an internal state that arouses to action, pushes the individual in particular directions, and retains engagement in activities

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Motivation Includes:

• Motivation increases energy and activity levels
• Motivation directs individual toward certain goals
• Motivation promotes the initiation of certain activities and persistence in those activities
  • Personal investment
  • Time on task
• Affects the learning strategies and other cognitive processes an individual brings to the task
  • Cognitive engagement
    
    

The Expectancy X Value Framework

• Student’s expectancy of success
• Student’s value of the task
• Need to have both to motivate students
• Need to help students believe they can succeed
• Need to help students recognize the value of the task

Vocabulary Related to Motivation

• Motivation: An internal state that arouses to action, pushes the individual in particular directions, and retains engagement in activities.
• Situated Motivation: Motivation as part of the classroom or learning environment.
• Extrinsic motivation: When a person is motivated because they expect a reward after participating/completing a task.
• Intrinsic motivation: When a person is motivated because they want to participate/complete the task
• Culturally Responsive Teaching: Learn about students’ lives outside of school to understand what motivates their learningand students’ perceptions of school knowledge and cultural beliefs about potential of school to improve their lives in the future.

Block, Meghan. (2010).  Motivation. [PowerPoint Slides]. 
Retrieved from University of Michigan State.

Ways to Help Students Develop Motivation:

• Provide additional support, affection, and encouragement
  
  • When kids are motivated to learn teachers respond positively
• Don’t become coercive or neglectful
  
  • Children in turn may display an increase lack of motivation
  • Teacher can blame it on the child rather than taking responsibility
• Strategies teachers use in the classroom:
  
  • recess
  • prizes for reading books
  • relating things back to themselves
  • showing things in front of the class
  • candy for doing things right
  • teacher chair
  • class log of books with recommendation sentences from students who had read them
  • send books home to read at home so kids can show off what they can do 
• Strategies for Increasing Expectations of Success
  
  • Provide opportunities for success
  • Teach students to set reasonable goals and assess their own performance
  • Help students recognize the relationship between effort and outcome
  • Provide informative feedback
  • Provide special motivational approach to low achievers
• Support literacy learning in the specific domains
• Actively try to understand how each child as an individual learns
• Create a community of learners where each child is valued by the teachers and his or her peers
• Connect instruction and assessment
• Give purpose to the assignment
• Expose students to new things
• Link home and school, parents and classroom
• Scaffold literacy experiences (high level of support to low level of support)
  Modeled:  reading aloud to class, listening centers
  Shared:  big books (class reads along), reading buddies
  Interactive:  choral reading, reader theater
  Guided:  reading groups
  Independent:  reading workshop, reading centers

Block, Meghan. (2010).  Motivation. [PowerPoint Slides]. 
Retrieved from University of Michigan State.

Teacher Read Aloud

• Teacher selects text for an instructional purpose: genre, element of literature, style, theme, connection with content study, etc.
• Teacher reads aloud to whole class.
• Teacher paces reading.
• Text is used as the basis for class instructional activities
• Class discussions are teacher-directed.
• Most small-group work is organized by the teacher.
• Students may keep literature journals or response logs.

Paired Reading

• Readers of similar or different reading competency or interests pair to read a specific text.
• Pairs may be assigned in one of two ways:  by teacher selection or by student selection of partners.
• Readers take turns reading the text to each other.
• Readers determine the length of each reader’s piece to read.
• Emphasis may be placed on reading for pleasure or teacher may assign a focus for the reading.

Shared Reading

• Teacher selects text for an instructional purpose: language pattern, predictability of text (rhyme, rhythm, or repetition), genre, element of literature, style, theme, connection with content study etc.
• Text selection may be brief as used in mini lessons.
• Text selection is visible to all students, e.g., on overhead transparency, in big book, or large point on chart paper.
• Teacher leads the reading of a book or selection and students “read with” the teacher.  (Teacher may first read the selection aloud while students follow silently.  On subsequent readings, students  take part in rereading.)
• Teacher paces reading.
• Teacher selects text as part of a unit or lesson.
• Class discussions are teacher-directed.
• Most small-group work is organized by the teacher.
• Students may keep literature journals or response logs.

Group Reading

• Teacher groups students with like needs into clusters of 4-6 students.
• Grouping is flexible and short term.
• Teacher selects a text for a particular instructional purpose based on the small group’s common reading instruction need(s).
• Text selection is not coordinated with class theme study.
• Teacher leads a preview, “walk through,” of the text, a text reading, and a return to the text guided by the instructional purpose.
• Teacher and students talk naturally.
• Teacher coaches students to apply reading strategies.
• Students simultaneously read the text aloud, or students read text silently.
• Teacher assesses individual student performance.

Teacher-led Whole Class Literature Study

• Based on unit of study, teacher chooses selection and assigns and paces reading.
• Whole class reads the same text selection independently.
• Teacher helps students prepare for reading the selection by engaging them in prereading strategies, supports them during reading by guiding them with during reading strategies, and helps them make sense of the selection through the use of after reading strategies.
• Teacher leads whole-class discussion by posing questions and issues for consideration or guides small-group discussion through directed activities. 
• Teacher monitors both small- and whole-class discussions, requiring justification of opinion and support from the book.
• Teacher takes advantage of teachable moment with follow-up questions or probing.
• Teacher draws attention to art and craft of the writing.
• Teacher prompts students to analyze and interpret the selection.
• Teacher leads students to make comparisons and draw connections across reading selections.
• Teacher supports and prompts students’ interest and inquiry beyond the text selection itself.

Teacher-led Small Group Literature Study

• Based on reading competency, teacher groups students homogeneously in clusters of 4-6.
• Homogeneous groups read the same book.
• Book may be teacher of student selected within teacher-set parameters.
• Teacher leads discussion by posing questions and issues for consideration.
• Teacher monitors discussion, requiring justification of opinion and support from the book.
• Teacher takes advantage of teachable moment with follow-up questions or probing.
• Teacher draws attention to art and craft of the writing.
• Teacher prompts students to analyze and interpret the selection.
• Teacher assigns or teacher and students negotiate reading assignments.
• Teacher supports and prompts student interest and inquiry beyond the book itself.

Literature Circle

• Teacher selects an array of texts for an instructional purpose:  genre, element of literature, style, theme, author, connection with content study, etc.
• Students choose selection from available texts; copies are available so the 4-6 students may choose the same book.
• Students are placed in temporary groups based on their text selection.
• Different groups read different books.
• Groups meet on a regular, predictable schedule to discuss their reading.
• Groups set reading pace.
• Group members keep a reading response journal or learning log; teacher may give groups response ideas in addition to student chosen responses.
• Discussion ideas are generated from students journals/logs.
• Group meetings aim to be open, natural conversations about  books; personal connections digressions, and open-ended questions are welcome.
• Newly formed groups may assign task roles to each member.
• Teacher serves as facilitator, not group member or instructor.
• Related explicit instruction regarding literature/content study takes place in mini lessons prior to literature circle time.
• Students plan and conduct for the whole class a sharing session regarding their study.

Readers Theater

• Performance may be whole class or with groups.
• Teacher and/or groups of students select published readers theatre texts or create their own texts based on another genre, e.g., poetry, fiction, nonfiction.
• Class/groups read through their script several times to 1) get familiar with the language, diction, structure of readers theatre and the basic story line, 2) hear a more fluid reading of the complete story and begin to reach understandings about characters and interpretation.
• Class/group discusses text: plot, characters, tone, symbolism, theme.
• Class/group manages a process for selecting a director and script manager or one person to perform both roles and for performance parts
• Class/group works to interpret the script, focusing on oral interpretation of lines.
• Class/group plans staging and performance according to readers theatre conventions.
• Class/group rehearses performance.
• Performance is the end product.

Readers Workshop

• Students choose selection from wide variety of available texts.
• For a particular genre study, teacher may set guideline, e.g., text must be fantasy/science fiction, identity novel etc.
• Each student reads his/her book at an individual pace.
• Students keep a reading response journal or log; teacher may give response ideas in addition to students chosen responses.
• Teacher responds to student journals/logs.
• Students may meet periodically in small groups to discussion ideas generated from their journal/logs.
• Group sharing is open, natural conversation about books; personal connections, digressions, and open-ended questions are welcome.
• Teacher may direct focus of small-group discussion.
• Teacher serves as facilitator, not group member or instructor.
• Related direct instruction regarding literature/content study takes place in mini lessons.
• Teacher-student conferences regarding reading are scheduled regularly.
• Share time may be a component:  teacher or student reads a brief passage or shares an insight or makes a recommendation or observation regarding a selection.

Sustained Silent Reading

• Specific amount of time is set aside per assigned day(s) for students to read silently.
• Students choose selections to read, parameters are usually very broad.
• Each student reads her or his book at an individual pace.
• Teacher reads own selection as students read.
• Share time may be a component:  teacher or student reads a brief passage or shares an insight or makes a recommendation or observation regarding a selection.

Choral Reading

• Two or more students read a passage in unison.
• Group members may include peers, teacher, parent, adult volunteer, etc.
• Choral group practices reading in unison.
• Performance is the end product.

Popcorn Reading

• Teacher has students begin reading aloud (like choral reading except one student reads aloud while the rest of the group follows along).
• Teacher does not call on any particular student
• When that person finishes, another student is expected to follow (again, teacher does not call on any particular student).
• The process continues until everyone has taken a turn.
• Students make sure they participate and choose when they participate.

Block, Meghan. (2010).  Motivation. [PowerPoint Slides]. 
Retrieved from University of Michigan State.

Power Points

Measuring Attitude Toward Reading