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