beaverton isd: creating an engaging reading culture
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Creating An Engaging Reading Culture
Donalyn Miller
www.bookwhisperer.com
www.slideshare.net/donalynm
@donalynbooks
www.nerdybookclub.com
“The single factor most strongly associated with reading achievement—more than
socioeconomic status or any instructional approach—is
independent reading.”
— Stephen Krashen, The Power of Reading
Frequent readers possess 200%-400% higher knowledge levels than less frequent and less active readers.
--John Guthrie and Donna Alvermann, Engaged Reading
For students of equal ability, the more avid reader will receive higher grades
in all subjects than the less avid reader.
--John Guthrie and Donna Alvermann, Engaged Reading
“Reading books is the only out-of-school activity for 16-
year-olds that is linked to getting a managerial or
professional job in later life.”
—University of Oxford, 2011
“Regular reading not only boosts the likelihood of an individual's academic and economic success -- facts that are not especially surprising -- but it also
seems to awaken a person's social and civic sense.”
— “To Read or Not to Read,” NEA, 2007
11
• Time• (Access)• Choice• Responsibility• Structure• Community
Workshop
Components
Time
How much time do you spend reading (books) in an average week?
1-4 hours5-7 hours8-11 hours
12 or more hoursOther
Average Weekly Reading
1-4 hours5-7 hours8-11 hours
12 or more hoursOther
Average Weekly Reading
How do we know a
student is faking or
avoiding reading?
Access
Books in the home are as important as parents’ educational level in determining level of
education children will attain. –Research in Social Stratification and Mobility, June 2010
“Giving kids access to books may be one of the most overlooked solutions
to helping ensure kids attend school with the tools they need to succeed.”
“Where Books Are All But Nonexistent”—The Atlantic, July 14, 2016
How can we guarantee
that all of our children have
physical access to book 365
days a year?
Access to a full-time, degreed
school librarian increases students'
test scores, closes the achievement gap,
and improves writing skills. (Lance, 2012)
Students read 50-60% more in
classrooms with adequate libraries. (Allington, 2007; Morrow, 2003; Neuman, 1999)
What would you look for when
evaluating a classroom library to
determine if it was adequate?
Working in groups of 3-4, create a
classroom library checklist of at least four
criteria you would look for when
evaluating a classroom library. You will
have 8 minutes.
Diversity
Currency
Organization
Quantity
Quantity
Fountas and Pinnell: 300-600 books
Richard Allington: 1000 books
ILA: 5-7 books per child
In a 2013 Scholastic survey of 3,800
teachers, only 40% had at least 300 books in their classroom
libraries.
Diversity
#WNDB
weneeddiversebooks.org
Rudine Sims-Bishop, 1990
Mirrors
Windows
Sliding-Glass Doors
Books can be…
ALA Awards Honoring Diverse Books
Coretta Scott King (African-American)
Pura Belpre (Latinx)
Asian/ Pacific American Award for Literature
Schneider Family (Disability)
Stonewall (LGBTQ)
We did not intend for levels to become a label for children that would take us back
to the days of the bluebirds and the blackbirds or the jets and the piper cubs. Our intention was to put the tool in the hands of
educators who understood their characteristics and used it to select appropriate books for differentiated
instruction.
--Irene Fountas
Lexile Bands(CCSS 2012)
6th 860L to 920L7th 880L to 960L8th 900L to 1010L9th 960L to 1110L10th 920L to 1120L11th & 12th 1070L to 1220L
570
(Second Grade)
Content?
730
(Fifth Grade)
Writing Style?
1030
(Ninth Grade)
Vocabulary
Leveling Accuracy?
Informational Nonfiction
Graphic Novels
Picture Books
Poetry and Novels in Verse
Instructional Context
Text-Level Accessibility Who Does the Work
Read Alouds Substantially above grade
level
Probably frustration level for most students
The teachers does all of the print work. The students and teacher
work together to make meaning.
Shared Reading
On or a little above grade
level
Probably frustration level for many
students
The teacher and students do the print and meaning work
together.
Guided Reading/ Small Group Instruction
On reader’s individual level
Instructional level for each student
The student does most of the print and
meaning work.
Independent Reading
From below grade level
through above grade level
Multiple texts for each reader varying from
independent to frustration level
depending on the amount of productive
effort and reader stamina
The student does all of the print and meaning work.
Burkins & Yaris, 2014
Motivation Background Knowledge
Reading Level
Motivation Background Knowledge
Reading Level
Currency
CREW Weeding Criteria(Larson, 2012)
M Misleading (and/or factually inaccurate)
U Ugly (worn and beyond repair)
S Superseded (new edition or better book on subject)
T Trivial (of no discernible literary or scientific merit)
I Irrelevant (of no interest to your community)
E Elsewhere (may be obtained easily)
Organization
Choice
Allowing students to choose their
own texts fosters engagement
and increases reading motivation
and interest. --Gambrell, Coding, & Palmer (1996); Worthy &
McKool (1996); Guthrie & Wigfield (2000)
Three Text Classroom(Judy Wallis, University of Houston)
Whole ClassBook ClubsIndependent Read-ing
“…students are not reading more or better as a
result of the whole-class novel. Instead,
students are reading less and are less
motivated, less engaged, and less likely to read
in the future.”—Douglas Fisher and Gay Ivey, "Farewell to Farewell to Arms: De-
Emphasizing the Whole Class Novel"
Whole Class Novel Benefits
Provides a common text for instructional purposes and reference.
Assures that students read at least a few books.
Exposes students to works with cultural, historical, or literary significance.
Whole Class Novel Concerns
No single text can meet the reading levels or interests of the wide range of readers in a classroom.
Novel units take too long. Students cannot read enough to develop strong literacy skills.
Extensions and fun activities reduce authentic reading, writing, and thinking.
How can we reap the benefits of teaching a whole
class novel, and minimize the concerns?
Shorten the amount of time you spend reading the book.
Strip units of activities like projects and vocabulary work.
Alternate whole class novel units with independent reading
units.
Provide students time to read in class and receive support from
you.
Differentiation(Tomlinson, 2003)
Content
Process
Product
Learning Environment
Book Commercials/ Book Talks
Read Alouds
Preview Stacks
Responsibility
Reading List
To-Read List
Status of the Class
Goal
Goal
Response Letters
Structure
What does conferring look like?
What is your biggest conferring challenge?
What obstacles prevent you from conferring?
Golden Gate Bridge method
Three Types of Reading Conferences
oContent/Standards-BasedoComprehensionoReading Habits
Evernote
Reading Habits Conference
Reading Conference Recapo Golden Gate Bridge methodo Focus on one skill or concept.o Keep records.o Each person in the conference walks
away with something to do.o It’s about the reader, not about the book.
Community
“Children read more when they see other people reading.”--Stephen Krashen (2009)
“Students should have guidance and frequent opportunities to work with teachers and other
students as a community of learners, observing their teachers as readers and
writers.
—NCTE Position on the Teaching of English
“Reading Teacher (RT): a teacher who reads and a reader who
teaches” Commeyras, Bisplinghoff and Olson (2003)
Who is in your reading community?
Create opportunities for students to preview, share, and talk about
books.
Literate conversations with peers
(as little as ten minutes a day)
improve students' reading
motivation, comprehension, and
test scores.
( Cazden, 1988; Nystrand, 2006)
Reading Graffiti
Find an epicenter reader.
Epicenter Readers in Our Classrooms
Commit to reading more.
Bring your reading life into the classroom.
Goodreads
“I have long been convinced that the central and most important goal of
reading instruction is to foster a love of reading.”
–Linda Gambrell, “Creating Classroom Cultures that Foster Reading Motivation”