Marinak and Gambrell join together to write the final section of this text: Using the ARC of Motivation to Engage All Readers. It is through this section that the authors finally give advice on what could (should) be done to motivate readers. They put the power of motivation in teachers’ hands.
Here are the some memorable quotes from this section:
- The classroom community that teachers create exerts enormous influence on whether or not children will be motivated readers…teachers can motivate students only if they themselves are motivated. (p. 34)
- Many teachers know that the best way to engage students in reading activities is to enlist students’ interest. (p. 34)
- Be sure that you, as the teacher model reading all types of print…tell your students about what you read outside of the classroom. Ask them what they read last night. Encourage them to share and make public. Let it be known that all reading matters! (pp. 36-37)
- Introduce your students to the phrase “avid reader.” An avid reader is eager or enthusiastic, reading as much and whenever he or she can…Involve your students by asking them what such a reader looks and sounds like. Post definitions (and pictures) of avid reading for all to see. (p. 37)
- One of the key factors in motivating students to read is a teach who values reading and is enthusiastic about sharing a love of reading with students…Knowing this we strongly recommend a weekly ‘blessing of books.’ (p. 38)
- The difference now is that we plan for ways to sustain initial enthusiasm by thinking about relevancy. One of those actions is to constantly, overtly, and passionately promote the personal enjoyment of reading. (p. 50)
- Learning what makes kids tick might necessitate prowling the places where casual conversations happen – the cafeteria, the playground, and around lockers. (p. 50)
- And why not feature print as part of the morning announcements? We proclaim many other important messages; let’s make reading one of them. (p. 51)
- When students interact with each other, their thinking becomes public, and they have the opportunity to hear the language of literacy. (p. 56)
- In order to help students see the relevance of reading, research indicates that teachers must listen for and encourage individual interests, strategies, and reasoning abilities. (p. 58)
- We must recall that children do not possess a single reading level. They are able to read print of varying levels, depending upon prior knowledge, interest, support, and tenacity. Hence, an attempt to match test to reader in the library where the core value is choice is an ill-advised action and one that could result in eroding intrinsic motivation. (p. 62)
- Inviting students to help select the teacher read-aloud is a powerful and easy way to offer choice. (p. 64)
- Allowing readers to select their own materials as well as where they would like to read supports the development of autonomy as it relates to literacy engagement. (p. 65)
- Trading books with grade-level partners or teachers at other grade levels is a wonderful way to introduce books of varying genres or levels. (p. 69)
Here are the teaching ideas from the section:
- Book Blessing = Selecting 10-12 texts and provide a quick introduction and brief comment about each
- Personal Invitation = This involves presenting a special text to a particular student and may include wrapping the book or/and a personal note of why the book was chosen for them and hope for conversation about the book after they read it.
- Visual Interview = Answering questions with illustrations or photos rather than words. These could be themed.
- Book Selecting = Ask students help in picking books to purchase for the school or classroom library. This can be done by forming a committee or through interest surveys.
- Fact Checking = a variation of an anticipation guide where students must read, reread, and research a wide variety of text to be confident in the answers to their questions or facts.
- Book “Selling” = Invite VIPs into the classroom to promote a book by giving a quick review. This can also be done on the morning announcements.
- Your Reading Life = Invites children and their families to revisit the print that they have shared. Students include text title, what was happening in their life, how old they were, and if they still have a copy of the book. (pp. 52-53)
- Book Tweets = students and staff are encouraged to tweet about books they have read. This promotes summarizing and word selection. (See p. 55 for tweet guidelines)
- Book Clubs = Fosters socialization and discussion around books. (see p. 57 for parameters)
- Who knew? = share at least on fact, blog post, or article from the web everyday with the purpose of elaborating on a topic, offering a new perspective, or clarifying confusion.
- Book of Lists = a twist to traditional book logs…students keep track of their independent reading by placing them under headings such as “Wore These Out” or “I Learned So Much.” (see p. 67 for heading ideas)
- Let it Rain! = Attach rain gutters to bulletin boards to display books. Pocket charts and shoe trees also could be used to display front facing books and change the displays frequently. Enlarged bookmarks can be made to write and display a review for any of the books.
- Bridging the Book Divide = Don’t just send school books home but ask for students to bring home books to school too.
- Sociograms = visual representation of interpersonal energies. Students write their name in the center of the paper and book titles around the outside of the paper and then response to the titles based on a key. (see pp. 73-74)
This text provides classroom teachers with many reasons and ways to help motivate their readers. I wish that the book would have talked a bit more about promoting motivation through school-wide initiatives. Looking above at the list of 14 classroom ideas…which do you want to promote next year? I like: Book Blessings, Book Selling, Book Clubs, and Book Lists.