Reading in the classrooms

Last week's column, "More Than Jack, Jane and Spot" told about a presentation presented by the three elementary principals on the reading program in the Nevada R-5 elementary schools.

The educational program that the students are receiving is much different from what I received at the one-room Black School.

After I heard the principals' PowerPoint presentation, I was thinking about the contrast over the years. I decided to make it a subject for a column.

Without notes, I needed additional information. I made an appointment with Debbie Spaur, elementary coordinator and principal at Bryan School.

She demonstrated enthusiasm as she discussed the reading program. She provided me with the information I needed -- more than I could use. Therefore, I provided a summary. She asked me if I would like to observe the classrooms and observe the methods of teaching reading. With her busy schedule, that was more than I expected.

She gladly took me to some of the first grade rooms and a kindergarten room, and I was pleased to get the opportunity.

As I suggested to you last week, I knew that they are getting good results, by observing our grandchildren reading. I have been amazed at how well they do.

Reading is basic and learning to read well will be of great help in other subjects during their educational career, which will extend into their adult careers.

By observations in the classrooms and closely seeing the methods of teaching and what is being taught, I have a better understanding why the school is getting such good results. The teachers are to be complimented for the outstanding results the students are achieving.

While visiting with Mrs. Spaur, I told her that the book that the first graders learned to read at the school I attended was about Dick, Jane and Spot. She also had the same book as a first-grader. One reader called this week to tell me that she had her books from the first grade, which she attended in the '40s.

Mrs. Spaur thought that they discontinued the old first grade book in the '50s or '60s. They went to basic readers, and every kid had the same material. Students were placed in different groups, according to ability. Still, they were reading from the same material.

Now, they use the "zone of potential" method -- each child is where they need to be, reading at their own level. Students in the same class will be reading at different levels. This offers a greater challenge for the high achievers and provides help for the lower achievers. This method of teaching is also a challenge for the teachers.

As mentioned last week, when I attended school, phonics were not taught.

Now they are taught and the children are learning to read, to spell and to write.

When we went into the first grade classroom taught by Heather Dilly, the students were reviewing their phonics.

She held up a letter or a group of letters and they had a saying which they all said, which was a way they could remember the phonic. "Igh" was held up and they recited something indicating that combination is the three letters for "I."

When letters such as "a" and "o" were held up they would pronounce the different sounds for the letter. Mrs. Dilly also led the group in structuring a sentence.

Some of the words were written the way they sound rather than the way they are spelled.

These were first graders, learning to construct a sentence. Their interest was maintained during the session. One of the things observed in each classroom is the "word wall."

In Trudy Freeman's first grade classroom we observed shared reading, a group assisted activity with a conversation with the teacher about print concepts.

This allows children to learn important concepts about reading to practice effective behavior in a group, in an assisted activity. Sharing an enlarged text with a small group of children, she creates instructional conversations that guide the children to apply their knowledge and strategies to the reading situation.

Throughout the elementary classroom good materials are used.

Writing folders were being used in the first grade classroom taught by Kristy Padgett. The children are developing their writing skills.

Guided reading exercises were occurring in Karen Cussimanio's class. Students work in groups with the teacher guiding their learning and enriching their skills.

Developmental reading assessments are given to the first graders to determine reading skills. In groups students work at their instructional levels.

Mary Love Guthrie's students were busy at centers. Some were working together in groups, some were working on their own. They were doing a variety of things, including working on a computer. These centers give the students opportunity to practice things they have been taught. They rotate among the different activities. The teacher can work with a small group for guided reading or assisted writing, while the literacy centers are being used by the others for about 15 or 20 minutes.

We left the first grade area and went into Wendy McCulloch's kindergarten classroom to see the smart board being used. Wow! What a teaching tool that is! One is in each of the elementary classrooms. A computer is attached to the ceiling and directed to a white board. The students can operate the computer by touching the board -- unbelievable.

The teacher asked one of her students to demonstrate how the smart board works.

The child used this smart board to spell the word "ran." Folks, here is a kindergarten student that spelled a word. They are not only recognizing letters, but they are beginning to learn to read and to spell.

Regardless, if the teacher is a new teacher or are close to retirement, they are all using the same methods of teaching. As we were finishing the tour at Bryan, Mrs. Spaur summed it up by saying, "Lots of good things put together."

Certainly the staff is putting lots of good things together and achieving good results.