It's the beginning of the school year, and the elementary school library is quiet during independent reading time. A 3rd grade student, Eloise, sits at a table with a chapter book open. 

Her shoulders are slumped, and she keeps glancing around rather than reading.

The school librarian, Miss Rizzo, notices Eloise's body language and walks over to her table with a warm smile. 

Miss Rizzo empathetically asks Eloise how she's enjoying independent reading. Eloise sheepishly tells the school librarian that the words in the book are hard and asks if she could just draw instead. 

Miss Rizzo grabs a graphic novel from a nearby shelf and brings it to Eloise's desk. The librarian then explains that the author, Dav Pilkey, is one of many who use drawings to bring their stories to life. 

Eloise is shocked - Miss Rizzo then explains that some of her favorite books are actually graphic novels! The librarian then says she will read whichever one Eloise picks, so they can talk about it afterward if Eloise wants. 

Miss Rizzo then reminded Eloise that this wouldn't be graded whatsoever - just a fun way to read what she wants and talk about it with someone else. 

After hearing that she could read about her interests and that her reading wouldn't be graded, Eloise visibly relaxed. 

Miss Rizzo brought over paper and colored pencils to the table. She told Eloise that she could even make her own comic strips if she wanted to. 

Eloise picks up the Dav Pilkey graphic novel and begins flipping through the pages with a huge grin on her face. She heads to the graphic novel section of the library and begins browsing the rest of the collection with joy. 

Although Eloise was initially frustrated while reading, the school librarian focused on the student's interests, conveyed shared enthusiasm, used positive language, and eliminated the worry of grades for the activity. Through these supports, Eloise soon demonstrated intrinsic motivation to find a book and practice reading during independent reading time.