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Yolen, J. (2009). My Uncle Emily . New York: Philomel Books

Yolen, J. (2009). My Uncle Emily . New York: Philomel Books. What is the Reading Personality of JES?. Reading Personality Traits Strategic Readers Fluent Readers Social Readers Authentic Readers Choose books by interest Choose books by difficulty

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Yolen, J. (2009). My Uncle Emily . New York: Philomel Books

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  1. Yolen, J. (2009). My Uncle Emily. New York: Philomel Books

  2. What is the Reading Personality of JES? Reading Personality Traits Strategic Readers Fluent Readers Social Readers Authentic Readers Choose books by interest Choose books by difficulty Choose books by title, cover, pictures, author, theme

  3. What Reading Personality is your classroom? • Does classroom climate affect reading personality? • Do classroom resources affect reading personality? • Does instruction affect reading personality? • Do literacy activities affect reading personality?

  4. Do your students’ reading personalities influence Classroom climate Resources Instruction Literacy activities

  5. Student’s Reading Personality • Do you know the reading personality of your students? • Do your students know their reading personality? • Can a classroom accommodate different reading personalities? • How is reading personality fostered?

  6. Breathe

  7. “The principle findings indicate that reading attitudes are most positive in the first grade but decline as students progress to the sixth grade.” (Malloy, Marinak & Gambrell, 2010, p. 4) • Is this true at JES? • If so, why? • Do we need “fix-up” strategies?

  8. Motivation Research tells us that: • Intrinsic motivation, i.e., how we feel about our reading activities, is the best motivator (3). • Extrinsic motivation, i.e., tokens, prizes, and recognition, is a less effective motivator (3). • Motivation increases with choice, authentic resources, and social interaction (5). • Competition does not make poor readers feel good about themselves (19). Malloy, J. A, Marinak, B. A. & Gambrell, L. B, (Eds. 2010). Essential Readings on Motivation. Newark, Delaware: International Reading Association

  9. Why is motivation important? • It will increase: • The frequency of reading experiences • The amount of time spent reading • Sustained reading engagement • Student expression • Student social interaction • The skills of readers

  10. Do Literacy Tasks Influence Motivation? What research shows us: The most reliable indicator of motivation was not the type of reading program that districts follow, but the actual daily tasks that teachers provide students in their classrooms. Malloy, J. A, Marinak, B. A. & Gambrell, L. B, (Eds. 2010. Turner & Paris, 1995. How literacy tasks influence children’s motivation for literacy, p 88). Essential Readings on Motivation. Newark, Delaware: International Reading Association

  11. What sort of tasks increase motivation to read? • Open-ended tasks that allow choice • Mild challenges to stretch student’s reading ability • Student planning of their process, materials, and product • Sharing through collaboration

  12. Open-Ended Tasks • Foster constructive comprehension • Information has to be found and meaning developed by student • Share control of process with student • Student responsibility develops • Provide choice that: • Creates more interest • Creates more use of strategies • Creates more learning

  13. Challenge • With student investment by choice we see: • Problem solving that spurs growth • Students working at their own full capacity • Learning from errors as a positive experience • Student evaluation, planning, and organization increasing • The social nature of collaboration contributing to student social development

  14. Choice motivates when: • Students and teachers share in literacy decisions. • Students • Choose tasks • Plan, organize, and evaluate daily tasks • Select and develop strategies to use

  15. Collaboration can • Be like an apprenticeship in the classroom • Provide modeling, coaching, and feedback • Empower peers to give feedback to one another • Peers observe one another’s growth • Develop group talents and solutions • Broaden the base of knowledge and skills

  16. Teachers • Create a plan and guide it • Know their students’ reading personalities • Have resources available • Give explicit instruction for literacy skills • Model strategies for skills, choice, and collaboration • Guide practice, conferencing with students • Facilitate student’s plan for assignment

  17. Conversations with Children • Students’ negative comments about reading have prompted a teacher shift. • Ask the students what motivates them to read. • Results: Narrative Expository • Personal Interest Knowledge Gained • Book Characteristics Choice • Choice Personal Interests Malloy et al, 2010 (pp 52-53)

  18. How do students get connected to books? • School libraries – what librarians make available. • Teachers – providing resources, conversations, and conferencing on student interest • Family members - (especially mothers) but also grandparents, siblings, extended members influencing by giving gifts, being read to, having discussions • Peers – sharing and recommending books

  19. Self-Selecting Books • What are resource options? • What are the students’ interests? • Are students making educated choices in their book selections? • What are you as a teacher learning about your students’ reading personalities through conferencing with them about their book selections? • Are family members a part of your literacy team?

  20. The Clementine Series • http://sarapennypacker.com/pennypacker-clementine.htm • 3rd Grade fiction booklist, GCS • Intermediate grader’s adventures within her family and with friends, • in and out of school

  21. Math Potatoes: Mind-Stretching Brain Food • Author, Greg Tang • Illustrator, Harry Briggs • Mathematical rhymes • 5th Grade non-fiction booklist GCS • Food and other visual images that makes counting larger number easier

  22. Celebrate: Connections among Cultures • By Jan Reynolds • How do we celebrate? • 3rd Grade booklist, GCS • A challenge to look at different religious celebrations that come in the fall and winter • Celebrating similarities, not differences

  23. You Never Heard of Sandy Koufax? • 4th grade biography list, GCS • Author, Jonah Winter • Illustrator, Andre Carrilho • Picture book • Baseball fans amazed • Jewish athlete • Refused to play in 1965 World Series

  24. Classroom Climate that Fosters Motivation • Teacher knows students’ reading personalities • Resources represent quality and variety of text choices. • Students’ interests guide material choices within the curriculum goals • Students are learning how to make wise reading choices • Collaboration is happening between student-teacher, student-student, and student-community

  25. Conclusion: Evaluation. Thank you for your attention. Ann Kyle, High Point, NC Graduate student in Reading Education at East Carolina University One of my favorites Author, James Howe Howe, J, (1991). Hot Fudge. New York: Avon Camelot Books

  26. Presentation Evaluation • Was this presentation engaging? • What can you take away from the time spent here that will be useful to you as a teacher? • Suggestions are welcome for improving the presentation.

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