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Reading in the wild learning from lifelong readers

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These slides contain two keynote speeches: Reading in the Wild and Creating Strong Reading Communities.

These slides contain two keynote speeches: Reading in the Wild and Creating Strong Reading Communities.

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  • Volume of books as well as willingness to stick with books recommended by peers longer.
  • Transcript

    • 1. Reading in the Wild: Learning from Lifelong Readers Donalyn Miller
    • 2. www.slideshare.net/donalyn m @donalynbooks
    • 3. “I have long been convinced that the central and most important goal of reading instruction is to foster a love of reading.” –Linda Gambrell, “Creating Classroom Cultures that Foster Reading Motivation”
    • 4. “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
    • 5. “Reading books is the only out-of-school activity for 16-year-olds that is linked to getting a managerial or professional job in later life.” —University of Oxford, 2011
    • 6. “Regular reading not only boosts the likelihood of an individual's academic and economic success -- facts that are not especially surprising -but it also seems to awaken a person's social and civic sense.” — “To Read or Not to Read,” NEA,
    • 7. Think about an avid reader you know. What characteristics does this person possess that show he/she is a reader?
    • 8. Wild Readers…
    • 9. dedicate time for reading
    • 10. How much time do you spend reading in average week?
    • 11. “ If you have never said, ‘Excuse me’ to a parking meter or bashed your shins on a fireplug, you are probably wasting too much valuable reading time.” ~ Sherri Chasin Calvo
    • 12. Provide independent reading time in class.
    • 13. Read in the "edges."
    • 14. successfully self-select books
    • 15. Think about the last two books you read. How did you discover these books?
    • 16. Provide access to books
    • 17. Create opportunities for students to preview, share, and talk about books.
    • 18. Preview Stacks To-Read lists Read Alouds
    • 19. Five authors every child in grade _________ should know.
    • 20. plan for future reading
    • 21. When you finish your current book, what do you plan to read next? Why?
    • 22. exhibit reading preferences
    • 23. What's your favorite genre? Who's your favorite author? Do you have favorite book?
    • 24. Read deeply from one author or genre.
    • 25. Read books across a range of difficulty.
    • 26. Prefer fiction to nonfiction and vice versa.
    • 27. Follow series.
    • 28. Read graphic novels, magazines, and Internet content.
    • 29. Reread favorite books.
    • 30. Our Reading Plans oreading time ofinishing a book ospecific titles, series, genres, authors o
    • 31. share books and reading with other readers
    • 32. “Children read more when they see other people reading.” --Stephen Krashen (2009)
    • 33. “Students should have guidance and frequent opportunities to work with teachers and other students as a community of learners, observing their teachers as readers and writers. —NCTE Position on the Teaching of English
    • 34. Who is in your reading community?
    • 35. Benefits of Reading Communities
    • 36. Increase how much you read.
    • 37. Foster connections with other readers.
    • 38. Challenge you to stretch.
    • 39. Improve your enjoyment and appreciation for what you read.
    • 40. Suggest titles for additional reading.
    • 41. Encourage mindfulness about what you read and share.
    • 42. Inspire you to write.
    • 43. “Reading Teacher (RT): a teacher who reads and a reader who teaches” Commeyras, Bisplinghoff and Olson (2003)
    • 44. Teachers who regularly read for pleasure are more likely to use recommended literacy practices in their classrooms than those teachers who do not engage in pleasure reading.
    • 45. They are more likely to recognize that reading is a social activity and to provide opportunity for students to talk about their reading. Morrison, Jacobs, and Swinyard (1999); McKool & Gespass (2009)
    • 46. 56% of unenthusiastic readers did not have a teacher who shared a love of reading, while 64% of enthusiastic readers did have such a teacher. --Nathanson, Pruslow and Levitt (2008)
    • 47. “…teachers who are engaged readers are motivated to read, are both strategic and knowledgeable readers, and are socially interactive about what they read. These qualities show up in their classroom interactions and help create students who are, in turn, engaged readers.” Dreher (2002)
    • 48. Find an epicenter reader.
    • 49. Epicenter Readers • John Schumacher (@mrschureads) – Watch. Connect. Read. blog – Goodreads – Twitter • Teri Lesesne (@professornana) – Professor Nana blog – Twitter
    • 50. Epicenter Readers in Our Classrooms
    • 51. Commit to reading more.
    • 52. Bring your reading life into the classroom.
    • 53. Participate in personal reading communities. www.nerdybookclub.com www.nerdybookclub.com
    • 54. Every reader has value and a voice in our community.
    • 55. “It’s a fact: people can survive without books. People can even have wonderful, full lives without books. But they can’t long endure without community…” —C. Alexander London

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