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NTCTELA 2014 Conference: Engagement Session w/ Teri Lesesne


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This session was presented on June 13, 2014 and describes instructional moves and texts that promote students' reading engagement. Framed by Cambourne's Conditions of Learning.

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NTCTELA 2014 Conference: Engagement Session w/ Teri Lesesne

  1. 1. E=MC2 Engagement Equals Meeting Conditions, Too! Teri Lesesne Donalyn Miller
  2. 2. @professornana www.
  3. 3. @donalynbooks
  4. 4. A Manifesto… Heinemann, 2015
  5. 5. Engagement
  6. 6. What engagement is NOT What engagement IS How can we tell?
  7. 7. Cambourne’s Conditions for 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. Some Factors to Consider Genre Form Format Length
  12. 12. Genres Historical Fiction Realistic Fiction Traditional Literature Science Fiction and Fantasy
  13. 13. Forms and Formats Picture books Graphic novels Poetry Short stories Drama
  14. 14. IMMERSION: TAKE 1 Pairs, ladders, thematic units, read-alikes
  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 (demonstration) Learners have plenty of opportunity to practice new skills and strategies and try to improve proficiency (demonstration/immersion)
  20. 20. Learners need to receive many demonstrations of how texts are constructed and used.
  21. 21. Read Alouds
  22. 22. Mentor Texts/ Mentor Authors
  23. 23. Expectations
  24. 24. Learners believe that they can achieve competence (expectation)
  25. 25. 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.
  26. 26. Rigor vs. Complexity Rigor Complexity
  27. 27. Complex Texts But accessible
  28. 28. Just Right Books that are also complex
  29. 29. Employment
  30. 30. Learners need many opportunities to engage in print.
  31. 31. Learners need time and opportunity to use, employ, and practice their developing control in functional, realistic, and non-artificial ways.
  32. 32. Preview Stacks
  33. 33. Students’ responses to nonfiction read alouds. Students’ book recommendations.
  34. 34. Value reading preferences
  35. 35. Read deeply from one author or genre.
  36. 36. Read books across a range of difficulty.
  37. 37. Motivation Background Knowledge Reading Level Reading Comprehension
  38. 38. Prefer fiction to nonfiction and vice versa.
  39. 39. Follow series.
  40. 40. Read graphic novels, magazines, and Internet content.
  41. 41. Reread favorite books.
  42. 42. Responsibility
  43. 43. Learners are able to make decisions about how much they will attempt (responsibility)
  44. 44. 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.
  45. 45. How do students learn responsibility? Choice Narrow choices and set some limits Genres Award winners Forms and formats
  46. 46. Provide Guidance Booktalks Read Alouds Displays Peer Suggestions
  47. 47. 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)
  48. 48. Differentiation (Tomlinson, 2000) Content Process Product Learning Environment
  49. 49. Some “Choice” Selections IRA Choices Lists
  51. 51. Approximations
  52. 52. Learners are safe from criticism when they take risks (approximation)
  53. 53. Learners must be free to approximate the desired model—"mistakes" are essential for learning to occur.
  54. 54. Paired Texts
  55. 55. Authentic Rehearsals for Life
  56. 56. Audiobooks Reading with our ears promotes fluency, prosody. It levels the field so that striving readers can access text, too.
  57. 57. Response
  58. 58. Learners receive feedback in a timely manner (response)
  59. 59. 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.
  60. 60. Provide frequent opportunities for students to preview, select, and share books.
  61. 61. Book Commercials
  62. 62. Personal/Emotive WHAT IS YOUR “GUT” TELLING YOU?
  63. 63. Interpretive If I were the main character…
  64. 64. Critical Analyze and dissect
  65. 65. Evaluative Is it GOOD or BAD?
  66. 66. Books that Engage