District's First-Ever Family Literacy Night Draws Nearly 100 People

The only thing more impressive than the 100-person turnout at Collingswood Public School District's first-ever Family Literacy Night? The students—who proved districtwide literacy initiatives are working real magic in Collingswood. 

From 7 to 8 p.m. Wednesday, Feb. 9, the Media Center was filled with parents of kindergartners through fifth-graders—all waiting to see the district's literacy presentation. The presentation was intended to show parents various literacy-enhancing programs and activities being used in classrooms this year.

While informative and thorough, the presentation was almost unnecessary. 

The only thing parents needed to hear in order to believe in these program's effectiveness came straight from the mouths of their own children.

Partway through the presentation, William P. Tatem Elementary School's fourth-grade teacher, Jane Platt, escorted a group of her students to the front of the room. Sitting at a table with her students, Platt announced that her class would be demonstrating a literacy activity they carry out in school each day—a Strategy Group.

Platt folded her hands patiently and addressed the audience. 

"First, we begin by choosing a strategy," Platt explained.

For the demonstration, Platt's class chose to use a strategy called Imagery and Questioning. 

"Now," said Platt, turning her attention back to her students. "Rocco is going to read a passage from his book. While he does this, I want all of you to close your eyes and make a mental picture of what you're hearing."

Rocco read his passage aloud—without so much as a stumble or stutter—which depicted someone walking through a forest and noticing a fence. 

"Okay, who would like to share the images they got while Rocco was reading," Platt asked her students.

Nine-year-old Sara Beidleman's hand shot up first.

"Well, in a forest, I usually feel like there would be a picket fence, which is what I saw. And it was very tall," said Sara, to praise from her teacher.

Next, Debbie Baran, a 10-year-old, shared her own mental picture.

"My fence looked like the ones you see in a graveyard, those black ones that look really old," said Debbie.

"A wrought-iron fence, yes," said Platt with an approving nod, which caused an immediate smile to creep up into Debbie's face.  

The lesson proved that students are learning comprehension skills through imagery and strategy. 

But the impressive demonstration only grew more impressive. 

Parent and teacher's smiles spread even wider as a student named Quinn began reading her passage. The fourth-grader's tongue flew effortlessly past phrases like "district superintendent," and "ricochet"—words that leave even some adults tongue-tied. 

While students' exquisite demonstration of literacy stole the show Wednesday, the district presentation only added to the night's success.

Collingswood Public School District Superintendent Scott A. Oswald spoke to parents about literacy initiatives being used this school year.

"Our goal tonight is to explain our new ideas and strategies found in our literacy initiatives," said Oswald. "We're continuing some of the same themes through our middle and high school curriculums, so there will be a consistency."

According to information presented Wednesday night, the district has already implemented a number of items to enhance student literacy. 

One thing that's been adopted districtwide is the Fountas & Pinnell Benchmark Assessment, an assessment that indicates what level of literacy each individual student falls into. The system involves one-on-one teacher and student reviews, in which the teacher evaluates a student's comprehension and designates the child's reading level. 

Each child is able to then choose books that are in sync with their own personal reading level. 

District elementary students are also participating in daily Read-Alouds, which span anywhere from 15 to 20 minutes during the school day. These Read-Alouds end with teacher-and-student question-and-discussion activities.

Students have also been involved in Independent Reading, a practice that fosters a personal love of reading outside of the classroom.

Parents were urged to use a questioning technique called " I PICK" with their children at home. "I PICK" is a five-step system that helps students become better readers by:

1. I—I choose a book
2. P—what is my Purpose?
3. I—am I Interested in this book?
4. C—do I understand and Comprehend what I read?
5. K—do I Know how to read almost every word?

The presentation also explained how, outside of school,  parents can tell if a book is on their child's reading level—by using the Five Finger Rule.

The Five Finger Rule:

Have the child read a sample page from inside the book. When a reading error occurs, hold up one finger. The following shows how many fingers make a book too difficult to read:

• One Finger—Easy! Maybe too easy....I'll just stay here on the shelf.
• Two Fingers—Just Right. Take me home, please.
• Three Fingers—A Little Hard. But it could be fun to try and read me!
• Four Fingers—Difficult. Probably only read me with the help of an adult.
• Five Fingers (or more)—Too Difficult. I'm too tough for now...but remember where I sit on the shelf, so you can save me for next year.

The presentation closed with hearty applause from parents. In particular, Mike Baran, of Collingswood, had confidence in the program—especially after hearing daughter Debbie share descriptive mental imagery at the demonstration.

"You know, this really just prepares them for life," Baran said of the important role literacy plays.