View Park Middle School News
April 4th- April 8th
Home of the Royal Knights
View Park Preparatory Middle School is a positive, transformative, learning community where students are eager to attend and staff enjoy working to help students reach their maximum potential academically and socially.
Our mission is to provide a positive learning environment that empowers children to reach their educational and personal potential while nurturing their self-confidence and self-esteem. We believe education is the shared responsibility of the student, home, school and community. We are committed to providing a safe, thriving, transformative culture where academic and personal excellence can be achieved.
Parent Information Meeting
Tuesday, April 5th, 6-7:30pm
5010 11th Avenue
Los Angeles, CA
Please make sure that you contact parents and invite them to our meeting. During our meetings, we will raffle off laptops for those who attend. Technology in the home is an added bonus for families as we move forward in creating a culture of excellence.
(Consultant/Reading Specialist Mary Riley & Dr. Lewis enjoy 'girls day out on the town’ after a powerful session on effective teaching & best practices).
Assistant Director's Words of Inspiration
There’s an often-repeated “fact” that the humble bumblebee defies all known laws of physics every time it flaps its tiny little bee wings and ascends to the sky. According to scientists, the bumblebee's body is too heavy and its wingspan too small. Aerodynamically, the bumblebee shouldn't be able to fly, but the bumblebee doesn't know it so it goes on flying anyway.
All through life, we meet people who have tried things and failed, and they will be quick to tell us why we can't do it, either, even in the field of education. Here's the principle the story about the bumblebee should teach us:
If what you want to do has potential and merit and will help you achieve what you want to achieve, how are you going to know whether you can succeed or not, if you don't try it for yourself?
When you make the effort destiny comes into play. As William Jennings Bryan once said, "Destiny is a matter of choice; it is not a thing to be waited for-it is a thing to be achieved." When you don't know your limitations, you go out and surprise yourself. In hindsight, you wonder if you had any limitations. The only limitations a person has are those that are self-imposed. Don't let anyone put limitations on you when it comes to doing what’s best for our View Park Middle School scholars. When you develop your lessons, be innovative, creative and intentional. When you teach students, help remove the limitations that society has placed on them. Have high expectations for each student on our campus. Encourage our students to soar and aspire for excellence.
As you go forth this week, REMEMBER: the bumblebee was not supposed to be able to fly, but it DID!
• Are our students reading at grade-level?
• How do we know? What data are we using to inform this?
• What are we doing to address this?
If you don't know your students' baseline reading levels, then you should start planning on how you're going to collect accurate data in the next two weeks. From now until June, we would like to share with our ICEF Board any growth in students' reading levels. –Dr. Morelock
Goals and Techniques for Teaching Reading
Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Reading Process
To accomplish this goal, instructors focus on the process of reading rather than on its product.
• They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
• They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.
• When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.
• They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.
• They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.
• They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.
• They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.
By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language.
Integrating Reading Strategies
Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading.
Before reading: Plan for the reading task
• Set a purpose or decide in advance what to read for
• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
• Verify predictions and check for inaccurate guesses
• Decide what is and is not important to understand
• Reread to check comprehension
• Ask for help
After reading: Evaluate comprehension and strategy use
• Evaluate comprehension in a particular task or area
• Evaluate overall progress in reading and in particular types of reading tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary
Using Authentic Materials and Approaches
For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.
1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used.
Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading.
2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.
To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.
3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.
Reading Aloud in the Classroom
Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning they carry individually and together. Word calling is not productive for the student who is doing it, and it is boring for other students to listen to.
• There are two ways to use reading aloud productively in the language classroom. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language.
• Use the "read and look up" technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.