Olivia McNorrill - Post #3, Miller; Section 1

No More Independent Reading Without Support

Section 1 - Not This: Is There Enough Time? And Is Time Enough to Support Independent Reading?

Finding the Time...humph, that's something we never seem to have enough of in the classroom. 

How can you find minutes?...okaaay, but the days are packed to the gills already to make sure all that needs to be taught is taught. 

What benches are you guarding? ...benches? Wonder what that is all about.

More than just DEAR or Sustain Silent Reading? ...well that's a definite.  

These were my first thoughts as I read the table of contents for section 1. Reading this at the end of an already long day, I was tired and probably not in the best frame of mind for this type of reading. But the task needed to be done so I plunged ahead.  It wasn't long before I was making connections with other articles that I've read recently and the adjustments I've already began to make.

Miller echoes Atwell in "The Pleasure Principle," Mills/Clyde in "Children's Success as Readers and Writers," and Johnson in "One Child at a Time." Independent reading is essential in student success. The teacher plays a critical role in how instruction is driven, reading is structured, and how the student plays a role in his/her learning. First and foremost, students learn to read by reading. The old adage "practice makes perfect" is absolutely true. But not unsupported reading time as in DEAR or SSR, but rather time spent reading with teacher support through a reading workshop framework.

Time, however, is a very real struggle for teachers. The story Miller shared about "Bureaucracy 3" from Eduardo Galleano's short story really brought it all home for me. Galleano writes how a bench has been guarded outside a barrack in Seville every day and every night. That's right...a bench! For years, without fail, someone has been posted to guard a bench. It remained so until someone finally questioned why and requested the original order. The reason? Over 30 years prior, an officer had ordered a guard to watch over the small bench that had just been painted to keep someone from sitting in wet paint. 

The story really resonated with me. Talk about making a teacher stop in her tracks! I caught the analogy right away and immediately thought...what benches am I guarding? What am I taking the time to do each day that needs to stay, needs to go, needs to change? Do I actually have more time available in the school day that I didn't realize? Now, I'm starting to think! I am a firm believer in working smarter, not harder. So let's get out that schedule and start whittling away! 

Blog 3-Section 2 Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It

 In section 2, Moss provides research showing the value of independent reading and then goes into how teachers can support students during independent reading. One point she makes in this section is how essential large and varied classroom libraries are. My classroom library is something I’ve recently been working on so I was immediately interested in this section. She suggests a library should have 300-600 books, which was a little daunting.  Genres should be split evenly between literary and informational and texts levels should vary.  One point she made was that many classroom libraries lack lower level books for their struggling readers and I think this could be said about my library. I need to focus more getting appropriate text for them. 

Another point she made was that students should be supported during independent reading.  She says teachers should provide explicit lessons on how to select appropriate leveled books and explicit instruction of reading strategies that can be used during silent reading. Students can be held accountable during this time through reading logs, written responses, story summaries and discussions. The teacher should also spend this time constantly conferencing with students on their reading.  She says a teacher “must bring all her teaching talents to bear during IR just as during any other instructional activity…structuring, guiding, teaching, interacting with, monitoring, and holding students accountable for time spent reading independently and silently.” This is the part of independent reading that I have not been successful at.  I must make conferencing with my students during their independent reading time a priority. 

Olivia McNorrill - Post #2: The Pleasure Principle

As a young student, I never saw myself as a reader. Reading was something I was required to do and not something I sought out in my free time. I was taught how to read but not how to be a reader. It wasn't until I took an undergraduate course in American Literature. The way my professor presented a book, piqued interest, shared his opinions, supported my opinions, and boosted my confidence forever changed me. Years (and years) later, I am still an avid reader, love book discussions, and am rarely without my Kindle. 

While reading, "The Pleasure Principle," I found myself nodding in agreement throughout the entire article. As a parent, I want my children to be passionate, critical, lifelong readers - reading for a completely intrinsic purpose. As an educator, I absolutely want to the same for all of my students. Regardless of genre, fiction or non-fiction, to be lost in a book or "in the reading zone" is the ultimate goal. "The reading zone is the place where readers go when they leave our classrooms behind and live vicariously in their books." (p. 60)  The challenge for educators is how to merge the "how to" with the "how to be."

Atwell shared the reading workshop approach for moving students into the reading zone. Reading workshop time begins with a brief introduction of book, whether it be a new one or old favorite, During the mini lesson, teachers share about authors, illustrators, genres, elements of fiction/nonfiction, punctuation, giving voice to a reading, what sequels are, purposes of reading, etc. As well as, their own personal reading rituals and plans. Then following the mini lesson, the room becomes quiet as students read in silence. The teacher's role during this time, is not to watch the clock but rather come along side a student and ask questions about what they are reading, guide them in selecting books, and build student confidence as readers. The teacher would also include time for book discussions and read alouds.  Elements that aide in the success of reading workshop is providing daily reading time, ensuring silence, providing comfort, and keeping record keeping simple. Also, the classroom library continues to grow and get better each year. Reflecting on my own teaching practices, I realize that my student independent reading time needs more of these elements. While I am strong in some, I have unintentionally neglected others. The article was a wonderful reminder of what students need for reading success. I walk away from it challenged to stretch my students more as I build and foster life-long readers! 

Atwell, Nancie. (January/February 2007). The Pleasure Principle. Instructor, 44-46, 60.

Blog 2-Section 1 Not This-Is There Enough Time? And Is Time Enough to Support Independent Reading?

In section 1, Miller discusses the difficulties of finding time for independent reading and what obstacles may be standing in the way.  Reflecting on my own classroom, I think time is definitely wasted during transitions. Controlling transitions is an important part of classroom management.  When students get off task, start conversations, and don’t immediately follow instructions, it wastes classroom time.  When this occurs while transitioning between 5 subjects and leaving and coming into the room multiple times a day, that wasted time adds up to a substantial chunk of our day.  Another area I thought about is our reading block.  While we are working on good skills and strategies, it did hit home when Miller said we are “doing a staggering number of things about reading…but very little actual reading.”  What good are these skills and strategies if students never apply them to authentic, independent reading? Miller also goes on to discuss how independent reading is not beneficial without support.  I’m looking forward to reading about what types of supports she recommends.   

Blog Post 1-The Pleasure Principle

Reading Nancie Atwell’s article, The Pleasure Principle, makes me excited about reading.  Teaching reading has never been my favorite but the freedom that she allows sounds wonderful.  It’s what I would enjoy as a reader, so why wouldn’t my students?  Giving student’s time to simply read books of their choice sounds fantastic but, at the same time, immediately makes me nervous.  It sounds like it goes against most of the things I’ve been taught.  Don’t students need to “show their understanding” through some type of worksheet as they read?  Shouldn’t their books be appropriately leveled?  How do I get grades? And of course, what about my reading test scores?  It’s funny that Atwell anticipates most of my concerns and responds with “we need to get over it” because the best way to grow students as readers is to let them read. This year, I’ve tried to allow my students more control over what they read. One student in particular has shown me that I need to continue to allow them that control.  This student is a low reader and I honestly have a hard time getting him to focus on anything for too long. He is about 2-3 levels below grade level in reading so my first thought is that he should be reading book around his reading level.  Well, he has chosen a series of books that are in the upper 5^th grade reading level.  And he is loving them.  He can’t put them down.  I have had to call him out more than once for reading them while I’m teaching math.  While that is a problem, I love seeing him so engrossed in these books.  It’s so clear that allowing him to find books that he really loves and allowing him time to read them is going to do so much more than having him fill out worksheets or work on vocabulary.  This has me thinking about my upcoming reading units.  I need to focus more on talking about books, using minilessions, and then allowing them time to just read.  I also need to decide which of the novel sets I have are worthwhile, and which I should replace with independent choice.  

Brittany Daly - Blog Post 3: Routman (2003), Ch. 5: Organize an Outstanding Classroom Library

The title of this chapter drew me in immediately.  I am currently in the process of reorganizing and revamping my classroom library, and I need all the expert advice I can get! In this chapter, Routman focuses on the major role classroom libraries play in creating a culture of literacy in the classroom. My classroom library has never been a strength in my classroom. While I have a fairly good selection of books, my library lacks organization. I am concerned that my library is not as easily accessible as it could be, and this could make book selection more difficult for my students. Routman notes that when students cannot easily find interesting materials to read, it is difficult for them to spend a lot of time reading. She writes that students should be able to easily see book covers and flip through books when they are searching for a text to read.  One of my goals in the coming week is to make my library more easily accessible to my students. I also want to create a better method for checking out books. I currently use a notebook where students can sign books out and back in, but I would like to try to use an electronic resource to accomplish this daily task. I need a way to keep students more accountable when they check books out so they are more likely to return them when they are finished.  

Routman also focuses on the need for a wide variety of texts in a classroom library.  The hope is that all students will have access to numerous books that are within their range of interest. Earlier this year, I asked my students to name some books, genres, and authors that they would like to have in our classroom library.  It can be hard to continuously stock the library so it meets the changing interests of each class, but I have been trying to acquire a few new books at a time so I can refresh my book selection. Recently, I purchased some new novel sets that I knew my students were going to love. When I introduced them to my students during an informal “book party,” my students were out of their seats begging to get a copy right away. I love to see such enthusiasm for reading, and I hope to continue to encourage my students’ love for reading this year by providing them with quality texts, a comfortable reading environment, and time to read books that they choose. 

Brittany Daly - Blog Post 2: Routman (2003), Ch. 3: Share Your Reading Life

In this chapter, Routman discusses the importance of sharing a love of reading with your students. I have always talked about my love of reading with my students, but Routman suggests taking a few steps further. First, she recommends that teachers bring in the books they are reading to show their students. When she brings her own books into the classroom, she discusses the reasons she chose each book, what each book is about, and what she is learning from each book.  I love this because it shows students that you practice what you teach.  In the past, I have only ever brought in my own books one time.  I tend to read quite a bit of historical fiction, and sometimes the historical period of my book coincides with the historical period we are studying in class. On this occasion, I was able to use a story from my book to reinforce something we were learning about that day in our social studies lesson.  I remember my kids asking in amazement, “Miss Daly, you read that whole book this weekend?” They were clearly impressed, and I think they were able to see that reading was a form of entertainment for me.  I wasn't reading because it was required; I was reading for fun. If this one instance helped them to see that reading should be considered a fun and enjoyable part of life, then I should be sharing my own reading habits more often.

Routman also suggests keeping a personal reading record and sharing it with students. When I read this, I felt slightly inadequate because I have not spent a considerable amount of timer reading lately. I have been so busy with a million different tasks that I have not been reading for pleasure.  What would my personal reading log look like? Then, I thought about all of the various texts I read on a daily basis.  I tend to read a lot of blogs and articles.  Sometimes I read magazines, short stories, recipes, and directions, etc. Whether or not I am reading a novel, I am still reading.  Creating a personal reading log and sharing it with my students will show them that I read a variety of genres.  It can show them that one doesn’t necessarily have to read books each day to be a reader. I think that keeping a reading record of my own would encourage me to read even more. Routman shared the same revelation. Keeping a reading record encouraged her to make different reading choices and read more. “We teachers have to be readers if we are to teach reading and writing well” (p. 35). This statement encourages me to spend more time reading and to share my love of reading with my students. 

Brittany Daly - Blog Post 1: “The Habit of Kidwatching” by Timothy O’Keefe

As teachers, we are constantly making observations of our students and their behaviors. In this article about kidwatching, Okeefe says that our observations should be intentional, direct, and systematic.  He has developed his own organizational system that allows him to be intentional about the anecdotal notes he takes throughout the day. I like that he keeps all of his notes in one place, yet he has separate documents for separate areas of ELA (published writing, reading habits, literature studies, writer’s workshop, etc.). I think keeping anecdotal notes for each student in each ELA discipline would be a good way to see how students are able to transfer their skills from one area to another. While I have been conducting reading conferences since I started teaching, I have only recently started taking anecdotal notes while students are reading independently. I would like to try recording notes about their writing as well.

O’Keefe also incorporates miscue analysis into his kidwatching.  As he conducts his analysis, he records whether or not students’ miscues are leading to meaning change. Then, he takes time to talk to students about strategies they are using as they read, and he suggests possible strategies they could try. One new conferencing technique that he suggests is recording the students as they read.  He then lets them listen to or watch the recording and make their own observations about their reading.  This is such a neat idea, and it helps students observe their own reading patterns and set goals for themselves. I would like to try this in my classroom. 

October Blog

For my October blogpost, I read the section entitled, "Not This."  First of all, I was immediately interested and could relate when I read that the teachers were from schools just outside of Baltimore (text to self connection:).  I really enjoyed reading about how they realized that the independent reading time was crucial, but that they just couldn't find the time.  Even more interesting, was the discussion of where they could take time.  The calendar time was a bit humorous in that it was so repetitive year after year.  Definitely something that could be better utilized as a reading time.  Overall, though, it made me consider what I could cut out, or reallocate to reading time.  As a teacher teaching all core content areas, I constantly feel like I am robbing Peter to pay Paul, so to speak.  I totally get that there are some activities which could be axed simply because the benefit for the kids is not worth the time allocated.  However, when we teach all core content areas, I find that it's difficult to determine what is absolutely not necessary for one discipline in order to reallocate that time to another.  I also found it interesting that transition times are included in what is perceived to be "wasted time."  Some of these transition strategies are important for maintaining classroom management which allows for learning to take place.  I can say, though, that I do not pack up early. I am guilty of teaching to the bell.  I would love to really take a moment to look at my schedule and determine what could be taken out of my ELA block to be reallocated to independent reading.

The Pleasure Principle...September Post

For my September blogpost, I read The Pleasure Principle.  This article really speaks to me as I feel that so much of what is done in language arts classrooms is very teacher driven and based on some sort of reading textbook curriculum.  No child I have ever met has shown a great deal of excitement over breaking out their reading textbook daily and reading.  I have, however, seen the smiles on many happy faces as they leave the library every week, eager to share with me the four titles they specifically chose for themselves.  They are also very excited when I give them time after library to read those books (even if it's technically math time).  That excitement is what we should be seeing as teachers everyday.  That excitement is what fuels learning and creates a passion and desire to be a lifelong reader and learner. 
I absolutely love the idea of reader's workshop.  I love the idea of kids being able to have choice in their reading and becoming better readers daily while actually enjoying it!  I feel that this year we have moved in the right direction.  However, I feel that we have a bit more growing to do.  I'd like to focus on making my classroom more of a reader's workshop approach with some literature circles built in.  I feel that this would give students more ownership of their time and learning, and allow them the opportunity to grow as readers (and be happy at the same time).

Karmen Wade - Blog post 3: October: Chapter 1: Simplify Your Teaching Life

Karmen Wade - Blog post 3: October: Chapter 1: Simplify Your Teaching Life

The title: Simplify Your Teaching Life called out to me!! As a new teacher I quickly realized that teaching is a never ending job! Each school year it feels like there is always more and more for teachers to do. Introduce and learn new standards, new methods of instruction, center based learning, new age technology… that is just the beginning of the teacher’s new to do list!  With so much that teachers MUST do, when do we have time to teach? To truly teach? To read a book for fun or play a game with our students? I completely agreed with the line that said “Teachers are working way too hard! “We’re overburdened with too much to do and too little time in which to do it.” “We’re under huge pressure to cover so much material and for kids to do well on the tests.” Yes that is all true but what next…Continue complaining and doing the same things over and over until we are so overwhelmed that we hate teaching? While reading this chapter I began to reflect on my own view of teaching. I completely agree with the author when he states “that this job is very overwhelming!” However as I read more, my mind filled with questions!  Yes this job I have chosen is extremely overwhelming but when does it become so overwhelming that I or another teacher loses sight of why they wanted to become a teacher in the first place? Why did I become a teacher? It wasn’t for the pay or the summer vacations.  I wanted to help children learn. I wanted to teach children that education is the key to success! I wanted to remind young children that education doesn’t judge where a person comes from or what they look like. I wanted to teach children. After typing that sentence I realized that wanted should not be in the past tense. I want to teach children and I can. This chapter really helped me take a look at what the big picture of teaching is. This chapter provided wonderful strategies to help make a teachers life easier, more efficient, more meaningful, and more fun.

Just as I want to teach my young students that knowledge is power, I too must realize that. I definitely suffer from a lack of self-confidence, however that doesn’t mean I am not capable. Just as I tell my young students “Everyone is smart just in different ways.” In order to gain more confidence as a teacher I need to focus on the big picture- to teach children! One way I can become a better teacher is by realizing that I am smart and use my common sense!! I can also use valuable and credible teacher research to guide my teaching abilities. I can also engage in more professional conservations. I love how this chapter gave so many examples of different ways that a teacher can help simplify their life in order to teach…yes TEACH!

August Blog

For my August blogpost, I read The Habit of Kidwatching.  As many have already commented, much of this we already do in our normal practices, but may not have called it kidwatching.  I feel that at our school in particular, we do a pretty good job of watching children, getting to know their interests, struggles, and strengths.  I really liked the quotation from O'Keefe where she discusses the benefits of kidwatching, and how it is "giving a voice to students who might otherwise be silent."  I feel that by taking the time to really pay attention to what drives our students, what interests them, what frustrates them, etc., we are able to make plans which cater to their needs both whole class and individually.  Connected to this idea, I like how it is mentioned that it helps other kids learn about the strengths of others and who to go to for help with their own struggles.  It makes me think of that quiet kid we all have in our classrooms who may be very insightful in specific ways, and could really add to classroom projects and discussions if we are aware of their talents and know to tap into them.  Or perhaps the student who is equally silent because of struggles they are having...by kidwatching and discovering these struggles and interests, we can skillfully plan ways to meet the student's needs. 
While we all do kidwatch in some way, I don't feel that I do as great a job of documenting it.  I've used a notebook in the past, but it ends up just being hard to really look back over.  I like the idea of a clipboard where various types of records can be kept and easily accessed.  It makes me think of our old reading conference binders.  I'd love to come up with a few pre-printed sheets to keep for my kids (but maybe not in such a large binder).  :)

Karmen Wade - Blog post 2: September: The Pleasure Principle

Karmen Wade - Blog post 2: September: The Pleasure Principle

As a teacher I read a lot. I read several books each day. This article really made me stop and think about the kind of reading that I do each day. I realized that yes I am reading a lot however what am I reading and why? I realized while reading this article that most of the time I am not reading for pleasure more so for requirement. Reading should not be a chore. As a teacher I want all of my students to fall in love with reading. I want my students to want to read all the time. I want my students to think of reading as a pleasure and not something they have to do in order to receive a grade. This article helped me realize that in order to help my students I need to reflect on my own personal view on reading. If I am excited about what I am reading than I can model that excitement for my students.  I can model how to read, how to read and think about what I am reading, and I can also model reading different kinds of genres for my students. I also need to give my students more time to just simply read. Read for fun not for a grade. I loved the part of the article where it talked about taking time to model reading for pleasure for your students. I also liked the idea of sharing with the students different strategies that adults do when they are reading. I am adding this strategy to my reading conferencing topics. I am excited to talk with my student’s one on one about this during our next reading conference!

Karmen Wade - Blog post 1: August: The Habit of Kidwatching

Karmen Wade - Blog post 1: August: The Habit of Kidwatching

When I read the title of the article, “The Habit of Kid Watching” my first initial thought was that as a teacher I pretty much already do that every single day most of the time! The article really opened my eyes to the true definition of kid watching. Kid watching is not always a simple task. The classroom can be very busy place with 22 or more students in one room at a time. With so much to do in so little time, it can be extremely hard for a teacher to find the time to sit down and just watch the students.  As I read I realized that kid watching is a more complex task. An eye opening sentence for me was “taking what we know about students and turning that knowledge into effective learning invitations.” This really made me think about the students in my classroom. Each day I observe my students. A lot of times, I do not take the time to write down something I have noticed or observed about a student. This article helped me realize that it is important for me to take an extra second and write down little notes that are observed naturally each and every day. I enjoyed reading this article and am trying to incorporate some of the note taking skills used on the clipboard from the article. I would love to observe examples of kid watching notes or templates from other teachers also.  This article really helped me see that kid watching is something that I can use in order to see what my students need so that I can help them learn more!