HOW TO START A READING LAB

EVEN IF YOU HAVE NO SPACE,NO MONEY

NO EXPERIENCEOR NO “TECH” ABILITIES TO SPEAK OF

Presented by Guillermo Colls and Alicia MunozCuyamaca College, El Cajon, San Diego

What is a Reading Lab?

A reading laboratory conjures up different scenarios Examples:

McGraw-Hill’s SRA Reading Lab PREPARED, PROGRAMMED PASSAGES

Interactive Computer Labs COMPUTERS NECESSARY

SPECIAL PROGRAMS

A Useful Definition:

A reading laboratory is a place where students focus on improving their reading

The only necessary components of such a lab are (1) reading materials, and (2) a procedure.

What is a Reading Lab Student?

Anyone who comes into a Reading Lab

So how do we get started?

First objection: “I have no space for a lab!”

Step 1: Space, the First Frontier

• Today, you don’t have to look for extra space; space will come looking for you.

• For just under $400, here is a portable space.

SPACE: expansion and exploration . . .•Funding is more available than you think.

•Each cart you can fill can serve as a lab for one small class. Find enough resources, and your two or three small classes can become one big one.

•With their modular feature each box can be combined to become one bigger lab.

•Local libraries have books to donate. Basic education programs offer you funds . . . Books are the easy part.

Okay, I can get make the space. But I have NO Budget. How do I

overcome THAT, smart guy?Second objection: “I have no

money!”

STEP 2: MONEY FOR NOTHING (AND YOUR BOOKS FOR FREE) WITH APOLOGIES TO Dire Straits

If you don’t ask, you don’t get.

Brother, Can You Spare a Rhyme?

Times are tight. Very tight. Where are the funds for all this?

Remember that reading is a Basic Skill. Funding is not that hard to fill. Finding the loot is a matter of timing. It’s easier done than this awful rhyming!

•

A Starting Point: Short Partial List of Resources

•Basic Skills Initiative http://www.cccbsi.org/

•Perkins IV – Career Technical Education Fundinghttp://www.cde.ca.gov/ci/ct/pk /

•Reading First http://www.ed.gov/programs/readingfirst/index.html

•U.S. Department of Education (various funding opportunities at different times) http://www.ed.gov/index.jhtml

Okay, I can get make the space. I may get a little money. But no way I can

come up with a feasible procedure for a reading lab:

Third objection: “No way!”

STEP 3: No Experience Necessary

No, really! There is always a way.

The most difficult thing to remember . . . Is to remember to do LESS.

The READERS should do most of the work

Student-Driven

The Answer to student choice is easy: The Mini Labs

The Method:

• Add 1 ½ hours of lab reading to your ESL reading class ONCE EVERY TWO WEEKS

• Require a BUFF Homework assignment ONCE A WEEK

• Remember the proportions suggested for the rest of the class time!

The forms

PINK LAB WORKSHEET

BUFF HOMEWORK READING WORKSHEET

L2

Reading and Vocabulary Development Name: ______________________ Date:_______________________ Hour: ____________

Narrative Summary PINK (In-Class from Self-Selected Lab Source)

Instructions: Read the narrative of your choice from the class laboratory. Then, fill out the information below: 1) What is the title of the story? __________________________________ 2) How many pages did you read? __________ (at least TEN required) 3) On the lines below, give a brief summary of what happened:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4) Write down a question you would like to ask the author of your narrative:

_________________________________________________________________

________________________________________________________________

5) Pretend you are the author and try and write the answer to your question on #4:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

6) Vocabulary: (Write down TWO vocabulary words from your reading that you did not understand)

1) The first word is: ___________________

The dictionary meaning is: _____________________________________

The sentence I found it in was: ___________________________________________________

___________________________________________________

2) The second word is: ___________________

The dictionary meaning is: _____________________________________

The sentence I found it in was: __________________________________________________

__________________________________________________

THE PINK WORKSHEET

L2

Reading and Vocabulary Development Name: ______________________ Date:_______________________ Hour: ____________

Narrative Summary PINK (In-Class from Self-Selected Lab Source)

Instructions: Read the narrative of your choice from the class laboratory. Then, fill out the information below: 1) What is the title of the story? __________________________________ 2) How many pages did you read? __________ (at least TEN required) 3) On the lines below, give a brief summary of what happened:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4) Write down a question you would like to ask the author of your narrative:

_________________________________________________________________

________________________________________________________________

5) Pretend you are the author and try and write the answer to your question on #4:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

6) Vocabulary: (Write down TWO vocabulary words from your reading that you did not understand)

1) The first word is: ___________________

The dictionary meaning is: _____________________________________

The sentence I found it in was: ___________________________________________________

___________________________________________________

2) The second word is: ___________________

The dictionary meaning is: _____________________________________

The sentence I found it in was: __________________________________________________

__________________________________________________

THE HOMEWORK BUFF WORKSHEET• •

• Reading and Vocabulary Development•

• Home Reading Journal BUFF• • Name:• • • Date:• • Class:• • • Directions: After reading a selection of your choice, fill in the following information. • Use complete sentences.• • Article Title:• • • • • • • Author:• • • • • • • • • Magazine?• • # of Pages:• • • • • 2• In one paragraph (5 sentences minimum), give a summary of what you read.• • • • • 3• In 3 sentences minimum, discuss what you thought about the reading. You could consider what

you learned; what the selection made you think about; what opinions you have on the topic. Be specific.

• • • • • •

WHAT ARE THESE CRITICAL THINKING QUESTIONS?

These questions were developed with the aid and permission of Dr. Joel Levine of Southwestern College, Chula Vista, CA

THE READING TOOLBOX

These questions were developed with the aid and permission of Dr. Joel Levine of Southwestern College, Chula Vista, CA

These questions were developed with the aid and permission of Dr. Joel Levine of Southwestern College, Chula Vista, CA

• The total number of hours students spend in one reading course is approximately 87 hours.

• The total number of hours the Buff and Pink worksheets add to the course is 24 hours

• The total number of hours that OTHER homework should add to a student’s Independent Reading time is 26 hours per semester.

• 50 hours is approximately 57 ½ percent of the total course hours spent

• 16 weeks minus one week’s worth of holidays and absences = 15 weeks times three hours a week plus 2.8 hours of homework per week all total 87 hours

• Fourteen Buff sheets should be assigned along with 8 pinks throughout the semester = 24 hours

• Less than two hours more homework requiring reading on the students’ own should be required per week. This is on the easy side of reasonable for a college course! 26 hours more total

Explaining My Creative Math

BREAKDOWN OF THE NEW NUMBERS

The Shortcut Math Answer:

• The Reading Lab adds enough actual reading time to equal almost 60% of the total class time.

What if something goes wrong?:

Fourth objection: “Who you gonna call?”

STEP 4: Technical Difficulties?“Houston, we have a problem.”

• Even the most technically-challenged have an unexpected hero

We All Need a Hero

• It is technology itself! (When it reveals it’s true identity it could be shocking!)

Sorry, I don’t have Flash installed.

A Hero and a Friend

• Technology is being made simpler, more “user-friendly.” In other words, it is made to be its own tech support

It’s very user-friendly!

.

A LAB AID:KINDLING THE IMAGINATION

The trick is learning how to incorporate new technology into your existing, available one!

Here is one piece of new Tech that can be converted to an audio reading prompt tool!

What is required?

• A projecting medium. Preferably a camera stand or similar equipment that allows you to project an image on a screen.

What more is required?

• And an audio player with a simple plug-in (even the one on the front of your computer!) You need to use a male/male plug.

•

Here is how it is done:• Turn on the Kindle

Still With Us?:• Find the audio output

Easy Peasy, No More Wheezy:• Insert your plug

Almost Done:• Insert other end of plug to audio playing device

Now let the technology do its thing!