nerd camp 16
TRANSCRIPT
Shaping ReadeRs’ identity:ChoiceAccess
Response
Donalyn MillerTeri S. Lesesne
“Becoming a reader and a writer has as much to do with assuming an identity as
a reader and a writer as it does with acquiring a set of predetermined
cognitive skills.” (Serafini, 2013)
“Texts and the literate practices that accompany them may not only reflect
the self, but may also produce the self.”
(Davies, 1989)
Our Reading Lives
How we develop a reading identity
teri’schildhood
TeriThe Tween years
The ya-ya yearsteri
Split personalityTeri’s
Adult Reading
Your Turn
What books and reading experiences form your
reading autobiography?
Share your reading autobiography with a partner.
What do you notice about your partner’s list?
Select one book from your reading autobiography.
Write about this book’s personal importance to you or a memory connected to this book.
What does this reveal about you as a reader?an educator?
a parent?a person?
Your Reading Autobiography
• So, what are the highlights of your reading life?
• What are the low points?• Titles, series, authors, books you
recall strongly?• People in your life you connect to
certain books?
●Ask students to create a reading autobiography○Can be written○Can use app ○Can use shelfies
● Collect them, analyze them for commonalities
● Identify kids who are already engaged readers
and those who are not, yet.
Identity
How do we demonstrate our love of reading to our kids?
Brainstorm with others.
What We know
Carlsen and Sherrill
● Setting aside TIME for reading● Having a teacher show INTEREST in the
individual's reading● Having teachers READ ALOUD● Being exposed to a VARIETY of reading fare● Receiving help from LIBRARIANS ●OWNING books●SHARING books with friends● Participating in reader-centered DISCUSSIONS of
literature● Being allowed freedom of CHOICE in reading fare
• Time• Role models at home and school• Access to books• Choice of reading materials• Diversity
Factors Affecting Reading identity
HomeSchool
Reading in the Edges
time
• Physical• Intellectual•Emotional
•Moral
Access
.
Books in the home are as important as parents’ educational level in determining level of education children will attain.
–Research in Social Stratification and Mobility, June 2010
Access to a full-time school
librarian increases students' test
scores, closes the achievement
gap, and improves writing skills. (Lance, 2012)
Students read 50-60% more in
classrooms with adequate
libraries. (Allington, 2007; Morrow, 2003; Neuman, 1999)
Classroom Library Checklist
What would you look for when
evaluating a classroom library to
determine if it was adequate?
Diversity
Currency
Organization
Lexile Bands(CCSS 2012)
6 860L to 920L
7 880L to 960L
8 900L to 1010L
9 960L to 1110L
10 920L to 1120L
11 & 12 1070L to 1220L
570
(Second Grade)
730
(Fifth Grade)
1030
(Ninth Grade)
Limitations of Lexile
Informational Nonfiction
Graphic Novels
Picture Books
Poetry
Instructional Context
Text-Level Accessibility Who Does the Work
Read Alouds Substantially above grade
level
Probably frustration level for most students
The teachers does all of the print work. The students and teacher
work together to make meaning.
Shared Reading
On or a little above grade
level
Probably frustration level for many
students
The teacher and students do the print and meaning work
together.Guided Reading/ Small Group Instruction
On reader’s individual level
Instructional level for each student
The student does most of the print and
meaning work.
Independent Reading
From below grade level
through above grade level
Multiple texts for each reader varying from
independent to frustration level
depending on the amount of productive
effort and reader stamina
The student does all of the print and meaning work.
Burkins & Yaris, 2014
• How current is the collection?
Currency
M Misleading (and/or factually inaccurate)
U Ugly (worn and beyond repair)
S Superseded (new edition or better book on
subject)
T Trivial (of no discernible literary or scientific
merit)
I Irrelevant (of no interest to your
community)
E Elsewhere (may be obtained easily)
Weeding Criteria
• Children’s use
Organization
Fountas and Pinnell: 300-600 books
Richard Allington: 1000 books
ILA: 5-7 books per child
In a 2013 Scholastic survey of 3,800 teachers, only 40% had at
least 300 books in their classroom libraries.
• Balancing academic and personal reading goals
choice
Books!
Diversity
(more than a hashtag)
#WNDB
Diversity is key
Mentor Texts
Paired Texts
Paired Texts
