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Keller I S D Presentation November 2015
This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.
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Keller I S D Presentation November 2015
- 1. Fostering Students’ Reading Engagement TeriLesesne Donalyn Miller
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- 4. “Becoming a readerand a writer has as much to do with assuming an identity as a reader and a writer as it does with acquiring a set of predetermined cognitive skills.” (Serafini, 2013)
- 5. “Texts and theliterate practices that accompany them may not only reflect the self, but may also produce the self.” (Davies, 1989)
- 6. Our Reading Lives How wedevelop a reading identity
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- 11. Teri’s Teens: Where’sthe YA?
- 12. The YA YAYears: Donalyn
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- 14. Torn Between TwoCovers: Donalyn
- 15. Your Reading Autobiography So, what are the highlights of your reading life? What are the low points? Titles, series, authors, books you recall strongly?
- 16. Turn and talkat your tables about your reading memories.
- 17. Getting to KnowReaders Ask them to create a reading autobiography Can be written Can use app such as www.whenintime.com Here is Teri’s Collect them, analyze them for commonalities Identify kids who are already engaged readers and those who are not
- 18. Carlsen and Sherrill (1988) Whatelse do we know about readers?
- 19. Setting asidefor reading Having a teacher show in the individual's reading Having teachers Being exposed to a of reading fare Receiving help from books books with friends Participating in reader-centered of literature Being allowed freedom of in reading fare Conclusions: Carlsen and Sherrill
- 20. 25 Years ofReading Autobiographies Time Role models at home and school Access to books Choice of reading materials Stories as mirrors, windows, and doors
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- 22. What engagementis NOT What engagement IS How can we tell?
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- 26. Learners need tobe immersed in text of all kinds.
- 27. Learners’ interests aresparked by what they see and hear so that they want to learn the new skill.
- 28. Genre Form Format Length Some Factors to Consider
- 29. Historical Fiction Realistic Fiction Traditional Literature Science Fiction & Fantasy Genres
- 30. Picture books Graphic novels Poetry Short stories Drama Forms and Formats
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- 34. Learners are shownnumerous models and given a lot of direct instruction.
- 35. Learners have plentyof opportunity to practice new skills and strategies and try to improve proficiency. (demonstration/immersion)
- 36. Learners need toreceive many demonstrations of how texts are constructed and used.
- 37. Mentor Texts/ MentorAuthors
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- 43. Learners need manyopportunities to engage in print.
- 44. Learners need timeand opportunity to use, employ, and practice their developing control in functional, realistic, and non- artificial ways.
- 45. How can studentspractice their developing literacy skills in functional, realistic, and non-artificial ways?
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- 47. Access to afull-time school librarian increases students' test scores, closes the achievement gap, and improves writing skills. (Lance, 2012)
- 48. Students read 50-60%more in classrooms with adequate libraries. (Allington, 2007; Morrow, 2003; Neuman, 1999)
- 49. Classroom Library Checklist Whatwould you look for when evaluating a classroom library to determine if it was adequate?
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- 51. In a 2013Scholastic survey of 3,800 teachers, only 40% had at least 300 books in their classroom libraries.
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- 53. Read books acrossa range of difficulty.
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- 57. Graphic Novelsand Illustrated Novels Picture Books Poetry and Novels in Verse Informational Books with Text Features Lexile Accuracy Concerns
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- 59. Learners are ableto make decisions about how much they will attempt.
- 60. Learners need tomake 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.
- 61. Narrow choicesand set some limits Genres Award winners Forms and formats How do students learn responsibility? Choice
- 62. Booktalks ReadAlouds Displays Peer Suggestions Provide Guidance
- 63. Allowing students tochoose their own texts fosters engagement and increases reading motivation and interest. --Gambrell, Coding, & Palmer (1996); Worthy & McKool (1996); Guthrie & Wigfield (2000)
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- 66. Learners must befree to approximate the desired model—"mistakes" are essential for learning to occur.
- 67. Learners are safefrom criticism when they take risks.
- 68. Learners receive feedbackin a timely manner.
- 69. Paired Texts, Text Sets,and Reading Ladders
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- 73. 27 Dust Bowl ReadingLadder Reading Ladders (Lesesne, 2010)
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- 76. R is forResponse (Rosenblatt) Not just one type Interpretive Personal Critical Evaluative
- 77. Learners must receivefeedback from exchanges with more knowledgeable others. Response must be relevant, appropriate, timely, readily available, and non- threatening, with no strings attached.
- 78. Personal/Emotive What isyour “gut” telling you?
- 79. Interpretive If Iwere the main character…
- 80. Critical Analyze anddissect
- 81. Evaluative Is itGOOD or BAD?
- 83. Reading and writingfloat on a sea of talk. –James Britton
- 84. Literate conversations withpeers (as little as ten minutes a day) improve students' reading motivation, comprehension, and test scores. ( Cazden, 1988; Nystrand, 2006)
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- 138. “What we learnwith pleasure we never forget.” --Alfred Mercier