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Nerd camp 16
This document discusses the development of reading identity and factors that shape readers. It addresses how choice, access, and response influence a reader's identity formation. Childhood experiences, books encountered, discussions with others, and freedom to choose reading materials all contribute to one's reading autobiography and lifelong reading identity. The document also outlines factors like time, role models, access to books, choice, and diversity that impact the development of reading identity.
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Nerd camp 16
- 1. Shaping ReadeRs’ identity: Choice Access Response DonalynMiller Teri S. Lesesne
- 2. “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)
- 3. “Texts and theliterate practices that accompany them may not only reflect the self, but may also produce the self.” (Davies, 1989)
- 5. Our Reading Lives Howwe develop a reading identity
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- 14. Your Turn What booksand reading experiences form your reading autobiography?
- 15. Share your readingautobiography with a partner. What do you notice about your partner’s list?
- 17. Select one bookfrom your reading autobiography. Write about this book’s personal importance to you or a memory connected to this book.
- 18. What does thisreveal about you as a reader? an educator? a parent? a person?
- 19. Your Reading Autobiography • So,what are the highlights of your reading life? • What are the low points? • Titles, series, authors, books you recall strongly? • People in your life you connect to certain books?
- 20. ○ Can useshelfies ● Collect them, analyze them for commonalities ● Identify kids who are already engaged readers and those who are not, yet.
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- 22. How do wedemonstrate our love of reading to our kids? Brainstorm with others.
- 23. What We know Carlsenand Sherrill
- 24. ● Being exposedto a VARIETY of reading fare ● Receiving help from LIBRARIANS ● OWNING books ● SHARING books with friends ● Participating in reader-centered DISCUSSIONS of literature ● Being allowed freedom of CHOICE in reading fare
- 25. • Time • Rolemodels at home and school • Access to books • Choice of reading materials • Diversity Factors Affecting Reading identity
- 26. Home School Reading in theEdges time
- 27. • Physical • Intellectual •Emotional • Moral Access
- 28. . Books in thehome are as important as parents’ educational level in determining level of education children will attain. –Research in Social Stratification and Mobility, June 2010
- 29. Access to afull-time school librarian increases students' test scores, closes the achievement gap, and improves writing skills. (Lance, 2012)
- 30. Students read 50-60%more in classrooms with adequate libraries. (Allington, 2007; Morrow, 2003; Neuman, 1999)
- 31. Classroom Library Checklist Whatwould you look for when evaluating a classroom library to determine if it was adequate?
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- 33. Lexile Bands (CCSS 2012) 6860L to 920L 7 880L to 960L 8 900L to 1010L 9 960L to 1110L 10 920L to 1120L 11 & 12 1070L to 1220L
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- 37. Limitations of Lexile InformationalNonfiction Graphic Novels Picture Books Poetry
- 38. Instructional Context Text-Level Accessibility WhoDoes the Work Read Alouds Substantially above grade level Probably frustration level for most students The teachers does all of the print work. The students and teacher work together to make meaning. Shared Reading On or a little above grade level Probably frustration level for many students The teacher and students do the print and meaning work together. Guided Reading/ Small Group Instruction On reader’s individual level Instructional level for each student The student does most of the print and meaning work. Independent Reading From below grade level through above grade level Multiple texts for each reader varying from independent to frustration level depending on the amount of productive effort and reader stamina The student does all of the print and meaning work. Burkins & Yaris, 2014
- 39. • How currentis the collection? Currency
- 40. U Ugly (wornand beyond repair) S Superseded (new edition or better book on subject) T Trivial (of no discernible literary or scientific merit) I Irrelevant (of no interest to your community) E Elsewhere (may be obtained easily) Weeding Criteria
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- 42. Fountas and Pinnell:300-600 books Richard Allington: 1000 books ILA: 5-7 books per child
- 43. In a 2013Scholastic survey of 3,800 teachers, only 40% had at least 300 books in their classroom libraries.
- 45. • Balancing academicand personal reading goals choice
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- 48. Diversity (more than ahashtag)
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