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United Way Engaging Volunteers in Education A Volunteer Reading Guide
United Way
Engaging Volunteers in EducationA Volunteer Reading Guide
TABLE OF CONTENTSEarly Grade Literacy: Our Case for Action 2
Why Volunteer Reading? 4
Volunteer Reading and Tutoring Programs 5
Examples of United Way Volunteer Reading Programs 10
Tips for Reading with Children
Recommended Books 22
Additional Resources
Thanks & Recognition 24
2 2010 United Way
The Challenge
That’s one in four
students -
even
The Response: Early Grade Reading Initiative
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enlist-
ing volunteer readers both in and out of school
recruiting
one million volunteers
liveunited.org
THE PROCESS CAN BEGIN ANYWHERE. WHAT MATTERS MOST IS WHERE
IT ENDS—MORE 4TH-GRADE READERS, MORE HIGH SCHOOL GRADU-
ATES, AND A BETTER COMMUNITY IN WHICH TO GROW A BUSINESS AND
RAISE A FAMILY.
Volunteer Reading Guide
What it Means at the Local Level
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4 2010 United Way
Volunteers who read to children and who listen
to children read can play an important role in the
success of our communities by having a direct
impact on the academic success of our children.
Engaging volunteers, schools and the broader
community in reading, to and with children, can
help us make an immediate and long-term impact
in education.
It is in the early years of life and school that chil-
dren develop the ability to use and understand
language for communication and reading. Read-
ing books aloud every day with children not only
builds language and pre-literacy skills, it exposes
them to new ideas, builds their social, emotional
skills and problem-solving skills, and inspires
them to have fun and become lifelong learners.
Books play an important role in children’s social
and academic development, and the process of
reading, listening, questioning and responding to
a story helps build reflective and critical thinking.
When children “check out” from school, they are
in the fast lane to dropping out. Disengagement
starts early, often connected to undiagnosed
disabilities, developmental delays or the lack of
critical school readiness skills in the first few
years. Through third grade, children are learning
to read. After third grade they must be able to
read to learn. Disengagement often begins when
fourth grade students are not successful readers
and can’t read to learn.
Experts say engaging our children—meeting them
where they are, in their own learning style—is
critical. Throughout their school careers, connect-
ing them with as many well-trained, supportive
adults as possible—both in and out of school—can
nurture their strengths and make sure help is
directed where it is needed most. United Ways,
bolstered by a visible, data-driven national initia-
tive, are ideally suited to make those connections
at a local level.
WHY VOLUNTEER READING?
I BEGAN VOLUNTEERING BECAUSE I WANTED TO HELP
CHILDREN TO EXPERIENCE THE JOYS OF READING,
PARTICULARLY THOSE WHO ARE STRUGGLING. I LOVED
BUILDING A RELATIONSHIP WITH MY BUDDY. SEEING HIM
WEEK AFTER WEEK, YEAR AFTER YEAR, HELPED HIM TO
DEVELOP TRUST IN ME. THE EXCITEMENT ON HIS FACE
WHEN I WOULD SHOW UP EACH WEEK MADE ME
REALIZE HOW SPECIAL MY VISITS WERE TO HIM.
SOMETIMES, HE JUST WANTED ME TO READ TO HIM.
OTHER TIMES, HE WOULD WANT TO READ TO ME.
SOME DAYS WE TALKED ABOUT WHAT WAS GOING ON
IN HIS LIFE AND SCARCELY READ AT ALL. HOWEVER,
I ALWAYS FELT THAT THE TIME WE SPENT TOGETHER
WAS VALUABLE. IT IS MY HOPE THAT OUR TIME
TOGETHER HELPED HIM TO BUILD CONFIDENCE,
FEEL SUCCESSFUL, AND EXPERIENCE THE JOY
OF READING. I WILL CONTINUE TO VOLUNTEER
BECAUSE I WANT TO TRY TO MAKE A POSITIVE DIFFER-
ENCE, HOWEVER SMALL, IN THE LIFE OF A CHILD.
Meredith MacMillan,Reading Buddy at SAIL charter school in Washington DC
Volunteer Reading Guide 5
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Volunteer readers
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Volunteer tutors
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PROLIANCE ENERGY SHOWS ITS COMMITMENT TO COMMUNITY BY ALLOWING
EMPLOYEES TO TUTOR DURING NORMAL WORK HOURS. IT’S VERY GRATIFYING
TO DEVELOP RELATIONSHIPS WITH YOUR STUDENTS OVER THE COURSE OF THE
YEAR AND TO SEE THEM MAKE REAL PROGRESS AS THEY BENEFIT NOT JUST
FROM THE READING, BUT ALSO FROM THE ONE-ON-ONE ATTENTION AND THE
NOTION THAT SOMEONE CARES.
IT’S NICE TO KNOW THAT WE, AS EMPLOYEES AND AS A COMPANY, ARE MAKING
A DIFFERENCE IN OUR COMMUNITY. AS YOU SEE THE KIDS MAKE PROGRESS
FROM WEEK TO WEEK, YOU KNOW THAT THEIR FUTURE IS GETTING BRIGHTER.
AND OUR PARTNERSHIP WITH THE SCHOOL CONTINUES TO GROW EACH YEAR.
Tom Morton, Manager of Governmental and Public Affairs, ProLiance Energy, tutor for 3 years, and incoming President, Corporate Volunteer Council, United Way of Central Indiana
2010 United Way
Where to Begin
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Pinpoint the problem in your community.
Engage stakeholders.
Frame addressing the early grade reading
problem as part of systemic change.
Develop the initiative.
Common issues to address are:
Volunteer Reading Guide 7
PARTNERSHIPS ARE KEY TO SUCCESS OF OUR EARLY GRADE READING
INITIATIVE. PARTNERS CAN EXPAND OUR REACH, LEVERAGE OUR
ACTIONS AND DRAMATICALLY INCREASE OUR IMPACT.
Alan Witchey, United Way of Central Indiana
8 2010 United Way
Tips from the Field
The previous section presented top level issues
to consider when planning a volunteer reading
initiative, and here are more specific tips from
United Ways that are engaged in volunteer
reading and tutoring programs. For additional
information and more tips, please refer to a later
section, titled “Examples of United Way Volunteer
Reading Programs.”
Building and running a program
Take plenty of time to explore the issue,
gather data, and secure community buy-in,
including teachers.
Look at what resources already exist, and
build your effort to leverage them.
Piloting on a small scale is good, but be
strategic and know what you are trying to
accomplish.
Create a Memorandum of Understanding
with sites, outlining their responsibilities.
Make sure site partners have the infrastruc-
ture to handle volunteers and are places
where a volunteer would be motivated to
spend their time.
Recruiting and Keeping Volunteers and Site Partners
Identify what skill sets are needed in
volunteers and provide training.
Clear communications between volunteers
and teachers/principals is essential.
Volunteer coordinators play an important
role in ensuring that all parties are on the
same page.
Encourage the volunteers to focus on fun,
and building a relationship with students.
Some volunteers are overwhelmed by the
time commitment or struggle to find available
time, so offering a variety of tutoring times,
locations, and semester options assures
that anyone can participate. Also, consider
pairing volunteers, to make it easier to ensure
the volunteer time slot is covered.
Listen to volunteer feedback and adjust
the program.
Never forget to say thank you. A simple
thank you can go a long way in keeping
relationships strong.
Getting Results
Make the program data driven.
Understand the other challenges
present in low-income communities,
and be realistic in what a reading
program will be able to accomplish,
absent other support mechanisms.
Volunteer Reading Guide
Volunteer Reading Program Communications
Recruitment tools
Volunteer orientation sessions
Screening
Deepen volunteer engagement -
Recognize
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brand the effort as a United Way experi-
ence
10 2010 United Way
United Way of the Wabash Valley (IN)
CONTACT:
Troy Fears
Executive Director
Volunteer Reading Guide 11
Greater Twin Cities United Way (MN)
Education Impact Plan
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CONTACT:
Meghan Barp
Program Manager, Education
12 2010 United Way
Tips from Meghan
United Way of Allen County (IN)
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CONTACT:
Lanah Hake
Director of Education Initiatives
Tips from Lanah
THE PARENTS ARE SO HAPPY WITH THE IMPROVEMENT IN THEIR
CHILDREN’S READING SKILLS. NOW WE HIGHLIGHT THE VOLUNTEER
READER PROGRAM AS ONE OF THE BENEFITS OF ENROLLING IN OUR
DAYCARE AND PRESCHOOL.
Shideh Anissipour, Owner and director of Petite Day Care & Preschool in Shoreline, WA
Volunteer Reading Guide
United Way King County (WA)
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CONTACTS:
Danielle Holing
Early Learning Volunteer Coordinator
Carolyn Cunningham
Volunteer Initiatives Manager
Tips from Danielle and Carolyn
14 2010 United Way
United Way of Central Indiana
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CONTACTS:
Judith Rosario
Program Manager
Phyllis Martin
Director of Education Initiatives
Alan Witchey
Director
Program Tips from Phyllis
READUP VOLUNTEERS HAVE MADE A DECISION THAT GOES BEYOND
GIVING THEIR TIME. IN ADDITION TO MAKING A DIFFERENCE IN SOME-
ONE’S LIFE, VOLUNTEERS UNDERSTAND THAT THE TIME THEY GIVE IS
TRANSFORMED INTO PROFOUND PERSONAL SATISFACTION.
I ALWAYS HEAR FROM VOLUNTEERS HOW MUCH MORE THEY ‘GET THAN
THEY GIVE.’ TO HAVE A POSITIVE IMPACT ON A CHILD’S LIFE—THAT’S A
POWERFUL EXPERIENCE.
Ellen K. Annala, President and CEO, United Way of Central Indiana
Volunteer Reading Guide 15
Volunteer Tips from Alan
2010 United Way
United Way of Dane County (WI)
Wisconsin State Journal
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2010 United Way
Volunteer Reading Guide 17
CONTACT:
Kathy Hubbard
Director, Community Impact
Tips from Kathy
2010 United Way
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Choosing a Book
Parents Magazine
Be Prepared
Volunteer Reading Guide
Manage the Setting and the Children
Reading Styles
Engage the Children
20 2010 United Way
One-on-One Reading Tips
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Run your finger under the words as you read
to show that the print carries the story.
Stop to look at pictures; ask the child to
name things he or she sees. Talk about how
the pictures relate to the story.
Sometimes, read together or alternate
reading—the child reads one page, you
read the next.
Be encouraging.
Provide gentle corrections.
Give the child time to figure out tough words,
but give them help quickly if they ask for it.
Don’t force them to sound out a word, but let
them do it if they want to.
If the child asks a question, stop, and answer
it. The book may help the child express her
thoughts and solve her own problems.
If the child substitutes one word for another
while reading, see if it makes sense. If
it does, (e.g. “dog” for “pup”) continue
reading. If it doesn’t, (e.g. “road” for
“read”) ask the child to read the sentence
again because you are not sure you
understood it.
Recognize the child’s energy limits. Stop at
or before signs of fatigue or frustration.
Give lots of praise.
SOURCES:
− Helping Your Child Learn to Read
American Academy of Pediatrics
www.healthychildren.org
− RIF’s Guide to Reading Aloud to Your Children
Reading is Fundamental www.rif.org
− The Power of Planning, Developing Effective
Read-Alouds by Meagan K. Shedd and Nell K.
Duke. Beyond the Journal, Young Children on
the Web, November 2008.
− The Read Aloud Handbook by J. Trelease
− Margaret Cain, Covenant Presbyterian Preschool,
Los Angeles, CA
− Ann Marie Van Camp, James Madison Elementary,
Lakewood, CA
22 2010 United Way
All the World
Benny and Penny in the Big No-No!
Big Wolf and Little Wolf
Birds
A Book Mordicai Gerstein Book Fiesta!:
Celebrate Children’s Day/Book Day;
Celebremos El día de los niños/
El día de los libros
Brown Bear, Brown Bear What Do You See?
The Curious Garden
Gracias * Thanks
Growing Vegetable Soup
Higher! Higher!
How Do Dinosaurs Get Well Soon?
How Do Dinosaurs Eat their Food?
I Spy Fly Guy!
Little Mouse Gets Ready
Listen to the Wind: The Story of Dr. Greg
and Three Cups of Tea
Mommy, Mama and Me
Mouse and Mole: Fine Feathered Friends
My Abuelita
Olivia Forms a Band
Pearl and Wagner: One Funny Day
Posy
Red Sings from Treetops: A Year in Colors
Sweet Potato Pie
Thunder-Boomer!
Waiting for Winter
Yummy: Eight Favorite Fairy Tales
Volunteer Reading Guide
www.healthychildren.org
www.ala.org
http://csr.ed.uiuc.edu/pubs/resources.html
http://www.everybodywins.org/index.php?/
weblog/2_national_network/
http://www.oasisnet.org/DiscoverOASIS/
Programs/Tutoring.aspx
www.reading.org
www.nea.org
Using Read-Alouds with Critical Literacy
Literature in K-3 Classrooms http://www.naeyc.org/files/yc/file
/200911/PrimaryInterestWeb1109.pdf
The Power of Planning: Developing
Effective Read-Alouds
http://www.naeyc.org/files/yc/file
/200811/BTJReadingAloud.pdf
The Essentials of Early Literacy Instruction
http://www.naeyc.org/files/tyc/file/
Roskos.pdf
http://ptech.allthingsd.com/20100602/online-
help-for-parents-who-volunteer/
http://www.trelease-on-reading.com/
http://www.rif.org/
24 2010 United Way
Meghan Barp
Program Manager, Education
Margaret Cain
Teacher, Covenant Presbyterian Preschool
Terri Carter
Carolyn Cunningham
Volunteer Initiatives Manager
Troy Fears
Executive Director
Lanah Hake
Director of Education Initiatives
Judy Hijikata
Communications Director
Danielle Holing
Early Learning Volunteer Coordinator
Kathy Hubbard
Director, Community Impact
Meredith MacMillan
Reading Buddy
Phyllis Martin
Director of Education Initiatives
Nina Sazer O’Donnell
Vice President, Education
Daniel Princiotta
Director of Education Innovation and Results
Jo Anne Stanback
Volunteer Coordinator
Ann Marie Van Camp
Teacher
Alan Witchey
Director, Volunteer Center
Mei Cobb
Vice President
United Way
liveunited.org
