April 2014 Accomplishments

Students and tutors create art!

Project READ Family Literacy Instructional Center, Day of Art:

During Spring Break this past month, approximately 30 learners and Junior League and teen tutors worked together to create large-scale art projects that will be hung as backdrops at our annual awards ceremony and BBQ. Additionally, students created smaller sea creatures to be part of our “Under the Sea” theme.  Students used varied objects from broccoli-rabe to sea sponges to create texture on the backdrops.  Art integration is a critical part of the learning process and our Project READ curriculum. This project engaged students in collaborative projects that focused around community building.

Project READ Families For Literacy Story Hour

Over 80 learners, families and friends attended our April Story Hour, where Magic Dan performed for our families. Students took part in three different pre-literacy crafts based on our “family book” made from recycled or household items. Students were able to self-select books from our book give way table to add to their home libraries. Our collaborative partners, Hands On Bay Area (HOBA) volunteers and community volunteers were on hand to help our little ones work on their art projects. It was fun night for everyone.

Project READ’s collaborative partner Mid Peninsula Junior League Book Club:

In April, our youngest students joined our Book Club with our Junior League tutors working with two small groups of children. More than 20 academically at risk students attended the two Book Clubs, where they read the same book in a round table format. Our youngest students read alongside the adult tutors, while other students read aloud. Students were able to bring their new book home to build their home libraries and practice reading their books to family. Students created art projects that were focused around the books they read.

Project READ Adult Inmate Program at SMCO Correctional Facilities:

Project READ provided an open entry/exit Poetry and Literacy Course at the Women’s Transitional Facility in Redwood City that ran for five sessions over five weeks.  We began with eight students, and we ended with a total of twelve student contributors.  Each session looked at a particular form of poem: List, “I am”, Conversation, Narrative, and Acronym.  Each session was divided in to three parts:

1.   Reading and discussing a particular form of poetry

2.  Writing poems of that type in a twenty minute class period

3.  Presenting the poems to the rest of the class

The learners were quite enthusiastic and seemed to enjoy the creative process.  Some of the students had never written a poem, while others had experience, but little training.  Each lesson focused on learning poetic conversations and devices along with stressing the importance of creating fresh images while using very few words.

The poems were compiled into an anthology. Each poem represented a different form studied over the five weeks of the course. They represented the sharing of the personal thoughts, ideas, and experiences of the women.  We hope readers from friends and family shared a memorable experience with the poets as they read their creative works.

Project READ - Adult Literacy Computer Literacy Program:

We welcomed 12 new adult learners to Project READ who are working with the Lexia - Reading S.O.S, a software-based reading program, and Rosetta Stone, the language acquisition program, to increase their vocabulary, grammar and conversation skills. These learners are awaiting a one-on-one match with a tutor, but have been able to start improving their literacy skills immediately by incorporating technology.  In April they logged in over 142 hours of interactive self-paced computer aided learning.

Project READ - Families In Partnership (FIP):

This month FIP had five new pairs start meeting regularly in the Family Instructional Center.  We also had seven new students receive reading evaluations and are now receiving services in the Family Literacy Instructional Center drop in program until they are matched with a volunteer tutor.

Teen Tutors

March Accomplishments 2014

Hands On Learning for Kids In Partnership Families

During the early dismissal week at Fair Oaks Elementary, 32 youth and 2 moms, volunteered to participate in a KIP art day. These dedicated youth and helpful moms worked together along with Project READ staff on collaborative art projects that will be displayed at our annual BBQ and Award Ceremony in July.

Later in the week, over 50 KIP students, tutors, and moms ventured outside of the neighborhood on a field trip to the Children’s Discovery Museum in San Jose.  There, students and families enjoyed hands-on fun including food sculptures with multi-sensory play dough, watering the garden, imaginative play, bubble fun and self face painting.  Students were also excited to see that the imagination station exhibit stocked full of large foam blocks was back!

KIP Story Hour Celebration at Fair Oaks Community Library

Daylight savings came just in time for our spring celebration at this month's story hour!  Over 75 students, tutors, family members and community volunteers came to kick off the extra hour of light with a puppet show performed by Randall Metz of the Puppet Company.

Families also enjoyed receiving the monthly family book, Mouse’s First Spring, and creating art projects inspired by the story including signs-of-spring binoculars, watercolor butterflies, and a food sculpture “mouse” family made of strawberries, chocolate chips and licorice.  Hands-On-Bay-Area volunteers, lead by Maryanne, continued to be a vital source of support at this month’s story hour. These dedicated volunteers not only helped with set up and clean up, but also brought the interactive crafts to life for many of our KIP students and families. We truly appreciate their support! Participants finished the evening with choosing additional books for the home library.

KIP Small Groups and One-on-One Tutoring at Fair Oaks Elementary

Weekly, over 70 youth continue to participate in small groups and one-on-one tutoring at Fair Oaks Elementary. In addition to individualized tutoring, this month’s enrichment and hands-on learning included homemade helium balloon science projects, salsa making cooking classes, and group games like Four Corners. Students participating in weekly book clubs continued to increase their vocabulary and English language idioms through reading and discussing books like Diary of a Wimpy Kid Hard Luck, Pictures of Hollis Woods, Dot, Cactus Soup and Our California.

Adult Programs

This month was a celebratory month for all Adult programs.  A mother in the Adult Community Program, whose son also has a tutor and comes to FLIC, passed her Citizenship Exams and officially became a U.S. Citizen.  She and her tutor have been meeting once a week for six months to achieve this goal!

Families For Literacy

A single mother of four passed her final GED test.  She and her tutor met multiple days and many hours each week using a technique that has worked for other Spanish-speaking learners.  While the learner took the five GED exams in Spanish, she and her tutor (who speaks no Spanish) worked in English GED and comprehension-building materials.  Project READ’s mission is to help learners meet their goals in the most comfortable way possible.  For this learner, she improved her English literacy skills and test-taking strategies to take an exam in a language she felt more comfortable with.  We applaud her for such a big accomplishment.

Adult Inmate / FFL

Project READ staff received a letter from a learner who participated in the Fathers and Families Nonviolent Parenting program at the Maguire Correctional Facility in September of 2013.  This particular learner was not in regular contact with his children, for the relationship had been strained by incarceration.  Part of the Fathers program is that graduates record themselves reading a children’s book and send the book, CD, and a message home to their children.  Apparently this gesture opened the door for communication between this incarcerated parent and his children.  The learner subsequently went to state prison.  In the letter we received this month, he writes:

Because of the letters I wrote my daughters while I was [in county jail], we are now in constant communication, and now my 16 year old has someone she can dump all of her problems. That she trusts I won’t judge her. I love it!!

My kids are really proud I’m getting my GED. In fact it might be the only thing stopping [my 16-year-old daughter] from dropping out [of high school].

FLIC/FFL/Families In Partnership

During this month’s Story Hour at the Downtown Library, four learners and three tutors in the Families in Partnership (FIP) Program were honored by a local State Farm office because of their participation in a writing contest. Students were asked to read a biography about someone who inspired them and write a short passage. All the students and tutors were given a gift card for their participation. A grand prize was given to one of the pairs because their story not only talked about how inspirational Martin Luther King was, it also discussed how they hope to one day make a difference in their community. During the presentation, the local State Farm representatives thanked everyone at Project READ for either volunteering their time or making a commitment to improve their literacy skills. It was a very joyous occasion, and we are grateful to State Farm for reaching out and encouraging students to try their best.  

2014 Sequoia Awards

The Sequoia Awards recognize local senior high school youth, who have significantly contributed to their community above and beyond their educational requirements. 

Project READ proudly recognizes our amazing teen tutors who were recognized for their community service at the 2014 Sequoia Awards.

Paul Chavez: (FLIC Teen Tutor )Paul is a leader in his community. Paul moved to Redwood City ten years ago from Peru and has been deeply involved in many community and school organizations and clubs, including tutoring young learners in Project READ.

Lizette Cuevas (KIP Teen Tutor) Lizette values both education and volunteerism and combines these passions while helping young Fair Oaks students improve their literacy skills. Lizette is a teen tutor in our Fair Oaks tutoring program (KIP), where she is paired with a third grade learner.

Chelsea Lollar (FLIC Teen Tutor) Chelsea has been both a learner and tutor at Project READ. As a teen tutor, Chelsea works with K-5^th graders to improve their reading, writing and critical thinking skills. She has volunteered in both our after school program and our summer programs, inspiring our youngest learners.

Audrey Poltrorak (FLIC Teen Tutor) While involved in many varied community service organizations, including collaborative partner Young Dreamers, Audrey has been a teen tutor in our drop-in program since her freshman year. She has dedicated countless hours to helping young students improve in their reading, writing and homework skills.

Kayte Toscano (FLIC Teen Tutor) Kayte and her family have been a part of Project READ since she was in elementary school. Kayte began with Project READ as a learner, and as her reading excelled, so did her commitment to Project READ. Kayte has been both a pre-teen and teen tutor at Project READ, dedicating countless hours of tutoring to our youngest learners both in our drop-in program and summer programs.

Viridiana Caracheo (FLIC Teen Tutor) Viri and her family have been a part of Project READ since she was a young girl. Viri first started with us as a learner, but quickly gave back by tutoring in our drop-in and summer programs. Additionally, Viri volunteered over 80 hours at Project READ through a program at her school, Summit Preparatory High School.

Project READ Teen Poetry Slam

This month five Project READ teens took to the stage in our first Poetry Slam/Open Mic event. Teens who were teen tutors in our Summer FLIC Summer Program worked together for several weeks creating and work shopping original poetry. Students worked with staff, volunteers, and a member of Youth Speaks, a youth organization based in the Bay Area.

Five of our teens read poetry at the slam that was held in the Community Room of the downtown Redwood City Library. Over 30 people were in attendance to support our teens. Congratulations to all of our poets!

‘The Planter’

Kyrie Perez Alvarez

‘Willow Tree’

Joy Velasco

‘Pursuit of Happiness’

Silvana Valle

‘Day 1’

Lindsey Bogott

‘Untitled’

Komal Kumar - read by Cesia Barrera

Project READ Teen Awarded Sequoia Award

This month one of our teen tutors was awarded the Sequoia Award for his outstanding community service and work with Project READ. William Dahu has volunteered at Project READ in the FLIC program for the past four years, committing many hours of time to tutoring and mentoring our youngest learners, as well as being a peer tutor to our teens. The Project READ staff was honored to be invited to the Sequoia Awards to support William for his commitment to literacy. William is a dedicated and thoughtful young person who adds to the Project READ community. Congratulations William!

Haikus by PR Writing Group

Our young Writing Group has been working on many genres of writing over the past few months. This month we are highlighting some of our tweens haikus.

Brianna & Sabrina's Haiku

Hardwork Inspires
Goals, success and fulfillment
Ends in Happiness

Kimberly & Kelly's Haiku

Our Friendship is strong
It will never break apart
Always Together

Project READ Writing Group

Cheryl--Facilitator/Tutor

FLIC’s newest pilot program for 2013 is our first writing group. Since the reading/writing connection is integral in improving literacy and writing skills, we decided to offer a program to our youth that embraces writing. The group is made of preteen learners, most of whom are also preteen tutors, allowing the students to bring their improved writing skills into their own tutoring. In their weekly meetings, the students work on both individual and collaborative writing projects that have already spanned from short fiction stories to poetry. The group’s goal is to contribute to our Project READ blog as “youth correspondents.” To prepare for this role, the writing group has already begun practicing the art of interviewing. The writing group meets weekly for over an hour, focusing on a new genre or style of writing each session.

Additionally, the learners are encouraged to bring in their own writing assignments from school to peer review. Within FLIC, an entire bulletin board has been dedicated to their work, and each session they add to it with finished products. In addition to writing, proofreading and improving their literacy skills, the tweens have also started presenting their works to FLIC families, learners and tutors, honing their public speaking and presentation skills. Within the very first session, it was obvious that these students’ confidences in themselves have already grown and the friendship between these leaners blossomed into true camaraderie. The community tutor who facilitates this writing group was impressed with the sense of community the students formed, as well as the positive affect peer-review and group work has on these teens. erowHer

Kelly

Kimberly

Her own youth learner is part of this writing group and often struggles with prioritizing homework and studying. Now that she is around peers who not only encourage, but also support her to tackle even the most daunting subjects, she has a renewed sense of determination to complete her tasks in order to get to more writing and time with her friends as FLIC. It is amazing to see what a positive effect youth have on each other. Project READ’s writing group’s curriculum is created by staff and led by a trained Project READ tutor.

Brianna

Sabrina