Reflecting on the chapter readings and the Reading Interest Survey data compiled by your CLC, post an entry into this blog.
First... One person from the CLC should post the results of the survey to the blog.
Next...
Individually, analyze the results of your CLC survey, identify the grade you teach, and address at least one the following in one post to this blog:
As a result of your team's survey results: (You only need to address one of these questions; you are welcome to address more in your response, however, only one is necessary - this is an individual response)
1) What stages of development are you students in?
2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?
4) Recommend some books that you have found to be successful as motivational tools.
You must post at least one entry into the blog to receive credit for this assignment.
Enjoy the collaboration with your peers this week!
Feel free to just take a look at the blog. In order to post your assignment, each student will need to join the blog. Below are the instructions to join the blog:
ReplyDeleteClick on Sign In on the top right corner of the blog page. If you have a gmail account, then you can sign right in by providing your email address and password. If you do not have a gmail account, then you will be prompted to create one.
Next, once you have signed in, you will see your email address in the top right corner of the blog page. This indicates that you are signed in and ready to go.
Next, go to the bottom left side of the page and click the Comments icon (appears like this (numeral Comments). Once you click on Comments, then you will see a box to post (copy and paste) your assignment or the comment you want to make for another student. Once you have placed your comment in the box, then you will click Publish. Feel free to place a 'testing, testing' post if you need to if you are not familiar with a blog. This is a great way to make errors and learn how to contribute to a blog. Have fun! Questions? Please ask-
Testing...testing. This is a great way to learn how to use a blog. You can add comments under the last comment posted. Please don't be concerned about making a mistake in the blog. This is all for practice and to enjoy responding to one another. You may have an 'oops post', and that's okay!
ReplyDeleteI just posted a reply to this message (very similar to our DQ forum) You can delete any of your own postings, if you would like, as well. I hope that my examples have helped you feel more comfortable with a blog.
ReplyDeleteThis comment has been removed by the author.
DeleteJust testing.
DeleteTesting
Deletetesting testing!
ReplyDeletetesting testing!
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ReplyDeleteHello Everyone! Testing!
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ReplyDeleteReading Interest Survey Findings :White Group
ReplyDeleteReading Likes and Dislikes -Older children liked reading magazines and comics,but didn’t like reading tests, younger children liked teacher – alouds, and reading with parents.
Students’ Attitudes Toward Reading - Girls showed more positive attitudes to reading irrespective of age. Many boys find reading quite boring, and read only when it is absolutely necessary.
Reading Frequency and Types of Material Read at Home-Younger girls read more frequently at home,usually with a parent or older sibling. Some genres they enjoyed are fiction, nonfiction, humor, mystery, romance (1 boy actually said this was his favorite type of book), historical fiction, historical nonfiction, biographical/autobiographical, fairy tales, graphic novels, horror. Boys tend to read more nonfiction and horror stories.
Motivation for Reading a Piece of Literature -Older children are more motivated to read for academic reason, while younger kids were generally more motivated to read, whether for educational purposes or for recreation.
Support for Reading at Home - There is more support for younger readers at home. The older students preferred reading by themselves. More support was given to students whose parents have a positive attitude towards reading.
Eating Habits of Students - Many students claimed to eat healthy meals. However, the vast percentage that ate together with their family around a table without distractions, tend to like reading as well and were high achievers.
The Number of Books Owned - The number of books the children owned was seen to be a direct correlation of how much children liked reading and how often they read. Access to books is therefore a motivator.
Digital texts and eBooks - Of the students who were asked about digital texts and eBooks, 15% stated they liked to read books on the computer, 10% stated they did not like reading on the computer, 75% stated they did not have access to this form of media outside of school.
Family’s attitude toward Reading - 53% of the student asked stated that at least one parent thought reading was important. 47% stated that their parents did not care if they could read or not. When asked why they didn’t care students stated that they were told this, parents didn’t want to take the time, or no one ever asks me to read.(This is the student perception of how their family views the importance of reading.)
Reason for Reading - In one study, 60% stated that they read for pleasure. 30% stated they read for school. 10% stated because their parents make them. Yet, in another study, 70% said they read because they were required to do so by their teacher. Only 20% said they read because they liked it. High achieving students read a lot. Both for academics as well as for recreation.
Selection of Books-In one survey, 57% stated that they liked the book. 21% said they read because the teacher makes them. 22% stated that they choose certain books because their friends were choosing them. Other students mentioned that they chose books depending on the pictures on the cover and inside of the book.
The surveys analyzed clearly show that students have different feelings toward reading. Younger children have a more positive attitude and that they benefit from support from home and school. As children get older, they tend to read less. Boys irrespective of age had a poorer attitude towards reading than girls and read less overall. Teachers have the daunting task of trying to motivate these students. From the results of the surveys it is seen that students have reading preferences. Providing Providing for these is a step in the right direction to get them into motivated readers.
References
Arzt, B., Blaize, K., Gathright, A., Schonefeld, K. (2012). Third Grade Reading Survey – Mid
Year.
Busick, M., Shipton, T.,Winee, L., et. al. Increasing Reading Motivation in Elementary and middle school
students through the use of Multiple Intelligence
Burlew, Whitney; Gordon, Tracy; Holst, Charla; Smith, Cathy; Ward, Judi; Wheeler, Karen.
just testing
ReplyDeleteWhen using literature in a lesson, there are several factors to consider. First, is the book appropriate for the audience? What grade are you targeting? What skills are you focusing on? Are the students familiar with book? Will your students be able to relate to the characters?
ReplyDeleteMotivational activities in the classroom will usually vary depending on the students. Some examples used to motivate students are using book challenges: giving students a goal to reach to receive a prize, using book clubs: setting up thematic lessons where students with the same interests read and discuss books together, also incorporating books on tape for auditory learners. Another way to keep students motivated to read is to not have them read aloud in front of the class especially if you know they are struggling readers. “The Very Hungry Caterpillar”, is always motivating. Students love observing the transformation the caterpillar makes. Using this book also enables you to incorporate science and art into your lesson. I find that books that enable the students to make their own observations hands on are the most motivational. For example, books about weather/seasons, animals, shapes, or traditions are usually motivating.
I agree completely with your post. Whether the book is appropriate for the students is very important and relevance is also necessary. I love your idea of book challenges. Incorporating other subject lessons into reading lessons is always so enjoyable, rewarding, and more motivating for the students. I agree that hands on activities are very important, especially for the younger students!
DeleteI wonder if along the way students are taught that reading aloud will make them better readers. I say this because I often hear 'do not have struggling readers read aloud'. Yet those are the students that volunteer to read in class. I think that might be the key - that it is the student's choice. I do think confidence in one's ability do have a lot to do with it.
DeleteElizabeth Rakiec June 2,2012 8:17 P.M.
DeleteI think hands on activities are great for students of any age but I especially enjoyed it with my preschoolers. I read The Very Hungry Caterpillar to them and then they used butterfly cookie cutters to make different colred jell-o butterflies for snack. Another book i read was winnie the Pooh and planting seeds and my students planted flower seeds and put them in the window sill. Each morning one of the students was in charge of watering the seeds. both activities were lots of fun. I think they took the flowers home for mother's Day.
I am in agreement with Alicia. I too think struggling readers must have heard something through the grape vine about them reading aloud to improve. If I ask for volunteers they too are the ones volunteering. I don't bother to ask any more.The administration at my school has warned about this- having struggling readers read to the class. I now assign students. When the struggling readers are reading, the other students have no patience for it, they become restless and agitated especially since I don't allow them to give the words.
DeletePART 1:
ReplyDeleteReading Interest Survey
Tammy McMillan Hope Blais Julie Kerr
Grand Canyon University: RDG: 585
May 30, 2012
Introduction
“Reading is a lifelong task that needs to be nourished properly to keep up with the times.” (Rodriguez, 1998). How to approach upper elementary and middle school students reading habits, attitudes, and acquisition is an ongoing need. Several surveys and studies have been conducted with the intent to shed light on the practices of these readers. Learning what motivates students to read and learning their reading habits helps teachers and parents to know what to continue doing for support and encouragement when reading.
Summary of Klauda’s Survey
This was a study that was completed as a final assignment to be submitted in order to receive Doctor of Philosophy degree from University of Maryland in 2008. In this survey Klauda was hoping to determine the reading attitude and acquisition of upper elementary grade students. In order to determine their attitudes, values, and competence levels for reading she developed a Reading Support Survey (RSS) to give to 130 4th graders and 172 5th graders. She chose the upper elementary grade levels because she was concerned about the amount of reading support that declines as students’ ages increase. Klauda gave the 4th and 5th graders a RSS to measure their perception of support, encouragement, and approval of reading. The level of support or encouragement that the students perceived themselves receiving by the adults in their lives is a direct indicator of the level of reading done as a recreational activity. The purpose of this study is to better understand the level of support that students’ receive so that teachers and parents are able to relate and better support the children they are around.
The results that Klauda found were very interesting and somewhat surprising in some aspects. She found that the encouragement and support of reading came from the mothers more so than the fathers in most of the survey questions. Her findings showed that the attitude toward reading that the students have can greatly be influenced by the amount of support, encouragement, and examples that their parents have shown them. Klauda was able to ask survey questions and gather results that really show the family attitude towards reading especially the question that asks, “Who do you see reading books?” The results to that question showed that most students see their mother reading more books, but showed that fathers were seen reading on websites and in magazines more. The results that Klauda found also showed how the student feels about reading in general and that this is greatly impacted upon the general feeling that their parents have towards reading.
Klauda’s study was eye opening and really showed the importance of the children seeing their parents read using different mediums, parents talking with their children about reading, and discussing and setting goals with their children. The motivation and habits that students have towards reading is most definitely formed because of their past experiences, their parents’ views and support, and parent approval. By learning what motivates a student to read and learning their reading habits we are able as educators to better provide a reading environment and learning experience for them that enriches, supports, and helps to grow their reading skills.
Did the survey say why it was the moms that read to/with their children more so than fathers? I found it interesting that moms tend to read books more and fathers are reading on the computer...I wonder why??
DeleteElizabeth Rakiec June 2, 2008 8:49 P.M.
Deletei agree with Klaud's study in how much effect our students' parents have on the students response to reading. If a student sees his mom or dad reading then he or she views reading as important. If the parent reads to the child then reading is viewed as a special or enjoyable time to be shared with a parent. If on the other hand neither of these activities takes place in the home then the student may not see the importance of reading. They may not view it as an enjoyable expereince if they have never been read to.
PART 2:
ReplyDeleteSummary of Rodriguez and Lira Study
In 1993, a middle school in southern Texas was rated “clearly unacceptable”; by the Texas Education Agency (TEA) due to low student performances on the Texas Assessment of Academic Skills (TAAS) test. Despite steps and practices being put into place to improve the school’s performance; eight grade students were still scoring below grade level. There was also an increased trend of disinterest towards reading by the incoming eighth graders. Motivated by the impact another middle school was having by implementing intensive reading programs; a study was conducted by the concerned middle school. The focus of the study was to determine if increased reading time and self-selection of books would improve reading achievement, attitudes toward reading, and increased leisure-reading time. A group of 41 eighth graders were given the task to read self-selected books for 30 minutes. The reading was to take place 5 days a week from October 1996 to May 1997. Students were to read at home, log and summarize reading, and discuss readings with parents.
The population of students was mostly second and third generation Mexican immigrants. This was a Chapter One school with more than 60% of the students qualified for free or reduced lunch. In 1995-1996 the middle school’s Parent-Teacher Organization was identified by the state as having one of the highest numbers of members. There were additional counseling and tutoring support given to at-risk students by the civic organization Communities in Schools (CIS). The middle school was also a member of the Texas Partnership School Initiative (PSI). Through PSI initiatives were put in place to build the academic performance.
There were 41students in the study. Seventeen of the students were male and 24 were female. Six of those were in Honors Reading, 8 identified as Gifted and Talented, 27 were in regular classes. Five of the students had been retained in at least one grade. When the study started ten 10 of the students were reading below 7th grade and 17 of the students were reading two or more grade levels below. Research was collected by means of a student survey, a pre- and posttest of Gates-MacGinitie Reading Test and TAAS test.
The findings of the study showed that there was no significant gain in reading achievement by the results of the Gates-MacGinitie Reading Test. However, students in the regular classrooms and English Second Language (ESL) showed significant improvement when the results of the TAAS were reviewed. Low to average readers made the greatest gains during the study when compared to students with strong reading skills. In addition, the majority of students enjoyed reading and felt that the time reading had improved their vocabulary, fluency, and reading skills. Self-selecting books did get more students reading. This was evident in the increased number of books read by the students from their previous years in middle school. “In 6th grade students had read on average 3.12 books, 4.66 books in 7th grade, and 12.4 books in 8th grade. This was the most significant outcome of the study.” (Rodriguez, 1998).
As a result of the study the following recommendations were made.
• Pre and posttests should be given during the school year to assess reading.
• Reading instructions must include the process of self-selecting books.
• Strategies to help poor and hesitant readers need to be taught in order to improve reading abilities.
• Identify student instructional levels. Ensure that students read at their instructional level.
Very interesting stats. I am curious about the recommendations that were made. The pre/post test to assess reading and identify instructional levels. These are pretty common actions that are automatically taken at the beginning, middle and end of school year. Identifying levels is a given. In prior years did this school give any book to ALL students and expect them to read at the same level? I have to wonder if these steps were taken BEFORE the TEA rated the school totally unacceptable, if the scores would have been higher. What do you think, Julie??
DeleteIn the Rodriguez and Lira Study - it was not specificy stated what steps were taken in the years prior. Mentioned was that because of continued low performance on the TAAS test and poor student attitudes toward reading the study was put into place.
DeleteThe study also mentioned that the ELL students made the most gains. But these classes also had smaller class size, consistant teachers, which allowed for more detailed and personalized instruction by the staff.
PART 3:
ReplyDeleteSummary of Ivey and Broaddus’ Survey
This survey focused on middle school students’ attitudes toward reading. Middle school students tend to be less motivated to read especially outside of school and if it is not required for a grade. The study showed that there were three themes in the research that relates to the trend toward the negative attitudes toward reading. Researchers believe that there is a connection between the desire to read and classroom instruction. Ivey and Broaddus stated that the three connections are:
Typical reading demands in middle schools rarely take into consideration the developmental and personal differences between students. Second there is also a mismatch between what students want to learn and the content requirements of schools, particularly schools that are governed by district or state mandated standards. Third, and related young adolescents may not be able to reconcile school reading and writing with their out of school reading and writing (2001, p.353-354).
There is a trend toward students’ dissatisfaction with reading especially in middle school this may be due to classroom instruction and the lack of understanding how to read correctly. There are also concerns with the lack of interesting reading materials that are available to students. Students read a wide variety of books at home and they read for enjoyment and to learn.
A survey was completed with 1765 students from a range of sixth grade classrooms. There were 109 total classrooms and 74 teachers that participated. The students in the survey were from two different areas in the United States and included 23 different schools. This included an urban area in northeastern United Stated and a rural city in the mid-atlantic. These locations displayed a wide range of economic and cultural diversity.
The population of the survey included 49% females and 51% males. These culturally diverse students included European Americans, African Americans, Hispanics, and Asians. The abilities of the students ranged from the highest percentage to lowest mixed ability, average ability, to high ability.
This survey helped researchers understand what makes students want to read and whether there were some types of instruction that seemed to work for students across many different types of classrooms regardless of the curriculum in place. They were looking for motivational techniques that may include different types of instruction. Many schools do not ask students to tell them what they want. The researchers wanted students to express how their needs are met in school. Students were asked to discuss their reading habits and attitudes about reading (Ivey & Broaddus, 2001).
The results of the study showed: What classroom activities do students value? The most popular results were free reading time and the teacher reading to the class. What motivated students to read? Having a choice in what they read and that the options were good. In answering the questions some students stated the specific book topics that they were interested in reading. Based on the survey and the student interviews it is clear that what is available in the classroom to read is not what students are interested in reading this will continue to decrease the amount of reading in the classroom (Ivey & Broaddus, 2001).
PART 4:
ReplyDeleteConclusion
Student surveys should provide teachers with the opportunity to learn about students’ interest and what motivates them. Reading is extremely important to a students’ success in school. Teachers may not have the time to complete full surveys of their own. Reading research can provide teachers with ideas and strategies. Taking time to listen to your students can make a difference and help them to be more successful in school.
It is especially important for upper elementary and middle school students to have a voice in their reading habits and book selections. When students have a choice in their reading material there is an increase in the attitudes and enjoyment of reading. By providing additional support and literature, teachers and parents can continue to influence these developing readers. The reading support and encouragement that parents provide for their children is vital for the progress of the child’s reading skills.
References
Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-77. Retrieved from http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer?vid =7&hid=106&Sid=81b730f0-18c2-47af-9ac4-4f00b1b2d25a%40sessionmgr110
Klauda, S. (2008). The relations of children’s perceived support for recreational reading from parents and friends to their motivation for reading. Retrieved from http://drum.lib.umd.edu/bitstream/1903/8832/1/umi-umd-5860.pdf.
Rodriguez, C., & Lira, J. (1998). A study of eight grade students from a south Texas middle
school who participated in 30-minuted required reading periods of self-selected books.
Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED41645
There are three books that I use in my class every year. Dr.Seuss Oh The Places You May Go, The Pact: Three Young Men Make A Promise, and 7 Habits of Highly Effective Teens. I always start the year with Dr Seuss. Student, even middle school students, love being read to. With that in mind I do a read aloud and then have my students share the places they would love to go. We set short term goals and revisit them each quarter. Students illustrate their goals and we post them in the classroom. We then move into The Pact and focus on the commitment we will make to each other for the school year. We make a pact with each other to ensure all achieve success. Later on we study the 7 Habits and make that the focus for the year. I thought that students would not get into the 7 Habits but that's the one text that they actually like. I like combining these texts to get students thinking about their future and how they're going to get there.
ReplyDeleteCont'd...
DeleteI find that students tend to choose literature that offers an inspiring story of sorts. I'd like to think that these three books are what motivate the students to make these types of reading selections. A simple exposure to texts that can change their lives are often all a student need to motivate them. Even if it is not a nonfiction text, students are drawn to books that show the characters overcoming challenges. I feel my use of texts that demonstrate the importance of responsibility and hope moves them and guides them in their reading choices.
You offered two titles I haven't read before (The Pact, and 7 Habits). These books are probably not familiar titles to your student either, but Dr. Seuss is, so your strategy allows them to enjoy the familiar and make a connection to the new/more advanced. I'm tucking this idea away for possible future use. Thanks!
DeleteI will also be putting The Pact and 7 Habits on my summer reading list for my myeslf. From your blog I hope to read it first and then share it with my daughter. Thank you.
DeleteAlicia,
DeleteI have not heard of two of the books that you use The Pact and the 7 Habits of highly effective teens. I will read of these books over the summer and prepare myself for when my child becomes a teenager. I like how you help to motivate the students and the pact helps them know that they are not alone. i teach in an inner city middle school in West Haven,CT and sometimes school is the only reliable or consistent thing they have in their lives. i like how you demonstrate the familiar text to the unfamiliar text so that they have already felt some level of success with Dr. Suess. I liek how you set goals and then review them. All great ideas that you shared.
Individual Post:
ReplyDeleteThe CLC survey data that my group and I were able to compile allowed us to determine some very important aspects and concepts in which really make an impact on student motivation and habits for reading. The results that we found were that most students:
• Enjoyed reading free time as their favorite reading activity.
• Wanted to read in class because they were motivated by good material and by having a choice in their reading material.
• Find the books they want to read at the public library.
• Like to read scary, mystery, or horror books at home.
• Read daily at home.
• Said the best kind of book to read at school is novels.
• Read daily at school.
• The biggest influence on reading is teachers.
• I read on my own occasionally.
• Prefer reading fiction (8th grade).
• Reading is easy for me.
• I understand most of what I read.
• Some of the information is good information.
• My favorite reading material is books.
• I read for fun 1-3 times per week.
• I read between 15-30 minutes when I read.
• My mother suggests reading books more than my father.
• My mother suggests reading newspapers or magazines more than my father.
• My father suggests reading using websites more than my mother.
• My mother encourages reading more than my father.
• I see my mother read books more than my father.
• I see my father read magazines or newspapers more than my mother.
• I see my mother read on websites more than my father.
• My father is happier about my reading progress than my mother.
• My mother talks about reading more to me than my father
I am currently a first grade teacher and am continually trying to find new ways to motivate my students to read. What I have learned is that especially with the younger students such as K-2 it is vital that there are always new reading materials and new reading mediums as much as possible. What I have found to be excellent reading motivation activities are those that incorporate as much technology as possible. Technology is so important to the present time students and they use it every day, so using technology to increase their motivation in reading is something that really works. I have loved to use the Smart Board in my classroom and this always motivates the students in whatever subject we are learning. There are so many fun reading websites that are also great motivational websites. A few of my favorite reading and teaching websites are starfall.com, brainpopjr.com, discoveryeducation.com, and fcrr.org. These websites have such great interactive games, stories, lesson idea, activities, and lesson plans. Motivational reading activities that have not worked in my classroom are the ones that come straight out of the reading curriculum we use. These activities seem to be boring, dull, too much like a lecture, and not interactive. But, I have been able to take some of the reading activities the curriculum provides and change it to be more fun, engaging, interactive, and overall more motivating. I always try to select activities that get the students up and moving around, interacting with each other, and using their hands. These activities seem to be more motivating. Also, I keep a Lesson Journal where if I have time after a lesson I can quickly write down how it went and what I should do to change it for the next time I use it. This way I can evolve my lessons and make them more motivating and interactive for the students.
References
DeleteIvey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-77. Retrieved from http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer?vid =7&hid=106&Sid=81b730f0-18c2-47af-9ac4-4f00b1b2d25a%40sessionmgr110
Klauda, S. (2008). The relations of children’s perceived support for recreational reading from parents and friends to their motivation for reading. Retrieved from http://drum.lib.umd.edu/bitstream/1903/8832/1/umi-umd-5860.pdf.
Rodriguez, C., & Lira, J. (1998). A study of eight grade students from a south Texas middle
school who participated in 30-minuted required reading periods of self-selected books.
Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED41645
I found it interesting that your survey included details about seeing a mother and father read. Obviously, modeling to your children is essential, but I really didn't consider that particular question when searching for survey's or compiling my results.
DeleteFinding new books for young readers is extremely important. My class also enjoys big books. These can be harder to change out, but the students enjoy looking at the larger pictures and sitting on the floor with a friend to read.
I find that interesting as well. I think it's great that the question was asked too. I think reading starts at home with the parents and it sets a great example.
DeleteThe fact that the mothers had a more positive attitude towards reading than the fathers stand out for me. It shows that boys chronically tend to not read as much. I wonder if these boys had more male models in the form of teachers if their reading attitude would improve?
DeleteI think men as a whole as traditional breadwinners take less time for this activity. Growing up, my uncle (who raised me) loved to read, but I didn't really see him reading. As I got older we would share books and we would discuss them, but each of us really read in our own rooms. My husband isn't an avid reader, unless it pertains to his field of technology and typically this happens on the web.
DeleteMaybe the high number of single parent homes (typically led by mothers) contribute to the fact that boys do not read as much. Boys need to see men reading for pleasure. Even though I read to my son nightly, I think he is gradually getting away from reading and more into the activities that he sees his dad get into (soccer). When I see boys in classes buried in books I often wonder where their love for reading came from. How is it fostered?
DeleteYou've made a great point. My boys were never read to by their father. He never read. I've always been an avid reader. I would sit my kids in the tub while they played and read to them. They never wanted to get out!
DeleteI agree that boys need to see the men in their lives reading even if it is just the newspaper. i think the point that many single parent househols are led by mothers has an effect on why boys don't read as much.
DeleteI am lucky that my husband read to our daughter at bedtime as she was growing up, but now that she is 10 i am reading with her. As a child my father never read to me but my mom always did. my daughter knows i love to read and sees me reading in my spare time. she does not see her father reading only if it pertains to his job.
I too wonder how we can help more boys to enjoy reading?
This comment has been removed by the author.
ReplyDeleteRed Group's Findingsd
ReplyDeleteReading Interest Survey Middle School: A Modified 20 Question
Teen Read Week Survey
Elementary School: 3rd Grade
Elementary Reading Attitude Survey
A SURVEY AND ANALYSIS OF MIDDLE SCHOOL STUDENT VOLUNTARY INDEPENDENT READING BEHAVIORS
Reading Habits of Students 73% of students engage in leisure reading
22% only read school assigned materials
6% said they did not read at all
47% enjoy reading at home
75% enjoy receiving books for presents 72% ―engaged in reading as a leisure activity;‖ 22% read ―constantly;‖ 50% read ―when they get a chance;‖ 22% read ―only for school;‖ and 6% ―do not read‖ at all
Attitude towards reading
24% said they read “constantly”
Girls tended to read more often and a greater amount per month.
Reading Enjoyment?
Yes! (37%) No! (4%)
Sometimes (58%)
35% enjoy reading class
51% enjoy reading out loud in class over 70 percent of respondents indicated that they did read for pleasure‖
Sources of Leisure Reading Materials Bookstore (61%)
School Library (59%)
Public Library (54%)
Classroom (42%)
Friends (39%)
Family members (10%)
Home library (6%)
Students also mentioned book clubs, internet, comic stores, and thrift shops
Bookstore (92%)
Reading at home (49%)
Classroom (48%) Most frequently read media included books, text messages, email, websites, and printed magazines.
school library (71%), the public library (53%), the classroom (53%), and bookstores (43%).
Why students read
REASON MALE % FEMALE %
For fun 47 67
It’s relaxing 43 56
Attached to characters 44 64
To learn/it’s educational 40 45
It’s exciting 31 53
For a time filler 24 26
For escape 19.5 25.6
Brain Stimulation 19 19
For Motivation 16 21
“If you read, why do you like to read?” 52% read for fun
11% read over Spring Break
10% read instead of playing Seventy-eight percent of the females who participated in the study reported reading for pleasure, compared to 64% of males.
Forty-six percent of the students reported that they saw reading as a way to relieve boredom and escape.
Motivation for reading literature
78% of rural and suburban students read for pleasure
25% “when the teacher tells me I should”
Reading likes/dislikes
TOPIC MALE % FEMALE %
Celebrities 50 76
Animals 36 26
Musicians 35 37
Sports Figures 68 22
Historical Figures 18 23
People like me 41 73
People different than me 23 55
Fantasy characters 49 38
People my age dealing with tough issues, like drug abuse or crime 31 57
People my age who’ve done cool things 40 53
“What do you like to read about?”
they liked reading about sports figures (63%), animals (44%), celebrities (44%), fantasy characters (43%), interesting people their age (38%), and musicians (34%). At least one-third of the female students reported their preference for celebrities (67%), people or characters like them (54%), musicians (50%), interesting people their age (47%), people their age wrestling with tough issues (41%), people or characters different from them (38%), animals (34%), and fantasy characters (33%).
Reading at home 17% read less than one book a month
22% read two to three books a month
17% read three to five books a month
11% read five to ten books a month
8% read ten to twenty books a month
10% read more than twenty books a month
After school reading (22%)
Nighttime reading (40%)
Weekend Reading (16%)
School Vacations and Summer (20%)
47% enjoy reading at home Sixty-nine percent of students reported reading more than two books per month outside of school. Sixteen percent reported reading less than a book per month, and 15% reported reading only for school assignments.
Family attitude toward reading 83 percent said their parents encouraged them to read and 25 percent said their siblings encouraged them to read.
Feelings about digital text and e-books
students reported that they liked reading magazines (72%), comics (44%), the Internet (37%), books for pleasure (30%), and newspapers (20%).
I thought it was pretty interesting that the percentage was so high for students who chose to read for leisure. It seems as though the percentages have gone up a lot since I was in school. I think a lot of it has to do with the fact that authors are now writing about what's relevant and adding real life situations to their novels.
DeleteMy students are emergent readers in kindergarten. I have a few students that are reading on a first grade level without any assistance, however most students are right on track for reading.
ReplyDeleteWhen developing lesson plans I have to focus on the content, how I’m going to differentiate instruction, how I’m going to ensure that my ELL learner’s needs are met, and how to incorporate application centers to scaffold learning. I believe all of this is very important when tailoring lesson plans to your classroom environment.
The students in my classroom have really enjoyed reading with a partner. This has motivated them to read more often and to share ideas back and forth. Students also enjoy drawing pictures of the stories they have read, which I incorporate into my reading lessons. This helps show me that they understand what they are reading. For my students that are blossoming writers, I have them write a sentence about the story they’ve read.
While I don’t have specific books that have been great motivational tools, I have found that rotating books from the classroom library helps keep students interested in the library. They also enjoy ANY big books. They enjoy being on the floor with the books and reading chorally with a buddy.
Considering that the survey results from our team compiled four different surveys from across the nation and had similar results, I will need to consider that students like reading, that they like reading fiction and that they enjoy reading to themselves. I will encourage students to branch out their interest in books and provide an assortment of reading as well as read different options in class. Our school participates in a reading challenge with students that encourage readers to read at home with their parents. Either parents read to their child or their child reads to them. Parents keep a list of books and these are used at the end of the year for certificates and metals. The students see their hard work paid off. Some teachers also have ice cream parties or other awards for students that have a specific number of A.R. points every nine weeks to encourage reading, which all keeps students geared to read.
How do you feel about A.R.? I like it, but I think there are some flaws in the program. I agree with you when you said that your students like to partner read. I find that at any level students enjoy reading with a friend. I find that as they get older students like reading to themselves, especially outloud. I think this is because they are seeing the words and saying the words. For some reason this helps promote their comprehension levels. I try to have my students do that, especially during testing.
DeleteIndividual Blog:
ReplyDeleteIn the past I have taught grades 1-4. My students were in the stages of development where they lived by the rules, evaluated others' actions and reactions, and enjoyed reading for pleasure and as a means for gaining information and skills. Students this age are easily excited, but also experience anxiety when dealing with the unknown.
It was important for me to guide them into new knowledge through a step-by-step process where they could first view/observe, then try with me or someone with experience, and then finally try on their own. In reading, this progression is often seen with a teacher read aloud followed by a shared reading, or an independent reading. One of my favorite reading activities is the reader's theater with this age. There are a variety of reader's theater scripts online, or the teacher and students can create their own. One of my class's favorites was "Chicken Little".
This is a very effective teaching model to use with students. Some people call it the gradual release model (I do, we do, you do). When teachers model first for students, students learn the expectations. Doing the same activity with the teacher or a peer before having to actually do it on their own reduces so much of the anxiety you mentioned.
DeleteJessica,
DeleteThis is a great model to utalize, especially with the younger kids. I believe modeling and fully explaining with a few examples is the best way to learn. Not only for the younger students, but older ones as well; in any subject area. Anytime a new topic, idea, lesson, theory is introduced,it should be done as thurough as possible. This is how humans learn, through example.
I love the gradual release model! That is a great way to phrase it for your students. I agree with both of you that it is so important with the younger students to do a lot of modeling first. You become a very effective teacher when students learn their expectations first. I also do reader's theater with my students. They love it!! The last week of school we studied every part of putting on a play and then we did put on a play for our parents and buddy class. I love it because the students get to really go with what they are comfortable with and it engaged the whole class!!
DeleteIt is essential to encourage students to read early on. Students as young as 4 and 5 may engage in reading through simple games that help increase vocabulary. Making reading fun is also important for younger students. As students get older book charts may be created to motivate students to read. Students may set a goal and record what they read on the chart. When they reach their goal they can receive a prize. Once that first goal is met they may set a new goal and keep pushing themselves. Older students also need to be challenged. Choosing the right book for our teen readers is very important as the students should be engaged in what they are reading. Adolescent books such as "Full Tilt", "Hunger Games" and "The Outsiders" are great books filled with action, adventure and excitement. Activities may also be incorporated into the reading lesson to motivate students as well. Compare and contrast is a great activity in which the student will chose their favorite character in the book or the character that is most like themselves. They will compare and contrast the similarities as well as the differences.
ReplyDeleteI think compare and contrast are wonderful to use. I love the three books you used as examples. I found that you can use compare and contrast even in younger readers. I used it when I taught 2nd but it was more of a teacher led compare and contrast. You are right when you said making reading fun is importatn for the younger students, but I feel it is also important for the older students. Sometimes I think students learn to dislike reading because they are forced to read and not allowed to read just for pleasure. There has to be that happy medium so that students do not lose that love of reading.
DeleteThe result of the surveys analyzed by the white group show that girls have a more positive attitude towards reading than boys irrespective of age. Overall, as children get older they tend to read less and their main motivation to read is for academic reasons rather than for recreation. Overall children loved teacher read alouds. The younger children also loved reading with a parent or older sibling. Children, whose parents read and read to them often, tend to be better readers and high achievers. Good readers also loved to read. The amount of books owned also correlate to the amount of time spent reading. It is important teachers and parents read to children and make sure children have access to a wide variety of interesting reading materials.
ReplyDeleteI teach grade 3. When developing a literature based unit, I take into consideration students’ developmental level, their reading level and interest, the relevance of the material and the scope allowed for integration across the curriculum.
The materials that children read should be appropriate for their level of development. Research has shown that students gravitate to reading materials that interest them. Children should be taught what they need to advance academically in school and in the wider society. When topics are integrated across the curriculum there is a greater degree of mastery since students are given many opportunities to apply the knowledge and make connections.
To motivate students to read, they participate in 100 Book Challenge where they earn tokens for every 20 steps read (1 step is 15 minutes of reading). Students love this, plus I make sure the tokens are visible. Children must also be on the correct step on any given day. Parents are also involved; they have to sign off on the reading done at home. I make sure to include a wide selection of reading materials in the classroom geared towards their interests and reading levels for them to choose from. I make sure a regular time is scheduled on a daily basis for them to read. I use other rewards also. Students can earn extra time on computers and on my IPAD 2. I have also presented texts in different formats e.g. presenting the book as a reader’s theater. I also read a lot to the students and have them read the stories on line when possible. I try to let them see me reading when possible and talk to them about what I am reading and allow them to do the same. The buddy system has also motivated my students, also when they are asked to help younger children achieve specific reading goals. I also break up reading time into smaller chunks initially to keep them on task, and give them specific reasons for reading. For books that I want students to read, I display them attractively around the classroom. I have found these strategies helpful in motivating students to read.
This comment has been removed by the author.
ReplyDeleteYellow Group's Findings
ReplyDeleteReading Interest Survey
Reading is a powerful tool for students, a skill that they will take with them and utilize for the rest of their lives. Teaching a child to read for pleasure will help them have an expanded vocabulary, ease at writing, understanding of grammar, and enjoyment in reading new stories. “Good reading materials are the greatest factor in students’ motivation” (Ivey, 2002)
Four different surveys were analyzed and used to come to a comprehensive conclusion on the reading interests among students. A total of 12,878 students ranging from Kindergarten through High School were surveyed. The studies were conducted in England through the Trust National Literacy Organization (Trust, 2005) , Texas (Travers, 2008), Wisconsin (District, 2010) and through the National Foundation for Education Research in England (Clarkson, 2007). Though different age groups and different parts of the world were used for the survey, the findings were all somewhat similar. Some valuable insights and conclusions are drawn via the comparative approach, however, it is cautioned that the sample sizes of the surveys are relatively small, and the basis of similarities’ and/or differences are reasonably assumed, though not scientifically proven.
Eighteen questions were compiled by the CLC group and answers are based on the four different surveys.
Yellow Part 2
ReplyDeleteQuestion Survey A Survey B Survey C Survey D
Where taken?
Wisconsin London, England England Texas
Grades Surveyed 6-8 9-12 3-5 K-5
How many students were involved in the survey? 608 4470 8206 64
How many were girls? 51% ND 47% 56%
How many were boys? 49% ND 53% 44%
How many enjoy reading?
36% 69% 51% 44%
How many would rather watch T.V.?
ND 48% ND 22%
How many read daily?
22% 26% 38% 20%
Where do they read most? Home or School?
School ND Home School
What type of reading do they enjoy most? (Books, magazines, newspapers, comics etc.) Books Books Books Books
What type of genre do they enjoy most?
Fiction Fiction Fiction / adventure Fiction
What type of environment do they like to read in most? (absolute quiet, somewhat quiet, medium voice level((coffee shop))
Somewhat Quiet ND Absolutely Quiet Absolutely Quiet
How do they like to read best? (To themselves or out loud) Themselves Themselves ND Split Decision (50/50)
Do they prefer to read alone or with a partner?
ND With partner Alone With Partner
How do they rate the last book they read? Good Good ND Excellent
How do they know what type of book to read?
Friends ND Teacher/librarian Teacher/librarian
How many consider themselves good readers? 47% 89% 89% 25%
How many consider themselves struggling readers?
53% 11% 11% 75%
How important is reading to the students?
33% ND ND 34%
How much time is spent outside of school reading for enjoyment?
24% ND ND 18%
What are their overall feelings towards reading (enjoyable)?
33% 69% ND 44%
NOTE: ND = No Data
In conclusion, the surveys demonstrate that school age kids, in any location, generally have the same feelings and attitudes towards reading. The surveys are an excellent way to determine the likes/dislikes and attitudes towards reading, though Likert scales do present some challenges, such as central bias. Though a high percentage of the readers find reading enjoyable, there is a low percentage of reading spent outside of school.
There are some interesting contrasts and comparisons noted with the surveys. It should be noted that the survey sample sizes vary widely, and therefore, scientific conclusions cannot be withdrawn. Having said this, some insights are provided which could be explored further by academia. A higher percentage of students responding to “Survey B” responded they enjoyed reading. The population of students is in high school, and is also located in London, England. Factors which could be driving this increased enjoyment could be maturation, or differences in culture. Survey C was also conducted in England and show lower results, suggesting the most likely cause of the difference is driven by age. Interestingly enough, the same survey has more students preferring TV watching over reading, which also could be either age or culturally related. It is reasonable to hypothesis that as children age into high school, their interest in reading grows for personal enjoyment; however, their other interests (and possible distractions) also grow, including entertainment through television and/or media.
An additional insight is the consistency of answers across all surveys in preference of books versus alternate material (such as internet, blogs, comic books, and periodicals), as well as the strong preference of the fiction genre. This could be due to capturing student’s imagination and “dreaming” which peaks their interest. This fact could be leveraged to peak student’s interest, especially those who are struggling with enjoyment of reading, with fiction and adventure books. As the survey also indicates, teacher and librarian influence on students’ books chosen to read is considerable, and therefore, reading suggestions by adults in authority at school can shape the students selection of reading material, which in turn, influences the students overall attitude and enjoyment of reading.
According to Piaget’s theory my students are in the upper level of their preoperational period. For children ages 5 to 7 children are in the intuitive thought stage. The children are developing reasoning skills, constantly asking questions, and seeking out answers. Children are moving beyond decoding. They are connecting within the text while building comprehension awareness and brain development. This explains why – as a first grade teacher I find myself pulling in an endless chain of questions throughout the day. Links of curiosity – connect the children and lead out into the world of wonder.
ReplyDeleteDuring this period, the social world of the 5 – 7 year old has known it is becoming more complicated. Fears, concerns, and worries that the child was not aware of, prior to this stage, are now surfacing. This can be a very scary and unsettling period. It is especially important that children feel secure. Children need help with understanding how to handle transitions, divorce, death, phobias, friendships, and feelings.
Having children’s literature to facilitate discussions can be very helpful for the child, teacher, and parent. Authors David Shannon and Kevin Henkes celebrate and share childhood stages (childhood right’s of passage) within the pages of their books. David Shannon incorporated his own childhood memories in the NO, DAVID series. Simple text and silly illustrations can help children talk about choices and consequences of their actions. While the mice characters Kevin Henkes depicts in his books (Chrysanthemum, Lilly’s Purple Plastic Purse, Chester’s Way, Julius The Baby of The World, Owen…) can help children understand and workout their feelings of jealousy, individuality, and changes within family dynamics.
While working on the Reading Interest Survey (Purple Group) I was reminded of the importance literature has in every stage of development. As children mature, parents and educators need to provide continued support. Not only to assist reading acquisition but for the social and emotional wellness of the child. This is imperative for every child.
Reference
Travers, B., & J. (2008). Children’s literature: a developing perspective. John Wiley &
Sons.
Our group find a number of interesting facts about students and literacy. We were able to look at different age groups from London, Texas and Wisconsin. It was interesting to see that the students were different ages and from completely different areas, they still had results that were closely related. The location is irrelevant, the students had the same feelings towards reading. My students are in the the third stage, reading for learning new. There are some students that would be considered stage 2, b/c they are still working on mastering fluency. The students are sixth, seventh, and eighth graders. I have taught just about ever grade, and I have to say I believe this age group is the toughest(in my opinion).
ReplyDeleteThese students are in the awkward stage of being young and teenage. I have found that lesson plan have to be fun and "cool to do." Facors that I take into consideration when coming up with lesson plans are: need to know where the class is as a whole, what reading level are they at. I also look at the individual student. I do not want to create an assignment that will frustrate those who are not at age appropriate level. (This can be extremely tough, luckily this year has been easy, b/c everyone is pretty close to the same level.) I have found that this age group enjoys the JEOPARDY and "cracking codes." The Jeopardy game is always fun as well as an excellent way to review lesson. The students work in teams, and this allows them to work with others. "Cracking the Code" has always been a favorite. I will use the vocab words from the lesson,and the students must figure out what the words are. I.E. *=A, #=B, %=C and so on. After they have completed that, they are to write the words they found and put in sentences. This helps reinforce the vocab. for the unit.
Two activities that did notwork for me were: writing vocab. words X amount of times, every day. This became so rote to the students, they were not even learning the words and they were extremely bored doing it. (I know I hated this as a kid). The second lesson that did not work to well was: acting out a scene from a book we have read. I have a lot of extremely shy students and do not like to be the center of attention. So the lesson did not work out as I has planned. I did not want to push them into something that would make them stress and be uncomfortable. Maybe next year I will have more extrovert in my class:)
A motivational book that I have used is A Wrinkle In Time. The students love fiction/adventure. They really enjoy the characters and the adventures they set out to do. As with the CLC project, is was found that adventure/fiction are among the favorites. I believe this may be kids this age enjoy daydreaming and creating adventures.
As an educator for this population, it is extremely important to have an outgoing and positive attitude and know your student's likes and dislikes. This is a tough population to get motivated and if the educator is excited, then the students will get excited as well. It is always impportant to note the age approp. and individual approp. as well when setting up a lesson plan. The last thing any educator wants, is to create/increase anxiety or stress for the students.
According to the White Group’s findings, the parents play a large part in a child’s reading interest level. When children are raised in a home where they eat dinner together and they see their parents reading, they are more likely to become successful and interested readers. We also found that girls were more interested in reading than boys. Boys do read but mainly for academic purposes. At my grade level it is also important for teachers and parents to read with their students.
ReplyDeleteI teach second grade and my students vary greatly in what stage of development they are in. Some of my students come into the year still learning their sight words and their basic letter sounds, while some of my students come into the year already reading at a 3rd or 4th grade level. When planning a literature lesson I have to take into consideration what level my students are on. When planning a lesson I also consider the different kinds of learners that I have in the classroom to make sure that I am teaching all students. I think about what would make the lesson interesting to my students and how to keep them actively engaged in the lesson. Due to the grade level and developmental stages I teach a lot of tiered lessons so I make sure to effectively reach all students. I have used A.R.(Accelerated Reader) reading in my classroom to challenge my students and to make them more excited about their reading. A.R. is not required at our school in 2nd grade but it is required in all other grades. Students find it exciting that they don’t have to do it but they can. Once I started allowing students to take A.R. tests I had a lot more students excited about reading. During read a-loud I always try to pick books that are going to interest my students, I also try to vary the kinds of read a-loud books that I use. I feel it is important to do that because I want to reach all of my students. When choosing different books it then gets my students interested in kinds of books and authors. My emerging readers love books that are repetitive and rhyme. There Once Was An Old Lady Who…, or Fly Guy books are great for those students. I have also read The Magic Tree House series to my middle students. The boys in my classes have really loved the adventures of those books. I also recommend the Geronimo Stilton series. It is an adventure series about a mouse. The pictures and way the words are written are very engaging for the students and the vocabulary used is great for my higher students. I have found these books very helpful in motivating my students!
The surveys that our CLC group reviewed helped us to see what motivates students to read and what they want to read. Students are influenced by different factors. The results of our survey were.
ReplyDeleteStudents were influenced more by their mother to readthat their father. Students stated that they would see their mother reading more books and their fathers tended to read newspapers and magazines more often.
The survey does show those families’ attitudes toward reading really influences a student’s attitude and motivation to read.
Learning what motivates students to read, their specific reading habits, and types of books that they enjoy reading will help a teacher determine how to support them in the classroom.
Students stated that their friends were their biggest influence.
More student’s preferred reading fiction and the majority of the students surveyed felt that their reading material was easy.
Teachers do not look at middle schools students developmental and personal differences when determine what students will read.
Students really enjoyed listening to their teachers read and when they had free time to read themselves.
Students were more motivated to read in the class if they were able to make their own choices and that they had options available to them that they were interested in.
Researchers believe that there is a connection between the desire to read and classroom instruction.
The students that I teach are in the third and fourth grade. The students receive special education services and they are not reading at grade level. Some of the students really do not like to read because they struggle. Many of the assignments are completed together as a class and we all read together. I try to limit calling on students who struggle and are embarrassed to read out loud. Some of the assignments I will let students work in groups or pairs and I make sure there is a strong reader in the group. I also have to find books for them to read that they are interested in and at their reading level and developmentally appropriate. Using pictures books for teaching subject and concepts are very beneficial.
Summary of Survey
ReplyDeleteThe first questions asked in our survey were about dinner and the family dynamic. Our survey found that 47% eat dinner with their families every night. Of this percentage only 18% eat at a table with no extrinsic interruptions. We found that 53% of students sometimes ate with their parents. The predominant reason for this high percentage is because of parents work schedules. 23% of students surveyed stated that they ate fast food almost every night. Although this high percentage of fast food eating habits, they considered their eating habits healthy. We found this information very helpful; this gave us an insight to our students understanding of healthy eating habits. The information also gave us a topic to address with our students.
The next three questions asked the students about their attitude towards reading, how many books they owned, and why they read. Their answers were quite surprising to all of us. 48% stated that they like to read, 14% stated they hated to read, and 38% did not respond. The surprising information from this question was the students who said they liked to read. Of the 48% of students surveyed, 30% of these students are considered struggling readers. Also surprising was the number of students who are considered good readers that stated they do not like to read. We found that of the 14% who stated they hated to read 5% of those are considered good readers. Also surprising in this survey was the number of books students owned or had at home. I think all of us were very surprised to learn that 32% of our students had five or less books in their home, and that 20% had no books in their home. This fact was very upsetting for all of the teachers in our grade level. We as a grade level set about curing that. Our students now do Reading Is Fundamental once a month and our principal will help us give books as reward for academic improvement. The one question we were all pleasantly surprised by the result was why they read. 60% of students stated they read for pleasure.
The next two questions dealt with why they pick books and what type of books they like. We were encouraged because only 21% of students stated that they picked the book because the teacher made them. We were also surprised by the percentage of students that said the picked a book because their friends were reading it or have read it. This was surprising for us because the types of books our students enjoyed reading were split among so many different types. Students in one class enjoyed fiction and humor. Another class really enjoyed mystery and historical fiction. Another one enjoyed fairytales, horror, graphic novels, and nonfiction. My class enjoyed historical nonfiction, biographies/autobiographies, nonfiction, and romance. The numbers for each genre were within one or two points of each other.
The last three questions asked about if they read at home, how their families felt about reading, and if they enjoyed digital text. We found that over 50% read at home with a parent. Only 10% stated they had no one to read with; the rest read with siblings or other family members. The results for whether they felt their parents cared about reading were also surprising. We expected that we would have a higher percentage of parents who valued reading. We expected our students to state that parents often did not have time to read with them, but their parents still felt it was important. The results of the last question about digital text and how they liked to read books were not surprising. The only thing that surprised us was the number of students who did not have access to a computer at home. We expected around 50%, because in recent years this question was asked and mostly we came up with about 50% who did not have access. This was another insight in to our student’s home lives.
These results were used in our group project but were conducted by my grade level.
When I plan my unit studies, I take into account the fact that many of my students struggle with strategies for reading. Since I usually teach the inclusion class, I have students that struggle with memory and learning delay. Therefore I look at each child and try to come up with an activity they can complete to show understanding and content mastery. I like to use compare and contrast, graphic organizers like webs. I have used acronyms, word associations, and quite a few more. My favorite however is read, read questions, reread, then search and find answers in text. I have found that this strategy works really well with most students regardless of their modifications or reading capabilities. To inspire my readers I like to read, "Hooray For Reading Day" by Margery Cuyler, "Aunt Chip and the Great Triple Creek Dam Affair" by Patricia Polacco, "Giraffe's Can't Dance" by Giles Andreae, and "When Charlie McButton Lost Power" by Suzanne Collins. Students love the stories and the message they give. Theses books are constantly being checked out from my library.
DeleteI teach 3rd and sometimes students come to me on level and sometimes they are extremely low. This year I taught inclusion so I had a little bit of both. I found that the parents attitude towards reading was a great predictor for the students success.
ReplyDeleteElizabeth Rakiec Individual Blog:
ReplyDeleteI have enjoyed reading everyone's blogs it really helped me to know ehere to begin since I am not a blogger. Anyway the Red Group's findings;
Reading Interest Surveys
Elementary Reading Attitude Survey for 3rd graders
Reading report Survey for 4th and 5th graders
A modified 20 Question: A Teen Week Survey
Middle School: A Survey and Analysis of Voluntary Independent Reading Behaviors
Elementary Reading Attitude Survey for 1st and 6th graders
Our group discovered that boys like to read about sports figures in middle school and girls like to read about celebrities. The favorite media of middle school students was magazines. The middle school students enjoy reading more if they are allowed to pick their own reading materials. The younger students like in 3rd grade more of the students enjoy reading at home and enjoy receiving books as gifts. they like to go to the bookstore to pick out their own books to read. The students in 4th and 5th grades feel that reading is only a school activity and for the most part they would rather play than read.It was important according to the survey for 4th and 5th graders for the parents to read to them at home. Parent involvement was not part of the survey for the lower elementary students or the 1st to 6th grade students.
In teaching my fifth grade students I need to to take many factors into consideration as i plan how to modify a unit for my students. As a special education teacher i plan from the story or skill that the classroom teacher is using. I need to consider the instructional reading levels of all of the students on my caseload. I need to take into account the subjects my students like to read about. When possible i give them a choice between two books. When possible i try to use books about sports or animals. When school starts I take an informal survey with each student of what he likes to read then I keep the survey in his or her folder. In the school where i teach we do not have e-books or that would also factor into my list of considerations. If the parents are supportive and involved I call and let them know about the book and the skill we are working on. The parents then have their children read the book outloud to them at home and discuss the skill. My students like to read books about animals like Frog and Toad, and they like to read fiction and fantasies like Charlotte's Web. Also, i would need to consider the spelling words for each student and test study guides and reading tests. I would need to create written worksheets and lessons to review or teach the skill depending on the time of year. The worksheets and review would need to be tailored for different instructional levels. I used Nancy Boyles Answer Frames and found them extremely helpful for my students who needed clues to write.
Strategies for Motivating Kids
ReplyDeleteThis survey took place in England with primary and secondary pupils. 8,206 students participated. 53% were boys and 47% were girls. More than half of the students surveyed enjoyed reading a great deal. They also read every single day, at least two times a week. Most of them feels as if they are reading enough literature, but some say they do not want t read more than that. The most popular reading place for them is the bedroom. They also like to read at school, in the classroom and in the living room at home. The study indicated that the students read because it is an important life long skill that is much needed. They study indicated that the children think reading is fun. Students in the study indicated that their mother reads more than the father, but both parents read frequently. Some of their favorite genres were adventure and fiction.
The grade level I teach is 4th grade. My students are in Stage 3, which means they are reading for learning. Some motivational reading activities that I employ in my classroom is reciprocal teaching and accelerated reading. The students seem to enjoy the reciprocal teaching technique because it gives them the opportunity to lead discussions. Accelerated reading is great because the program gives immediate feedback. As soon as the student finishes a book, they are able to take a test on it and get a score. When they make a 100%, they get a treat. These two activities are great motivators to read.
Some books that I have found to be effective and motivational are Diary of a Wimpy Kid and The Amulet series. Any genre of comic and graphic is also motivational. The students love Diary of a Wimpy kid because they can relate to it. They also enjoy graphic novels because they feel as if they are reading comic books.
I love the reciprocal reading activity. It must give the students a sense of control in the assignment. During a given lesson/activity how many students are able to partake in the activity? I agree on Diary of a Whimpy Kid. Most students really seem to get a kick out of these books. Whenever a student can relate to a book, the more they will be apt. to read it.
DeleteI love that series. My son has read all the books and we look forward to the movies. Jeanine, how do you encourage struglling readers who are way below reading level? Do you have specific books for them or do yo allow them to read what they wish?
DeleteAfter analyzing the white team’s information, I’ve determined that a majority of girls prefer to read over boys. More girls prefer to read for pleasure, whereas boys read for academic reasons. Students’ motivations to read are derived from parents and school teachers. Students are more likely to read if they have the role model reading.
ReplyDeleteI teach 7th grade reading and writing. The average reading level is 5.4. I have several motivational strategies that I use to motivate my students to read. Our school participates in Accelerated Reading Program (A.R. Program.) I’ve asked students to read at or above reading level and test the practice reading test. I usually ask for students to score a 70 or above. If a student is scoring 100 on their test, they are ready to move to the next reading level. If students read 5 books, the student may choose a candy bar. If students read 8-10 books, students get a candy bar and a prize from the goody bag. If students read 11 books or more they get candy bar, prize from goody bag, and an invite for the donut party (winter) or ice cream party (spring) with me. The grade level (6th, 7th, and 8th grade) who reads the most books by the end of spring break, are given a field day outside.
This worked amazing last year. All students were motivated to read. They felt a sense of competiveness and enjoyed reading. Students were encouraging each other to read and to test. We were all successful with the AR program. This year was totally different. Students didn’t show any interest in the prizes and goals. It was a difficult group. I got parents involved in the competition, but after a few weeks it was a flop. So as a grade level, we sat down right before Christmas and decided to make it a grade level competition. Students didn’t respond. As we returned from Christmas break, we had parents sign reading logs every evening. Lap tops were brought in once a week for students to test and this didn’t help either.
By the end of the school year, we STAR tested students’ reading levels again and students started noticing their levels hadn’t really changed. Parent notes were sent and students began to read. So as summer vacation approached, as a grade level we had a summer reading list. Our school is having a summer book club and all communication is done through Gaggle, a website like Facebook. Hopefully this will work.
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DeleteI really like the idea of a summer book list. I believe it really helps the students to start reading while there's no school. Plus it gives them something to do thats benefitial to them. Summer book list has been used at a few schools that Ive taught at and it really helped the students reading levels once school begin the following year. Many parents were also pleased with the results of the summer book list as well.
DeleteWe found in our yellow group survey that girls were the majority readers as well. Most of the boys thought that reading was important but did not think reading was an interesting subject. Many of the boys actually considered reading to be somewhat boring unless the book involved some sort of action and adventure. My survey was taken using students ranging from grades K-5 in a lower econonmic school district of Texas. Many of those students have never had a parent to even read to them. These are the kinds of students that I teach everyday. Therefore I am always looking for ways to motivate them hoping that I can get them to enjoy reading. One tool that I use to motivate my 6th grade students to read in the Accelerated Reader Program. By using this program students are able to get involved in the story by answering questions related to what was read. The students are tested and receive a grade at the end of the lesson. If they pass they are able to chose a book of their liking to read. I also like to talk to them about books that I enjoy reading or that my children at home are reading. If we chose a book to read that has a movie available after reading the book I will allow them to watch the film. This is something that really gets them motivated.
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