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MRA 2015 Engagement Session w/ Teri Lesesne and Donalyn Miller

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This session was presented by Teri Lesesne and Donalyn Miller at the 2015 MRA Conference and includes a closer look at Brian Cambourne's Conditions for Learning and instructional moves and text suggestions that engage young readers.

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MRA 2015 Engagement Session w/ Teri Lesesne and Donalyn Miller

  1. 1. E=MC2 Engagement Equals Meeting Conditions, Too! Teri Lesesne Donalyn Miller
  2. 2. www.slideshare.net/professornana @professornana www. http://professornana.livejournal.com
  3. 3. www.slideshare.net/donalynm @donalynbooks www.bookwhisperer.com
  4. 4. Engagement
  5. 5.  What engagement is NOT  What engagement IS  How can we tell?
  6. 6. Engagement?
  7. 7. Cambourne’s Conditions of Learning (1995)
  8. 8. Immersion
  9. 9. Learners need to be immersed in text of all kinds.
  10. 10. Learners’ interests are sparked by what they see and hear so that they want to learn the new skill.
  11. 11.  Genre  Form  Format  Length Some Factors to Consider
  12. 12.  Historical Fiction  Realistic Fiction  Traditional Literature  Science Fiction & Fantasy Genres
  13. 13.  Picture books  Graphic novels  Poetry  Short stories  Drama Forms and Formats
  14. 14. IMMERSION: TAKE 1  Picture books with motifs and archetypes
  15. 15. IMMERSION TAKE 2  Laddering GNs
  16. 16. IMMERSION TAKE 3  Textless Set
  17. 17. IMMERSION TAKE 4  Genre
  18. 18. Demonstrations
  19. 19. Learners are shown numerous models and given a lot of direct instruction.
  20. 20. Learners have plenty of opportunity to practice new skills and strategies and try to improve proficiency. (demonstration/immersion)
  21. 21. Learners need to receive many demonstrations of how texts are constructed and used.
  22. 22. Read Alouds
  23. 23. Mentor Texts/ Mentor Authors
  24. 24. www.melissa-stewart.com
  25. 25. Expectations
  26. 26. Learners believe that they can achieve competence.
  27. 27. Expectations of those to whom learners are bonded are powerful coercers of learners' behaviors. We achieve what we expect to achieve; we fail if we expect to fail; we are more likely to engage with demonstrations of those whom we regard as significant and who hold high expectations for us.
  28. 28. Rigor vs. Complexity  Rigor
  29. 29. Complex Texts  But accessible
  30. 30. Just Right Books  that are also complex
  31. 31. Employment
  32. 32. Learners need many opportunities to engage in print.
  33. 33. Learners need time and opportunity to use, employ, and practice their developing control in functional, realistic, and non-artificial ways.
  34. 34. How can students practice their developing literacy skills in functional, realistic, and non- artificial ways?
  35. 35. Preview Stacks
  36. 36. Value reading preferences
  37. 37. Read deeply from one author or genre.
  38. 38. Read books across a range of difficulty.
  39. 39. Motivation Background Knowledge Reading Level Matching Readers with Books
  40. 40.  Graphic Novels and Illustrated Novels  Picture Books  Poetry and Novels in Verse  Informational Books with Text Features Lexile Accuracy Concerns
  41. 41. Prefer fiction to nonfiction and vice versa.
  42. 42. Follow series.
  43. 43. Read graphic novels, magazines, and Internet content.
  44. 44. Reread favorite books.
  45. 45. Responsibility
  46. 46. Learners are able to make decisions about how much they will attempt.
  47. 47. Learners need to make their own decisions about when, how, and what "bits" to learn in any learning task. Learners who lose the ability to make decisions are disempowered.
  48. 48.  Narrow choices and set some limits  Genres  Award winners  Forms and formats How do students learn responsibility? Choice
  49. 49.  Booktalks  Read Alouds  Displays  Peer Suggestions Provide Guidance
  50. 50. 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)
  51. 51. Differentiation (Tomlinson, 2000) Content Process Product Learning Environment
  52. 52. Some “Choice” Selections  IRA (ILA) Choices Lists
  53. 53. Choices  Children’s and YA Choices
  54. 54. Approximations
  55. 55. Learners must be free to approximate the desired model—"mistakes" are essential for learning to occur.
  56. 56. Learners are safe from criticism when they take risks.
  57. 57. Learners receive feedback in a timely manner.
  58. 58. Paired Texts, Text Sets, and Reading Ladders
  59. 59. 27 Dust Bowl Reading Ladder Reading Ladders (Lesesne, 2010)
  60. 60. Authentic Rehearsals for Life
  61. 61. Audiobooks  Reading with our ears promotes fluency, prosody. It levels the field so that striving readers can access text, too.
  62. 62. Response
  63. 63. R is for Response (Rosenblatt) Not just one type Interpretive Personal Critical Evaluative
  64. 64. Learners must receive feedback from exchanges with more knowledgeable others. Response must be relevant, appropriate, timely, readily available, and non-threatening, with no strings attached.
  65. 65. Personal/Emotive  What is your “gut” telling you?
  66. 66. Interpretive  If I were the main character…
  67. 67. Critical  Analyze and dissect
  68. 68. Evaluative  Is it GOOD or BAD?
  69. 69. Reading and writing float on a sea of talk. –James Britton
  70. 70. Literate conversations with peers (as little as ten minutes a day) improve students' reading motivation, comprehension, and test scores. ( Cazden, 1988; Nystrand, 2006)
  71. 71. Book Commercials
  72. 72. Student-Created Displays
  73. 73. Books that Engage
  74. 74. “What we learn with pleasure we never forget.” --Alfred Mercier

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