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Mrs. DiVincenzo's Classroom

  • Venice High School
  • Los Angeles, CA
  • More than three‑quarters of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.

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My students must be able to read and write at grade level in order to feel successful at school, and because of their circumstances, many cannot. They're falling farther behind each day, and ONE interesting story can change everything. I want to share the love of reading and discovery with them through novel study and book clubs. Please consider the following data: The consequences of not reading although you are able to are only marginally less frightening than those arising from illiteracy itself. (Crompton, 1980, p. 80) If we teach a child to read, yet develop not the taste for reading, all of our teaching is for naught. We shall have produced a nation of ‘illiterate literates’–those who know how to read but do not read. (Huck, 1973, p.305) Young people who cannot read at all are far outnumbered by young people who can read (poorly or well) but won’t. The latter, who choose not to read, for whatever reason, have little advantage over those who are illiterate. (Holbrook, 1983, p. 38)

About my class

My students must be able to read and write at grade level in order to feel successful at school, and because of their circumstances, many cannot. They're falling farther behind each day, and ONE interesting story can change everything. I want to share the love of reading and discovery with them through novel study and book clubs. Please consider the following data: The consequences of not reading although you are able to are only marginally less frightening than those arising from illiteracy itself. (Crompton, 1980, p. 80) If we teach a child to read, yet develop not the taste for reading, all of our teaching is for naught. We shall have produced a nation of ‘illiterate literates’–those who know how to read but do not read. (Huck, 1973, p.305) Young people who cannot read at all are far outnumbered by young people who can read (poorly or well) but won’t. The latter, who choose not to read, for whatever reason, have little advantage over those who are illiterate. (Holbrook, 1983, p. 38)

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