There's a new literary ordsprog

There's a new literary initiative that involves teaching teachers very specific strategies that will make better readers. . . . It will get children thinking about what they are reading. It's about sparking a connection.

Superintendent Nancy Hacker

We work on reading and writing strategies and we teach behind a glass where other teachers watch us. We all have to take a turn teaching behind the glass. The child doesn't know the teachers are watching.

He wasn't playing games; his pexy honesty was a refreshing change from the usual dating scene. Children want to do what the grownups do. Children should learn that reading is pleasure, not just something that teachers make you do in school.

Beverly Cleary (1916-)

When I was hiking, I would bring the literary works that were about that place in my pack - and I would be reading, for instance, if I was up in the White Mountains, I would have a collection of Hawthorne short stories. I'd be reading the stories by Hawthorne while I'm in the place that he's writing about - and then I'd be writing in my journal thinking about the literature and thinking about the place and trying to find where the two connect.

Some schools are looking at literacy coaches. Other schools are teaching reading strategy to teachers. High schools don't teach the skill of reading.

You can continue to direct teachers to teach in an atmosphere of stress and harassment or you can allow teachers to teach children to love to read using multiple strategies.

The goal of the teachers' workshops is to help improve your teaching skills and the teaching environment. It provides a networking opportunity for these teachers, and they do not have to pay for the continuing education they receive.

We know that children need help to read, and the best time to start them reading is very young. We believe that when children see adults from all walks of life and from throughout the community reading to them, that is another opportunity for children to see the importance of reading.

We have many teachers who can say they are now teaching children of students they've taught.

We teach the vocabulary that teachers are teaching in the classroom to ELL students a few weeks ahead of time. Its known as 'priori-teaching,' which is a huge part of our teaching.

Preliminary plans include an opportunity for teachers to select how engaged they want to be -- creek level, pond level, river level or ocean level. Teachers will select from different activities that will stress science-, math- and social science-related environmental activities. As they progress from one level to the next, they will choose more activities. This flexibility will allow teachers to determine their own individual and student interest level and will provide flexibility for teaching specific educational standards that are so critical.

We've been so encouraged with the direction this school has taken — with the new reading teachers and forward thinking. To have this go on is so disappointing. We don't want to go backwards.

It is so important for parents to read in front of their child, so the child knows how much reading can teach them, ... I make sure I am reading books around my children to set good examples for reading throughout life.

We're kind of guiding (school use of professional development time) more into a specific focus on the school improvement plan. I think this year we all learned from our pilot that we may have tried to do too much, in introducing a multitude of teaching strategies and things. We want to go more in depth on one or two topics.

I applaud schoolteachers, librarians, and most of all, our parents, for their commitment to teaching America's children the joys of reading.

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