Motivating Readers:
Collaboration, Challenge, Competence & Choice
With literacy expert and author, Sarah Collinge
www.readsidebyside.com
S
What
motivates a
love of
reading?
What motivates a
love of reading?
S Collaboration
S Challenge
S Competence
S Choice
Collaboration
1. Read Aloud
To Your Child
Collaboration
2. Talk About
the Book
Together
Children benefit from structured conversations with an adult in response to written texts
(CCSS, Appendix A, p. 27).
Mem Fox
http://www.readingrockets.org/podcasts
/reading_aloud/
“If we are reading aloud always something that is more difficult than
children can read themselves then when they come to that book later, or
books like that, they will be able to read them—which is why even a fifth
grade teacher, even a tenth grade teacher, should still be reading to
children aloud. There is always something that is too intractable for kids
to read on their own.”
S
Listening Comprehension Sets
the Upper Limits!
0
6
13
Children’s literacy comprehension outpaces reading comprehension until the middle school years
(CCS, Appendix A, p. 27).
If literacy levels are to improve, oral
language must be used purposefully and
systematically in the language arts
classroom.
The Common Core Standards put an
emphasis on students’ ability to debate,
as this ability is critical to college and
career readiness.
When the book
said ______ I was
thinking _______
because _______.
I agree with you
because _______.
OR
I disagree with
you because ____.
Challenge
3. Select rich, challenging
literature to read aloud
together.
What students read, in terms of complexity, is at least as important as what they can do
with what they read (CCS, Appendix A, p. 2).
Complex
Text
•
•
•
•
•
•
•
•
Multiple themes
Implied purpose
Unconventional structure
Figurative language
Unfamiliar language or
dialect
Domain specific
vocabulary
Background knowledge
needed
Intertextual demands
Third Grade Read Aloud
Exemplars (CCS):
Literature:
• Chapter books
• Classic Literature
• Award Winners
• Books that require background
knowledge
S
Competence
Motivation to read is closely tied to our beliefs about ourselves.
Children are more likely to want to read when:
S They believe they are a good reader
S They believe other people see them as a good reader
S They feel part of the reading community
Competence
“It is the match between the student
and the topic or genre that determines
the likelihood of comprehension.”
(Snow, 2002)
Competence
Build background
knowledge about a
topic prior to
reading.
Competence
Build background
knowledge about
a genre prior to
reading.
Realistic Fiction
Setting
Realistic/believable place
Present time
Characters
Fictional Characters that are very real and believable
The main character changes over time
Plot
The character must deal with a real-life problem
Most important
Element
Character
Readers will think
about
How the main character changes over time
How the main character overcomes challenges
The main character’s beliefs about right and wrong
How the main character’s circumstances impact his/her
choices
Competence
4. After reading a
book aloud to your
student, select a
slightly easier book
about the same topic or
of the same genre for
your child to read
independently.
Early Readers
Charlotte’s Web
E. B. White
Mercy Watson Series
Kate DiCamillo
Fluent Readers
Earthquake Terror
Peg Kehret
Dog Heroes
Mary Pope Osborne
Proficient Readers
Children of the Dust Bowl
Jerry Stanley
Out of the Dust
Karen Hesse
Competence
Tip: Focus less on the level and more on the match between topic
and/or genre.
Myth: Instructional Level Theory-students learn best when they are
matched to a specific text level.
Truth: There is a lack of clear research evidence showing the benefits
of matching kids to specific text levels.
Shanahanonliteracy.com
Competence
5. Continue to provide
support as your
student reads
independently.
Reading
Conference
Research
Decide
Teach
Focus on helping students
monitor their
comprehension of the text:
•
•
•
•
Character
Setting
Problem
Main Events
Earthquake Terror – Blurb
Use the blurb
as a guide
From the beginning
Jonathan is spooked by the
deserted island where his
family is camping—and his
premonitions come true.
After Jonathan’s mother
breaks her ankle, Jonathan
and his younger sister Abby
are left alone. Then a
devastating earthquake hits.
The bridge is destroyed, the
trailer is smashed, and
there’s no food or water.
Suddenly, Jonathan and
Abby are fighting for their
lives…
Choice
Providing choices increases both effort
and achievement in reading.
Choice
6. Expose your student to a
variety of literature, always
considering their interests.
Allow them to make their
own choices when
appropriate.
Emma Walton Hamilton
http://www.readingrockets.org/podcasts/childrensbooks/
“Kids really need support and guidance in finding out what
books work for them and what authors inspire them and what
styles and genres they respond to. There are a number of ways
we can help lead kids to books they love. I think the task is that
we have to remember that they need us to do that, and we can’t
expect them to just know what they love right off the bat. My
advice to parents in helping your child select material to read is
first and foremost know your child and help feed his/her
individual passion.”
S
Choice
Connect reading experiences to their
curiosities about the world around them.
Experiences
I vividly remember a trip my
family took to Victoria, BC
during my fourth-grade year. We
participated in all the tourist
activities, including taking a trip
to the Royal BC Museum. I
remember the Modern History
Gallery, especially the display of
the coastal first nations. Shortly
after that visit, I picked up my
first Scott O’Dell novel, Island of
the Blue Dolphins.
Current
Events
My third grade teacher built
our excitement for the launch
of the Challenger by reading
Weekly Reader with us. I will
never forget the day of the
Challenger explosion. This
event became part of my
personal history.
Reading has the power to shape
our personal history.
History
A real interest in a timeperiod is born when readers
sense they are part of the
story. Readers take on the
circumstances and feelings
of the characters as they
read historical fiction.
Help kids connect with their
own family history—
• Immigration
• Service
• Important Events
People &
Cultures
Teaching kids about world
cultures helps them appreciate
differences in people and their
traditions. Students build
positive identities and respect
for differences.
“It only takes one really
successful, thrilling,
joyful, wonderful, losing
oneself in the magic,
reading experience to
captivate a child’s
imagination.”
~Emma Walton Hamilton
Increase your
child’s success
with chapter
books~
Raising the
Standards Through
Chapter Books: The
C. I. A. Approach
info@readsidebyside.com
Readsidebyside.com