Motivation and literacy go hand in hand in this practical book of strategies for classroom teachers. It provides effective tips and tools to motivate and grasp the attention of even the most reluctant readers. With numerous classroom examples, case studies, and blackline masters, this book will help you to boost motivation and literacy in your classroom right away. Motivating Every Student in Literacy (Including the Highly Unmotivated!), Grades 3-6 provides an effective model for improving reading levels and increasing motivation. Under the guidance of Athans and Devine, classroom leaders develop their own Motivation Improvement Action Plans, where small-group instruction, end-of-unit assessments, and other practical approaches work to increase individual student effort. Woven throughout are process-driven and novelty strategies to address possible reasons for a child’s lack of motivation. In this guide, you’ll find illuminating case studies, quick-reference chapter summaries, reproducible student plans and contracts, and action plan tips.

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Motivation and literacy go hand in hand in this practical book of strategies for classroom teachers. It provides effective tips and tools to motivate and grasp the attention of even the most reluctant readers. With numerous classroom examples, case studies, and blackline masters, this book will help you to boost motivation and literacy in your classroom right away. Motivating Every Student in Literacy (Including the Highly Unmotivated!), Grades 3-6 provides an effective model for improving reading levels and increasing motivation. Under the guidance of Athans and Devine, classroom leaders develop their own Motivation Improvement Action Plans, where small-group instruction, end-of-unit assessments, and other practical approaches work to increase individual student effort. Woven throughout are process-driven and novelty strategies to address possible reasons for a child's lack of motivation. In this guide, you'll find: Illuminating case studies Quick-reference chapter summaries Reproducible Student Plans and Contracts Action Plan Tips

Accelerate learning with high-impact strategies. Beginning and veteran teachers alike will find insights and practices they can use immediately. The authors dovetail their proven instructional process of chunk, chew, check, change with before-, during-, and after-reading strategies in this must-have guide for powerful literacy instruction. No matter what content area you teach, this book will help you develop the strategic reader in every student. K–8 teachers who are interested in high-impact teaching strategies will: Learn how to incorporate the literacy triangle's three points—reading, discussing, and writing—into instruction for any subject Cut through the conflict caused by the reading wars and gain clarity on the science behind effective, well-rounded literacy instruction Help students enjoy reading, gain comprehension, and build reading stamina Get differentiation ideas for scaffolding and enriching each strategy using best practices in literacy instruction Discover how to engage students in opportunities for making meaning, choosing texts, and leading discussions Understand how setting a student's purpose for reading can encourage focus, engagement, deeper conversations, and a motivation to keep reading with literacy strategies Contents: Introduction Part 1: Planning for Quality Literacy Instruction Chapter 1: Teaching Literacy Effectively Chapter 2: Choosing the "Right" Text Chapter 3: Using the Literacy Triangle to Drastically Improve Literacy Part 2: Implementing Quality Literacy Instruction Chapter 4: Preparing for Success--Before Reading Chapter 5: Staying Focused on the Goal--During Reading Chapter 6: Consolidating With Discussion and Writing--After Reading Chapter 7: Bringing It All Together Conclusion References and Resources Index

This accessible book will help elementary school teachers improve literacy instruction inside or outside the Common Core environment. The authors address teachers’ instructional needs by introducing key concepts from current trends in literacy education—from high-level standards to the use of 21st-century literacies. Readers then follow teachers as they successfully implement the curriculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three disciplinary literacy units of instruction: a science unit in a 2nd-grade classroom, a social studies (history) unit in a 4th-grade classroom, and a mathematics unit in a 6th-grade classroom. Each unit revolves around a central inquiry question and includes research-based strategies for using reading, writing, and classroom talk as tools to foster disciplinary understandings. This unique, insider’s look at how real teachers build and implement a Common Core–aligned curriculum will be an invaluable resource for teachers, schools, and districts as they move forward to align their own curricula. “I can’t imagine a more timely book . . . a set of elegant principles and some stunning examples of how teachers can use reading, writing, and talk to enhance learning in the science, social studies, and mathematics classroom.” —P. David Pearson, professor of language and literacy and human development, Graduate School of Education, University of California, Berkeley “If you’re wondering how to integrate literacy across the content disciplines, this is the text you will want to keep and return to often.” —Diane Lapp, distinguished professor of education, San Diego State University “Inspiring, and better still, infectious!” —Donald R. Bear, Iowa State University “Provides concrete ideas for teaching students to use literacy to think like scientists, historians, and mathematicians.” —Douglas Fisher, professor of educational leadership, San Diego State University, and teacher leader, Health Sciences High and Middle College

Presents methods of helping third through sixth graders with literacy problems, covering such topics as motivation, small-group instruction, differentiated instruction, and standardized tests.

The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement. The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17 second-grade students, 4 first-grade students, 4 third-grade students, and 1 fifth-grade student. The project began January 21st, 2008 and ran through May 16th, 2008 with 12 weeks of intervention. Students' low reading achievement was demonstrated by a lack in reading practice time, low motivation to read, limited access to appropriately leveled books, and low literacy skills appropriate to their grade level. The teacher researchers used a Student Attitude Survey, Teacher Questionnaire, Accelerated Reader scores, and data from the Measure of Academic Progress reports to document evidence of the problem. The Accelerated Reader scores and Measure of Academic Progress report tools showed that reading achievement was low compared to grade level peers. The Student Attitude Survey showed that motivation and interest in reading were areas in need of improvement. The Teacher Questionnaire showed that a teacher's years of experience correlated to confidence and ability in the area of reading instruction. The teacher researchers chose Reading Parties, specific skill instruction, and self-to-text connections for intervention. The Reading Parties were a block of time once a week where students could read books at their level in a comfortable atmosphere. Specific skill instruction consisted of mini lessons on phonics, comprehension, and vocabulary that gave students the tools they needed to read books. The final intervention was teaching students how to make self-to-text connections. This enabled them to further comprehend and enjoy the books they were reading. One of the most notable changes was the increase students that chose reading as their preferred activity. Another notable change was that all students showed growth in the Accelerated Reader scores. Students approached reading and books in a different, more positive, manner after the interventions. The teacher researchers saw positive results in the data as well as in daily interactions with students. Students were more apt to pick up a book, enjoyed their silent reading time, applied skills to read more difficult books, and shared their readings with peers. (Nine appendixes are included: (1) Student Attitude Survey; (2) Teacher Questionnaire; (3) Sample Accelerated Reader Report; (4) Measure of Academic Progress Class Report Sample; (5) Reading Party Rating Cards; (6) Reading Party Passport; (7) Phonic Charts; (8) Comprehension Quickie; and (9) Text-to-Text Connections. (Contains 8 tables and 22 graphs.) [Master of Arts Action Research Project, Saint Xavier University.].