Contact Info:

Carol Wadden
NIE Co-ordinator

cwadden@thetelegram.com

 

2006-2007 Student Achievers

Rennie's River Elementary, St. John's

Exploits Valley Intermediate, Grand Falls-Windsor

Hazelwood Elementary, St. John's

I.J. Samson Junior High, St. John's

Virginia Park Elementary, St. John's

Mary Queen of the World Elementary, St. John's

Morris Academy, Mount Pearl

Stella Maris, Trepassey

Beachy Cove Elementary (K-6)

Mount Pearl Intermediate

 


 

Student Achievers, September 2006
Rennie’s River Elementary, St. John’s

 

Although many adults use newspapers, as their source for news, when a child chooses a newspaper there is sometimes a misconception that children are not actually "reading." At Rennie’s River Elementary School, this is not the case. The Telegram is, in fact, a read of choice for many children at this school, since it is a resource that enables students to independently develop their critical reading and thinking skills. The Newspapers in Education teacher coordinator, Mr. JP Richard has organized leadership opportunities for students to deliver the morning newspaper to all classrooms. As a result, The Telegram arrives daily in all primary and elementary classrooms before the morning announcements. Many students independently utilize their time before the bell to review The Telegram and to get on top of the latest issues in sports and current events.

For many students in the elementary classrooms, their morning read begins with The Telegram and usually extends into recess and lunch breaks. On a daily basis one particular group of students will head for their cozy corner to grab the latest copy of The Telegram. Their goal for the day is to read and find out what’s new in sports. In fact, these students have started a hockey wall in their classroom by cutting out and posting articles and pictures of their hockey “idols” that make the news. At the end of the day there is no neat stack of papers remaining, but rather proof of another great day of reading as the untidy, rumpled and well used pile of newspapers sit on the side table next to the couch.

Another group of students literally line up at their teacher’s desk when The Telegram arrives to take different sections to look through. “Primarily they work with the sports section, reading articles about their favorite sports teams. They also love checking out the local sports section to see if they could find their names or names of their friends and teammates. They are so proud to give Mr. Richard the clippings to put up in the Community Events bulletin board.” Many children start out reading the sports section, a section that generally appeals to children, but they naturally branch out into other parts of the paper, usually without realizing they did! This has also manifested in a grade six class where The Telegram is a part of everyday learning. Each morning discussion is ignited amongst the students as they share their favorite highlights of current events from the previous days paper.

The impact of The Telegram continues to be a positive one for the children at Rennie’s River Elementary School! Rennie’s River Elementary School thanks The Telegram for their partnership in motivating and encouraging more children to read.



Student Achievers, October 2006
Newspapers a Big Hit at Exploits Valley Intermediate

Grand Falls-Windsor

Every day newspapers are delivered to Exploits Valley Intermediate (EVI) and they are soon snatched up by teachers as a valuable resource for their classrooms. There are so many ways that newspapers can be utilized as a means to achieving the outcomes of various courses, as well as providing enrichment activities. These activities range from merely taking some time regularly to read through the paper to a major product that students have to create. A sampling of these activities is outlined below.

Short Story Unit: As students are reading a particular short story in class, they will look for related articles to connect with the story. This may be on topics such as war, racism, violence, health issues, etc. These articles help bring the theme of the short story to life.

Class Collages: Classes construct collages on various topics in many different courses. This gets students reading the newspapers and looking for appropriate pictures and phrases to help emphasize a point they are trying to make.

Found Poem: During a poetry unit this is one fun activity that students do in which they actually use the headlines from the newspapers to create their own poem. Seeing various words in the headlines helps trigger the student’s own thoughts. Their vocabulary is enriched and it promotes creativity. This is always a popular learning experience.

Letters to the Editor: As particular issues are discussed in class, especially some that are very relevant to our province, students will read editorials providing various viewpoints on these issues. For example, last year, following the debate about the seal fishery and after viewing the interview between Premier Danny Williams and Sir Paul McCartney, students in one social studies class took an in-depth look at the issue. Flowing out of this, students wrote letters to the editor themselves to express their own views on what had taken place.

Photo Essay: This is a powerful visual that students develop as a demonstration of their understanding of two opposite themes. For example, when studying Romeo & Juliet, students developed a poster of contemporary and contrasting themes like love & hate, death & life, violence and peace. 

Speaking Unit: Many class debates and panel discussions are based on a controversial issue from some article in the newspaper. Students are encouraged to read through all articles on this topic to provide a background for the class debate.

Create Your Own Paper: One of the major projects in one course is that students create their own newspaper. This occurs toward the end of the year after much discussion and review has gone on about the role, layout and design of newspapers. This includes everything from students choosing a title for their paper to full sections on breaking news, editorials, political cartoons, advertisements, and so on. Students are very engaged in this project and pass in some great work.

“We Are in the News” Display: Throughout the year we maintain a display cabinet in which items in the newspapers about our school and student involvement are displayed. As the items grow throughout the year, it helps build a sense of community at our school.

Bulletin Board Displays: At various times throughout the year we have a class who will use the newspaper articles to design a bulletin board display around a specific topic. For example, our challenging needs class did this following the gold medal win by the Brad Gushue rink. A lot of the student body could be seen reading the articles pertaining to this which they probably otherwise would not have.

These are just some of the ways that students use the newspapers to complete projects throughout the year. However, there are many smaller ways they are used on a daily basis to make connections to what is being studied in the curriculum and the outside world such as scavenger hunts, career displays, hockey statistics for graphing, etc. The NIE program is valuable for students at EVI and is used widely across the curriculum. It provides another avenue for connecting our teaching to the outside world, and we are very grateful to all the sponsors for their continued support.



Student Achievers, November 2006
Hazelwood Elementary, St. John’s

By: Melanie Power, Challenging Needs Teacher

The Newspapers in Education program has been a great benefit to the educational programming for the students in the Challenging Needs unit at Hazelwood Elementary.  The opportunity to deliver The Telegram daily to the teachers and staff has offered a unique and real life learning experience.  It has helped foster independence and improve self-confidence as well as develop social and communication skills.  Each student’s strengths and needs help determine the individual goals they work to achieve while delivering The Telegram.  Some of these goals include, learning to knock on the door before entering a classroom, saying ‘good morning’ to their peers and teachers, making and maintaining eye contact to the person they are speaking to or who is speaking to them and to independently carry the newspaper bag.  The best part is they are learning while having fun.

The students really look forward to delivering The Telegram each morning.  They take great pleasure in and are so proud of their special job in our school.  They enjoy the interaction with the teachers and the other students in the school and especially like to visit Jerome the guinea pig in grade four and the goldfish in grade six while on their paper route.  In addition, the students and staff look forward to them coming and are eager to give high fives and tell them what a good job they’re doing. 

The students in the Challenging Needs unit at Hazelwood Elementary would like to thank The Telegram for the Newspapers in Education program, for providing them the opportunity to learn, have fun and feel a special part of their school and community.



Student Achievers, December 2006
I.J. Samson Junior High, St. John’s

Submitted by Christina Cox (Learning Resource Teacher)

I.J. Samson Junior High Students travel on the “Headline Highway”!

As each school year begins, so does the process of encouraging students to be interpreters and critical thinkers of their learning experiences and surroundings. When students come into contact with information they can be very “accepting” and consequently just read but do not actually “think” about what is contained within the written word. A teacher at I.J. Samson, Ms. Penny Fitzgerald, decided that she would like to take a slightly different approach to encouraging her Grade Eight Language Arts students towards becoming critical thinkers while tuning into what is happening in their community.

Headlines are major pieces of information in The Telegram that can be sometimes overlooked. Ms. Fitzgerald set up a “Headline Highway” in her classroom where she provided an opportunity for her students to read The Telegram. The process involved a number of different steps. Initially, students were encouraged to identify Headlines that appealed to them. This could range from Sports Headlines and Comic Strips to the What’s Happening section. After students become familiar with the different sections of the paper,   Ms. Fitzgerald encouraged them to go another step that involved students reading their selected articles to their classmates. From this discussion the students tried to “guess” what a Headline could be for the article. Students found this to be a challenge because, depending on the number of students involved, each time the interpretation of the article could change slightly. Students are each given the opportunity to explain why they feel the Headline would be appropriate to that selected article. This process is somewhat more time consuming, however students gain an appreciation for how the same information can be interpreted differently. At the same time students are required to work in a cooperative manner with their classmates. The final phase of this project, that students are now preparing for after the Christmas break, will be having students each select a specific Headline from The Telegram. Once a headline is selected the students will create their own articles that include the 5W’s & H. If what has been done to date is a true reflection of the student’s work, it will be amazing to see such different interpretations of the same few words. This part of the project will be a great reflection of the diversity that exists amongst students.

Ms. Fitzgerald further challenges her class by having the students’  “post” their selected Headlines on a road trip that will completely encompass the classroom by the end of the school year. As confidence and enthusiasm increases internally so does each student’s achievement and awareness externally with every Headline that is read, discovered and posted on the highway.  

Headline Highway is a first for I.J. Samson. The students are having fun and learning at the same time. This opportunity is only possible because of the Newspapers in Education Program, and I.J. Samson would like to thank everyone who provides the resources necessary that enables each and every school to have The Telegram.



Student Achievers, January 2007
Virginia Park Elementary, St. John’s

Virginia Park Elementary (VPE) is a two-stream school in the East End of St. John’s.  Students and staff at Virginia Park feel quite lucky to have The Telegram delivered to their school daily.  Each day the 220 students at Virginia Park are exposed to a variety of visuals, articles and writing styles, which they utilize in a variety of settings.  Both Primary and Elementary students are immersed in activities for viewing, representing, reading, speaking and listening.  This allows students and teachers to work and meet curriculum outcomes in a practical, enjoyable and educational environment.

Look at how the students at VPE use The Telegram:

•    Grade 1’s
Let’s find our sight words for this week!

Newspapers are placed in a box in the Grade 1 classrooms and are used for a 'center' each day. On the front of the box the weekly sight words are posted, encouraging the children to be 'DETECTIVES' searching for various words (they are given markers to circle the words). While searching they are encouraged to look for the different letters in their name or even specific numbers.

News Wall

A News Wall is located in the classroom. Various headlines in the newspaper that attract the student’s attention are discussed. Students are encouraged to look at the visual plus the text and create their own heading. The article is then posted on the News Wall.  It's great for discussion!

•    Grade 4’s
In the News!

Each day a student is asked to read the newspaper.  They are then required to select an article, which relates to them or is of interest to them. Students are expected to be able to read the article to the class the next day and explain why they picked this particular section. (Why or how it relates to them).  Their discussion can be a personal reaction/connection.  Some students choose a topic of interest; in particular hockey and movies. Other students have chosen articles, which can be linked to topics they have talked about or have studied such as Nain or healthy living. At times students have even used articles to explain our role in the community locally, nationally or internationally. Each student’s article is then mounted and displayed on the newspaper bulletin board for all students to read.

•    Grade 5
Interpreting Data

A significant portion of the Grade 5 Math program is interpreting, and analyzing data from various sources.  The newspaper is an amazing place to discover data, which is relevant and practical to student’s everyday lives.  Students are encouraged to gather data from articles, tables, charts and graphs.  This data may be found throughout the newspaper; however students particularly like gathering numbers from the weather, sports, and business sections.  Grade 5 students at VPE are developing their critical literacy skills through analysis of the given data.  Students are asked to think critically about whom has gathered the data and for what purpose was it displayed.  Students are encouraged to analyze points of view and even any bias opinions evident in data.



Student Achievers, February 2007
Mary Queen of the World Elementary School, St. John's

By: Colleen Conway, Assistant Principal and NIE Teacher Coordinator

At Mary Queen of the World School our students in Grades 4-6 are involved in the “Newspaper In Education” (NIE) program. Depending on the Grade Level, various skills are addressed in the form of engaging and interactive opportunities. This program is utilized as another resource to assist teachers in enabling students to meet particular outcomes across the curriculum.
      
As coordinator at our school I have witnessed many wonderful accomplishments connected with this program. Some of the activities teachers are using with their students are as follows:

•    Climographs-interpreting sports data and creating bar graphs to match.
•    Number Sense-locating number words, numeric symbols, or related number expressions.
•    Measurement-recycled papers used to build a cubic metre in Mathematics.
•    Captions-creating a caption for an article.
•    Predicting-reading only the heading of an article and predicting what the story is about. Also, using the Table of Contents for the same purpose.
•    News Item of the Day-students take turns choosing an article of interest and summarizing it as well as telling if it; local, municipal, provincial national.
•    Art-recycled papers used for a Black and White Collage.
•    Time Capsule-locate relevant pictures and words to place in the capsule.

The NIE program offers great opportunities for additional approaches to delivering teaching and learning for our students.



Student Achievers, March 2007
Morris Academy, Mount Pearl

Grade 3 & 4 students of Morris Academy

This year the grade 3 & 4 students at Morris Academy have used the newspaper as a part of the Language Arts program. The grade 4 teachers have used appropriate articles from the daily newspaper to teach children the importance of responding critically and personally to everyday issues and events.  They have spent time talking about and discussing particular articles, which have lead to greater understandings of everyday life.  The students, during these searches, become familiar with politicians and are able to recognize his/her role in our province’s current events.  The grade 3 teachers have utilized this use of the newspaper to enhance and prepare students for written assessments. 

Students have also spent time looking at different kinds of “advertising” and how this type of media presents persuasive ideas and issues.  Students are asked questions such as, Who is the intended audience for this type of advertisement? What is being advertised and Why is it being advertised?  Evidently, this has made the students become more aware of what an advertising agency is and how it works.

The grade 3 & 4 students have also participated in Scavenger Hunt activities using the daily newspaper.  These activities included searching for headlines, sub-headings, editorials, current affairs, daily weather reports, etc.  In the photo the grade 3 & 4 classes at Morris Academy are searching for these items with their newspaper buddies.  The students are learning to use the newspaper as an enjoyable learning tool in their education.



Student Achievers, April 2007
Stella Maris Academy, Trepassey

Charlene Kennedy, Grade 4/5 teacher

At Stella Maris Academy in Trepassey our students in Grades K - 12 are quite involved in the Newspaper In Education program. Depending on the Grade Level, various skills are addressed in the form of engaging and interactive opportunities.  We at Stella Maris have used the newspaper as a valuable source of information and see it as a very effective tool to enhance the learning process. We have seen a greater amount of interaction among all students when working together at various activities in the classroom.  This program also provides us with resources which have certainly been of much assistance to teachers as we address the major content areas of the curriculum.

For the past five years, the classes at Stella Maris have been receiving The Telegram in a timely fashion through the efforts of a young man in the challenging needs class, Matthew Coombs.  Matthew has his own in-school paper route. For Matthew, delivering The Telegram to different classes throughout the school provides both enjoyment and an opportunity for Social interaction with his peers.

As coordinator of the NIE program I have seen many interesting and engaging activities taking place in our classrooms.  Some of the activities teachers are using with their students are as follows:

Scavenger Hunts : To be the first group to locate the greatest number of verbs, adjectives and nouns in a 10 minute time limit.

Article/Story Features : To highlight the features of a newspaper article or story to identify the Who, What, When, Where, Why and How.

Elements of a Story : Teach the elements of a story using two featured serial stories “Julie and the Lost Fairy Tale” and “Mystery at Elf Camp” .

Future Editors : To use newspaper as an editing tool, picking it apart and locating mistakes.

Graphic Design Model : Used as a model in technology education showing how to blend a combination of text, photos and advertisement.

Weather Study : Used to track pressure and weather fronts for consecutive days.

Find A Place : A game whereby the winner has located the highest number of provinces and territories.

Home Economics Fun: Be the first group in class to shop by way of the newspaper coming as close to a $1000 purchase without going over.

Career Find: Find a number of articles and advertisements related to a career that would interest you.

Editorial Models: Using editorials to model persuasive writing. Your Pick of the Day: A student picks an article or story, then reads it, and summarizes it for the class.

The NIE program offers many opportunities to make learning not only engaging but enjoyable for all students.


Student Achievers, May 2007
Beachy Cove Elementary (K-6), Portugal Cove - St. Philip's

By: Heather Godden, Teacher- Librarian/Grade Four Teacher

Blood and Thunder! That’s how one writer describes the sort of reading material favoured by boys. At Beachy Cove Elementary we have been enjoying the numerous benefits of the Newspapers in Education program since way back in 1993! Just this year we decided to put it to great use as an integral part of our Boys Undercover Reading Program, yes, BURP for short!

BURP History:
Having researched the reading habits of boys and discovered to my dismay that many label themselves as non-readers I resolved to do what I could to change that mindset within this school library. Apparently boys, generally speaking, tend not to read as much as we the adults would like because we do not provide for them the material that they find most interesting! An informal survey was carried out and the requests came pouring in! In no particular order: Wrestling! Rock! Cars! War! Boxing! Kidnapping! Guitars! Hockey! Newfoundland! Shipwrecks! Quads! Comics! Motorbikes! Skateboards! Nature! World Records! Ghosts! Etc., etc. many and varied! With the support of my administrators and the teaching staff at Beachy Cove Elementary, BURP was born.

Preparation:
Back to blood and thunder! Many sorts of reading materials exist encompassing the boys' requests. Books and many magazines are available on the topics and I select and purchase as many books and magazines as our school library budget allows. Thanks to our wonderful parent volunteers, the items designated for BURP are all catalogued and then go onto what has become "the BURP-cart" in the library/resource centre. Meanwhile our team of "paper-boys and girls" deliver our daily Beachy Cove Elementary order of 35 papers throughout the school. Five copies of The Telegram go to the library/resource centre. They are displayed on the newspaper rack there for anyone who would like to read them until BURP-time in the afternoon.

How it Works:
After lunch each day two groups are scheduled to come the library for 45 minutes consecutively, boys only! With the boys hopping to get to it, we discuss what's new on the BURP-cart and then we have a look in today's Telegram at the "News on the Go" section. Current events nearly always promote discussion! Somebody knows something about the "Moose on the loose", or maybe the butterfly exhibit at Bowring Park. The "Newfoundland Word of the Day" is great! And "Sports History" is a favourite too. Then there's always the "Weather", the "Tely Poll" and the "Sudoku" puzzle is popular as well. Following that I might highlight one of the news sections and there is always the "Sports"! We tend to go-with-the-flow in our discussion depending upon what catches a boy's eye! If time allows we may try one of the suggestions from the "NIE Calendar of Curriculum Activities" provided in September. Having these separated by subject area makes them quick and easy to select. (The calendar is made available for classroom teachers receiving The Telegram as well.)

Another important section of the paper is the "Comics" page! (The boys sometimes get a kick out of the "Horoscope" too!) During BURP-time the boys like to check the Index at the bottom of The Telegram's front page to determine the Comics' whereabouts as they are not always in the same section. I have introduced the boys to graphic novels (bound books, fiction and non-fiction, which are created in the comic book format as opposed to comic books which are single-issue magazines that may or may not contain a complete story between their covers). The Comics genre has had such great appeal for so long that including them in our daily Telegram reading is a given. It is often natural progression then for the boys to follow their newspaper perusal with a graphic novel available from the BURP-cart!

Looking at the "blood and thunder" list of requests above, one would be hard pressed not to find one of these topics in The Telegram each day. It contains something for each of the boys for that bit of time during each visit when they may lose themselves in its pages. A hand will shoot up (or not) to exclaim upon a topic to which they can relate or have just discovered. It will then be the ignition for a search on the BURP-cart or along the Beachy Cove School library shelves to find more fuel to keep that fire for knowledge going between the pages of a magazine or a book. And that, is a great thing to see!

Thanks to Mr. Dave Locke, The Telegram and all of the NIE sponsors for making our daily newspaper available to the children of our province!



Student Achievers, June 2007
Mount Pearl Intermediate – Found Poetry – Helena Butler
Grade nine students with their English teacher Mrs. Butler

Grade nine students at Mount Pearl Intermediate created found poetry in response to the study of Romeo and Juliet and the novel Speak

Found poetry is the rearrangement of words or phrases taken randomly from other sources (example: clipped newspaper headlines, bits of advertising copy, excerpts from novels, and so forth) in a manner that gives the rearranged words a completely new meaning. Found poetry may also include found and created images and symbols to coordinate with the subject being represented

This activity incorporates the writing, viewing, and representing strands of critical literacy and allows teachers to engage learners with several different types of intelligences. This activity is accessible to all students and may be adapted for students with exceptionalities.

Visual/spatial and verbal/linguistic elements are easily incorporated in the viewing and representing of images and in the writing of notes in the planning stage. Intrapersonal and interpersonal elements may also play a role in these activities, as students consider their own reactions and the reactions of others to visual and written texts. Bodily/kinesthetic learners may wish to incorporate physical objects (found) in their final representations.

Students have the freedom to choose the form and shape of their final representations. Students unite image and text in a visual representation they have created. Students use higher order thinking in their critical analysis of a written text and in the synthesis of visual and written text. This activity should be beneficial to students because it allows them to work in various media and use their creativity while engaging in the practice of critical literacy and higher-order thinking.

Student commentary:

"I had no idea what I wanted to write about in my poem or how I felt about the book but once I started to collect all the words everything started coming together with a feeling of freedom of expression. I got a deeper meaning and understanding of the story, them and characters that I never had before. I really started to feel the book. I had a whole new appreciation for the novel."
- Kendra Power

"Before I began the poem I knew that I had a creative side but, I didn't think I could respond like that. I surprised myself to be honest."
- Maria Dyke

"There's no way I could have written a poem like this on my own. Finding a poem? Now that's cool"
- Christopher Duke

"The poetry came alive at my fingertips. I found it much easier to say what I was feeling"
- Heather Lethbridge

"The collected headlines helped me see a different point of view on the main character's problems...finding adjectives and verbs that suited her situation helped me realize how serious she was."
- Mark Wakeham

"Found poetry helped me find the poetry within myself"
- Justin Wall

"Headlines work to take my thoughts and make them in to something new...it's working with someone else's words and making them more of your own than yours could ever be. This helped me take my thoughts and feelings outside the box. I loved the task...I want to do more!"
- Rebecca Mallard