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Target-ing readers
This document provides guidance for teachers on motivating students to read through the TARGET framework: Trust, Access, Response, Guidance, Engagement, and Talk. It discusses establishing trust with recommended authors, providing access to books through various formats and genres, eliciting personal and critical responses, guiding students up the "reading ladder" through scaffolded experiences, engaging students using Cambourne's conditions for learning, and creating opportunities for book talks. Research findings on student motivations are presented, as are strategies like choice, differentiation, and complex yet accessible texts.
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Target-ing readers
- 1. TARGET-ing Readers Teri Lesesne rhymeswith insane @professornana
- 2. T-A-R-G-E-T-ing T isfor trust A is for access R is for response G is for guidance E is for engagement T is for talk ING includes: readING aloud, booktalkING, and more
- 3.
- 5. How do we… Create those Reading Rambos? Base our practice on pedagogy? Differentiate for OUR kids? Let’s start with some research…
- 6. The research? VickeyGiles, 2003 Karen Sue Gibson, 2002 Replicated study from 20 years earlier, Livaudais Recent replication, Lesesne, 2011-14 The questions? 6
- 7. What could someonedo to make you WANT to read BEFORE/AFTER you read? The converse: what could someone do to make you HATE to read BEFORE/AFTER you read? 7
- 8. Turn and Talk Predictwhat you think kids in Grades K-12 indicated would motivate them to read.
- 9. What could someonedo to make you want to read BEFORE you read? K-12 Being allowed to choose any book you want to read 9
- 15. What could someonedo to make you want to read BEFORE you read? K-5 Reading in a comfortable place like on the floor, in a bean bag chair, or in a rocking chair 15
- 21. What could someonedo to make you want to read BEFORE you read? K-5 Being allowed to buy your own book through a book fair 21
- 27. What could someonedo to make you want to read BEFORE you read? K-5 Reading books for a contest 27
- 33. What could someonedo to make you want to read BEFORE you read? K-12 Having a classroom library 33
- 39. What could someonedo to make you want to read BEFORE you read? K-12 Having the teacher read a book or chapter a day 39
- 45. What could someonedo to make you want to read BEFORE you read? K-12 Having the teacher take you to the library 45
- 51. What could someonedo to make you want to read BEFORE you read? 6-12 Having the author come to the school 51
- 52. Skype in anauthor http://www.katemessner.com/authors- who-skype-with-classes-book-clubs-for- free/
- 53. What could someonedo to make you want to read BEFORE you read? Seeing the movie or television production of a book. 53 6-12
- 56. What could someonedo to make you want to read BEFORE you read? 6-12 Being allowed to read books with lots of pictures in them. 56
- 59. My survey results Show book trailer Read aloud portions of the text Give a booktalk Read aloud entire book Give students choice of what to read Create displays Listen to part of the audiobook Meet the author See movie or TV show Involve social media
- 60. Turn and Talk Whatneeds to be added/removed from the list?
- 61.
- 62. T A RG E T 62
- 63. T is forTRUST 63
- 68. Established names Authors totrust 68
- 69. Turn and Talk Brainstormat least 5 authors for your particular grade levels that you think all of us should know
- 70. A is forACCESS 70
- 71. She walked intomy office on legs as long as one of those long-legged birds that you see in Florida - the pink ones, not the white ones - except that she was standing on both of them, not just one of them, like those birds, the pink ones, and she wasn't wearing pink, but I knew right away that she was trouble, which those birds usually aren't.
- 72. Towards the dragon'slair the fellowship marched -- a noble human prince, a fair elf, a surly dwarf, and a disheveled copyright attorney who was frantically trying to find a way to differentiate this story from "Lord of the Rings."
- 73. On a finesummer 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.
- 75. Physical Intellectual Moral Emotional Access Points
- 77. At home In the classroom In the school library At hand PHYSICAL ACCESS
- 78. Not justlevels and lexiles Level of abstraction required Literary elements such as flashback, symbolism, foreshadowing Themes Intellectual
- 79. Kohlberg Preconventional Conventional Post-conventional Moral
- 80. EQ Maturity Response Triggers Emotional
- 81. R is forRESPONSE 81
- 82. R is forResponse (Rosenblatt) Not just one type Interpretive Personal Critical Evaluative
- 83. Personal/Emotive WHAT ISYOUR “GUT” TELLING YOU?
- 84. Interpretive If Iwere the main character…
- 85. Critical Analyze anddissect
- 86. Evaluative Is itGOOD or BAD?
- 93. G is forGUIDANCE 93
- 94. Reading ladders Begin withwhere they are Build reading experiences slowly Move readers “up” with assistance 94
- 95.
- 96. E is forENGAGEMENT
- 97.
- 98. Learners need tobe immersed in text of all kinds.
- 99. Learners’ interests aresparked by what they see and hear so that they want to learn the new skill.
- 100. Genre Form Format Length Some Factors to Consider
- 101. Historical Fiction Realistic Fiction Traditional Literature Science Fiction and Fantasy Genres
- 102. Picture books Graphic novels Poetry Short stories Drama Forms and Formats
- 103. IMMERSION: TAKE 1 Picture books with motifs and archetypes
- 104. IMMERSION TAKE 2 Laddering GNs
- 105. IMMERSION TAKE 3 Textless Set
- 106. IMMERSION TAKE 4 Genre
- 107. Learners believe thatthey can achieve competence (expectation)
- 108. Expectations of thoseto 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.
- 109. Rigor vs. Complexity Rigor Complexity
- 110. Complex Texts Butaccessible
- 111. Just Right Books that are also complex
- 112. Learners are ableto make decisions about how much they will attempt (responsibility)
- 113. 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.
- 114. Narrow choicesand set some limits Genres Award winners Forms and formats How do students learn responsibility? Choice
- 115. Booktalks ReadAlouds Displays Peer Suggestions Provide Guidance
- 116. Allowing students tochoose their own texts fosters engagement and increases reading motivation and interest. --Gambrell, Coding, & Palmer (1996); Worthy & McKool (1996); Guthrie & Wigfield (2000)
- 117.
- 118. Some “Choice” Selections IRA Choices Lists
- 119. Choices CHILDREN’S ANDYA CHOICES
- 120. T is forTALK 120
- 125. Reader's Bill ofRights By The Readers at Book Chat Central There are many versions of the list below. This one comes from Book Chat Central. Use what you like, adapt as you need. Enjoy. 125
- 126. 1. You havethe right to read in exotic settings. You have the right to move your lips when you read You have the right to read anything you want. 2. You have the right never to apologize for your reading tastes. 3. You have the right to read anywhere you want—in the bathtub, in the car (preferably at stop lights if you're driving), in the grocery store, under the porch, or while walking the dog. 4. You have the right to read in bed. Under the covers. With a flashlight. 5. You have the right to carry books in your briefcase, luggage, and pocketbook at all times. 126
- 127. . Youhave the right to laugh or gasp out loud and choose whether or not to explain. You have the right to read the good parts out loud to your nearest and dearest, and when you're not near your book bunch, to strangers if desperate. You have the right to read and eat at the same time. You have the right to read as many books as you want at the same time. You have the right to throw any book on the floor and jump up and down on it (the Dorothy Parker Rule). 127
- 128. You havethe right to ignore the critics at the New York Review of Books. More importantly, you have the right to ignore all critics. You have the right to read the book spine of the person sitting next to you, even on a plane. And if you can't make it out, you have the right to ASK. You have the right to stop reading a book whenever you decide it's not worth the effort, or that you simply don't like it. You have the right to refuse to read any book anyone else picks out for you. Even if it's a birthday present. 128
- 129. You havethe right to read the last chapter first. You have the right to read the last chapter first and then put the book back on the shelf. You have the right to refuse to read any book where you don't like the picture of the author. You have the right to ignore all of these rules and do whatever you please as long as it's civil...hee hee. You have the right to buy as many books as you want despite the size of your TBR stack or what your significant other has to say!!! New Rule: when you find that you're dawdling on your way back to a book, ditch it. 129
- 130.
- 131. I Need aGood Book by Steven Layne I need a good story, I need a good book. The kind that explodes Off the shelf. I need some good writing, Alive and exciting, To contemplate All by myself. 131
- 132. I need agood novel, I need a good read, I probably need Two or three, I need a good tale Of love and betrayal Or perhaps An adventure at sea. 132
- 133. 133 I need agood saga. I need a good yarn. A momentous and mighty Or slight one. But with thousands And thousands And thousands of books, I need someone To tell me The right one. John Lithgow