Empowering readers to independence tctela 2019
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This document summarizes strategies for empowering student readers to become independent through exposure to diverse texts and literacy practices. It discusses using multiple texts on varying topics and formats to spark student inquiry and discussion. Students should have opportunities to self-select texts based on their own interests to increase motivation. Teachers can recommend diverse books and sources that represent different voices and perspectives. The goal is for students to engage in metacognitive reading strategies and literate conversations to improve comprehension and identity development.
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Empowering readers to independence tctela 2019
- 1. Empowering Readers to Independence Donalyn Miller and Valinda Kimmel TCTELA 2019
- 4. “Texts and the literate practices that accompany them may not only reflect the self, but may also produce the self.” (Davies, 1989)
- 5. “Recognizing our literacy practices as social has led many theorists to recognize that people’s identities mediate and are mediated by the texts they read, write, and talk about.” (Moje, et. al. 2009)
- 6. “Highly effective teaching provides a range of opportunities with different texts for different purposes.” --Irene Fountas, “Text Levels—Tool or Trouble?”
- 7. Responding to Texts “..””...reading, listening, speaking, writing, and thinking using multiple texts. Students should respond to an increasingly challenging variety of sources that are read, heard, or viewed.” Source?
- 8. What do the TEKS say?
- 10. Literate conversations with peers (as little as ten minutes a day) improve students' reading motivation, comprehension, and test scores. ( Cazden, 1988; Nystrand, 2006)
- 11. Silent Discussion ● Whose voice is heard in this news account? ● Are the individuals respectfully and fairly represented? ● How do you know? ● Whose voices are not represented here? ● Why does that matter? ● Where might we find out more?
- 12. Home by Warsan Shire FIGURATIVE DEVICES Look beyond the literal at figurative devices. Give examples. How do they help you step into the refugee’s experience?
- 14. Let’s Talk ● People should know about this because… ● I think __________is getting in the way of solving this? ● I would also like to say ____________________. As your group discusses, please capture a statement that you think should be shared with the whole class. The speaker’s name goes at the top of the note, their quote with any evidence they provide and your name is written at the bottom.
- 15. How will it be assessed?
- 16. Provocative, compelling text leads to inquiry.
- 17. According to the Tennessee Office of Refugees, “it is a badge of strength, courage and victory to be called a refugee.” Think back over all that you’ve read over these few weeks. Explain what you think about this based on the text and media selections you have seen.
- 25. Exposure and Experience Through Diverse Texts
- 26. Text Recommendations ● We Need Diverse Books https://diversebooks.org/ ● Social Justice Books https://socialjusticebooks.org/booklists/ ● Teaching Tolerance https://www.tolerance.org/ ● USBBY http://www.usbby.org/oibl.html ● #disrupttexts
- 28. Supported Self-Selection and Choice
- 29. Allowing students to self-select their books results in more involvement and thus more motivation to read. (Sewell, 2003; Gallagher, 2009; Miller, 2013; Pruzinsky, 2014)
- 30. Ways to Find a Book to Read • Author
- 31. Ways to Find a Book to Read • Author/ Illustrator • Recommendations • Social Media/ Websites • Genre • Cover • Title • TV Shows/ Movies • Topic • Series • Interests • Length • Mood • Awards and lists • Reading a few pages • Skimming • Read the blurb
- 32. The read aloud is the gift that keeps on giving-- leading to student gains in: vocabulary (Beck & McKeon, 2011) comprehension strategies and story schema (Van den Broek, 2001) concept development (Pinnell & Fountas, 2011).