This document discusses the conditions necessary for engagement in reading. It outlines Cambourne's conditions of learning, which include immersion in text, demonstrations, expectations, employment, approximations, and response. Specific strategies are provided under each condition, such as using picture books, mentor texts, choice of genres, and paired texts to immerse students. Feedback and literacy conversations between students and teachers are emphasized to improve engagement. The overall message is that meeting these conditions through best practices can increase reading motivation, comprehension, and achievement.

1. E=MC2
Engagement Equals
Meeting Conditions,
Too!
Teri Lesesne
Donalyn Miller

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4. Engagement

5.  What engagement is NOT
 What engagement IS
 How can we tell?

6. Engagement?

7. Cambourne’s Conditions of
Learning
(1995)

8. Immersion

9. Learners need to be
immersed in text of all kinds.

10. Learners’ interests are
sparked by what they see
and hear so that they want
to learn the new skill.

11.  Genre
 Form
 Format
 Length
Some Factors to Consider

12.  Historical Fiction
 Realistic Fiction
 Traditional Literature
 Science Fiction & Fantasy
Genres

13.  Picture books
 Graphic novels
 Poetry
 Short stories
 Drama
Forms and Formats

14. IMMERSION: TAKE 1
 Picture books with motifs and archetypes

15. IMMERSION TAKE 2
 Laddering GNs

16. IMMERSION TAKE 3
 Textless Set

17. IMMERSION TAKE 4
 Genre

18. Demonstrations

19. Learners are shown numerous models
and given a lot of direct instruction.

20. Learners have plenty of opportunity to
practice new skills and strategies and try
to improve proficiency.
(demonstration/immersion)

21. Learners need to receive many
demonstrations of how texts are
constructed and used.

22. Read Alouds

23. Mentor Texts/ Mentor Authors

27. www.melissa-stewart.com

28. Expectations

29. Learners believe that they can
achieve competence.

30. 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.

31. Rigor vs. Complexity
 Rigor

32. Complex Texts
 But accessible

33. Just Right Books
 that are also complex

34. Employment

35. Learners need many opportunities to
engage in print.

36. Learners need time and opportunity
to use, employ, and practice their
developing control in functional,
realistic, and non-artificial ways.

37. How can students practice their
developing literacy skills in
functional, realistic, and non-
artificial ways?

38. Preview Stacks

39. Value reading
preferences

40. Read deeply from one author or
genre.

41. Read books across a range of
difficulty.

42. Motivation Background Knowledge
Reading
Level
Matching
Readers
with Books

43.  Graphic Novels and Illustrated Novels
 Picture Books
 Poetry and Novels in Verse
 Informational Books with Text Features
Lexile Accuracy Concerns

44. Prefer fiction to nonfiction and
vice versa.

45. Follow series.

46. Read graphic novels, magazines,
and Internet content.

47. Reread favorite books.

48. Responsibility

49. Learners are able to make
decisions about how much they
will attempt.

50. 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.

51.  Narrow choices and set some limits
 Genres
 Award winners
 Forms and formats
How do students learn responsibility?
Choice

52.  Booktalks
 Read Alouds
 Displays
 Peer Suggestions
Provide Guidance

53. 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)

54. Differentiation (Tomlinson, 2000)
Content
Process
Product
Learning Environment

55. Some “Choice” Selections
 IRA (ILA) Choices Lists

56. Choices
 Children’s and YA Choices

57. Approximations

58. Learners must be free to approximate
the desired model—"mistakes" are
essential for learning to occur.

59. Learners are safe from criticism
when they take risks.

60. Learners receive feedback in a timely manner.

61. Paired Texts, Text
Sets, and Reading
Ladders

66. 27
Dust Bowl Reading Ladder
Reading Ladders
(Lesesne, 2010)

68. Authentic Rehearsals for Life

72. Audiobooks
 Reading with our ears promotes fluency, prosody. It
levels the field so that striving readers can access text,
too.

73. Response

74. R is for Response (Rosenblatt)
Not just one type
Interpretive
Personal
Critical
Evaluative

75. 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.

76. Personal/Emotive
 What is your “gut” telling you?

77. Interpretive
 If I were the main character…

78. Critical
 Analyze and dissect

79. Evaluative
 Is it GOOD or BAD?

81. Reading and writing float on a sea of
talk.
–James Britton

82. Literate conversations with peers
(as little as ten minutes a day)
improve students' reading motivation,
comprehension, and test scores.
( Cazden, 1988; Nystrand, 2006)

84. Book Commercials

86. Student-Created
Displays

89. Books that Engage

95. “What we learn with pleasure
we never forget.”
--Alfred Mercier