Reading makes the mountain children shine bright
Yi (pseudonym) studied at Jieshou Elementary School in Fuxing District, Taoyuan City. He is a sensible boy at home and lives on Jiaobanshan, a must-see for tourists. His family runs a fruit stand, and he has been with his parents since he was a child, learning how to run a business. Every day before school and early in the morning on holidays, he would take the initiative to help his parents take care of the stall, arrange the fruits, do a good job of cleaning, and tidy up the stall. Because he is a child, tourists love to patronize his stall. His business is very good. He earns more than 20,000 dollars a day on holiday. Both the principal and the director of academic affairs jokingly call him “chairman” because he earns more money than them.
However, he tends to have quarrels with his teachers and classmates when he is at school, and he may even beat others. He brings on headache for teachers. The teacher continuously persuaded him but invalid so that his parents let him arrive at school late every day to reduce the time spent with his classmates and reduce the friction between him and those peers. However, all this changed completely after Jieshou Elementary School participated in the National Central University's USR project "From Atayal Reading to Interest-Driven Tribal Learning" and began to implement the Modeled Sustained Silent Reading (MSSR).
Every morning, children in Jieshou Elementary School have a 20-minute MSSR. In the classroom, for an average of one or two weeks, the teacher will change all the books in the class bookcase, and the students will choose the books they are interested in reading. Surprisingly, Yi likes reading very much. When reading, he can quickly immerse himself in the context of the book completely. In order to read in the morning self-study session every day, he begged his parents to let him come to school early so as not to miss the time of reading. Because Yi is very focused and long-lasting when reading, it greatly reduces conflicts with classmates.
One day, Principal Song chose a chatting book, promoted by the book of "Reading for Tomorrow" in our USR project, as her topic of Lesson Study. When it was time to share the ideas of books, Principal Song asked the students to group themselves. After grouping, Yi looked around, and he was alone. At this time, Principal Song said gently to Yi, "I'll be with you!" Principal Song shares the contents of the books she read with Yi. Although Yi seemed not to understand completely, he listened quite attentively. When Yi talked about the science book he read, his eyes glowed, and he said brightly about the wonderful contents of the book. As the whole class's turn to share the book together, when his turn of chatting book, he explained the content of the book in an orderly and logical manner. Such performance surprised the teachers who were watching the class. "How is it possible? This is not the Yi we know!" the teachers said afterward.
Yi graduated in June this year. The principal told him, "Doing business to make a lot of money in the future, don't forget to groom your classmates." Yi nodded. Yi used to be fine with teachers and classmates. Later, through extensive reading, he not only improved the quality of dialogue, but his speech corpus also became richer. He could express his thoughts clearly, and he paid more attention to his own mortality, becoming polite and reason with others. This is a considerable change. The power of reading, calm but powerful, can change the character and learning performance of a problem child in the eyes of teachers and students.
The children lived on the mountain with nature since they were young. They are optimistic and lively by nature. After the Fuxing District school promoted MSSR, the Principal Song of Jieshou Elementary School said: "The volunteers from Yunshui Book Van said: "Our children look different now. They become temperamental." In the Fuxing District, there are many children like Yi. Because of the USR project, because of reading, their behavior and attitude have changed and even change their future.
Jie (pseudonym) of Yisheng Elementary School is an Atayal student who grew up in an economically disadvantaged family. When she participated in the USR after-class reading of our project in the first grade, she did not understand the phonetic alphabet at all. When reading, she had to read each phonetic and then spell the word. Every Tuesday, college student volunteers from National Central University would go up the mountain to tell stories, accompany them to read, complete homework, and practice phonetic spelling. At first, she didn’t know how to read, and she lacked confidence in reading. Gradually, she could read books with few words. After a year, we found several extracurricular books with more words in her schoolbag. She said, “These books are what I borrowed to read at home.” We know that reading has become Jie’s interest and habit. After two years, when she was at the end of the second semester of the third-grade, her reading comprehension ability was assessed as PR70 at the fourth-grade level. Such progress is the result of the cooperation between our USR team and Yisheng Elementary School to promote reading, and it is also the result of Jie's extensive reading.
After our USR project was implemented in schools of Fuxing District, the most beautiful time of every morning is MSSR, so quiet that there is only the sound of flipping books. Our USR project cultivates students' interest in reading. Students read extensively, build extensive background knowledge, improve learning speed, depth and concentration, become lifelong readers and learners through the cultivation of reading habits, and make the best preparation for the future. Students continue extensive reading with the reading promotion and accompany of the principals and teachers. They can be like gems hidden in the rock strata. After reading again and again, they will be polished and show dazzling colors. In school, and in society, shine bright.
However, he tends to have quarrels with his teachers and classmates when he is at school, and he may even beat others. He brings on headache for teachers. The teacher continuously persuaded him but invalid so that his parents let him arrive at school late every day to reduce the time spent with his classmates and reduce the friction between him and those peers. However, all this changed completely after Jieshou Elementary School participated in the National Central University's USR project "From Atayal Reading to Interest-Driven Tribal Learning" and began to implement the Modeled Sustained Silent Reading (MSSR).
Every morning, children in Jieshou Elementary School have a 20-minute MSSR. In the classroom, for an average of one or two weeks, the teacher will change all the books in the class bookcase, and the students will choose the books they are interested in reading. Surprisingly, Yi likes reading very much. When reading, he can quickly immerse himself in the context of the book completely. In order to read in the morning self-study session every day, he begged his parents to let him come to school early so as not to miss the time of reading. Because Yi is very focused and long-lasting when reading, it greatly reduces conflicts with classmates.
One day, Principal Song chose a chatting book, promoted by the book of "Reading for Tomorrow" in our USR project, as her topic of Lesson Study. When it was time to share the ideas of books, Principal Song asked the students to group themselves. After grouping, Yi looked around, and he was alone. At this time, Principal Song said gently to Yi, "I'll be with you!" Principal Song shares the contents of the books she read with Yi. Although Yi seemed not to understand completely, he listened quite attentively. When Yi talked about the science book he read, his eyes glowed, and he said brightly about the wonderful contents of the book. As the whole class's turn to share the book together, when his turn of chatting book, he explained the content of the book in an orderly and logical manner. Such performance surprised the teachers who were watching the class. "How is it possible? This is not the Yi we know!" the teachers said afterward.
Yi graduated in June this year. The principal told him, "Doing business to make a lot of money in the future, don't forget to groom your classmates." Yi nodded. Yi used to be fine with teachers and classmates. Later, through extensive reading, he not only improved the quality of dialogue, but his speech corpus also became richer. He could express his thoughts clearly, and he paid more attention to his own mortality, becoming polite and reason with others. This is a considerable change. The power of reading, calm but powerful, can change the character and learning performance of a problem child in the eyes of teachers and students.
The children lived on the mountain with nature since they were young. They are optimistic and lively by nature. After the Fuxing District school promoted MSSR, the Principal Song of Jieshou Elementary School said: "The volunteers from Yunshui Book Van said: "Our children look different now. They become temperamental." In the Fuxing District, there are many children like Yi. Because of the USR project, because of reading, their behavior and attitude have changed and even change their future.
Jie (pseudonym) of Yisheng Elementary School is an Atayal student who grew up in an economically disadvantaged family. When she participated in the USR after-class reading of our project in the first grade, she did not understand the phonetic alphabet at all. When reading, she had to read each phonetic and then spell the word. Every Tuesday, college student volunteers from National Central University would go up the mountain to tell stories, accompany them to read, complete homework, and practice phonetic spelling. At first, she didn’t know how to read, and she lacked confidence in reading. Gradually, she could read books with few words. After a year, we found several extracurricular books with more words in her schoolbag. She said, “These books are what I borrowed to read at home.” We know that reading has become Jie’s interest and habit. After two years, when she was at the end of the second semester of the third-grade, her reading comprehension ability was assessed as PR70 at the fourth-grade level. Such progress is the result of the cooperation between our USR team and Yisheng Elementary School to promote reading, and it is also the result of Jie's extensive reading.
After our USR project was implemented in schools of Fuxing District, the most beautiful time of every morning is MSSR, so quiet that there is only the sound of flipping books. Our USR project cultivates students' interest in reading. Students read extensively, build extensive background knowledge, improve learning speed, depth and concentration, become lifelong readers and learners through the cultivation of reading habits, and make the best preparation for the future. Students continue extensive reading with the reading promotion and accompany of the principals and teachers. They can be like gems hidden in the rock strata. After reading again and again, they will be polished and show dazzling colors. In school, and in society, shine bright.
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University characteristic Startup Stage Project
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Taoyuan City
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National Central University
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