Heather Register-March/April Blog Post-Routman Chapters 6 and 7

Heather Register-March/April

Routman Chapters 6 and 7

“A longstanding, highly respected body of research definitively shows that students who read more, read better, and have higher reading achievement.” This statement followed by the stated need to defend this belief to those calling it into question set the tone for these two chapters. It seems common sense that reading more would equate to better reading. Practicing anything typically leads to improvement. I know implementing a quality independent reading program takes time, effort, and practice. Students have to be explicitly taught how to engage with a book. Teachers have to give some of the control over to students as they choose texts. However, it’s proven to be more effective than prescriptive programs. Harder, but better. I love that our school encourages teachers to use their professional judgment to make instructional decisions. I also appreciate that a lot of our teachers are confronting what they’ve been doing in the classroom to make sure that it’s best for their students.

Routman points out that when time becomes an issue, independent reading is often the first thing to go. I remember vividly the time crunch, trying to get everything in. I know I neglected independent reading at times in favor of finishing other tasks. However, her story about the teacher who spent most of the time teaching lessons and leaving only a few minutes of reading time really hit home. Looking back, I see places where my “mini-lessons” went too long and students didn’t have enough time to read. I know where I could shave time off of my schedule and allow students the time to engage with books of their choice. I would love to help more teachers do this as well.

The assessment chapter that followed was perfect for the season of reading instruction we are currently in. We are telling teachers about all of these new strategies and they are excited to try them. A major issue is that they are struggling to find ways to assess. Informal reading conferences are one of my favorite ways to formatively assess students. Way back when these were mandatory in our school, I feel that our students were achieving more and making greater gains as readers. I felt the pinch when my weekly conferences were due but I know it was beneficial for my students. The framework Routman includes is a great starting point for reading conferences. Not only is it a guide for teachers’ discussion with students but it lends itself well to a rubric that would help keep students accountable. I also noted the rubric on page 113 thanks to Mrs. West at our school. I love the way the rubric is written to provide high expectations in language children can understand. It’s accessible and can be an excellent way to keep them accountable during independent reading. 

Heather Register-January/February Blog Post-Routman Chapter 5-Organizing an Outstanding Classroom Library

Heather Register-

Regie Routman-Chapter 5 Organize an Outstanding Classroom Library

I’ll be the first to admit that classroom library organization was never my strength. I started every year of with grand intentions of keeping it organized, changing out the books, and enlisting the help of my students in keeping it in order. Ultimately, my efforts dwindled and my dream library became a mess. This chapter reignited my desire to help others develop organized and useful classroom libraries. One statement that Routman made resonated with me, “..while we have poured thousands of dollars into commercial programs, technology, and test preparation, it is rare for funds to be allocated for classroom libraries.” Luckily our district sees the need for a classroom library and has provided texts to supplement our efforts. However, as we’ve discussed in our after school meetings, it still frustrates me that so much money is spent on textbooks and their accompanying accessories when most times, they aren’t used in the classroom. If a textbook isn’t aligned with our standards or simply isn’t constructive when planning instruction, it ends up in a cabinet somewhere. It seems to me, as my colleagues have mentioned, that the money would be better utilized developing more independent reading libraries.

            A second point that Routman makes is that, “access to interesting books is especially critical for struggling readers.” I get it. Differentiating instruction for students of all levels is difficult. Having a program given to me to teach from is easier, but is it better? I don’t think so. What I know about my kids and what I know about my instruction is far more important than trying to take the easy route. I’m so proud of some of our teachers who are leaving their comfort zones and making reading more meaningful for all of their learners. It’s hard to leave a basal reader where it seems the skills are outlined for you to plan and deliver instruction from books that you’ve made up on your own. Hard, but vital.

            Finally, an idea that I’ve seen come into play repeatedly this year is the idea of organizing classroom libraries by level. Routman states that “Students do not naturally gravitate to leveled or overly structured collections.” Many of my teachers are taking the steps to organize their libraries and are involving students in the decision making process. Many of their students are requesting that libraries be organized by level. Teachers are taking the appropriate steps to include student voice and this is what they get. I’ve discussed with some that levels might be all their students know at this point. A good next step would be to show students other ways to organize texts. This chapter gives great suggestions on how to encourage students to see books as more than just levels. We need to give students the language and experience to help them see beyond levels but to help them see the value in finding books that are just right for them. 

Ashleigh Dozier Chapter 9 - Emphasize Guided Reading - Routman

     I really enjoyed reading this chapter of Routman's book.  I am very interested in starting literacy circles within my classroom and this chapter helped me to understand exactly what literacy circles are.  I learned that literacy circles should be scheduled 2 to 3 days a week.  The other days should be used as conference days.  This was new to me.  This would help me tremendously because I feel like I never have time to actually conference with my students.  In order to do literacy groups I would need more leveled texts in my classroom.  I like that the chapter explained that the levels of the books should be just challenging enough to where students can do most of the reading and problem solving on their own.  I am still working towards this in my classroom with my guided reading groups.
    Another point that was addressed in this chapter was class management during literacy and guided reading groups.  This is a major area that I need to work on in my classroom with group work.  Some of the tips were to monitor the students comprehension by provided a quick check for the groups, providing seat work such as open responses, questions, blogs, and book reviews.  I have begun to set up a blog spot for my students to leave book reviews for each other! I love this idea.  I also really like the idea of having book baskets at each group with their books of interest in them.
     I really enjoyed how this chapter talk through a guided reading group.  I am a person who learns visually.  I learn by seeing things done, or having things laid out for me to understand.  This chapter did just that for me! I am very excited to start a new way of teaching reading in my classroom!

Amy Hansen Blog Post 7--Chapter 8: Teach Comprehension

Teaching comprehension and strategies are an essential part to teaching reading. Again Routman notes the importance for us as teachers to demonstrate our thinking we when teach to show our students how to apply these strategies. It is something I never considered to show my students, but it is something I am more aware and strive to do when I read aloud with my students.

I am also focusing more on the strategies that Routman mentions we should be teaching to help our students comprehend: making connections, visualizing, making predictions/inferences, asking questions, monitoring reading for meaning, and synthesizing especially with our Guiding Readers Units we have this year. Each week, we read the same book, but we focus on a different comprehension strategy every day. I know Routman suggests to be careful teaching these strategies one at a time though. When we read our story throughout the week though, I always make it point to continue discussing what we predict, visualize, infer, or make connections throughout the week. I've noticed my students remember,too, when we continue to discuss it over and over again. With this new reading units, too, I've noticed that students especially now since we've used these strategies all year are learning and know what it means when I ask them or tell them that we are going to visualize or predict or infer. My hope is that they will remember these strategies as they continue into the older grades so they can continue to gain meaning and understanding from their reading.

Not only are we working on those strategies in whole group, we have also started working on them in small guided reading groups. This helps me to see and for my students to practice applying strategies I teach during whole group. We've just now gotten away from a box program (Read Well) which was only teaching students to read fluently, but wasn't always teaching comprehension. As a grade level, we continued to use it, but it always bothered me especially when it came time to benchmark test my students and there was no comprehension to test them on. I am very thankful that we now have access to Reading A-Z.com. Yes, I know it's a program and yes I realize the texts are leveled which are things Routman asks us to consider when teaching reading. It does however allow great practice with previewing text, making connections, and other comprehension strategies that are so important to beginning reading experiences. We do focus on phonics, sight words, and phonemic awareness as well, but so far, I have seen great results in just the few weeks we've been using these books. A lot of what we used to teaching in LEAP LAB/PRIDE are things that I am seeing again now through reading Routman's book and through our discussions in class. I think with more practice this year through my small groups and continued practice in whole groups, I hope to enrich my students through reading and comprehension so they will be ready for success in first grade.

Mollie Kuhn - Blog Post 7: Chapter 10: Examine Guided Reading

One of the goals of our Kindergarten team this year was to re-examine our guided reading time and the material we were using to teach our students during this very valuable small group time we have with our students. The past few years we have been using a curriculum that we did not feel allowed us to see what students were actually learning and comprehending about the texts we were using. It was more phonics based and focused on fluency. However, the children might be able to fluently read a text, yet have no understanding of what they were actually reading. This came to light when we began researching and discussing miscue analysis. We realized that it was not simply about the number of miscues that students were making, but how the miscues were either taking away from or enhancing the meaning of what they were reading. Through this study, our grade level realized that we needed to make some changes in our guided reading so that our students were given access to quality texts that would help us to truly measure their reading and comprehension abilities. As Routman states on page 156, "An excellent text makes it easier for students to focus on meaning. Texts with contrived language, poor layout, insufficient visual supports, and complex concepts that are not well explained are more difficult to read and understand." Therefore, we were able to talk with our reading coach and our principal to make some significant changes in our guided reading groups.
Routman also gives some good advice about managing the guided reading groups. The author suggests that a teacher should not feel pressured to meet with every group every day. We are very fortunate in our grade level to have wonderful aides. In my classroom, my students are in a guided reading group that either meet with me or my aide every day so that they are able to meet with a teacher on a daily basis. Routman also suggests to broaden the groups and shorten the time you meet with them, as well as examining your schedule to make time for independent reading as well as guided reading. Also importantly, teachers need to have a good plan for students who are not in the guided reading group. In my class we use the Daily 5 where students are involved in listening to reading, reading to self, reading to a partner, working on writing, or doing word work. This is so that students are spending a lot of time reading and writing instead of just doing busy work. This has been a major shift in the way I taught, allowing myself to trust my students to do this.
I also like the questions and considerations for thoughtfully structuring my guided reading lessons with my students that is provided on page 167. Having a successful guided reading lesson does not necessarily mean that having a scripted lesson is what will help your students the most. Although these can be useful, it is important to use your teacher judgement and take time to think about what your students need and what they should be getting from the guided reading time.
Through the changes we have made in our guided reading group and by implementing Reading A-Z, I have seen a shift in the attitudes of my students. I feel like all of my students are finding more success in reading even if they are not "on grade-level". They are progressing and making gains and they are reading texts that they are able to read independently.  By making these changes, we are able to push them and see them find success so that at the end of the year they will have made the gains they needed to make in order to be prepared for first grade as well as having fostered a love of reading.

Sara Margaret West: Jan/Feb Post-Ch. 6&7

Independent reading takes a lot of time to put into place.  In order for it to work, you have to teach students to self-monitor, self-assess, sit still, and use all their strategies. It is always my goal to have independent reading in place by the second nine weeks.  This does not mean that my students will not have read independently at all, it just means that by the second nine weeks they are sitting wherever they want, silent, and reading for at least 30 minutes while sitting still.  It is during that time, that I am able to walk around the room checking in with students and conferencing with them on what they are reading.  It is through these conferences that I learn about my students as readers-I learn about their interests, their strengths, their weaknesses, and their thinking as readers.  This knowledge allows me to recommend books, understand their book choices, and get them reading things they normally would not read.

I have often struggled with grading reading because it is an ongoing process that is often based on the subjectivity of conferences, observations, and conversations teachers have with the students and students have with each other.  Routman also stated that the most accurate form of assessment is through observation.  I can stand in the middle of my classroom during independent reading and look around at my students and immediately know which students are on task and which ones are not. Chapter seven really kept my attention.  I LOVE the reading rubric found on p. 113, and I cannot wait to use it in my classroom.  This rubric sets high expectations and covers everything that needs to be assessed during reading. 

Throughout the chapter she made several comments about moving the students as readers.  One way she assesses them is through probing their thinking.  I agree with her 110%.  Educators have to teach students to read deeply and think deeply.  In today's society everything is automatic and children don't really have to think.  Teachers need to teach them how to think, how to break apart a text, and how to become problem solvers.

One of the final things that was discussed in the chapter was to have a school policy in place. Fairforest has a great support system when it comes to teaching reading, and we are held accountable. I really think we would see lots of growth if we had a common language for reading.  If we started students with this language in kindergarten, they would be familiar with it by the upper grades and would already know the expectations.

Molly Peake-December Blog Post 5

Blog Post 5-December

Routman Chapter 3: Share Your Reading Life

Molly Peake

I totally agree with the importance Routman places on educators sharing his/her personal reading habits with students.  My student’s excitement and enthusiasm for reading could be and cane be driven by my own excitement and enthusiasm for reading.  My thoughts are if students see me reading and hear me explain what I have read, how much I have read, and that I am excited to turn the page to see what will happen next, my students will jump on the same train that I am on for the love of reading.  I recommend books to my students based on my experience, past experience from students, and recommendations from my own children.  Also, making a connection while reading is important.  While reading aloud in class or in a small group, I sometimes pause in mid page to make a text to text connection.  A lot of my students now are reading the I Survived series.  We have been studying the Revolutionary War in social studies.  We just read the book, Palmetto: Symbol of Courage.  For our weekly writing, the students came up with the idea to write how they survived the Battle of Fort Moultrie.  I have never seen students so enthused to write and write as much as they did.  This sparked the students who have not read any of the I Survived series to try one.  I love the excitement that I have for reading is now bubbling in most of my students and that it is carrying over into other subjects as well.

Amy Hansen Blog Post 6--Routman Chapter 5: Organize an Outstanding Classroom Library

I decided to read Routman's Chapter 5: Organize an Outstanding Classroom Library because I know my classroom library organized as it probably should. Reading this chapter, I agree with everything that Routman says we should do, but I guess my problem still comes down to time, money, and space.

I have some baskets in my current library where students can go and browse books, but my books are not organized in any certain way. The books look neat and tidy in the baskets, but I know my students probably can't find what they might be searching for. I need to do a better job of categorizing my books, and I realize as I say I need to do it, but Routman suggests involving our students to help and honestly that scares me a little especially with my kindergarten students. It could possibly help with the time issue though. I also really love the idea of rain gutters--again this would probably be a space issue, but I love this idea especially for my my kindergarten students. It would make books easily accessible instead of having to search through many different baskets. We do have one small forward facing bookshelf to showcase books, but I think it would be great to have more room to showcase books.

Routman also suggests that our reading nook should be visible when you enter the classroom. Due to limited space and huge cubbies, my reading nook (I really call it reading center) are hidden behind the cubbies. I do have 2 lounge chairs I found at Target one year on clearance from their summer items and I created my own palm tree for students to sit under. There's also a small alphabet rug and some stuffed animals that can be a reading buddy. Other than that though, my students mostly end up reading at their seats which I know probably isn't the most comfortable for them because I only have a small space that does not accommodate everyone.

I will say that I am grateful though for the quality of books I do have. I can say without a doubt that with the help of our district, I have many different types of books for my students that have been provided over the last few years. As Routman says there is no excuse for not having enough quality books for our students. I do wish there were a few more on my students level to read though which may be something I also need to consider writing a grant for along with adding some pillows and more comfortable seating. I think with a little more work and effort I could eventually get my classroom library where all students can find books they're interested in and have a comfortable place to relax and just read.

Marie Duncan Blog #9 for Feb/March/April: Chapter 5: Routman/Organize an Outstanding Library

I hear you, Regie Routman, speaking to me from Chapter 5 of Reading Essentials.  Let the students help organize our classroom library.  There is so much to do as a teacher and one of the best tips I have allowed to soak into my brain this month is “let your students do most of the work.”  This includes responsibility for classroom clean up, sharing what they read, asking questions like a teacher, keeping other students on tasks, and now….I am ready to let them help with our library.  Last year, I have a fabulous third grader who could organize better than me!  I had her looking up book titles in AR and pencil in the level on the back cover.  Then, I only had to make a quick label. Next, she trained two other girls to help her.  I was able to get all my books, as a new teacher to the classroom after a decade, in less than a month.  This was great delegating which I often overlook feeling like there isn’t time to train my students.  I had forgotten about this until I read Routman’s chapter; thank you for the brain flick. From page 69, I agree a classroom library works best when students’ interests are the focus.  I have tried to stop worrying as much about levels of AR but promoting/highlighting high interest literature.  This has meant simply asking students what books they want to read.  Off to the public library I go, and then I watch which books my children actually grab first.  This is giving me great ideas of where to spend my resources for future purchases.  The survey on page 76 is an excellent idea to also gather student favorite reads.  Using rain gutters from pages 78-79 is intriguing to get the books out in front of the students instead of crammed in baskets; will our administration let us do this, I wonder?  Having a personal book bin basket is a great idea especially for my handful of students that spend more time going to the bathroom, "browsing" the library, and piddling in their desks instead of having their head in a book like the majority of their peers during independent reading.  Thank you, Regie Routman, Your suggestions are making me think as I move in a straighter arrow toward developing stronger readers who love reading.    

Marie Duncan Extra Blog #10: Routman Chapter 6 for March/April 2016

This is my last required blog according to our wonderful reading coach.  I hope you are able to see my prior bloggings since this is #10; I have included an extra blog as well to make sure I have covered all requirements.   Thank you for taking the time to read our thoughts as we learn together. Chapter 6 from Routman discusses how to plan for and monitor independent reading.  I agree making independent reading time a top priority has helped my students love reading more, build stamina, and get excited about sitting down with a great book.  However, as Routman discusses on page 83, it is easy to get caught back up in our long, to-do list as testing approaches, and "guarding" independent reading time becomes more difficult.  My struggling readers bring a higher level of concern as a teacher.  I hear Routman saying on pages 85-87 that our lower readers need MORE reading time but are also the most resistant.  Self-esteem issues including knowing they are struggling compared to their peers and wanting to show/pretend they can read the thicker books is a difficult hurdle to overcome.  I agree encouraging lower readers to read and reread easier books makes them learn basic reading skills like decoding, using context clues, and improved fluency faster. These are the students I am attempting to conference with one-on-one more frequently, asking more questions during conferences, and keeping more detailed records; this is Routman's advice on page 88.  Partner reading is a technique I haven't mastered well.  Third graders do not want to sit close enough to see each other's shared book and they fail to turn their head toward their fellow readers when sharing.  We're working on this by discussing guidelines similar to those shared by this author on pages 95-96.  Again, hearing that student choice of books is KEY continues to reverberate through my head.  I am watching and being open to student favorite book choices even though graphic novels are not my favorite choice.  An open mind is what I expect of myself and my students to grow into greater readers and lovers of knowledge.

December Blog: Karmen Wade: Ch. 12: You Only Have So Much Time- Routman

December Blog: Karmen Wade: Ch. 12: You Only Have So Much Time- Routman

        Independent reading is my favorite time of the day. I love to sit with a student and listen to them read their book to me, however I always feel that I just don’t have enough time! When I do find the time to listen to a student read to me, I’m usually a little distracted with trying to keep an eye on the other students and policing who is reading, who is walking around the room looking for a book and not using their time wisely! I know I don’t have that one-on-one uninterrupted time that I need to be able to fully conference with my students.  I agree with the author that finding time to read can be difficult. The article also mentioned about how the teacher needs to talk about students creating or gaining meaning of a text. I understand the need to talk and also have students reflect on their reading. However, this is an area I need to work on. Giving students lots of opportunities to read throughout the day is very important. I feel I provide many reading opportunities for my students but I need to make sure I am taking it a step farther to help them gain the meaning of the text which means taking more time with my students to talk about the text. I am also going to try and incorporate more time for the students to discuss what they are reading. I know that students love sharing and whether it be a crazy cartoon animal or a totally random fact about a wild animal from an informational text, when there is someone who is interested in hearing about what they read they are so happy! If children are happy and excited about sharing then you better believe they are going to read more and more in order to share with you!

I’m learning as a new teacher slowly but surely that it doesn’t necessarily mean how much time you have, nor how much you do in that time, but more about how much you do effectively in that amount of time. The old saying quality versus quantity. I know that this should be my main focus. I also thought it was very interesting for of the author to start out the article by encouraging a teacher to live an interesting life. Letting go of the saying” I just don’t have time to do everything!” Instead I should be saying alright, yes I don’t have all the time I would like, and no I can’t do everything with the time I have, but I can make the most out of the time I do have! Instead of cramming material and stressing about what I didn’t teach or cover because I didn’t have enough time that I wanted or needed, I must let go of that pressure and stress and just realize that Rome wasn’t conquered in a day and students don’t learn everything in one day either. I need to make life and learning interesting!!  Learning is a lifelong journey! If it wasn’t why would education go for at least 12 years and then college, masters, etc.?You never stop learning! I am going to decide what is the most important things that my students need to learn from me and focus on using the most of my time to teach, reach, connect, and love them, hopefully that will teach my little students to continue their journey of learning and feel strong about their future and know that they are smart and that in real life situations they will run out of time sometimes, but just because they run out of time with something doesn’t mean they can run out of time for learning- it just maybe in a different area, a later date, or in a different way!

Stevie Fields Blog 5: Routman Ch. 5

Routman really spoke to me in this chapter. My first year of teaching, I was lucky enough to walk into a classroom with a small but adequate classroom library.  It wasn’t anything special but I didn’t have to start from scratch.  Since it was already there, building it into something better was not top priority.  I was more focused on figuring out what in the world I was doing. At the beginning of my third year, I decided it was time.  Something had to be done.  So, I finally just went to the book store. I spent hours looking through books before I dropped a ton of cash and left with a large stack of books. Showing those books to my students the next day was one of the most fun experiences I have had as a teacher. They were so excited!  I don’t know why I was so surprised. There is not much that excites me as much as a bright, shiny new book. Why wouldn’t they feel the same?! It started a real conversation in my room.  Kids started telling me and their classmates which books they had read and why they thought everyone else should read them.  It gave us a chance to have real, spontaneous conversation about genre, characters, etc.. I did this a few times last semester and every time it was great. It gave me better insight into who my students were as readers.  I had a better understanding of what types of books they were interested in, so I was able to make better recommendations.  I’ve been able to start them on different book series so they are excited about finishing books and starting the next. All this to say, I feel like my independent reading time has been much more successful this year all because I started focusing on building my library and talking about the books with my students.  Although, I haven’t totally figured this out yet.  Most of this is coming out of my own pocket.  I know there are places I can get free or discounted books, but I haven’t found the time to figure that out and let’s be honest, that’s just not as much fun as going to the children’s section of Barnes and Noble. I also have not figured out the best way to organize my library or effectively check out books.  I had student’s write down what books they were checking out but that lasted about a day.  One thing I would like to try is finding a used device so that students could electronically check out their books.  As for now, I don’t think I’m getting all of my books back.  This year has shown me that a library is vital to a classroom.  And it’s sad that the texts that we spend the most money on for our classrooms are textbooks and leveled readers that few students have any interest in.  

Brittany Daly - Blog Post 5: Routman (2003), Ch. 8: Teach Comprehension

Whether one is reading for pleasure or reading to learn, comprehension and understanding are extremely important. Most of the reading strategies we teach in upper elementary grades serve to help students better comprehend various texts they read. Not only do we want students to understand what they read, we want them to be able to think critically about texts and share that thinking with others. However, many students are so focused on their fluency or their ability to sound like a good reader when they read aloud, that they do not take the time to think about what they are reading. I have noticed this during many of my reading conferences this year. When I ask students to read to me, they read quickly, rarely pausing to reread or to give thought to a word, sentence, or portion of the text they do not understand. When I ask them questions about the texts they read to me, they struggle to summarize, synthesize, or make inferences about what they have read. They have come to believe that they are good readers if they sound out words correctly and read quickly without making many errors. However, fluency alone does not make one a good reader. In chapter 8, Routman provides strategies that readers can use to achieve a better understanding of texts they read. Routman is careful to remind teachers that teaching strategies is not enough.  Reading strategies do not equal comprehension; rather, strategies are tools that facilitate comprehension. We as teachers must teach students how to use different strategies to extend their thinking, and we must give them time to apply and practice these strategies.

Much of what Routman says in this chapter reminds me of our discussion of, “What I’ve Learned about Effective Reading Instruction,” by Richard Allington. Both authors discuss the importance of organizing our instructional time. Routman and Allington argue that students must be spending a significant amount of time each day reading and writing. In many classrooms, there is too much direct instruction, and too little guided practice.  I know that this is true in my classroom some days. My mini-lessons become major-lessons, and I don’t give my students enough time to apply what they are learning. This is something I have been working on, and I know that it still needs to be improved.  Both authors also highlight the importance of modeling strategies and our own thinking for students.  For example, if we are teaching students how to make connections, we should demonstrate for students how we make connections as we read. I love to do this as I read aloud in my classroom. I often pause as I read to share my questions, inferences, connections, and predictions. I explain how certain parts of the text influence my thinking.  I think I can take this one step further by writing down the thoughts that I share aloud. I often ask students to do this as they read, and visually showing them how I think as I read may help them become more conscious of their own thinking as they read.

Routman and Allington also discuss the importance of peer interaction and talking. Collaborative talk can help students create meaning. I saw great value in this during our last book club unit. While getting students to stay on task and have meaningful conversations can be difficult, I think it is worth it.  Some of my students picked books that were a little too challenging for them, but I could tell that their conversations with their peers helped to give them a better understanding of what they were reading. I was also excited to see how this component of our weekly reading practice brought about more enthusiasm for reading among my students.  They were excited to talk to their peers and share their thoughts.  I definitely plan to continue incorporating talk into my literacy instruction.

While many of the strategies Routman (and Allington) suggested are already widely used in my classroom, I know I need to devote more time to explicitly teaching my students how to self-monitor. I mentioned earlier that many of my students read fluently, but they do not spend time thinking about their reading. These students are not monitoring the things that they do to make sense of the text. They are not actively thinking as they read. Perhaps we can create an anchor chart or checklist to which students can refer when they feel like they are getting lost in the text they are reading. I think that as I demonstrate this practice using the materials we create, students will more naturally do the same as they read aloud, independently, or in groups. Practicing self-monitoring will naturally require students to use other strategies, such as summarizing, making connections, asking questions, synthesizing, and inferring. It is when students are consistently applying a variety of strategies that they will come to comprehend texts on a deeper level. 

Stephanie Wofford-Dec. Blog-Inquiry

Before the long break, I had the pleasure of working with Ashley Blackwelder on a science inquiry lesson related to our unit on fast changes.  My students worked in small groups and had the task of designing a house (using just miniature marshmallows and toothpicks) which would withstand an earthquake.  Before beginning, they brainstormed ideas they might need to consider when designing such a house.  They worked with a partner to do a close read of an article that related their project to real world problems engineers and architects face when designing buildings and houses.  It was great to see the kids apply some of the strategies we had previously worked on regarding close reading.  A few did an excellent job underlining just key details they could then use to help them come up with ideas for their house.  They then created a rough sketch of what they thought would work.  The students then got into small groups to share their ideas.  Together, they agreed on one design (some chose one out of the group they thought was best, some collaborated and picked the best ideas from a few designs) and sketched it out.  They were told to label the parts so that they could give us an exact number of toothpicks and marshmallows needed.  Many justified their designs using ideas from the article regarding buildings needing to be lighter.  This step was the most frustrating.  Many had an extremely difficult time labeling (the 3D part really threw them off) and giving an accurate number of supplies needed.  Some got frustrated working within a group, and there was some redirection needed from us.  Once they finally gave us an exact number of supplies, they received them and got to work.  They worked together to build their structures and test them.  It was interesting to see how some groups revised their designs once they got started.  There were many situations where they realized the original plan didn't work, and they had to go back to the drawing board, so to speak.  Once they had a model, they were able to test.  For the most part, they were successful.  After completing their tests, they were able to complete a quick write where they explained their designs, why they thought they worked or didn't work, and their experiences working within a group.  Overall, this experience was really beneficial for the students.  Instead of working out of a textbook, they were able to discover and learn both on their own and within groups.  We related their task to the real world with articles.  They were able to engage in discourse with their groups, sharing ideas and coming to a consensus.  Finally, they were able to express their learning and experiences through writing.  The best part is, I bet even now, weeks later, they remember quite a bit about what they learned.  Can we say the same about a textbook lesson?

Erin McAbee- Jan./Feb. Blog- Ch. 12: You Only Have So Much Time- Routman

            I think the one phrase I've said dozens of times this year was, "I just don't have enough time to do everything I need to do." I know every teacher feels like that way. I thought it was very strategic of the author to start out the article by encouraging a teacher to live an interesting life. I agree that we are not only role models for learning, but role models for living as well. As a "newer" teacher, it is easy to get swamped with just figuring how to best teach and be effective with your time. Although I'm still trying to figure out how to be the most meaningful and productive with my time inside the classroom and during planning, it was helpful to read that students aren't going to become better readers because I spent hours upon hours fixing, up my centers. It's more about them receiving high quality instruction and provided with lots of time to read and talk about books.

       I've thought before that first graders won't be able to have meaningful conversations about the things they are reading, but I've been blown away by the kinds of things students pick up from the books they are reading. I've noticed that sometimes students will open up more with peers than with the teacher. Students will ask questions to one another that are great for small group discussions especially with science or social studies texts. I've noticed when students are excited about a topic or they find it interesting they are much better at staying on topic when having conversations about what we're talking about instead of something random that pops in their mind. I find myself enjoying small group or one on one reading time with my students because they are enjoying it so enthusiastically. 

          The suggestions by Routman were both convicting and helpful. I like to hear what other teachers are doing in their classroom to keep myself in check and make sure my teaching practices are useful and most effective. I want to start introducing "mystery words"  or a "word of the day" to my students to increase their awareness of important words. I was encouraged to make morning work/time before the bell rings more pleasurable and relaxed. Like most people, we enjoy starting the day relaxed so it's definitely something I want to make sure my students feel when they come into my classroom. I'm guilty of giving daily morning work, but I want to try and incorporate more independent reading time into our morning routine. 

      The main goal as an educator is to ensure that our students love learning. I agree that kids can't be joyful if we're not. It's obvious when I'm stressed out about something because my students pick up on it and act accordingly. I want to make my classroom a pleasurable place and the first place it starts is with myself.

Chloe Turner Blog 5: Routman Chapter 4: Teach with a Sense of Urgency

In chapter 4 of Regie Routman's, Reading Essentials, Routman discusses the importance of knowing what has to be taught in your classroom and the amount of time you have during the day. She starts the chapter by providing her own regimen. She is always teaching with a sense of urgency. Routman writes that teaching with urgency doesn't mean being prompted by an anxiety, rather a plan to make every moment in the classroom count. The instruction needs to engage students while moving them forward in their learning. She does this by being mindful of where she needs to get her students, the  amount of instructional time she has, the opportunities for teaching and evaluating on spot, skills and strategies needs for her lessons, materials needed, and the "optimal contexts and curriculum. Why is this important? Routman states, "We need to get down to the essence of what we believe and what we do to ensure our students become excellent readers who choose to read." Expectations need to be high. We need to require more from our students, while providing them support to help them become successful independent readers and writers.





Routman says that the teaching with urgency comes from having confidence to provide the instruction to assist our students. As a teacher, I am responsible for my own learning. Routman writes, "We must jumpstart our own professional development." Just as my students need instruction and models, as a first year teacher, I definitely need those ideas and strategies that I get in a literacy based course. Realistically to be a efficient teacher, you constantly needed those professional development courses. Education is an ever evolving phenomenon. Without developing yourself as a teacher and adding to/ modifying your instructional plans, in my opinion, you are setting your students up for a difficult time.






Routman continues her chapters by providing the, Top Five Things I Do To Ensure Students Become Excellent Readers.
1. Demonstrate that I am a reader.
           -I love to read! Throughout the week I have discussions with my students about what they are reading and what I am reading. I think, if questioned, my students would that their teacher is a reader. I try to model my reading habits while I do read alouds.
2. Provide an excellent classroom library.
           - Luckily, I was fortunate enough to take over a classroom that had a great base library. At the beginning of the year I organized those books into topics and genres. As the year continues I add books of interest, book series, and any other request I may get.
3. Let students choose books they want to read and give them time to read them.
           - I try to provide my students time, daily, to read independently. I have seen growth through independent reading. I also feel like some of my students have started to become life-long readers!\
4. Teach strategies students need to know to process and understand text.
          -This is something I need to work on in the classroom. Close reading is probably my class's most used tool. They know that they are supposed to be reading with purpose and breaking down the text, but I don't my students really understand the importance of understanding the text and how processing can make them better readers.
5. Evaluate students regularly, giving them feedback and helping them set goals.
          - This is probably my biggest struggle. I need to evaluate with my students during individual conferencing. I like the idea of providing them feedback on their reading habits, just like I do with their writing. I have noticed my students love having a goal. We have set a goal this term for the classroom. Each student will read twenty books on their reading level, or higher, by spring break. They will be rewarded if everyone accomplishes this. My students get excited about having a goal and working towards a prize, but I want to set individual growth goals and have my students self motivate themselves to do a great job because that's what they need to do.


Routman says to, "Rely on an optimal learning model." The learning model helps base instruction on what students need instead  of the components of a literacy program. Students need demonstrations and they need shared demonstrations. (Which I love shared demonstrations! Having the students co-teach is a great way to keep them engaged). I also like the idea of students working in small groups, or with a partner, and providing feedback to them. Routman writes, "teaching and learning are seen as inseparable components of the same process," (45).  Powerful teaching comes from an instructionally rich sharing situation with hand- in- hand learning.


Routman discusses the importance of guided practice and independent practice. In the chapter is states, "To become dependent on being corrected by someone else is to remain at an inefficient level of learning and to be cheated of the opportunity for rapid independent self- improvement." Some of my students are very dependent. I have students who won't/ refuse to work without me standing over them and going step by step through a problem. I really want to veer away having my students depend on me so much. I worry that they will really struggle next year at the middle school.


The chapter continues developing the steps needed to "teach with a sense of urgency." It seems self explanatory, understand and apply the learning model, but I'm sure this can be hard for some teachers. (It is sometimes hard for me with math instruction). Teachers must take the responsibility to really plan and understand the material just as they would expect their students to do. Routman covers the importance of students working toward independence and promoting joy in learning. I like one the chapters teaching tip, which instructs teachers to ask reflective questions about their classroom and teaching. I believe teachers should continually reflect and modify their lessons, their interactions with peers and students, and grow.


Routman writes about the importance of integrating basic skills into challenging curriculum. (For me, basic skills need to be reflected and reevaluated constantly. A great assessment is incorporating thos basic skills into challenging curriculum and watching how the students utilize those skills). Focus on language acquisition, not just letter and sounds, ground phonemic awareness in language play, include interactive reading, and connect reading with writing, are things that Routman also covers in the chapter.


It is important for teachers to have a plan and understand their learning model. Students will benefit so much more if the teacher is prepared. I believe that is the essence of this chapter. If the teacher is not held accountable then the students will not be either. Students grow when they become more independent in their reading and writing, but they cannot be expected to become independent without models and good use of instructional time. I like to set my expectations high, but I cannot fault my students for not meeting my expectations if I do not provide the right tools. Teaching should be student driven and instructional time needs to be utilized and taught with "urgency."

Lyuda Bentsiy’s Blog Post – Routman’s Chapter 3: Share Your Reading Life

It was interesting to read about Routman and how she introduces herself to students and always talks about herself as a reader. Thinking back to my 4 years of teaching, I don’t remember me talking about myself as a reader to my students. I told them that I love to read and always loved to read as a kid but I never went into any more details then that.

I want to start sharing more about myself as a reader to my kids. I want to show them my comic books (Calvin and Hobbes and Garfield) that I love to read when I have a free minute. I also want to show them Holes and Hatchet that I read in Middle School and that I like to reread at times. I also want to show my students the professional books that I’m reading. I’m hoping to teach students that we don’t just read to learn something but for the fun as well. I want students to be passionate about reading as much as I am.

Another important phrase that stood out for me is on page 37: “We need to show our students that reading means making meaning.” I want to make more effort and model to students how to read and explain the why of my thinking and actions. 

Dawn Mitchell's Share Your Reading Life Regie Routman's Chapter 2

During the month of January our application we are working on learning about Socio Cultural Learning theories and strategies that help support student talk.   In our required reading this month Richard Allington identifies student talk as one of the essential components that characterize the most effective teachers’ classrooms. 

In January’s blendspace you will find a variety of resources we’ve included for you including the four theories that we are sharing with you such as Owocki and Goodman’s kidwatching excerpts that focus on sociocultural learning and talk and Chorzerpa’s suggestions for utilizing Socratic Seminar to promote active student engagement in learning.  You will also find in our blendspace an example of an award-winning podcast in the link to NPR’s “This I Believe” podcast series as well as a link to try out a very user friendly podcasting tool for students called vocaroo (vocaroo.com) 

This month for my blog post, I have chosen to read chapter 3 “Share Your Reading Life” from Routman’s Reading Essentials for many reasons.  First of all, I believe that this directs to the importance of talk in our classroom.  How many of us love to read and love to talk about what we are reading?  I know that many times I have read a book that has deeply affected me as a reader and I have immediately wanted to share that experience with another human. 

When I was in the second grade and read, Charlotte’s Web I remember sitting beside my best friend at the time, Amanda Ravan just a crying over the loss of Charlotte and the heart warming knowledge that I at 8 had experienced the joy of friendship.  When I was in the fifth grade and read Where the Red Fern Grows I remember vividly having to re-read it at night to my twin brother because I wanted someone else to know those two coon dogs, Little Ann and Ole’ Dan that had stolen my heart and made me love the outdoors all over again.

I’m a little embarrassed to admit to you that in college when Greg and I first met I read Nicolas Spark’s The Notebook and was so smitten by the idea of a love like that I asked him would he please read because I hoped that the new love we had found might grow into a lasting life time love like the two characters based on the author’s grandparents had found.  I know cheesy right! 

As readers we connect to what we read and we are compelled to share our thoughts with others.  When Lily Grace figured out what Severus Snape’s heart was really about in Harry Potter she had to run downstairs and tell me that he wasn’t all bad and she couldn’t believe I had let her peg him wrong all this time when I knew he actually helped save Harry in the end!  I told her that I was waiting to see her reaction and I didn’t want to spoil the discovery of loyalty in his character for her.  We then both concurred that J.K. Rowling had magical writing abilities to draw out his character development.

Our students need time to talk about what they’ve read, to transact with others who may affirm their thoughts and more importantly, who may challenge them and open them up to a new way of thinking.  In my first summer of the Spartanburg Writing Project, my book club that read and wrote under the influence of Barbara Kingsolver’s work that summer challenged my thinking and my writing in ways that grew me. 

In this month’s article, Allington states,  "..if we want to increase substantially the amount of reading that children do (and would I argue that this is one absolutely crucial step toward enhancing reading proficiency), it is important to give children books they can read and choices regarding which books they will read. Likewise, crafting a supportive conversational environment in which students talk to their teachers and to their peers about the books they are reading is an important component for sustaining increased reading. And active teaching of useful reading strategies expands the array of books that children are able to read. Finally, shifting evaluation to focus on effort and improvement enhances students' motivation for reading."  (Allington, 2002 pg. 8)

One of the strategies that Routman made in this chapter is to share your now and your next book and to have a record of your reading.  In my writer’s notebook I have a running list of books I’ve read so I can remember them for mentor texts and for the memories.

Each month I visit Mr. K’s Used Book store in Greenville (in Verdae Shopping Center off the Motor Mile) and buy my stack for the month.  Below is my picture of my Now Book stack.  Every single book in this stack was recommended to me by a friend.  Keri Lyles from Arcadia recommended Outlander (she was right, it is full of adventure, history, suspense, and a little romance too!).  A friend of mine I met in Kentucky when Tasha Thomas and I presented at a Writing Conference there recommended The Goldfinch to me on facebook and The Martian was highly recommended to me by my parents. 

Here is a picture of my Next Book Stack and both books on this list made the list through talking with others.  The Rick Bragg book is on my next stack because he is an all-time favorite of mine and two friends, Susan Cox and Pam Ray recommended this one to me recently.  The ESV Bible was given to me for Christmas by my husband Greg because two friends of mine recommended this translation to me. 

Other take aways for me from this chapter include:

*Favorite Author Area – page 30

*Baskets of Recommended books – page 30

*Keeping a Simple Reading Record – page 35

*Demonstrating How You Read and Your Love For Reading – page 36

Routman says on page 24 that it is important that we share our love of reading with our students.  “I want students to know I am compelled to read.  It is almost impossible for me not to read.  It’s much more than enjoying a well-told story, increasing my knowledge about the world, following directions, or say, understanding philosophy.  Reading pervades my life and sustains me the same way friendship and love do.  Reading gives me joy, comfort, perspective, new ideas, questions to ponder, and connections to other lives.  I want nothing less for my students.” (Routman, page 24)

I agree whole-heartedly.  #readersareleaders

Sincerely,

Dawn