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Dr. Dweck’s discovery of fixed and growth mindsets have 
shaped our understanding of learning. (n.d.). Retrieved from https://www.mindsetworks.com/Science/Default.

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Dr. Dweck’s discovery of fixed and growth mindsets have 
shaped our understanding of learning. (n.d.). Retrieved from https://www.mindsetworks.com/Science/Default.

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This is a photo of a book club group in my class. They were grouped together based on their common interests and reading ability. Students participated in a book tasting and chose their top 3 choices. These students are reading "Among the Hidden" by Margaret Peterson Haddix. As a group, they decide what pages they will read prior to their meeting and what they will discuss during their meetings. They will also have opportunities to reflect on their learning and set reading goals.

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Key Idea #3
Involving students in learning is both motivating and differentiating. 

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Key Idea #3
Involving students in learning is both motivating and differentiating. 

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Providing students with opportunities to show ownership and accountability for their learning is both motivating and differentiating.
What does this look like in reading?
-allowing students to choose their own texts to read
-providing opportunities for self-reflection
-providing choice when responding to texts

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Key Idea #2
Assessment Guides Instruction and Differentiation

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Key Idea #2
Assessment Guides Instruction and Differentiation

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The ability to successfully meet student needs through differentiation comes from assessment.
Assessment for learning informs us what students already know, concepts that we need to review, students that are struggling and need more support, and students that need to be challenged. It is from this data that we can differentiate instruction based on ability.
Some examples of reading assessment would be anecodotal notes, oral reading assessments (PM benchmarks, DRA), letter/sound identification, exit cards, reading inventory, and rubrics. We then analyze the data and make decisions about small group instruction. It is important that assessment is ongoing and our groups are flexible, as students' needs change. These assessments help us meet individual reading needs. We need to also assess learning styles and reading preferences so that we can differentiate how students' learn (environment and activities) and how they demonstrate their knowledge/understanding (assessment of learning). Assessing student interests helps us decide what books to choose for read alouds, and what books to have in our classroom library.

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According to Carol Dweck, a growth mindset leads to increased motivation and achievement ("Dr. Dweck’s discovery of fixed and growth mindsets have shaped our understanding of learning", n.d.) If we want students to be motivated readers, we must begin with modelling and explicitly teaching a growth mindset. We have the ability to teach a child that mistakes are natural and that effort is a good thing, by praising efforts rather than praising intelligence. Our own personal mindset influences our students. If we believe that all students can be successful with hard work and effort, students will pick up on that.

How can we influence a growth mindset in reading?
-praise reading efforts/growth, rather than the reading level or report card grade
-provide constructive feedback
-read texts with a growth mindset theme
-present students with challenges and provide opportunities for productive struggle (independently persist through task)