FIVE IDEAS FOR READING MOTIVATION Tanya Tankersley

PURPOSE The goal of this presentation is to provide strategies for reading motivation in a high school foreign language classroom. This presentation will provide reading motivation within a magical realism unit, generally taught in AP Spanish. (Magical realism, originating in Latin America, is fictional literature that combines reality and fantastical elements in a narrative format.)

THE STRATEGIES 1. Teacher modeling via read-aloud/ think aloud 2. Social interaction with the text 3. Allow Book Choice 4. Independent Reading 5. Book Club

STRATEGY #1: Teacher Modeling via Read aloud/ Think aloud Teacher modeling “makes content ‘more understandable’” (Fisher & Frey, 2012, p.592) “Teachers model their thinking while reading or problem solving such that students hear experts and how experts process information” (p.592) “Writing aloud, like reading aloud or thinking aloud, invites the student into the teacher’s mind” (p.592) “Daily teacher read-alouds/ think-alouds” allow shared thinking and understanding of a text (Lapp & Fisher, 2009, p.558) Teacher modeling is important for teaching reading strategies explicitly so that students can employ them as they read (Guthrie, 2000)

Teacher Modeling Example After introducing the elements of magical realism, address each of the elements within Pablo Neruda’s poem “Bestiario” Read the poem aloud pointing out the elements as you go (Ex: I wonder what it would be like to communicate with animals. Animals exist in our reality, but communicating with them is fantastical.) Involve students in discussion as you read aloud, thinking aloud about other magical realism elements Chart the elements on the board as you go to provide written quotations to reference later

STRATEGY #2: Social Interaction with the Text “Social interaction supports motivation to read in a variety of ways” Peer comments “pique a student’s curiosity” Peer observations “may increase their confidence in their own ability to succeed” “Working with others promotes student interest and engagement” Social interaction includes “talking about books with others, reading together with others, borrowing and sharing books with others, talking about books with peers in class, and sharing writing about books with others” Gambrell, 2011, p.175

Social Interaction Example Have students read aloud Gabriel Garcia Marquez’s short story “Un Señor Muy Viejo Con Las Alas Enormes” Pause at pre-selected points for “quick shares” (timed partner discussions about what was just read/ elements of magical realism) After reading, facilitate class discussion in Spanish about text (checking for comprehension) and how it exhibits elements of magical realism

STRATEGY #3: Allowing Book Choice within Chosen Genre “Motivation increases when students have opportunities to make choices about what they learn and when they believe they have some autonomy or control over their own learning” (Gambrell, 2011, p.175) “Providing choices is an effective way to support the development of intrinsic motivation” (p.175) “Choice is motivating because it affords students with control” (Guthrie, 2000)

Book Choice Example Explain that students will be reading a popular fantasy novel, which they will share during the book club; the goal is for students to compare the fantasy genre with the magical realism selections we have read. Offer a variety of fantasy novels for students to select from in English & Spanish (ex: Harry Potter, Twilight, The Chronicles of Narnia, The Hunger Games…)

STRATEGY #4: Independent Reading Since, “reading practice helps students become better readers,” time should be provided in the classroom for sustained reading (Gambrell, 2011, p.174) Independently reading a book from the “list of books organized around the topic” motivates students to be involved in conversation and text discussion since each student chooses a book that they chose and were able to read (Lapp & Fisher, 2009, p )

Independent Reading Example Provide class time for students to read their fantasy novels chosen from the list (see book choices) Start with a shorter time (ie. 10 minutes) and increase it over time to 30 minutes At the end of each independent reading, allow students to engage in discussion with other students about their book (what they find interesting, predictions…) and do periodic journal entries about the progression of the novel

STRATEGY #5: Book Club The “book club” allows students to discuss their books and compare them within a social classroom setting A book club allows students to show comprehension skills such as analysis, debate, comparison, synthesis, self-evaluation (Lapp & Fisher, 2009, p.560) The book club can create “very engaged and active readers” (p.560).

Magical Realism Book Club The day before the book club, students will discuss rules for the book club (preparedness, courtesy, constructive comments, debate with text evidence) and teacher will serve as moderator Classroom will be set up like a “coffee house” with coffee and hot chocolate for students To start, the students will take turns sharing about the fantasy books they read and compare those books to the magical realism pieces we read in class; students will only speak Spanish. Students will interact with one another in the discussion, debating and sharing opinions within the context of the texts and their relation to magical realism- again, in Spanish.

References: Fisher, Douglas & Frey, Nancy. (2012). Motivating Boys to Read: Inquiry, Modeling, and Choice Matter. Journal of Adolescent & Adult Literacy, 55(7). p Gambrell, Linda B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65(3), p Guthrie, John T. (2000). Contexts for engagement and motivation in reading. Handbook of Reading Research: Volume III (Kamil, Mosenthal, Pearson, & Bar, 2000). Published in Reading Online. Lapp, Diane & Fisher, Douglas. (2009). It’s all about the book: Motivating teens to read. Journal of Adolescent & Adult Literacy, 52(7), p