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Finding the Words:
Kids and Teachers Rise to the Challenge of Literacy
VOLUME 4, NUMBER 2
FALL 2000

page 5
To overcome such problems, some non-English-speaking students start out with "sheltered instruction," in which the teacher adapts the vocabulary, grammar, and speed of her language in order to get the same content across. Visual aids, graphic organizers, and context cues can also prove helpful; so can strategies like cooperative learning, or relating academic content or reading material to the student's interests or experience. Some Challenge schools have created opportunities for bilingual students to serve as tutors or buddies for newcomers who share their language. Smaller classes help, as do strong relationships with teachers or mentors. Students also do better when they participate fully in non-academic, language-rich activities like chorus or sports. And many districts provide "newcomers academies" to ease the transition.

What's hardest for non-English-speaking students? Multiple-choice tests top the list, teachers say, because the student must read every statement in order to figure out the differences among them. It's also hard for kids to catch the details of school requirements and opportunities when they are rattled off rapidly in routine homeroom announcements. Finally, just as with native English speakers, social transitions can prove critical to adolescents' academic success; kids may flounder if they lack attention and counsel as they adjust to their new situation.

What emerges from five years of progress across the Challenge sites is a focused and pragmatic philosophy that sidesteps the "reading wars" and instead concentrates on the students themselves. This philosophy represents the "radical middle," says David Pearson of Michigan State University's Center for the Improvement of Early Reading Achievement (CIERA). "Better to be helpful than politically correct," he asserts. "Better to be involved than theoretically pure. Better to be searching for common ground than for ideological distinction. Better to be in the middle of a road headed somewhere than stuck in a ditch on either side."

Pressing for improvement from both outside and within the system, those who work with the largely poor and minority students the Challenge serves are hoping to match those practical words with action and results.

How Can Schools Choose Among Literacy Programs?

How might schools choose among the many off-the-shelf programs in literacy? Partners in School Innovation, a San Francisco Bay Area support provider working with Challenge schools there, prepared this chart comparing various programs in use locally.

Program Name Training/Prof. Dev. On-Site Coach Outside Support Curricular Materials Expenses
CELL/ExLL 5 days for teacher-leaders spread through school year Train literacy coordinator to serve on site full time Foundation provides literacy coaches as needed School chooses materials to support practices Costs for training and literacy coordinator salary
CORE 5-day course for whole staff (optional leadership workshops) Suggests a teacher leader provide coaching through release time Organization provides site coach who makes monthly visits School chooses materials to support practices Extensive fees for training, coaching, and phone consultations
Developing Literacy First 12-week course for staff taught by school literacy coordinator trained by program Train literacy coordinator to serve on site, usually half-time Program provides ongoing support and training for literacy coordinators School chooses materials to support program (often Rigby) Costs for training and literacy coordinator salary
First Steps 2-day course for staff taught by literacy coordinator trained by program Train "tutors" (program coordinators), ideally to serve on site but sometimes shared Program provides ongoing support and training for tutors School chooses materials to support practices Costs for training and literacy coordinator salary
The Literacy Collaborative Year-long biweekly course for primary teachers Train literacy coordinator to serve on site full time Regional literacy coordinator support school coordinators and leadership teams School chooses materials to support practices, but require extensive library of leveled books Costs for training and literacy coordinator salary
Literacy Place None None Website has resources for teachers Teacher guides, student anthologies, and assessment kits available If adopted school-wide, purchasing materials for every classroom
Open Court One-day introduction to materials None Publisher's representatives are available for questions Whole school uses teacher guides, student anthologies, and workbooks Requirement to purchase materials for every classroom
Rigby Literacy Programs Optional workshops on specific practices or materials None Publisher's reps are available for questions; website resources Leveled books, big books, children's literature, and teacher resources available Cost of selected materials
Success for All Initial 3-day in-service for staff Train program facilitator to serve on site full-time National program coordinates with program facilitator Program provides all teacher guides and student reading materials Costs for training materials, and program facilitator salary
Program Name Training/Prof. Dev. On-Site Coach Outside Support Curricular Materials Expenses
From "A Comparative Review of Literacy Programs," by Alexandra Freidus and Jaime Kidd. San Francisco: Partners in School Innovation, June 2000. Reprinted with the permission of Partners in School Innovation, 1060 Tennessee Street, San Francisco, CA 94107; (415) 824-6196.

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