1. Motivating Readers through Self Selected Reading, Readers Theater, Reading Workshop, and Literature Circles. Connie Adams-Jones, Randi Lanier, Susan Riddle, Cathy Ryan

2. Student Choice and Motivation Opportunities for choice through self selected reading motivate students to read and to enjoy reading. Opportunities for choice through self selected reading motivate students to read and to enjoy reading. You can use interest surveys and reading logs to assist you in helping students make choices. You can use interest surveys and reading logs to assist you in helping students make choices. Students success rate in increased when they read books that interest them. Students success rate in increased when they read books that interest them. Students have to be taught to make choices in their reading. Students have to be taught to make choices in their reading.

3. Student Choice and Motivation Letting students make their own choices in reading does not mean without guidance or assistance in selecting books. Letting students make their own choices in reading does not mean without guidance or assistance in selecting books. Choice can have a range or limits to assist the child. There is still choice which empowers the student without overwhelming them. Choice can have a range or limits to assist the child. There is still choice which empowers the student without overwhelming them. Ex. In my classroom students select their own books from the classroom library. They have a classroom library card to assist them. The card lays out the range they need to select their books from. Ex. In my classroom students select their own books from the classroom library. They have a classroom library card to assist them. The card lays out the range they need to select their books from.

4. Student Choice and Motivation Research on student choice says books and stories children enjoy most are the ones they have selected for their own reasons. Research on student choice says books and stories children enjoy most are the ones they have selected for their own reasons. Studies conducted by Schiefele 1991 said students put more effort in understanding material they chose to read. Studies conducted by Schiefele 1991 said students put more effort in understanding material they chose to read. It has also been documented that time on task will increase when students have choices in their learning. It has also been documented that time on task will increase when students have choices in their learning. When students have choice and increase in success students will enjoy reading and will be motivated to read more. When students have choice and increase in success students will enjoy reading and will be motivated to read more.

5. Readers Theater Readers Theater is a fun, motivational way for students to improve their reading. Students have specific parts to read----no memorizing. Students express their role using gestures and oral expressions Reading performance encourages students to read at an appropriate pace

6. Key to Readers Theater Read, Read, Read and Read some more Students must practice parts until they are fluent Allow self-selection of roles Allow self-selection of scripts Teacher guidance with expression

7. Benefits of Readers Theater Improves reading fluency Improves comprehension Improves vocabulary acquisition Improves motivation: Kids want to READ!!! Improves self confidence Allows challenged readers who are not often given speaking parts an opportunity to be included

8. Evidence Griffith and Rasinski (2004) found that, after one year of using Readers Theater, their four Title 1 students improved their silent reading comprehension by 2.5 years. Casey and Chamberlain (2006) found that within two months, over two-thirds of the students improved their reading rate, from 43% to 52%. Corcoran (2005) used Readers Theater with 2 nd & 3 rd graders and after eight weeks found students were more comfortable and 37% chose it as their favorite part of the day!

9. Reading Workshop Comprehension is the end goal of most reading instruction Acquiring reading strategies and comprehension skills requires effort and motivation A reader integrates motivation & cognition when he picks a book, reads it, comprehends it, and mentally processes it Reading workshop idea from The Book Whisper (Miller) and Guiding Readers and Writers (Fountas & Pinnell)

10. Reading Workshop Minilessons Students choose books to read Independent reading Individual conferences Response-share written or orally with group Guided Reading Teacher selected text for the whole group Teach strategies, skills, literary elements, genre, etc. Students apply the instruction to independent reading

11. Think of literature circles as one element of a balanced literacy program rather than "the solution." This learner-centered approach focuses on students' responses to the literature they read. In Literature Circles, students are actively engaged in reading through making choices, discussing, and constructing meaning. This strategy engages students in higher-level thinking and reflection by encouraging collaboration and constructing meaning with other readers. The goal of literature circles is enthusiastic, natural, informal conversation that encourages a life-long love of reading.

12. Literature Circles offer student readers what they consider essential to enter what Atwell labeled the reading zone, or a state of being “absorbed in a book.” (Atwell, 2007. pg.21) Literature Circles create an atmosphere of learning and reading enjoyment. From Atwell’s own classroom research, she found out that students want book talks and mini lessons, quiet in-class reading time, choice of books, and book recommendations. (Atwell, 2007, p. 23) The research and theory on cooperative learning is cited as one of nine effective strategies in Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement (Marzano, Pickering & Pollack, 2001). The power of collaborative grouping on learning is well documented. In fact, collaborative learning has been defined as a key ingredient of “best educational practice” (Zemelman, Daniels,and Hyde, 1993).