parents to record their own voiceover for children Should not replace storytimes Apps can focus on learning concepts like letters, numbers, colors and objects Older children can play games that improve typing, spelling and math skills. Popular gaming systems: Discuss the increased focus on storytelling and lore in popular videogames can also improve math and science skills Minecraft: promotes Science, Engineering and Math (also available on computers and Ipads). Assassins Creed is a historical simulator with database entries on main events, notable people. Not typically appropriate for younger ages due to M rating. Roleplaying games with hundreds of pages of lore accessed via menus (Skyrim, Mass Effect, Final Fantasy).

21st Century Night Budget: $55 for Light Refreshments

Sharp 14 $45 for Dummies Guides on Kindles, Ipads and Android Phones ($15 each); will be available for checkout following the group. $100 Amazon Gift Card to preload purchased Kindle Fires with eBooks, Literacy Apps and inexpensive audiobooks, all of which can be demoed at the Literacy Night.

$3000 for improving literacy $100 for 5 $20 MP3 players to play Public Library Overdrive audiobooks $200 for 4 $50 Playaways $300 for 2 $150 Kindle Fires to promote Literacy Apps $500 for Bilingual books, translated books and nonfiction books about a student (or parent)s country of origin. $1500 for High Interest Fiction and Nonfiction (includes Graphic Novels) $200 Books for parents on promoting literacy (focus on early literacy, school age children and middle school) $50 for 50 $1 headphones to be used within the school library and to be provided with audio devices. $150 for prizes used in a sustained reading program (high interest paperbacks, Dollar Store prizes and money for an inexpensive class pizza party for the class with the top readers).

Sharp 15 References Adams, H. (2010, September 1). Welcoming America's Newest Immigrants: Providing Access to Resources and Services for English Language Learners. School Library Monthly. Retrieved November 11, 2013, from http://www.schoollibrarymonthly.com/articles/Adams2010-v27n1p50.html "Appendix A: Research Supporting Key Elements in the Standards." Common Core State Standards. N.p., n.d. Web. 13 Nov. 2013. http://www.corestandards.org/assets/Appendix_A.pdf Bucher, R. D. (2000). Diversity consciousness: opening our minds to people, cultures, and opportunities. Upper Saddle River, N.J.: Prentice Hall. Bus, A., Van Ijzendoorn, M., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21. English Language Learners. (n.d.). National Council of Teachers of English. Retrieved November 11, 2013, from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.p df Every Child Ready to Read Training Manual (2nd ed.). (2001). Chicago: American Library Association. Ghoting, S. N., & Diaz, P. (2013). Storytimes for everyone!: developing young children's language and literacy. Chicago, Ill.: American Library Association. Goldenberg, C. (2006). Improving Achievement for English Learners: Conclusions from 2 Research Reviews. Colorin Colorado. Retrieved November 12, 2013, from

Sharp 16 http://www.colorincolorado.org/article/12918/ Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading &Writing Quarterly, 19(1), 59-85. Joseph, L., & Mullen, J. (2004). READINGENCOURAGING POSITIVE ATTITUDES: STRATEGIES FOR PARENTS AND TEACHERS. National Association of School Psychologists. Retrieved November 12, 2013, from http://www.nasponline.org/families/reading_ho.pdf Jules, J. (n.d.). 10 Ways to Support ELLs in the School Library. Colorin Colorado. Retrieved November 11, 2013, from http://www.colorincolorado.org/article/33008/ Lancaster, A. (n.d.). School libraries: using data to boost student literacy. The Guardian. Retrieved November 6, 2013, from http://www.theguardian.com/teachernetwork/teacher-blog/2012/oct/16/school-library-literacy-data-project Mallia, G. (n.d.). Learning from the Sequence: The Use of Comics in Instruction. ImageTexT: Interdisciplinary Comics Studies. Retrieved November 12, 2013, from http://www.english.ufl.edu/imagetext/archives/v3_3/mallia/ Marrall, R. (2013). Part V: Cultural Implications of Graphic Novels and Comics. Graphic Novels and Comics in the Classroom: Essays on the Educational Power of Sequential Art (pp. 247-248). North Carolina: McFarland & Company, Inc. Moyer, J. E. (2012, Summer). Audiobooks and e-books: a literature review. Reference & User Services Quarterly, 51(4), 340+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA318105159&v=2.1&u=tel_p_mem shel&it=r&p=GPS&sw=w&asid=12df795f854fd91ae2d0c27a3960dfe0 Santoro, L. (2013). Assassin's Creed III. American History, 48(3), 80. Retrieved

Sharp 17 from http://go.galegroup.com/ps/i.do?id=GALE%7CA333331071&v=2.1&u=tel_p_me mshel&it=r&p=GPS&sw=w&asid=5ab4dbf54ae17be53ed97b74fe2fb59e Savage, T. (1991). The ready-to-read, ready-to-count handbook. New York: Newmarket Press. Schwarz, G. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, 46(3), 262-265. Short, D. (2012). Teaching scientific concepts using a virtual world--Minecraft. Teaching Science, 58(3), 55+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA309315146&v=2.1&u=tel_p_me mshel&it=r&p=GPS&sw=w&asid=a44d564609d86d897c36aedd081adae2 Silva, T. (2012, June 3). Accelerated Reader: Instigator of Readicide. Hack Library School. Retrieved November 11, 2013, from http://hacklibschool.wordpress.com/2012/03/06/accelerated-reader-instigator-ofreadicide/ Straight, S. (2009, August 27). Reading by the Numbers. New York Times. Retrieved November 11, 2013, from http://www.nytimes.com/2009/08/30/books/review/Straightt.html?scp=1&sq=accelerated%20reading&st=cse&_r=0