Motivation Matters

***Planning Engaging

Literacy Instruction

Barbara A. Marinak, PhDMount St. Mary’s University

barbara.marinak@gmail.com

• https://www.youtube.com/watch?v=IJKIgtCpwvg

Today• Briefly summarize research

findings related to nurturing intrinsic reading motivation and facilitating engagement.

• Discuss methods for engaging reading instruction.

Nurture Intrinsic Reading Motivation

• Choice

• Challenge

• Collaboration

• Authenticity

Choice• Choice has been identified as a powerful

force for nurturing motivation.

• Studies indicate that motivation increases when students believe they have some autonomy or control over their own learning.

(Jang, Reeve, & Deci, 2010; Rettig & Hendricks, 2000; Skinner &

Belmont, 1993).

Challenge

• Studies have found that the most motivated students are those who are engaged in rigorous tasks.

• These are tasks that allow them to collaborate, make new discoveries, and reorganize their thinking.

(Optiz & Ford, 2013; Turner & Paris, 1995)

Challenge

• Reduce frontloading/pausing

• Increase searching, reading, and representing

• Challenge ≠ length

• Challenge = text complexity

Collaboration

• It is important to support readers’ independence and versatility.

• When teachers and students share control, students begin to take responsibility for critical literacy decisions.

(Optiz & Ford, 2013; Turner & Paris, 1995)

Authenticity

• Authentic reading, writing and discussion experiences are like those that are encountered in the day-to-day lives of people, as opposed to school-like activities such as completing worksheets or answering teacher-posed questions.

(Gambrell, 2012)

So now what?

Effective and Engaging

Methods

Honor All Print

Your Life in Books

• Your Life in Books promotes wide reading by encouraging children to connect books with important events and people in their lives.

• Your Life in Books is a reminder of the important role reading plays in their lives.

• Prominently displaying this special collection celebrates each child’s individual accomplishment.

Dr. M’s Life in Books

•Mike Mulligan and His Steam Shovel was one of the first books my mother shared with me. I loved it because they were building a house down the street at the time. I could enjoy Mike and his steam shovel and then go watch the real thing in action!

  

• Harriet the Spy is the first chapter book I remember reading. I loved it. I read and reread it. I began “people watching” and keeping a journal about what I saw.

• I read Nicholas and Alexandra the summer before I began high school. It was a romantic epic that I could not put down. What a great love story! After reading Nicholas and Alexandra, I read other books about Russian history. I still reread this book every summer. It is not summer until I read Nicholas and Alexandra.

Guiding Questions

Freedom from Writing

• Questions

• Read

• Tag

• Discuss

• Support

Text Impression

Antarctic

Text Impression

Antarctic

African

Text Impression

Antarctic

African

one

Text Impression

Antarctic

African

one

rookery

Text Impression

Antarctic

African

one

rookery

herd

• Group on land is a waddle or colony

• Nesting group is a rookery

• A group of babies is a crèche

• A group in the water is a raft

Text Impression

Antarctic

African

one

rookery

herd

kindergarten

Vocabulary Anticipation

• We will continue with Wild Babies by reading about alligators and frogs. What words do you think you will read in the text about these two young animals?

• If not anticipated, add: *************

Q-MatrixLiteral

1.What is?What are?

2.Where/When is?Where/When are?

3.Which is?Which are?

4.Who is?Who are?

5.Why is?Why are?

6.How is?How are?

7.What do?What does?What did?

8.Where/When do?Where/When does?Where/When did?

9. Which do?Which does?Which did?

10.Who do?Who does?Who did?

11.Why do?Why does?Why did?

12.How do?How does?How did?

Inferential

13.What can?

14.Where/When can?

15.Which can?

16.Who can?

17. Why can?Why can’t?

18.How can?

19.What could?

20.Where/When would?

21.Which would?

22.Who would?

23.Why would?

24.How would?

Extended

25.What will?

26.Where/When will?

27. Which will?

28.Who will?

29.Why will?

30.How will?

31.What might?

32.Where/When might?

33.Which might?

34.Who might?

35. Why might?

36.How might?

TEXT + me = literal

• How long do penguin chicks stay in a kindergarten?

• How old is a giraffe calf when it enters a kindergarten?

Text + Me = inferential

• When would penguins and giraffes form kindergartens?

text + ME = extended

• Giraffes and penguins use kindergartens to protect their young. What might other animals do to protect their babies?

“Experts Teaching”

• Modified Jigsaw

• Choice of group

• Collaboration to learn challenging content

• Choice of presentation mode

• Authentic negotiation regarding presentation of content

Vote for the Teacher Read-Aloud

What’s on the Web Today?

• One of the goals of the Common Core State Standards (2012) and other state curricula is providing students with the strategies and dispositions necessary to function in academic and real-world settings (college and career) that are dynamic and unpredictable.

What’s on the Web Today?

• We want them to learn to research, think, problem-solve and write like scientists, engineers, historians, mathematicians, musicians, artists, coaches, etc.

• In essence, this type of literacy instruction is, at its core, the definition of relevance.

What’s on the Web Today?

• Look to web-based resources as a way to share simulations, take a virtual field trip, view live cams, provide primary source documents, or contribute to a blog.

• Encourage your students to pull the thread between more traditional print and web articles.

• Show them how professionals communicate with each other in the virtual world.

What’s on the Web Today?

What’s on the Web Today?

The Giant Magellan Telescope will help astronomers unravel the mysteries of the cosmos.

We’ll read about it today at …

http://www.gmto.org/

What’s on the Web Today?

A history of the world in 100 objects!

We’ll explore it today at…

http://www.britishmuseum.or

g/explore/a_history_of_the_world.

aspx?fromShortUrl

Book Tweets

• Let’s face it, Twitter is cool!

• Tweets are short, 140-character messages.

• They are meant to be succinct and to the point.

• What a great way to encourage reading chats and increase access to a wide variety of text…and opinions!

Book Tweets• Book Tweets are messages written by readers

(your students, you, the librarian, principal, etc.) and posted on a Twitter Board (classroom bulletin board or whiteboard).

• Book Tweets invite an interactive, on-going conversation about print.

• Book Tweets provide practice summarizing and selecting words carefully. Like poems, great Book Tweets are constructed only after pondering each and every word.

Book Tweets

• #BrianLovesWolves

• I loved Wolves by Seymour Simon. My favorite picture is the wolves running in the snow.

REPLY

• #EmilyHearsHowling

• I read about wolves on the National Geographic website. Howling is how packs talk to each other.

REPLY

Teacher’s Reading Log

• Teacher’s Reading Log invites readers into your thinking about text.

• Maintaining a teacher’s reading log makes your metacognition public and allows you to model the wide variety of ways we respond to text.

Tornadoes by Seymour

Simon

This book is fascinating and frightening at the same time. I learned from Tornadoes that the United States has had two F5 tornadoes. One was in Missouri in 1925 and the other was in Texas in 1997. However, Tornadoes was published in 1999. I learned from weather.com that since 1999, the U.S. has had another F5 tornado. In 2011, an F5 tornado hit Joplin, Missouri.

Bridging the Book Divide

• In an effort to encourage reading at home, teachers and librarians often send books home. There is little doubt such practices are important.

• However, let’s stop for moment and consider the absolutely unintentional message books in backpacks might send.

Bridging the Book Divide

• Are we communicating that only the books sent home by teachers or librarians are “the best” or those that are “valued”?

• Is there the message that school is the only place important books live?

Bridging the Book Divide

• While we never want to stop sending books home, a way to increase access and bridge the book divide is to invite books (and all print) shared at home into your classroom and library.

Bridging the Book Divide

Nubs

Listography• Loved It

• Loved the Cover

• Loved the Illustrations

• Loved the Photographs

• I Learned So Much

• Wore These Out

• Recommended These To a Friend

• Want to Read Another by This Author

• Teacher Read Alouds I Enjoyed

• Favorite…

• Not My Favorite

• Books I Might Skip

• Characters I Would Like to Spend Time With

• Want to Read It

Learn More

Core +2

CoreFortune’s Bones

+2• http://www.fortunestory.org/fortune/

who.asp

http://www.huffingtonpost.com/2013/08/28/fortunes-bones-connecticut-funeral_n_3825367.html

Winter’s Tail

+2…or more!

• http://www.seewinter.com/winter/winters_story/winters-tails

• http://www.bing.com/videos/search?q=winter's+tail&FORM=VIRE8#view=detail&mid=F2A576C6458DFEA8C455F2A576C6458DFEA8C455

• http://www.hanger.com/prosthetics/experience/patientprofiles/winterthedolphin/Pages/WintersGel.aspx

I-Search

Recognize Your Super Power!

• Teachers matter!

• You are critical to nurturing and supporting the reading motivation of your students regardless of age or grade level.

• Even though they appear to not care, your words and actions are noticed.

• You are a hero and your super power is the ability to motivate!

Recognize Your Super Power!

“With great power comes great responsibility.”

Only you can create a literacy community where everyone is an avid reader!