Reflecting on the chapter readings and the Reading Interest Survey data compiled by your CLC, post an entry into the "Strategies for Motivating Students" blog. One person from the CLC should post the results of the survey to the blog. Individually, Identify the results of your CLC survey, the grade you teach and address at least one the following:
(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.
(5) Keep in mind a blog is a place to capture ideas, exchange resources, and virtually converse with your peers. Adhere to these guidelines in order to keep the blog professional.
(a) Do not promote yourself or an advertisement.
(b) Do not pick out specific authors for debate.
(c) Be respectful and use professional language.
(d) Stay focused on the topic.
(e) Keep your comments short and to the point.
(f) Do not copy and paste text without citing references and sources.
(6) You must post at least one entry into the blog to receive credit.
(7) Submit all posts by the end of Module 7.
Subscribe to:
Post Comments (Atom)
Smart Girl Survey for Teen Read Week 2003
ReplyDeleteThe Smart Girl Reading Survey was given by a website run by the Women in Science & Engineering Program at the University of Michigan. 3,677 people took the survey and 60.54% were girls and 39.46% were boys. The majority of the people who responded to the survey were between 11and18 years of age and 48.3% enjoy reading. 53.38% read for their own personal satisfaction while 24.74% read only what they need for school. 49.5% like to read about people like themselves, 44% like to read about people who do amazing things, 35% like fantasy and 34% like to read about tough issues. An amazing 67% of the respondents were read to as a child. I chose to the Smart Girl Survey, because I thought it was a unique venue for a reading survey. The survey covered a wide range of respondents from all parts of the world and included a diverse population.
I teach in a 5th grade inclusion classroom at a title I school. The interests and reading levels vary greatly within the room. Literature circles are great a way to create interest in reading. The students are heterogeneously grouped, but grouped so all members will grow but not get frustrated. The survey shows that students like to read about people doing amazing things, so including titles like, Landry News (A. Clements), Maniac Magee (J. Spinelli), The Middle of Somewhere (J.B. Cheaney) and The Fabled Fourth Graders of Aesop Elementary (C. Fleming) for the groups to choose from. Having titles that have characters or situations the students can relate to creates interest and the students are more likely to read the book.
To help the students choose from a book to read, I give short book talks to create interest. Literature circles allow students to read the book in their groups, discuss it, answer questions and identify favorite words and scenes. Working as a team helps the weaker reader become more confident and enables the better readers to grow by helping the other readers thus building their confidence also.
References
Smart Girl Teen Read Week Summary (2003) Retrieved April 10, 2010 http://www.smartgirl.org/reports/2734196.html
Caceres, J (Oct, 2009) “Motivating Students in Reading Effective Strategies for Getting Today's Students Reading Again” Retrieved April 19, 2010. http://middlehighschool.suite101.com/article.cfm/motivatting_atrisk_students_to
Motivating students to be lifelong readers
ReplyDeleteMy second grade students have an age range of 2 years 9 months in the 22 students in the class. Most of the students are on free or reduced lunch program. Their lives in the rural reservation community can be challenging and they need many positive experiences. Developmentally some of the students are comfortable reading books that use simple language poems, rhyming patterns like the Dr. Zues books tend to be very popular at the beginning of the year. While as we progress the more advanced readers transition to chapter books. Easy readers are popular and simple books that provide photos and sentences are read by many students.
Based on some of the survey results I am more compelled to be sure to have opportunities to have the students read to everyday. In the survey taken by “Smart Girl Survey for Teen Reading Week (2003)” there seemed to be a correlation between the high percentage of students who had been read to and the number of students who love reading. And so I am motivated to provide even more opportunities to continue to read aloud or find ways for others to read aloud. I can see where ur buddy reading with the sixth graders is important along with the many volunteers who are willing to work with me in choosing literature to enthusiastically share with my students regularly.
Many of my second graders, like the students in some of the surveys, like the opportunity to choose a book rather than read an assigned book. Getting them make book bags is difficult but I find that they can’t wait to get to the new books I put out in the class. I think that the names in a long list is overwhelming but having the book cover to look at is easier to make a choice.
Over the years I have found that being positive and persistent with encouragement motivate students to read. In the survey “Just Plain Reading” 23% of the students brought up classroom rewards systems and literacy activities as being important. The students react positively to such motivators as a book worm that grows with AR test results over 90% or space ships that travel through a pocket chart for every point earned in AR tests.
Taking into consideration the interests, level of readability, and lessons to be learned help to direct my planning to give my students more successful experiences to help them grow. These survey results support some of my philosophies and efforts to motivate my students to become lifelong readers. I am also inspired to conduct more surveys with my students to keep monitoring what interests them and use their interests as a guidance to my choices for lit studies, oral reading choices, and books that I have available for my students daily in class.
References
Ivey, G. and 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. Retrieved
from Education Research Complete database.
Smart Girl Teen Read Week Summary (2003) Retrieved April 10, 2010 http://www.smartgirl.org/reports/2734196.html