Engaging All Children in the Reading Process: Strategies that MotivateWednesday, May 7, 2008, 2:00 to 4:45 pm

Dr. Kathryn BausermanDr. Kathryn EdmundsDr. Marilyn IzzardJustin Bauserman, MA(Email addresses on last slide)

Introductions

• Poll the Audience: Who are our guests this afternoon?

• Small Group Brainstorm:Share one idea that you think motivates your students.

Research Base

• Multiple Intelligences: New Horizons in Theory and Practiceby Howard Gardner

• Multiple Methods (Strategies)IRA Position Statement

• Best Practices: Today’s Standards for Teaching America’s Schoolsby Zemelman, Daniels, & Hyde

8 Multiple Intelligences (Gardner)• Linguistic• Logical-Mathematical• Spatial • Bodily-Kinesthetic• Musical• Interpersonal• Intrapersonal• Naturalistic• (Existential)

IRA Position Statement (2007)• “We believe that there is no

single method or single combination of methods that can successfully teach all children to read. As a result, teachers must be familiar with a wide range of instructional methods and have strong knowledge of the children in their classrooms in order to provide the most appropriate instruction for all learners (IRA, 2007).”

13 Best Practices (Zemelman, Daniels, & Hyde)

• Student-centered

• Experiential• Holistic• Authentic• Expressive

• Social• Collaborative• Democratic

• Cognitive• Reflective• Develop-

mental• Constructivis

t• Challenging

Motivation and Comprehension

By John Guthrie, Reading Today, April/May 2008, p. 38

1. Intrinsic Motivation2. Perceived Autonomy3. Self-efficacy4. Collaboration5. Mastery Goal Pursuit

Intrinsic Motivation Activities

• Progressive Storytelling

• Storytelling videotape:Dr. Marilyn Izzard

• Story Impressionswww.allamericareads.org/lessonplans

(see next slide)

Story Impression

Leola =>Pine Hollow Woods =>Honeybears =>Mr. Weasel =>Inn =>Tasty treats =>Chair =>Bed =>Stranger =>Miss Blackbird =>home

Perceived Autonomy Activities“What Teachers can Learn about Reading Motivation” Edmunds & Bauserman, The Reading Teacher, Vol. 59, No. 5, February 2006.

• Self-Discovery Bookmarks

• Librarians Unleashed

• 3-piece Kits

Self-Discovery BookmarkName____________________• Poetry• Expository Books About

– Animals– Space/Planets– History– Trees/Plants– Countries– Oceans/Seas– _________________– _________________– _________________

• Narrative Books– Picture Books– Chapter Books– Story Books (Animals)– Story Books (People)– Mysteries– Funny Story Books– Fables– Fairy Tales– Historical Fiction– _________________– _________________– _________________

Librarians Unleashed

1. Collect a large basket of books (from SSR or the library return basket)

2. Have students sort the books based on 5 categories they create. Ex: Books that Make me Laugh

3. Place the books in baskets with their new labels and let students read and explore by creative topics.

3 Piece Kits

• Create literacy kits using examples from a variety of texts on the same content/subject area:– Narrative text (fiction)– Expository text (non-fiction)– Poetry

• Kits can be used for small discussion groups, for SSR, or for take home reading

Self-efficacy Activities:Surveys to Measure Motivation

READERS:Assessing

motivation to read

Gambrell, Linda B; Palmer, Barbara Martin; Codling, Rose Marie; Mazzoni, Susan.

The Reading Teacher; Apr 1996; 49, 7; Research Libraryp. 518

EMERGING or NONREADERS:

Garfield Elementary Reading Attitude Survey

Shanklin, Nancy, & Rhodes, Lynn K.

Windows into Literacy: Assessing all Learners k-8, 1993.

Self-efficacy Activities• Value of Reading

Buddies www.funlessonplans.com/reading_lesson_plans/buddies.pdf

• Independent Reading: DEAR and SSR (model by teacher & choice of reading material)

• Five Finger Strategy or Thumbs-Up

Sample from Clockwork Orange

Collaboration Activities • Click or Clunk: variation of partner

reading– www.readwritethink.org

• Genre Gurus: variation of literature circles (Edmunds & Bauserman, Reading Teacher, Feb. 06)

• Reader’s Theatre:– Aaron Shepherd’s website:– www.aaronshep.com

• Tips on scripting• Tips on reading

– Poetry Theatrewww.poetryteachers.com/poetrytheater/theater

.html

Click or Clunk

• Students pair up and take turns reading an assigned text to each other.

• After each section of reading, they say “click” if they understand what was read and “clunk” if they don’t.

• Any “clunks” need to be discussed and clarified before moving on to a new passage.

Genre Gurus

• Students participate in discussion groups based on genre not book, Ex: 5 students have read different fairy tales– How did each book fit into the genre?– How are the books alike?– How are the books different?– What did we learn about fairy tales by reading these books?

• Students can create a visual/ poster or presentation to share

Mastery Goal Pursuit

• Cubing (for narrative text with expository text variation)50 Literacy Strategies: Step-by-step, by Gail Tompkins, Prentice Hall 2008

• Story Grammar for narrative text, Ex: The True Story of the Three Little Pigs

• Expository text: focus on text structures, Ex: The Statue of Liberty

Mastery Goal Pursuit

• KABLOOIE (variation of BANG), Using the 5 pillars of reading:– Phonemic awareness– Phonics– Fluency– Vocabulary– Comprehension

www.canteach.ca/elementary/beginning11.html

Concluding Thought:

“The greatest gift we can give our students is the love of reading.”

K. Bauserman, 2008

Contact Information

• Kathryn Bausermankbauserman@isugw.indstate.edu

• Kathryn Edmundskmedmunds@yahoo.com

• Marilyn Izzardmaizzard@uscsumter.edu

• Justin Bausermanjabauserman@bsu.edu