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Beaverton ISD: Creating An Engaging Reading Culture


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This information was presented to Beaverton ISD MS/HS teachers on March 7th and 8th, 2017 and includes information from The Book Whisperer, Reading in the Wild, and Donalyn's current work in progress.

Published in: Education
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Beaverton ISD: Creating An Engaging Reading Culture

  1. 1. Creating An Engaging Reading Culture Donalyn Miller
  2. 2. @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. Frequent readers possess 200%- 400% higher knowledge levels than less frequent and less active readers. --John Guthrie and Donna Alvermann, Engaged Reading
  5. 5. For students of equal ability, the more avid reader will receive higher grades in all subjects than the less avid reader. --John Guthrie and Donna Alvermann, Engaged Reading
  6. 6. “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
  7. 7. “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, 2007
  8. 8. • Time • (Access) • Choice • Responsibility • Structure • Community 11 Workshop Components
  9. 9. Time
  10. 10. How much time do you spend reading (books) in an average week?
  11. 11. 1-4 hours 5-7 hours 8-11 hours 12 or more hours Other Average Weekly Reading
  12. 12. 1-4 hours 5-7 hours 8-11 hours 12 or more hours Other Average Weekly Reading
  13. 13. How do we know a student is faking or avoiding reading?
  14. 14. Access
  15. 15. 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
  16. 16. “Giving kids access to books may be one of the most overlooked solutions to helping ensure kids attend school with the tools they need to succeed.” “Where Books Are All But Nonexistent” —The Atlantic, July 14, 2016
  17. 17. How can we guarantee that all of our children have physical access to book 365 days a year?
  18. 18. Access to a full-time, degreed school librarian increases students' test scores, closes the achievement gap, and improves writing skills. (Lance, 2012)
  19. 19. Students read 50-60% more in classrooms with adequate libraries. (Allington, 2007; Morrow, 2003; Neuman, 1999)
  20. 20. What would you look for when evaluating a classroom library to determine if it was adequate?
  21. 21. Working in groups of 3-4, create a classroom library checklist of at least four criteria you would look for when evaluating a classroom library. You will have 8 minutes.
  22. 22. Diversity Currency Organization Quantity
  23. 23. Quantity
  24. 24. Fountas and Pinnell: 300-600 books Richard Allington: 1000 books ILA: 5-7 books per child
  25. 25. In a 2013 Scholastic survey of 3,800 teachers, only 40% had at least 300 books in their classroom libraries.
  26. 26. Diversity
  27. 27. #WNDB
  28. 28. ALA Awards Honoring Diverse Books Coretta Scott King (African-American) Pura Belpre (Latinx) Asian/ Pacific American Award for Literature Schneider Family (Disability) Stonewall (LGBTQ)
  29. 29. We did not intend for levels to become a label for children that would take us back to the days of the bluebirds and the blackbirds or the jets and the piper cubs. Our intention was to put the tool in the hands of educators who understood their characteristics and used it to select appropriate books for differentiated instruction. --Irene Fountas
  30. 30. 6th 860L to 920L 7th 880L to 960L 8th 900L to 1010L 9th 960L to 1110L 10th 920L to 1120L 11th & 12th 1070L to 1220L
  31. 31. 570 (Second Grade) Content?
  32. 32. 730 (Fifth Grade) Writing Style?
  33. 33. 1030 (Ninth Grade) Vocabulary
  34. 34. Leveling Accuracy? Informational Nonfiction Graphic Novels Picture Books Poetry and Novels in Verse
  35. 35. Instructional Context Text-Level Accessibility Who Does the Work Read Alouds Substantially above grade level Probably frustration level for most students The teachers does all of the print work. The students and teacher work together to make meaning. Shared Reading On or a little above grade level Probably frustration level for many students The teacher and students do the print and meaning work together. Guided Reading/ Small Group Instruction On reader’s individual level Instructional level for each student The student does most of the print and meaning work. Independent Reading From below grade level through above grade level Multiple texts for each reader varying from independent to frustration level depending on the amount of productive effort and reader stamina The student does all of the print and meaning work. Burkins & Yaris, 2014
  36. 36. Motivation Background Knowledge Reading Level
  37. 37. Motivation Background Knowledge Reading Level
  38. 38. Currency
  39. 39. M Misleading (and/or factually inaccurate) U Ugly (worn and beyond repair) S Superseded (new edition or better book on subject) T Trivial (of no discernible literary or scientific merit) I Irrelevant (of no interest to your community) E Elsewhere (may be obtained easily)
  40. 40. Organization
  41. 41. Choice
  42. 42. Allowing students to choose their own texts fosters engagement and increases reading motivation and interest. --Gambrell, Coding, & Palmer (1996); Worthy & McKool (1996); Guthrie & Wigfield (2000)
  43. 43. Three Text Classroom (Judy Wallis, University of Houston) Whole Class Book Clubs Independent Reading
  44. 44. “…students are not reading more or better as 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"
  45. 45. Whole Class Novel Benefits Provides a common text for instructional purposes and reference. Assures that students read at least a few books. Exposes students to works with cultural, historical, or literary significance.
  46. 46. 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.
  47. 47. How can we reap the benefits of teaching a whole class novel, and minimize the concerns?
  48. 48. Shorten the amount of time you spend reading the book.
  49. 49. Strip units of activities like projects and vocabulary work.
  50. 50. Alternate whole class novel units with independent reading units.
  51. 51. Provide students time to read in class and receive support from you.
  52. 52. Differentiation (Tomlinson, 2003) Content Process Product Learning Environment
  53. 53. Book Commercials/ Book Talks
  54. 54. Read Alouds
  55. 55. Preview Stacks
  56. 56. Responsibility
  57. 57. Reading List
  58. 58. To-Read List
  59. 59. Status of the Class
  60. 60. Goal
  61. 61. Goal Response Letters
  62. 62. Structure
  63. 63. What does conferring look like?
  64. 64. What is your biggest conferring challenge? What obstacles prevent you from conferring?
  65. 65. Golden Gate Bridge method
  66. 66. Three Types of Reading Conferences oContent/Standards-Based oComprehension oReading Habits
  67. 67. Evernote
  68. 68. Reading Habits Conference
  69. 69. Reading Conference Recap o Golden Gate Bridge method o Focus on one skill or concept. o Keep records. o Each person in the conference walks away with something to do. o It’s about the reader, not about the book.
  70. 70. Community
  71. 71. “Children read more when they see other people reading.” --Stephen Krashen (2009)
  72. 72. “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
  73. 73. “Reading Teacher (RT): a teacher who reads and a reader who teaches” Commeyras, Bisplinghoff and Olson (2003)
  74. 74. Who is in your reading community?
  75. 75. Literate conversations with peers (as little as ten minutes a day) improve students' reading motivation, comprehension, and test scores. ( Cazden, 1988; Nystrand, 2006)
  76. 76. Reading Graffiti
  77. 77. Find an epicenter reader.
  78. 78. Epicenter Readers in Our Classrooms
  79. 79. Commit to reading more.
  80. 80. Bring your reading life into the classroom.
  81. 81. Goodreads
  82. 82. “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”