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Published byDakota Fentress Modified over 9 years ago
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Motivation & Literacy Across the Lifespan April 24, 2007
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Framework for Reading Motivation (Wigfield & Guthrie [1997], as cited in Baker, 2003) Self-Efficacy Student’s purposes/goals for reading Social aspects of reading Motivation to read:
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Self-Efficacy (believing you can be a successful reader): Challenge Avoidance Student’s purposes/goals for reading can be: Intrinsic Extrinsic Social aspects of reading can be: Social Compliance
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The 6 “Cs” ( Turner & Paris, 1995) CChoice – look for/build on student interests CChallenge – moderately challenging; individualized CControl – structured, but balanced between student- teacher-directed activities CCollaboration – peer and small group activities CConstructive comprehension – embed literacy into meaningful activities across the day CConsequences – open-ended activities encourage self-evaluation (metacognition)
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Enhance motivation by creating open- ended literacy tasks that are meaningful to students and that incorporate the six “Cs” (Turner & Paris, 1995) Example of a Closed Activity: This story was about a ________. The pig went to a __________.
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Enhance motivation by creating open- ended literacy tasks that are meaningful to students and that incorporate the six “Cs” (Turner & Paris, 1995) Example of an Open-ended Activity: Planning a birthday party for Clifford, The Big Red Dog Writing invitations Writing a story Creating a list of guests Following a recipe to bake a cake, etc
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Small Group Activity Spend 15 minutes working on the Ryndak article in your Small Group Use your roles and the information you prepared to facilitate discussion Be ready to share/discuss with the larger group after your Small Group finishes its discussion. Turn in your sheets for 2 EC points
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