Increasing Student Motivation and Critical Reading Tips By Teachers

The following attachment, critical reading literacy class index card notes, is several index cards with notes from a teaching reading class from my days as an elementary education major at Illinois State University (ISU). I cannot really figure out what textbook and class they are from, but possibly in the future I can add that information if it comes back to me. The following notes from the index card notes stood out to me.

  • share and discuss SCORER with students, S – Schedule your time while taking the test, C – Use clue words to help answer questions, O – Omit difficult questions at first, R – Read questions carefully, E – Estimate your time, R – Review your responses. Thought this would make a great middle school bulletin board.
  • portfolios are authentic assessment, student centered and reflect personal motivation and growth. They represent what students learned and are learning and show learning is a process not a product. This would be a great way assess all students, but with modern large populations multiple-choice, fill-in-the-bubble tests are the standard.
  • Essay tests involve higher-order thinking skills of evaluation, analyzing, and synthesizing course content. Scanned note cards give several keys for preparing for essay tests such as planning the response to given time
  • To increase text comprehension monitor understanding through having students connect info to what they and paying attention to any ideas in the text that may be missing and if things make sense. The schema theory of comprehension explains how prior knowledge helps students assimilate new info into what they already know about the topic. Schema can be described as the abstract mental frameworks that organize knowledge into To educatememory. They may recognize their schema to incorporate new info into the framework. Students should ask questions while reading and use pictures to help them make sense of the text and paraphrase and apply info and make judgments (while having an open mind) when reading to help in understanding
  • Teachers can extend the meaning of texts by having discussions to clarify the text and share personal responses. Writing and projects after reading encourage students to consider responses to open-ended questions. Students can analyze information and work together with peers and increase productivity and achievement.
  • Students can construct meaning using texts they are reading, their prior experiences, other texts (intertextuality) Stories, textbooks, novels, poems and essays count as other texts. Music, drama, video, gesture and art also count.
  • Encourage students to have open minds as they read and acknowledge new ideas and different points of view. Students can generate alternative views as they read. Students should be able to determine an author’s bias and evaluate the worth of an author’s conclusions and determine what they believe about the topic.
  • Critical literacy – a way of approaching text with an understanding and knowledge of the influences texts have on readers, social agents and how texts influence culture, uncover author bias, actions of social justice, text not neutral but influential, what has the author left unsaid? reveal about culture? ask questions about the author and ‘consider the source’ purpose of text and conditions under which it was published and sometimes the date, unearth authorial intention (look for assumptions, reasons, justifications, and implication in texts) interpret texts fairly. In critical pedagogy texts are understood from the contexts of social, historic, and power relations
  • Teach students ways to read difficult texts such as science, history and math books, teachers can model and build reading comprehension instruction across the curriculum
  • when teaching reading encourage students and increase motivation and interest in text, provide enjoyable and challenging activities and let students experience success. Students must experience success in the vast majority of activities in which they participate if they are to progress academically. Written and artistic self-expression activities promote students sense of value. Explain things with clarity. Personalize subject matter and tap into prior knowledge. The term engaged reading refers to the fusion of cognitive strategies , conceptual knowledge and motivational goals during reading. Seven principles to increase motivation and engagement (1) conceptual theme (2) real-world interactions (3) self-direction (4) interesting texts (5) cognitive strategies (6) social collaboration (7) self-expression)
  • ask yourself why you would want to read the text, interest leads to curiosity, reading assignment must be manageable (not too easy or too difficult)Highlighted Section of Book ca. 2001
  • 10 Commandments of Motivation – (1) Never give a reading assignment without thinking about how to motivate your students (2) Never use reading as a form of punishment (3) Increase the rewards and decrease the effort needed to complete an assignment (4) Give students some choices about what they read (5) Follow reading assignments with activities that allow students to work together and to use what they have learned (6) Give students a purpose for reading (7) When possible use reading material related to students interest (8) Show students how the material relates to real life (9) Be enthusiastic about the reading material (10) Provide for success
  • By asking students to discuss their cultural experiences and by connecting them to instruction, you can scaffold instruction for students who have cultural backgrounds different from your own. All students have different experiences and background knowledge and structuring opportunities for students to voluntarily link their own background knowledge and cultures to the information being taught allows them to honor everyone’s background.
  • Picture books, audio books, and easy-to-read texts scaffold instruction by making them information in your content area accessible and building background knowledge. It may be acceptable for some students to read books different than those assigned to the rest of the class such as English language learners (ELL) and gifted students. Texts can be made easier to understand by modifying them as they are read and explicitly demonstrating strategies and clearly teaching concepts.

Published by SewIsabel

Spare-time aspiring fiber artist, gardener, beekeeper and sew much more! Author of

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