1. Developing the Self-Identity of a Reader
By: Mindy Martin and Marsha Oddie

2. Schedule Guiding Question Activity/Participants Time Frame
What will our professional development session look like today?
Introduction and review the schedule.
Present the goal and research based evidence..
5 minutes
Why do you like to read?
Reflect and write responses on sticky notes. Share responses. Transfer to chart paper.
10 minutes
What can we do as teachers to increase the self-efficacy in our students toward reading?
In groups of 3, list ways you help students develop a positive self-esteem toward reading. Chart your responses.
15 minutes
Share and compare group responses.
Watch YouTube clip
Encouraging Young Readers and Writers
What does the research suggest as ways to develop student identities as readers? What can we do as teachers?
Share research based suggestions
What are some key strategies you take away from today?
Goal Setting - Write 2-3 goals to take away with you.
“Can you imagine reading something without a purpose for doing so? Why do you pick up the evening newspaper? Why do you read that novel
before bedtime? Purpose is what motivates us, helps us focus our attention, or gives us a goal of something tangible to work towards... We
read because somewhere in that combination of symbols is something we need or want- information, escape, excitement, knowledge, or whatever
else or purpose may be.” pp.16

3. Details
Seating arrangements: adult size tables and chairs, casually arranged but with view of SMART board
Props: SMART board, computer, chart paper, markers, post-it notes, camera
Handouts: slide presentation available online, charts developed in session will be photographed and ed to participants (eco-friendly),
Food: fresh fruit, crackers and cheese, muffins, coffee, tea, juice, water

4. Learning Goal:
We are learning to help students identify themselves as readers in the primary grades
Classroom cultures help children to construct an understanding about the nature of literacy, the values of literate activity, and how to interact with other individuals in literate activities. Through participation in these interactions, individual students construct a sense of self as readers, writers, and thinkers within the culture of each particular classroom (Johnston, 1992).
“Self-esteem can also influence the ways in which students’ perceive themselves as readers. Children with low self-esteem perceive themselves to be poor readers and may choose not to read (Ulanoff, Quiocho, Roche, and Yaegle, 2000). Students’ with high Students’ views as readers 12 self-esteem, however, have a different view of themselves as readers. They perceive themselves to be good readers and choose to read more often than their peers with low self-esteem.”

5. Research Based Evidence
“Self-esteem can influence the ways in which students’ perceive themselves as readers. Children with low self-esteem perceive themselves to be poor readers and may choose not to read (Ulanoff, Quiocho, Roche, and Yaegle, 2000). Students’ with high self-esteem, however, have a different view of themselves as readers. They perceive themselves to be good readers and choose to read more often than their peers with low self-esteem.”
What can we do as teachers to increase the self-esteem in our students and their attitudes toward reading?

6. Why?
“Since children learn from the behaviors that teacher’s exhibit, it is important to set aside time during the school day where teachers and students can all read for pleasure. Recreational reading programs such as Silent Sustained Reading (SSR) and DEAR Time
(Drop Everything And Read) are some of the more common approaches used in schools
to demonstrate to students the joy of reading. The common element of both programs is
that each encourages students to select their own reading materials and read at their own
pace for recreational purposes during the school day.”
Rudine Sims Bishop published an article in 1990 titled “Mirrors, Windows, and Sliding Doors”. He described it as, “When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part.” Children are affected by what they see around them, and it helps them to grow.

7. Research Based Recommended Strategies
Teachers
Make our own reading lives visible
Help students think of reasons why we read
Help students develop the language to discuss their reading identity and how to interact with others during literacy activities
Model and describe reading strategies. Challenge students to identify the strategies that worked well for themselves as readers (before, during, and after)
Highly visible labels, signs, bulletin boards to create a print rich environment
Have a wide variety of books, genres, magazines, newspapers, ereaders, audible books, listening center books available in the classroom library.
Parents
Model to your children, through reading yourself, that reading is valued in your family
Encourage parents to have their children read daily to increase confidence and proficiency.
Tips: Reading aloud with children to make it fun and engaging.
Have bookshelves with a variety of books for children and family to interact with.
When the children read for pleasure, the teacher can also model the same. We can also discuss with students what we are reading at home.
We often get caught up in the skills and strategies of how to read and it is also important to help students make real life connections about why we read (pleasure, information, etc.) The students can create lists in a response journal and then share it with the class or refer to it later.
Classroom cultures help children to construct an understanding about the nature of literacy, the values of literate activity, and how to interact with other individuals in literate activities. Through participation in these interactions, individual students construct a sense of self as readers, writers, and thinkers within the culture of each particular classroom (Johnston, 1992).
You can help students become aware of themselves as readers by modelling and describing strategies, that is, the know-how or approaches used by effective readers, and by challenging students to identify strategies that work well for them personally.
Children can learn to view themselves as readers when the realize that they can read and use rich environmental print around them in the classroom. “Children learn a lot about reading from the labels, signs, and other kinds of print they see around them (McGee, Lomax, & Head 1988; Neuman & Roskos 1993). Highly visible print labels on objects, signs, and bulletin boards in classrooms demonstrate the practical uses of written language.”
Talk together about things that interest your child. Ask genuine questions, ones to which you do not already know the answer. Ask questions that help children think about why and how and not just what. When you talk, be sure to listen to your child’s response and build upon what he has to say."

8. Reading List
1. Helping Students Build a Reading Identity reading-identity
2. Students’ Views as Readers
3. Teaching Students to See Themselves as Readers Guest blogger Katie Cunningham
4. Young people’s self-perception as readers 5.
6. Encouraging Young Readers and Writers (short talk on how to encourage reading and writing/ could be a discussion starter or share with parents)
7. Helping Students Understand Themselves as Readers
8. How to Create a Literate Home: Young Child and Kindergartner

9. Evaluation:
Please follow the link below to fill out a reflection about our workshop today.