Got Reading Motivation

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Got Reading Motivation?

• Dr. Gilda Martinez

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Got Motivation?

• The more you read, the better you get!
• My saying based on various research.
• (see references)
• Matthew Effect The rich get richer and the poor
  get poorer.

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Motivation Surveys

• Happy Face survey
• Garfield Survey
• Adolescent Motivation to Read Survey
• To read more about these types of surveys
• and access the Garfield Survey view
• http//www.rdc.udel.edu/reports/t050111.pdf

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Interest Inventory

• Girls tend to prefer fiction
• Boys tend to prefer non-fiction
• What do you prefer?
• What are you currently reading?
• Think-Pair-Share

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Good Book with Motivation Surveys and Interest
Inventories

• Assessment for Reading Instruction (Solving
  Problems in the Teaching of Literacy)
• by Michael C. McKenna and Steven A. Stahl
• Available through Amazon
• http//www.amazon.com/Assessment-Instruction-Probl
  ems-Teaching-Literacy/dp/1572308672
• (Note I do not get commission.)

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Book Talks

• A commercial for a book
• Makes sharing fun
• Very motivating to get students interested in
  what their classmates enjoy
• Take them to the classroom, school or public
  library to get books to use for book talks
• My Book Talk Today Marti and the Mango

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Book Talk

• Show cover
• Talk about story
• Point out 1 2 pictures
• Did NOT give it all away so you must read it!
• (Dont want to be like some movies where all the
  good parts are already known through the
  commercials.)

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Classroom Libraries

• Display books face out like in Blockbuster
• 20-25 books per student
• Allow for self selected reading
• Use Goldilocks Strategy to help choose just
  right book
• Use the five finger rule
• Provide time for Sustained Silent Reading (SSR)

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Goldilocks,is this book just right?

• Ask yourself these questions.
• If your answer is YES, the book is probably
• Too Easy
• Have you read it lots of times before?
• Do you understand the story very well?
• Do you know almost every word?
• Can you read it smoothly?

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Goldilocks,is this book just right?

• Ask yourself these questions.
• If your answer is YES, the book is probably
• Too Hard
• Are there more than 5 words on a page you don't
  know?
• Are you confused about what is happening in most
  of this book?
• When you read, does it sound pretty choppy?
• Is everyone else busy and unable to help you?

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Goldilocks,is this book just right?

• Ask yourself these questions.
• If your answer is YES, the book is probably
• Just Right
• Is the book new to you?
• Do you understand a lot of the book?
• Are there just a few words a page that you don't
  know?
• When you read, are some places smooth and some
  choppy?

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Book Clubs

• Think Oprah!
• Select a book using a class vote
• Can use a few books to have more than one book
  club per class
• Then have Literature / Idea Circles

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Literature / Idea Circles

• Provide time for
• Journal reflections about their reading
• Allow time for discussion about their reading
  with a partner or in a small group

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Read Alouds

• Models fluency
• Models how to pronounce different words
• Use realia (props) such as hats, puppets, any and
  all visuals to engage students
• Make sure they practice many times before
  reading in front on an audience

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Author Visits

• Do you know who that is?
• Presenting how they make books
• Reading aloud book (or part of one)
• Signing of books
• At many libraries or book stores (could be a
  field trip)
• See mine
• La Cucaracha Martina A Caribbean Folktale
  by Daniel Morton

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Text to Text Connections

• If you like this book, then youll probably like
• Martina the Beautiful Cockroach A Cuban
  Folktale by Carmen Agra Deedy

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Choral Reading

• A non-threatening way to read
• Others will stumble, but not you (and if you do,
  no one will notice)
• Read Pronunciation Poem

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Pronunciation Poem Part 1

• I take it you already know Of tough and bough
  and cough and dough?
• Others may stumble but not you On hiccough,
  thorough, laugh and through.
• Well done! And now you wish perhaps, To learn of
  less familiar traps?

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Pronunciation Poem Part 2

• Beware of heard, a dreadful word That looks like
  beard and sounds like bird.
• And dead, it's said like bed, not bead-for
  goodness' sake don't call it 'deed'!
• Watch out for meat and great and threat (they
  rhyme with suite and straight and debt).

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Pronunciation Poem Part 3

• A moth is not a moth in mother, Nor both in
  bother, broth, or brother, And here is not a
  match for there,
• And then there's doze and rose and lose-Just
  look them up- and goose and choose, And cork and
  work and card and ward And font and front and
  word and sword, And do and go and thwart and
  cart

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Pronunciation Poem LAST PART

• Come, I've hardly made a start! A dreadful
  language? Man alive!
• I'd learned to speak it when I was
• ?

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Language Experience Approach (LEA)

• Have them write a story (or dictate a story to
  you) and practice reading it for fluency
• Insert vocabulary you would like for them to work
  on
• Or, provide a list of vocabulary words that they
  must insert into their story

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Photo Essays

• Students bring in pictures (or you take pictures
  of them) and write a story about what takes place
  in the pictures
• See my Mothers Day Book example(Show them a
  model, since it is always easier to do things
  with a model.)

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What Did They Do on Mothers Day in the
Martínez Home?
Qué Hicieron en el Día de las Madres en el
Hogar de los Martínez? Author and Photographer
Dr. Gilda Martínez Autor y Fotógrafa Dra. Gilda
Martínez
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My uncle Mi tío

My brother Mi hermano

My cousin Mi primo
My cousin Mi primo
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Airplane Avión
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What did you do on Mothers Day in your home?

Qué hicieron en el Día de las Madres en tu
hogar?
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Characteristics of Texts that Support Reading
Comprehension

• Predictable
• Represent culture
• Represent similar experiences
• Visuals support text
• Interesting/imaginative
• Natural language
• Did the Mothers Day book have these
  characteristics?

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Reading Non-Fiction

• Build background knowledge
• Teach essential vocabulary
• Set a purpose for reading
• Ask questions before, during, and after the
  reading to enhance comprehension
• See my bird book for details about Hummingbirds
  and more!

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Work on Strengths Think Multiple Intelligences
(MI)

• Bodily/Kinesthetic
• Intrapersonal
• Interpersonal
• Linguistic
• Logical/Mathematical
• Musical
• Visual/Spatial
• Naturalistic

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Class Books

• Make the LEAs or photo essays into class books
• Students will gravitate toward those most
• Also, show different authors styles for them to
  mimic
• They write, read their writing, read others
  writings, making a lovely reading and writing
  connection. ?

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Include Technology!

• Adolescent research I am working on (with a team
  at Towson University) shows
• They enjoy spending hours on the computer reading
  and writing for leisure
• They do not spend much time in school on the
  computer
• They have little to no trouble comprehending what
  they read on the computer because they are
  motivated to read about their own self-selected
  topics

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Remember

• The more you read, the better you get.
• (no matter what you are reading)

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Speed Demos Not Dates(my article on this is
located on my website)

• Another exciting way to share information about
  readings/research
• Provides oral presentation skills in a
  non-threatening manner
• Teaches how to gift wrap words to make them
  sound pretty
• We will do one now!
• Share one way you have motivated students to read
  and write.

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Study Abroad in Portugal with Me!

• The Course Instruction and Assessment for
  English Language Learners
• Dates July 19 22, 2009 (plus online)
• AND, you will get to attend the
• European Conference on Reading
• as part of this abroad.

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Next up

• HIGHLIGHTS FROM LAST SUMMER IN COSTA RICA!

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My Website Includes Highlights from Costa Rica

• http//pages.towson.edu/gmartine/

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Useful References

• Center for Applied Linguistics
• http//www.cal.org/index.html
• Classroom Instruction that Works, by Jane Hill
  and
• Kathleen Flynn
• Fifty Strategies for Teaching English Language
• Learners (2nd Edition), by Adrienne L. Herrell
• and Michael L. Jordan
• Reading, Writing, and Learning in ESL A
• Resource Book for K-12 Teachers (6th Edition),
• by Suzanne F. Peregoy and Owen F. Boyle
• Teachers for English Speakers of Other
• Languages (TESOL)
• http//www.tesol.org/s_tesol/index.asp

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This PPT is Located _at_

• http//pages.towson.edu/gmartine/