Webinar Transcript

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Karly O'Brien: Tonight, we're talking about the missing piece in the science of reading, which we believe is building student motivation. I'm sure if you're here, you believe that strong readers need more than just skills, they also need a reason to read. So, throughout our time together, we will explore how reading motivation and the science of reading work together, and why developing skilled readers also means building confidence.

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Karly O'Brien: engagement, and helping students see themselves as readers. So throughout the session, we will share practical strategies that you can take back and use with your students right away.

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Karly O'Brien: So before we jump in, just a few quick housekeeping notes. Closed captioning is available throughout the webinar if you are interested in using that feature, and we encourage you to use the chat box and Q&A throughout to share any questions, ideas, or reflections as we go on.

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Karly O'Brien: And like I mentioned before, you'll also be able to revisit this session, as a part of your registration, along with any other past webinars in our webinar archive, and we'll be sure to share that link in the chat later this evening, or afternoon.

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Karly O'Brien: So if you're new to Reading Fundamental, or RIF, we are the nation's largest children's literacy nonprofit. We are turning 60 this year, and our mission is, and always has been, to inspire the joy of reading and ensure every child has the opportunities

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Karly O'Brien: and resources to become a lifelong reader. And these webinars are part of our ongoing commitment to supporting you all as educators and family members with practical tools

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Karly O'Brien: And strategies to bring literacy to life.

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Karly O'Brien: So, if you haven't joined us before, a little bit about us before we get started. My name is Carly O'Brien. I am a former classroom teacher and certified reading specialist.

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Karly O'Brien: with experiences, all the way from pre-K through 8th grade, and here at RIF, I develop instructional resources and professional learning opportunities such as these for, our educators and families. And today, I'm joined by my colleague, Dr. Erin Bailey, who is also a former pre-K through 8 educator, literacy specialist, and university instructor, who brings lots of deep expertise

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Karly O'Brien: expertise in research, curriculum, and literacy instruction. And together, our team designs resources and professional learning opportunities to support effective literacy instruction while always keeping engagement and the joy of reading at the center. And that idea of joy is especially important for today's conversation because, as we've set up, knowing how to read is only part of becoming a reader.

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Karly O'Brien: We also have to make sure that we're thinking about what makes students

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Karly O'Brien: want to read. So, to kick us off with a really joyful activity, I'm going to throw it to you, Erin.

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Erin Bailey: Thank you, Karly. That was such a wonderful introduction, and great to see everyone who's here today. We have a lot of

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Erin Bailey: folks joining from the U.S. and a large international audience as well, so thank you for joining us. I'd love to hear throughout a little bit about what brought you here today, so let's keep the chat going throughout this session. We love engaging with you throughout. I wanted to start out with a poem

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Erin Bailey: for your pocket. So.

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Erin Bailey: Back… way back when, when I was studying education as an undergraduate student, I took a foundational literacy course.

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Erin Bailey: And my professor, while she taught all about the science of reading, although it was not called the science of reading back then, I don't know what we actually called it. I think we just called it reading instruction. But we learned about the five pillars of reading instruction for the National Reading Panel. She made sure that everyone in the class knew how to properly form the letters. She would watch us form them on paper and on a whiteboard so that we could write

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Erin Bailey: the letters properly in front of our class of students. She made sure that we could

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Erin Bailey: say all the sounds, pronounce all the phonemes correctly. But in addition to that, this professor knew what was at the heart of literacy.

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Erin Bailey: children's literacy, and that is children's literature. So every single class that we had, she started with us just going around the room and saying what children's book we were currently reading, and what children's book we were currently loving. Because if you did not love children's literature, then you were not going to be a sustainable children's literacy teacher. So I'd love to hear

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Erin Bailey: What great children's literature books you are reading right now.

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Erin Bailey: And the other thing that she brought on the very first day of class, which really set up the, we're gonna learn to love literacy in this class, was this activity called a poem for Your Pocket. She brought two poems, one about chocolate, and she passed out pieces of chocolate, and one about eggs, and she passed out hard-boiled eggs. And I can tell you I've never eaten hard-boiled eggs and chocolate together, but it was certainly a memorable experience.

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Erin Bailey: And I'm here to tell you about it today. But because we're heading in, in the US at least, into the fall season, and it's pumpkin time, I thought I'd share this one with you, which I found in the back of my daughter's Fancy Nancy Poet Extraordinaire book, and this is called Five Little Pumpkins. So here we go.

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Erin Bailey: Five little pumpkins sitting on a gate. The first one said, oh my, it's getting late. The second one said, there are witches in their air. The third one said, but we don't care. The fourth one said, let's run and run and run. The fifth one said, I'm ready for some fun. Woo went the wind, and out went the light, and the five little pumpkins?

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Erin Bailey: Rolled out of sight.

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Erin Bailey: So, I think it's important to set the stage for today. You should always have a poem that you carry in your pocket. You never know when you're gonna need it.

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Karly O'Brien: Awesome. Thanks, Erin. I love that activity and love those stories. So, thanks for setting that up for us. So, before we dive, pretty deep into the research, I want us to just think about, for a moment, what was the last thing that you chose to read

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Karly O'Brien: And I really mean chose, not something you had to read for work, or school, or something that landed in your email inbox that you felt like you needed to open, but something that you genuinely chose to read. It could be a book, an article, a recipe, something online, whatever comes to your mind.

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Karly O'Brien: Now, I want you to think about why you chose it.

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Karly O'Brien: So, what was the last thing you chose to read?

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Karly O'Brien: And why did you choose it? So I'm going to give you a second to pause and respond in the chat. So, what was the last thing you read, and why did you choose to read it?

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Karly O'Brien: Give us some… Few minutes or seconds to thank and share.

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Karly O'Brien: Go ahead and drop your reason in this chat. Oh, to escape. 100%.

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Karly O'Brien: I constantly am looking for a different reality to live in sometimes, so love that.

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Karly O'Brien: So you can go ahead and continue. Awesome! Lots of different… oh, I see recommendations from several people. I wanted something positive in my life, 100%. By the way, Theo of Goldeneher was a really good book, so I'm glad to see other people are saying that as well.

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Karly O'Brien: Nancy Drew. I still read YA as well, to this day. It honestly might be my favorite genre.

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Karly O'Brien: So I see lots of… lots of responses coming in. A common thing I see is recommendations, which is definitely something we'll talk about. Seeing things like interest, curiosity, wanting to escape.

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Karly O'Brien: Great, so keep… go ahead and keep responding in the chat, but as we're continuing to respond, I want us to think about what's important. There's probably something that made you want to read this particular thing.

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Karly O'Brien: I… for me, sometimes it's as simple as seeing a celebrity book club pick. Suddenly, if it's a celebrity that I really care about, and they are picking this book for their book club, I'm suddenly curious about it, because I rely on their recommendations, and I trust their recommendations.

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Karly O'Brien: And very few of us here, just, I see that in the chat, chose to read something because someone told us we needed to practice reading.

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Karly O'Brien: Very few of us said that. Honestly, none of us said that.

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Karly O'Brien: So when we're thinking about our students, so much of our attention, understandably, goes towards, can they read this thing? Do they have the phonics skills, the fluency skills, the vocabulary knowledge, or can they comprehend

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Karly O'Brien: what they're reading. And yes, those things are incredibly important, and we're not suggesting otherwise, but there is a question that I want you to start challenging yourself and asking, alongside, can they read, and that is, do they want to read this?

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Karly O'Brien: Because we can endlessly give skilled students to become readers, but we also want them to actually use those skills to, on their own, pick up a book.

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Karly O'Brien: To stick with something when it gets challenging, to be curious and ask questions, and eventually choose something to read it when no one's requiring them to read it. And that's what we're doing today. So we're gonna emphasize that skills matter, of course, but so does the motivation to use those skills.

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Karly O'Brien: So it's bringing us, to our question. The question of the day, really, is how do we develop capable readers?

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Karly O'Brien: with those foundational skills, who are also motivated to read. Because, of course, we've said plenty of times so far that we know our students need those skills. They need to be able to decode, read fluently, build vocabulary, and understand and comprehend what they're reading.

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Karly O'Brien: But being able to read doesn't automatically mean that someone is going to choose to read. And I think we've probably seen that with our students. I don't know about you, but I definitely have students who absolutely have the skills to read the book in front of them.

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Karly O'Brien: But they're constantly counting how many pages we have left, asking me how much time we have to read, or they're putting it down the second that the requirement is no longer there.

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Karly O'Brien: And we can see the opposite of that, too. I've had many students in my experience who might really want to read something. They're interested, they're motivated, but maybe there's a challenge for them, and they need support accessing it. So, ultimately, we

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Karly O'Brien: emphasize that we really need both. So we want to build the skills, but we also need to create the conditions that make them want to use those skills.

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Karly O'Brien: So that's the lens that we're gonna continue to use throughout the session, and we're not talking about motivation instead of evidence-based instruction, but we're talking about what happens when we bring those two things together. Because ultimately, we want our students who want to read.

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Karly O'Brien: So, that brings us to the idea that really grounds our session for today, and it's that strong readers need more than just skills. So, when we talk about the science of reading, we're talking about an endless body of research that helps us understand how reading develops and how we can teach it.

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Karly O'Brien: And we know that there are essential skills, like we've said, and you can see on the screen through the five pillars of reading, such as phonemic awareness, phonics, fluency, vocabulary, comprehension, all of those things matter. But at the same time.

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Karly O'Brien: As students are developing those skills, they're also developing something else, which is their beliefs about reading. So as they're learning these skills, they're asking themselves or deciding, am I good at this? Is this something that I enjoy? Is this worth my effort? Are there books here that interest me? And all of those experiences start to shape

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Karly O'Brien: Their relationship with reading.

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Karly O'Brien: So when we talk about motivation throughout the rest of the session, we're not suggesting that it replaces

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Karly O'Brien: it, but it works alongside of it. So that's what we're trying to show with these visuals as well. So we have the science of reading and the joy of reading on the right, working together to create the same goal, which, or accomplish the same goal, which is that students are skilled and lifelong readers.

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Karly O'Brien: So I'm gonna throw it to Aaron to ground us in some research here.

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Erin Bailey: Thank you. So, as Karly mentioned, the National Reading Panel put together those pillars, and those have played a hallmark in what's now known as the Science of Reading movement, but there is, in fact.

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Erin Bailey: Empirical evidence around reading Motivation, and we're gonna talk about that today, too.

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Erin Bailey: But first, I want to take some time to ask you to reflect on a student that you either have right now, we're only a few weeks into the school year, but think about either a student you have right now, or a student that you had in the past.

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Erin Bailey: who had challenges with reading. What were some of the behaviors that that student was exhibiting in class?

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Erin Bailey: That told you that student was having challenges with reading.

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Erin Bailey: So please go ahead and…

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Erin Bailey: Enter in the chat, or if you're watching the recording of this, just take pause and reflect for a moment.

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Erin Bailey: When you had a student who was experiencing challenges with reading.

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Erin Bailey: What kind of behaviors were they showing you?

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Erin Bailey: And I will share a little bit about

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Erin Bailey: One of my students, when I was a reading specialist, Angel.

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Erin Bailey: And everyone thought that Angel could not read. In fact, on the computerized test that was given at the school, he was shown to be reading at a first grade reading level.

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Erin Bailey: During class, he would not participate, he wouldn't submit assignments, he wouldn't read aloud when the teacher called on him. So therefore, as the reading specialist on our RTI as the Tier 2 interventionist, he was assigned to me.

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Erin Bailey: But my experience with Angel was a lot different than the

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Erin Bailey: what the other teachers experienced. In fact, when he read with me, he was able to read a grade-level text.

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Erin Bailey: he maybe missed a couple of words, needed some morphology instruction, and some vocabulary instruction, and I think his written comprehension could have been strengthened a little bit. So were there skills he needed to hone? For sure, just like anybody else in the sixth grade. I think I forgot to mention that Angel was a 6th grade student.

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Erin Bailey: So why was it so different? Why, in class, he was reading at a first grade level, but in an intervention setting, he was reading a grade-level text with some support?

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Erin Bailey: And I had to ask.

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Erin Bailey: Is it really a reading problem? Is it a behavior problem? Do the two create a continuous loop with each other? It's a complicated question, but I think seeing, and our graphic here shows what a lot of you

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Erin Bailey: What types of behaviors are they showing? Giving up? Yep. Checking out?

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Erin Bailey: being distracted, misbehavior, yep. Sometimes that misbehavior looks like they're not only redirecting their own attention, but they're trying to redirect the attention of the rest of the students in the class, right? And this can be very challenging, for teachers. But I think what we'll see is, at the heart of it.

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Erin Bailey: These challenges may not always be directly related to reading. They could be motivational. A student could be able to decode all the words on the page and still not want to read the text.

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Erin Bailey: Let's look at that a little more. Yeah, getting up and walking around during reading time, absolutely.

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Erin Bailey: Okay, we can go to the next one.

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Erin Bailey: Thank you.

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Erin Bailey: So for Reading as Fundamentals work around Motivation, we've really drawn on the theory from Ryan and Desi's self-determination theory. This theory can be applied to a range of subjects, doesn't have to be reading, but we focused in on

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Erin Bailey: these three components to apply to reading motivation. So they are autonomy, Competence, and relatedness.

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Erin Bailey: Autonomy is a big one, so why did Angel want to read when he came to intervention group? Well, part of the reason was because at the beginning of our sessions together, I used an interest inventory and an interview protocol that I used with all my students to figure out what it was that was

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Erin Bailey: interesting to him. Get to know his…

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Erin Bailey: identity a little bit more, so that I could select text during our sessions

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Erin Bailey: that he would want to read, that were relevant to him, and give him some choice over it, too. Sometimes it's just as simple as offering two texts. Which of these two texts do you want to read? Even if you're working within a curriculum that's been planned out for you, maybe it's the order of the texts that you offer to students. We have to read both of these texts. Which one do you want to read first?

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Erin Bailey: You will be amazed, by the level of engagement students show when they're just given a little bit of autonomy, when they feel like they have some choice in the matter. So that's autonomy.

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Erin Bailey: The second part is competence.

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Erin Bailey: Most research has shown that

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Erin Bailey: there's about an 80-20 rule. It's not exact, but about an 80-20. When you feel competent 80% of the time, you're going to be more willing to take risks

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Erin Bailey: that other 20% of the time. You'll push yourself to go a little bit further, because you've felt that success.

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Erin Bailey: So that comes down to our self-concept of ourself as a reader. For students who are maybe misbehaving in class, they might not identify as a reader. And you probably noticed when I was describing Angel and other students on the following slide, I said students who are experiencing challenges with reading. Part of that is our framing for the student. When we call somebody a struggling reader.

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Erin Bailey: even if it's just internally with our staff, we've now set up that identity for that student. So we want to not call our students struggling readers. We can say they're students who are

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Erin Bailey: having challenges with reading, who are struggling with reading, but being a struggling reader should not be something that becomes part of their identity. It will be very hard for them to break out of that. And then I mentioned this before, relatedness. Feeling a sense of belonging. So.

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Erin Bailey: what happened in small group with Angel? Well, there was a lower affective filter. You know, we're in a small group, he's being pushed to do something that's challenging for him, but it's with somebody who's shown that they're interested by asking about them, getting to know them at the beginning. It's a smaller group, so it can be… it's relatedness to the text, having that choice in the text.

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Erin Bailey: Being able to see yourself.

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Erin Bailey: your experiences, or somebody that you want to get to know in the text, but it's also about the person that you're reading with. So there's two different kinds of relatedness, relating to the text, and relating to the person who's creating that reading experience for them. Oh, yes, I love, a couple ideas from the chat. A developing reader. Wonderful. There's lots of things that

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Erin Bailey: ways that we can call a reader, but at the heart of it, nobody should have to identify as a struggling reader. So again, autonomy, competence, and relatedness. We believe that these will result in motivation. And how do we define motivation? In our own research at Reading is Fundamental, we've used a survey that kind of breaks it down into two parts. Those are your self-concept, we just talked about that.

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Erin Bailey: How do you view yourself as a reader? This includes how well do you perceive your reading ability to that of your peers.

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Erin Bailey: And the second is value. Do you value reading is an important part of your life, and it might not always be reading for pleasure, but you should see the value in reading as part of a greater piece of your life. So, even when Karly started by opening, what was the last thing you read, and why did you read it?

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Erin Bailey: The last thing you read might have been a Yelp review, but were you motivated to read it? Did you want to know if that restaurant was worth checking out? Absolutely. So it doesn't always have to be reading for pleasure or reading to escape, which are all great reasons, too. But having a value of reading, knowing that reading can get me the answers, that's… that's valuing reading. So we looked at those two things in our own research with middle schoolers.

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Erin Bailey: And we found, which we'll talk about a little bit later, too, on the next slide, that when you give students choice and access and engagement.

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Erin Bailey: It will increase their self…

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Erin Bailey: concept of themselves as a reader, and it will increase their value as a reader. And most importantly, in our own research, what we found was that not only did they increase reading value personally, but they valued reading as a social experience. Imagine that. Middle schoolers, some of the most

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Erin Bailey: trying to be social beings on the planet, and trying to fit in, seeing reading as a way to engage with their peers socially. It's such an incredible thing, and I know Karly's going to go into some of the strategies that we used in our program.

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Karly O'Brien: So…

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Karly O'Brien: Thanks, Erin. So, exactly, so now that we've learned all of the research, or some of the research, and we're learning about what makes it… what makes them more motivated, let's talk about what are some things that we can do as teachers.

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Karly O'Brien: So, if the question is, what actually motivates our reader, we're… Aaron talked about a couple of things here, and I want to start this slide by saying that motivation is a lot more complex than just saying.

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Karly O'Brien: let a child choose their books, give them a choice, and let them choose their books. Choice absolutely matters, as you know, Aaron just walked us through, and we're going to continue to talk about that, but we're also going to emphasize that there isn't just one strategy or perfect book that's suddenly going to make

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Karly O'Brien: every student loved reading. And said there's lots of different things that we can do as educators to change the environment to help them become a little bit more motivated.

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Karly O'Brien: So Erin did a nice job of setting up some of the categories that we're going to dive into, but I… I kind of like to break them apart into three categories, the first one being competence and confidence.

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Karly O'Brien: The second one being choice and relevance, and the third one being belonging and reading identity. So we're gonna fir- start, excuse me, start with the first column, competence and confidence.

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Karly O'Brien: We've talked a lot about how students are more likely to engage when they believe that they can do something, and it doesn't mean that we make reading easy for them all the time. Students still need that appropriate challenge, but they also need support from us as teachers to experience success within that challenge. So, if you could think about a student, maybe it's the same student you thought about before, who might have challenges with reading, and it's

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Karly O'Brien: been this way for a few years. If most of their experiences with reading have ended in frustration, or feeling behind, or any of those other things that we saw in the graphic earlier, it makes sense that they might start avoiding it, right? So part of our job is helping students actually see their potential and growth.

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Karly O'Brien: Maybe they can read something today that they couldn't read a few months ago, that's worth celebrating. Maybe they made it through a really challenging text without as much support as they used to need. That is something to celebrate. So those little, might seem little experiences are starting to give them the evidence that says, okay, I can actually do this.

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Karly O'Brien: Then we have choice and relevance, which is that middle column. And like we said before, choice doesn't always have to mean everybody just go pick what you want and hope for the best. We're still going to have instructional goals around those choices while giving students meaningful options within them. So Erin gave a good example earlier. We're still within a theme or a topic, but maybe we present two different options that still cover the skill that we're instructing, the topic that we're

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Karly O'Brien: We're in this time of year that we're discussing, but it's still giving them even, like, a small choice that they… a small sense of ownership within that choice.

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Karly O'Brien: And relevance. Sometimes we hear relevance and immediately think about representation, and that is absolutely,

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Karly O'Brien: Something that we're talking about, and that matters, but relevance can also be, coming from students' interests, questions that they've had throughout the year, experiences that they've had in or outside of school, and something that's happening maybe in the world around them.

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Karly O'Brien: It's that feeling of there's something in the world, that I can connect to, there's something here for me, I have a reason to care about this.

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Karly O'Brien: And then finally, it pushes us into that belonging and reading identity column, and I really like to think about this section as it's students collecting evidence about who they are as readers.

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Karly O'Brien: So every experience that they have with reading is giving them some little piece or inkling of information to answer those questions of, am I good at this? Do people like me read? Are my interests valued here? Can I contribute ideas or conversations about these topics?

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Karly O'Brien: And over time, those experiences, will start to contribute to student thinking of, I am a reader.

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Karly O'Brien: And that identity piece really matters, because ultimately.

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Karly O'Brien: We want reading to become more than students, more than something that students do when there's something that they have to do. And we want them to see reading as something they can use to learn, or wonder, laugh, discover, solve problems, etc.

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Karly O'Brien: And you'll probably notice that these three areas, that we went through aren't completely separate, and they, rely on one another as well, and they reinforce each other. When I feel capable.

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Karly O'Brien: when I have some ownership, and when I see reading as something that belongs in my life, or something that I'm choosing to do, I have a lot more, of a reason to engage down the road.

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Karly O'Brien: So now we're going to shift from thinking about motivation as a concept to thinking about what this actually looks like in practice. So as we go through the next couple of slides and strategies, you'll probably notice that a lot of them probably aren't necessarily new ideas. You may already be doing a lot of them in your classroom.

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Karly O'Brien: The difference here is that we're going to be looking at some of these practices through a motivation lens. So maybe it is something that you already do, but you've never thought of it as something as a motivational practice.

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Karly O'Brien: So instead of just asking yourself, is this an effective reading practice? We could also start asking, what kind of reading experience is this creating for my students? So where is the access here? Where is the choice? Where is the connection to their lives?

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Karly O'Brien: And I think that's the important distinction that we're going to be highlighting here, because supporting Motivation doesn't necessarily just mean adding things to your instruction, but maybe you're already doing them, and it's just looking at them differently.

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Karly O'Brien: So with that lens in mind, we're going to look at some, things we can do to create these experiences.

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Karly O'Brien: So one of the first ways that we can think about creating motivating reading experiences is by recognizing that there are lots of different ways to access texts. Independent reading is something that we will always emphasize as important, and we always, as teachers, want our students to build the skills and stamina to read independently.

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Karly O'Brien: But independent reading doesn't always have to be the only way students engage with stories, information, books, etc.

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Karly O'Brien: Think about a student who might still be developing their decoding skills. If every single reading experience depends on what that student can completely read independently, we're unintentionally limiting them in what they have access to.

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Karly O'Brien: So they might be incredibly interested in space or nature, but the book about space that they're reading really captures their curiosity and one they can currently decode on their own.

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Karly O'Brien: So it doesn't necessarily mean that they aren't ready to think about it or talk about it, but it's just giving them a different access point to be able to contribute to those conversations.

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Karly O'Brien: So some other things you'll see on the screen here, interactive read-alouds, they give students access to rich language and complex ideas. Partner reading can give them another layer of support, by not necessarily feeling the pressure of a teacher watching.

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Karly O'Brien: Audiobooks and ebooks can help students access stories and information while continuing to develop their, reading stamina independently.

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Karly O'Brien: You probably, if you're a current teacher, know the, the,

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Karly O'Brien: what's the word I'm looking for? Hype, I guess, around comics and graphic novels, and the love for them, and how they can combine text and visuals in ways that can be really engaging for students. And sometimes, when we're talking about entry points, we're talking about what we're reading with somebody else.

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Karly O'Brien: And I want to be really clear here to say that all of these access points, we're not saying that they are replacements for teaching students how to read or how to decode with those foundational skills. We're still doing those things and explicitly teaching those, skills.

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Karly O'Brien: But we're also offering opportunities for them to develop skills that are joyful for them. So we don't want students to have to wait until

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Karly O'Brien: Reading is easy to get to experience things that they want to experience.

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Karly O'Brien: And Erin talked a little bit about this before, and different purposes of reading. So it actually kind of takes us back to the first question of today, which is why did you choose the last thing you read? And like we said, most of us had a reason, we wanted to know something, we were curious. Like Aaron said, maybe we were looking up a recommendation or a review for a restaurant. Those are all really authentic reasons to read something.

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Karly O'Brien: But think about how often the purpose that we give students sounds more like, read this because at the end you're gonna have to answer 5 questions. And yes, of course, there are times that we're gonna need to do that, and students will need to read something because it's part of our instruction, and we're not saying to ditch all of those things.

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Karly O'Brien: But instead, we can just think about how to frame the reason for reading before we start reading something.

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Karly O'Brien: So maybe we're reading to solve a problem. Maybe we're reading to connect with a character or an experience that we've never heard about before. We might be reading to learn something new, explore some questions, or just to simply enjoy something and laugh at something. And sometimes the purpose can really be that simple.

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Karly O'Brien: So the text itself doesn't necessarily have to change, but what we've changed is the reason for what we're reading and the way that we're engaging in it.

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Karly O'Brien: So, another, motivational thing to do is to make reading social. Erin said before, middle school students specifically, which is where we've kind of grounded all of this, is, they are social beings. Students in general want to talk, they want to engage with one another, and I think sometimes as teachers, we get stuck

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Karly O'Brien: And, picturing reading time as a person with a book, sitting quietly, criss-cross applesauce, and yes, of course, there's always a place for that as well, but reading doesn't have to be that isolated experience, so…

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Karly O'Brien: Think about how we interact with books and even movies or anything we love as adults. Someone might have told us, you have to read this. We send each other articles via emails.

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Karly O'Brien: We might talk about characters that we've loved. We join book clubs. I've heard lots of people today in the chat talking about recommendations in book clubs. So sometimes the conversation should just be joyful and talk about what we're reading and making it experience… making the experience enjoyable.

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Karly O'Brien: And then some other things that you'll see on the screen here, it could also mean bringing families into a reading community. Maybe students take home books or talk about it with someone in their family, and then maybe families can deepen the learning at home with something that they're already learning at school.

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Karly O'Brien: So I'm going to go ahead and just shift to the screen here and kind of point out some resources. So book clubs on the left are a really, really great resource. We've talked about them before. In the middle here, Erin had talked about, readers' interest inventory, so we have a resource available for you if you're interested in, getting to know what your students are interested in. We have that available for you.

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Karly O'Brien: In October, we also kick a… kick off our reading initiative called Rally to Read, and it is

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Karly O'Brien: combines everything we've talked about today, joyful reading experiences, seeing authors read aloud their stories and make them really interactive. So that's another resource that we have that you all have access to after this as well.

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Karly O'Brien: And I think the big idea, here is that reading can ultimately be something that we feel as though we belong to if we set up the conditions for that.

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Karly O'Brien: And then finally, some other things, that I wanted to highlight. Repeated reading, we talked about a little bit earlier. Reader's theater is a really exciting,

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Karly O'Brien: strategy, we're really good friends with Dr. Chase Young, who, this is a really awesome video that is him modeling exactly what that looks like, but it's to give students an opportunity for them to.

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Karly O'Brien: Come up with a performance. Maybe come up with some props or costumes to make something a lot more interactive.

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Karly O'Brien: And on the right, we talked a little bit about partner reading already today, but we also have, just a guide to introduce to you if you wanted to roll out that strategy in your classroom as well.

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Karly O'Brien: Oops, excuse me, sorry, went way too far here.

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Karly O'Brien: And then finally, we want to think beyond just individual strategies or resources and just the overall reading environment that we're creating. So, on the screen here, you have some other resources that can help you think a little bit more about belonging, relevance, and reading identity in your classroom. There are previous webinar archives, we have lots of different podcast episodes that talk about these experiences.

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Karly O'Brien: And, you'll have links to all of these resources as well.

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Karly O'Brien: So I'm gonna throw it back to you, Erin, and what actually changes when we center reading Motivation?

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Erin Bailey: Thanks, Carly. And I think you mentioned this, but all of those resources will be linked, when you get the recording for this, so, we would love for you to check them out.

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Erin Bailey: So what changes?

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Erin Bailey: Let's go back to…

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Erin Bailey: the beginning. Building motivated readers means thinking beyond instruction alone, so I want to take us back to what I started at the beginning. My Reading Foundations professor in my undergrad, who knew this very well and taught it.

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Erin Bailey: We learned in the course all about the five pillars of reading instruction, we practiced implementing it, but again, at the heart was understanding children and understanding children's literature and making that connection for them. So creating access to engaging, worthwhile texts, getting great books in the hands of children, providing support to students who need to participate successfully.

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Erin Bailey: Building relationships with students. You or a friend in the class, Karly mentioned the peer reading, could be the strongest motivator for children to read.

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Erin Bailey: Making room for choice, even if it's within a limited, you know, construct, we have to read these texts, which order do you want to read them in? Or, maybe you can choose between two. Sparking curiosity, providing lots of.

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Erin Bailey: opportunities for conversation. Reading doesn't have to be a silent individual activity. It should be social, and making connections, both to the text and to the people that you're reading with. And then giving reading an authentic purpose. And it doesn't always have to be, I'm reading for pleasure, I'm reading for fun. I always say joy is

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Erin Bailey: probably one of the most complex constructs in the world, because it is not synonymous with enjoyment. Sometimes I'm reading something, and it's boring or it's difficult for me, but if I have a purpose, I'm going to want to read it to be successful. And that goes back to our value of reading.

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Erin Bailey: And as we think about building motivated readers, we should consider these questions.

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Erin Bailey: What are students being invited to read?

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Erin Bailey: how are they being supported to access it? I hope you heard Carly and I both echo. You shouldn't have to make students earn

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Erin Bailey: access to grade-level text. Every student should have access to grade-level text, even if they cannot decode all the words in the page. That is where you as the instructor comes in and supports that and scaffolds that, and there should be, and will be, a follow-up webinar to this of how you can successfully do that, but don't hold texts from students because you think that they can't

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Erin Bailey: Read them.

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Erin Bailey: And then, what reasons do they have to engage and come back for more? Is it that personal relationship? Is it the books that you've provided? Is it the caring and social atmosphere that you've created in your classroom? I know that every one of you who's here today, since you signed up for a Motivation webinar, it's probably something that you're already doing, and I encourage you to spread it with those that you know.

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Erin Bailey: And, building lifelong Readers, so…

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Erin Bailey: again, access and engagement to grade-level texts. We will happily show you how to do that. We have some resources for that. Scaffold students, if they're not yet able to read grade-level texts, it is you as the teacher who needs to scaffold that support for them.

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Erin Bailey: offer meaningful choice, even if it's limited choice, create opportunities to talk and connect around books. And guess what? Especially for middle schoolers or upper elementary, this can even be talking about a book that you hated, okay? Everybody in the class had to read a book, some of you hated it, and some of you loved it. What a great opportunity to engage around conversation of a book. You do not have to love every single thing that you

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Erin Bailey: read, but you can still talk about it and get deep into it. I cannot tell you how many very engaging conversations I've had around To Kill a Mockingbird, because people have very strong opinions one way or another around that book.

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Erin Bailey: And then make space for a reading that builds both curiosity and joy. Again, to reiterate, joy does not have to always mean enjoyment. You can find joy in challenging opportunities. So, here's a question for you all. You can answer it in your heart, or you can share it with us in the chat, or if you're watching the recording, email it to us. We love to hear from you. What's one challenge you can make

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Erin Bailey: to… or, excuse me, what's one change, rather, that you can make to strengthen your student's reading experience? Or maybe it's something you've already done in the past that you're going to recommit to.

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Erin Bailey: I'll give you a moment to end that. I started with a story, so I'm gonna take you back again, we'll time travel,

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Erin Bailey: after I graduated for… from undergraduate into my first year of teaching. So here I am, 22-year-old me, first year of teaching, and my 5th grade students in Los Angeles.

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Erin Bailey: A lovely community school, but a very under-resourced, school. And we're all looking very sharp on this day, because it was picture day, and we decided to, take a picture in the hall.

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Erin Bailey: So, what did I do on my first year of teaching? I probably did a lot of things wrong, but I did a few things right as well. One thing that I knew I needed to do for sure was to create space for reading.

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Erin Bailey: So I set up a reading corner in my room for my 5th graders. I went to Goodwill, and for those of you who are not U.S.-based, Goodwill is a second-hand store where you can buy gently used things, and I got a lot of cozy items, like you can see this little student down here,

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Erin Bailey: teddy bears.

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Erin Bailey: big, plush chairs, a nice carpet, and a bunch, a bunch of books. And I had to organize the books, and this was a time

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Erin Bailey: before I even knew about leveled reading, so I thought, how am I gonna organize the books? I'll put them in these bins, and I'll organize them by category. So I had a book of…

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Erin Bailey: you know, adventure stories, fantasy, historical fiction, biographies.

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Erin Bailey: And I always call this the process of learning and unlearning, because I organize the books the way I thought that they should be organized.

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Erin Bailey: learned about leveled reading, learned that that's not the right thing to do, and lo and behold, I was doing something correct in my first year of teaching without even, knowing that for sure, certain that it was the right thing to do.

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Erin Bailey: But as I mentioned, I felt pretty confident in my abilities as a reading teacher because I had had this excellent, education.

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Erin Bailey: But…

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Erin Bailey: this being my first year teaching, I hadn't gotten trained in trauma-based instruction, I wasn't trained yet in restorative practices, and so while I might have been prepared to teach reading to my students, I wasn't prepared to meet Raul in my first year of teaching, and he's not, pictured in this photograph, he wasn't here on this day, so you don't need to worry about which one is him, but…

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Erin Bailey: Raul came to me in 5th grade.

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Erin Bailey: And that very same year, he learned that the parents who raised him weren't his biological parents. He didn't know that until that year. He learned that his biological parents were both incarcerated. And so the siblings that he also thought were his siblings were not his biological siblings. He was…

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Erin Bailey: You can't even imagine, the identity that Raul was building in this year, this 5th grade year, on top of just being a 5th grader, which is a very complicated time of life. And me being a 22-year-old, I didn't really know how to connect to him yet, but I knew about books, right?

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Erin Bailey: So, there he was one day, recognizing these injustices in his life, and looking through the biography bin, and he pulled out this biography. This isn't the exact one, but I have a cover here of Malcolm X.

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Erin Bailey: And he said to me, who's this? And I said.

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Erin Bailey: That's Malcolm X. He… and I don't think this was probably the right thing to say, but again, 22-year-old new teacher. He was kind of like Martin Luther King. He… like, he was a civil rights hero, but…

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Erin Bailey: he was very angry. He recognized the injustices around him, and he wanted to do something about it, but he handled it a little bit differently.

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Erin Bailey: than Martin Luther King, Jr.

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Erin Bailey: You should read it.

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Erin Bailey: And I didn't realize, just saying that, a recommendation from a teacher and some kind of personal connection to maybe something that he was experiencing in his life would set him on, this beautiful reading journey that we had together the rest of the year. And it was funny because the 7th grade teacher saw him reading this book and said, oof.

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Erin Bailey: you gave Raul Malcolm X? What do you think… what do you think he's gonna do with that book? Could be dangerous. And I thought, it's a book, and he's reading. And so…

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Erin Bailey: From there, every day after school, he would sit in this reading center that I had set up in the classroom, and one day in particular, I will never forget, because he was laying on his stomach with a book in his hand, he was holding onto one of these teddy bears.

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Erin Bailey: And kicking his feet, back, you know, just swinging his feet back and forth. Completely lost in this book, until it was 5 o'clock, and I said, it's time to go home.

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Erin Bailey: And he said to me, these are his words.

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Erin Bailey: I don't want to leave, I don't want to go home, I can't play in my front yard, it's not safe, it's ghetto. And that's… those are the words that he used.

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Erin Bailey: And so it brings me back to what a lot of you said at the beginning, that reading can be an escape, because when I saw Raoul in that moment, I just saw a child. I didn't see all of these things that he was, carrying, and excuse me while I get choked up about it.

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Erin Bailey: I warned Karly, I want to tell this story, but I don't know if I can. But anyway…

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Erin Bailey: connection to a book, connection to a person, can make all the difference. It made the difference for me as a teacher. And so, to the other book, Freak the Mighty.

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Erin Bailey: It's another book that we read as a class. It's about two kids who don't belong, and they find a sense of belonging together. So, at the end of the year, I let each of the kids pick out a book.

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Erin Bailey: But I said to Raul, you don't get to pick one because I picked one for you, and I wrote a note in it. And I handed it to him, and he said, well, that was the one I was gonna pick anyway. And so I wrote in the book, Dear Raul, every once in a while, there's a student who teaches a teacher more than they teach them.

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Erin Bailey: Probably I wrote that better. Every year, there's a student who teaches the teacher more than the teacher teaches them. Thank you for being that student for me. And thank you all for joining this webinar.

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Karly O'Brien: I'm so glad you didn't warn me ahead of time that you were gonna tell this story.

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Karly O'Brien: Oh, goodness me, huh, it's been an emotional week. But, yeah, that caught me off guard. Thanks, Erin!

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Karly O'Brien: Well, thank you all so much for joining, I… you have lots of hugs being sent to you, I can't even, like, get my phone…

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Erin Bailey: Thank you so much, everyone. You know, a while ago,

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Erin Bailey: family member of mine said, you have so many wonderful stories, and I think the students and people in your life would appreciate it if you could share their stories, because it might make a difference in somebody else's life. So although it pushes me out of my comfort zone sometimes, I'm committed to it, and I hope that everyone else is, able to do the same.

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Karly O'Brien: Well, I'll leave this… the floor open for a moment. If anyone has any questions, feel free to, send them our way, but just like Erin mentioned, we do have lots of sheet… we have lots of, opportunities, including our podcast, where we will share lots of other

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Karly O'Brien: amazing stories and hear from lots of other wonderful authors, literacy leaders, experts, researchers, you name them. We've probably had someone in that category on our podcast, so please check us out.

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Karly O'Brien: We're really excited, we launched it earlier in January, and we have lots of wonderful,

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Karly O'Brien: voices on there, and then we also… this is our first webinar of the school year, but we have lots more to come, at least one a month from here on out. We're really excited for the October ones. We have, author and educator Carol Jago for, reading pictures, building visual literacy through picture books.

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Karly O'Brien: And then we have the wonderful Dr. Susan B. Newman, facilitating our Rally to Read kickoff webinar, which is our, joyful campaign that I talked about earlier, where we get lots… get lots of authors and teachers to rally to read 100 books for the year. So feel free to, please explore those resources.

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Karly O'Brien: And just again, thank you all so much for coming. We would love to hear from you if you have any… oh, thanks, Erin, for putting our emails in the chat. We would love to hear, any ways that you've utilized any of these, strategies, anything that we didn't talk about tonight, we'd love to learn from you all as well, so if you have wonderful ideas and things that you're doing.

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Karly O'Brien: please share them with us. We have lots of things that I wasn't even able to cover in the 45 minutes, so feel free to reach out to us if you need anything, and we're really looking forward to the rest of…

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Karly O'Brien: the webinar. So thanks so much for joining, no matter what time of day it is, from where you called in from, and we look forward to seeing you next time.

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Karly O'Brien: Thank you all so much for coming.

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Erin Bailey: Thank you all.

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Karly O'Brien: See you next time!