Mollie Kuhn - Blog Post 2: Moss Section 2

In Section Two of Not This But That, Barbara Moss answers the question of why independent reading matters and the best practices to support it. She defines independent reading as a "time that students spend reading self-selected texts." (p. 11) and shows how this is a very effective practice. It helps improve all areas of reading including fluency, comprehension, vocabulary, and most importantly motivation and desire to read. Many studies show that independent reading time improves academic achievement across all content areas.
The problem that many teachers encounter with trying to implement independent reading time during their day is that they feel there isn't enough time for it. At one point the National Reading Panel even stated that there was not enough evidence to support independent reading. However, we now know differently due to many studies that have shown that it is effective and necessary for student success in and out of the classroom. Moss goes on to explain how the rise of Common Core Standards has helped teachers to know that this is necessary as well as what types of materials students should be reading. She explains that in order for students to grow as independent readers they must have classroom time to read; be able to choose what they read; have explicit instruction about what, why, and how readers read; be able to read a large number of books and a variety of texts; have access to texts; have teacher monitoring, assessment, and support during IR; and be able to talk about what they read.
All of these points are important to support the case for independent reading in the classroom. In my own classroom I began implementing the Daily 5 last year. Because of the Daily 5, I have seen my students find success in reading and writing. I am able to implement all of these things that Moss mentions because of the Daily 5 set up. I can use anchor charts in my mini lessons to teach the what, why, and how readers read. We have a wonderful classroom library that keeps growing because of the support of our district, school, community members, and parents. The way the Daily 5 is run allows for the time for students to read and gives more time for teachers to monitor and assess students as they read. The area that I need to improve upon in my teaching is giving students more choice in their reading. Right now, I mostly choose which books students have in their book baskets. However, it is important for students to be able to have more choice and find books that peak their own interests. I also think figure 2-4 on page 33 is a great example of what teachers should be doing during independent reading time. One of my favorite times of the day is getting to listen to my students read and watching them 'get it'. Especially this year, I have seen that even our youngest learners can read at the beginning of the school year and find success when given the opportunity and the right tools to do so!

Once I had the desire to love reading.  However, when it became mandatory that we read “boring” books over the course of our summer I quickly became uninterested.  It was then that I started to pull away from the enjoyment of reading.  As an adult, I had to rediscover the joy of reading and attempt to encourage my students to find that “joy.”  The article “Pleasure Principle” implies that despite a student’s reading level all students can love reading.  While teaching 3^rd grade I can remember developing reading centers into my daily routine.  I would the lesson by teaching a 10-15 minute mini lesson and provide the students with a little independent practice.  Once that was over the students would venture off into their flexible reading groups.  Each group had a different assignment but the focus was reading.  For example, some students would be reading independently, others were listening to audio books, and some students would be conferencing with me.  While talking to students about their books, I could feel a sense of pride and creating a relationship with them.  They were always eager to tell me about their books.  Like the author, I agree that reading workshops, can promote reading as an enjoyment.  I do feel that in order for students to fully understand this enjoyment that the practice of reading should not only occur in the school building.  Students need to know and understand that reading happens EVERYWHERE.  In addition, I admire how the article states that students should not receive rewards “tangible items” as tokens, but simply then enjoyment of reading should be satisfying.  The only problem I see with this is how can we fix the issue of providing “gifts” when society has made it seem like it is necessary for children to ALWAYS get something if they are following instructions or made a good grade on a test.  Today I continue to struggle with meeting the needs of my students especially when they aren’t reading/performing on a 2nd grade level.  After reading this article, I have decided to share the “secretes” of reading with my students.  Hopefully, this will be the start of our journey.  

Washburn: “When Levels and Learning Clash: Moving from Levels to Supports in Designing Instruction”

Washburn: “When Levels and Learning Clash:  Moving from Levels to Supports in Designing Instruction”

After reading “When Levels and Learning Clash: moving from levels to supports in designing instruction,” I have to agree that we just can’t assume that success in reading comes from leveling books for students. Based on my own observation during reading time, interest and choice have deeper meaning than leveled books. Learning comes to life when students first display interest in their book of choice. By simply displaying interest in that book, it doesn’t matter if this interest was ignited by the cover or the color of the book, students begin to learn. Allowing them to have a choice in what they read (carefully selected by us, but they don’t have to know that) will most likely result in more relaxed outlook on reading. Reading, as Karen Johnson wrote in her blog, should not be viewed as work.

Also, selecting books that are above their reading level will work itself out, because students seem to go for those books, they are risk takers, but we must let them be risk takers! If we pay attention to what students really want out of books, we will find what they do not want. They want freedom in the classroom, challenge and choices. By allowing them to read books of their choice and above their reading level, we are letting them know that we have faith in them as responsible readers. If they feel responsible, they feel happy, and when they are happy, they learn. 

Oct. Blog Post 1: Miscue Analysis: Cristin Harris

After reading the article, Miscue Analysis for Classroom Teachers I was able to see the importance of conferencing and checking students for their miscues.  One aspect of the article I found interesting was that it focused on not the number of miscues a student had but the quality of the miscues that student had.  I had never thought of it that way, but hearing how different miscues can influence a reader's understanding of the text makes sense.  As fluent readers we perform many tasks while we read that we aren't aware of.  Often it is hard to explain these tasks to children because we have become so automatically accustomed to them.  However, it is important to model for children how good readers read so they are able to use some of the strategies we use.

I really liked that the article also included the markings for miscue analysis.  It gave me a basis and a guide to use when I conference with my students.  I now feel more confident about what I am looking for.

April Hollis- "Laying the Foundations" Blog #2

The article “Laying the Foundations” confirmed what I knew to be true. Teaching a balanced approach to ELA is essential in creating lifelong readers and writers.

At the beginning of my teaching career I thought children should be taught to sound out unfamiliar words, but the article pointed out that this is a misconception. It made perfect sense that when children try to sound out words they may end up mispronouncing the word altogether. Which is exactly what my students would often do. I agree that children need to have a grammatical understanding, structural language, knowledge, experience, letters, sounds, and graphophonics in order to be a successful reader.

In addition, students become better readers when they are exposed to a balanced literacy classroom in which a read aloud, shared reading, guided reading, and independent reading are all taking place. As a classroom teacher I learned quickly that students need to see how reading works. Teachers have to model how to read and guide students in the right direction. It became evident that students, no matter the age, enjoy when their teacher reads them a book. Some of my students would say, “Mrs. Hollis made that story come alive.” Comments like that are exactly what a good educator loves to hear. Not only did I make the reading come alive but through questioning and discussion I made my students think about what I was reading. I was extremely impressed with the way Johnson broke down the educators role as well as the students role with a read aloud, shared reading, guided reading, and independent reading. This explanation made it clear as to what should be happening in a balanced literacy classroom.

Christina Duvall, Blog post 1 (August): Watching and Listening to Children Read by D. Watson

This article had lots of personal connections for me. I loved Dorothy Watson's quote about reading cohesive, high interest texts: "when proficient readers are presented with interesting, well-written text, they look like what they are--good readers reading good discourse. If these same readers are presented text that is unpredictable, lacks cohesion, is conceptually inappropriate, and holds no interest, the students will appear to be poor readers." I see this manifested in many first grade students. Often some of the better readers seem to lack a personal connection to some of the basal stories we read, and their behaviors, to a first time observer, would deem them poorer readers: not following along with the story, not tracking with their fingers (which not all readers need to do), and flipping ahead to find more challenging stories, illustrations/photographs, or texts of interest. This is when a good balance is needed and I realize I need to immediately find more challenging texts for guided reading groups, a good related story on Unite for Literacy or a nonfiction article on National Geographic Young Explorer. This is where we as teachers become "textwatchers."

Watson also noted that on the first days of school, teachers should spend their time having students listen to stories, predicting next ideas and sentences, or read repetitive phrases or complete last lines of predictable texts. This helps to build confidence in the early reader. While our first days are full of routines, rules and procedures, observing and learning has to take place immediately as well. I need to do a better job of this next year.

I thought that Watson's notes about miscue analysis were spot on. When she referenced an independent reading inventory between a teacher and a child named Mike. While Mike made several mistakes reading the text, they were higher level mistakes and still allowed him to glean overall meaning from the text. Often when we complete reading inventory/running records in class, students who miss words such as tricky or unfamiliar names (even if the teacher introduces the name once prior to the inventory), the reading process isn't always disrupted. Sometimes when we read aloud short paragraphs or math word problems using unfamiliar names, I give a little jump start to students: "Read to us about Carl, please." This way they can begin with confidence and still get meaning from the text. Watson states that miscue analysis "helps teachers look at what their children are doing 'right' while becoming aware of their problems in reading."

Cheri Parker Blog Post Sept.

Cheri Parker

"The Pleasure Priciple" by Nancie Atwell

I absolutely loved the way Jed used the phrase “Reading in the zone”.  It is so difficult to get the youngest students to get “In the Zone”.  I love that it is okay to have silence as part of the zone.  As a student learner, teacher, reader….I have always required silence in order to do what Tyler wrote, “….like you’re in the book, like right next to the main character….”  I constantly instruct my youngest learners to make it real; you have to pretend to be there (in math problems too: use your name to make it real) when you read anything.  I tell them to “Put your voice on when you see dialogue/quotation marks; it makes it more interesting and you get swallowed up into the 5 elements of a good story.”

 Taking the time to not just DEAR is tough with all the activity that can sometimes take place in the classroom. I think about when I do have the time or make the time for student reading workshop time how I ask the children questions, but just had not thought about writing these down to make sure I hit each child with a few of these: “How is it?”, “What do you think so far?” or “What’s happening?”  I can reflect on my personality as an educator just as my eldest son once said to me, “Mom can we just drive to school without you teaching me something?”  I have a tendency to want to make every moment a lesson even in my classroom by asking them to read to me, help them decipher the vowel patterns we are learning for the week, question them on the 5 elements in the story they are reading.  Maybe slowing down and using the simple questions above will take me further into each one’s understanding their book choice and reading gains for the day.

          At this stage of the game my boys and girls are enjoying many varieties of books in their book baskets and I am hoping to get them to Get in The Zone with encouragement and advice, time to read, absolute silence, booktalks, and a variety of locations to get into a good book of choice.

Karen S. Johnson-Blog Post #2--"When Levels and Learning Clash: Moving from Levels to Supports in Designing Instruction"

Karen S. Johnson—Blog Post #2

“When Levels and Learning Clash:  Moving from Levels to Supports in Designing Instruction”

          As I am sitting here writing this blog about an article that questions the effectiveness of having children read books only on their level,  I see the many baskets of leveled books in my own classroom sitting side-by-side with the few baskets of books that I have which are not leveled by ability.  The author of the article makes a very convincing argument as to why children should be offered a variety of books that are not necessarily on their levels.    Children should be encouraged to explore books.  Leveled readers (if that’s all a student has access to and is allowed to read) may hamper that child’s reading ability because the goal, according to the author, is for students to  become independent readers with teachers focusing on comprehension instruction as opposed to reading fluency.  Because a child can read a piece of literature phonetically, it doesn’t translate into the child being able to comprehend what he/she has read.

     The author mentions several things teachers can do to increase comprehension without relying solely on leveled readers.  The author suggests using mini-lessons to teach children how to use illustrations, chapter leads, and the table of contents to assist “transitional readers” in understanding literature that is above their reading levels.

     I agree with the author of the article and definitely see the importance of children being able to have access to books that are above their reading ability.  Giving students books only on their levels will not encourage students to become life-long readers.  It will have the opposite effect and children will feel that reading is work and not something to be enjoyed.

Karen S. Johnson-"The Habit of Kidwatching"--Blog Post #1

Karen S. Johnson-August Blog

“The Habit of Kidwatching” by Timothy O’Keefe

     It is always refreshing to read an article that challenges you.  “The Habit of Kidwatching” was the article that did this for me.  Although I feel that I am a keen observer of my students, it’s one thing to observe them on a casual basis and quite another to keep comprehensive anecdotal records across the curriculum as Mr. O’Keefe encourages his colleagues to do.  I think he makes a very valid argument as to how anecdotal records should drive your curriculum.  The more you interact with your students and truly get to know them, the better you can plan and meet their needs.  Mr. O’Keefe was right in his assertion that “Kidwatching” is what should be at the heart of what you do in your classroom.  Not only should anecdotal records be kept for one subject area, but they should be kept on every student throughout the curriculum.    Interacting with our students is crucial to learning more about them and what they need.  Too often I feel so rushed to “teach” that I miss what is important.  Spending time with EACH student is vital.  Listening to students read will tell us so much more about their reading ability than a weekly comprehension test on a basal story.   Mr. O’Keefe suggests writing something every day on each student.  I hope that will become a habit for me as I rediscover that true “Kidwatching” is the best way to meet students’ needs.

Ashleigh Wines- September Blog Post "The Pleasure Principle"

   When reading this article, there was several times that I thought in my mind, "I need to implement this in my classroom!", or "This is so me!" I really enjoyed reading this article.  I actually loooove to read, so it's not hard for me to enjoy reading something. :)  I want my students to feel this way too!! I can not remember having a classroom library growing up, but I do remember my mom taking me to the public library and letting me roam through the children's section.  I don't know how I picked books, I guess just reading a few pages, but I want to be that person who influences my students to love to read like I do.  When reading through this article the first thought that came to mind was that I do not do enough independent reading time in my classroom,  I struggle to find time to have a quiet time in my classroom where students can relax and read.  I also struggle with independent reading because in times that I have implemented it in my classroom, I notice some students just look around. I didn't know quite how to get them sucked into a good book! :)
    One of the first things that caught my eye from this article is workshop.  I would love to learn more about how to include this into my day.  Honestly, I have never thought to share with my students new authors, new genres, or new books.  This would be huge for my students though! I would love to add a section in my room, or near my library where I could sit out books for the students to view! This is a new step I would love to take! I also love how this is where I could teach mini lessons on how to actually read or understand their text.
    As I stated earlier, I do not implement independent reading as much as I feel I should in my classroom.  Time is the biggest issue for me right now.  I am learning how to balance my time throughout the day.  Another thing that I noticed when reading the section "Getting in the Zone" is that I don't have a "comfy" reading environment in my room.  One of the bullet points from the list of things that help students get in the zone is pillows or cushions.  I would like to add these types of things around my room for my students to use.  Another thing I feel that I need to work on is the number of book and genres in my classroom library.  I do not feel that I have enough books in my classroom library for each of my students to read through and enjoy.  I really enjoyed the "Readers Bill of Rights" insert as well as the "Leveling Made Easy" insert.  I would love to add these as posters to my classroom library as well! Maybe even have my class come up with their own "Bill of Rights" as a whole! :)

Elda Hymas: Laying the Foundation Blog 2

Blog:  Elda Hymas

September:  Laying the Foundations  (from “One Child at a Time”)

                        By P. Johnson

            In this chapter, the author looks as unique difficulties and needs of readers to help teachers understand the reading process with ways to help children learn.

1.     Sources of Information: (A misconception of teachers is that students should sound out words they do not know. English is only about 60% phonetic.)  Readers use 3 sources to get meaning, language structure, and visual cues.

A.     Background knowledge,

B.     Knowledge of spoken language,

C.    Meaningful information, and Structural information

Proficient reader can quickly process this information.  Teachers should be careful in how they prompt students during reading.

2.     Network of Strategies: There is difficulty in knowing what strategies are going on in the head of readers.  “Sustained Reading Strategies” divide into:

A.    Letters/pictures

B.    Background knowledge

C.    Context

D.    Prediction

E.     Cross-check meaning

F.     Self-monitoring

And “Expanded Reading Strategies”

G.    Ask questions

H.    Visualize or make connections

I.      Infer

J.      Pick out information

Proficient readers use several of these strategies each time they read to form a network of understanding or comprehension.  For struggling students “most are having trouble putting together the complex network of strategies needed to solve print and understand text. (Clay 2001)

            I know that we have all had difficulty getting students to understand or comprehend.  We struggle to make reading fluent and comprehensible let alone fun for some students.  I too am guilty of telling students to sound it out.  Maybe not the best thing to do when you are trying to get them to understand.

            Through read aloud time, shared reading, guided reading and on to independent reading.  Using observation, participation,  practice, and strengthening, teachers assist students in becoming good or better readers.

Amy Hansen August Blog Post 1: Habit of Kidwatching

After reading the article “Habit of Kidwatching,” I think this passage sums up kidwatching perfectly for me: “Some things about kidwatching are as elusive to define as friendship. In a simple and fundamental way, getting to know children deeply is synonymous with kidwatching. What can a B+ or an S in reading really tell us about how a child reads? How much are we really informed about reading strategies from an 87% on a comprehension test? Sitting with a child and watching and listening carefully may be the best thing we can do to get to know our students as readers.”

Wow! Such a powerful statement about how we as teachers can use kidwatching to really know our students and their strengths and weaknesses. I realized that I am already kidwatching in my own classroom, but may not always be the best at writing my notes down. I also realized that many times I do take notes during small group reading time, but I need to also be aware how important note taking is in different settings to make sure I am observing and learning about the whole child. I think this is also a powerful tool that can help plan lessons and meet the needs of each child.

The author mentioned the system he uses to make notes. I know in years past we used a reading conference template which I think served its purpose, but I also think creating something for myself that I know would work best for me and my students would also be beneficial. 

Lyuda Bentsiy’s September Blog Post 2: “The Pleasure Principle”

I read “The Pleasure Principle” This sentence stood out for me “Teachers in a reading workshop are teaching readers for a lifetime.” I thought, this is so true! In order for students to be readers for a lifetime though, I need to provide them with ample opportunities to read. Another thing that stood out in this article was “free choice of books should be a child’s right.” It is very important to allow students to choose what they want to read. This is challenging because I teach 1^st graders and not all of them understand what books to choose. So I will have to conference with students and guide them in the beginning on how to choose good fit books.