WSRA Learning from lifelong readers


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This is a session on lifelong reading habits presented at the WSRA conference on February 7, 2013.

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  • What a tremendous presentation at Judson University. I will be sharing it with our staff at orientation this fall! Way to go, Donalyn!
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  • Time ChoiceResponsibilityStructureCommunity
  • Immersion: Students need to be surrounded with books of all kinds and be given the opportunity to read them every day. Conversations about reading—what is being read and what students are getting from their books—need to be an ongoing event. In my classroom, students have access to hundreds of books of all genres and reading levels and the encouragement to read widely.Demonstrations: Students require abundant demonstrations in the structure and features of texts, how to use texts for different learning goals, and how to access the information in them. I teach daily reading lessons using authentic texts like books, articles, and textbooks, and design every lesson around the skills readers really need to develop reading proficiency.Expectations: Students will rise to the level of a teacher’s expectations. I expect my students to read every day and read a large volume of books. Not only do I have high expectations for reading, I have high expectations for students’ success. They are never given messages, either explicitly or implicitly, that I do not think they can accomplish any reading task.Responsibility: Students need to make at least some of their own choices when pursuing learning goals. As Cambourne states, “Learners who lose the ability to make choices become disempowered.” I set reading requirements for my students at a certain number of books per genre, but students have freedom to choose which books they will read to fulfill the requirements. Employment: Students need the time to practice what they are learning within the context of realistic situations. Every single lesson I teach circles back to students’ own reading, and students are given time daily to apply the skills they acquire with their own books, content-area reading, and research assignments.Approximations: Students need to receive encouragement for the skills and knowledge they do have and be allowed to make mistakes as they work towards mastery. I help students find books that are at their own reading level, even if it is below grade level, and publicly celebrate each reader’s accomplishments as they move towards more mature reading ability.Response: Students need nonthreatening, immediate feedback on their progress. By holding frequent conferences, requiring written response letters about their books and discussing students’ reading with them daily, I am continually providing encouragement, guidance, and validation for their reading development.Engagement: Even with all of the other conditions in place, engagement is the most important condition for learning which must exist in a successful classroom. Reading must be an endeavor that:
  • WSRA Learning from lifelong readers

    1. 1. Learning from Lifelong Readers Donalyn Miller 2013 WSRA
    2. 2. Presentation located @donalynbooks
    3. 3. ―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
    4. 4. What Research Reveals• comprehension • wide reading• writing • wide reading• vocabulary • wide reading• spelling • wide reading• fluency • wide reading• background • wide reading knowledge
    5. 5. Workshop Modelo Timeo Choiceo Responsibilityo Structureo Community
    6. 6. Conditions for Learning (Cambourne, 1995) Immersion EmploymentDemonstrations Approximations Expectations ResponseResponsibility Engagement
    7. 7. Immersion
    8. 8. Demonstrations
    9. 9. Expectations
    10. 10. Responsibility
    11. 11. Employment
    12. 12. Approximations
    13. 13. Response
    14. 14. Engagement
    15. 15. ―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
    16. 16. ―Regular reading not only boosts the likelihood of an individualsacademic and economic success -- facts that are not especially surprising -- but it also seems toawaken a persons social and civic sense.‖ — “To Read or Not to Read,” NEA, 2007
    17. 17. Am I creating independent or dependent readers in my classroom?
    18. 18. Think about an avid reader you know.What characteristics does this personpossess that show he/she is a reader?
    19. 19. Wild Readers…
    20. 20. dedicate time for reading
    21. 21. “ 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
    22. 22. How much time did youspend reading in the last week?
    23. 23. Where did you read?
    24. 24. self-select books
    25. 25. Think about the last twobooks you read. How did you discover these books?
    26. 26. plan for future reading
    27. 27. When you finish your current book, what do you plan to read next? Why?
    28. 28. Our Reading Plansoreading timeofinishing a bookospecific titles, series, genres, authorsosome day plans
    29. 29. exhibit reading preferences
    30. 30. Who is one of your favorite authors? Why?
    31. 31. What is one of your favorite books? Why?
    32. 32. What is your favorite genre? Why?
    33. 33. What is your least favorite genre? Why?
    34. 34. Read deeply from one author or genre.
    35. 35. Read books that are too easy or too challenging.
    36. 36. Prefer fiction to nonfiction and vice versa.
    37. 37. Follow series.
    38. 38. Read graphic novels, magazines, and Internet content.
    39. 39. Reread favorite books.
    40. 40. 40 Book RequirementPoetry (anthologies): 4 Informational: 4Traditional Literature: 3 Biographies, AutobiogRealistic Fiction: 5 raphies, Memoirs: 2Historical Fiction: 4 Graphic Novels: 1Fantasy: 4Science Fiction: 2 Chapter Book Free Choice: 11
    41. 41. Designing Book Requirementso What genres or texts do your grade level standards and/or scope and sequence require you to teach?o What are the units or texts you want to teach?o What types of books are available for your students?o What do your students like to read?
    42. 42. Book Genres Chapter Books Picture Books• Realistic Fiction • Poetry• Historical Fiction • Traditional Literature• Fantasy • Informational• Science Fiction • Some BAM• Some Biographies, Autobiograp hies and Memoirs
    43. 43. share books & reading withother readers
    44. 44. Who is in your readingcommunity ?
    45. 45. ―Students should have guidanceand frequent opportunities to workwith teachers and other students asa community of learners, observing their teachers as readers and writers. —NCTE Position on the Teaching of English
    46. 46. ―Reading Teacher (RT) ateacher who reads and a reader who teaches.‖–Commeytas, Bisplinghoff, and Olson (2003)
    47. 47. 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)
    48. 48. Find a reading mentor.
    49. 49. Reading Mentors• John Schumacher (@mrschureads) – Watch. Connect. Read. blog – Goodreads – Twitter• Teri Lesesne (@professornana) – Professor Nana blog – Goodreads – Twitter
    50. 50. Commit toreading more.
    51. 51. Bring yourreading life into the classroom.
    52. 52. Participate in personal reading communities.
    53. 53. “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”