Prime Time; Importance of Reading Skills

? ? audio is like. [pre-broadcast beeps; theme music] [theme music continues] [theme music ends] [Sardella, Ed] Hello, I'm Ed Sardella, host for Prime Time, a weekly series of programs

that unite the school, parents, and community in an effort to improve the learning skills of children in the Denver Public Schools. This week, Prime Time explains the program, Reading Is Fundamental. Noble Jenkins, Reading Specialist, discusses how the school curriculum develops reading skills, and we'll hear selections from the Denver Public Schools' citywide High School Concert Choir. Superintendent of Schools Dr. Brzeinski honors Hugh Avis, Colorado Teacher of the Year, and gives special recognition to Jeanne Sonnleitner, teacher at the Boettcher School for handicapped children. We'll also visit Poet-in-Residence, Sharon White, and have suggestions for implementing the activity card. In our first segment, Prime Time goes to College View, one of the schools involved in the Reading is Fundamental program. They had a costume party and awarded prizes to the best story-book characters created from books the children had read. [Nicholaisen, Judy] PTSA sponsored a costume contest to go along with our Reading Is Fundamental program, where each child receives a free book.

We felt that it was an incentive for them to read their stories and come up with some type of costume, and PTSA gave $10 to each winner out of each room and then $25 to one boy and one girl as a grand prize. And we thought that this would help motivate them to read. Well, we just had a distribution in October, and every child received a free book, and we thought that this would motivate them to read those books. So PTSA sponsored this contest so that they could come up with some type of fantastic idea for a costume. It was kind of twofold: we wanted them to read, and we wanted them to come up with something, a costume that they'd make themselves, instead of a store-bought little mask. Well, we felt it was one of the best costumes, and it took quite a few hours for him to put it together.

[Interviewer] How long did it take Stacie again? [Stacie] Four days. [Interviewer] And how did you put it together, and what did you do first? [Stacie] Well, my dad rounded the cardboard box, then he put a trash can here and a ball on the top. Then he put all the feathers on and the eyes and the beak. [Interviewer] That's really nice. And Stacie, we're going to ask you to turn around, so we can see your whole costume, OK? [Nicholaisen] I was really surprised how many of the children really do read books. It really surprises me because when they come in, they ask me for certain books, and they tell me that next time, I have to get a certain book. So that really shows that they're really interested and they write me thank-you notes. And when they see me in the hall, you know, they tell me about their book and their stories. I had one little boy tell me that he went home and he made his own library, and he has all of his little ?rift? books, and that's the only books he has, so it really

helps children that can't really afford to have the books. And that's the whole idea of this program is to have children motivated to have their own library and to read. [Sardella] Nothing is more important in school than the ability to read well. Noble Jenkins, Reading Specialist, explains the reading goals established by the Denver Public Schools and how the curriculum ensures continuous progress for every pupil. [James H. Daniels] I'm James H. Daniels, Administrative Director in the Department of Elementary Education. With me for this segment of Reading in Prime Time is Mrs. Noble Jenkins, one of our Reading Specialists. Noble, many of our parents have told us that they are pleased with the kind of reading instruction we provide for their children. We'd like for you to tell us the kinds of goals that the Denver Public Schools are concerned with as it relates to reading. [Jenkins, Noble] Well, generally, when we think of objectives, we really wish to instill in pupils a real desire to want to learn to read. We are very

much in tune to meeting the children's instructional needs. We work on developing word-recognition skills, developing accurate comprehension skills, and those are just some general concepts that we're very much involved in. [Daniels] We've been told that a good climate in a classroom and a good environment are important for the growth of pupils. What type of climate would you suggest for a good classroom situation as it relates to reading? [Jenkins] Well, we feel that our schools are really committed to teaching children to read, not only learning to read, but reading to learn. Our curriculum emphasizes reading, you'll find that reading becomes a part of the other school subjects. Each school has a very definite sequentially-developed and well-planned reading program that ensures continuous progress for each pupil. The four basal reading programs that we are now using is Gin's 720, Harper and Row Reading Basic Plus, Holt

Basic Reading, and ? Houghton-Mifflin ? Reading Program. [Daniels] We encourage as one of our Prime Time activities to have parents come into the school, do parent conferences and just observe in the classroom. What things would you suggest to parents to look for when they come into a classroom situation? [Jenkins] I think, we in the classroom, look toward the general organization of the classroom. We group for instruction, where you would have one group who would be with the teacher for instruction, another group who would be doing a written assignment that is directly related to the skills that have been taught, and perhaps a third group would be engaged in some types of reading-related activities such as reading a good book or doing a reading game. Another thing that's critical is the time that's allotted to reading. In our primary grades, we have a 120 minutes for reading; in our immediate grades, we have from 50 to 75 minutes, and the time is important, but more

important is time spent on task. [Daniels] Many of our patrons are amazed at the quality and quantity of reading materials that we provide in the Denver Public Schools. Can you share with us the kinds of materials that we use for teaching reading? [Jenkins] Basically, in our reading program, the Teacher's Guide is the most important component. A very comprehensive guide is necessary for each level of the reading program. The ? pupils' ? ? texts ? contain a wide variety of content, with such things as stories, poetry, biographies, essays and plays. The workbooks are used, as well as the duplicating masters to reinforce skills. The unit tests are given at the end of each level to evaluate mastery of skills for that particular level. We also have skill charts that are used by the teacher for direct instruction. Supplementary

materials are also available for the classroom teachers to use to reinforce and to enrich reading skills. [Daniels] Many parents have expressed a concern over the progress that their kids make, no matter what the reading program. What ways do we have in the Denver Public Schools for evaluating the progress of kids? [Jenkins] We have a number of ways, but in a reading program, each school's reading program includes criterion reference unit tests which develops or helps a teacher determine the skills that have been mastered or skills that need to be retaught. We have materials that are available for reteaching those skills, and by using the results of the criterion referenced tests, this ensures continuous progress and, really, parents may be interested in talking with their child's teachers about the results of the unit tests because it does give good information in terms of a child's progress in reading.

[Daniels] What do teachers do in a regular classroom situation to promote a special interest in reading among their boys and girls? [Jenkins] Teachers do a lot of things, and one of the things that we find our teachers involved in is designing special reading projects that will help children develop interest in certain topics. They make very frequent use of the Instructional Media Center. We have teachers who do things to encourage boys and girls to bring books to school, as well as to take books home. And we also have opportunity for boys and girls to just have free reading, just reading for fun, with no questions asked. And teachers are constantly setting up opportunities where they, too, are involved in the reading process, so that boys and girls will know that they enjoy books as well as enjoy reading. [Daniels] You've given us some very good ideas in terms of what we do in the Denver Public Schools as it relates to reading and the goals that we've established. We thank you very much. [Sardella] Prime Time invites you to join your school's efforts to help your child grow as a reader.

Along with the emphasis on learning skills, the Denver Public Schools provides many excellent opportunities for students to develop their musical talents. The 97 members of the Denver Public Schools citywide high school concert choir under the direction of Robert Penn performed in a special concert for us in the KRMA TV studio. [singing]

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[singing ends] [Joseph Brzeinski] Teachers and parents working together means student success in school. Denver

has outstanding teachers. It is my pleasure to introduce two of the best, two who have just received statewide honors. First, Mrs. Jeannie Sonnleitner, a Boettcher School teacher for the past 11 years. She has just received the Special Recognition Award in the Colorado Teacher of the Year contest. And Mr. Hugh Avis, instrumental music teacher at Manual High School, who's been selected as Colorado's Teacher of the Year. This is Hugh's 29th year with the Denver Public Schools. I'd like to read the citations that they've received for you. "Colorado Teacher of the Year. This is to certify that Hugh B. Avis, who has established an outstanding record of service, has been named Colorado Teacher of the Year for 1982 and, incidentally, also a candidate for the National Teacher of the Year." "This is to certify that Jeanne Sonnleitner, who has established an outstanding record of service, has been given Special Recognition in the Teacher of the Year program for

1982." Our program is designed to help parents help their children in learning. As representatives of the finest teachers in Colorado, what advice do you have for parents? Jeannie? [Sonnleitner, Jeanne] I would like to ask parents of disabled students to give them as many experiences as possible. The daily experiences of going to the grocery store, or going to the zoo, or going to shop for clothing. Those things really do carry through in the classroom. The student is trying to read and he needs a base to do it to build his learning upon, and those daily experiences really do help. [Brzeinski] Hugh? [Avis, Hugh] I would like to urge all parents and people who don't have children in school to get into the schools and see the many exciting programs that are there for you. You've heard all about the negative things about what's wrong with education. Get in and see what's really happening in the schools in the positive manner.

[Brzeinski] I'd like to ask both of you: What kind of attributes, what kind of skills do you find the people who are succeeding in your schools bringing from the home. [Avis] Well, right away, the pupil who is successful in music, whether it's vocal or instrumental, are children who also read well, who have a good basic foundation in the three Rs; it carries over. So it's just the same old thing. [Brzeinski] Jeanne? [Sonnleitner] I would say the people that are successful have parents that are interested in music or in the student, and they support those students in their endeavors, and that makes the students successful in music as well. [Brzeinski] Congratulations to both of you. We're proud of our Denver teachers, and we know that you both exemplify the dedication that all of them have. Thank you very much for being with us. [Sonnleitner] Thank you. [Avis] Thank you ? ?. [Sardella] Arts in Education, a program of the Colorado Council on Arts and Humanities,

brings a variety of working artists into the classroom to enrich the learning experience of Denver schoolchildren. Prime Time observed Poet-in-Residence Sharon White teaching a class in poetry-writing at Henry Junior High School. [White, Sharon] OK, this poem that I'll read now is by Wallace Stevens, and it's part of a poem called, "Someone Puts a Pineapple Together." And as I read it, see if you can see what he's talking about. "The hut stands by itself beneath the palms." Can you see that? OK, he's thinking of the pineapple as being really rough, and... [White, to us] I don't try to point out a lot of things; I try to have the students learn it through writing, learn it themselves, through what they read, through what I say about the poem that they're reading, through objects that they look at and see different ways of explaining those objects. [White, to students] I'm going to pass around these different things, and I want you to take a good look at them,

feel them, see what they smell like. Listen, see if they make any noise. Try to imagine yourself inside of them. [White, to us] I think having them write poems is the main part of the thing. Seeing that they can do it themselves, and that it gives them pleasure, and that they create images that they hadn't thought of before. And also to have some respect for words, to realize that there are different ways of looking at the world than the way they look at the world, or they see it on TV, or read it in magazines. Today, I have some things I've picked up in my kitchen. And the more you look at an object, the stranger it appears; and I think it's exciting for kids to find out that they can think of things that are different from everyone else, that they see something in a way that is just their own and put it down on paper. [Sardella] Children naturally like poetry with its originality, images, rhythms, and

patterns. In addition, poetry is meant for sharing, and some of these students at Henry Junior High will have their poems published in the school newspaper. Reading is Great is the theme for this week's Prime Time activity. Next we join the Card family, where Marcy, a 9th grader; Cammy, in the 6th grade, and Buffy in 3rd grade make playdough and create a storybook character. [Cammy] "Have a nice day, darling, be good, honey, she'd say as we went out the door. When we came home for lunch, we'd have toasted cheese sandwiches or tuna on a bun. Then she'd pour us a glass of milk and give us a snack. Afterwards, we'd go outside or have friends come and play at our house. But then, something terrible happened to change all that. My mother went back to being a science teacher. She said it was [Marcy] Cam! Buffy! [Cammy] Good! [Buffy] Good! [Cammy] OK, Buffy, we're making super-duper homemade playdough recipe. [Marcy] What a name! [Cammy] I'm going

to tell you how to make this playdough, step by step. OK. OK, you put two cups of flour in the saucepan, and then you add one cup of salt, and you mix those together. And then you put a half a cup of corn starch and mix those all together. And then you put a tablespoon of alum, and you mix those all together. They work better if you stir them. And then, OK, you can put in food coloring, only if you want, it doesn't make a difference. And one tablespoon of oil and two cups of water. And then, OK, and then you stir all those together again. Thank you. [Buffy] You're welcome. [Marcy] Over on this side a little. It's all mushy. [Cammy] I'll try it. [Marcy] Now what do we do with it? [Cammy] You cook over low heat and you keep on stirring it because if not, it can get rubbery at the bottom, and at

the top, it's like soup, kind of. Yeah. It's ready. OK. Now you put it on our board; it doesn't matter what kind of a board. OK. Now you have to knead the dough, and those who don't know what kneading is; it's like, you're flattening it out, and then you fold it over, and make sure it's still on, it keeps on the board. OK, you guys. Let's make, you know that book that we were just reading, Buffy? [Buffy] Yeah. [Cammy] Let's make the character, that girl, you know? [Marcy] The one with glasses? [Cammy] Yeah. [Marcy] OK. [Cammy] Let's see, why don't I make the hair, with the pony tails. You could make the head. And Buffy, you can make the glasses. [Buffy] OK,

that's the easiest. [Cammy] I know. OK. [Marcy] Can I see this for a minute? [Cammy] Best statue I've seen lately. [Sardella] Next week, Prime Time demonstrates how reading is integrated with other school subjects through the Prime Time community project to bring the otter back to Colorado and through the study of the solar system at Samuels school. Roy Henry, at Henry Junior High, describes a lunchtime activity that encourages reading. And we'll have a review of children's books for holiday reading. Join us next week on Prime Time. I'm Ed Sardella. [music]