Stamina & Engagement during Independent Reading with Young Readers March 2016

That’s me! 2mins. This is just a quick getting to know you activity – who is in the room? woke up before 6:00, have children at home, going to the beach this summer, have a tattoo, went to a school in CCS, love hot dogs, teach high school, have played banagrams, binge-watched something this summer on Netflix, Hulu, etc., anything else you may want to add to the list Strategy Harvest: add That’s Me

Learner Outcomes Participants will: Understand the importance of stamina and engagement to reading achievement. Strategies for enhancing engagement during independent reading time 1 min. Review learner outcomes

True or False Engagement in reading may substantially compensate for low family income and educational background. TRUE! (Guthrie & Wigfield) 5 mins. Participants grab 2 stickies and mark T for True and F for False. After statement is read, participants hold up if they believe the statement is true or false.

True or False Engagement in reading has been found to be the most powerful instructional affinity for fostering reading. TRUE! (Richard Allington, What Matters Most for Struggling Readers)

True or False By the time they are in third or fourth grade, children should read independently a minimum of two hours per week . . .” TRUE! (Anderson, Hiebert, Scott, & Wilkinson, 1985)

What are the rest of the students doing? 3mins. Turn and talk about one struggling reader that we had in mind and how we’ve tried to motivate/assist that student. Highlight how many of those students were boys? We must pay particular attention to boys as research shows young boys struggle with stamina and staying engaged. Cite research? What are the rest of the students doing? How we embed engagement strategies into independent reading?

Ten Ways… Book Choice Make a Schedule Tally Marks Book Stacking Goal Setting Rereading Menu Partner Reading Tools Rally Cry Goals/Reflections

1. Book Choice May need to make books to engage students. What does he like? Vary up materials in the book baggies: interest books, ABC books/charts, shared reading poems, colored dot books (just right books), high frequency word ring, … Take a tour of the student’s book baggie and make a plan for which books he/she wants to read first. Demonstrate how easy it is to create a book. (construction paper, lined/unlined paper, staple, write sentences based on student, have student illustrate, put in book bin.

2. John’s Reading Schedule Activity Check 1. Read 2 dot books 2. Read 1 shared reading passage 3. Read 1 high interest book 4. Get a drink of water 5. Read 2 more dot books

3. Tally Marks Show book with sticky note and tallies. Put post-it notes on the back of the book and put a tally mark on the post-it note every time the book is read. Kids love points, so it keeps them motivated to “earn” them. Shows the teacher what books have been read the most, what books to focus on, what books can be used for assessment (if haven’t been read often).

4. Book Stacking

5. Goal Setting CONCRETE GOAL: No. of books read or amount of time read Set a concrete goal – either number of books or amount of time reading Write the number of books on a post-it and then get a little break/incentive after accomplished (i.e., high five, little dance, etc.) Set a visual-release timer and then allow a break after so many minutes. (May have to create a break menu.) Then see if student can beat his/her time. Time out: Let’s think about the first 5 strategies…how could they be utilized in your classroom right away? Which 1-2 could be a good starting point? Any questions?

6. Rereading Menu 1. Make it smooth 2. Storyteller (like a teacher) 3. Act it out (body motions) 4. Notice new things 5. Sing (put a tune to it)

7. Partner Reading Be the Teacher – one student knows the book well. He/she holds up one of two cards while the other student reads – “Oops! Fix it up!” or “Good Job! Keep Going!” at the end of every page. Echo – one student reads and points; then the other echoes. Shared Reading – read with a pointer like a teacher Tricky Tricky Teacher – take a post-it and cover up a word with a sticky; have partner guess On Stage – act book out American Idol – sing it What’s Next – say that at the end of every page and make a prediction May have these games written out in a folder and can move them from one side of the folder to the other as complete them. Kathy Collins says to do partner time first to motivate and then do independent reading time.

8. Whole Class: Rally Cry “We’re going to work on our reading strategies and moving up reading levels!” “Olympic Readers in Training”

9. Tools Pointers Light Sabers Mini Anchor Charts

10. Whole Class: Goal Setting & Reflection

Stamina

Goals

Goals…

Literature (adapted from Teacher’s College, Colombia University)

Small Fires What is 1-2 to take aways from the session today? Describe your learning in 1 word from the session. Have participants get into a circle of about 4-5. Answer the questions on slide. Make sure that everyone has a turn to share while others are listening. Have participants share out at the end as a whole.