Passport to Reading
A Journey through our Community
We believe that this grant would enhance the reading and writing skills necessary for a successful journey into reading. As Napolean Bonaparte once said, “Ability is of little account without opportunity.” If we give them the opportunity to create an environment rich with text, then we are giving them “an investment in knowledge that always pays the best interest,” (Benjamin Franklin)
Contact Person:
Kristy WilkinsonAnn Kluth-Clark
2521 Rio Vista Way114 County Road 6700
Farmington, NM87401Fruitland, NM87416
(505)324-6624(505)598-0287
NizhoniElementary School
P.O. Box 1968
Shiprock, NM87420
(505)368-4565
Mike Zimmerman
Passport to Reading: Total amount requested $2995.00
Kristy Wilkinson:
Ann Kluth-Clark:
Mike Zimmerman:
Passport to Reading
1. Project Description: This grant will combine a Kindergarten and a DD preschool classroom. Students will be given passports, which will include their picture. Each month, we will take our classes into the community, for a first hand view of language in our community. Not only will students get to see places in the community that affect their everyday lives, but they will also have the opportunity to develop the language skills that are needed to begin the reading process. Each month, our classrooms will create a word wall that will involve our location. Students will tell us what they know about that particular site, (for example, firefighters). The knowledge that students have will be used to create a word wall. If, for example, students know that firefighters wear boots, then boots will be placed on the word wall. We will then take our field trip. While there, students will get the opportunity to ask questions, to learn new vocabulary, and will experience the process of life in the community. Students will receive a sticker or stamp in their passport, which will be representative of each place they visit.
Once we have returned from our field trip, students will then create a class book about their experience. These books will be taken from the Four Blocks model, in which students will dictate a sentence, put it together, and then illustrate their page. These are then put together into a book, which is placed in the classroom library for students to read. Pictures will be taken of all field trips and will be used to create a classroom scrapbook. Using these pictures, students will progressively create an end of the year keepsake that will document their reading and writing abilities from the beginning to the end of the year. After each field trip, each student will be given a photo to include into their keepsake. They will be asked to write or dictate a sentence that explains their experience. At the end of the year, these will be combined into their own book, which they can take home and add to their library.
In each classroom, we will then discuss each experience and what was learned. We will add any new vocabulary to our word wall. After each field trip, students will be given two pieces of children’s literature related to our community experience. Students will take them home to develop a home library and one copy will be kept in the classroom library. Costumes and props will be provided to encourage children to develop complex themes in dramatic play. Students would be able, for example, to set up a dentist’s office to use their newly acquired vocabulary, and to develop higher order thinking skills. Students will be given daily opportunities to use their environmental experience, by writing and reading within the classroom setting, (word walls, classroom books, take home books, morning messages, writing books, etc.).
Community experiences will help to make the literature more engaging and meaningful to students. Students will be able to use the literature and vocabulary simultaneously as they describe their experience to their family. Families can build off of their child’s excitement by engaging in the take home book, together, as well as the additional resources that the library has to offer. Book lists of related topics will be provided to families monthly.
In the official position statement of the International Reading Association and the National Association for the Education of Young Children (1998), the following Preschool/Kindergarten teaching practices are recommended:
*positive, nurturing relationships with adults who engage in responsive conversations with individual children, model reading and writing behavior, and foster children’s interest in and enjoyment of reading and writing;
*Print-rich environments that provide opportunities and tools for children to see and use written language for a variety of purposes;
*adults’ daily reading of high-quality books to individual children or small groups;
*opportunities for children to talk about what is read and to focus on the sounds and parts of language as well as the meaning;
*opportunities to engage in play that incorporates literacy tools, such as writing grocery lists in dramatic play, making signs in block building, and using icons and words in exploring a computer game; and
*firsthand experiences that expand children’s vocabulary, such as trips in the community and exposure to various tools, objects and materials.
We believe that this grant would enhance the reading and writing skills necessary for a successful journey into reading. As Napolean Bonaparte once said, “Ability is of little account without opportunity.” If we give them the opportunity to create an environment rich with text, then we are giving them “an investment in knowledge that always pays the best interest,” (Benjamin Franklin
2. Project Objective:
*Students will increase spoken and written language through community experiences.
*Students will develop higher order thinking skills through more developed classroom dramatic play.
*Literature will be more engaging and meaningful to students and parents through take home as well as classroom books.
3. Project Evaluation:
We will know that this grant has positively impacted student achievement to improve reading by increased EPSF post-test scores, higher NM State Transitional Reading scores, and through observations of children interacting with peers using more complex themes and enriched vocabulary. The daily reading of high quality books at home and at school will foster language development and the curiosity to explore new and different books.
4. Community Involvement:
Parents and community will be informed of our project and PNM foundation funding through:
*Monthly newsletters to parents
*Slide shows of community experiences
*Student created appreciation signs listing PNM as our sponsor, posted at each community site visited
*Articles in News22 (District newsletter)
*Articles in Daily Times and/or Navajo Times (local newspapers)
*Student created books on display for parents and staff
5. Project Budget:
Community Theme related books: $1340.00
Transportation:$ 900.00
Community Stickers:$ 150.00
Canvas book bags:$ 85.00
Indoor Green house:$ 50.00
Color printer$ 200.00
Printer supplies (ink, paper)$ 270.00
Total:$2995.00
We believe that this grant would enhance the reading and writing skills necessary for a successful journey into reading. As Napolean Bonaparte once said, “Ability is of little account without opportunity.” If we give them the opportunity to create an environment rich with text, then we are giving them “an investment in knowledge that always pays the best interest,” (Benjamin Franklin
114 County Road 6700Fruitland, NM87416 / (505)598-0287
Ann Kluth-Clark
Experience / 1994-presentNizhoni Elementary SchoolShiprock, NM 87420Special Education Preschool Teacher
1994-1997Nizhoni Elementary SchoolShiprock, NM87420
Special Education Teacher K-3
1993-1994Naschitti Elementary SchoolNaschitti, NM
Title I First Grade Teacher
1991-1993Naschitti Elementary SchoolNaschitti, NM
Title I Teacher K-6
Education / 1995-1998Western New Mexico UniversityGallup, NM
M.A., Elementary Education.
Graduate of the year.
Interests/Committees / Parent Involvement Committee, 2002-2003; Student Assistance Team 1999-present
Tutor, Shiprock Girls Youth Home
Certification / New Mexico Teaching License, type 200 expires June 2011
New Mexico Teaching License, type 400 expires June 2003
New Mexico Teaching License, type 250 expires June 2005
Kristy Wilkinson
2521 Rio Vista Way
Farmington, NM87401
(505) 324-6624
Teaching Related Experience:
Teacher: NizhoniElementary School, Grade K and grade 3, Shiprock, NM. 1998-2003.
Taught in a self-maintained classroom, which required the development of lesson plans, instructional centers, and using cooperative learning. Help to plan, develop, and implement a written grant from CentralConsolidatedSchool District for the 2002-2003 school year, which focused on language development within the classroom and community.
Student Teacher: BloomfieldHigh School, Bloomfield, NM. Spring 1996
Education: Bachelor of Science, Political Science with a minor in Criminal Justice,
Eastern New MexicoUniversity, Portales, NM; May 1994. Graduated with Honors.
Teacher Certification, Eastern New Mexico University, Portales, NM, and the University of New Mexico, Farmington, NM. 1994-1996
Certification: New Mexico Teaching License, type 500 endorsement 10, type 200,
expires June 2009.
School Related Interests and Committees:
**Created a student involvement committee for our school, which implemented monthly student essay contests, school-wide reading goals and activities, school-wide 100 Day activities, as well as many other numerous student activities.
**Instrumental in maintaining an accelerated reading store for Nizhoni Elementary
**Will serve on the Staff Development Committee for the 2003-2004 school year.