Engaging & Motivating Young Readers for Success through Interactive Read-Alouds and Independent Reading Engaged Readers… ..…are involved at a deep level, absorbed, engrossed, interested, and motivated. ..…read frequently for interest, enjoyment, and learning. ..…want to gain new knowledge of a topic, follow a narrative, or expand their own experiences through printed material. The Global Economy is Driving Change •By 2015, about 85 percent of new jobs will require at least a two-year degree •Just 10 percent of the state’s employment opportunities are in manufacturing •Employers say most critical job skills are professionalism, work ethic, oral and written communications, teamwork, collaboration, problem solving and critical thinking •Recent MBAE study found a majority of high school graduates and many college graduates were lacking in most of those skills Learning & Innovation Critical Thinking & Problem Solving Creativity & Innovation Communication & Collaboration 21st Century Skills Framework Information, Media & Technology Information Literacy Media Literacy ICT (Information, Communications & Technology) Literacy Life & Career Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility Cultural Competency Literacy Teaching/Learning Requires •Knowing the Research •Practicing the Art of teaching •Using your Heart to teach every student, every minute, every day! The Research Knowledge ..5 components ..Spelling/language ..Writing ..Background knowledge Instruction ..Systematic, Intentional, Explicit, Robust ..Moving to independence (scaffold to release) ..Concept/vocabulary–introduce, provide student-friendly explanation, illustrate, check for understanding ..Student participation/collaboration ..Timely corrective feedback ..Teach to mastery (lots of practice) Archer, 2007 The Art Monitor and adjust ..Placement/intensity in programs/interventions ..Instruction and practice (differentiate) Delivery of instruction ..Attention, pace, opportunities to respond, connection (smile, greet, use names) ..Humor and enthusiasm are infectious Management ..Communicate expectations, anticipate challenges, teach behaviors, honor effort, provide active, engaging instruction Archer, 2007 The Heart Excellent Teachers have: ..Deep knowledge that they make a difference ..Enthusiasm for content and materials ..Commitment to excellence ..Focus on achievement (own and students’) ..Tenacious instruction ..Passion for student learning (and their own) ..Compassion for students and families Archer, 2007 Do the Math! Self Worth Quaglia, 2008 Active EngagementActive Engagement Purpose 6 Evidence-Based Principles to Motivate Content Area Reading •Elevating self-efficacy •Engendering interest in new learning •Connecting outside and inside school literacies •Making an abundance of interesting texts available •Expanding choices and options •Structuring collaboration for motivation Brozo& Flynt, 2008 5 Specifications Text Box: S – Safe learning environment P – Purposeful, worthwhile work E – Encouragement that is respectful and effective C – Control over achieving one’s learning goals S – Success Barkley, 2008 Think –Pair -Share •With a partner, describe 3 important practices associated with high quality interactive read- alouds. •Turn and talk for 90 seconds. •Share out for 3 minutes. Research-based components include… Text selection Clear purpose established Fisher, Flood, Lapp, & Frey 2004; Lane & Wright, 2007 Why are these components important? •Purpose, text selection and connection lead to students –Exposure to writers’language patterns –Exposure to new vocabulary, concepts, text structures –Opportunities to be “turned on”to the joy of reading •Read-aloud is paramount to literacy development –Hearing –reading –telling –writing Continued… •Read-aloud provided a model for –Prosody –Understanding •Setting the purpose –Increased student engagement –Improved the quality of discussion •In addition, expert teachers created word walls that linked the concepts/vocabulary of similar texts Fisher et al., 2004 Informational Books for Read-alouds •Why? –Inspire curiosity –Provide experience with linguistic features –Support comprehension/background knowledge, particularly in content areas •What opportunities? –Provide balance/diversification –Pairing with fiction –Facilitate student access to other texts –Stimulate rich discussions Kletzien& Dreher, (2004) Brainstorm: What characterizes engaged independent reading? Why is independent reading so important to success in school and in life? What opportunities exist for independent reading in the classroom? How can you improve on the independent reading program that you currently have in place? What are some challenges that you have with your independent reading program? How’d You do? •Choice •Challenge •Control •Collaboration •Construct Meaning •Consequence of Task Reutzel, 2008 Improve Comprehension & Achievement Motivational Classroom PracticeEffect SizeKnowledge (content) goals for learning0.87Student choice in selecting text1.20Use of interesting instructional text1.64Social collaboration during reading0.48Reutzel, 2008 Components in the Classroom •Control, challenge, & choice –Books from a basket, bin, shelf –Subtopics from a theme or topic –Various ways to demonstrate new understanding (multiple intelligences) •Collaboration, constructs, & consequence –Cooperative groups •Accountable talk •Power of one Discussion: ELA Standard 1 Accountable Talk: ELA Standard 11 & 13 Teacher Link ideas –Who agrees, disagrees, can repeat, can add on Support ideas –evidence from text; how do you know, give examples, explain, show Ask to explain thinking –Why do you think that? Explain more Student To learning community link ideas –I agree etc. I know that because it says here that… I think that because… ALC AAK ART Wolf, Crosson, & Resnick, 2006 The Power of One •Cooperative learning provides positive interdependence –One product •Group produces one final result –One role •Each member has a different & important role –One material resource •Materials are limited so that they must be shared –One space •The group must apply efforts at one time and place to produce the outcome Action Research •Read the Reutzelet al., 2008 and/or Fisher et al., 2004 article(s). •Adjust the genre wheel in Reutzelto reflect a balance of informational/literary text genre/types. •Try out at least one of the activities or suggestions presented and be prepared to discuss results; example: Teacher –ask coach to observe IR; Coach –model all IR components; use one of the tools for independent reading: T –in classroom; C –introduce to teacher(s). •Bring a recommendation for a read-aloud or addition to the classroom library on 1/29/09. •Have fun experimenting! References Archer, A.(2006). The research, art,and heart of teaching reading:Presentation to Albany Schools, August, 2006. Retrieved from http://www.albany.k12.or.us/departments/ instruction/AnitaArcherResources.php. Barkley, S. G. (2000). Effective cooperative learning: Issue 05. Cadiz, KY: Performance Learning Systems, Inc. Retrieved from http:// www.plsweb.com/resources/newsletters/enews_archives/05/2000/05/00/. Barkley, S. G. (2003). Motivating all learners: Issue 31. Cadiz, KY: Performance Learning Systems, Inc. Retrieved from http:// www.plsweb.com/resources/newsletters/enews_archives/31/2003/05/01/. Barkley, S. G. (2005). Quality teaching in a culture of coaching. Landham, MD: Rowman& Littlefield Education. Barkley, S. G. (2005). Wow!: Adding pizzazz to teaching and learning.Cadiz, KY: Performance Learning Systems, Inc. Barkley, S. G. (2007). Tapping student effort: Increasing student achievement. Cadiz, KY: Performance Learning Systems, Inc. Brozo, W. G. & Flynt, E. S. (2008). Motivating students to read in the content classroom: Six evidence-based, principles. The Reading Teacher, 62(2), 172-174. Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades: Research-based practices. New York, NY: Scholastic, Inc. Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read- alouds: Is there a common set of implementation practices? The Reading Teacher, 58 (1), 8-17. Kletzien, S. B. & Dreher, M. J. (2004). Using informational books for read-alouds, chapter 4. In Informational text in K-3 classrooms: Helping children read and write. Mahwah, DE: IRA. Lane, H. B. & Wright, T. L. (2007). Maximizing the effectivenessof reading aloud. The Reading Teacher, 60(7), 668-675. Quaglia, R. (2008). My Voice webinar, November 19, 2008 at qisa.org. Resnick, L. B. (1999). Making America Smarter. Education Week Century Series. 18(40), 38-40. Retrieved from http://ifl.lrdc. pitt.edu/ifl/media/pdf/MakingAmericaSmarter.pdf Reutzel,D. R. (2008). Motivating readers of all ages: Classroom assessments and strategies that work! Presentation to Bermuda reading Association, February 2, 2008, Hamilton, Bermuda. Retrivedfrom http://www.coe.usu.edu/ecc/images/pdf/ presentations/motivating_readers_all_ages.pdf Reutzel,D. R., Jones, C. D., Fawson, P. C., & Smith, J. A. (2008). Scaffolded silent reading: A complement to Guided repeated oral reading that works! The Reading Teacher, 62 (3), 194-207. Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006). Accountable talk in reading comprehension instruction: CSE Technical Report. Center for the Study of Evaluation, National Center for Researchand Evaluation, Standards, and Student Testing. Los Angeles, CA: University of California, Los Angeles. Resources and Tools •Accountable Talk Rubric based on the work of Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2006). Accountable talk in reading comprehensioninstruction: CSE Technical Report. Center for the Study of Evaluation, National Center for Researchand Evaluation, Standards, and Student Testing. Los Angeles, CA: University of California, Los Angeles available from mcaesar@doe.mass.edu. •Accountable Talk Observation Tool available online at •http://ifl.lrdc.pitt.edu/ifl/index.php?section. •Appendix A from Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades: Research-based practices. New York, NY: Scholastic, Inc. •Interactive Read-Aloudsfor grades 2-3 suggested by Linda Hoyt and available online at http://www.interactivereadalouds.com/components.aspx. •Reading and Writing Interest Inventory from Harp, B. (2006). Thehandbook of literacy assessment and evaluation, 3rd Edition. Norwood, MA: Christopher-Gordon Publishers, Inc. •Tracking form for student conferences –may be copied for classroom use and is also available to IRA members at •http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RT.62.3.2&F=RT-62-3- Reutzel_supp-1.html.