Michelle Hongyee Strategies for Motivating Students

Michelle Hongyee 

RDG 585 CLC Survey Results

1) What stages of development are you students in?

I teach fourth grade students.  My students are considered Stage 3 learners, “Reading to Learn”.  However, I have several students who are still Stage 2 learners, “Learning to Read”.  The students in the Purple Group’s CLC matrix are elementary students.  Kindergarten through third grade students still exhibited a positive attitude towards reading.  As students reach fourth and fifth grades, their attitudes about reading start to change.  In my opinion, these changes start to occur for the students who are having difficulties with reading.  They have not mastered the “Learning to Read” phase of development, and they are required to transition into the “Reading to Learn” phase. 

2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?

When planning a literature-based lesson plan or unit, the factors I take into consideration are reading levels, interest of students, and standards necessary to allow my students to read and comprehend the text required by the state and to make my students life-long learners.  I am able to learn my students’ reading levels using diagnostic testing completed at the beginning and middle of the year.  I also use formative weekly assessments.  In order to find out what my students’ interests are, I have them complete a reading interest survey at the beginning and middle of the year.  As they have learned about different genres throughout the year, their tastes sometimes change. 

3) What types of reading motivational activities do you employ in your classroom? What have you tried that worked or did not work in your classroom?

I try to give my students a choice of reading material.  I collect things I know will match their interests based on the reading surveys.  I also help guide them in the assessment making process.  When we are doing a performance or project assessment, I include the students in part of the decision making process as far as performance or project requirements.  I find that if they have a part in the decision making process and they know the expectations; they are more engaged and want to do well.  When I know the genre my students enjoy, I also try to allow them to read books that fit this genre.  I have had a great deal of success getting students to read when I read the same book they are reading and we have discussions about their book.  This isn’t always realistic, but I have been able to help a few boys that refused to read on their own pick up a chapter book and read.  What doesn’t work in my classroom is when I talk about the fact that they must know these skills for the state test.  I try not to do this, but the stress of student performance can be overwhelming, especially when it is going to start being tied to my paycheck.  However, when I talk about how these reading skills are going to help them be life-long learners, it alleviates the pressure of state testing.

4) Recommend some books that you have found to be successful as motivational tools.

Books that have been successful as motivational tools have been biographies about sports figures, singers, dancers, and actors that are popular and famous now.  Series books have also been a great motivational tool.  Lemony Snicket, Harry Potter, 39 Clues, and Classics for Children have been very popular in my class this year.  My students have also been motivated by some of the stories we have read that have been written by fourth and fifth grade students.  They have become really motivated to be authors by seeing kids their own age as published writers.