Vicky McLain’s Post 6: Routman Chap. 8: Teach Comprehension

“It’s no surprise that the most recent NAEP results show a growing gap between our nation’s highest- and lowest-achieving readers.”(Routman, pg. 118)

This couldn’t be truer! You should see my class’ most recent STAR reading graph!  The gap between my lowest readers and my higher achievers is almost 40%!

When we read we read for meaning.  Why else do we read?  It makes perfect sense.  But sometimes we teach like children are reading for some other purpose.  That doesn’t make sense.  I appreciate Routman’s illumination of this truth.  Our focus on fluency often gets in the way of focus on meaning.  Maybe it is because we “teacherize” things too much.  Something as simple as comprehension becomes brain surgery to us and just confuses and complicates our pedagogy.  Routman said, “So much emphasis on comprehension strategies can actually make reading harder.”  Sadly, I can testify that this is so.  I’ve been guilty of doing what Routman describes on pg. 119 regarding teaching a comprehension strategy for too long and disregarding the valued time for independent, meaningful reading. Truthfully, in my heart (where good teaching comes from) I knew it wasn’t the best for my students but trends often dominate our teaching. This doesn’t mean that we should neglect teaching comprehension strategies but that we carefully manage the time spent explicitly teaching these strategies. Teaching comprehension strategies should be simplistic and fully integrated after one or two mini-lessons and not stretched out over a week. 

What then shall we teach? Routman's lists in this chapter are a good reference.  My favorite are simple.  We should make our own reading/thinking auditory or "visual" for students more often. They see how we apply our own natural reading strategies.  Like most people, I reread when I’m tackling a challenging text.  I prefer writing/highlighting in challenging texts as well whether. (You should see my Bible!)  I subconsciously make connections to self, to other texts, and to the world as well.  That comes with more experience with reading. I don't sticky note my texts unless it is something I need to come back to for a particular reason.  Why did I ask my students to do that?  

However, to demonstrate true understanding nothing is a better indicator that the ability to talk about a text with friends.  If I can have a conversation about what I’m reading then I really know that I’ve understood it.  This is the best indicator of comprehension in my classroom across the curriculum as well. This is an enjoyable interaction for me but it isn’t that way for everyone.  Personality types differ in childhood as well as with adults.  Some just don’t want to talk much about their reading.  Modeling this for students is a must so as to encourage this practice for all.

Asking questions (pg. 128) is a higher level thinking skill that is not just a trend.  This is definitely a strategy we need to hone in on!  Great minds of old had some things in common.  One of those is the ability to ask meaningful questions.  Though I don't agree with much of the philosophies of Socrates, Plato, Voltaire etc... they did highlight that one's knowledge is limited to their ability to ask meaningful questions.  It is one thing to be able to discuss what we read but it is another realm to be able to ask. 

Vicky McLain's Blog Post 5: Routman Ch. 5 "Organize an Outstanding Classroom Library"

Fittingly, I chose to blog about my gleanings from Routman's chapter regarding the organized and outstanding classroom library since it is that time of year at the McLain house that all of our nooks and crannies get a heaping dose of cleaning out and reorganizing. It would benefit my class if this intensity carried over to room 5-3. I feel like an organized house runs smoother.  No doubt this is true for the classroom as well. 

At the onset of chapter 5, I felt relatively satisfied with the library in my classroom (as it was in August) since it measures up to a lot of Routman's criteria for an organized and outstanding library. First of all, the library exists. This hasn't always been the case.  Books in baskets don't really constitute a library.  Although it isn't the focal point of the room, it is a cozy and inviting area where my students can select books that are organized according to a variety of genres and interests. There are several other comfortable reading areas in our room as well.  I use lamps in my room not just for the ambiance but I feel that running the florescent lights all day isn't beneficial for me or my class.  Students provide feedback on books they read through discussions (book talks) or by filling out a simple form that goes on the bulletin board above our library.  I estimate that I have over 200 books and thanks to our wonderful PTO that number is growing.  Students can see the front of the books since they are sitting in baskets with the covers facing them.  The books are not organized according to levels but levels are written on the inside cover. At the beginning of the year, we had a few mini lessons on using the library, choosing "just right" books, and how to care for the books.  

However, according to Routman's suggestions, there are some things that could be improved.  First of all my students didn't help me design or organize the library as this was done over the summer. Second, the checking in and out process that I had formulated in the beginning quickly grew inefficient.  I had students write their name and book title on a sticky note and I was keeping them in a book.  I was sticky noted to death!  On one hand that shows they were using the library but on the other had it was a hot mess!  I plan on letting them devise a new checking in and out method.  Third, the classroom library isn't their first choice when it comes to where they want to get their books. Most prefer the school library. I find this to be true of other students in the school as well.  Maybe it is just the change of scenery or the plethora of choices but there is just something about going to the library that makes the event of selecting a book more meaningful and momentous!  Fourth, it is time to let go of some books that are "ancient".  I like Routman's idea of asking parents to donate books in honor of their child (pg. 68).  The Scholastic book club worked well for me last year but I haven't had one order this year.  Lastly, I'd like to add some "light reading" to the library (pg. 65).  Maybe I could order some Time for Kids and comic books!

Routman quoted John Guthrie who wrote an article called "Preparing Students for High-Stakes Test Taking in Reading".  He said, "reading comprehension test scores are more influenced by student's amount of engaged reading than any other single factor."  This isn't the first time I've heard/read this. Although the test results are not the driving force of why we do what we do, I sure hope that the test scores for our students reflects the engaged reading that I know is taking place at RES!

Cindy Black - Blog Post #5 - Conferencing

I love being able to conference with my kindergarten students. They love to talk and share about anything and everything they know. This is a great opportunity for me to actually pinpoint a topic and try to stay on that topic for a given amount of time. Being new readers, conferencing really instructs and truly benefits us as teachers for instruction and guidance to advance these students.

Conferencing is usually done during IR time so that the room is quiet and I am able to talk one on one with students. Discussing what they are reading or have read and taking turns answering questions both from myself as the teacher and the student I am conferencing with. The students are able to read aloud but only with me listening building up their confidence. When I read a book aloud in whole group settings we always discuss the book in detail from the author, illustrator, and narrator to questions about the book we read. This seems to make some students nonverbal and even if given the opportunity to answer a question in the discussion they sometimes will not. So IR is the best time for me to build that confidence and maybe one day they will join in our whole group discussions.

The downside to conferencing is having the time to get to all the students. I tend to spend more time with the lower struggling readers than the higher readers. I felt they needed more guidance and instruction, which takes much longer than my fluent readers. But I have realized that even though my more fluent readers can read the words they actually have no idea what they are reading. My lower readers tend to struggle with the words but somehow seem to get the meaning better than my higher more fluent readers. Why is this? I love listening to the more advanced readers but I can actually carry on a better conversation and discussion with my lower readers.

I am looking forward to being able to maximize my time, effort, and instruction in order to master conferencing as a great resource for me as a teacher and also, to help my students become better meaningful readers.

Dawn Mitchell's December Blog Post 5: Teach Comprehension Regie Routman's Chapter 8

Dawn Mitchell's Teach Comprehension Regie Routman's Chapter 8

During the month of December our application we are working on learning about theories that have shaped literacy and reflecting on how they have changed our practices as well as applying inquiry based learning in our planning for a unit of study we will teach in the coming spring semester.  

In December’s blendspace you will find a variety of resources including the four theories that we are sharing with you such as Cambourne’s Conditons of Learning, Halliday’s Functions of Language, L1 to L2 Transfer, and Marie Clay’s Reading/Writing Reciprocity  to read and reflect upon.  We have worked to embed two new tech tools, QR codes and Google Forms into your reading/writing workshop that can also be used in your classroom.  Lastly, you will find the new 2015-2016 SC ELA Inquiry standards that can help you enhance your existing units of study through the use of student-driven, inquiry-based learning.

This month for my blog post, I have chosen to read chapter 8 from Routman’s Reading Essentials for many reasons.  First of all, I believe that reading is meaning and without understanding what they are gleaning from texts, students aren’t really reading even if they are the best word callers/decoders on the planet. Without meaning, they are just words.  Second, with current reform initiatives in place in our state and across the country that focus on third grade comprehension it is vital that we realize that comprehension and comprehension instruction starts way before that.  We can’t wait until third grade to determine if our students are ready as readers. We have to keep comprehension in mind from the very start.

Routman says, “In my continuing work in schools, its’ rarely a lack of word work that prevents students from understanding.  It’s almost always not having the background, prior experiences, or knowledge of the way texts and authors work that stumps them – not knowing that good readers are aware of their understanding or lack of it and always do whatever is necessary to make sense of what they are reading.  You can’t start teaching comprehension in grade 3.  You start teaching it the day kids enter preschool or kindergarten.” (Routman, pg. 118)

One of the major points Routman made in this chapter that really convicted me and helped to improve my practice is her point that reading strategies are not synonymous with comprehension and are not meant to be taught in isolation.  I have been a reading/writing workshop girl since back in the day and consider myself to promote and implement the teaching of reading and writing in the authentic context of their own reading and writing.  When I read Routman’s explanation of a typical classroom’s reading instruction I realized that I have too often taught a proficient reading strategy that way.  I have introduced a reading strategy in a minilesson, employed metacognition and modeling, and then had students work to apply that strategy using sticky notes or reading responses to help strengthen their reading.  I realized that many times that took out the authenticity of their independent reading and either simplified a complex, cognitive process into one strategy and weakened their overall comprehension of the text by focusing all of their efforts on one strategy.  Routman says that actually makes reading harder. 

She writes, “Students become so focused on identifying words they don’t know, questions to ask, or connections to make that they forget to read for overall meaning.  While its fine to introduce and practice strategies one at a time, remember that when we read we use all these strategies at the same time and that our comprehension process is largely unconscious.”

I love her question at the end of page 119, “Continue to ask yourself, “How is this procedure helping my students become more proficient and independent as readers?” This is a question that I will use to guide my instruction and I want to be more conscious of my reading application time to ensure that it is not either oversimplified or made harder because of inauthentic instruction. 

Other take aways for me from this chapter include:

*the 20 percent to 80 percent rule where the majority of the time in reading instruction is spent on student application

*the questions given on page 120 to help us focus on strategic reading rather than individual strategies

*megacognitive strategies on page 121 such as rereading, highlighting, writing down, survey, connect, and monitor

*teaching self-monitoring (I love the checklist of strategies on page 125)

On page 129 Routman says, “There is a huge difference between strategy instruction and strategic instruction.  Just teaching strategies is not enough.  Strategies must be “invoked” by the learner if they are to be used to increase understanding.”  I agree and appreciate the clear call to create opportunities for our students to apply what they are learning about reading in authentic ways in their own independent reading with support, with modeling, and with an undeniable purpose to understand what they are reading.

Sincerely,

Dawn

JP Pohl
Emphasize Shared Reading (Routman)

I do a lot of shared reading throughout the school year. I agree that it builds confidence and fluency in most readers. I find that at the beginning of the school year that a lot of my students know the words or can recite the words to several books but the majority can not find or point to the words in the text. Which is not a bad thing because more exposure to those best loved stories the more chances to pick up those words in later stories.
I agree that a shared reading story is quick and typically keeps all students engaged. Also, I find that the students are eager to answer questions about the book and offer support to those students who might continue to struggle. I think guided reading groups is a great opportunity for shared reading, the groups are smaller, the conversations are more in depth and it allows the students a chance to try and not be embarrassed if they got the word wrong. The book listed several great reasons for shared reading and I agree with all but one. I do not think that shared reading a time to teach a phonics lesson, I think the teacher would model how to decode unfamiliar words but I would think the best time to teach that would be during smaller, guided reading groups.
On page 133, in the teaching tip, I had never really thought about this but it makes sense that when your reading and thinking aloud, to move the book down or away from you when you are expressing your own thoughts/ ideas. Several times I have been stopped by students who quickly inform me "that's not what the book says" and I have to stop and address that in fact they are right, its what I am thinking in my head or what I am wondering about. 

JP Pohl
Conferencing with students


I used to conference with my students, but as usual in education we got away from the practice and I put conferencing on the back burner. But now its back and I can say that I have missed it! I conferenced a lot with my students during PRIDE and found the information very helpful in guiding my classroom instruction. I enjoy listening to all my students read. However, I have to be truthful and say that I neglect my high level group. I find it very difficult to get to that group because they are such great readers; reading fluently, using all strategies as well as expressive voices. When we do meet, every other week, they blow me away with their fluency and their comprehension of the stories. I feel as though my lower level groups "need" me more to be their cheerleader, to emphasize and promote those reading strategies that we use in the class daily.

For me, another integral part of conferencing is note taking. Again, I have found that my notes provide guidance and support in my classroom instruction. I can quickly glance at the notes and know who continues to struggle with certain skills and during our small group instruction, I can assist those students a little more in hopes of bringing them up to speed and in turn  becoming better readers.

Jenny Blanton, December Blog: Chapter 8 Teach Comprehension

This was a great chapter for me because I am always trying to figure out what I can do to make sure my kids are comprehending what they are reading.  One thing it points out is that if they are reading independently they must be reading something they can read fluently or their focus will be on decoding and not comprehending.  So many of my students want to get books that are above their level, so of course they struggle through it and when we conference they can't tell me a lot about what they read.  It's hard because you want them to have choice, but you always want to nudge them in the right direction.  I thought it was interesting how she pointed out that we spend so much time teaching strategies but don't give enough time for them to practice the strategies.  They can tell you a lot of the strategies we teach them, but are they really using them?  It requires a lot of time conferencing with  and knowing our students. I think a good way to utilize your time she mentions is sharing with their peers.  Students usually love to tell you what they are reading about.  If they are talking with a partner about their book the teacher can walk around and listen in to hear.  Plus they love to talk with classmates.  Also it talked a lot about rereading.  I think this is a strategy I have to reiterate a lot with my students because they tend to want to read through their books quickly and skip words.  I know I was guilty of this as a reader when I was younger.  I wanted to get to the next part so badly I would fly through the reading.  While I don't want my kids to get hung up struggling through the words I want to make sure they are understanding what they are reading. I spent the past month reading aloud to my class Where The Red Fern Grows.  It was one of my favorites growing up and realistically none of them would probably ever pick it out for themselves.  I was thrilled and stunned at how much they loved it and how in tune they were with it.  I had a student out last Friday when we finished the book, and as soon as he got back he had a classmate telling him every detail of what happened.  I was also pleasantly surprised when I assessed them on it that almost every kid made an A.  They were able to enjoy the story but also comprehend and make connections in their own lives.

Jenny Blanton

Wilkins - Blog #3 - Section 2 of "Not This, But This"

Section Two - Debbie Miller's "Not This, But This" provided some enlightening information.  Having read this section, I'm led to and believe that student's benefit a great deal from Independent Reading both at home and school.  I think having an Independent Reading time everyday the students are being exposed more and more to the written word and become better readers.  Becoming better readers will help them to better academically overall.  This year, I've established a daily routine of 20 minutes (for Kindergartners) reading on their own.  Other times throughout the day they are listening to read alouds or listening to stories being read to them.  This is definitely a process that takes time and patience.  Being such young people, they have to build up a stamina to remain focused on a book for an extended period of time.  The most important factor is to have a classroom library with various types of books of interest to the children.  Studies have shown how being exposed to reading improves student reading levels.  As an Educator, I believe it is my responsibility to guide these students through the process, interacting with them, conferencing, monitoring them and making the students accountable for this time that they spend reading.

Billie Wiles Routman Chapter 1

Billie Wiles—Blog Chapter 1 Routman

My first impressions when I read chapter one was 1) Wow, so she is so in touch with the thoughts and feelings of teachers, 2)  this is going to be an awesome, very useful book, and 3)  I would love to experience one of her week long workshops.  She is so on target with so many of the things that we are doing wrong and also things that we are doing that we think are right, that are wrong, and which complicates teaching and learning. 

Routman stresses that teachers need to be constantly learning and researching and collaborating.  She also emphasizes that just because it is research does not mean it is going to work, no one way fixes every child, and that ultimately the professionalism of teachers should be the final decision for what is best for the students. 

Her experiences and the conversations she has had with teachers and the feedback she received and shares is right on target with how most teachers feel.  If the teacher cannot love the job and love the children because of the demands and stress related to the job, the battle is lost.  Unfortunately, many teachers feel that way today.  The school day is just about getting everything completed rather than having fun with the students and simplifying things so they can all be completed that you lose the complexity and value of the learning.

 I think everyone from politicians to assistants should read this chapter in this book.  I am glad I did!   There are some people out there that understand what we as educators go through.  I plan to read every chapter of this book, not because it is required but because I really feel like Routman has a great understanding of educators and some great ideas of what we need to do to simplify teaching and get back to the basics.

Amanda Fortenberry, Routman - Chap. 5 - Classroom Library

Routman’s Chapter 5: Organizing an Outstanding Classroom Library caught my attention and is an ongoing goal (or struggle – whichever I call it) that I have for my classroom and beyond...for years.  Organization, in general, is a weakness for me.  I struggled with organizing files as I worked for a real estate agent during college (not that I was ever shown nor told “how” it needed to be done a certain way and everyone’s way is different – which makes a classroom library meaningful to each teacher and class it services).  Well, now it’s files at school and home, my closets, and even files on my computer.  Needless to say, organization is a need that I NEED help with so I was happy to look at this chapter and really reading ‘again’ reminded me of what I already knew.  NOW, I need to take time or make the time to organize it myself and with my students.  I want my students to understand the importance of maintaining an “outstanding” classroom library because it teaches so many things at an early age and it takes time to make it and keep it going successfully.  Routman says, “When I am in classrooms with rich libraries created and maintained by the teacher and students, grand enthusiasm for reading and talk about books permeate every aspect of the curriculum.”  Teaching the “hows” and “whys” books go in a certain area, are a certain genre, need a specific place/label, etc. entails a list of ELA standards in the most practical way.  In knowing the purpose of the hows and whys I acknowledge the importance of organization and its place in my classroom; and Routman reiterating the ‘hows’ and ‘whys’ remind me that I need to make the time to finish my expectations of what an outstanding classroom library is for my students.  The organization of an outstanding classroom library teaches students life skills really and it starts with literacy and with the importance of books and care that I model for my students.  My classroom library is available but not “outstanding” and my goal is to be happy with it…to make it outstanding.  

Jecoliah Whittaker Blog #4 Conferencing

I’ve had several opportunities to conference with my students. During one occasion, students choose their own books to read and they had to tell me why they choose the books. Some responses were general and students just said that they liked the book, but other students broadened their answers for example stating that they choose the books because it reminded them of another book they liked and they wanted to learn more on the topic.  During conferencing, I learn a lot from my students such as if they are having difficulty with the text and if they really understand what they are reading. I ask a lot of questions such as, what was your favorite part, did you make any connections, what happened in the story and why, would you change anything about the story, what would you be interested in reading next. On a few instances, students have generated their own questions to answer about the story such as what would change if there was another setting or characters. Of course most of the questions they have heard me ask before during whole group lessons, but that’s okay with me. Conferencing is a great way to get to know my readers so I will continue to conference as much as possible.

Jecoliah Whittaker Blog #3 An Instructional Framework for Supporting Classroom Independent Reading

Miller discusses in Section a recommended day in the Reading Block. First, there's

a focus lesson. During one lesson, my class gathered in a large group to discuss story elements and then together, we found the story elements in a book. Next, Miller states for children to spend time reading and practicing what their teacher has shown them to do. So, my students choose a book to read and completed an activity where they had to find the story elements in their own book. Then, Miller states that right after IR, children come back together to share their reflections about their reading. Right after my students had completed their activity, they had the opportunity to share with their peers about their book. Some students choose similar topics of interest so it was neat to see the comparisons of their books during their book talk. During IR, the students had a purpose for their reading and knowing the purpose and goal, made the independent reading time meaningful for the students. 

Leigh Holliday, Blog 4: Ch. 8: Teach Comprehension (Routman)

Each day in kindergarten we read at least two read alouds. This helps me as a teacher to think aloud and talk to my students about what they understand about the content of the book. The importance of this modeling enables the learners to apply concepts of reading and language into their strategies of reading. In order to assist in student understanding, I model my own thinking as I read and ask students to make connections to the story. This chapter helped me realize that the teaching comprehension is often overlooked as a whole is small groups. Too often we are asking the students to focus on using picture clues, phonemics, and making connections instead of asking for an overall meaning of the content. I like the question that Routman says we should ask our self, “How is this procedure helping my students become more proficient and independent as readers?”

As I conference with students, I am becoming aware of how the students are making their own connections and how they interpret meaning in their reading.  This chapter was insightful in learning that as readers should know how and when to use and apply a strategy in the act of reading will help them gain understanding. Also, when students can combine strategies, it will help them problem solve before, during, and after they read which will be beneficial as a lifelong reader.

Blog #5: Conferencing - Meghan Blick

This year conferencing has truly benefited my instruction.  My favorite moments are when I get to sit down with a student and listen to them read.  I love hearing my students apply the strategies I have taught so far the year.  I usually conference with my students during our independent reading time. Conferencing has helped me know my students individually as readers.  I can easily pinpoint their strengths and weaknesses.  Most importantly, conferencing provides a time where I can help students set goals for their learning.  Knowing their struggles helps me to differentiate my instruction to meet the needs of each student.  I plan mini-lessons and guided reading lessons based on my notes from conferences.  The best part of conferencing with the students is seeing growth throughout each week.  This is much more meaningful to me than a STAR scaled score.

One challenge I am facing is getting to conference with all 22 students each week.  I attempt to conference with 4 to 5 students each day.  However,  I tend to spend too much time during each conference because I enjoy listening to the students read and share their thoughts.  I also like to compliment the students on the strategies they are applying.   I believe that conferencing has helped a few of my students become more confident when reading aloud.  My students beg for me to conference with them each day.  They love to tell me about the books they are reading.  I am looking forward to learning more about using conferencing as a resource to drive my instruction.

Manderfield- Reading Conferencing

In my classroom this year I have tried to get to all of my students by conferencing.  I started conferencing during our reading centers, but realized that it too loud and chaotic, so I then switched to conferencing during our independent reading time.  When I am pulling a student one-on-one I realized that it is much easier to conference and listen to them read while the room is quiet and peaceful.  I am able to sit down and concentrate, and so are they.  The students really seem to enjoy this time that I sit with them and listen to them read because many of them say, “Can I read with you again today?” With 22 students, it’s hard to move around and get to a good bit of them during our short time of independent reading. 

            Not only do I pull students during our independent reading time, I realized that I also “informally” conference with students during our guided reading rotation as well.  Our guided reading time is a good time for me to conference with students.  During this time I can ask them questions about what they’re reading, and check for comprehension and CAFÉ strategies that we’ve learned this year so far.

            I hope to continue to improve and master conferencing throughout this year to not only get better as a reading teacher, but also to help them become better readers.