motivating reluctant readers

Motivating Reluctant Motivating Reluctant ReadersReaders

By Sara Paulson-Yarovoy, By Sara Paulson-Yarovoy, Evelyn Begley and Joan Moret with Evelyn Begley and Joan Moret with

Coach Max GreenwoodCoach Max GreenwoodRebecca Marshall, PrincipalRebecca Marshall, Principal

Our Goal: Make ‘em all Our Goal: Make ‘em all Readers!Readers!• To share great books with each other and To share great books with each other and

talk about books school-wide using many talk about books school-wide using many channels of communication channels of communication

• in order to motivate reading among in order to motivate reading among reluctant readers reluctant readers (a category which (a category which includes most struggling readers) includes most struggling readers)

• so reading becomes a social activity and so reading becomes a social activity and appeals to those whom we traditionally appeals to those whom we traditionally view as nonreaders.view as nonreaders.

Our MethodOur Method

• We used assessments and anecdotes to focus on We used assessments and anecdotes to focus on individual struggling readers (10) as case studiesindividual struggling readers (10) as case studies

• We devised and piloted strategies that can be We devised and piloted strategies that can be used with any reader school wide to motivate used with any reader school wide to motivate reading.reading.

• Focused on internal motivation.Focused on internal motivation.• Focused on motivating kids to read, not on Focused on motivating kids to read, not on

teaching kids how to read.teaching kids how to read.• In a nutshell: know the books, know the readers, In a nutshell: know the books, know the readers,

and “make the match”.and “make the match”.• Get the kids reading book after book after book Get the kids reading book after book after book

after book…chain reading….no lapses looking for after book…chain reading….no lapses looking for a book they want to read.a book they want to read.

Knowing the kids, Knowing the kids, knowing the booksknowing the books

• Focused on one grade level—4thFocused on one grade level—4th

• Scheduled common prep with 4Scheduled common prep with 4thth grade teachers grade teachers

• One hour weekly after schoolOne hour weekly after school

• Lots of readingLots of reading

• Lots of getting to know students Lots of getting to know students through discussions and assessmentsthrough discussions and assessments

Our Five RecommendationsOur Five Recommendations1. Establish accountable ways 1. Establish accountable ways all readersall readers

can share great bookscan share great books2. Introduce 2. Introduce all readersall readers to different authors to different authors

and different genres. and different genres. 3. Work collaboratively with librarian to give 3. Work collaboratively with librarian to give

reluctant readersreluctant readers and and struggling readersstruggling readers individual support in choosing books. individual support in choosing books.

4. Give challenging reading responsibilities 4. Give challenging reading responsibilities to to struggling readersstruggling readers to increase their to increase their confidence and motivation. confidence and motivation.

5. Identify use of other media to assist 5. Identify use of other media to assist struggling readersstruggling readers. .

1. T & L establishes ways 1. T & L establishes ways all readersall readers can share their favorite bookscan share their favorite books

• School survey: Books kids loveSchool survey: Books kids love

•Favorite Books binder Favorite Books binder

•““Favorite Books” displayFavorite Books” display

““Books Kids Love” blogBooks Kids Love” blog http://www.lovethatbook.blogspot.http://www.lovethatbook.blogspot.

comcom

Fourth Grade RatsFourth Grade Rats by Jerry Spinelli by Jerry Spinelli

Top 10 Books published each June both Top 10 Books published each June both online and as a summer bookmarkonline and as a summer bookmark

http://favoritebooks.wikispaces.cohttp://favoritebooks.wikispaces.comm

1. T & L establishes ways 1. T & L establishes ways all readersall readers can share their favorite bookscan share their favorite books

• School survey: Books kids loveSchool survey: Books kids love• Favorite Books binder Favorite Books binder • ““Favorite Books” displayFavorite Books” display• Books Kids Love blog (Books Kids Love blog (

www.lovethatbook.blogspot.comwww.lovethatbook.blogspot.com• Top 10 Books published each June both Top 10 Books published each June both

online and as a summer bookmarkonline and as a summer bookmark• Book clubs that feature series booksBook clubs that feature series books

2. T & L introduce 2. T & L introduce all readersall readers to to different authors and different different authors and different

genres.genres. • Author visits (L)Author visits (L)

• Encourage writing email and letters Encourage writing email and letters to authors (T)to authors (T)

Nick Bruel – Nick Bruel – our first our first visiting visiting author!author!

KapowKapow!!!!

George O’ConnorGeorge O’Connor

• Whole group book talks (L)Whole group book talks (L)

• Read alouds linked to other books (T, Read alouds linked to other books (T, L)L)

• Conferencing in the classroom library Conferencing in the classroom library (T)(T)

• Organizing the classroom library with Organizing the classroom library with genre and author bins (T)genre and author bins (T)

2. T & L introduce 2. T & L introduce all readersall readers to to different authors and different different authors and different

genres.genres. • Author visits (L)Author visits (L)• Encourage writing email and letters to Encourage writing email and letters to

authors (T)authors (T)• Whole group book talks (L)Whole group book talks (L)• Read alouds (T, L)Read alouds (T, L)• Conferencing in the classroom library Conferencing in the classroom library

(T)(T)• Organizing the classroom library with Organizing the classroom library with

genre and author bins (T)genre and author bins (T)

3. T & L work collaboratively to give 3. T & L work collaboratively to give reluctant readersreluctant readers and and struggling struggling

readersreaders individual support in choosing individual support in choosing

books.books. • One-on-one book talks during open One-on-one book talks during open

access time in collaboration with access time in collaboration with teacher (L)teacher (L)

Talking books for CODAs who Talking books for CODAs who want books on their interest want books on their interest level level

Bridge book sections in the Bridge book sections in the library as well as in classroom library as well as in classroom

librarieslibraries

3. T & L work collaboratively to give 3. T & L work collaboratively to give reluctant readersreluctant readers and and struggling struggling

readersreaders individual support in choosing individual support in choosing

books.books. • One-on-one book talks during open access One-on-one book talks during open access

time in collaboration with teacher (L)time in collaboration with teacher (L)

• Talking books for CODAs who want books Talking books for CODAs who want books on their interest level (L)on their interest level (L)

• Bridge book sections in the library as well Bridge book sections in the library as well as in classroom libraries (T, L)as in classroom libraries (T, L)

• Conferences about book selection (T)Conferences about book selection (T)

• Ongoing practice using five-finger test (T, L) Ongoing practice using five-finger test (T, L)

4. T give challenging reading 4. T give challenging reading responsibilities to responsibilities to struggling readersstruggling readers to to

increase their confidence and increase their confidence and

motivation.motivation. • Reading buddiesReading buddies

• Group struggling readers in two Group struggling readers in two guided reading groups: one on their guided reading groups: one on their level and one that is just beyond level and one that is just beyond their level. their level.

5. L identifies use of other media 5. L identifies use of other media to assist to assist struggling readersstruggling readers..

• Talking books paired with text: oral Talking books paired with text: oral language and int/adv phonemic language and int/adv phonemic awarenessawareness

• Educational videos (Movie Club): Educational videos (Movie Club): background knowledge needed for background knowledge needed for reading comprehensionreading comprehension

• ASL-signed books paired with text: Dual ASL-signed books paired with text: Dual language skillslanguage skills

• Computer and online software: To be Computer and online software: To be explored next year (Headsprouts?) explored next year (Headsprouts?)

Our Five RecommendationsOur Five Recommendations1. Establish accountable ways 1. Establish accountable ways all readersall readers

can share great books.can share great books.2. Introduce 2. Introduce all readersall readers to different authors to different authors

and different genres. and different genres. 3. Work collaboratively with librarian to give 3. Work collaboratively with librarian to give

reluctant readersreluctant readers and and struggling readersstruggling readers individual support in choosing books. individual support in choosing books.

4. Give challenging reading responsibilities 4. Give challenging reading responsibilities to to struggling readersstruggling readers to increase their to increase their confidence and motivation. confidence and motivation.

5. Identify use of other media to assist 5. Identify use of other media to assist struggling readersstruggling readers. .