This document discusses strategies for supporting literacy development using the C.A.R.E. framework: Choice, Access, Response, and Engagement. It emphasizes giving students choice over what they read to cultivate pleasure in reading. It also stresses providing access to books through well-stocked classroom and school libraries. The document discusses different types of responses to reading, from personal to critical. It defines engagement as immersion in reading rather than just skills practice. Overall, the document promotes creating a reading environment that encourages students' literacy development.

1. Taking C.A.R.E
Supporting literacy development

2. Contact Points
@professornana on Twitter
doctorL@shsu.edu

3. C.A.R.E.
C is for CHOICE
A is for ACCESS
R is for RESPONSE
E is for ENGAGEMENT

4. C is for CHOICE

5. http://www.ascd.org/publications/educational-
leadership/mar10/vol67/num06/Becoming-a-Classroom-of-Readers.aspx
Donalyn Miller

6. Norvell
• 50K students surveyed
• Kids hated the classics/required books
• Girls preferred books by female authors
• Boys preferred books by male writers
BIG take-away

7. • Daniel Fader from Hooked on Books
“If teachers view themselves first as purveyors of
pleasure rather than instructors in skill, they may
find the skill will flourish where pleasure has
been cultivated.”

8. • Stephen Krashen’s The Power of
Reading
• school libraries was a strong predictor of reading
achievement; the library predictor was nearly as strong as
social class
• studies have consistently shown that those who read
more show more literacy development
• studies indicate that a text needs to be about 98%
comprehensible in order for it to help the reader acquire
new vocabulary

9. • Dick Allington in Every Child, Every
Day
• Every child reads something he or she chooses.
• Every child listens to a fluent adult read aloud.

10. A is for ACCESS

12. • Physical
• Intellectual
• Moral
• Emotional
Access Points

13. • At home
• In the classroom
• In the school library
• At hand
ACCESS
• Not just levels and lexiles
• Level of abstraction required
• Literary elements such as flashback,
symbolism, foreshadowing

14. Students read 50-60% more in classrooms with adequate
libraries.
(Allington, 2007; Morrow, 2003; Neuman, 1999)

15. In a 2013 Scholastic survey of 3,800 teachers, only 40% had
at least 300 books in their classroom libraries.

16. Access to a full-time school librarian increases students' test
scores, closes the achievement gap, and improves writing
skills.
(Lance, 2012)

17. On a fine summer morning during the days of the
Puritans, the prison door in the small New England town
of B----n opened to release a convicted adulteress, the
Scarlet Letter A embroidered on her dress, along with
the Scarlet Letters B through J, a veritable McGuffey's
Reader of Scarlet Letters, one for each little tyke waiting
for her at the gate.
Bulwer-Lytton Contest, 2014

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

20. Personal/Emotive
• WHAT IS YOUR “GUT” TELLING YOU?

21. Interpretive
• If I were the main character…

22. Critical
• Analyze and dissect

23. Evaluative
• Is it GOOD or BAD?

24. Engagement?

25. ● What engagement is NOT
● What engagement IS

26. immersion
demonstration
response
responsibility
expectations
approximation
Conditions of Engagement (Cambourne)

27. Voices of Readers
Carlsen and Sherrill
• Setting aside TIME for reading
• Having a teacher show INTEREST in
the individual's reading
• Having teachers READ ALOUD
• Being exposed to 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