Team Read Receives 2016 Pooled Fund Grant

  Team Read Receives 2016 Pooled Fund Grant Team Read is thrilled to announce that we have received a 2016 Pooled Fund Grant Award from the Washington Women’s Foundation to assist with our summer program! We are so grateful for this generous gift and look forward to providing reading tutoring for local students and jobs for teens for many years to come. “We are so excited to be partnering again with Washington Women’s Foundation. Their support is going to significantly increase our capacity to provide critical summer reading support to the students most impacted by the opportunity gap,” says Executive Director, Maureen Massey. Team Read was previously awarded a Pooled Fund Grant from WWF in 2006 that enabled us to serve more students by piloting 2 new program approaches.  The Reading Mentors program (8th graders volunteering as reading coaches) has become an integral part of our model. About the Washington Women’s Foundation Through our groundbreaking model of women-powered, collective philanthropy, Washington Women’s Foundation has awarded $16 million in transformational grants that have enabled not-for-profit organizations to improve lives, protect the environment, advance health and education and increase access to the arts throughout Washington state. All women are invited to join our strong and inclusive collective of informed women influencing community transformation – the challenges ahead of us are never as great as the power behind us. Photo by Raul Campoverde....

Learning about Pocahontas, one word at a time

Second grader Ruwayda started Team Read this fall reading a year below grade level.  She was very shy and quiet with her reading coach, high school student, Isatou. When Ruwayda read, Isatou had to lean forward just to hear the words. Four weeks into the program, Ruwayda is reading harder books and answering challenging questions from Isatou about her reading. She also reads louder. Students like Ruwayda across the city are showing improvement in their reading fluency, comprehension and vocabulary after the first month of one-on-one time with their coaches. “She’s reading harder books, and she’s reading harder words,” Isatou says proudly of her student. In particular, Isatou has been teaching Ruwayda about different vowel sounds, and prompting her to “chunk” the letter sounds in difficult words. On a recent Wednesday, the pair was reading a book about Pocahontas in a classroom surrounded by other Team Read pairs. Ruwayda summarized the book for her coach.  “Pocahontas had a hard life.  She was always working.  She had no friends, and she didn’t get to go to school.” At the other end of the table, student reader Kimhieng has already read 13 books with her reading coach, Melody.  The pair has read

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Team Read Alumna: Rachel DeCordoba

Job Title/Company: Analyst at Environment International Ltd. (recent UW grad, B.S. Environmental Science & Resource Management) Team Read Experience: Reading coach for 3 years, 2008-2011 (Madrona and Leschi Elementary) Ambassador for 1 year, 2010-2011 (Leschi Elementary) Site Assistant for summer 2013 (Olympic Hills Elementary) In 2008, my freshman year of high school, I began my journey with Team Read as a reading coach – my very first job. I initially applied because I wanted to share my love of reading with younger students, but over the next few years my experience grew beyond what I had previously imagined. I formed mentor/mentee relationships with several elementary students, sharing our hobbies and bits of our lives with one another, tackling tricky vocabulary, and inventing new reading games. After each session, my reading coach friends and I would debrief on the bus ride home, brainstorming everything from fun vocabulary worksheets to new methods for motivating students. I was thrilled to join Team Read again in 2013 as a site assistant for the newly formed summer reading program. As the point of contact at Olympic Hills Elementary, I oversaw a dozen high school tutors and their student readers in two different classrooms. Each day

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Christine’s Story

Christine’s first language was Cantonese and as an elementary student learning English she struggled with reading. In 8th grade she applied to be a reading coach. “I wanted to give back to kids who were like me,” she said. Christine was also excited to join her cousins, Michelle, Jack and Jennifer, who were already Team Read coaches. “Truthfully, Team Read is a hard job and it takes a lot of time and genuine connection. Each year, it feels like I start all over again because each student is so different,” she admits. Last year—Christine’s fourth in the program—her expertise, determination, and patience were put to the test when she met her student reader, Mustaf. He was in second grade and reading at a kindergarten level. Like Christine, English was not the language spoken in his home. He struggled with even the most basic words. After the first day, Christine went to her site coordinator for guidance, who told her to start with the basics. Christine experimented with several learning techniques to keep Mustaf motivated and engaged, including alphabet flashcards, writing practice, word quizzes and games. By the end of the year, with Christine’s dedicated support, and his hard work, Mustaf’s reading

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I Would Make a Good Reading Mentor Because…

As part of the Team Read reading mentor/coach application process, candidates must write an essay that explains why they would be a good reading coach. As always, we received many great responses, so it was hard to choose just one to share. Below is an essay written by eighth grader Mette, who recently began her journey as a reading mentor. I have been told by people who have participated in the Team Read mentor program that it was an enjoyable and great learning experience. I would love to be part of this program because it has so many benefits for the kids and I want to be a part of that. I want to be a tutor because being a strong reader can help you to be successful in many parts of life. In school, reading plays a part in all your classes, not just reading and writing. It is also important in subjects such as science and math. You have to be able to read and understand directions you are given. If you don’t it will make school much more difficult. Written tests, projects, and reports are all about words; being able to understand what you have to do

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