Motivating Readers: Collaboration, Challenge, Competence

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Motivating ReadersCollaboration, Challenge,
Competence Choice

• With literacy expert and author, Sarah Collinge

www.readsidebyside.com
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What motivates a love of reading?
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What motivates a love of reading?

• Collaboration
• Challenge
• Competence
• Choice

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Collaboration

• Read Aloud
• To Your Child

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Collaboration
2. Talk About the Book Together
Children benefit from structured conversations
with an adult in response to written texts (CCSS,
Appendix A, p. 27).
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Mem Fox

• http//www.readingrockets.org/podcasts/reading_alo
  ud/
• If we are reading aloud always something that is
  more difficult than children can read themselves
  then when they come to that book later, or books
  like that, they will be able to read themwhich
  is why even a fifth grade teacher, even a tenth
  grade teacher, should still be reading to
  children aloud. There is always something that
  is too intractable for kids to read on their own.

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Listening Comprehension Sets the Upper Limits!

• 0 6
  13

Listening Comprehension
Reading Comprehension
Childrens literacy comprehension outpaces
reading comprehension until the middle school
years (CCS, Appendix A, p. 27).
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When the book said ______ I was thinking _______
because _______.
If literacy levels are to improve, oral language
must be used purposefully and systematically in
the language arts classroom.

• I agree with you because _______.
• OR
• I disagree with
• you because ____.

The Common Core Standards put an emphasis on
students ability to debate, as this ability is
critical to college and career readiness.
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Challenge

• 3. Select rich, challenging literature to read
  aloud together.

What students read, in terms of complexity, is at
least as important as what they can do with what
they read (CCS, Appendix A, p. 2).
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Complex Text

• Third Grade Read Aloud Exemplars (CCS)

• Multiple themes
• Implied purpose
• Unconventional structure
• Figurative language
• Unfamiliar language or dialect
• Domain specific vocabulary
• Background knowledge needed
• Intertextual demands

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Literature

• Chapter books
• Classic Literature
• Award Winners
• Books that require background knowledge

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Competence

• Motivation to read is closely tied to our beliefs
  about ourselves. Children are more likely to want
  to read when
• They believe they are a good reader
• They believe other people see them as a good
  reader
• They feel part of the reading community

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Competence

• It is the match between the student and the
  topic or genre that determines the likelihood of
  comprehension.
• (Snow, 2002)

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Competence

• Build background knowledge about a topic prior to
  reading.

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Competence
Build background knowledge about a genre prior to
reading.
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Realistic Fiction
Setting Realistic/believable place Present time
Characters Fictional Characters that are very real and believable The main character changes over time
Plot The character must deal with a real-life problem
Most important Element Character
Readers will think about How the main character changes over time How the main character overcomes challenges The main characters beliefs about right and wrong How the main characters circumstances impact his/her choices
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Competence

• 4. After reading a book aloud to your student,
  select a slightly easier book about the same
  topic or of the same genre for your child to read
  independently.

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Early Readers
Charlottes Web E. B. White
Mercy Watson Series Kate DiCamillo
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Fluent Readers
Earthquake Terror Peg Kehret
Dog Heroes Mary Pope Osborne
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Proficient Readers
Children of the Dust Bowl Jerry Stanley
Out of the Dust Karen Hesse
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Competence

• Tip Focus less on the level and more on the
  match between topic and/or genre.
• Myth Instructional Level Theory-students learn
  best when they are matched to a specific text
  level.
• Truth There is a lack of clear research evidence
  showing the benefits of matching kids to specific
  text levels.
• Shanahanonliteracy.com

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Competence

• 5. Continue to provide support as your student
  reads independently.

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Reading Conference

• Research
• Decide
• Teach

• Focus on helping students monitor their
  comprehension of the text
• Character
• Setting
• Problem
• Main Events

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Use the blurb as a guide

• Earthquake Terror Blurb
• From the beginning Jonathan is spooked by the
  deserted island where his family is campingand
  his premonitions come true. After Jonathans
  mother breaks her ankle, Jonathan and his younger
  sister Abby are left alone. Then a devastating
  earthquake hits. The bridge is destroyed, the
  trailer is smashed, and theres no food or water.
  Suddenly, Jonathan and Abby are fighting for
  their lives

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Choice

• Providing choices increases both effort and
  achievement in reading.

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Choice
6. Expose your student to a variety of
literature, always considering their interests.
Allow them to make their own choices when
appropriate.
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Emma Walton Hamilton

• http//www.readingrockets.org/podcasts/childrensbo
  oks/

Kids really need support and guidance in finding
out what books work for them and what authors
inspire them and what styles and genres they
respond to. There are a number of ways we can
help lead kids to books they love. I think the
task is that we have to remember that they need
us to do that, and we cant expect them to just
know what they love right off the bat. My advice
to parents in helping your child select material
to read is first and foremost know your child and
help feed his/her individual passion.
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Choice

• Connect reading experiences to their curiosities
  about the world around them.

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Experiences
I vividly remember a trip my family took to
Victoria, BC during my fourth-grade year. We
participated in all the tourist activities,
including taking a trip to the Royal BC Museum.
I remember the Modern History Gallery, especially
the display of the coastal first nations.
Shortly after that visit, I picked up my first
Scott ODell novel, Island of the Blue Dolphins.
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Current Events
My third grade teacher built our excitement for
the launch of the Challenger by reading Weekly
Reader with us. I will never forget the day of
the Challenger explosion. This event became part
of my personal history. Reading has the power to
shape our personal history.
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History

• A real interest in a time-period is born when
  readers sense they are part of the story.
  Readers take on the circumstances and feelings of
  the characters as they read historical fiction.
• Help kids connect with their own family history
• Immigration
• Service
• Important Events

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People Cultures
Teaching kids about world cultures helps them
appreciate differences in people and their
traditions. Students build positive identities
and respect for differences.
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• It only takes one really successful, thrilling,
  joyful, wonderful, losing oneself in the magic,
  reading experience to captivate a childs
  imagination.
• Emma Walton Hamilton

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Increase your childs success with chapter books

• Raising the Standards Through Chapter Books The
• C. I. A. Approach

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