2012 CCIRA Keynote: Creating classrooms where readers flourish


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Keynote speech at 2012 CCIRA conference.

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  • national experts in education law, economics and social sciences launched in 2002 by the National Academies, a private, nonprofit quartet of institutions chartered by Congress to provide science, technology and health-policy advice. During the last 10 years, the committee has been tracking the implementation and effectiveness of 15 test-based incentive programs
  • Matthew Effect
  • 20-year study of over 70,000 cases in 27 countries Mariah Evans, Univ. of Nevada, Reno 2010 For years, educators have thought the strongest predictor of attaining high levels of education was having parents who were highly educated. But, strikingly, this massive study showed that the difference between being raised in a bookless home compared to being raised in a home with a 500-book library has as great an effect on the level of education a child will attain as having parents who are barely literate (3 years of education) compared to having parents who have a university education (15 or 16 years of education). Both factors, having a 500-book library or having university-educated parents, propel a child 3.2 years further in education, on average.
  • Study in Reading Psychology, Allington and colleagues selected students in 17 high-poverty elementary schools in Florida and, for three consecutive years, gave each child 12 books, from a list the students provided, on the last day of school.In all, 852 students received books each year, paid for mostly by federal Title I money. Three years later, researchers found that those students who received books had "significantly higher" reading scores, experienced less of a summer slide and read more on their own each summer than the 478 who didn't get books.Students selected books from lists they created.
  • This photo seems blurry. Retake it with the original post-it or reconsider the others on file.
  • When reading just a few books each year, students cannot read enough to develop strong literacy skills. “Language Arts and Crafts (Calkins)” send a message that books are not innately meaningful.
  • 2012 CCIRA Keynote: Creating classrooms where readers flourish

    1. 1. Creating Classrooms Where Readers Flourish Donalyn Miller thebookwhisperer@gmail.com @donalynbooks
    2. 2. Trinity Meadows IntermediateSchool— Keller, Texasteachermagazine.org— “TheBook Whisperer” blogScholastic’s Principal to PrincipalE-NewsletterThe Book Whisperer: Awakeningthe Inner Reader in Every Child
    3. 3. www.slideshare.net/donalynm
    4. 4. “NAEP Reading ResultsDeemed Disappointing” —Education Week, March 24, 2010
    5. 5. “Panel Finds Few LearningGains From Testing Movement” –Education Week, May 26, 2011
    6. 6. “There is a general decline in reading amongteenage and adult Americans.” —NEA Report, To Read or Not to Read, 2007
    7. 7. One in four American adultsread no books in 2006. Thosewho did read averaged seven books. –Associated Press Poll, 2007
    8. 8. “The single factor most strongly associated with reading achievement—more than socioeconomic status or any instructional approach—is independent reading.” — Stephen Krashen, The Power of Reading
    9. 9. What Research Reveals• comprehension • wide reading• writing • wide reading• vocabulary • wide reading• spelling • wide reading• fluency • wide reading• background • wide reading knowledge
    10. 10. “Reading books is the only out-of-school activity for 16-year-olds thatis linked to getting a managerial or professional job in later life.” — University of Oxford, 2011
    11. 11. “Regular reading not only boosts the likelihood of an individuals academicand economic success -- facts that are not especially surprising -- but it alsoseems to awaken a persons social and civic sense.” — “To Read or Not to Read,” NEA, 2007
    12. 12. Core IdeaCarve out more reading time for students.
    13. 13. “ If you have never said, ‘Excuseme’ to a parking meter or bashedyour shins on a fireplug, you are probably wasting too much valuable reading time.” ~ Sherri Chasin Calvo
    14. 14. “The average higher-achieving students read approximately threetimes as much a week as their lower-achieving classmates, not including out of school reading.”—Richard Allington, What Works for Struggling Readers
    15. 15. Set asidetime to read in class.
    16. 16. Eliminate bell ringers and fast finisher activities.
    17. 17. Recapture wasted instructional and wait time.
    18. 18. Core IdeaSurround children with reading role models.
    19. 19. “You can’t teach what youdon’t know, any more thanyou can come back from where you ain’t been.” –Will Rogers
    20. 20. 56% of unenthusiastic readers did nothave a teacher who shared a love of reading, while 64% of enthusiastic readers did have such a teacher. -- Nathanson, Pruslow and Levitt (2008)
    21. 21. Evaluate your readingexperiences.
    22. 22. Commit toreading more.
    23. 23. Bring yourreading life into the classroom.
    24. 24. Participate in personal readingcommunities.
    25. 25. Core IdeaIncrease access and exposure to books.
    26. 26. . Books in the home are as important as parents’educational level in determining level of education children will attain.–Research in Social Stratification and Mobility, June 2010
    27. 27. Students from 17 high-poverty schools,who received 12 free books to read for three consecutive summers, hadsignificantly higher reading scores and experienced less of a summer slide. –Allington , 2010
    28. 28. Create classroom libraries.
    29. 29. Increase visits and access to the school library.
    30. 30. Introduce authorsand books through read alouds.
    31. 31. Provide frequent opportunities for students to preview, select, and share books.
    32. 32. Promote reading across the school day.
    33. 33. Core IdeaValidate students’ reading choices.
    34. 34. “Learners who lose the ability to make decisions are disempowered.” —Brian Cambourne, Toward an educationallyrelevant theory of literacy learning: Twenty years of inquiry
    35. 35. 40 Book RequirementPoetry (anthologies): 4 Informational: 4Traditional Literature: 3 Biographies,Realistic Fiction: 5 Autobiographies,Historical Fiction: 4 Memoirs: 2Fantasy: 4 Graphic Novels: 1Science Fiction: 2 Chapter Book Free Choice: 11
    36. 36. “I have long been convinced thatthe central and most important goal of reading instruction is to foster a love of reading.”–Linda Gambrell, “Creating Classroom Cultures that Foster Reading Motivation”
    37. 37. Core IdeaReconsider whole class novel units.
    38. 38. “…students are not reading more or betteras a result of the whole-class novel. Instead, students are reading less and are less motivated, less engaged, and less likely to read in the future.” —Douglas Fisher and Gay Ivey, "Farewell to Farewell to Arms: De- Emphasizing the Whole Class Novel"
    39. 39. Whole Class Novel BenefitsProvides a common text for instructionalpurposes and reference.Assures that students read at least a few books.Exposes students to works with cultural,historical, or literary significance.Builds community.
    40. 40. Whole Class Novel Concerns No single text can meet the reading levels or interests of the wide range of readers in a classroom. Novel units take too long. Students cannot read enough to develop strong literacy skills. Extensions and fun activities reduce authentic reading, writing, and thinking.
    41. 41. How can we reap the benefits of teaching a whole class novel, and minimize the concerns?
    42. 42. If your culture or curriculumrequires reading a whole class novel…
    43. 43. Shorten the amount of time you spend reading the book.
    44. 44. Strip units of activities like projects and vocabulary work.
    45. 45. Alternate whole class novel units with independent reading units.
    46. 46. Use read alouds and shared reading, particularly with difficult text.
    47. 47. Provide students time to read in class and receive support from you.
    48. 48. If you are not required to teach specific books…
    49. 49. Use common texts like short stories,articles, and the first chapters of books for modeling and teaching.
    50. 50. Ask students toapply what theyhave learned totheir independent books.
    51. 51. Design instruction around genres, themes, literary elements, or comprehension strategies.
    52. 52. Create guiding questions or independentpractice that can be used with any book.