3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
This year I have tried to use technology in my classroom more. I find that reading, or playing books on CD while projecting the pictures on the elmo can engage students, more than just reading to them on the carpet (I teach first grade). With the lights dim or off it sets the mood and the kids love it. Also, sometimes I just project the picutes and we tell our own story. This can be a great way to integrate literature and writing. Then we read the actual story.
Another strategy that I have used is to read part of a book and not finish. Then I will have the book on the shelf and allow students to read it on their own.
Also finding a good author and introducing kids to a story or two and then having other titles available is great. I've got lots of Dr. Suess fans, as well as Laura Numeroff fans this year.
I also teach first grade and have an elmo. I have not ever used it for read alouds but I think this is an excellent idea. I love how when I use the elmo, all of students can see whatever I am showing up close so I think that using it as a motivation tool for read alouds is an excellent idea!
I use a variety of reading motivational activities in my classroom. I think one of the most important is reading aloud to students. If I am reading a picture book and there are not too many characters I add different voices for them. I think voice is one of the most powerful writing traits an author can share with their readers therefore my class and I practice listening for the characters voice. I will read a passage and ask students to put a "voice" to the character. It is funny to hear what students think the character sounds like. I think this activity draws students into the story so they will want to read it. Another reading motivator I have implemented in my room is the "author's chair". Students can choose to read their stories or book reports to their classmates while sitting on a bar stool. This stool can only be used during this time so there is a sense of reverence and importance associated with the stool. Another way I motivate students to read is to have them show me their comprehension of the story in a variety of ways. Some students draw the parts of the story in chronological order. Others act out the story with a partner. I think this is most beneficial for my second language learners because it gives them the confidence to share their understanding in a way that is comfortable to them.
Currently, I teach ESL for grades 2nd- 5th. I not only have students in different stages of reading development, but I also have students in different stages of language development. Thus, I have to keep this in mind when I’m planning my lessons. As to make certain the materials being covered are grade appropriate, while also ensuring they are level appropriate. As I would like to ensure students maintain a positive reading experience. This of course cannot happen if they are exposed to reading materials that are too difficult. Also, if the materials are too easy, they can easily become bored and turn away from reading. Thus, making the need to carefully consider the reading materials a very important task. For example, for my students in the first stage of reading development, I like to incorporate many reading aloud sessions with the students so as to model students what good readers do while they read. During these reading aloud sessions, I like to use picture books in which students can use the pictures to make sense of what is happening. Additionally, it’s helpful for students to be exposed to books that focus on patterns and repetition to help students begin to read on their own. Most importantly, I make it a point to choose books in which students can make a personal connection to, so as to promote the enjoyment of reading. As during this stage, readers begin to acquire reading habits and I want to make certain they are good reading habits. Moreover, for my students that are in the early developing stage, I am more mindful to encourage students to engage in conversations regarding what they have just read.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan? Factors I consider when developing a unit for my class are: the reading and writing levels of the students, the sensitivity of the topic, the maturity level of the students, and the availability of quality resources and activities. 3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked and did not work? I have always worked in a school that used Accelerated Reader. A motivational technique that works for some students is to tie a reward or grade to achieving their goal every quarter. The goal was made apart of their report card and one of the components to achieve “Honor Roll” was to make their AR goal. Additional activities I have used include using sticker charts for students who have passed Accelerated Reader tests and individual points for completing nightly reading logs.
I like the Acclerated Reader program because it meets kids where they are. They are only competing against themselves. My son reads at a 3.1 reading level but has chosen books at a higher level because of the topic. He did well on his AR test.
Throughout my time working on this assignment the surveys that I read help prove to me that a majority of the research out there is somewhat common sense. The reason why I say this is because much of the information out there is says that students who like to read are the higher achieving ones that have higher GPA’s. Although I am not one of those researchers I kind of figured that would be the case based off what I have observed in my own teaching experience. Right now in my classroom my kids are at the end of the year and winding down, so this means I am not working on reading strategies as much as I was in the begging of the year. Now I am trying to get my students to read for fun and develop a passion to read. However, this is not an easy task because many students just don’t like to and would rather do something else. One thing that I have found that does help students get motivation to read is by allowing them to read articles online that interest them. When students get the choice of what to read, they will do the reading because the readings are about them and not something that I assigned. Honestly in every aspect of my teaching I give students choices because they respond better and want to do the work. When I am trying to set up a literature based unit I think of everything that will get the students engaged and want to learn. One thing that I have used was the book by Suzanne Collins “The Hunger Games”. This book was awesome to use because students wanted to know what would happen next even after we were done reading it for the day. Also I tied it in with my Social Studies class by comparing and contrasting it with Ancient Rome’s Gladiators. I had a great success with engagement in those lessons because students found this learning to be fun and not boring.
4) Recommend some books that you have found to be successful as motivational tools.
Motivating kids can be somewhat individual. Although some students in the same age range have similar taste and interests, not all children are attracted and motivated by the same things. Reading interest surveys guide teachers to books that engage and motivate readers. For non- readers and beginning readers it is important for surveys to include questions about the interests of students beyond books and reading. Such information can help teacher s make connections between activities and things students enjoy in order to motivate them to read about such topics of interest.
Students like having a part in their learning by choosing their own books. However teachers can point students towards books that they will likely be interesting in reading based on the information gained in a reading interest survey. For example, knowing that a class has students that like animals, or even a specific animal like snakes, can help the teacher insure that books from that genre and topic are readily available to those students. Doing a picture walk, or book talk about a book with a particular student or group of students in mind, can help them realize that their interest can translate to reading. This can open a world of literature to kids who may not think they like to read, or may not be actively engaged in reading for pleasure. Teachers can use read alouds, book talks, or picture walks as hooks to expose kids to books matching their interests.
Although the interests of each child are somewhat unique, many young children typically like reading fantasy as it aligns with their level of cognitive development (Travers, B. E., & Travers, J. F., 2008). Furthermore, young readers are more successful when books they are reading are aligned with their reading ability (Wolsey, Lapp, & Dow, 2010). With this in mind, I have a collection of books available that includes lots of fantasy, non-fiction at the kindergarten and first grade level for my students to enjoy. Using read alouds, picture walks, book talks, and enabling time for students to browse through the classroom library, students get exposure to many selections. Some that I find to be favorites year after year that motivate students to read are:
· If You Give a Pig a Pancake. This leads kids to other similar stories by Laura Numeroff. · Poems by Shel Silverstein. This motivates them to read and reread poems in A Light in the Attic, Where the Sidewalk Ends, and Falling Up, can open the world of poetry. · One Fish Two Fish, Hop on Pop, Fox in Socks, Green Eggs and Ham and others by Dr. Seuss. There are always a few Dr. Seuss fans uncovered in every class. · It’s Okay to be Different and others by Todd Parr. The simple, colorful pictures are attractive and can lead them to other Todd Parr books.
References:
Travers, B. E., & Travers, J. F. (2008). Children's literature: A developmental perspective. Hoboken, NJ: John Wiley & Sons.
Wolsey, T., Lapp, D., & Dow, B. (2010). Reading practices in elementary schools: Format of tasks teachers assign. Journal of Research In Innovative Teaching, 3(1), 105-116.
Liz, I agree that teachers should be proactive in leading non-readers to reading by providing them with literature that appeals to their individual likes. The way to capture the students interest is through observation and survey what the student desires. It is a great idea to have books available to students therefore they can find new interest and read with the goal of progression to the next level. Another great idea is to check out books from the library that bridge a connection to the units daily lesson.
This question is hard to answer since I am not teaching this year. 3. When I plan a unit to teach, I try to incorporate every type of genre into that unit. I might even have the students choose a book themselves that pertains to the unit. I like to act out parts of the books with the students with some type of activity. For example, when I read A Bad Case of Stripes, I would have have the students cut out different colored stripes of construction paper. Then the students would tape them to themselves, and they would become the character in the story and have stripes. I also use groups to do different books activities. For the book, Stone Soup, I would have the students make up their own stone soup, beginning with the stone. They would cut out pictures of the ingredients and add them to their soups. All the groups would share their yummy creations with the class. I also try to make sure that every student is involved in the activity, and that everything expected of the assignment is perfectly clear.
I am a science teacher that serves students who are in special education. I work in an urban high school with students who are economically disadvantaged. Almost all of my students are behind at least four grade levels in reading and even math. They struggle with simple tasks like understanding sight words or making consonant sounds. Although they range in grade from ninth through twelfth grade, most are at or below the fifth grade reading level. When I develop a literature based lesson, I make sure that I incorporate level appropriate reading and visuals are always useful. They seem to always get more from the content area when they can actually visualize something. Most of all, I enjoy the look of success on their faces when they realize that they have mastered a reading in the content area and can now move on to a higher level.
Humorous books have been successful motivational tools in my classroom. I have used Frindle and No Talking by Andrew Clements because they stimulate new learning and creative thinking. These books have also helped to enhance social and emotional development for my fifth graders (Travers, 2008). Frindle is a very funny story about a cleaver fifth grader and his invention of this word. My students started making up new words and trying to make everyone use them. No Talking is another fun book about fifth graders and their girls vs. boys no talking contest. I used this book as a summer reading assignment. On the first day of school, my students were asking if we were going to discuss the book while I was trying to introduce my classroom procedures. These are two of the humorous books I use to prove that reading is not boring (Strommen & Mates, 2004).
References:
Travers, B. E., & Travers, J. F. (2008). Children's literature: A developmental perspective. Hoboken, NJ: John Wiley & Sons.
Stommen, L., & Mates, B. (2004) Learning to Love Reading: Interview With Older Children and Teens. Journal of Adolescent and Adult Literacy, 48(3), 188 - 200.
In 1992 a study was conducted at an Ohio high school to measure the reading interests and motivation of the students. The 449 participants were comprised of sophomore and senior students. They were surveyed on items such as favorite genre, favorite author, favorite magazine, and favorite kind of literature. The study found that 42% of those surveyed read at least one book per month and another 35% stated that they read one or more books during the week (Whittmore, 1992). Some read more than that. It is interesting to note that there was a relationship between students’ GPAs and the number of books they read: many of those with GPAs higher than 3.0 read more often than those with lower GPAs (Whittmore, 1992). A higher percentage of girls read one or more books monthly compared to boys and almost half of the students surveyed replied that they would read a book that was not a class requirement. Most of the students who were surveyed viewed reading in a positive manner. No direct motivation for reading was stated in the study; however, students did choose to read books that were recommended by their peers. One of the most popular activities that motivate my first graders to read is the use of the Headsprout Early Reading Program. It is a computer assisted reading program that helps students improve their reading skills. The program focuses on phonics, sight word acquisition, and reading comprehension. Students are expected to complete 80 episodes over the course of the school by completing three episodes each week. There are 80 story books that accompany each episode. Students enjoy using the technology to improve and practice reading. I keep the sprout stories in a caddy at the center of each table. They become excited when they know it is time for them to read one of the companion stories. Students get to read the companion stories once they have finished an online episode. They also read these stories if they finish an assignment quicker than others in order to keep from getting off task. Another strategy that I use to motivate them to read is conducting read alouds. Like most children, my students enjoy books being read to them. The vivid illustrations capture their attention and I sometimes have them echo read the stories with me. I also allow students to use the big books for paired reading in a literacy center. They take turns reading the pages and help one another with unfamiliar words. In the writing center, students summarize the story and illustrate their favorite part. By the end of the week, most students are able to retell the story in their own words as I just simply turn the pages for them.
Reference:
Whittmore, S. (1992). Reading interests of north ridgeville high school students. Retrieved April 15, 2012, from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED353566
I use numerous motivational activities in my classroom. I have used “Book It” to help my students reach their reading goals. My students enjoyed receiving free pizza coupons. I also use the Accelerated Reading Program because my students enjoy taking tests on the computer and getting an instant score. Recently, I started using Sprixle. It is literacy based social network of thousands of learners and educators. Readers read, critically analyze, review, discuss and share books. My students can access Sprixle from home. Students can critique books, recommend books, and form book clubs for their friends to join.
Teresa, I see that you have several Reading motivational programs in your class, great way to encourage reading. Students tend to self-motivate when they can not only increase in their reading skills but earn other tangible items. Sprixle seems to work for the upper grades, anytime you combine technology with learning with today's students you are mostly likely going to get better results compared to just picking up a book and read, I guess we can thanks the techno giants.
1. What factors do you take into consideration when developing a literature-based lesson plan or unit plan? Developing a literature-based lesson plan or unit plan takes adequate previewing and pre-planning prior to introducing the lesson to students. Through pretesting and observation groups of formed and students individualized needs are identified. Areas of instructions are addressed as: Support for English language learners Elements of Understand (Skill to be taught) Differentiated Instruction (according to needs) Intervention Instruction Activities/Technology/Centers/ Developing a lesson requires the knowledge of what level the students are on in the areas of: Reading, comprehension, writing which includes phonemic awareness, knowledge about the topic, available resources, connection resources to the lesson and other additional activities that will enhance the lesson. While planning the lesson I decide what level I will start the lesson at and what level of high rigor the lesson will end on. Each lesson is initiated with an appropriate comprehension purpose question (CPQ) that is posted for student to refer back as a reminder of why they are reading the story. I create question stems for the story, the students read the question stem prior to reading the story in order to “Set a Purpose for Reading,” and complete a picture walk to assess prior knowledge or ideas about the story. In order to address the needs of the English Language Learner, I compare vocabulary words and unique wording in the story that may be unfamiliar or confusing. I make note of words that the students should preview that they may have misconceptions about. Appropriate literacy workstations that address the skills in the unit are used along with leveled work for students to complete independently. During planning I obtain resources and create activities for all students including intervention needs. In order to assess the students various formal and informal assessments are conducted along with hands on activities. The factors used to create a lesson demonstrates the purpose of the lesson, differentiated instruction, whole and small group instruction, leveled work and a variety of possible assessment strategies to instruct and assess the success of the lesson.
2. What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom? Currently the class uses Accelerated Reading Program (ARP), this program allows students to choose books of interest according to their level of reading, read and complete an assessment to determine their comprehension skills. Students are reward at set times throughout the school year according to their points. Each night students write a two to three sentence explanation about a book that they have read. In the classroom library I have various levels and interest books, magazine and other literature readily assessable for students. It is important to model good reading habits for student, so each day a teacher read aloud is conducted during the class carpet time, in which the students as well as the teacher gets to choose the book. During reading time a good technique is to stop at a heighten point in the book therefore students will be eager to read the next day. Another good reading technique is to read stories with a puppet, students find this fun and exciting. Initially “Dear Time,” did not work in the classroom for various reasons, some students were struggling readers and only pretended to read, students would get bored and there would be behavior problems.Students reading together in groups or partnering is a good way for student to provide assistance to one another and increase their listening and reading skills. When an element of motivation does not work, I make attempts to alter the instruction or use other methods.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
When attempting to motivate my first graders to read I try to first off model good reading habits. I read along with my students during our schools allotted reading breaks. I allow them time to share their readings for the day and I share mine as well. Because I teach children that are just beginning to form opinions about reading I try to help them to develop positive self images of themselves by not allowing them to read materials that I know are too hard for them. We review daily reading strategies that they use when they come across words that they are having difficulties reading or they don’t yet know the meaning of. One way to motivate young readers is to provide them with incentives for meeting reading goals. My class gets pizza coupons and stickers for meeting individual reading goals each month. As a whole the class participates in small popcorn or ice cream parties once we’ve met class reading goals. My class fills out all about me information sheets which list all of their interest at the beginning of each school year. Then I fill our library with those types of books. When students have the opportunity to choose from books that they are interested in they tend to want to read for pleasure. Because teachers play such a large role in the lives of their children, we should feel that it is a part of our job to help students develop and maintain a love of reading.
While teaching my first graders, I use various strategies to keep students engaged and motivated to read. My favorite strategy is to read books that were my childhood favorites. During the book introduction, I explain that the text was a favorite of mine when I was their age. For some reason this fact sparks their interests and motivates them to pay attention. I also encourage students to bring in books from home that they regard as their favorite. Once students bring in books, I try to incorporate them into the end of the class to read for enjoyment. Another strategy I try to utilize is matching books to videos. I use United Streaming and YouTube to research videos that match the books we’ve read. Depending on the text, I either show the video before or after we’ve read the book. Watching the animated version of the story also gives a great opportunity for students to practice comparing and contrasting the two forms of the story.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
On the first day of school I read the book The Teacher From the Black Lagoon. It is a funny, edgy sort of book with hilarious pictures. It is about a boy on his first day of school and his teacher is this creature who does "scary" things to the students. It ends up being a dream and he has a nice teacher. It wins the class over every time. They love the book. I have several copies and they all want to read it. Then we all take an AR quiz on the book. Later that week, I read Miss Nelson Is Missing. Another classic about a "witchy" substitute teacher. Then we watch a Reading Rainbow DVD that features the book Miss Nelson is Back. They are hooked. We also watch a Reading Rainbow featuring a book called Tight Times. It's about a boy who can't afford to do fun things. The kids on the program end up going to a library. They do a musical/dance number called "Check It Out" that is just fantastic. Later in the week, I take the class for their first library orientation. This sets the class up for enjoying books from the R.R. program and all year I show them programs that enrich something they are learning. I display the books that are featured in the program.
4) Recommend some books that you have found to be successful as motivational tools. Just as each child is different, so is each class. The interest in books depends on how many boys/girls there are, their backgrounds and cultures. This year I read the first book in the Magic Tree House series. They absolutely loved it and have been reading the books all year. Recently, I showed a Reading Rainbow program that featured the book Chickens Aren't the Only Ones. It had a fantastic segment showing a sea turtle laying her eggs. When the tiny babies hatched, they had to scurry down the beach to the water. My class was fascinated so now they all want to learn about sea turtles and other sea animals. They will be writing animal reports about an animal of their choice. They will check out their own animal books to read.
Heller, R. (1981). Chicken aren’t the only ones. New York, NY: Grosset & Dunlap.
Pope, M. O. (1992). The magic treehouse: Dinosuars before dark. New York: Random House,
What factors do you take into consideration when developing a literature-based lesson plan or unit plan? Being a Resource teacher many of my students suffer with Reading Comprehension. I try to use a lot of research-based material to help my students be successful. Thanks to “proficient reader” or “good reader” research, as it is often called, we have proven a list of strategies that good readers rely on and that can be taught to struggling readers (Dole, Duffey, Roehler, & Pearson, 1991). When working with my IEP teams, I always suggest that they start off with what strategies work best for my SLD students in their classroom. The lessons should be engaging and motivating to help my SLD students comprehend better. Comprehension is strengthened when the proficient readers are scaffolded with an explicit description of the strategy, teacher modeling, collaborative use, guided practice, and finally independent use of strategy (Duke & Pearson, 2002). I also encourage my General Educators to include time for reflecting on strategy use, students become more metacognitive and in control of their use of the strategies. Some other factors to take into consideration are 1) what do I want my students to get out of this, 2) are my goals reasonable for my students and 3) and is it a topic/subject of interest. References: Dole,J.A., Duffy,G.G., Roehler, L.R., & Pearson, P.D. (1991) Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264 Duke,J., & Pearson, P.D. (2002). Effective practice for developing reading comprehension. In A. Farstruo and J. Samuels, Eds., What research has to say about reading instruction. Newark, DE: International Reading Association
2.) There are many factors that I take into consideration when I sit down to develop a literature-based lesson plan. I am a fifth grade teacher at a very urban school just outside of D.C., and I have many unique personalities within my classroom that I need to meet the needs of when I plan. According to the website, TeAchnology, there are three major steps that we as teachers should be followed before composing a lesson plan. These steps include; knowing who your students are, knowing the content, and knowing what resources are available (What to consider when writing a lesson plan, 2012). I accomplish getting to know my students through interest surveys given at the beginning of the year, having a one on one conference with the student, and general observations while I am walking around the classroom. Knowing the content is conquered through looking at my state and county objectives and ensuring that the books and materials I am going to be using for my students will meet their learning needs. The third recommendation can be seen in my lesson planning while I am using different resources to determine how I can best deliver the lesson. The different resources used are websites, blogs, books, and most importantly, other teachers. One thing that I would now refer to while planning would be the results that were found by my CLC group on the reading habits and interests of elementary aged students. In this assignment, we found that fictional stories are very popular among students and students like to pick out books to read themselves. From these results I would allow my students to choose a book that would meet the requirements of the objective in order to obtain the optimal results of the students. What to consider when writing a lesson plan. (2012). Retrieved June 3, 2012, from http://www.teach-nology.com/tutorials/teaching/lesson_plan/
I think the steps you take for your literature based plan are really smart. It is vital for teachers to always get to know their students. In understanding who they are and their backgrounds, this can highly influence teachings and instruction. It is really important as well for educators to have a strong understanding of the curriculum. In doing this, teachers will have more success manipulating and diversifying the material to meet the needs of all the students. Differentiation is key to make sure all learning styles are touched and keeps students engaged through versatile instruction. Also, from your findings it is very important for students to pick out their own books. It allows the students to have control over their reading and give purpose to what stories they are enjoying.
Young People’s Reading and Writing: An In-Depth Study Focusing on Enjoyment, Behaviour, Attitudes, and Attainment. (Clark and Douglas. 2011)
Access to resources: • Seven out of ten students owned books • More girls said they owned books than boys, Enjoyment of Reading: • 51% enjoyed reading very much; 33% enjoyed reading a bit; 10% did not enjoy reading at all. • Elementary students enjoyed reading more than the older students.. Self Reported Reading Ability • 45% of students rated themselves as average readers and 50% rated themselves as very good • Girls rated themselves as better readers than boys Reading Frequency • 32% read outside of class; 7% not reading outside of class • Girls read more than boys outside of class Opinions On Whether They Read Enough • 50% said they read enough; 32% want to read more; 18% did not read enough . • More girls said they read enough compared to boys Material Read Outside Class At Least Once A Month • Text messages, websites, email older students • Two fifths of students read fiction Attitudes Toward Reading • Positive attitude towards reading; enjoy reading • Girls were more positive than boys about reading. Importance of Reading to Succeed in Life • Nine out of ten students felt reading was important to succeed.
• Girls realized the connection more than boys.
I teach 5th grade science and co-teach language arts literacy and substitute teach language arts literacy in the lower grades. 1) The stages of development of the students I teach are a combination of State 2 and Stage 3. 2) When developing lesson plans or unit plans, I give a reading interest survey and a Diagnostic Reading Assessment (DRA) at the beginning of the year. The DRA gives me a basis to incorporate leveled reading books to use in science and language arts. 3) We have a balanced literacy approach in teaching language arts in our school as well as cross curriculum reading in science and other area subjects, Vocabulary and grammar are taught two or three times a week using concentration games, give half the students vocabulary words and the other half definitions and they have to find each other, and a Pair/Share review of vocabulary words. We use literature circles so leveled groups meet and read a book and discuss it together. Groups can then create skits or do a readers theater about their book. During our poetry genre teachers come in and read their favorite poems and the students critique their reading. The use of humorous poems pulls even the most reluctant reader into participating as students individually or in a group read out loud a silly poem. Poetry comes alive through this activity. Incorporating music and dance into reading is another way of engaging students and motivating them to read. Teaching songs to help students remember the water cycle, matter, or the planets Reading interest surveys are paramount in helping teachers and administrators
understand the scope of reading of their students. Placing the right book in a student’s
hand is a big step in helping that student become motivated to read. Distractions to
reading can be television, video games, computer, and movies. (Duignan, Klioris, Porter,
Rockett, Vogwill. 2002). Studies have indicated. that what encourages a student to read
is a topic they are interested in, other books by the same author, and a friend’s
recommendation. (Snellman. 1993).
References
Clark, Christina and Douglas, Jonathan. Young People’s Reading and Writing: An In- Depth Study Focusing on Enjoyment, Behaviour, Attitudes, and Attainment. London, England. National Literacy Trust. 2011.
Duignan, Sandra, Klioris, Ann, Porter, Jennifer, Rockett Nicole, Vogwill, Kathy. Increasing Academic Growth Through Motivating Students to Read. www.eric.edu.gov. 2005.
Snellman, Leena M. Sixth Grade Reading Interests: A Survey. www.eric.edu.gov. 1993.
What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
I currently teach second grade, but I also taught fifth grade for a few years. I have used the experience from my previous teachings to assist in my direction with this new grade level and manipulate the strategies to be fitting for the younger kids. Through the surveys reviewed I found interesting, but yet common results. Most students ranging from 2nd-8th grade are not interested in reading during the time allotted by the teacher. "“Unfortunately too many students view reading as boring or a waste of time” (Buschick, M., Shipton, T., Winner, L., & Wise, M. 2007, p. 6). They tend to choose books they are not interested in, fidget, or stare into space. In addition, a portion of the children came from low-income and single family homes, which has influenced their reading. The parents do not make the reading a priority and do not take the time to access libraries or bring home printed text. Students then struggle to find purpose in reading. "Parents contribute to the education of their children in the home through encouraging them to learn and teaching them directly" (Buschick, M., 2007. P. 17).
To assist my students and build good reading habits, I strive to have a very comfortable classroom environment. I give 20 minutes everyday for individual reading and allow students, including myself, to share what books we are reading. I also allow children to sit around the room or at times, partner up and read a book together. I have found it to be motivating for students to read when they have a wide selection of classroom books to choose from that reflect their interests. Also, I encourage students because if the time is up for our silent reading and they want more, most occasions I will give the time. I want to influence their excitement to read and not deny the time for their reading.
Buschick, M. E., Shipton, T. A., Winner, L. M., & Wise, M. D. (2007, May 1). Increasing reading motivation in elementary and middle school students through the use of multiple intelligences. Online Submission.
CLC Individual Survey Results A Study of Reading Motivation Techniques with Primary Elementary School Students is an action research project that was administered to first, second, and third grade students in three different neighboring school districts. Students’ lack of reading motivation was identified through the use of a survey that used agree, unsure, disagree, and strongly disagree for the answer choices. The results of the survey showed that almost half of the students lacked motivation for reading enjoyment (Burlew, Gordon, Holst, Smith, Ward, & Wheeler, 2000). This project surveyed the students at the beginning of the year and then implemented some strategies to increase reading motivation. The study provided an action plan in which reading was made a priority. The first step was setting time aside to read. Self-selected reading, the five-finger rule, and reading logs for at home reading were introduced. The study also incorporated modeling of good reading by reading aloud fifteen minutes per day and providing guest readers monthly. The study increased access to books by working with the school librarian, organizing books in classrooms, and providing a book purchase program. Social interactions with literature were also part of the action plan. Weekly book talks, monthly reader’s theatre, and bi-monthly experiences in a reading mentor program were implemented (Burlew, et al., 2000). At the end of the study the students were given the survey again. After being exposed to the mentioned motivational strategies, the data from the second survey showed a growth in positive attitude and motivation for reading (Burlew, et al., 2000). This project is another example of when students are given positive, meaningful experiences with reading at home and school their attitude about reading becomes positive and meaningful. References Burlew, W., Gordon, T., Holst, C., Smith, C., Ward, J., & Wheeler, K. (2000, May). A Study of Reading Motivation Techniques with Primary Elementary School Students (microform). Distributed by ERIC Clearinghouse, [Washington, D.C.]: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED443102
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom? I teach second grade and start every year with a student and parent reading interest survey. This gives me a glimpse in the students’ attitude towards reading at school and at home. I question whether the book the student is reading is at an appropriate reading level. If he/she can’t actually read the book, then of course they’re truly not enjoying reading. I question the student asking them about things they like to do at home or about things they are interested in and then help them find books about that topic. I make sure that I always have a plethora of books available in my classroom about many different topics and of different genres. Sometimes just starting a book during shared reading and having a book talk about it gets kids motivated to read it. I also keep a reading log with my kids so that they can see what and how much I, as an adult, am reading. This motivates them because they begin to realize that reading is not just for kids at school. Another strategy I use is teaching thematically. Every science and social studies unit I teach is within a thematic unit that draws in literature from all content areas. This allows students to see the content through many different genres. Allowing students to see the same content in many different ways is always beneficial, but hopefully, it catches the attention of an unmotivated reader. Accelerated Reader (A.R.) is another way to spark student interest in reading. The books are leveled for the students, so they are always reading a book at an appropriate level. At our school the kids get to “spend” their points they earned on items from the A.R. store. This motivates the kids who are reluctant because they see kids coming from the store with prizes just for reading books. I also use the data from A.R. for the Book-It program. If a student meets their individual reading goal for the month, they earn a pizza certificate to Pizza Hut. I also let these kids go to my treasure box because I know some kids never actually get to go to Pizza Hut. Involving parents in their child’s reading experiences is something that is sometimes pretty difficult. The academic and motivational benefits of a parent sitting down and reading to and with their child are priceless. At our school we really stress this at family literacy nights. At each event students receive a new book, a snack, and are encouraged to read with their parents. Each event is themed differently with various activities and is well attended. There are countless strategies that can be used to hook a student into reading. It is really looking at the student individually, their likes and dislikes, and finding a strategy that works for them. This is sometimes easier said than done, but with a little creativity and patience it can be done. “Integrating motivation techniques with engaging lessons creates a classroom climate that will successfully involve students in the process of learning to read and reading to learn” (GCU, RDG 585, 2012).
I know my own children enjoyed AR once they got the hang of it. We currently don't have that program, but I would like to see us look into it. Does this motivate upper elementary students?
I like your idea about sending home a reading survey. I could create one my 5th graders can fill out in class. I think that would empower them in their own reading - promoting reflection too.
I teach second grade and they love it. Our district uses A.R. K-12. I think the motivating factor in the upper grades is the A.R. store and the quality of prizes available. Spending those points is a major motivator. They get to spend them at the end of each quarter. We also recognize the student who has read the most A.R. books in each classroom at our end of the year awards ceremony. We also recognize the top reader in each grade level and the top reader in the school. They get a certificate, books, and some kind of big prize like a razor scooter. This motivates the kids for the upcoming year. The reading survey I send home is for their parents to fill out. I give it the first day of school and tell the kids they don't have homework...but their parents do. It just asks basic questions about reading habits and then gives them a section to write about their wonderful child to help give me a quick insight. You would be surprised at how much some parents tell you!
I currently teach 5th grade and love teaching reading. I have a small class of 15 students so working in smaller reading groups and meeting often with students individually is one way to provide feedback and motivate students to do well and read more. With a small group it is easier to get to know them and their interests so I can better guide them in instruction and book selection.
I also read to my 5th graders each day. I read picture books, or parts of them for lesson intros, and a chapter book. I believe in the power of read-alouds at the upper grade levels. The students hear language, become involved in the stories and love being freed up to just enjoy the books. A few of my favorite books to read are The Phantom Tollbooth and The Miraculous Journey of Edward Tulane. Reading these with enthusiasm, intonation, and passion will no doubt draw students in.
When developing a literature-based unit I take into consideration the standards, interest area, needs of individual students, and books available. I want to reach each student no matter his or her reading level. To do this I choose picture books as well as a main novel, smaller articles, and biographies all tying into the main theme. Using the textbook for only small amounts of reading, practicing note taking, getting key points is the only time I use the textbook. This frees my instruction up to include historical fiction, biographies, informational books, and picture books in order to reach all my students where the textbook may only appeal to a few students.
The survey I reviewed, Gendered Readings: Helping Boys Develop as Critical Readers, focused on the reading habits of boys between the ages of 10 and 14. According to the survey, boys at age 10 are primarily interested in adventure and humor. Also interesting to note is the fact that at least since a 1940 survey, boys have been historically reading less than girls. The survey cautions us as parents and teachers to not panic, but to stay the course and continue to offer rich literary experiences to all students. Teachers must work on familiarizing themselves with the needs and interests of their students, especially boys, to ensure that there is enough time to reflect on books, as well as reflect on the readers they see themselves as and the readers they want to be.
Hall, C., & Coles, M. (1997). Gendered Readings: helping boys develop as critical readers. Gender & Education, 9(1), 61-68. doi:10.1080/09540259721457
After reading the article, Sixth Grade Reading Interests: A Survey By Leena M. Snellman, the results were clear. While analyzing the information from the article, the main finding was that there was no one particular genre that was chosen as a favorite among the students. The survey was conducted with a group of 23 sixth-grade students in a rural Virginia county. The group consisted of ten girls and thirteen boys who filled out a four-page reading interest survey which contained yes/no questions, open-ended responses, and rating interests. The results of the survey are shown below: • Only 57% of the students surveyed said that they liked to read during their free time. • 80% of girls said that they liked to read during their free time, unlike 38% of the boys. • An overwhelming 96% of students surveyed said that the reason why they read was because the book was about a topic that they liked. This proves the motivation for reading is due to the topic of interest. • Another motivating reason for reading was liking a book by the same author, 87% of students agreed. • When asked what made them like certain books, 22% responded with the book being funny or humorous. • Although there are many different preferences in these results, 96% of students said that they liked to read magazines. Overall, this survey found interesting results, but the most predominant being that there is no one overwhelming interest, genre, book, or author that is favored among these students. This shows that every child has his or her own reading interests and preferences (Snellman, L. M., 1993).
Reference Snellman, L. M. (1993). Sixth grade reading interests: A survey. Retrieved May 30, 3012, from http://www.eric.ed.gov/PDFS/ED358415.pdf.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan? In addition to the survey results stated above, it is important to consider many things when developing a literature-based lesson plan or unit plan including the levels of my students, English Language Learners, and students’ interests. When developing any type of lesson plan it is always important to take into consideration your learners and what motivates them. When creating a literature-based lesson plan, considering the levels of learners is always important. As a sixth grade teacher there are many levels that range from third to eighth grade within my classroom. Because students are at many different reading levels it is important to plan according to their abilities. I make sure that I have materials that will suit the needs and abilities of all students. If they cannot do the work, they will be unable to gain knowledge from the lesson. For example, if the lesson is based on motifs, I make sure that I have reading material that showcases motifs on many different levels. This will enable all students to comprehend the motifs in the stories. Another factor to consider is my English Language Learners’ (ELL) needs in reading. My school has a high population of ELL and it is important to account for their needs in lessons as well as all students. To prepare lessons for ELL I make sure that I have graphic organizers, charts, tables, and probing questions to utilize. This will help those students comprehend the reading material for each lesson. Students’ interests are a huge factor when developing literature-based lessons. Sometimes as students get older they become less enthusiastic about reading. Because of this I need to make sure that my students are motivated and interested in the lesson. To make sure this happens I always use a motivational tool at the beginning of lessons. Many times the motivation stems form real-world connections. As sixth graders, they want to know that they have a connection with a specific character or theme. To do this I connect literature with their lives such as choosing books that are set in an urban environment, and with minority characters that resemble my students. Overall it is extremely important to consider my students’ reading abilities, my English Language Learners, and their interests and motivations when planning a literature-based lesson.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom? There are a few reading motivational activities that I employ in my classroom such as character role-playing and using students’ interests. Before beginning a certain story or book, I let my students role-play characters in the upcoming story. They do not know about the book beforehand, but I give them the characters, their characteristics and the main idea of the story. The plot is not given and neither are the events, so in their own way they create a short story/play with the characters. By doing this, students are motivated to see what actually happens with the characters and they can also compare and contrast their short stories with the story that we read. Another motivational tool is using students’ interests. Interest surveys are always helpful when trying to find what a student is interested in, but I also allow students to gather information from each other about their interests. Before starting a specific unit I will give students a scavenger hunt to find students who like certain genres, topics, books, and authors to help me decide whether or not the topic will interest my students. By letting my students find these answers out from each other, they are also able to see the similarities and differences between themselves and their classmates. There are many motivational tools that teachers can use within the classroom to keep their students’ interests and both of these work successfully in mine.
The article Children’s Attitudes to Reading by Juliet Sizmur, was an overview of a 2007 survey on the attitudes students have toward reading. The survey focused on what students choose to read, how often they read at home, and their attitude toward reading. Sizmur (2008) concluded that younger students had a more positive outlook on reading than older students. Her results also stated that girls were more motivated and interested in reading than boys. When compared to the previous years the survey showed that the rapid decline from 1998 to 2003 has now stabilized in 2007 but is much less than the enjoyment students received from reading in 1998. I teach a Kindergarten class in a low income school. Motivating students to read is something that is very necessary in this situation. Many students do not have books at home and are not introduced to reading before they come to Kindergarten. Their first contact with literacy is at school. I do many things in my class to motivate students to read. The one thing that I found extremely motivating to students is providing them with a multitude of books for each subject or concept we are beginning to learn about. I usually lay the books out at their tables and give them free explore time to look through the pictures, read what they can, and discuss. The classroom usually gets loud because students are so engaged in their conversations over what they see. As a class we discuss what was discovered in the books and what questions came up. At the end of the unit we go back and see if our questions where answered. Another motivational activity I use in my classroom is independent reading time. Students are given leveled readers that have many different genres and topics to make sure each student’s interests are covered. They read with partners at their level and are allowed to discuss their books, ask each other questions, and help one another. I believe when a child has the chance to read and then talk about their interests it help promote a love for reading. Since I have employed this activity in my classroom our Kindergarten classes have become better readers and readers that love to read. Today a child was upset after we had a 45 minute reading session. I asked him why and he stated, “I just love to read and I don’t want to stop”. The statement shocked me because in the beginning of the year he didn’t want to even try to read, now he loves it and is asks his partner questions like I would.
Individual Survey Results The article What Do You Want to Tell Us about Reading? A Survey of the Habits and Attitudes of Urban Middle School Students by Sandra Hughes-Hassell and Christina Lutz is a summary of a survey given to 214 students at an unnamed urban middle school that serves a primarily low-income, African American population. The survey addressed the reading students did for leisure. The survey focused on whether the teens read during leisure time; If yes, what, when, and why they read and who encourages them to read; and if they don’t read, why not? There were also open-ended questions about their favorite book in elementary, middle, and high school and the best book they read this year. The survey concluded that urban teenagers engage in reading for leisure as frequently as teenagers in rural and suburban communities. Hughes-Hassell and Lutz (2006) also concluded that girls read more often and a greater amount than boys. Girls also read more often for enjoyment; while the boys indicated more often that they read because it was assigned by a teacher. Of the students that did not read for leisure, the main reasons were because they enjoyed doing other activities; such as playing video games, watching television, and spending time with friends. The majority of students enjoyed reading magazines with girls preferring entertainment and fashion magazines and boys preferring sports, cars, and wrestling magazines. Students indicated that parents, teachers, and school librarians were the biggest encouragers of reading.
Hughes-Hassell, S., & Lutz, C. (2006). What Do You Want to Tell Us about Reading?: A Survey of the Habits and Attitudes of Urban Middle School Students toward Leisure Reading. Young Adult Library Services, 4(2), 39-45.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan? I teach 2nd grade, therefore, my students are in the concrete operational stage of developmental. They are beginning to think more logically and are less egocentric as they once were. According to Dr. Jean S. Chall’s levels of reading development (GCU, RDG 585-Lecture 7, 2012) my students come to my class at stage one (Initial Reading or Decoding) and move to stage two (Confirmation, Fluency, Ungluing from print) throughout the year. When developing a literature-based unit I consider my students’ reading levels and interests for choosing books. I want to make sure that my students will have some background knowledge on the topic and will be able to make connections to the literature. I also choose topics that I will be able to incorporate across the curriculum. I also choose books from many different genres that apply to the unit I am teaching so that I can expose my students to as many different genres as possible. An example of a unit I might teach in my classroom would be one on bats. (I actually do teach this unit because we had an infestation of bats at my school and some of the students in other classes had to relocate until we could get the bats to leave – they couldn’t be killed because of laws protecting them.) During reading I share three books by Brian Lies, Bats at the Beach, Bats at the Library, and Bats at the Ballgame. We discuss the difference between realism and fantasy, and make a T-chart of things that happen in the story that are real and those that are fantasy. Then the students make up their own stories called “Bats at School”. During science we read National Geographic Readers: Bats by Elizabeth Carney and Bats by Gail Gibbons. We discuss many of the different types of bats and keep track of our new learning. In our science notebooks, we draw a diagram of a bat and label all of the body parts. In groups, the students choose one type of bat to research and then they create a nonfiction book about that bat, being sure to include some non-fiction text features. For math, we use premade life-size bat cutouts to measure the wing span of the different types of bats. Then we graph the results. (My students are always amazed at how small and how big some of the bats can be.) For writing, I read the book Zipping, Zapping, Zooming Bats by Ann Carle to show use of vivid verbs. Then I model my own writing using vivid verbs and have students create their own stories using the same. Some other books that I enjoy reading to my class that follow the bat theme are Bat Loves Night by Nicola Davies and Stellaluna by Janell Cannon. Reading Stellaluna can be a great transition to an author study by Janell Cannon and her books Pinduli, Verdi, Crickwing, Trupp, and Little Yau.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom? I have taught for six years and have tried many activities to help motivate my students to read. Some activities that I have tried have worked and some have been a flop. The two activities I have listed below are my go to activities that have been successful. The first activity I always use as a motivational activity is D.E.A.R time (Drop Everything and Read). I think D.E.A.R time works for all age groups and has been successful for my past first graders to my present fifth graders. This time allows students to learn how to read for pleasure. The students are able to pick out the type of literature they want to read and for twenty minutes enjoy reading. A second activity I have used with my fifth grade students is a poster book review. After a student is finished reading a book they make a poster about the book. The poster includes a summary of the story, pictures, favorite parts, and a recommendation. All students have to do one a quarter and they sign up for it when they want to do it. The first quarter is usually a little rough, but throughout the year students really get into sharing the stories, they have read.
Individual Summary Results In the article, Learning to Love Reading: Interviews with Older Children and Teens by: Linda Teran Strommen and Barbara Fowles Mates, students in sixth and ninth grades were surveyed to determine attitudes toward reading and identify factors associated with the development of the love of reading. There were 151 students surveyed and identified into two different categories. The surveys recognized what type of reader they were, what motivated and encouraged students to read, and what they liked about reading. The survey as well as student interviews helped determine the results. Even though it was a small percent of readers, they identified as book lovers they focused on their interviews to help figure out what gets students reading. The survey given was a ten-page questionnaire. The questionnaire was divided into two categories. One identified as “readers,” and the other as “not-readers.” “Readers,” included students that loved to read, read fro pleasure, and the level of reading ability did not matter. The “not-readers,” included students that did not read for pleasure, indicated they did not have time to read, and did not have trouble reading, just chose not to. The survey reveals that a student’s attitude toward reading starts at a young age and at home. The 8% of the students identified as loving to read came from similar backgrounds. These students where brought up with the traditional bedtime story, read for pleasure, and had good influences in reading. These students also identified with having a positive up bringing with books. For example these students where taken to the library regularly at a young age and their parents shared a common love on reading. Students that cultivated a love of reading on a daily basis growing up continued that through their school years. Most students read what interested them. Students were also encouraged by other students to read by talking about the stories. The love of reading can be produced by many different elements. Finding out what makes students what to read can be difficult for teachers. Surveys help us determine or find out what encourages our students to read. Finding out what makes a students attitude toward reading positive is crucial for both a teacher and a student. This article highlighted through its survey and interviews what brings out the positive in reading for students.
References Strommen, L., & Mates, B. (2004). Learning to love reading: Interviews with older children and teens. Journal Of Adolescent & Adult Literacy, 48(3), 188-200. doi:1O.1598/JAAL.48.3.1
Danielle Benedict, Lisa Longtin, Nicole Del Quadro, Casey Reyes, and Ana Calderon CLC Matrix Summary
There are many surveys that have been created to gauge the motivation students have for reading. The various surveys focus on why students read, what they like to read, whom they read with, where they read, and more. The following articles that we chose provide overviews on different surveys given throughout the past and present. Many of the findings are similar including children’s motivations, likes and dislikes, why they read, and their attitudes toward reading. The article Children’s Attitudes to Reading by Juliet Sizmur, was an overview of a 2007 survey on the attitudes students have toward reading. She compared the results to the same survey given in 1998 and 2003. The survey focused on what students choose to read, how often they read at home, and their attitude toward reading. When compared to the previous years the survey showed that the rapid decline from 1998 to 2003 has now stabilized in 2007 but is much less than the enjoyment students received from reading in 1998. A second article, Sixth Grade Reading Interests: A Survey By Leena M. Snellman, the survey population was a group of 23 sixth-grade students in a rural Virginia county. The group consisted of ten girls and thirteen boys who filled out a four-page reading interest survey which contained yes and no questions, open-ended responses, and rating interests. The findings concluded that there was no single interest among the participants; instead there was a broad range of reading interests. Another article, Survey Says Trends in Teen Reading, used a survey population group of 3,412 teens in 2001, 6,458 teens in 2002, and 3,777 teens in 2003. The respondents were all between the ages of 12 and 20. The survey consisted of multiple-choice questions regarding the teens’ reading interests outside of school. The findings concluded that about 50% of the respondents each year liked reading for pleasure. Of those teens who did not enjoy reading, the most common reasons why included reading as being “boring” or “not fun”. The fourth article we researched was, What Do You Want to Tell Us about Reading? A Survey of the Habits and Attitudes of Urban Middle School Students by Sandra Hughes-Hassell and Christina Lutz, which is a summary of a survey given to 214 students at an unnamed urban middle school that serves a primarily low-income, African American population. The survey addressed the reading students did for leisure. The survey concluded that urban teenagers engage in reading for leisure as frequently as teenagers in rural and suburban communities. The last article, Learning to Love Reading: Interviews with Older Children and Teens by Linda Teran Strommen and Barbara Fowles Mates, surveyed students in sixth and ninth grades to determine attitudes toward reading and identified factors associated with the development of the love of reading. There were 151 students surveyed and identified into two different categories. The surveys recognized what type of reader they were, what motivated and encouraged students to read, and what they liked about reading. The survey revealed that a student’s attitude toward reading starts at a young age and at home. Overall, the many surveys discussed all came to very similar conclusions. Reading motivation is mainly due to students’ interests. It may be a specific author they like, a genre that interests them, or a specific topic. Motivation comes from within a child and can be scaffolded by educators to help them find what makes them love reading. Many students pick up a book because they connect to it in some way. Teachers must help them connect by providing literature that probes every student’s interests.
Individual Survey Results: Dimensions of Children’s Motivation for Reading Their Relations to Reading Activity and Reading Achievement by Linda Baker and Allan Wigfield
A goal of this study “was to assess more systematically the proposed dimensions of reading motivation with a larger sample using confirmatory factor analyses”(Baker & Wigfield,p.4, 1999). The study examined how the dimensions factored into children’s reading activity, assessing the amount and breadth of their reading. The dimensions of reading motivation that were assessed were social, self-efficacy, curiosity, involvement, recognition, grades and importance. A second goal of this study was to “extend this research on the relations of reading motivation to reading behavior by examining links with reading achievement as well as reading amount” (Baker & Wigfield,p.4, 1999). The participants in this study consisted of fifth and sixth grade students, 192 girls and 178 boys. There were six elementary schools tested in a large mid-Atlantic U.S. city. The six schools were either within a mile or two of the inner city or were in the inner city.
Group differences in reading motivation: • Fifth graders were more motivated to read for social reasons and to earn recognition than were sixth graders. • As children get older they apparently have fewer opportunities to interact with family and friends around reading, whether by choice or circumstance. Gender differences in reading motivation: • Girls expressed more positive views than did boys on all but, work avoidance and competition. • Girls have higher competence beliefs in reading compared to boys. • Girls in the intermediate grades have been shown to be more extrinsically motivated than boys and more influenced by adult feedback.
Results of the different dimensions of reading motivation: • 15% of students reported as having very low reading motivation and low reading motivation. o These students displayed low on all levels of motivation. • 7% of students reported as having low competition, efficacy and recognition. o Students who display self-efficiacy do not seek out challenging activities. o Students in this category did not believe they were successful in reading, did not like to compete with other children in reading activities and did not seek recognition. • 7% of students reported as viewing reading as low importance. o These students did not value reading highly. • 21% of students reported as competitive and work avoidant. o Students who scored in this category who have ego-oriented goals, such as competing with others, tend to avoid competitions where they might not win. o The students even though they like to compete in reading will avoid work related to reading. • 16% of students reported as low competition and work avoidant; high importance and compliance o These students do not necessarily like to compete but will rarely avoid doing work related to reading. o Students in this category have goals that are more mastery related than ego related, which motivated them to work hard at reading. • 33% of students reported as high reading motivation o These students have the highest motivation for reading and therefore read more than students who have how motivation for r reading.
Reference: Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
1. Having a theme. • Every month I would have a theme that would go with each subject. Usually the theme would match up with what we were learning in science or if not it would be a theme of my choice. This past school year I have done a Dr. Seuss theme, ocean animals, insects, seasons, etc. Students seem to enjoy the theme concept and it gets them excited about learning.
2. A play • Last year, my kindergarten team decided to have the kinder students conduct a play. We decided to do a fables and folktales theme and each class chose a fable or folktale to do. My class chose The Little Red Hen. This activity worked very well and students who were not normally excited about reading really got involved in the play.
3. Reading incentives • One incentive that I do with my class is Book It. Every month students who read a certain amount of books receive a ticket to Cici’s Pizza. • Another incentive that I do with my class is the student who reads the most books for a given week gets to be the teacher’s assistant the following week. The teacher’s assistant gets to read a book at the end of each day to the class, gets to assist me in passing out papers, stands in the front of the line, etc.
4. I have had students dress up as their favorite book characters and tell about that character.
5. One activity that I find works well for my students who do not like reading is to have them record their reading on a tape recorder. This activity is put in the reading centers. Students choose a book and record themselves reading the book. At the end of the day, they are allowed to take the tape recorder home for that night and share with their family.
6. Invite guest readers. • I found that inviting students from other grade levels to come read to my class has worked very well. My students love having someone else come in and read to them and even my students who usually do not sit still for story time tend to listen.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan? When I am developing a literature-based unit plan I focus on three main categories: what reading strategy or strategies do I want them to learn and practice, what literary terms or elements do I want them to know and be able to recognize and understand their function, and what type of writing assignment would go best with the novel. For instance, when I teach Romeo and Juliet by William Shakespeare, I focus on summarization and picturing as my reading strategies. This is really helpful with Shakespeare because the language is often super difficult for students to understand, and often times characters go on long flowery rants that can easily be summarized in one or two sentences. I also have them focus on picturing because the language makes it difficult for them to remember what is going on. Both of these strategies also help when they do their final acting assessment in which they are allowed to change the time and setting but not the overall meaning. Being able to understand what is being said and where it is being said helps them to understand the play and helps them to be more creative when it comes to the acting portion. The literary terms and elements I focus on are irony and the five-act play structure. Knowing both of these helps students to understand what is going on in the play and what to expect and why. The five-act play structure is similar to the plotline of a story so we are able to discuss how it is similar and different. There are many types of irony that are present throughout literature so it is something that can be applied to later literary pieces as well. My favorite writing assignment for the whole year is the Romeo and Juliet compare and contrast essay. We watch the Baz Luhrmann edition of Romeo and Juliet and students write an essay about how the changes Luhrmann makes change Shakespeare’s original message. We spend time before we watch the movie talking about how to find meaningful changes. It is their last essay of the year and I think it is the most challenging. It seems to be difficult for my students to examine meaningful similarities and differences. Also, there is the analysis element that asks students to decide what they think Shakespeare’s message is and what Luhrmann’s message is. By this point students have written many different types of essays, but I would say this is the most difficult.
4) Recommend some books that you have found to be successful as motivational tools. My favorite book to recommend is Stitches by David Small. It is a graphic novel and a memoir. It chronicles David Small’s very strange life focusing mostly on his mental issues caused by the odd parenting strategies of his parents. It is one that I’m sure some parents would take issue with due to some sexual nature, but it is fantastic. I do not know why but every kid I have ever met, even the ones who haven’t read books in years, love this book. It is easy to understand and connect to, especially for more troubled youth. My freshmen this year really enjoyed reading Of Mice and Men by John Steinbeck, specifically my high school boys. There is not a whole lot of thinking “girly” flowery language. They also LOVE that they curse so much (boys!). One male student told me he continued to read it solely because the cursing made him giggle when he read the book. I am willing to take whatever I can get. The Hunger Games by Suzanne Collins is a great motivational tool for reading. I was able to get a ton of kids hooked in on the series this school year. All of them that read it loved it (it helped that it was being made into a movie and it was a “cool” book to read. I always recommend The Perks of Being a Wallflower to my more quiet and reserved students. It is definitely an overgeneralization to assume that all quiet kids are going to enjoy reading a book about a quiet kid, but for the most part, I have yet to recommend it to a student who hasn’t read it all the way through and enjoyed it.
Red Group Results: Eating Habits: •Poor eating habits can affect a person’s memory and ability to concentrate in class (Flemmings, 2012) •Distractions interferes with the body's natural cues about what and how much you are eating
Reading Attitude: •Recreational and academic reading attitudes, on average, were observed to become more negative gradually, but steadily, throughout the elementary school years, beginning at a relatively positive point and ending in relative indifference. •The trend toward more negative recreational attitudes was clearly related to ability and was steepest for least able readers.
How many books students have: •Between gifted students and regular students, 35 percent of the gifted students owned 100 books or more versus 19 percent for the regular students. •The majority of students preferred to own their own book rather than go to the library. (Swanton, S., 1984)
Why Students Read: •Students both gifted and ungifted said they read because it is fun and enjoyable. •Some students stated that they read because it involves your mind, it’s imaginative, and educational. •The majority of students said they read because of the freedom and flexibility of reading, as well as it is relaxing to them. (Swanton, S., 1984)
Motivation: •According to the LA Youth Reading Survey most students enjoy reading fictional stories (Youth, 2011 •Students tend to enjoy books that they pick out for themseleves more than those chosen for them (Fifield, S., & Shepperson, B. ,2005) •Students tend to read more silently than ouloud in class (Fifield, S., & Shepperson, B. ,2005) •Elementary aged students tend to lead more towards action and humor books (Barnes, C., & Monroe, R. (2011, )
Likes/Dislikes •Students surveyed in 2011 tend to prefer action, mystery, and fictional stories.( Youth, 2011) •The students' lest favorite genre was westerns(Youth, 2011) •Popular books among elementary aged students were Harry Potter, The Hunger Games, The Twilight Saga,and Diary of a Wimpy Kid.(Youth, 2011) •Students prefer to read in scilence, but when they do have background noise they prefer it to be the T.V. turned on (Iyengar, S. ,2007)
Reading at Home: •8 in 10 young people said they get at least some encouragement to read from their mother. By contrast, only 7 in 10 said that their father encourages them to read to some degree. •Over twice as many fathers as mothers were not seen to be reading by young people (26% vs. 12% respectively). •Almost one in six young people talk about reading with their family every day. Most talk about reading with their family at least once a week (27%). However, nearly a quarter rarely talk with their family about reading, while nearly a fifth did not talk with their family about reading at all. (Clark, C., & Hawkins. L., 2010)
Attitude Towards Reading: •According to the survey, students whose parents that were more inclined to read held a positive attitude towards reading are better at reading than the parents that did not have a positive attitude (Kubis, M., 1994). •According to studies, 4 out of 10 parents that felt that they did not have time to read novels often used a magazine or newspaper to promote reading in their households (Kubis, M., 1994) •According to the survey, children whose parents consider reading a hobby, enjoyed going to the library or bookstore, and spend time reading for enjoyment at home are more likely to enjoy reading themselves (Speiegel, D.A., 1994).
Feelings about e-books •Digital books are viewed as a way to provide interactive learning, potentially save money and get updated material faster to students (Duncan, 2012). •Some schools prefer to go to digital textbooks instead of having students to walk around with backpacks that are weighed down with 50 pounds of textbooks that cost is $50-$100. In many cases the information is outdated. With digital textbooks, the information can be easily updated with the click of a mouse (Duncan, 2012).
7) Reading at Home Students who read at home and are encouraged to read at home by both parents are more likely to be successful readers in school. According to surveys children who get a lot of encouragement to read from their mother or father are more likely to enjoy reading, to read frequently, to have positive attitudes towards reading and to believe that reading is important to succeed in life than other children who do not get any encouragement to read from their parents (Clark, C., & Hawkins. L., 2010). Parents should not just encourage their child to read, but should also talk to their children about reading and should also read themselves. When children see their parents reading they most likely will want to model what it is that their parents are doing. Children who see their mother and father read a lot are more likely to enjoy reading, to read frequently, to have positive attitudes towards reading and to believe that reading is important to succeed in life ((Clark, C., & Hawkins. L., 2010). This is the same for children who talk with their family about what they are reading every day. 4) Why Students Read Based on survey results many students both gifted and regular viewed reading as pleasurable, enjoyable, relaxing, and fun. A small percentage of students chose other activities other than reading, however most students seem to have a positive attitude towards reading. According to a survey students felts that there was more detail within a book than in a movie, and that television and movies did not compare to the freedom and relaxation of reading a book (Swanton, S., 1984). Media has not yet taken over children in the sense that they no longer want to read. 3) How Many Books are owned by Students Owning a book and knowing that it is yours is a wonderful feeling. You can reread the book over and over, share it with others, and even refer back to if you need to. This is how most students felt about owning their own books based on a survey. The majority of students that were a part of a survey preferred owning their books, and those that did had about 100 books of their own. The value and pleasure of owning books is something that schools, librarians, and PTA member can promote by organizing book fairs and incorporating programs like, Reading is Fundamental (Swanton, S., 1984). Teachers can even become a scholastic member and have their class pick out books that they are interested in to buy for themselves. With programs like these it will help students add to their own library of books as home, as well encourage them to read more at home.
References Clark, C., & Hawkins, L. (2010). Young People’s Reading: The Importance of the home environment and family support. National Literacy Trust, 2-32. Swanton, S. I. (1984, March). Minds Alive What & Why Gifted Students Read for Pleasure. School Library Journal, 30(7), 99-102.
Improving a child’s habits in recreational reading has been looked at for many years. In the survey Improving Children’s Habits in Recreational Reading, surveys were given to students, parents, and teachers. As these survey were completed many different finding were presented. Most people chose to watch TV over picking up a book and reading for enjoyment purposes. Teachers were given an action plan to follow and implement within their classrooms for modeled reading. This was in hopes to improve the recreational reading within the students. Unfortunately recreational reading is not a “general” habit by our population. There are so many distractions that our students, and ourselves, are presented with on a daily basis. “As stated by Jim Trelease, “Forty four percent of U.S. adults do not read a book in a course of a year”. With this in mind, educators need to focus upon it and bring the enjoyment back to reading recreationally. Teachers need to educate their students, and their parents, about what books interests the student in reading, what they are able to read and comprehend, and what they love about reading. With the overall findings of the surveys done it is well known that TV is more of a recreational activity. Students, parents, and teachers would rather listen and watch the TV rather than pick up a book and read. With the help of parents and teachers we can change this outlook and this commonality to recreational activities. Being in third grade there are many obstacles that children face with reading recreationally. I took this survey to heart and really analyzed the data and tried using it in my room this week and last week in school. I surveyed my own students and I was not to surprised to find out that they enjoyed watching TV over reading a book. I gave my students thirty minutes of silent reading time consistently for the last two weeks. I also heavily model read to them. As summer approaches, and school is letting out, I hope my students remember to read more recreationally this summer rather than play video games and watch TV. When planning a literature-based lesson I take into account all of my students reading levels. I know that not every child reads at the same pace, and not every child comprehends or can even relate to the story being read. I will thoughtfully plan out this literature-based lesson, and or unit, and think what can I bring into it to enhance more learning. If we were reading a story on camping, the wilderness, or an “outdoors” type of book I would bring in a tent, flashlights, smores, and other “outdoor” type things that would correlate to the story. I want my students to have the most real life experience when reading. I want them to be able to relate to what is being taught. I want them to have more deep and meaningful learning-taking place.
Melissa Polisano: 3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom? A few motivational strategies that I employ in my classroom are, student interest, D.E.A.R (Drop Everything and Read), I also do book buddies with the first grade class every Friday. Student interest is the biggest motivator within my classroom. Students who are not interested in the books within the classroom library tend to not enjoy reading, or just choose a book and look through it but not really read it. Having different genres of books throughout my classroom, as well as different interest gives the students the opportunity to enjoy reading, as well as want to read. The second biggest motivator I would have to say is the book buddies. I teach 4th grade and every Friday we pair up with the same 1st grade classroom and share books to read to them, and they read to us. Each student has a partner that they read with every week. The students in my class really enjoy this activity because it makes them feel good when they are helping the first graders become better readers and they get to be exposed to many different stories. When choosing their books the students seem very enthusiastic and try to choose a book that they feel the 1st graders would enjoy.
Melissa Polisano: 4) Recommend some books that you have found to be successful as motivational tools. Motivating students to read and enjoy reading can be a difficult task at times for a teacher, especially if reading is not emphasized in their homes. Books that I like to use for motivational tools are books that use comedy and get the kids laughing, or something with suspense where it keeps the students on the edge of their seats wanting to read or hear more. Most of these types of books I enjoy reading aloud to the class. Below are some of the books that I have either read in the past, or would read as motivational tools. Amelia Bedelia’s First Day of School by Herman Parish The Hardy Boys by Rick Riordan Fancy Nancy: Nancy Clancy, Super Sleuth by Jane 0’ Connor These books are just to name a few.
With our fast-moving, technology reliant generation, it is becoming more difficult to encourage our students to slow down and pick up a book to read for enjoyment. It is our goal to motivate our students and create enthusiastic, life-long readers. This target group of first and second graders, along with their parents, were surveyed and interviewed at the beginning and the conclusion of the implemented reading program. Parents completed a written survey, students were interviewed with yes/no questions, and also prompted to complete a written survey where they were to circle which Garfield cartoon character represented how they felt about each statement. The character depictions represented “Yuk”, “O.k.”, and “Hooray” in that order. In order to see the entire spectrum of students’ reading habits, it is essential that their experience with literature in the home must also be questioned. Parents were asked what materials they had readily available in the home for their children to read and it was apparent that majority had a wide range of materials with the exception of comic books. The first and second grade classrooms were surveyed separately and the results for “Do you think reading is important?” are as follows: 93% in class A responded yes and 82% in class B answered yes. There was also an overwhelmingly majority of yes answered to the questions: “Do you like to have your teacher read to you?”, “Reading is fun for most people”, and “There are many books that I would like to read.” These results increased even more positively after a multitude of strategies were implemented to increase the overall motivation of students to read. Strategies such as bringing in favorite books from home, study of authors and themes, book buddies, monthly tallies of books read, and authoring class books were employed. This data reflects the improvements made from the months of August through February, during the time the intervention program was executed.
What types of reading motivational activities do you employ in your classroom? In the elementary setting it is important to keep your students interested as well as motivated to read. This can often be a challenge. It is left up to us as educators to keep the students interested. It is various ways to keep your students interested. As a 3rd grade teacher, I listened to my students and valued their inputs as well the inputs from other teachers that have more experience than I do. By doing this you can find strategies that work for our young readers that will motivate them and keep them motivated. When you have struggling readers, it’s sometimes hard to keep them motivated because they feel ashamed about their reading skills and sometimes will go into their security shell and not response. You have to have different activities to keep them interested as well as motivated. In our elementary school, we use different methods to keep our students motivated. One way is using Accelerated Readers. With Accelerated Readers your students are tested at the beginning of the year to see what level of reading the student is on. This is done without the students knowing that they are being tested. Once you find out what level they are on, they are issued cards by the library so the students will know which books to check out. Once the students finish reading the books, they take a test on the book. If you meet your AR goal at the end of the 9 weeks, you participate in extended P.E. along with a pizza party. The Accelerated Reader doesn’t go against the students but instead just encourage them to read more. We also used the Sustained Silent Reading (SSR). This is where the students have time in the day to read silently. My students usually read their AR books or whatever appropriate book that they may have. The students are allowed to use books from the classroom library if they don’t have a book to read. Some students enjoy this time and some take it as “talk-to-my-neighbor” time but that’s where classroom management comes into play. I use it as time in the afternoon to wind down. Some of my students come from a home environment that they cannot concentrate at home. This occurs in homes that have more than one family inside and people are in and out all the time. This is the reason I use Sustained Silent Reading (SSR).
The purpose of reading is for the reader to understand the meaning of the written word. Some children are able to say words, but are not really reading because they have no understanding of the printed words. By the time children arrive in Kindergarten at approximately five to six years old, they should be able to grasp the concepts of the main character in a story, sequence of events, feelings and motives of the characters, and the order in which sentences should be placed.I teach Kindergarten. The children I teach are just learning beginning sounds and starting to blend words. When considering a literature=based lesson plan or unit plan I think about the student’s ability to retell familiar stories, including key details, to identify characters, setting, and major events in a story, to ask and answer questions about unknown words in a text, recognize common types of texts, compare and contrast the adventures and experiences of the characters in familiar stories, engage in group reading activities with purpose and understanding. In my classroom I encourage the children to read by having daily silent reading times. Since the children are just learning to read we do a lot of chanting of the alphabet sounds and blending sounds together. We read around the room and our word walls. On Fridays we have show and tell with that week’s featured letter. Students are encourage to bring in items that begin with that letter. Children are also encouraged to bring their favorite books from home. I model a lot of reading and we mostly have read alouds in the classroom. When it’s there time to read most of the children do a picture walk and look for familiar sight words. There are books available in the classroom and school library. Here are some books that I have found to be successful motivational tools CHICKA CHICKA BOOM BOOM. Written by Bill Martin and illustrated by John Archambault and Lois Ehlert. It cleverly demonstrates what happens when all the letters of the alphabet try to climb a coconut tree and simultaneously fall off. They go “chicka chicka boom boom.” Children enthusiastically respond to the rhythm and chant as they become engrossed in the story. I love this story I’ve done it with my preschool and kindergarten children. The Children like to memorize the rhyme and they look saying, “chicka chicka boom boom.” OVER IN THE MEADOW. Written by Paul Galdone.This is a counting and rhyming book. It shows different animals which corresponds with numbers. The children enjoy counting along with the animals. FISH EYES: A BOOK YOU CAN COUNT ON. Lois Ehlert is the author and illustrator of this exciting counting book. I like this book because it’s interactive. As the reader counts the children listen and can count along and repeat the rhyme. The book is very colorful and inviting to small children.
THE CAT IN THE HAT. Written by Dr. Seuss. Children love the story of the mischievous cat that comes and wrecks the house. This is an interactive book and children also like to listen and read along. They also like to predict what will happen next. This book allows the reader to ask guiding questions and allows children to exercise their problem solving skills
NO DAVID! Written by Shannon, David. Preschool and Kindergarten students can relate to this story because it’s about a young boy their age that seem to always get him in trouble. It funny and the children laugh along. They especially like the repetion of David being scolded. They join in and repeat “No David”.
Hi Lisa! I completely agree that playing books on cd, using the elmo, or dimming the lights in the classroom often engages children a little bit more. I try to let the kids listen to the story a couple times a week at my listening center in my classroom. I also let my kids lay down on the floor on Fridays when they read. I also tap them on the shoulder when they are quiet and let them choose a comfy place to sit. I feel this enhances there learning. There are so many different ways to change up things that get repetitive in the classroom to help our students focus just a little bit better.
I teach first grade and I find that for the most part my students are very eager to read. I utilize a lot of read alouds in my classroom. I like to choose books that are humorous, or that are about children that are having the same experiences as my students. For instance, they absolutely love the Junie B. Jones series. I also like to ask my students about what they like to read about. I ask them to write and draw pictures that show me what interests them so that I can find books that they are interested in. My students love to hear about what books and authors are my favorites and I find that they check these books out from the library to show me that they are reading the same things that I like. I think that in the primary grades it is somewhat easier to motivate students to read and then becomes harder as the students get older. Hopefully the students are developing a love for literature while they are young so that it will follow them throughout their school careers.
3) The motivational strategies that I employ in my classroom vary depending on the class. This last year was a 2nd/3rd grade class. My favorite things to do is to participate in DEAR (Drop Everything And Read). We have a read a thin. We move all the desks and they are allowed to bring in a pillow and lounge around and read. They get to read as partners. Another thing that I like to do is let them read in different settings. Sometimes we will go out on the lawn and read together. Other times we will read under our desks or sitting on top of our desk. This makes them exciting to not be sitting at their desk. Also we read a novel together as a class. They love to listen and predict what is going to happen next. I also have many different types of books but I try to make sure they can relate to the students lives. 4) Students really like books that relate to their lives and show how their lives are alike. The real motivation is to get them to read those stories so they can see that they really do relate. The first thing that I do is find out what book they like to read. This helps me to pick the right books for the students. Diary of A Wimpy Kid by Jeff Kinney is a really popular with third grade boys especially. These books are a diary of what life is like for an unpopular kid. The students love to relate to his life. Boys in third grade are often the ones who hate to read. These books really motivate them to read. Fancy Nancy by Jane O Connor is a fun book for all students to read. It has colorful great language. It uses words that are not in a students normal vocabulary. They use words so that the students can use them in their own vocabulary. Geronimo Stilton by Elisabetta Dami is another fun book for the students. This is a colorful book with words written in different fonts. It also has great vocabulary for students. The different pages and fonts encourage the reader to read. These are a few books that really motivate the students. The books that have different fonts and pictures encourage the students to read.
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Delete3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteThis year I have tried to use technology in my classroom more. I find that reading, or playing books on CD while projecting the pictures on the elmo can engage students, more than just reading to them on the carpet (I teach first grade). With the lights dim or off it sets the mood and the kids love it. Also, sometimes I just project the picutes and we tell our own story. This can be a great way to integrate literature and writing. Then we read the actual story.
Another strategy that I have used is to read part of a book and not finish. Then I will have the book on the shelf and allow students to read it on their own.
Also finding a good author and introducing kids to a story or two and then having other titles available is great. I've got lots of Dr. Suess fans, as well as Laura Numeroff fans this year.
I also teach first grade and have an elmo. I have not ever used it for read alouds but I think this is an excellent idea. I love how when I use the elmo, all of students can see whatever I am showing up close so I think that using it as a motivation tool for read alouds is an excellent idea!
DeleteI use a variety of reading motivational activities in my classroom. I think one of the most important is reading aloud to students. If I am reading a picture book and there are not too many characters I add different voices for them. I think voice is one of the most powerful writing traits an author can share with their readers therefore my class and I practice listening for the characters voice. I will read a passage and ask students to put a "voice" to the character. It is funny to hear what students think the character sounds like. I think this activity draws students into the story so they will want to read it.
ReplyDeleteAnother reading motivator I have implemented in my room is the "author's chair". Students can choose to read their stories or book reports to their classmates while sitting on a bar stool. This stool can only be used during this time so there is a sense of reverence and importance associated with the stool.
Another way I motivate students to read is to have them show me their comprehension of the story in a variety of ways. Some students draw the parts of the story in chronological order. Others act out the story with a partner. I think this is most beneficial for my second language learners because it gives them the confidence to share their understanding in a way that is comfortable to them.
Currently, I teach ESL for grades 2nd- 5th. I not only have students in different stages of reading development, but I also have students in different stages of language development. Thus, I have to keep this in mind when I’m planning my lessons. As to make certain the materials being covered are grade appropriate, while also ensuring they are level appropriate. As I would like to ensure students maintain a positive reading experience. This of course cannot happen if they are exposed to reading materials that are too difficult. Also, if the materials are too easy, they can easily become bored and turn away from reading. Thus, making the need to carefully consider the reading materials a very important task.
ReplyDeleteFor example, for my students in the first stage of reading development, I like to incorporate many reading aloud sessions with the students so as to model students what good readers do while they read. During these reading aloud sessions, I like to use picture books in which students can use the pictures to make sense of what is happening. Additionally, it’s helpful for students to be exposed to books that focus on patterns and repetition to help students begin to read on their own. Most importantly, I make it a point to choose books in which students can make a personal connection to, so as to promote the enjoyment of reading. As during this stage, readers begin to acquire reading habits and I want to make certain they are good reading habits.
Moreover, for my students that are in the early developing stage, I am more mindful to encourage students to engage in conversations regarding what they have just read.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteFactors I consider when developing a unit for my class are: the reading and writing levels of the students, the sensitivity of the topic, the maturity level of the students, and the availability of quality resources and activities.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked and did not work?
I have always worked in a school that used Accelerated Reader. A motivational technique that works for some students is to tie a reward or grade to achieving their goal every quarter. The goal was made apart of their report card and one of the components to achieve “Honor Roll” was to make their AR goal.
Additional activities I have used include using sticker charts for students who have passed Accelerated Reader tests and individual points for completing nightly reading logs.
I like the Acclerated Reader program because it meets kids where they are. They are only competing against themselves. My son reads at a 3.1 reading level but has chosen books at a higher level because of the topic. He did well on his AR test.
DeleteThroughout my time working on this assignment the surveys that I read help prove to me that a majority of the research out there is somewhat common sense. The reason why I say this is because much of the information out there is says that students who like to read are the higher achieving ones that have higher GPA’s. Although I am not one of those researchers I kind of figured that would be the case based off what I have observed in my own teaching experience. Right now in my classroom my kids are at the end of the year and winding down, so this means I am not working on reading strategies as much as I was in the begging of the year. Now I am trying to get my students to read for fun and develop a passion to read. However, this is not an easy task because many students just don’t like to and would rather do something else. One thing that I have found that does help students get motivation to read is by allowing them to read articles online that interest them. When students get the choice of what to read, they will do the reading because the readings are about them and not something that I assigned. Honestly in every aspect of my teaching I give students choices because they respond better and want to do the work. When I am trying to set up a literature based unit I think of everything that will get the students engaged and want to learn. One thing that I have used was the book by Suzanne Collins “The Hunger Games”. This book was awesome to use because students wanted to know what would happen next even after we were done reading it for the day. Also I tied it in with my Social Studies class by comparing and contrasting it with Ancient Rome’s Gladiators. I had a great success with engagement in those lessons because students found this learning to be fun and not boring.
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ReplyDelete4) Recommend some books that you have found to be successful as motivational tools.
ReplyDeleteMotivating kids can be somewhat individual. Although some students in the same age range have similar taste and interests, not all children are attracted and motivated by the same things. Reading interest surveys guide teachers to books that engage and motivate readers. For non- readers and beginning readers it is important for surveys to include questions about the interests of students beyond books and reading. Such information can help teacher s make connections between activities and things students enjoy in order to motivate them to read about such topics of interest.
Students like having a part in their learning by choosing their own books. However teachers can point students towards books that they will likely be interesting in reading based on the information gained in a reading interest survey. For example, knowing that a class has students that like animals, or even a specific animal like snakes, can help the teacher insure that books from that genre and topic are readily available to those students. Doing a picture walk, or book talk about a book with a particular student or group of students in mind, can help them realize that their interest can translate to reading. This can open a world of literature to kids who may not think they like to read, or may not be actively engaged in reading for pleasure. Teachers can use read alouds, book talks, or picture walks as hooks to expose kids to books matching their interests.
Although the interests of each child are somewhat unique, many young children typically like reading fantasy as it aligns with their level of cognitive development (Travers, B. E., & Travers, J. F., 2008). Furthermore, young readers are more successful when books they are reading are aligned with their reading ability (Wolsey, Lapp, & Dow, 2010). With this in mind, I have a collection of books available that includes lots of fantasy, non-fiction at the kindergarten and first grade level for my students to enjoy. Using read alouds, picture walks, book talks, and enabling time for students to browse through the classroom library, students get exposure to many selections. Some that I find to be favorites year after year that motivate students to read are:
· If You Give a Pig a Pancake. This leads kids to other similar stories by Laura Numeroff.
· Poems by Shel Silverstein. This motivates them to read and reread poems in A Light in the Attic, Where the Sidewalk Ends, and Falling Up, can open the world of poetry.
· One Fish Two Fish, Hop on Pop, Fox in Socks, Green Eggs and Ham and others by Dr. Seuss. There are always a few Dr. Seuss fans uncovered in every class.
· It’s Okay to be Different and others by Todd Parr. The simple, colorful pictures are attractive and can lead them to other Todd Parr books.
References:
Travers, B. E., & Travers, J. F. (2008). Children's literature: A developmental perspective. Hoboken, NJ: John Wiley & Sons.
Wolsey, T., Lapp, D., & Dow, B. (2010). Reading practices in elementary schools: Format of tasks teachers assign. Journal of Research In Innovative Teaching, 3(1), 105-116.
Liz, I agree that teachers should be proactive in leading non-readers to reading by providing them with literature that appeals to their individual likes. The way to capture the students interest is through observation and survey what the student desires. It is a great idea to have books available to students therefore they can find new interest and read with the goal of progression to the next level. Another great idea is to check out books from the library that bridge a connection to the units daily lesson.
DeleteThis question is hard to answer since I am not teaching this year.
ReplyDelete3. When I plan a unit to teach, I try to incorporate every type of genre into that unit. I might even have the students choose a book themselves that pertains to the unit. I like to act out parts of the books with the students with some type of activity. For example, when I read A Bad Case of Stripes, I would have have the students cut out different colored stripes of construction paper. Then the students would tape them to themselves, and they would become the character in the story and have stripes. I also use groups to do different books activities. For the book, Stone Soup, I would have the students make up their own stone soup, beginning with the stone. They would cut out pictures of the ingredients and add them to their soups. All the groups would share their yummy creations with the class. I also try to make sure that every student is involved in the activity, and that everything expected of the assignment is perfectly clear.
I am a science teacher that serves students who are in special education. I work in an urban high school with students who are economically disadvantaged. Almost all of my students are behind at least four grade levels in reading and even math. They struggle with simple tasks like understanding sight words or making consonant sounds. Although they range in grade from ninth through twelfth grade, most are at or below the fifth grade reading level. When I develop a literature based lesson, I make sure that I incorporate level appropriate reading and visuals are always useful. They seem to always get more from the content area when they can actually visualize something. Most of all, I enjoy the look of success on their faces when they realize that they have mastered a reading in the content area and can now move on to a higher level.
ReplyDeleteHumorous books have been successful motivational tools in my classroom. I have used Frindle and No Talking by Andrew Clements because they stimulate new learning and creative thinking. These books have also helped to enhance social and emotional development for my fifth graders (Travers, 2008). Frindle is a very funny story about a cleaver fifth grader and his invention of this word. My students started making up new words and trying to make everyone use them. No Talking is another fun book about fifth graders and their girls vs. boys no talking contest. I used this book as a summer reading assignment. On the first day of school, my students were asking if we were going to discuss the book while I was trying to introduce my classroom procedures. These are two of the humorous books I use to prove that reading is not boring (Strommen & Mates, 2004).
ReplyDeleteReferences:
Travers, B. E., & Travers, J. F. (2008). Children's literature: A developmental perspective. Hoboken, NJ: John Wiley & Sons.
Stommen, L., & Mates, B. (2004) Learning to Love Reading: Interview With Older Children and Teens. Journal of Adolescent and Adult Literacy, 48(3), 188 - 200.
In 1992 a study was conducted at an Ohio high school to measure the reading interests and motivation of the students. The 449 participants were comprised of sophomore and senior students. They were surveyed on items such as favorite genre, favorite author, favorite magazine, and favorite kind of literature. The study found that 42% of those surveyed read at least one book per month and another 35% stated that they read one or more books during the week (Whittmore, 1992). Some read more than that. It is interesting to note that there was a relationship between students’ GPAs and the number of books they read: many of those with GPAs higher than 3.0 read more often than those with lower GPAs (Whittmore, 1992). A higher percentage of girls read one or more books monthly compared to boys and almost half of the students surveyed replied that they would read a book that was not a class requirement. Most of the students who were surveyed viewed reading in a positive manner. No direct motivation for reading was stated in the study; however, students did choose to read books that were recommended by their peers.
ReplyDeleteOne of the most popular activities that motivate my first graders to read is the use of the Headsprout Early Reading Program. It is a computer assisted reading program that helps students improve their reading skills. The program focuses on phonics, sight word acquisition, and reading comprehension. Students are expected to complete 80 episodes over the course of the school by completing three episodes each week. There are 80 story books that accompany each episode. Students enjoy using the technology to improve and practice reading. I keep the sprout stories in a caddy at the center of each table. They become excited when they know it is time for them to read one of the companion stories. Students get to read the companion stories once they have finished an online episode. They also read these stories if they finish an assignment quicker than others in order to keep from getting off task.
Another strategy that I use to motivate them to read is conducting read alouds. Like most children, my students enjoy books being read to them. The vivid illustrations capture their attention and I sometimes have them echo read the stories with me. I also allow students to use the big books for paired reading in a literacy center. They take turns reading the pages and help one another with unfamiliar words. In the writing center, students summarize the story and illustrate their favorite part. By the end of the week, most students are able to retell the story in their own words as I just simply turn the pages for them.
Reference:
Whittmore, S. (1992). Reading interests of north ridgeville high school students. Retrieved April 15, 2012, from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED353566
I use numerous motivational activities in my classroom. I have used “Book It” to help my students reach their reading goals. My students enjoyed receiving free pizza coupons. I also use the Accelerated Reading Program because my students enjoy taking tests on the computer and getting an instant score. Recently, I started using Sprixle. It is literacy based social network of thousands of learners and educators. Readers read, critically analyze, review, discuss and share books. My students can access Sprixle from home. Students can critique books, recommend books, and form book clubs for their friends to join.
ReplyDeleteTeresa, I see that you have several Reading motivational programs in your class, great way to encourage reading. Students tend to self-motivate when they can not only increase in their reading skills but earn other tangible items. Sprixle seems to work for the upper grades, anytime you combine technology with learning with today's students you are mostly likely going to get better results compared to just picking up a book and read, I guess we can thanks the techno giants.
Delete1. What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteDeveloping a literature-based lesson plan or unit plan takes adequate previewing and pre-planning prior to introducing the lesson to students. Through pretesting and observation groups of formed and students individualized needs are identified. Areas of instructions are addressed as:
Support for English language learners
Elements of Understand (Skill to be taught)
Differentiated Instruction (according to needs)
Intervention Instruction
Activities/Technology/Centers/
Developing a lesson requires the knowledge of what level the students are on in the areas of: Reading, comprehension, writing which includes phonemic awareness, knowledge about the topic, available resources, connection resources to the lesson and other additional activities that will enhance the lesson. While planning the lesson I decide what level I will start the lesson at and what level of high rigor the lesson will end on. Each lesson is initiated with an appropriate comprehension purpose question (CPQ) that is posted for student to refer back as a reminder of why they are reading the story. I create question stems for the story, the students read the question stem prior to reading the story in order to “Set a Purpose for Reading,” and complete a picture walk to assess prior knowledge or ideas about the story. In order to address the needs of the English Language Learner, I compare vocabulary words and unique wording in the story that may be unfamiliar or confusing. I make note of words that the students should preview that they may have misconceptions about. Appropriate literacy workstations that address the skills in the unit are used along with leveled work for students to complete independently. During planning I obtain resources and create activities for all students including intervention needs. In order to assess the students various formal and informal assessments are conducted along with hands on activities. The factors used to create a lesson demonstrates the purpose of the lesson, differentiated instruction, whole and small group instruction, leveled work and a variety of possible assessment strategies to instruct and assess the success of the lesson.
2. What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteCurrently the class uses Accelerated Reading Program (ARP), this program allows
students to choose books of interest according to their level of reading, read and complete
an assessment to determine their comprehension skills. Students are reward at set times throughout the school year according to their points. Each night students write a two to three sentence explanation about a book that they have read. In the classroom library I have various levels and interest books, magazine and other literature readily assessable for students. It is important to model good reading habits for student, so each day a teacher read aloud is conducted during the class carpet time, in which the students as well as the teacher gets to choose the book. During reading time a good technique is to stop at a heighten point in the book therefore students will be eager to read the next day. Another good reading technique is to read stories with a puppet, students find this fun and exciting. Initially “Dear Time,” did not work in the classroom for various reasons, some students were struggling readers and only pretended to read, students would get bored and there would be behavior problems.Students reading together in groups or partnering is a good way for student to provide assistance to one another and increase their listening and reading skills. When an element of motivation does not work, I make attempts to alter the instruction or use other methods.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteWhen attempting to motivate my first graders to read I try to first off model good reading habits. I read along with my students during our schools allotted reading breaks. I allow them time to share their readings for the day and I share mine as well. Because I teach children that are just beginning to form opinions about reading I try to help them to develop positive self images of themselves by not allowing them to read materials that I know are too hard for them. We review daily reading strategies that they use when they come across words that they are having difficulties reading or they don’t yet know the meaning of. One way to motivate young readers is to provide them with incentives for meeting reading goals. My class gets pizza coupons and stickers for meeting individual reading goals each month. As a whole the class participates in small popcorn or ice cream parties once we’ve met class reading goals. My class fills out all about me information sheets which list all of their interest at the beginning of each school year. Then I fill our library with those types of books. When students have the opportunity to choose from books that they are interested in they tend to want to read for pleasure. Because teachers play such a large role in the lives of their children, we should feel that it is a part of our job to help students develop and maintain a love of reading.
While teaching my first graders, I use various strategies to keep students engaged and motivated to read. My favorite strategy is to read books that were my childhood favorites. During the book introduction, I explain that the text was a favorite of mine when I was their age. For some reason this fact sparks their interests and motivates them to pay attention. I also encourage students to bring in books from home that they regard as their favorite. Once students bring in books, I try to incorporate them into the end of the class to read for enjoyment. Another strategy I try to utilize is matching books to videos. I use United Streaming and YouTube to research videos that match the books we’ve read. Depending on the text, I either show the video before or after we’ve read the book. Watching the animated version of the story also gives a great opportunity for students to practice comparing and contrasting the two forms of the story.
ReplyDeleteThis comment has been removed by the author.
ReplyDelete3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteOn the first day of school I read the book The Teacher From the Black Lagoon. It is a funny, edgy sort of book with hilarious pictures. It is about a boy on his first day of school and his teacher is this creature who does "scary" things to the students. It ends up being a dream and he has a nice teacher. It wins the class over every time. They love the book. I have several copies and they all want to read it. Then we all take an AR quiz on the book. Later that week, I read Miss Nelson Is Missing. Another classic about a "witchy" substitute teacher. Then we watch a Reading Rainbow DVD that features the book Miss Nelson is Back. They are hooked. We also watch a Reading Rainbow featuring a book called Tight Times. It's about a boy who can't afford to do fun things. The kids on the program end up going to a library. They do a musical/dance number called "Check It Out" that is just fantastic. Later in the week, I take the class for their first library orientation. This sets the class up for enjoying books from the R.R. program and all year I show them programs that enrich something they are learning. I display the books that are featured in the program.
4) Recommend some books that you have found to be successful as motivational tools.
ReplyDeleteJust as each child is different, so is each class. The interest in books depends on how many boys/girls there are, their backgrounds and cultures.
This year I read the first book in the Magic Tree House series. They absolutely loved it and have been reading the books all year. Recently, I showed a Reading Rainbow program that featured the book Chickens Aren't the Only Ones. It had a fantastic segment showing a sea turtle laying her eggs. When the tiny babies hatched, they had to scurry down the beach to the water. My class was fascinated so now they all want to learn about sea turtles and other sea animals. They will be writing animal reports about an animal of their choice. They will check out their own animal books to read.
Heller, R. (1981). Chicken aren’t the only ones. New York, NY: Grosset & Dunlap.
Pope, M. O. (1992). The magic treehouse: Dinosuars before dark. New York: Random House,
What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteBeing a Resource teacher many of my students suffer with Reading Comprehension. I try to use a lot of research-based material to help my students be successful. Thanks to “proficient reader” or “good reader” research, as it is often called, we have proven a list of strategies that good readers rely on and that can be taught to struggling readers (Dole, Duffey, Roehler, & Pearson, 1991). When working with my IEP teams, I always suggest that they start off with what strategies work best for my SLD students in their classroom. The lessons should be engaging and motivating to help my SLD students comprehend better. Comprehension is strengthened when the proficient readers are scaffolded with an explicit description of the strategy, teacher modeling, collaborative use, guided practice, and finally independent use of strategy (Duke & Pearson, 2002).
I also encourage my General Educators to include time for reflecting on strategy use, students become more metacognitive and in control of their use of the strategies. Some other factors to take into consideration are 1) what do I want my students to get out of this, 2) are my goals reasonable for my students and 3) and is it a topic/subject of interest.
References:
Dole,J.A., Duffy,G.G., Roehler, L.R., & Pearson, P.D. (1991) Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264
Duke,J., & Pearson, P.D. (2002). Effective practice for developing reading comprehension. In A. Farstruo and J. Samuels, Eds., What research has to say about reading instruction. Newark, DE: International Reading Association
2.) There are many factors that I take into consideration when I sit down to develop a literature-based lesson plan. I am a fifth grade teacher at a very urban school just outside of D.C., and I have many unique personalities within my classroom that I need to meet the needs of when I plan. According to the website, TeAchnology, there are three major steps that we as teachers should be followed before composing a lesson plan. These steps include; knowing who your students are, knowing the content, and knowing what resources are available (What to consider when writing a lesson plan, 2012).
ReplyDeleteI accomplish getting to know my students through interest surveys given at the beginning of the year, having a one on one conference with the student, and general observations while I am walking around the classroom. Knowing the content is conquered through looking at my state and county objectives and ensuring that the books and materials I am going to be using for my students will meet their learning needs. The third recommendation can be seen in my lesson planning while I am using different resources to determine how I can best deliver the lesson. The different resources used are websites, blogs, books, and most importantly, other teachers.
One thing that I would now refer to while planning would be the results that were found by my CLC group on the reading habits and interests of elementary aged students. In this assignment, we found that fictional stories are very popular among students and students like to pick out books to read themselves. From these results I would allow my students to choose a book that would meet the requirements of the objective in order to obtain the optimal results of the students.
What to consider when writing a lesson plan. (2012). Retrieved June 3, 2012, from
http://www.teach-nology.com/tutorials/teaching/lesson_plan/
Hi Kaitlyn!
DeleteI think the steps you take for your literature based plan are really smart. It is vital for teachers to always get to know their students. In understanding who they are and their backgrounds, this can highly influence teachings and instruction. It is really important as well for educators to have a strong understanding of the curriculum. In doing this, teachers will have more success manipulating and diversifying the material to meet the needs of all the students. Differentiation is key to make sure all learning styles are touched and keeps students engaged through versatile instruction. Also, from your findings it is very important for students to pick out their own books. It allows the students to have control over their reading and give purpose to what stories they are enjoying.
BLOG Dale Legones
ReplyDeleteThe results of the Reading Interest Survey:
Young People’s Reading and Writing: An In-Depth Study Focusing on Enjoyment, Behaviour, Attitudes, and Attainment. (Clark and Douglas. 2011)
Access to resources:
• Seven out of ten students owned books
• More girls said they owned books than boys,
Enjoyment of Reading:
• 51% enjoyed reading very much; 33% enjoyed reading a bit; 10% did not enjoy reading at all.
• Elementary students enjoyed reading more than the older students..
Self Reported Reading Ability
• 45% of students rated themselves as average readers and 50% rated themselves as very good
• Girls rated themselves as better readers than boys
Reading Frequency
• 32% read outside of class; 7% not reading outside of class
• Girls read more than boys outside of class
Opinions On Whether They Read Enough
• 50% said they read enough; 32% want to read more; 18% did not read enough .
• More girls said they read enough compared to boys
Material Read Outside Class At Least Once A Month
• Text messages, websites, email older students
• Two fifths of students read fiction
Attitudes Toward Reading
• Positive attitude towards reading; enjoy reading
• Girls were more positive than boys about reading.
Importance of Reading to Succeed in Life
• Nine out of ten students felt reading was important to succeed.
• Girls realized the connection more than boys.
I teach 5th grade science and co-teach language arts literacy and substitute teach language arts literacy in the lower grades.
1) The stages of development of the students I teach are a combination of State 2 and Stage 3.
2) When developing lesson plans or unit plans, I give a reading interest survey and a Diagnostic Reading Assessment (DRA) at the beginning of the year. The DRA gives me a basis to incorporate leveled reading books to use in science and language arts.
3) We have a balanced literacy approach in teaching language arts in our school as well as cross curriculum reading in science and other area subjects, Vocabulary and grammar are taught two or three times a week using concentration games, give half the students vocabulary words and the other half definitions and they have to find each other, and a Pair/Share review of vocabulary words. We use literature circles so leveled groups meet and read a book and discuss it together. Groups can then create skits or do a readers theater about their book. During our poetry genre teachers come in and read their favorite poems and the students critique their reading. The use of humorous poems pulls even the most reluctant reader into participating as students individually or in a group read out loud a silly poem. Poetry comes alive through this activity. Incorporating music and dance into reading is another way of engaging students and motivating them to read. Teaching songs to help students remember the water cycle, matter, or the planets
Reading interest surveys are paramount in helping teachers and administrators
understand the scope of reading of their students. Placing the right book in a student’s
hand is a big step in helping that student become motivated to read. Distractions to
reading can be television, video games, computer, and movies. (Duignan, Klioris, Porter,
Rockett, Vogwill. 2002). Studies have indicated. that what encourages a student to read
is a topic they are interested in, other books by the same author, and a friend’s
recommendation. (Snellman. 1993).
References
Clark, Christina and Douglas, Jonathan. Young People’s Reading and Writing: An In-
Depth Study Focusing on Enjoyment, Behaviour, Attitudes, and Attainment. London,
England. National Literacy Trust. 2011.
Duignan, Sandra, Klioris, Ann, Porter, Jennifer, Rockett Nicole, Vogwill, Kathy.
Increasing Academic Growth Through Motivating Students to Read.
www.eric.edu.gov. 2005.
Snellman, Leena M. Sixth Grade Reading Interests: A Survey. www.eric.edu.gov. 1993.
What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteI currently teach second grade, but I also taught fifth grade for a few years. I have used the experience from my previous teachings to assist in my direction with this new grade level and manipulate the strategies to be fitting for the younger kids. Through the surveys reviewed I found interesting, but yet common results. Most students ranging from 2nd-8th grade are not interested in reading during the time allotted by the teacher. "“Unfortunately too many students view reading as boring or a waste of time” (Buschick, M., Shipton, T., Winner, L., & Wise, M. 2007, p. 6). They tend to choose books they are not interested in, fidget, or stare into space. In addition, a portion of the children came from low-income and single family homes, which has influenced their reading. The parents do not make the reading a priority and do not take the time to access libraries or bring home printed text. Students then struggle to find purpose in reading. "Parents contribute to the education of their children in the home through encouraging them to
learn and teaching them directly" (Buschick, M., 2007. P. 17).
To assist my students and build good reading habits, I strive to have a very comfortable classroom environment. I give 20 minutes everyday for individual reading and allow students, including myself, to share what books we are reading. I also allow children to sit around the room or at times, partner up and read a book together. I have found it to be motivating for students to read when they have a wide selection of classroom books to choose from that reflect their interests. Also, I encourage students because if the time is up for our silent reading and they want more, most occasions I will give the time. I want to influence their excitement to read and not deny the time for their reading.
Buschick, M. E., Shipton, T. A., Winner, L. M., & Wise, M. D. (2007, May 1). Increasing reading motivation in elementary and middle school students through the use of multiple intelligences. Online Submission.
CLC Individual Survey Results
ReplyDeleteA Study of Reading Motivation Techniques with Primary Elementary School Students is an action research project that was administered to first, second, and third grade students in three different neighboring school districts. Students’ lack of reading motivation was identified through the use of a survey that used agree, unsure, disagree, and strongly disagree for the answer choices. The results of the survey showed that almost half of the students lacked motivation for reading enjoyment (Burlew, Gordon, Holst, Smith, Ward, & Wheeler, 2000).
This project surveyed the students at the beginning of the year and then implemented some strategies to increase reading motivation. The study provided an action plan in which reading was made a priority. The first step was setting time aside to read. Self-selected reading, the five-finger rule, and reading logs for at home reading were introduced. The study also incorporated modeling of good reading by reading aloud fifteen minutes per day and providing guest readers monthly. The study increased access to books by working with the school librarian, organizing books in classrooms, and providing a book purchase program. Social interactions with literature were also part of the action plan. Weekly book talks, monthly reader’s theatre, and bi-monthly experiences in a reading mentor program were implemented (Burlew, et al., 2000).
At the end of the study the students were given the survey again. After being exposed to the mentioned motivational strategies, the data from the second survey showed a growth in positive attitude and motivation for reading (Burlew, et al., 2000). This project is another example of when students are given positive, meaningful experiences with reading at home and school their attitude about reading becomes positive and meaningful.
References
Burlew, W., Gordon, T., Holst, C., Smith, C., Ward, J., & Wheeler, K. (2000, May). A
Study of Reading Motivation Techniques with Primary Elementary School Students (microform). Distributed by ERIC Clearinghouse, [Washington, D.C.]: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED443102
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteI teach second grade and start every year with a student and parent reading interest survey. This gives me a glimpse in the students’ attitude towards reading at school and at home. I question whether the book the student is reading is at an appropriate reading level. If he/she can’t actually read the book, then of course they’re truly not enjoying reading. I question the student asking them about things they like to do at home or about things they are interested in and then help them find books about that topic. I make sure that I always have a plethora of books available in my classroom about many different topics and of different genres. Sometimes just starting a book during shared reading and having a book talk about it gets kids motivated to read it. I also keep a reading log with my kids so that they can see what and how much I, as an adult, am reading. This motivates them because they begin to realize that reading is not just for kids at school.
Another strategy I use is teaching thematically. Every science and social studies unit I teach is within a thematic unit that draws in literature from all content areas. This allows students to see the content through many different genres. Allowing students to see the same content in many different ways is always beneficial, but hopefully, it catches the attention of an unmotivated reader.
Accelerated Reader (A.R.) is another way to spark student interest in reading. The books are leveled for the students, so they are always reading a book at an appropriate level. At our school the kids get to “spend” their points they earned on items from the A.R. store. This motivates the kids who are reluctant because they see kids coming from the store with prizes just for reading books. I also use the data from A.R. for the Book-It program. If a student meets their individual reading goal for the month, they earn a pizza certificate to Pizza Hut. I also let these kids go to my treasure box because I know some kids never actually get to go to Pizza Hut.
Involving parents in their child’s reading experiences is something that is sometimes pretty difficult. The academic and motivational benefits of a parent sitting down and reading to and with their child are priceless. At our school we really stress this at family literacy nights. At each event students receive a new book, a snack, and are encouraged to read with their parents. Each event is themed differently with various activities and is well attended.
There are countless strategies that can be used to hook a student into reading. It is really looking at the student individually, their likes and dislikes, and finding a strategy that works for them. This is sometimes easier said than done, but with a little creativity and patience it can be done. “Integrating motivation techniques with engaging lessons creates a classroom climate that will successfully involve students in the process of learning to read and reading to learn” (GCU, RDG 585, 2012).
I know my own children enjoyed AR once they got the hang of it. We currently don't have that program, but I would like to see us look into it. Does this motivate upper elementary students?
DeleteI like your idea about sending home a reading survey. I could create one my 5th graders can fill out in class. I think that would empower them in their own reading - promoting reflection too.
I teach second grade and they love it. Our district uses A.R. K-12. I think the motivating factor in the upper grades is the A.R. store and the quality of prizes available. Spending those points is a major motivator. They get to spend them at the end of each quarter. We also recognize the student who has read the most A.R. books in each classroom at our end of the year awards ceremony. We also recognize the top reader in each grade level and the top reader in the school. They get a certificate, books, and some kind of big prize like a razor scooter. This motivates the kids for the upcoming year.
DeleteThe reading survey I send home is for their parents to fill out. I give it the first day of school and tell the kids they don't have homework...but their parents do. It just asks basic questions about reading habits and then gives them a section to write about their wonderful child to help give me a quick insight. You would be surprised at how much some parents tell you!
I currently teach 5th grade and love teaching reading. I have a small class of 15 students so working in smaller reading groups and meeting often with students individually is one way to provide feedback and motivate students to do well and read more. With a small group it is easier to get to know them and their interests so I can better guide them in instruction and book selection.
ReplyDeleteI also read to my 5th graders each day. I read picture books, or parts of them for lesson intros, and a chapter book. I believe in the power of read-alouds at the upper grade levels. The students hear language, become involved in the stories and love being freed up to just enjoy the books. A few of my favorite books to read are The Phantom Tollbooth and The Miraculous Journey of Edward Tulane. Reading these with enthusiasm, intonation, and passion will no doubt draw students in.
When developing a literature-based unit I take into consideration the standards, interest area, needs of individual students, and books available. I want to reach each student no matter his or her reading level. To do this I choose picture books as well as a main novel, smaller articles, and biographies all tying into the main theme. Using the textbook for only small amounts of reading, practicing note taking, getting key points is the only time I use the textbook. This frees my instruction up to include historical fiction, biographies, informational books, and picture books in order to reach all my students where the textbook may only appeal to a few students.
The survey I reviewed, Gendered Readings: Helping Boys Develop as Critical Readers,
focused on the reading habits of boys between the ages of 10 and 14. According to the survey, boys at age 10 are primarily interested in adventure and humor. Also interesting to note is the fact that at least since a 1940 survey, boys have been historically reading less than girls. The survey cautions us as parents and teachers to not panic, but to stay the course and continue to offer rich literary experiences to all students. Teachers must work on familiarizing themselves with the needs and interests of their students, especially boys, to ensure that there is enough time to reflect on books, as well as reflect on the readers they see themselves as and the readers they want to be.
Hall, C., & Coles, M. (1997). Gendered Readings: helping boys develop as critical readers. Gender & Education, 9(1), 61-68. doi:10.1080/09540259721457
After reading the article, Sixth Grade Reading Interests: A Survey By Leena M. Snellman, the results were clear. While analyzing the information from the article, the main finding was that there was no one particular genre that was chosen as a favorite among the students. The survey was conducted with a group of 23 sixth-grade students in a rural Virginia county. The group consisted of ten girls and thirteen boys who filled out a four-page reading interest survey which contained yes/no questions, open-ended responses, and rating interests. The results of the survey are shown below:
ReplyDelete• Only 57% of the students surveyed said that they liked to read during their free time.
• 80% of girls said that they liked to read during their free time, unlike 38% of the boys.
• An overwhelming 96% of students surveyed said that the reason why they read was because the book was about a topic that they liked. This proves the motivation for reading is due to the topic of interest.
• Another motivating reason for reading was liking a book by the same author, 87% of students agreed.
• When asked what made them like certain books, 22% responded with the book being funny or humorous.
• Although there are many different preferences in these results, 96% of students said that they liked to read magazines.
Overall, this survey found interesting results, but the most predominant being that there is no one overwhelming interest, genre, book, or author that is favored among these students. This shows that every child has his or her own reading interests and preferences (Snellman, L. M., 1993).
Reference
Snellman, L. M. (1993). Sixth grade reading interests: A survey. Retrieved May 30, 3012, from http://www.eric.ed.gov/PDFS/ED358415.pdf.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteIn addition to the survey results stated above, it is important to consider many things when developing a literature-based lesson plan or unit plan including the levels of my students, English Language Learners, and students’ interests. When developing any type of lesson plan it is always important to take into consideration your learners and what motivates them.
When creating a literature-based lesson plan, considering the levels of learners is always important. As a sixth grade teacher there are many levels that range from third to eighth grade within my classroom. Because students are at many different reading levels it is important to plan according to their abilities. I make sure that I have materials that will suit the needs and abilities of all students. If they cannot do the work, they will be unable to gain knowledge from the lesson. For example, if the lesson is based on motifs, I make sure that I have reading material that showcases motifs on many different levels. This will enable all students to comprehend the motifs in the stories.
Another factor to consider is my English Language Learners’ (ELL) needs in reading. My school has a high population of ELL and it is important to account for their needs in lessons as well as all students. To prepare lessons for ELL I make sure that I have graphic organizers, charts, tables, and probing questions to utilize. This will help those students comprehend the reading material for each lesson.
Students’ interests are a huge factor when developing literature-based lessons. Sometimes as students get older they become less enthusiastic about reading. Because of this I need to make sure that my students are motivated and interested in the lesson. To make sure this happens I always use a motivational tool at the beginning of lessons. Many times the motivation stems form real-world connections. As sixth graders, they want to know that they have a connection with a specific character or theme. To do this I connect literature with their lives such as choosing books that are set in an urban environment, and with minority characters that resemble my students. Overall it is extremely important to consider my students’ reading abilities, my English Language Learners, and their interests and motivations when planning a literature-based lesson.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteThere are a few reading motivational activities that I employ in my classroom such as character role-playing and using students’ interests. Before beginning a certain story or book, I let my students role-play characters in the upcoming story. They do not know about the book beforehand, but I give them the characters, their characteristics and the main idea of the story. The plot is not given and neither are the events, so in their own way they create a short story/play with the characters. By doing this, students are motivated to see what actually happens with the characters and they can also compare and contrast their short stories with the story that we read.
Another motivational tool is using students’ interests. Interest surveys are always helpful when trying to find what a student is interested in, but I also allow students to gather information from each other about their interests. Before starting a specific unit I will give students a scavenger hunt to find students who like certain genres, topics, books, and authors to help me decide whether or not the topic will interest my students. By letting my students find these answers out from each other, they are also able to see the similarities and differences between themselves and their classmates. There are many motivational tools that teachers can use within the classroom to keep their students’ interests and both of these work successfully in mine.
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ReplyDeleteThe article Children’s Attitudes to Reading by Juliet Sizmur, was an overview of a 2007 survey on the attitudes students have toward reading. The survey focused on what students choose to read, how often they read at home, and their attitude toward reading. Sizmur (2008) concluded that younger students had a more positive outlook on reading than older students. Her results also stated that girls were more motivated and interested in reading than boys. When compared to the previous years the survey showed that the rapid decline from 1998 to 2003 has now stabilized in 2007 but is much less than the enjoyment students received from reading in 1998.
ReplyDeleteI teach a Kindergarten class in a low income school. Motivating students to read is something that is very necessary in this situation. Many students do not have books at home and are not introduced to reading before they come to Kindergarten. Their first contact with literacy is at school. I do many things in my class to motivate students to read. The one thing that I found extremely motivating to students is providing them with a multitude of books for each subject or concept we are beginning to learn about. I usually lay the books out at their tables and give them free explore time to look through the pictures, read what they can, and discuss. The classroom usually gets loud because students are so engaged in their conversations over what they see. As a class we discuss what was discovered in the books and what questions came up. At the end of the unit we go back and see if our questions where answered.
Another motivational activity I use in my classroom is independent reading time. Students are given leveled readers that have many different genres and topics to make sure each student’s interests are covered. They read with partners at their level and are allowed to discuss their books, ask each other questions, and help one another. I believe when a child has the chance to read and then talk about their interests it help promote a love for reading. Since I have employed this activity in my classroom our Kindergarten classes have become better readers and readers that love to read. Today a child was upset after we had a 45 minute reading session. I asked him why and he stated, “I just love to read and I don’t want to stop”. The statement shocked me because in the beginning of the year he didn’t want to even try to read, now he loves it and is asks his partner questions like I would.
Individual Survey Results
ReplyDeleteThe article What Do You Want to Tell Us about Reading? A Survey of the Habits and Attitudes of Urban Middle School Students by Sandra Hughes-Hassell and Christina Lutz is a summary of a survey given to 214 students at an unnamed urban middle school that serves a primarily low-income, African American population. The survey addressed the reading students did for leisure. The survey focused on whether the teens read during leisure time; If yes, what, when, and why they read and who encourages them to read; and if they don’t read, why not? There were also open-ended questions about their favorite book in elementary, middle, and high school and the best book they read this year.
The survey concluded that urban teenagers engage in reading for leisure as frequently as teenagers in rural and suburban communities. Hughes-Hassell and Lutz (2006) also concluded that girls read more often and a greater amount than boys. Girls also read more often for enjoyment; while the boys indicated more often that they read because it was assigned by a teacher. Of the students that did not read for leisure, the main reasons were because they enjoyed doing other activities; such as playing video games, watching television, and spending time with friends. The majority of students enjoyed reading magazines with girls preferring entertainment and fashion magazines and boys preferring sports, cars, and wrestling magazines. Students indicated that parents, teachers, and school librarians were the biggest encouragers of reading.
Hughes-Hassell, S., & Lutz, C. (2006). What Do You Want to Tell Us about Reading?: A Survey of the Habits and Attitudes of Urban Middle School Students toward Leisure Reading. Young Adult Library Services, 4(2), 39-45.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteI teach 2nd grade, therefore, my students are in the concrete operational stage of developmental. They are beginning to think more logically and are less egocentric as they once were. According to Dr. Jean S. Chall’s levels of reading development (GCU, RDG 585-Lecture 7, 2012) my students come to my class at stage one (Initial Reading or Decoding) and move to stage two (Confirmation, Fluency, Ungluing from print) throughout the year. When developing a literature-based unit I consider my students’ reading levels and interests for choosing books. I want to make sure that my students will have some background knowledge on the topic and will be able to make connections to the literature. I also choose topics that I will be able to incorporate across the curriculum. I also choose books from many different genres that apply to the unit I am teaching so that I can expose my students to as many different genres as possible. An example of a unit I might teach in my classroom would be one on bats. (I actually do teach this unit because we had an infestation of bats at my school and some of the students in other classes had to relocate until we could get the bats to leave – they couldn’t be killed because of laws protecting them.) During reading I share three books by Brian Lies, Bats at the Beach, Bats at the Library, and Bats at the Ballgame. We discuss the difference between realism and fantasy, and make a T-chart of things that happen in the story that are real and those that are fantasy. Then the students make up their own stories called “Bats at School”. During science we read National Geographic Readers: Bats by Elizabeth Carney and Bats by Gail Gibbons. We discuss many of the different types of bats and keep track of our new learning. In our science notebooks, we draw a diagram of a bat and label all of the body parts. In groups, the students choose one type of bat to research and then they create a nonfiction book about that bat, being sure to include some non-fiction text features. For math, we use premade life-size bat cutouts to measure the wing span of the different types of bats. Then we graph the results. (My students are always amazed at how small and how big some of the bats can be.) For writing, I read the book Zipping, Zapping, Zooming Bats by Ann Carle to show use of vivid verbs. Then I model my own writing using vivid verbs and have students create their own stories using the same. Some other books that I enjoy reading to my class that follow the bat theme are Bat Loves Night by Nicola Davies and Stellaluna by Janell Cannon. Reading Stellaluna can be a great transition to an author study by Janell Cannon and her books Pinduli, Verdi, Crickwing, Trupp, and Little Yau.
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteI have taught for six years and have tried many activities to help motivate my students to read. Some activities that I have tried have worked and some have been a flop. The two activities I have listed below are my go to activities that have been successful.
The first activity I always use as a motivational activity is D.E.A.R time (Drop Everything and Read). I think D.E.A.R time works for all age groups and has been successful for my past first graders to my present fifth graders. This time allows students to learn how to read for pleasure. The students are able to pick out the type of literature they want to read and for twenty minutes enjoy reading.
A second activity I have used with my fifth grade students is a poster book review. After a student is finished reading a book they make a poster about the book. The poster includes a summary of the story, pictures, favorite parts, and a recommendation. All students have to do one a quarter and they sign up for it when they want to do it. The first quarter is usually a little rough, but throughout the year students really get into sharing the stories, they have read.
Individual Summary Results
ReplyDeleteIn the article, Learning to Love Reading: Interviews with Older Children and Teens by: Linda Teran Strommen and Barbara Fowles Mates, students in sixth and ninth grades were surveyed to determine attitudes toward reading and identify factors associated with the development of the love of reading. There were 151 students surveyed and identified into two different categories. The surveys recognized what type of reader they were, what motivated and encouraged students to read, and what they liked about reading. The survey as well as student interviews helped determine the results. Even though it was a small percent of readers, they identified as book lovers they focused on their interviews to help figure out what gets students reading.
The survey given was a ten-page questionnaire. The questionnaire was divided into two categories. One identified as “readers,” and the other as “not-readers.” “Readers,” included students that loved to read, read fro pleasure, and the level of reading ability did not matter. The “not-readers,” included students that did not read for pleasure, indicated they did not have time to read, and did not have trouble reading, just chose not to.
The survey reveals that a student’s attitude toward reading starts at a young age and at home. The 8% of the students identified as loving to read came from similar backgrounds. These students where brought up with the traditional bedtime story, read for pleasure, and had good influences in reading. These students also identified with having a positive up bringing with books. For example these students where taken to the library regularly at a young age and their parents shared a common love on reading. Students that cultivated a love of reading on a daily basis growing up continued that through their school years. Most students read what interested them. Students were also encouraged by other students to read by talking about the stories. The love of reading can be produced by many different elements.
Finding out what makes students what to read can be difficult for teachers. Surveys help us determine or find out what encourages our students to read. Finding out what makes a students attitude toward reading positive is crucial for both a teacher and a student. This article highlighted through its survey and interviews what brings out the positive in reading for students.
References
Strommen, L., & Mates, B. (2004). Learning to love reading: Interviews with older children and teens. Journal Of Adolescent & Adult Literacy, 48(3), 188-200. doi:1O.1598/JAAL.48.3.1
Danielle Benedict, Lisa Longtin, Nicole Del Quadro, Casey Reyes, and Ana Calderon
ReplyDeleteCLC Matrix Summary
There are many surveys that have been created to gauge the motivation students have for reading. The various surveys focus on why students read, what they like to read, whom they read with, where they read, and more. The following articles that we chose provide overviews on different surveys given throughout the past and present. Many of the findings are similar including children’s motivations, likes and dislikes, why they read, and their attitudes toward reading.
The article Children’s Attitudes to Reading by Juliet Sizmur, was an overview of a 2007 survey on the attitudes students have toward reading. She compared the results to the same survey given in 1998 and 2003. The survey focused on what students choose to read, how often they read at home, and their attitude toward reading. When compared to the previous years the survey showed that the rapid decline from 1998 to 2003 has now stabilized in 2007 but is much less than the enjoyment students received from reading in 1998.
A second article, Sixth Grade Reading Interests: A Survey By Leena M. Snellman, the survey population was a group of 23 sixth-grade students in a rural Virginia county. The group consisted of ten girls and thirteen boys who filled out a four-page reading interest survey which contained yes and no questions, open-ended responses, and rating interests. The findings concluded that there was no single interest among the participants; instead there was a broad range of reading interests.
Another article, Survey Says Trends in Teen Reading, used a survey population group of 3,412 teens in 2001, 6,458 teens in 2002, and 3,777 teens in 2003. The respondents were all between the ages of 12 and 20. The survey consisted of multiple-choice questions regarding the teens’ reading interests outside of school. The findings concluded that about 50% of the respondents each year liked reading for pleasure. Of those teens who did not enjoy reading, the most common reasons why included reading as being “boring” or “not fun”.
The fourth article we researched was, What Do You Want to Tell Us about Reading? A Survey of the Habits and Attitudes of Urban Middle School Students by Sandra Hughes-Hassell and Christina Lutz, which is a summary of a survey given to 214 students at an unnamed urban middle school that serves a primarily low-income, African American population. The survey addressed the reading students did for leisure. The survey concluded that urban teenagers engage in reading for leisure as frequently as teenagers in rural and suburban communities.
The last article, Learning to Love Reading: Interviews with Older Children and Teens by Linda Teran Strommen and Barbara Fowles Mates, surveyed students in sixth and ninth grades to determine attitudes toward reading and identified factors associated with the development of the love of reading. There were 151 students surveyed and identified into two different categories. The surveys recognized what type of reader they were, what motivated and encouraged students to read, and what they liked about reading. The survey revealed that a student’s attitude toward reading starts at a young age and at home.
Overall, the many surveys discussed all came to very similar conclusions. Reading motivation is mainly due to students’ interests. It may be a specific author they like, a genre that interests them, or a specific topic. Motivation comes from within a child and can be scaffolded by educators to help them find what makes them love reading. Many students pick up a book because they connect to it in some way. Teachers must help them connect by providing literature that probes every student’s interests.
Individual Survey Results:
ReplyDeleteDimensions of Children’s Motivation for Reading Their Relations to Reading Activity and Reading Achievement by Linda Baker and Allan Wigfield
A goal of this study “was to assess more systematically the proposed dimensions of reading motivation with a larger sample using confirmatory factor analyses”(Baker & Wigfield,p.4, 1999). The study examined how the dimensions factored into children’s reading activity, assessing the amount and breadth of their reading. The dimensions of reading motivation that were assessed were social, self-efficacy, curiosity, involvement, recognition, grades and importance. A second goal of this study was to “extend this research on the relations of reading motivation to reading behavior by examining links with reading achievement as well as reading amount” (Baker & Wigfield,p.4, 1999). The participants in this study consisted of fifth and sixth grade students, 192 girls and 178 boys. There were six elementary schools tested in a large mid-Atlantic U.S. city. The six schools were either within a mile or two of the inner city or were in the inner city.
Group differences in reading motivation:
• Fifth graders were more motivated to read for social reasons and to earn recognition than were sixth graders.
• As children get older they apparently have fewer opportunities to interact with family and friends around reading, whether by choice or circumstance.
Gender differences in reading motivation:
• Girls expressed more positive views than did boys on all but, work avoidance and competition.
• Girls have higher competence beliefs in reading compared to boys.
• Girls in the intermediate grades have been shown to be more extrinsically motivated than boys and more influenced by adult feedback.
Results of the different dimensions of reading motivation:
• 15% of students reported as having very low reading motivation and low reading motivation.
o These students displayed low on all levels of motivation.
• 7% of students reported as having low competition, efficacy and recognition.
o Students who display self-efficiacy do not seek out challenging activities.
o Students in this category did not believe they were successful in reading, did not like to compete with other children in reading activities and did not seek recognition.
• 7% of students reported as viewing reading as low importance.
o These students did not value reading highly.
• 21% of students reported as competitive and work avoidant.
o Students who scored in this category who have ego-oriented goals, such as competing with others, tend to avoid competitions where they might not win.
o The students even though they like to compete in reading will avoid work related to reading.
• 16% of students reported as low competition and work avoidant; high importance and compliance
o These students do not necessarily like to compete but will rarely avoid doing work related to reading.
o Students in this category have goals that are more mastery related than ego related, which motivated them to work hard at reading.
• 33% of students reported as high reading motivation
o These students have the highest motivation for reading and therefore read more than students who have how motivation for r reading.
Reference: Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDelete1. Having a theme.
• Every month I would have a theme that would go with each subject. Usually the theme would match up with what we were learning in science or if not it would be a theme of my choice. This past school year I have done a Dr. Seuss theme, ocean animals, insects, seasons, etc. Students seem to enjoy the theme concept and it gets them excited about learning.
2. A play
• Last year, my kindergarten team decided to have the kinder students conduct a play. We decided to do a fables and folktales theme and each class chose a fable or folktale to do. My class chose The Little Red Hen. This activity worked very well and students who were not normally excited about reading really got involved in the play.
3. Reading incentives
• One incentive that I do with my class is Book It. Every month students who read a certain amount of books receive a ticket to Cici’s Pizza.
• Another incentive that I do with my class is the student who reads the most books for a given week gets to be the teacher’s assistant the following week. The teacher’s assistant gets to read a book at the end of each day to the class, gets to assist me in passing out papers, stands in the front of the line, etc.
4. I have had students dress up as their favorite book characters and tell about that character.
5. One activity that I find works well for my students who do not like reading is to have them record their reading on a tape recorder. This activity is put in the reading centers. Students choose a book and record themselves reading the book. At the end of the day, they are allowed to take the tape recorder home for that night and share with their family.
6. Invite guest readers.
• I found that inviting students from other grade levels to come read to my class has worked very well. My students love having someone else come in and read to them and even my students who usually do not sit still for story time tend to listen.
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
ReplyDeleteWhen I am developing a literature-based unit plan I focus on three main categories: what reading strategy or strategies do I want them to learn and practice, what literary terms or elements do I want them to know and be able to recognize and understand their function, and what type of writing assignment would go best with the novel.
For instance, when I teach Romeo and Juliet by William Shakespeare, I focus on summarization and picturing as my reading strategies. This is really helpful with Shakespeare because the language is often super difficult for students to understand, and often times characters go on long flowery rants that can easily be summarized in one or two sentences. I also have them focus on picturing because the language makes it difficult for them to remember what is going on. Both of these strategies also help when they do their final acting assessment in which they are allowed to change the time and setting but not the overall meaning. Being able to understand what is being said and where it is being said helps them to understand the play and helps them to be more creative when it comes to the acting portion.
The literary terms and elements I focus on are irony and the five-act play structure. Knowing both of these helps students to understand what is going on in the play and what to expect and why. The five-act play structure is similar to the plotline of a story so we are able to discuss how it is similar and different. There are many types of irony that are present throughout literature so it is something that can be applied to later literary pieces as well.
My favorite writing assignment for the whole year is the Romeo and Juliet compare and contrast essay. We watch the Baz Luhrmann edition of Romeo and Juliet and students write an essay about how the changes Luhrmann makes change Shakespeare’s original message. We spend time before we watch the movie talking about how to find meaningful changes. It is their last essay of the year and I think it is the most challenging. It seems to be difficult for my students to examine meaningful similarities and differences. Also, there is the analysis element that asks students to decide what they think Shakespeare’s message is and what Luhrmann’s message is. By this point students have written many different types of essays, but I would say this is the most difficult.
4) Recommend some books that you have found to be successful as motivational tools.
ReplyDeleteMy favorite book to recommend is Stitches by David Small. It is a graphic novel and a memoir. It chronicles David Small’s very strange life focusing mostly on his mental issues caused by the odd parenting strategies of his parents. It is one that I’m sure some parents would take issue with due to some sexual nature, but it is fantastic. I do not know why but every kid I have ever met, even the ones who haven’t read books in years, love this book. It is easy to understand and connect to, especially for more troubled youth.
My freshmen this year really enjoyed reading Of Mice and Men by John Steinbeck, specifically my high school boys. There is not a whole lot of thinking “girly” flowery language. They also LOVE that they curse so much (boys!). One male student told me he continued to read it solely because the cursing made him giggle when he read the book. I am willing to take whatever I can get.
The Hunger Games by Suzanne Collins is a great motivational tool for reading. I was able to get a ton of kids hooked in on the series this school year. All of them that read it loved it (it helped that it was being made into a movie and it was a “cool” book to read.
I always recommend The Perks of Being a Wallflower to my more quiet and reserved students. It is definitely an overgeneralization to assume that all quiet kids are going to enjoy reading a book about a quiet kid, but for the most part, I have yet to recommend it to a student who hasn’t read it all the way through and enjoyed it.
Red Group Results:
ReplyDeleteEating Habits:
•Poor eating habits can affect a person’s memory and ability to concentrate in class (Flemmings, 2012)
•Distractions interferes with the body's natural cues about what and how much you are eating
Reading Attitude:
•Recreational and academic reading attitudes, on average, were observed to become more negative gradually, but steadily, throughout the elementary school years, beginning at a relatively positive point and ending in relative indifference.
•The trend toward more negative recreational attitudes was clearly related to ability and was steepest for least able readers.
How many books students have:
•Between gifted students and regular students, 35 percent of the gifted students owned 100 books or more versus 19 percent for the regular students.
•The majority of students preferred to own their own book rather than go to the library.
(Swanton, S., 1984)
Why Students Read:
•Students both gifted and ungifted said they read because it is fun and enjoyable.
•Some students stated that they read because it involves your mind, it’s imaginative, and educational.
•The majority of students said they read because of the freedom and flexibility of reading, as well as it is relaxing to them.
(Swanton, S., 1984)
Motivation:
•According to the LA Youth Reading Survey most students enjoy reading fictional stories (Youth, 2011
•Students tend to enjoy books that they pick out for themseleves more than those chosen for them (Fifield, S., & Shepperson, B. ,2005)
•Students tend to read more silently than ouloud in class (Fifield, S., & Shepperson, B. ,2005)
•Elementary aged students tend to lead more towards action and humor books (Barnes, C., & Monroe, R. (2011, )
Likes/Dislikes
•Students surveyed in 2011 tend to prefer action, mystery, and fictional stories.( Youth, 2011)
•The students' lest favorite genre was westerns(Youth, 2011)
•Popular books among elementary aged students were Harry Potter, The Hunger Games, The Twilight Saga,and Diary of a Wimpy Kid.(Youth, 2011)
•Students prefer to read in scilence, but when they do have background noise they prefer it to be the T.V. turned on (Iyengar, S. ,2007)
Reading at Home:
•8 in 10 young people said they get at least some encouragement to read from their mother. By contrast, only 7 in 10 said that their father encourages them to read to some degree.
•Over twice as many fathers as mothers were not seen to be reading by young people (26% vs. 12% respectively).
•Almost one in six young people talk about reading with their family every day. Most talk about reading with their family at least once a week (27%). However, nearly a quarter rarely talk with their family about reading, while nearly a fifth did not talk with their family about reading at all. (Clark, C., & Hawkins. L., 2010)
Attitude Towards Reading:
•According to the survey, students whose parents that were more inclined to read held a positive attitude towards reading are better at reading than the parents that did not have a positive attitude (Kubis, M., 1994).
•According to studies, 4 out of 10 parents that felt that they did not have time to read novels often used a magazine or newspaper to promote reading in their households (Kubis, M., 1994)
•According to the survey, children whose parents consider reading a hobby, enjoyed going to the library or bookstore, and spend time reading for enjoyment at home are more likely to enjoy reading themselves (Speiegel, D.A., 1994).
Feelings about e-books
•Digital books are viewed as a way to provide interactive learning, potentially save money and get updated material faster to students (Duncan, 2012).
•Some schools prefer to go to digital textbooks instead of having students to walk around with backpacks that are weighed down with 50 pounds of textbooks that cost is $50-$100. In many cases the information is outdated. With digital textbooks, the information can be easily updated with the click of a mouse (Duncan, 2012).
7) Reading at Home
ReplyDeleteStudents who read at home and are encouraged to read at home by both parents are more likely to be successful readers in school. According to surveys children who get a lot of encouragement to read from their mother or father are more likely to enjoy reading, to read frequently, to have positive attitudes towards reading and to believe that reading is important to succeed in life than other children who do not get any encouragement to read from their parents (Clark, C., & Hawkins. L., 2010).
Parents should not just encourage their child to read, but should also talk to their children about reading and should also read themselves. When children see their parents reading they most likely will want to model what it is that their parents are doing. Children who see their mother and father read a lot are more likely to enjoy reading, to read frequently, to have positive attitudes towards reading and to believe that reading is important to succeed in life ((Clark, C., & Hawkins. L., 2010). This is the same for children who talk with their family about what they are reading every day.
4) Why Students Read
Based on survey results many students both gifted and regular viewed reading as pleasurable, enjoyable, relaxing, and fun. A small percentage of students chose other activities other than reading, however most students seem to have a positive attitude towards reading. According to a survey students felts that there was more detail within a book than in a movie, and that television and movies did not compare to the freedom and relaxation of reading a book (Swanton, S., 1984). Media has not yet taken over children in the sense that they no longer want to read.
3) How Many Books are owned by Students
Owning a book and knowing that it is yours is a wonderful feeling. You can reread the book over and over, share it with others, and even refer back to if you need to. This is how most students felt about owning their own books based on a survey. The majority of students that were a part of a survey preferred owning their books, and those that did had about 100 books of their own.
The value and pleasure of owning books is something that schools, librarians, and PTA member can promote by organizing book fairs and incorporating programs like, Reading is Fundamental (Swanton, S., 1984). Teachers can even become a scholastic member and have their class pick out books that they are interested in to buy for themselves. With programs like these it will help students add to their own library of books as home, as well encourage them to read more at home.
References
Clark, C., & Hawkins, L. (2010). Young People’s Reading: The Importance of the home environment and family support. National Literacy Trust, 2-32.
Swanton, S. I. (1984, March). Minds Alive What & Why Gifted Students Read for Pleasure. School Library Journal, 30(7), 99-102.
Improving a child’s habits in recreational reading has been looked at for many years. In the survey Improving Children’s Habits in Recreational Reading, surveys were given to students, parents, and teachers. As these survey were completed many different finding were presented. Most people chose to watch TV over picking up a book and reading for enjoyment purposes. Teachers were given an action plan to follow and implement within their classrooms for modeled reading. This was in hopes to improve the recreational reading within the students.
ReplyDeleteUnfortunately recreational reading is not a “general” habit by our population. There are so many distractions that our students, and ourselves, are presented with on a daily basis. “As stated by Jim Trelease, “Forty four percent of U.S. adults do not read a book in a course of a year”. With this in mind, educators need to focus upon it and bring the enjoyment back to reading recreationally. Teachers need to educate their students, and their parents, about what books interests the student in reading, what they are able to read and comprehend, and what they love about reading.
With the overall findings of the surveys done it is well known that TV is more of a recreational activity. Students, parents, and teachers would rather listen and watch the TV rather than pick up a book and read. With the help of parents and teachers we can change this outlook and this commonality to recreational activities.
Being in third grade there are many obstacles that children face with reading recreationally. I took this survey to heart and really analyzed the data and tried using it in my room this week and last week in school. I surveyed my own students and I was not to surprised to find out that they enjoyed watching TV over reading a book. I gave my students thirty minutes of silent reading time consistently for the last two weeks. I also heavily model read to them. As summer approaches, and school is letting out, I hope my students remember to read more recreationally this summer rather than play video games and watch TV.
When planning a literature-based lesson I take into account all of my students reading levels. I know that not every child reads at the same pace, and not every child comprehends or can even relate to the story being read. I will thoughtfully plan out this literature-based lesson, and or unit, and think what can I bring into it to enhance more learning. If we were reading a story on camping, the wilderness, or an “outdoors” type of book I would bring in a tent, flashlights, smores, and other “outdoor” type things that would correlate to the story. I want my students to have the most real life experience when reading. I want them to be able to relate to what is being taught. I want them to have more deep and meaningful learning-taking place.
Melissa Polisano: 3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
ReplyDeleteA few motivational strategies that I employ in my classroom are, student interest, D.E.A.R (Drop Everything and Read), I also do book buddies with the first grade class every Friday. Student interest is the biggest motivator within my classroom. Students who are not interested in the books within the classroom library tend to not enjoy reading, or just choose a book and look through it but not really read it. Having different genres of books throughout my classroom, as well as different interest gives the students the opportunity to enjoy reading, as well as want to read.
The second biggest motivator I would have to say is the book buddies. I teach 4th grade and every Friday we pair up with the same 1st grade classroom and share books to read to them, and they read to us. Each student has a partner that they read with every week. The students in my class really enjoy this activity because it makes them feel good when they are helping the first graders become better readers and they get to be exposed to many different stories. When choosing their books the students seem very enthusiastic and try to choose a book that they feel the 1st graders would enjoy.
Melissa Polisano: 4) Recommend some books that you have found to be successful as motivational tools.
ReplyDeleteMotivating students to read and enjoy reading can be a difficult task at times for a teacher, especially if reading is not emphasized in their homes. Books that I like to use for motivational tools are books that use comedy and get the kids laughing, or something with suspense where it keeps the students on the edge of their seats wanting to read or hear more. Most of these types of books I enjoy reading aloud to the class. Below are some of the books that I have either read in the past, or would read as motivational tools.
Amelia Bedelia’s First Day of School by Herman Parish
The Hardy Boys by Rick Riordan
Fancy Nancy: Nancy Clancy, Super Sleuth by Jane 0’ Connor
These books are just to name a few.
With our fast-moving, technology reliant generation, it is becoming more difficult to encourage our students to slow down and pick up a book to read for enjoyment. It is our goal to motivate our students and create enthusiastic, life-long readers. This target group of first and second graders, along with their parents, were surveyed and interviewed at the beginning and the conclusion of the implemented reading program. Parents completed a written survey, students were interviewed with yes/no questions, and also prompted to complete a written survey where they were to circle which Garfield cartoon character represented how they felt about each statement. The character depictions represented “Yuk”, “O.k.”, and “Hooray” in that order.
ReplyDeleteIn order to see the entire spectrum of students’ reading habits, it is essential that their experience with literature in the home must also be questioned. Parents were asked what materials they had readily available in the home for their children to read and it was apparent that majority had a wide range of materials with the exception of comic books. The first and second grade classrooms were surveyed separately and the results for “Do you think reading is important?” are as follows: 93% in class A responded yes and 82% in class B answered yes. There was also an overwhelmingly majority of yes answered to the questions: “Do you like to have your teacher read to you?”, “Reading is fun for most people”, and “There are many books that I would like to read.” These results increased even more positively after a multitude of strategies were implemented to increase the overall motivation of students to read. Strategies such as bringing in favorite books from home, study of authors and themes, book buddies, monthly tallies of books read, and authoring class books were employed. This data reflects the improvements made from the months of August through February, during the time the intervention program was executed.
What types of reading motivational activities do you employ in your classroom?
ReplyDeleteIn the elementary setting it is important to keep your students interested as well as motivated to read. This can often be a challenge. It is left up to us as educators to keep the students interested. It is various ways to keep your students interested.
As a 3rd grade teacher, I listened to my students and valued their inputs as well the inputs from other teachers that have more experience than I do. By doing this you can find strategies that work for our young readers that will motivate them and keep them motivated. When you have struggling readers, it’s sometimes hard to keep them motivated because they feel ashamed about their reading skills and sometimes will go into their security shell and not response. You have to have different activities to keep them interested as well as motivated.
In our elementary school, we use different methods to keep our students motivated. One way is using Accelerated Readers. With Accelerated Readers your students are tested at the beginning of the year to see what level of reading the student is on. This is done without the students knowing that they are being tested. Once you find out what level they are on, they are issued cards by the library so the students will know which books to check out. Once the students finish reading the books, they take a test on the book. If you meet your AR goal at the end of the 9 weeks, you participate in extended P.E. along with a pizza party. The Accelerated Reader doesn’t go against the students but instead just encourage them to read more.
We also used the Sustained Silent Reading (SSR). This is where the students have time in the day to read silently. My students usually read their AR books or whatever appropriate book that they may have. The students are allowed to use books from the classroom library if they don’t have a book to read. Some students enjoy this time and some take it as “talk-to-my-neighbor” time but that’s where classroom management comes into play. I use it as time in the afternoon to wind down. Some of my students come from a home environment that they cannot concentrate at home. This occurs in homes that have more than one family inside and people are in and out all the time. This is the reason I use Sustained Silent Reading (SSR).
The purpose of reading is for the reader to understand the meaning of the written word. Some children are able to say words, but are not really reading because they have no understanding of the printed words. By the time children arrive in Kindergarten at approximately five to six years old, they should be able to grasp the concepts of the main character in a story, sequence of events, feelings and motives of the characters, and the order in which sentences should be placed.I teach Kindergarten. The children I teach are just learning beginning sounds and starting to blend words. When considering a literature=based lesson plan or unit plan I think about the student’s ability to retell familiar stories, including key details, to identify characters, setting, and major events in a story, to ask and answer questions about unknown words in a text, recognize common types of texts, compare and contrast the adventures and experiences of the characters in familiar stories, engage in group reading activities with purpose and understanding.
ReplyDeleteIn my classroom I encourage the children to read by having daily silent reading times. Since the children are just learning to read we do a lot of chanting of the alphabet sounds and blending sounds together. We read around the room and our word walls. On Fridays we have show and tell with that week’s featured letter. Students are encourage to bring in items that begin with that letter. Children are also encouraged to bring their favorite books from home. I model a lot of reading and we mostly have read alouds in the classroom. When it’s there time to read most of the children do a picture walk and look for familiar sight words. There are books available in the classroom and school library.
Here are some books that I have found to be successful motivational tools
CHICKA CHICKA BOOM BOOM. Written by Bill Martin and illustrated by John Archambault and Lois Ehlert. It cleverly demonstrates what happens when all the letters of the alphabet try to climb a coconut tree and simultaneously fall off. They go “chicka chicka boom boom.” Children enthusiastically respond to the rhythm and chant as they become engrossed in the story. I love this story I’ve done it with my preschool and kindergarten children. The Children like to memorize the rhyme and they look saying, “chicka chicka boom boom.”
OVER IN THE MEADOW. Written by Paul Galdone.This is a counting and rhyming book. It shows different animals which corresponds with numbers. The children enjoy counting along with the animals.
FISH EYES: A BOOK YOU CAN COUNT ON. Lois Ehlert is the author and illustrator of this exciting counting book. I like this book because it’s interactive. As the reader counts the children listen and can count along and repeat the rhyme. The book is very colorful and inviting to small children.
THE CAT IN THE HAT. Written by Dr. Seuss. Children love the story of the mischievous cat that comes and wrecks the house. This is an interactive book and children also like to listen and read along. They also like to predict what will happen next. This book allows the reader to ask guiding questions and allows children to exercise their problem solving skills
NO DAVID! Written by Shannon, David. Preschool and Kindergarten students can relate to this story because it’s about a young boy their age that seem to always get him in trouble. It funny and the children laugh along. They especially like the repetion of David being scolded. They join in and repeat “No David”.
Hi Lisa! I completely agree that playing books on cd, using the elmo, or dimming the lights in the classroom often engages children a little bit more. I try to let the kids listen to the story a couple times a week at my listening center in my classroom. I also let my kids lay down on the floor on Fridays when they read. I also tap them on the shoulder when they are quiet and let them choose a comfy place to sit. I feel this enhances there learning. There are so many different ways to change up things that get repetitive in the classroom to help our students focus just a little bit better.
ReplyDeleteI teach first grade and I find that for the most part my students are very eager to read. I utilize a lot of read alouds in my classroom. I like to choose books that are humorous, or that are about children that are having the same experiences as my students. For instance, they absolutely love the Junie B. Jones series. I also like to ask my students about what they like to read about. I ask them to write and draw pictures that show me what interests them so that I can find books that they are interested in. My students love to hear about what books and authors are my favorites and I find that they check these books out from the library to show me that they are reading the same things that I like. I think that in the primary grades it is somewhat easier to motivate students to read and then becomes harder as the students get older. Hopefully the students are developing a love for literature while they are young so that it will follow them throughout their school careers.
ReplyDelete3) The motivational strategies that I employ in my classroom vary depending on the class. This last year was a 2nd/3rd grade class. My favorite things to do is to participate in DEAR (Drop Everything And Read). We have a read a thin. We move all the desks and they are allowed to bring in a pillow and lounge around and read. They get to read as partners. Another thing that I like to do is let them read in different settings. Sometimes we will go out on the lawn and read together. Other times we will read under our desks or sitting on top of our desk. This makes them exciting to not be sitting at their desk. Also we read a novel together as a class. They love to listen and predict what is going to happen next. I also have many different types of books but I try to make sure they can relate to the students lives.
ReplyDelete4) Students really like books that relate to their lives and show how their lives are alike. The real motivation is to get them to read those stories so they can see that they really do relate. The first thing that I do is find out what book they like to read. This helps me to pick the right books for the students.
Diary of A Wimpy Kid by Jeff Kinney is a really popular with third grade boys especially. These books are a diary of what life is like for an unpopular kid. The students love to relate to his life. Boys in third grade are often the ones who hate to read. These books really motivate them to read.
Fancy Nancy by Jane O Connor is a fun book for all students to read. It has colorful great language. It uses words that are not in a students normal vocabulary. They use words so that the students can use them in their own vocabulary.
Geronimo Stilton by Elisabetta Dami is another fun book for the students. This is a colorful book with words written in different fonts. It also has great vocabulary for students. The different pages and fonts encourage the reader to read.
These are a few books that really motivate the students. The books that have different fonts and pictures encourage the students to read.