1. Motivating Young Readers in Your Classroom
EDC423
Dr. Julie Coiro

2. Today’s Learning Objectives
Synthesize key ideas about motivation, classroom culture and literacy instruction
Bookmarks, John Guthrie & CORI, Technology
Identify the “main idea” vs. a “big idea”
Discuss ways to launch a book (pre-reading activity) to engage readers with the big idea (will carry over to next class)

3. Housekeeping Return Book Activity 2: Strategy Interview
Additional Resources on the wiki about designing your classroom community

4. Think-Aloud: Inferring Example
Model (give multiple examples; ask questions later); Define (give explicit definition) and give a purpose/use for
Bear was dressed in his finest coat and vest. He was wearing his best derby hat and his shiniest shoes.
“I’m inferring that Bear is trying to impress people and be the best he can be, because I am reading words like “finest” and “best” and thinking that this means something special is coming.

5. What is literacy motivation?
The reasons, purposes, and goals for reading and writing -
They are multidimensional (many levels and layers) and diverse (many reasons)
Do you like to read? Write?
Are you good at reading? Writing?
What do you read? What do you write?
Why do you read? Why do you write?

6. Types of motivation Intrinsic motivations Extrinsic motivations
Sweet & Guthrie, 1996
Intrinsic motivations
Goals that are internal to the learner and guided by personal interests and private experiences (curiosity, involvement, social interaction, and challenge)
Extrinsic motivations
Goals that originate outside the learner (often guided by parents and/or teachers) - guided by points, stars, external rewards

7. Eight distinct motivations for literacy (Sweet & Guthrie, 1996)
Involvement
Curiosity
Challenge
Social Interaction
Compliance motivation
Recognition
Competition
Work Avoidance
INTRINSIC
MOTIVATION
Needed for Integrated instruction and self-directed learning
EXTRINSIC
MOTIVATION
Article: problem with extrinsic motivation for skill-building (self-directed wonderings may clash with the prescriptive curriculum)
Needed for skill-building in a
sequential curriculum

8. Why is motivation important?
Cornett, Ch. 6
Intrinsically motivated readers are...
more proficient readers
more knowledgeable > higher achievers
purposeful and goal-directed
more likely to see learning as fun
willing to work hard
Motivating tasks, texts, teachers, and classroom contexts create motivated learners

9. John Guthrie (Concept Oriented Reading Instruction) CORI
MOTIVATING
Success
Thematic Reading
Choice
Relevance
Collaboration
Respect, safety, clarity, helpful
NOT MOTIVATING
Failure & no feedback
Fragmented topics
No control over choice
Hard to relate to
Only independent reading
Fear, unimportance, unwillingness to scaffold

10. CORI In the Classroom (Grade 3 Weather Unit)

11. John Guthrie, Univ. of Maryland

12. My Bookmark for Chapter 6 ABC…IC7Plus
Students need A, B, C’s ….
Achievement
Belonging
Control
Teachers provide IC7Plus…
Interesting topics
Choice, Control, Challenging Content, Collaboration & Community, Constructive Feedback (I see, I hear, I noticed)
Plus technology (diverse multimedia texts))
I C 7 Plus

13. Online Reading Locations to Motivate Young Readers
There’s TONS of informational text at a reading level kids can enjoy!

21. Identifying the Main Ideas and Big Idea and then
Identifying the Main Ideas and Big Idea and then.. Launching a Book to Engage Readers with The Big Idea

22. Motivating students with Big Ideas
Main Ideas: Summaries of key points in the text
Big Idea: An important truth or message about people and the world that is worth understanding
Linking books to big ideas emphasizes the RELEVANCE of reading for a purpose
Theme – big idea (list on page 73)

23. Main Idea vs. Big Idea You Try…
Main Idea: Molly’s grandma teaches her how to stay happy when her friends pick on her (walk proudly > shrimpo; smile big > baby tooth; sing out clear > honk/quack; believe in yourself > snowflake
Big Idea: confidence and pride give you strength when things get hard.

24. Main Idea vs. Big Idea
Main Idea: Molly’s grandmother teaches her how to stay happy when her friends pick on her
Big Idea: Confidence and pride give you strength when things get hard
Extend, Connect, and Engage >>
Wilma Rudolph

25. Main ideas – Author’s Craft
Grandma says…
Helped me to…
Walk proudly
Shrimpo
Smile teeth
Baby teeth
Sing out clear
Honk & Quack
Believe in yourself
Beautiful snowflake

26. Main Idea vs. Big Idea You Try…
Extend, Connect, & Engage >>

27. Teachers Modeling Big Ideas
Gr. 3 Each Little Bird
That Sings:
What do your conversations
say about you?
Gr. 4 Trumpet of the Swan:
How does an important
learning experience
affect a person’s life?

28. What quick technique is used to draw readers in?
“I know there’s a way to get the honey from comb into the jar, but I just can’t figure it out. But professional beekeepers like Dave Smith can fill a jar like this and a hundred others in no time at all!

29. Launching A Book To Engage Readers with The Big Idea
In a neighborhood, you can get to know people who are different than you and end up being great friends.

30. Students Crafting Big Ideas

31. How would you launch these books with the big idea in mind?

32. A motivating book launch should include:
Activating background knowledge
Introducing relevant vocabulary
Connecting to children’s lives
Setting a purpose related to the big idea

33. Big Ideas and Preparing to Read
Talk about the main idea and record your ideas.
Talk about the big idea and record your ideas.
Think about both to create a launch for your text.
Write your launch ideas and prepare to share in class next time.

34. Homework Prepare for Book Launch (2-3 mins each)
Read Chapter 4: Assessing Learners to Plan and Differentiate Instruction
Using the Five Factors (learner, task, text, context, and teaching) for Assessment
What is Assessment for Learning and how does it relate to differentiated instruction?
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