Reading is fun!

Introduction Who are we? Mariska, Marijke, Monique, Renate, Carolien and Marjolein Why are we here? What is the purpose of this workshop?

Content Meaning and importance of reading motivation Methods to promote reading motivation Practical examples

Reading motivation Reading: to increase vocabulary and general knowledge essential for schoolsucces Interest in reading predicts students’ reading comprehension

Reading motivation Students need (Gambrell, 2011): Relevant tasks and activities Access to a wide range of reading materials Opportunities to read To make choices about what they read Interaction with others about the texts Be successful with challenging texts A classroom that reflects the value and importance of reading

Promoting motivation to read Students want to make choices about what they read. Help them to select books and learn them to ask themselves: Can I read this? Am I interested in reading this book? Will I read it? (Allington, 2008)

Think about it.. You’ve heard a lot of information about motivation. Which of these aspects do you see in your lessons/school? How do you see these aspects in your lessons/school?

Activities to promote reading motivation: ‘Cracking the code’ ‘Books sushi’ ‘Theatre reading’ ‘Friends reading’ ‘Blind date with a book’ ‘Book box’

‘Cracking the code’ Table with selected books Students read a book of their own choice. They receive a code when the book is finished for example: Page 84, sentence 11, letter 16 Students then find a letter in the book and write it down. When all letters are collected, the students have to make the correct calculation. This way they can crack the code to open the safe You need a book that is central and that is corresponding with the codes. Students read a book they choose. When the book is finished, they receive a code from the teacher, for example: Page 83, sentence 11, letter 16 Students found a letter in that central book. That letter is written on the blackboard. When all letters are collected, they received a calculation they have to make. The answer is the code; with this code they can crack the save In the save there is a present for the whole class, for example a film, a game, a performance etc.

‘Books sushi’ Watch the video Imagine a conveyor belt which carries books. The students sit in a circle and each student has a new book. Everyone has two minutes to read the book. Each two minutes, books are being passed. After 6 minutes, everyone has read a piece of 3 books. ‘Is there a book you would like to continue reading?’ Who is willing to, can borrow the chosen book. Watch the video

‘Theatre reading’ Watch the video Goals of theatre reading: Fluent reading (Osborn, Lehr & Hiebert, 2003; Sahu & Braams, 2006) Understanding the text and underlying emotions Learn to give each other feedback (Mckay, 2008)  this stimulates how to express their feelings and ideas in language (Baker & Wigfield, 1999; Guthrie et al., 2012; Allington & Johnston, 2002). Watch the video

‘Friends reading’ Coöperative learning with game cards reading in turns recognize mistakes pace reading writing down synonyms pay attention to punctuation role play search for sounds Reading in groups of 2 or 3 With ‘friends’ from their own group or with an older ‘friend’ from a higher group

‘Blind date with a book’ Every child brings their favorite book Wrapped in paper with key words written on top of it. Children choose a book of interest by the words on the cover. Will this blind date be a success? Unwrap the book and meet your chosen book! During this activity every child brings their favorite book and places this on a table. Because every child chose the book they are most passionate about, they know it very well. They have folded it in wrapping paper and placed a few words on it, that characterizes the theme of the book (realistic, scary, sports etc). Now the children will choose a book that directly gets their’ interest by the words on the cover. Will this blind date be a success? Unwrap the book and meet you’re chosen book!

‘Book Box’ Watch the video Creative assignment Students read interesting books by their own choice Content of the book box: A small summary Their opinion 10 important objects about the book. Students present their book boxes in a small group and talk about it Assessment by their peers with an assessment form 10 important objects about the book. They have to tell why it’s important and in what manner

Finnish reading education What can we learn about the Finnish reading education?

Thank you! Kiitos!