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The stories of a courageous activist, a teacher, and two American families who fight to provide our youngest generation with the most foundational indicator of life-long success: the ability to read.
Director: Jenny Mackenzie
Director: Jenny Mackenzie
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00:00:12A CIDADE NO BRASIL
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00:03:21I have taught every grade level, high school, middle school, elementary school,
00:03:27and there are a few through lines, one of which is the kids can't read.
00:03:40California, arguably the most progressive state in the unit, social justice minded.
00:03:46We are taking back our streets to death!
00:03:48But when I first started teaching in Oakland, there were only two kids in my class of 35 who could
00:03:54read.
00:03:57Larry, say what's up to the camera Larry.
00:03:59What's up?
00:03:59All right, now, Larry, take it from the top. What does that say?
00:04:05Larry wins to the cap.
00:04:10My man Larry, I'm gonna say this right now on tape, my man Larry just read his first sentence by
00:04:16himself,
00:04:17and I'm very, very proud of him. And whoever sees this video tape, I'm hoping I can get his mother
00:04:23to see it too.
00:04:24I want them to know that Larry can read, and Larry will read, won't you?
00:04:29Yeah.
00:04:30Right on.
00:04:30The question is, what becomes of those kids who don't have a foundation in reading. I can tell you what
00:04:36happens to them.
00:04:37Now, Laura works in mysterious ways. Kids, you know, overcome all kinds of challenges.
00:04:43However, illiteracy is the pipeline to prison.
00:04:48It's also the pipeline to homelessness.
00:04:52It's the pipeline to unemployment and depression.
00:04:57And there are publishing companies that sell popular curriculum that do not teach our children to read, making millions of
00:05:04dollars.
00:05:07From the day I set foot in Oakland, I realized that everything starts with literacy.
00:05:12Everything starts with reading. Science, math, history, you name it.
00:05:15And if you can't read, you can't access anything else.
00:05:41Reading is the basis upon which all other academic learning is built.
00:05:46So reading is basically going to determine so many things about how the rest of your school career goes.
00:05:53We have a lot of people who struggle to read.
00:05:56And it's kind of amazing if you look at just the basic data.
00:06:00Like, why aren't we screaming and yelling about this?
00:06:02There is one test that is given across all of America called the National Assessment of Educational Progress, or NAEP.
00:06:10It's the only test that we have that is given consistently across the nation.
00:06:16We've been giving it for decades.
00:06:18And what it shows is, unfortunately, mostly unchanged.
00:06:23We are failing about two-thirds of our children.
00:06:28NAEP is not a perfect test, but NAEP is telling us something essential.
00:06:32The data reveal a truth that we cannot ignore.
00:06:37So let's just take a look at the idea of just basic.
00:06:41Who can read at a basic level?
00:06:43Well, we are in a situation where, like, a third of our fourth graders cannot even read at a basic
00:06:48level.
00:06:49That is a lot of kids.
00:06:51And it is even worse, way more shocking, if you look at kids of color.
00:06:56Nearly half of kids of color in fourth grade cannot read at a basic level.
00:07:10And then I'm wondering, well, what's wrong with me?
00:07:14Maybe it's my family.
00:07:15Maybe I'm too poor.
00:07:17Maybe I'm too black, too brown.
00:07:19Maybe it's because I speak a different language.
00:07:21Maybe it's because they went through too much trauma.
00:07:23Maybe it's me.
00:07:25Parents have no idea.
00:07:27The root of the problem is that children are being taught in a way that is not working.
00:07:34If it was a minority issue, then all these soccer moms wouldn't be spending
00:07:38$20,000, $30,000 to send their kids to private tutoring
00:07:41because they didn't learn how to read in school.
00:07:46Kids of all races are struggling to read.
00:07:49The issue is who has the resources to deal with it?
00:07:54So what we have in this country are a lot of well-to-do kids who are getting the help
00:07:59they need.
00:07:59And what happens is we just don't see in some ways the problem with the instruction because of that.
00:08:12I'm trying to enlist everybody's help because it's not just my community.
00:08:16It's the suburbs.
00:08:18It's the rural areas.
00:08:21It's cities all across the country.
00:08:24And when parents send their babies to school, I want them to ask teachers, principals, school boards,
00:08:30how are you teaching reading?
00:08:32Is it aligned with the research consensus and the science?
00:08:53My first year was honestly such a mess.
00:08:56This is just uh, these are called base ten blocks, we count the days that we've been
00:09:02in school every day.
00:09:03I didn't even know that I was supposed to have Lucy Calkins units of study in my classroom
00:09:08until I think the second week.
00:09:11Whole language, which is what that is, or balanced literacy has been proven not to work
00:09:15for my students.
00:09:17This school is the lowest performing in reading in the district.
00:09:22I mean a lot of it I think is because the teacher turnover rate is extremely high and also
00:09:28I think because we have been forced to use units of study and two years ago that's what
00:09:34I was teaching.
00:09:35The lesson was basically you cover up a word with a post-it note and you're reading a book
00:09:41and the students are supposed to guess the word.
00:09:42What word do you think would go here?
00:09:44And they guess random words.
00:09:46They don't know what it is because it's covered up.
00:09:47So then you pull back a little so that they can see one letter and then you pull back a
00:09:51little bit more.
00:09:52And then you see who's right.
00:09:53Who guessed right?
00:09:53I don't know.
00:09:54I'm not a magician.
00:09:55You know what I mean?
00:09:56Mom.
00:09:57Got.
00:09:58The.
00:09:59Balloons.
00:10:00Oh, how did you know that word said balloons?
00:10:03Because on the picture I saw balloons.
00:10:06I.
00:10:09Paint.
00:10:11The.
00:10:13Fence.
00:10:15Purple.
00:10:17Yeah, it's amazing how you're reading without even looking at the words.
00:10:22I.
00:10:23Paint.
00:10:24The.
00:10:26Door.
00:10:27Purple.
00:10:28Great.
00:10:30Look at all that purple.
00:10:31Mm-hmm.
00:10:33Let's see what happens when we take away the pictures.
00:10:36I.
00:10:40Ut.
00:10:41Put.
00:10:43My.
00:10:46Swig.
00:10:51Up.
00:10:55There's been a lot of opinion about how children learn to read.
00:10:59And there's been a lot of conflict over the years about this.
00:11:03In fact, it was referred to as the reading wars at the end of the 20th century.
00:11:11It basically boiled down to whether children need to be taught some very explicit rules in
00:11:19order to learn to read.
00:11:22Or whether they naturally learn to read.
00:11:28What we've been arguing about for a really long time is really the difference between
00:11:32what is a bottom-up approach to learning how to read or a top-down approach to learning how to
00:11:39read.
00:11:40So the bottom-up approach essentially says you start with the pieces.
00:11:45You start with the letters and the sounds and you build up your knowledge to understanding the whole thing.
00:11:53But then you had another crew that believed equally strongly in their idea.
00:11:58When we're teaching kids how to read, teach them whole words.
00:12:02Don't teach them the little parts.
00:12:04And in fact, there was a strong belief that teaching them the little letters and sounds and all the parts
00:12:07was going to be confusing, distracting, and boring, tedious, not necessary.
00:12:13Becoming a skilled reader takes practice and repetition.
00:12:17I mean, the brain has to literally build these pathways from each of the lobes for students to learn how
00:12:24to read.
00:12:24And the method that became popular, that made millions of dollars teaching kids to guess and use visual clues,
00:12:32is known as whole language or balanced literacy.
00:12:37In the 60s, there was a system known as three-queuing, where kids would guess words and use clues.
00:12:44Decades later, knowing queuing doesn't work, we still have Lucy Calkins and Fontes and Pinnell selling a version of this
00:12:52idea.
00:12:52And so they're, in mass, guessing is really what it is.
00:12:59For some reason, the status quo in America keeps bringing us back to this more whole language balanced literacy approach
00:13:09to teaching.
00:13:09I think because it's more appealing.
00:13:13If the basic idea is that exposure is enough, if only kids would just figure out how reading works on
00:13:20their own.
00:13:22But it doesn't work that way.
00:13:28This is a problem we have to nip in the bud early.
00:13:31There are certain things that need to be in place and that need to be done when little kids come
00:13:36to school.
00:13:36And if we don't do those things, most of those kids will not become good readers.
00:13:41This is not a question of can we do this.
00:13:45This is a question of will.
00:13:47This is a question of once we decide we want to change this pipeline,
00:13:52once we decide we want a better future collectively and individually,
00:13:56we can get this done.
00:13:58But we need to act and we need to act with urgency.
00:14:17I was a principal for years.
00:14:19Helped turn the school around.
00:14:23This is the class.
00:14:25They're not here right now.
00:14:27That's the little homemade library back there.
00:14:31That was one.
00:14:32Including the books that I bought for two dollars a box.
00:14:35Then my father passed away.
00:14:42I was confronted with the realities of time.
00:14:45We don't have time to waste.
00:14:50If we're not tackling literacy, we're wasting time.
00:14:54That's what I finally just had to come to grips with.
00:14:56And that was my calling.
00:15:00And it came down to the root of our kids can't read.
00:15:03What are you doing about that?
00:15:12So I literally pressed pause on everything.
00:15:14I just, you know, worked with the NAACP on their education committee
00:15:20and identified literacy as a priority.
00:15:30The NAACP is the National Association for the Advancement of Colored People.
00:15:36We're making sure that all citizens, all residents, have the basic human and civil rights they're entitled to.
00:15:44Freedom!
00:15:44Freedom!
00:15:46Freedom!
00:15:46The NAACP has been standing strong on the front lines for over 125 years.
00:15:50Freedom!
00:15:51Freedom!
00:15:52Freedom!
00:15:53Freedom!
00:15:53Freedom!
00:15:54Freedom!
00:16:02Freedom!
00:16:02Freedom!
00:16:02Freedom!
00:16:04Freedom!
00:16:04Freedom!
00:16:05Freedom!
00:16:07Freedom!
00:16:08Freedom!
00:16:09Freedom!
00:16:10Freedom!
00:16:10Freedom!
00:16:11Freedom!
00:16:12Get the whole language, balance, literacy, move it off, move it off.
00:16:15Put in something that's structured, that's explicit and that's direct,
00:16:18so that our kids and our educators have an actual chance at success.
00:17:10Transcription by CastingWords
00:17:40Transcription by CastingWords
00:17:44Transcription by CastingWords
00:17:55Apples and bananas.
00:17:59But today you're eating bananas and strawberries.
00:18:04Strawberries.
00:18:05Strawberries.
00:18:07Strawberries.
00:18:08And bananas.
00:18:10Bananas.
00:18:11Yes.
00:18:13Oatmeal.
00:18:14Oatmeal.
00:18:16Just the little things that we do, like when we're making spaghetti, we're telling them
00:18:21that we're putting the noodles in the water and then after the water starts boiling, so we pick
00:18:26them up and say, do you see the water boiling?
00:18:29And they say boil, you know, and I know what, when we talk to Ivy, she repeats everything
00:18:33we say, so that makes her vocabulary even stronger.
00:18:37She said she won't go to the library.
00:18:40We're going to go to the library on Sunday.
00:18:42We'll go to the library tomorrow.
00:18:43Come here.
00:18:45I'm going to zip you up.
00:18:46Oh, that's a little bow for the baby.
00:18:52I definitely want to empower Ivy to make sure that Ivy is prepared to excel through school
00:18:57with early reading, early literacy, talking to her.
00:19:01Can you turn to the next page?
00:19:03Wait, how many kids do you see on there?
00:19:05Uh, one.
00:19:07Yeah.
00:19:08Yeah.
00:19:09Can you count?
00:19:10One.
00:19:12No, it's a baby.
00:19:14Where's the baby?
00:19:15Right here.
00:19:16Oh, that's a baby?
00:19:18Yeah.
00:19:18I thought that was a big boy.
00:19:20That's not a big boy?
00:19:32Come in.
00:19:38Hi.
00:19:38Ms. Kazi?
00:19:39Yes.
00:19:39Hi, Kareem.
00:19:40Hello.
00:19:41Yeah, I'm Kareem Weaver with the NAA School.
00:19:42Hi.
00:19:43Good to meet you.
00:19:43Nice to meet you, too.
00:19:45Do you have a moment of your time?
00:19:46Yes, please.
00:19:47Come sit down.
00:19:47I appreciate you.
00:19:48I know it's Friday.
00:19:49It's the end of the week.
00:19:50I'm happy to make time.
00:19:52Cool.
00:19:52Our new initiative is on literacy.
00:19:55So we've identified reading as, like, the foundation of just everything else.
00:20:00It all ties to reading, right?
00:20:02So this is a civil rights issue.
00:20:04We're really trying to figure out how to get Oakland kids to read.
00:20:06Only 18% of black kids are reading, 24% of Latino kids are reading.
00:20:09Mm-hmm.
00:20:09Like, you just go down the list, it's all bad.
00:20:11Mm-hmm.
00:20:11We have our thoughts and ideas about what works and what doesn't work, but I know that
00:20:17Lucy Calkins, the units of study, is the district curriculum.
00:20:20Mm-hmm.
00:20:20Right?
00:20:20We're a balanced literacy curriculum.
00:20:22We're struggling with that.
00:20:23Mm-hmm.
00:20:23You know, it just, that curriculum, it just doesn't serve them at all.
00:20:27I asked them to do things that they're not able to do, and I was frustrated every single
00:20:30day.
00:20:31I went home and cried because the lesson plans were so complex, and I didn't know how to
00:20:35break it down to their level.
00:20:37We're pushing at the NAACP.
00:20:40We're going to be engaging with the superintendent, chief academic officer, and basically we want
00:20:45to lay out a list of demands to say, we need these changes.
00:20:48Okay.
00:20:49We want to make sure that teachers have stuff that works, that curriculum that actually works.
00:20:54Yeah.
00:20:55There have been a lot of studies from neuroscientists and cognitive scientists about how a child
00:21:02learns to read and what the brain does during this process.
00:21:08Many of us were born with the ability to hear, so children already have this phonological
00:21:15processing system where they're able to hear the sounds in words.
00:21:19Once children are able to hear sounds, we move to the occipital lobe.
00:21:25This is the area of the brain where students are now able to transform what they hear to
00:21:32what they see.
00:21:34Students are able to make out that these squiggly lines on a page are actually letters.
00:21:42Connecting those pathways from the phonological processing system, from students being able
00:21:47to hear those sounds and them being able to match those sounds to letters is not occurring
00:21:51in whole language classrooms because they're teaching memorization or they're teaching students
00:21:56how to look at pictures.
00:21:59It doesn't allow for those areas of the brain to connect with those pathways that they need
00:22:05in order for students to become skilled readers.
00:22:09There are five components of reading that the National Reading Panel has said are critical
00:22:15to learning how to read, which includes phonemic awareness, being able to hear the sounds in words.
00:22:21Phonics, being able to match those sounds to letters.
00:22:24Vocabulary, knowing these words.
00:22:27Fluency, where students are able to read accurately and quickly.
00:22:32And then finally, comprehension.
00:22:35We now have to find meaning.
00:22:37Which is the goal of reading.
00:22:39Is able to play?
00:23:05Do you want to play?
00:23:05Where do you want to go on to wear a glove?
00:23:07What?
00:23:07Vamos lá.
00:23:44I can't believe I'm fit to have a kindergartner, like he has always been my baby, and Big Fred
00:23:50like to call him a mama's boy, I don't care, that's my baby.
00:23:54This is Frederick's first diaper from the NICU.
00:23:57They gave it to us as a souvenir, he was born 32 weeks, at 32 weeks.
00:24:04When he was about two, we realized he wasn't speaking, like he'll say mama, dada, and that
00:24:10was it.
00:24:11So I signed him up for a program, and then when he turned three, the public school district,
00:24:19Jackson Public School District, that we used to stay at, picked him up and started giving
00:24:23her speech therapy.
00:24:26A, B, C, D, E, L, G, H, I, J, K, L, M, N, O, Q, I mean P, Q,
00:24:40R, S, T, U, V, W, X, Y, N, Z.
00:25:07So we started looking for different jobs in different states.
00:25:11We applied for jobs in Tennessee, Colorado, like we're just trying to find a place for
00:25:17us to move and make money so we could still be, you know, supportive parents.
00:25:21Howdy, word birds!
00:25:23Will you help us put letter sounds together to read words again?
00:25:27Li-d.
00:25:29Lid.
00:25:32Great work!
00:25:33We just read the word, lid.
00:25:42Then click to make it stick.
00:25:47Right there.
00:25:48You can get on the trick.
00:25:52Good job, Ray.
00:25:55S work 92.
00:25:56That's right.
00:25:56That's two more than 90.
00:25:58Thank you, baby.
00:26:03All right.
00:26:04So just a second, Kristen.
00:26:06I think I've answered your question.
00:26:07Jabbar.
00:26:08I'm not sure.
00:26:08What's up?
00:26:09Where you at?
00:26:09Do you have any questions?
00:26:10And then Sian.
00:26:12Hold on one second.
00:26:13Let me read what you said.
00:26:15Peace.
00:26:16Ed Morehouse, you should have said something.
00:26:19What you got, man?
00:26:23What we talking about?
00:26:24What we talking about?
00:26:25Should not require an SAT or an ACT score.
00:26:28Do you have the stuff filled across the Google Doc?
00:26:32All the information that you need off the Excel?
00:26:35No, no, no, no.
00:26:37Well, let's go.
00:26:37Fill it in, man.
00:26:38Get the specific questions out there that you need answered.
00:26:41Fill in the chat and let him just run through it.
00:26:44Did you ask her your questions about the majors?
00:26:49English?
00:26:52Science.
00:26:53Do I read in English?
00:26:55Reading is the main thing, man.
00:26:57I read.
00:26:58I know you can read, baby.
00:27:00But in college, you're going to have to read a lot.
00:27:02And read often.
00:27:05My man, Larry, learned the first two sounds today.
00:27:07The first two letters.
00:27:08What are the...
00:27:09Actually, the first three.
00:27:10What are the three letters you learned today?
00:27:12A?
00:27:14Uh-huh.
00:27:14Uh-huh.
00:27:14But what letter is it?
00:27:16A.
00:27:17Uh-huh.
00:27:18B.
00:27:19Uh-huh.
00:27:19What does the A make?
00:27:21I.
00:27:21How can you remember that?
00:27:23A is for what?
00:27:25A is for African.
00:27:26What is B for?
00:27:28B is for black.
00:27:30All right.
00:27:32Our country has always prioritized reading.
00:27:34Always.
00:27:35Either to intentionally include or exclude certain people.
00:27:44Uh-huh.
00:28:09Tному's sitä.
00:28:09At the NAACP, we look at literacy as the oars of the rope vote.
00:28:14Mas como você vai ir a ir?
00:28:16Como você vai ir a propelar você forward se você não pode ler?
00:28:21A criança tem que ser literária na educação de informação.
00:28:26A questão é hoje,
00:28:29nós temos a política e a moral, a coragem e a fortitude
00:28:35para usar literatura como um veículo para incluir todos?
00:28:47Eu realmente acho que nós temos que mudar um pouco o que nós estamos dizendo
00:28:52porque nós já disse que a matéria é a lei.
00:28:56Não, não.
00:28:57É a lei.
00:28:59A lei é a lei.
00:29:02Se você não pode ler,
00:29:04você não pode acessar o que você precisa acessar
00:29:07para que você possa acessar com algo currículo.
00:29:09Você sabe que a petição da administração que foi lançada para a board?
00:29:13Há 8 action items que nós desejamos de fazer.
00:29:16Aqui eles estão.
00:29:18Vamos manter isso front e centro.
00:29:20Essa petição é como um roadmap.
00:29:23Um hum.
00:29:25É o resultado de um monte de engajamento,
00:29:28um monte de pesquisa, um monte de pesquisa,
00:29:30um monte de pesquisa sobre o que está funcionando e o que não está funcionando.
00:29:32Um hum.
00:29:33Um hum.
00:29:34Um hum.
00:29:42Um hum.
00:29:44Um hum.
00:29:55Um hum.
00:29:57Um hum.
00:30:11Um hum.
00:30:11Um hum.
00:30:13Um hum.
00:30:22Um hum.
00:30:27Uma coisa que eu acho que é interessante é que quando um pouco da publicidade de televisão
00:30:31foi realmente começando a ser em late 1960s, early 1970s,
00:30:36que foi a época que nós tínhamos um monte de fãs sobre o leitamento,
00:30:41e coisas como Electric Company came along e plantou a stake very firmly
00:30:46em uma ideia sobre como o leitamento funciona,
00:30:49que é esse letras, sound, knowledge, e fonix instruc-tion.
00:30:53Sh.
00:30:54Ip.
00:30:55Ship.
00:30:56Sh.
00:30:58A.
00:30:59Shape.
00:31:01Sh.
00:31:02Ux.
00:31:02Shucks.
00:31:04That was the last word.
00:31:06Ah, shucks.
00:31:09E eu acho que isso contribuiu a geração de crianças
00:31:13que tiveram algumas de habilidades que realmente precisavam
00:31:15que talvez alguns de vocês não tivessem em outras maneiras em casa ou em escola.
00:31:21Nós podemos ver televisão pública com o Sesame Street, Electric Company,
00:31:25todos esses maravilhosos, inovativos programas vêm para o foro,
00:31:30e realmente ter essa missão
00:31:33de reduzir os gaps da inequidade que nós temos na América,
00:31:37de garantir que qualquer criança de qualquer nível de rendimento
00:31:41level, could have full access to an excellent curriculum.
00:31:46Ood.
00:31:49F.
00:31:50Ood.
00:31:51F.
00:31:52Ood.
00:31:54F.
00:31:55Ood.
00:31:55Ood.
00:31:55F.
00:31:56Ood.
00:31:59F.
00:31:59f.
00:32:01F.upa.
00:32:03F.
00:32:09F.
00:32:10F.
00:32:11Faut.
00:32:28F.
00:32:31Quando nós sentimos para desenvolver nosso software de leitura,
00:32:34o que nós queríamos fazer era criar software que poderia ensinar a qualquer criança a aprender a leitura.
00:32:40Little lamb likes lollipop lips.
00:32:45L. O. Lamb.
00:32:49E o que isso significava era que precisamos ter uma abordagem compreensiva.
00:32:56Lowercase l.
00:32:57Precisamos ter instruções.
00:32:59L. Down.
00:33:00Precisamos ter instruções.
00:33:02L. Lamb.
00:33:06E, surprisingly, nós também precisamos ter instruções que isso era algo que precisava de crescer com a criança
00:33:14através da multidão de jornada de não saber nada sobre o leitura,
00:33:19para ser um aprendizado independente e fluente de leitura.
00:33:22A criança's compreensão, tudo isso, isso começa a casa.
00:33:26A criança está em casa.
00:33:27A criança está em casa.
00:33:42Ela está em casa.
00:33:44Ela está em casa.
00:33:44Uma coisa que aprendemos é que tudo isso começa agora.
00:33:47não começam quando eles começam a sair da escola.
00:33:50Teachinga eles a ABCs,
00:33:52teachinga eles a pronuncia a letras
00:33:54e a sons da letras.
00:33:55Olha aí, Dr. Ivy.
00:34:02Um, ele pôde.
00:34:04Ele pôde?
00:34:05Sim.
00:34:06Oh, nós temos a chance.
00:34:15Ele pôde.
00:34:17Ele se sentiu melhor.
00:34:19É.
00:34:22Obrigado por fazer ele se sentirei melhor.
00:34:25Aqui você está.
00:34:27Elmo.
00:34:28E, para Elmo, também.
00:34:32E, para ação.
00:34:35I for ice cream!
00:34:37I can get ice cream!
00:34:39And I for...
00:34:41Ice cream!
00:34:42Ivy!
00:34:44That's right.
00:34:45C for...
00:34:49Cookie Master.
00:34:50Cookie!
00:34:55If they don't know the sounds of the letters,
00:34:58they're not going to know how to read.
00:35:03What is that?
00:35:05Kite.
00:35:06K for kite.
00:35:07K for kite.
00:35:10Turn it around.
00:35:12And so, with us doing that,
00:35:14it's going to definitely set her up
00:35:16to be very successful with reading.
00:35:19Can you find Rosita?
00:35:21For Rosita!
00:35:23Yeah!
00:35:23For Rosita!
00:35:28Last trip.
00:35:29Got new drawers.
00:35:32Thank you very much.
00:35:34Don't miss your room.
00:35:39Doris!
00:35:40You can make new memories in another room, okay?
00:35:46Mom, tell Mom to my business.
00:35:48Doris!
00:35:49We take this serious, you know.
00:35:52Parenting is very hard.
00:35:53You know, it ain't no easy job
00:35:54You got to stay consistent working.
00:35:57You know?
00:35:57You got to just really want to be...
00:36:00You got to be determined.
00:36:01You know, when you have these kids
00:36:02to want the best for them.
00:36:04All right.
00:36:05That's everything.
00:36:45Look, you can also look the best for your new니다ks.
00:36:46All right, Mom.
00:36:50So, at the moment,
00:36:50Just have read.
00:36:50Finished, work out here.
00:36:52He needs to be her.
00:36:53I don't know anything,
00:36:53He'll attend to the rested yesterday.
00:36:53He F望 GSA
00:36:54To ним salir
00:37:23A CIDADE NO BRASIL
00:37:24A CIDADE NO BRASIL
00:37:55A CIDADE NO BRASIL
00:37:56A CIDADE NO BRASIL
00:37:57A CIDADE NO BRASIL
00:38:04A CRI demain
00:38:06A CIDADE NO BRASIL
00:38:30Tchau, tchau.
00:38:57Tchau, tchau.
00:39:51Tchau, tchau.
00:39:54Tchau, tchau.
00:39:59Tchau, tchau.
00:40:21I'm gonna get some cold, like iced coffee for school.
00:40:40My first year, I was just pulling at strings.
00:40:43Whatever I could find online, this is how you're supposed to teach reading.
00:40:45But it's just a mess.
00:40:48It's me creating my own curriculum.
00:40:50This is my library, which Jess helped me build last year.
00:40:55Thank God for Jess.
00:40:56I had a ton of books.
00:40:58In November or December, I was just dropped an angel in my lap in the name of Jess.
00:41:03And at first, I thought she was just gonna be a random volunteer coming in to help pull groups.
00:41:07And then she was like, I have bookworms, and I can pull small groups while you do this and this.
00:41:13Okay, I'm gonna start.
00:41:16I love seeing all their boxes of books on their desks.
00:41:19It makes me so happy.
00:41:21They always want to come to the library.
00:41:24Well, it is the most special place in the whole class.
00:41:28I know.
00:41:32Good job, Bruce.
00:41:34Get hand sanitizer.
00:41:37If you have a backpack, hang it up, but be careful, okay?
00:41:46All right, when I call your table, put your warm-up work in your cubby and have a seat silently.
00:41:53Crisscross applesauce on the carpet.
00:41:57Purple table.
00:42:03Ready?
00:42:03A, apple, a, a, a, a, good job.
00:42:09B, banana, bu, bu, bu, bu.
00:42:13C, cake, k, k, k.
00:42:17The curriculum I'm teaching now, bookworms, it's not figuring all this stuff out and then forming it to my kids.
00:42:24It's here is what you should teach, and it gives you the standard.
00:42:27This is the expectation.
00:42:28This is what the student needs to learn.
00:42:30Took, took, took.
00:42:33And then I take it and form it into differentiated instruction so that low-level learners can access the curriculum
00:42:42and the high-level learners can access the curriculum.
00:42:45We're officially still a balanced literacy district, so we have units of study, which most school districts do.
00:42:52And here's somebody, a newer teacher, who was desperate enough to say, I need something different.
00:42:57It's not working.
00:42:59And so she has to literally fly under the radar to teach kids how to read.
00:43:14All of the research indicates that what we want is for phonics instruction to be explicit,
00:43:21which means you directly tell the kids what you want them to learn.
00:43:25You don't expect them to discover it on their own in a book.
00:43:29You show them what you want them to know.
00:43:32C, but this is a C.
00:43:35I know, this one's tricky.
00:43:36It's actually a C, not this.
00:43:38So we're going to C for C.
00:43:41All right, so we so far have X, I, T, ed.
00:43:46What's last?
00:43:47Excited.
00:43:49Z?
00:43:49D, D.
00:43:53D, D, D.
00:43:55D, D, D.
00:43:56Uh-huh.
00:43:57So you go into a classroom and you want to see a pretty heavy emphasis on explicitly teaching kids how
00:44:03their written language works,
00:44:04phonics and phonemic awareness.
00:44:05But you'll also want to see the teachers doing a lot of reading out loud to kids,
00:44:09other kinds of activities that will get kids engaged and talking to each other,
00:44:12and will help kids gain knowledge.
00:44:14Gregory heard the clock strike.
00:44:16It was an hour till midnight.
00:44:19His birthday would soon be over.
00:44:21He went to the door and looked out into the street.
00:44:24I'm very sorry, we can't have a cake or a party.
00:44:27There's just no time.
00:44:28We have to finish moving.
00:44:30What would you feel like if you couldn't have a cake or a party on your birthday?
00:44:35Poor.
00:44:36Sad.
00:44:36Yeah, me too.
00:44:37Most teachers are not taught the basics of this science in their teacher preparation program.
00:44:42They are mostly not taught this in the professional development they get on the job.
00:44:47And a whole lot of the teacher books and curriculum and materials and instructional practices that they learn in their
00:44:55schools and from each other are not backed up by what we know about how the brain actually learns to
00:45:02read.
00:45:02And it's really kind of a shocking story because there's just this gigantic gap between research and practice.
00:45:26It's been a minute.
00:45:28I know.
00:45:32Frustrated.
00:45:35What does a happy start with?
00:45:37I was getting results even in just like a couple week period.
00:45:40My kids were already growing.
00:45:42Like they were moving through the groups so fast.
00:45:44And so I had this data and it got a lot of traction.
00:46:03One of the superintendents and Kareem Weaver and a couple others came in to see my classroom running with bookworms.
00:46:12The first sound we hear is the sound and we see the letter F.
00:46:17The next sound we hear is and we see the letter R.
00:46:20Then we hear the sound up, but we see the letter O.
00:46:24O does not normally say up.
00:46:26That part is tricky, so I'm going to put a heart.
00:46:28The last sound we hear is and we see the letter M.
00:46:32Good job.
00:46:33We want to make sure that all students have the opportunity to be with a teacher who has learned the
00:46:40science of reading,
00:46:41who has learned the structured literacy approach,
00:46:43and teaches students how to decode words and how to encounter words that they don't know
00:46:49and use the skills and strategies that they've been taught explicitly and systematically
00:46:54in order to crack the code of reading.
00:47:01Learning to read takes repetition and practice to literally build these fibers in the brain
00:47:06so that they can connect and form new pathways for students to become skilled readers.
00:47:13So you have to be able to train the brain to be able to get all of these skills working
00:47:18together
00:47:19for a child to become a proficient reader.
00:47:23When you and I are reading, we are not sounding out every word that we come to.
00:47:26We know those words.
00:47:28They have become automatic.
00:47:30We know them instantly on site.
00:47:32Within just hundreds of a second, you just know a word.
00:47:36In fact, researchers do these amazing things where they show you a word
00:47:39and you're not even conscious you saw the word, but you read the word.
00:47:42Your brain processes it so fast.
00:47:45First, it processes the orthography, the letters, and then the phonology, the sound.
00:47:51And then it gets to the meaning.
00:47:54If you are doing things in your classroom that is not promoting that,
00:48:00that's getting a kid to look at the picture, just look at the first letter,
00:48:04just think of something that makes sense,
00:48:06you are taking their attention away from the very thing that they need to do to learn to read.
00:48:12When you tell me that you're choosing not to follow the research,
00:48:17you are choosing not to follow the science.
00:48:19Your graduate schools are choosing it, the school systems are choosing it,
00:48:22the individual teachers are choosing it,
00:48:23and then when it doesn't work out and the kids can't read,
00:48:26you come back and blame them.
00:48:27That is a violation of kids.
00:48:28So that's where we draw the line.
00:48:44Thank you all for coming.
00:48:45Much appreciated.
00:48:47It beats Zoom, I know, you know.
00:48:49So thank you.
00:48:51Everybody, you know, I don't know if you've seen what's been going on recently in the school district.
00:48:58You may have caught the last war meeting.
00:49:01So it's pretty intense right now.
00:49:04So there's a few things I'm thinking about as it relates to this list and a pilot that I ran
00:49:11this summer
00:49:11where our theory of action based on what I saw in mentoring Bree this past school year,
00:49:17and she was teaching her kids to read via Zoom during a pandemic in first grade.
00:49:24I think when I remember my daughter.
00:49:25No.
00:49:26Kamiya McDaniel.
00:49:27Oh, yes.
00:49:28Your Kamiya said yes.
00:49:30No way.
00:49:31You got to experience your child actually learning how to read when she was supposed to in first grade
00:49:40via Zoom during a pandemic.
00:49:42And children across our community and across our country did not learn how to read this school year.
00:49:50Right.
00:49:51Right.
00:49:51You know, we're talking about deep East Oakland where I grew up.
00:49:54You know, we're talking about Fruitvale, you know, we're talking about Black, Brown, Pacific Island.
00:49:59Right.
00:49:59That's what we're talking about.
00:50:00But if we don't name it, call it out for what it is, it show up in solidarity.
00:50:05That's the way that we put offended pressure on these people to make them do it.
00:50:09So it goes from just being, okay, yeah, we know that's right, to actually putting policy in place.
00:50:15These eight things are very, I think, very clear and to the point.
00:50:20You guys ask for evidence-based curriculum.
00:50:24That's the next step.
00:50:38And I'm going to share some information with you and we're going in today on publishers.
00:50:43And I'm coming back to share the next video on curriculum, reading, and what our kids need and what's really
00:50:55going on inside the industry, the publishing industry.
00:50:58So, first of all, what I found out was it's not just one company that doesn't have evidence.
00:51:05Most of the companies don't have any evidence of student results.
00:51:08So here's the Lucy Caucus Units of Studies website right here.
00:51:11Here you go.
00:51:12All right.
00:51:13I went straight to the source.
00:51:14Boom.
00:51:15Come down here, Research and Effectiveness.
00:51:17Click on that.
00:51:18And I go down to all grades.
00:51:20Let's go K5.
00:51:21But if you just go through this, you're going to think, oh, man, this is good.
00:51:25Look at this.
00:51:25New York got some.
00:51:28California got some.
00:51:29But then you analyze it.
00:51:32I went through step by step every one of them studies.
00:51:36Every one of those so-called studies.
00:51:39Man, this ain't nothing but a fraud.
00:51:41That's why they banned in two states right now.
00:51:45I'm shouting as loud as I can.
00:51:48And I'm not just talking to educators or administrators.
00:51:51It's everybody.
00:51:52Everybody needs to know what's happening.
00:51:55Publishers making millions of dollars off our kids.
00:51:58And only a third of them can actually read.
00:52:08Yes, COVID-19 is a problem.
00:52:11But it really just peeled the mask back to things that we've been overlooking.
00:52:17It's keeping us away from the access that we did have to education through our teachers.
00:52:23But in many ways, it's also an opportunity.
00:52:26Hello, my name is Anna.
00:52:29I will help you learn to read, write, and do math.
00:52:33When COVID-19 first happened, we thought that we were only going to be out for three weeks.
00:52:37And that was including spring break.
00:52:40I tried to send my kids home with as many books as I possibly could.
00:52:43And then three weeks turned into four or five.
00:52:46And then it turned into the rest of the school year.
00:52:49We'll get these babies reading.
00:52:51That's what's up.
00:52:53So here comes NAACP.
00:52:56With some friends, we're able to identify some technology that we think can help.
00:53:01It's a gift from the NAACP.
00:53:03We love you guys, man.
00:53:04We want kids to learn how to read.
00:53:05You feel me?
00:53:06These begin with phonemic awareness.
00:53:10The pillar of early literacy that's often overlooked.
00:53:14And then he needs to use it 30 minutes a day.
00:53:17And it's going to make sure that he gets the critical reading skills that he needs in order to be
00:53:22a super strong reader.
00:53:24Scientifically based, research based, evidence based technology.
00:53:32We've got to have a safety net for these kids.
00:53:34We can't let another generation fall through the cracks.
00:53:37We're putting these in kids' hands today.
00:53:52What are you looking for in there?
00:53:54Oh yeah, this.
00:53:57Oh.
00:53:58I want some on my titty.
00:54:01What is this?
00:54:03Um, strawberry jelly.
00:54:07Yeah.
00:54:08Here.
00:54:08No, strawberry jelly.
00:54:11I want this one.
00:54:15And this one.
00:54:20What is this?
00:54:22What letter?
00:54:23It starts with my name.
00:54:25Oh, is this letter in your name?
00:54:28Yeah.
00:54:28What letter is it?
00:54:30I-V-Y.
00:54:33What letter is it?
00:54:34Y.
00:54:35Yeah, what is that?
00:54:36Yack.
00:54:37Yack.
00:54:38Yack.
00:54:39Yack.
00:54:40What about this one?
00:54:41Uh, you?
00:54:44For unicorns?
00:54:45Oh, yeah.
00:54:48Okay, what is this one?
00:54:49This is a tricky one.
00:54:50This is a lower case.
00:54:52J.
00:54:53Yes.
00:54:56Oh, he's an engineer.
00:54:58Yeah, I want to be an engineer.
00:55:00Oh, you do?
00:55:02Oh, okay.
00:55:03I don't know a woman engineer.
00:55:07I'm not a woman, I'm a princess.
00:55:09Oh.
00:55:09Princess engineer.
00:55:11Oh, princess engineer, okay.
00:55:15In the fall, Ivy's going to be homeschooled.
00:55:17She's going to be going to a Christian homeschool.
00:55:20It's going to be once a week.
00:55:23Once she transitions into her school,
00:55:27I am going to start Norfolk State.
00:55:30So I'm going to start taking classes.
00:55:34You want to lie?
00:55:36Let's erase it.
00:55:38You ain't going to lie, I'm going to try again.
00:55:41You got it.
00:55:45I know when I was talking to Isaiah,
00:55:47we was talking about how I have a lot of knowledge
00:55:49since I'm going into early childhood education,
00:55:52getting the education piece, the other piece,
00:55:54to add on to what I already know.
00:55:57D!
00:55:58D!
00:56:01Good job, Ivy.
00:56:10All right, y'all.
00:56:12I'm fixing it now.
00:56:15Cookie.
00:56:16Cookie.
00:56:19Cookie.
00:56:19Cookie.
00:56:20Cookie.
00:56:20Oatmeal, fruit, eggs, sausage, bread, just eat it.
00:56:44Let's build a new decoder car.
00:56:48Tap the picture that has the beginning sound.
00:56:55Yes, that's it.
00:56:58Kangaroo.
00:57:00Both uppercase K and lowercase K stand for the sound.
00:57:05This last year has been really challenging.
00:57:08Um, we had to get used to the new norm
00:57:13of using technology, like, all the time versus some time.
00:57:20Frederick has been a virtual student
00:57:22throughout this whole process.
00:57:24Fantastic!
00:57:26Uppercase K and lowercase K.
00:57:30Now, Frederick, on this page,
00:57:32instead of trying to listen to the Green Arrow,
00:57:34I think you could read this.
00:57:38Right?
00:57:39Let me hear you.
00:57:44Sue was busy at school,
00:57:51but she got work for Lucy.
00:57:59Okay, great.
00:58:03Oh, Frederick, you got your class kits up, Fred.
00:58:05Yeah.
00:58:06Which one you doing first?
00:58:08Both of them reading.
00:58:09Yeah.
00:58:10Say the words, Fred.
00:58:12Zip.
00:58:13Wilf.
00:58:14Wilf.
00:58:15Why you not highlighting?
00:58:17I am.
00:58:18Okay.
00:58:19Can you see?
00:58:20I see.
00:58:21Frederick is an A student at reading.
00:58:24T-H-I-S.
00:58:27Fred, that's a...
00:58:28What's T-H-I-S?
00:58:29This.
00:58:30This.
00:58:31All right, we on page three?
00:58:33He made principal lists throughout this whole entire first grade year.
00:58:37Our concern is him being confident in his reading.
00:58:43He can read, but there's lack of confidence in it.
00:58:47And we just want him to be, you know, be able to be confident and be able to be fluent.
00:58:52Get a blue block down there.
00:58:54Right in the knee.
00:58:54On the line.
00:58:56O.
00:58:58C.
00:59:01K.
00:59:03If I go like this, and I feel it, I know it's a book.
00:59:09Uh-huh.
00:59:10I can rustle his pages past my ear.
00:59:13Oh, I hear that.
00:59:14That's a book.
00:59:15I can smell it.
00:59:20Smells like freedom.
00:59:23Smells like freedom.
00:59:24Let me try it again.
00:59:27A book.
00:59:28It must be a book.
00:59:30It smells good.
00:59:32You see this shirt in Morehouse?
00:59:34You know, this was started Springfield Baptist Church with former individuals who had been
00:59:41enslaved.
00:59:43All these historically black colleges were started by freedmen and women who decided to get an education
00:59:49and also to pass on something to their posterity.
00:59:53They endured horrific trauma that we can't even fathom.
00:59:59Poverty.
01:00:00Trauma.
01:00:02Families broken.
01:00:04Sold.
01:00:05Branded.
01:00:06Raped.
01:00:08For generations.
01:00:09Male and female.
01:00:11And then set free, like cattle, with not a pot to piss in or a window to throw it out
01:00:16of.
01:00:17And they learned to read.
01:00:19They learned to read.
01:00:28Frederick Douglass said, once you learn to read, you will forever be free.
01:00:34130 years later, we have Maya Angelou saying that the elimination of illiteracy,
01:00:42is as important to our history as the end of slavery.
01:00:47So what that tells me is this is not a new fight.
01:00:51This has been going on for generations.
01:00:54And then now we look at it sometimes and say, oh, it's just a small.
01:00:57No, no, no.
01:00:57No, no.
01:00:58This isn't a niche thing.
01:00:59It's a little small thing.
01:01:00This is the main thing.
01:01:01This is social justice.
01:01:13Parents are taking action all over the country.
01:01:16They're demanding better reading instruction that has evidence of working for kids.
01:01:22They're fed up.
01:01:24So now here we are, a year and a half later, and the demands, some of them have been met.
01:01:28Not all, but some.
01:01:30We have a new curriculum.
01:01:32We have some that's based on the science and the research.
01:01:48You have parents coming into the NAACP meeting saying, guess what?
01:01:52Something's happening in my classroom.
01:01:54Kids starting to read.
01:02:15My students have shown more growth than the rest, and it's only been, I've only been teaching
01:02:19for three years, but they've shown more growth this year than any other year, despite the
01:02:24pandemic, despite being almost all online.
01:02:28I think that that really says something about the curriculum that I'm teaching.
01:02:32And also they're proud to be little readers.
01:02:35And it just makes my heart so happy because they're accessing books that they like, and
01:02:39we're reading stories that they like.
01:02:41Wolf, Wolf.
01:02:42What has Biscuit found?
01:02:47Is it a bone wolf?
01:02:55It is a little duck.
01:02:58States across the country have adopted policies related to early literacy, policies that not
01:03:03only provide for accountability in our K-12 system, but also provide for accountability in
01:03:10our higher education system, the system that actually prepares our teachers.
01:03:15And we're on a board of designers.
01:03:50Seguindo o evidência e a ciência, em termos de como as pessoas aprendem a ler,
01:03:55nós poderíamos reduzir a quantidade de pessoas que realmente struggle com a ler
01:04:00até talvez como 3%.
01:04:02É uma das notícias que a literatura é um problema mais solvável do nosso tempo.
01:04:09Nós temos a pesquisa, temos a pesquisa, temos a pesquisa, temos a pesquisa, temos a pesquisa do o que é
01:04:13o melhor para os filhos.
01:04:17A bluebird!
01:04:18A blue guy!
01:04:19A blue jay!
01:04:21A blue jay!
01:04:22A bald eagle!
01:04:24A mockingbird!
01:04:25A mockingbird!
01:04:26A robber!
01:04:31A Guinéreal!
01:04:34A brown índice!
01:04:36A Skocowska!
01:04:39A purple rindos!
01:04:41A lágrindos!
01:04:45A ágrindos!
01:04:47A chocada, em?
01:04:52A mônia!
01:04:53A chocada, em?
01:04:53A mônia!
01:04:53A mônia!
01:04:54A mônia!
01:04:55A mônia!
01:04:55A mônia!
01:04:56A mônia!
01:04:56Be sure to keep the water bucket of coffee nearby.
01:05:01Nearby.
01:05:06So this is going to be your school,
01:05:09where you're going to come every Wednesday morning.
01:05:12Oh, yeah.
01:05:15How many new friends do you think you're going to get?
01:05:17Maybe about three.
01:05:18About three new friends?
01:05:20That's a good number.
01:05:24One, two, three. All right.
01:05:29Then, Ivy, guess what?
01:05:31Once Mommy's going to finish college,
01:05:34and then I'm going to finish college,
01:05:36and then it's going to be time for you to go to college.
01:05:39You think you want to come here,
01:05:40or you want to go to a different school?
01:05:42Ivy League, right?
01:05:43You want to go to a different school?
01:05:44Ivy League.
01:05:45Well, guess what, Ivy?
01:05:47You're going to have the opportunity to go wherever you want to go.
01:05:52Ivy League will see the world through the lens that we provide.
01:05:56It makes me think about how parents have the power,
01:05:58how, you know, we have the power to start right now,
01:06:01to help them grow,
01:06:03and to develop something that is going to go with them
01:06:05throughout the rest of their future.
01:06:10As the adults, we have to take the responsibility
01:06:12to create the world that we want for our children,
01:06:14and it starts with having them be literate in the information age.
01:06:26All right, all right, all right, all right, all right, all right.
01:06:34We're the roots, but that's the tree.
01:06:36You know, they the tree.
01:06:38Everything we do is for them.
01:06:43I work really hard to put them in a position to be able to read.
01:06:49Right, what about this one?
01:06:52No, this one.
01:06:53You can't be a little black boy and you can't read.
01:06:56Your life is going to be tough.
01:06:59We just can't afford to take that chance.
01:07:03Jump.
01:07:08You can work hard, prepare your mind, and go after your goals.
01:07:12They're proof.
01:07:13Public schools where everybody gets a chance to learn.
01:07:17If you turn off the TV and read and study and practice
01:07:21and choose to be smart, then you can do the same thing.
01:07:25We're born equal, but we don't stay equal.
01:07:27We make choices.
01:07:32thing is, to be smart.
01:07:33If I had to lose and worry.
01:07:33We would never go, but not be smart.
01:07:51I give some Acena.
01:07:51It's a little bad thing, it's something to do.
01:07:56There's a little bit in my eyes
01:07:56where you movements grow up, I mean, cut all the edges
01:07:58I'm going to have to give himas' as aguy,
01:08:25Música
01:08:43Música
01:09:10Música
01:09:32Música
01:09:58Música
01:10:17Música
01:10:21Música
01:10:24Música
01:10:26Música
01:10:28Música
01:10:32Música
01:10:34Música
01:10:35Música