Continuance

Continuance is a quarterly newsletter funded by the Illinois Board of Higher Education. It is a collaborative project of the 17 intergenerational coalitions and networks in Illinois.

Contents

• Front Page: Working in the Schools (WITS)
• R.E.A.D.S. Brings Retirees to Schools
• The Power of One Person
• A Guide to Mentoring
• READ America Summer
• A Patchwork of Reading Ideas
• A Grand Pair of Readers
• May you have a garden of readers
• Stories about Grandparents and their Grandchildren
• Tips for Successful Read-aloud Sessions
• Reading Competition
• Reading Partners Program
• Reading and Learning Tips for Grandparents
• RAINBOW Club
• Students Excited About Learning (SEAL)
• Illinois R.E.A.D.S.
• Suggestions for Intergenerational Stories

Working in the Schools (WITS)

Joanne Alter loves to read aloud. A chance meeting three years ago with a young teacher at the Richard E. Byrd Academy in the Cabrini-Green public housing development in Chicago gave her that opportunity--and much more. Joanne and two other enterprising Chicago women--Marion Stone and Bonnie Nims, who have a similar affection for reading to children--volunteered in 1991 as tutors at the Byrd School. Thus WITS was conceived. Today, more than sixty men and women, most of them retired business persons and professionals over the age of 60, assist in the lively classrooms of Byrd Academy, Sojourner Truth and Schiller Elementary schools in Chicago. The needs are critical, in some instances dire.

For the young subjects, the rewards are obvious. They live lives of what writer Jonathan Kozol calls "savage inequalities," isolated as they are in a dangerous environment, with little chance to escape or to make contact with people from the world outside. the presence among them--even occasional--of adult men and women from that world who are passionately dedicated to helping them learn is a wondrous experience. The rewards are just as obvious for the teachers, harried and overworked as they frequently are. Volunteers develop real rapport with the teachers as they work together on various approaches to the challenge of nurturing young minds and spirits, of changing their lives in this basic way. But with the satisfaction that comes from seeing a young face light up when a problem is solved, a difficult word spelled correctly, a sentence rendered in neat cursive strokes, volunteers may be the ones who are the most nurtured of all. More than one has said the experience changed his or her life. For more information contact: WITS, 919 North Michigan Ave., #1000, Chicago, IL 60611, or call 312-335-5747.

R.E.A.D.S. Brings Retirees to Schools

Their eyes are full of life as older adults talk about volunteering in schools. "I get so much more out of this than I give" is an often-heard comment by older adults describing their experiences with children in schools. First Lady Brenda Edgar heard these positive comments over and over again as she toured the state. She decided to develop a program that would tap the skills and talents of older Illinoisans. A program called Illinois R.E.A.D.S. (Retirees Educating and Assisting in the Development of Students) is the result. Illinois READS is a child-oriented, intergenerational program administered by the Illinois Department on Aging.

Illinois R.E.A.D.S. involves retire individuals as volunteers in a reading program targeted at third graders or younger who are at risk of school failure. The program works closely with a network of retired persons, communities, local school districts, individual schools, teachers and parents. It is based on an awareness of the potential for retired persons to stimulate and enhance the lives of struggling students, thus encouraging motivation and enthusiasm toward learning. Additionally, this interaction stimulates mutual interest and support among the school, students, and community members.

Resources Available: *A step-by-step manual, *A video describing Illinois R.E.A.D.S., *Technical Assistance to help you develop your program. Planning Your Program; Step One: Program Personnel--*Local Project Coordinator, *Senior Volunteer Coordinator, *Teacher/School Coordinator. Step Two: Recruiting & Selling the Program to Teachers--*Motivations of Teachers, *Common Questions & Concerns, *Examples of Activities. Step Three: Recruiting & Selling the Program to volunteers--*Guidelines for Volunteers, *Common Questions & Concerns. Implementing Your Program; Step One: Placement. Step Two: Orientation--*Teacher Re-orientation, *Volunteer Orientation, *Book Drives, *Recognition of Volunteers. Program Analysis and Evaluation. For more information call Mary Selinski, R.E.A.D.S. Coordinator at the Illinois Department on Aging, 1-800-252-8966.

The Power of One Person

As professionals retire earlier and are left with energy and drive they often focus their efforts to improve their community. Such is the story of Rochelle Lee, a retired public school librarian with a deep passion to promote reading. Her retirement party was the beginning of an adventure that many thought impossible. She started in a one-room office on Clark St. in Chicago with a burning dedication to share her love of books and reading with teachers. Four years later she has developed a reading library for teachers to give them "hands on" experiences with children's books. Through the Rochelle Lee Fund $400,00 has been raised to buy books for teachers, and provide workshops on the intricacies of reading instruction. In all they have collected 2,800 books in 48 different categories. The library of sample books gives teachers an opportunity for hands-on experience with their books. The fund provides $250-$500 to classroom teachers who have developed proposals for using fiction and nonfiction to foster real, active reading among students.

Mrs. Lee describes her experiences as a young librarian. "I started reading aloud to the children when they came to the library. We read and read and read! Once I started the would not let me stop. They loved the stories and enjoyed discussing them once we finished." Reading is the key to every child's education. Reading also includes writing--and together they expand a child's world. "I grew up during the depression--the only thing that was free was the public library. Social life was centered around the public library. This experience has enriched my life. You come to a point where you have to give back and the associations I have had with parents, colleagues, and schools have been so rewarding." One of the 48 categories of books is intergenerational. These books are stored in an Intergenerational basket. There is something very special about intergenerational books. Children find their humanity in the stories. So many children are living with grandparents or older relatives, they identify the stories with their lives." Rochelle Lee as awarded CRRT (Children's Reading RoundTable of Chicago) Annual Award on October 14. As a librarian she helped many children discover a love of books and reading. Her library was the most popular place in the school.

NEW IDEAS

A Guide to Mentoring by Carol Tice with Janet Force and Hazel Krome, 19 pp. This guide is for people wishing to become successful mentors in school settings. It draws attention to children's right to privacy, potential liability issues, and gives helpful hints. Lifespan Resources, 1212 Roosevelt, Ann Arbor, MI 48104, 313-663-9891. $10.

Intergenerational Music Manual describes a collaborative project between the Upper Arlington Senior Center, Parks and Recreation Dept. and Windermere Elementary School. Contact Susan Drenning, Upper Arlington Senior Center, 1945 Ridgeview Road, Upper Arlington, OH 43221. $15.

College Student Involvement in Elder Care, foundation for Long Term Care, 194 Washington Ave., Albany NY 12210. $12.

Listen and Learn: Hearing Loss and What You Can Do About It, 15-minute video produced by University of Alabama Medical Television, Terra Nova Films, 9848 S. Winchester Ave., Chicago, IL 60643, 1-800-779-8491. Purchase $79; rental $25.

Grandparent Information Center: Provides information to assist care giving grandparents in their role as parents. Contact Ruth Richard, AARP, 601 E. St., NW, Washington, DC 20049, 202-434-2277.

Older Volunteers, Lucy Fischer and Key Schaffer, $38 (hardback) $18.95 (paper), SAGE Pub., P.O. Box 5084, Thousand Oaks, CA 91359, 805-499-9774.

READ America Summer

Nothing motivates a child to want to read more than an adult reading aloud to that child. That's why READ America, a national reading advocacy group is initiating a three-year campaign to get families to read together. Next summer parents, grandparents, and teens will be encouraged to sing a promise card that they will read aloud with children 15 minutes a day five days each week for five weeks during the summer. Along with the promise card, participating individuals will receive tips for reading aloud and a book list. Promise cards will be made available to elementary school principals throughout the country before the end of the school year. READ America is being sponsored by AARP, ABC/Plus, the American Library Association, National PTA, the National Association of Elementary School Principals, and the Center for the Book.

Reading programs are excellent ways to connect generations in a win/win proposition. Programs often begin with just a few reading sessions or a reading event. Eventually the programs involve more older adults and children because they are so successful. Reading programs fit well with young people going into retirement or nursing homes or with elders coming into the school. In this special "idea" section we present several model reading programs, reading activities, and suggestions for children's books with intergenerational themes.

A GRAND PAIR OF READERS
by Roselle Public Library

To be part of the GRAND PAIR program, two people must decide to join as a pair, one must be 10 years or younger, one must be 50 years or older but the pair does not have to be related or in the same family. Each pair is given a Activity Folder with a wheel of activities for the GRAND PAIR to complete. There are six basic starred activities that the pair must complete to qualify as a GRAND PAIR. As an activity is completed, the pair may color in that rim of the wheel. Pairs who want to are encouraged to try the other activities too. Some of the activities listed on the wheel include: *play-act together a story you both like, Learn some new riddles and try to fool each other, *Play a game together, *do exercises or take a walk together, *learn some jump rope or street rhymes, *read a book together, *write a story about just the two of you, *draw/paint a picture about a book you read together, *sing a song together, *find out what books your librarian likes best, *read a book with a song or music in it. Contact Joanne Larsen, Roselle Public Library, 40 S. Park, Roselle, IL 60172, 708-529-1741.

May you have a garden of readers
by Sandra Jurgovan from the Illinois PTA Bulletin

Reading can be learned naturally, in the same way that children learn to talk. The most important thing you can do to make children readers is to read aloud--the more the merrier. Reading aloud is fun, not only for the children who listen but for you as well. Remember, reading aloud builds the desire to read. children who read are confident, alert, and in charge of their world. To get children started reading: *Keep books handy, *Choose books your child likes, *Set a special time for reading, *don't panic if you miss a day, *Talk about the story as you read, *Get others in on the reading act. It is never too early to start reading to your child. Use special types of books for babies such as: cardboard pages, cloth pages, soft plastic, touch books, find it books, picture books, and rhyming books. Babies love to listen to you. In the beginning, read for a very short period of time. Repeat a story as often as the child wishes. It is not uncommon for a child to want to hear a story five times in a row. Allow them time to ask questions, handle books, and turn pages. Each time you read to a child you are planting a seed and nurturing it. May you have a garden of readers.

Stories about Grandparents and their Grandchildren

When we think about the "olden days," we imagine from porches and wonderful storytelling sessions with older members of the family. The Palos Heights Public Library held their version of a front porch storytelling time. They asked young people and their grandparents or older friends to prepare stories about each other. Young and old took a visit to the past in these delightful stories. The Grandparents/Grandchild Story Program featured stories about each other, written and told by those participating. Palos Heights Public Library, Palos Heights, IL, 708-448-1473.

Tips for Successful Read-Aloud Sessions

*Choose a book with your students in mind by using interest inventories and daily observation to determine which books are preferred. Generally, nursery, kindergarten, and first grade children prefer picture books that can be completed in one session. *Select a book with yourself in mind. Any time you find yourself reading aloud from a book you do not like or one that simply bores you, the children are sure to be as aware of it as your are, and the whole experience will be a disappointment. *Practice reading the book. A rehearsal smoothes out the difficulty, sometimes tongue-twisting, language of a book and acquaints the reader with the story's concepts in advance. *Create an atmosphere for reading aloud. An area should be set aside for gathering children together in an intimate story circle, or more precisely, a semi-circle. The reader then sits on a low chair at the open end of the semi-circle and holds the picture book face out, just slightly above the eye level of the children. *Eliminate undue distractions. The best laid plans amount to little if distractions and interruptions are allowed to interfere with the sanctity of story time. *Read with feeling and expression. If the reader enjoys a story and has a good time with it, that feeling will shine through and the children will like it, too. *Discuss unfamiliar words. Of course not every unknown word in a story or book need be analyzed, but the mystery should be taken out of key words that are certain to have a bearing on comprehension. *Teach the parts of a book. A few minutes of each read-aloud session should be devoted to pointing out the main parts of a book--the jacket, covers, end pages, spine, blurb, and other features until children are completely familiar and comfortable with the terminology. *Give opportunity for responses to reading aloud. It is not necessary to discuss every book read in detail, but children usually want to talk about a book they have enjoyed. A good book may also be followed up with a creative activity, such as cooking, art, creative writing, or dramatization. *Not every book will be discussed on completion. Some stories are so moving that any comment would be superfluous. But follow-up discussion can be a rich learning experience. It can improve comprehension and heighten the appreciation of a story. From Understanding Literature with Young Children by Betty Cody, William C. Brown Publishers, 1992.

Reading Competition

What to do when children want more reading time to compete in a school wide program? Patton School in Arlington Heights came up with an answer that was beneficial for children and the local retirement home. The retirement home advertised the volunteer opportunity in their newsletter. A very enthusiastic response was received by nine senior citizens who were transported by their van. They read with 90 students during the year. The students were able to compete in the read to do when children want more reading time to compete in a school wide program? Patton School in Arlington Heights came up with an answer that was beneficial for children and the local retirement home. The retirement home advertised the volunteer opportunity in their newsletter. A very enthusiastic response was received by nine senior citizens who were transported by their van. They read with 90 students during the year. The students were able to compete in the read-along program, calculating their hours each week. In addition, they discussed what they read with their senior mentors. Patton School, 1616 N. Patton Ave., Arlington Heights, IL 60005, 708-398-4288.y reading aloud. 3. Help students learn to relate to adults outside the home. 4. Demonstrate to students that parents and volunteers think reading is important. Phyllis Wilkerson, 51 Gerty Drive, Champaign, IL 61820.

When your Grandbaby is less than 1 year, here's what you can do. Talk to your grandbaby when you are feeding changing, or bathing. Talk! Sing. Whisper. Make different sounds. Show your grandbaby picture books. Talk about the pictures. Point to object and say the words for them. Let your grandbaby feel the book. When your grandchild is 1 to 2, here's what you can do. Play singing and clapping games such as Up-Down, In-Out, Above-Below. When you swing your grandchild in play, say: "UP we go! DOWN we go!" When you get your grandchild ready for bed, say "Time to get OUT of your play clothes and INTO your pajamas!" Read picture books and beginning word books to your grandchild. When your grandchild starts to talk, ask him or her to repeat the names of things in the books. When your grandchild is 2 to 3: Talk. Tell stories. Get a library card for yourself and your grandchild. Make sure that your grandchild sees you reading. Reading Tips: *Find the same time to read each day, like bedtime. *Sit close together and share the book together. *Point to the words as you read them, and let your grandchild point too. *Let your child try and read to you. *Don't ever keep your grandchild's book out of reach. *Get your grandchild books to own! Children like having books that belong to them. You can buy children's books at most bookstores. You can make books, too. Draw pictures, numbers and shapes on paper and fold the pages into a book. Suggestions from the Family Education Program, Lackland College, 5001 Lakeland Blvd., Mattoon, IL 61938. 217-235-3131.

RAINBOW Club

What is your full name: Where were you born? do you have brothers or sisters? Do you remember any funny stories about your family? Do you have a nickname? These are some of the questions that Eureka Middle School students and residents of Maple Lawn Homes ask each other as they get acquainted in their first meeting. Twenty-two fifth and sixth graders are paired with residents each Friday for reading and visiting together. The students and residents named the project, RAINBOW, "Reading Anticipates Ideas of New Friends Blossoming From Older Wisdom." Teachers commented: "We found the students seemed to find a common bond with their residents and gained more self-confidence and self-esteem. We had no discipline problems. The one-to-one interaction helped to develop a more meaningful relationship." The residents felt needed and enjoyed the attention. The teachers took pictures of each youngster with their resident which the young people then framed and presented to their resident. The students and teachers would heartily agree that a nursing home is a wonderful resource for the school and community. For more information contact: Karlita Sloter, Maple Lawn Health Center, 700 N. Main, Eureka, IL 61530, 309-467-2337.

Students Excited About Learning (SEAL)

"Mrs. Tepatta is our Thursday helper; Our reading chairs are close by the door. We enjoy sharing the story of green eggs and ham with her; Who could ask for anything more! In the mornings at our reading time, We remember to walk not run. We learn a lot as we read our books, As well as have lots of fun." The SEAL program is a project of the Moultrie County RSVP Program and CEFS Outreach. The second graders have reading time every Tuesday. At the end of the year RSVP participants prepare a book describing the activities and each student's importance to classroom activities as observed by RSVP volunteers and the teacher. Contact Lois LeCrone, RSVP. 1209 North 4th, Box 928, Effingham, IL, 217-342-2193.

Suggestions for Intergenerational Stories

Wilfrid Gordon McDonald Partridge. By Mem Fox; illustrated by Julie Vivas; published by Kane/Miller Book Publishers. Wilfred Gordon McDonald Partridge loves all of the people who live at the old folks home. Each person possesses a special talent, but his favorite is Miss Nancy, who shares his secrets. When Wilfred Gordon overhears his parents refer to Miss Nancy as "a poor old thing who has lost her memory," he decides to help her find it. Wilfred Gordon asks each of the residents what a memory is. Their answers are as varied as their experience. And so, one very caring little boy searches through his own treasures to find memories for Miss Nancy. Wilfrid Gordon McDonald Partridge portrays the unique understanding that exists between the very young and the very old. Reviewed by Cindy Forsyth Gebben. From Third Age Living

Hundred Penny Box by Sharon Bell Mathis. Illustrated by Leo & Diane Dillon. Michael's great-great-aunt Dew was a hundred years old, and she kept an old box filled with pennies, one for each birthday. Michael loved to sit at her feet and count out the pennies while Aunt Dew told the story behind each one. Michael's mother wanted to throw out the old box and buy a new one. But Aunt Dew said, "Anybody takes my hundred penny box, takes me." And for his love for Aunt Dew, Michael knew he had to try to save her hundred penny box that contained all the stories of her life. Ages 6-9

I Will Love You Forever by Robert Munsch. Illustrated by Shelia McGraw. The stages of a mother's relationship are traced from infancy, through childhood and adolescence and into adulthood. The story is bound together by the mother's repetition of a poem expressing her enduring love for her child. As the mother ages she comes to need care, just as her son did when he was little. In the concluding scene he holds his own child and repeats the poem, thus completing the generational cycle. From Third Age Living

Other Children's Books Suggested by the Rochelle Lee Fund. How Does It Feet to Be Old? by Norma Farber. Man Whose Mother was a Pirate by Margaret Mahey. My Grandma Has Black Hair by Mary Hoffman. The Patchwork Quilt by Flornoy. Dear Annie by Caseley. Kevin's Grandma by Barbara Williams. These are just a few of the many excellent children's books featuring intergenerational themes. For other suggestions contact your local children's librarian. Another excellent resource is Bringing Generations Together, a listing of intergenerational resources, Joan Wood, Pekin Public Library, 301 S. Fourth, Pekin, IL 61554, 309-347-7111