Whittaker blog post 2

In Not this but that, No More Independent Reading Without Support, Miller states the importance of balancing school reading opportunities with choice reading texts. One of the best literacy decision that I made this year was allowing my students to choose more of what they want to read and less of what I want them to read. When students have the opportunity to choose their own books they feel empowered, gain interest and are more likely to read even more books. Several of my students prefer nonfiction books about animals, space, plants etc. while a majority enjoys popular fictions books such as Pete the Cat, Laura Numeroff Series, Junie B, Fly Guy to name a few.  I like the fact that Miller mentions that even though we should let students choose their own books we should still make it a priority to make sure that students are exposed to a variety of genres. I’ve tried as much as possible, to do that for example, my students have had the opportunity to read biographies during Black History Month, poems related to the different seasons, several fairy tales and folktales and informational books on topics studied in Science and Social Studies.  Some of the texts were easy, but most were difficult but those difficult texts have helped them to grow as readers.

Whittaker blog post 1

In Not this but that, No More Independent Reading Without Support, Miller states that when children read extensively, they learn about themselves, other people, and the world; they learn that reading is something they can do that empowers them to control their lives, connect with each other, and make the world a better place. My students have learned the importance of reading and we make time for independent daily.  They make connections to real life experiences and the book sharing time seems to make the books come alive in their eyes.  The more they read, the more information they learn and share amongst one another. I love to see the eagerness and excitement when they learn something from reading as well as each other. I have learned how to limit time consuming activities such as calendar, workbooks, centers etc. to increase the time that my students are reading in class.  Miller also states that the more opportunities we can give children to read, the better and I totally agree!

Sabrina Fair - Post #4 - Routman Chapter 12: You Only Have So Much Time

I think every teacher instantly makes a connection with Chapter 12:  You Only Have So Much Time.  I like the way the author addresses not only the time crisis in our professional lives, but our personal lives as well.   It is so easy for us to lose ourselves in the work that we do.  It never stops; our jobs are never done.   There is always something else that gets added to our list just when we think we see an end in sight.   I have learned over the last several years how important it is to prioritize my life, both personal and professional.    Personally, I had to decide to limit the work that I do at home so that I can actually live.   For example, I decided a few years ago that I would no longer grade student work at home.   Although I occasionally broke that rule, my decision to leave ungraded work at school opened up a significant block of time.   I’ve tried to create the same rule for lesson planning.  I’m able to apply that rule maybe 50% of the time.  I’m still working on it.   I have found that I’m more productive and I enjoy my job as a teacher more when it doesn’t take over my life.

Chapter 12 also addresses adjusting our schedules at school so that the time we do have with students can be used more effectively.  I think it is important to be reflective and really think of what we are doing in the classroom, and determine why we are doing those things.   We should consider eliminating those activities that are not meaningful to open up our schedules for things that are.  Sometimes it’s really hard to let go of what we’ve “always done”, but we have to do so if we are going to create a more effective learning environment.  The author makes reasonable suggestions such as appropriate pacing and making resources more useful and easy to access. Sometimes the smallest change can make the biggest difference.

Sabrina Fair - Post #3 Routman Chapter 9: Emphasize Shared Reading

I agree with Routman’s assessment that shared reading is an important part of balanced literacy that is missing in many classrooms.   Shared reading is often overlooked, and unfortunately many students miss the opportunity to have fluency and strategic reading modeled for them.  At my former school, we had extensive professional development related to shared reading and those learning experiences helped me develop shared reading as a central component of literacy in my classroom.  

From my own teaching experiences, I know that shared reading benefits all readers.  Even our highest level readers need help applying comprehension strategies as they navigate more challenging text.  For example, inferencing can be a difficult concept for many students.   But through shared reading, teachers can model their thinking as they apply the strategy while they read.  This helps students understand the thinking that goes behind the application of the skill.

Many of my shared reading lessons have involved monitoring comprehension and applying fix-up strategies to get readers back on track when comprehension breaks down.  When I first began teaching, one of the things that I quickly learned about my students is that many of them had no idea that they were not comprehending text.  And, the times when students did acknowledge that there was a break down in comprehension, they had no idea of what to do to better understand the text.   I taught mini-lessons to explicitly teach appropriate strategies.  Through shared reading experiences I was able to model how I monitored my own comprehension as well as modeling strategies to “repair” my comprehension. Shared reading has given me many opportunities to make reading strategies more visible and concrete to my students.

Routman ch. 10 B. Lovett Post #4

Wow, this chapter turned out to be a gold mine as far as I'm concerned!  I have read several articles and things about guided reading so I knew what it was.  I've tried to use it in my classroom this year but tended to use it as a total class kind of teaching instead of teaching what skills needed to be taught separately to a specific group of children.  I was just teaching what I thought to be the "standard" skills everyone needed.  After finding out about Routman's informal reading guideline from chapter 7, I've learned that can become a guided reading lesson in itself.  I can use it to teach the child what he/she most needs to know, set goals with the child, and move him/her forward in the reading process.  I could very well have read something like that before but, right now it just clicks.  Another big take-away from this chapter is that guided reading can be used in ANY learning context in which the teacher guides one or more students through some aspect of the reading process, even in science and social studies.  Our team is really working through better integration of all subjects right now and it's exciting to realize that teaching reading isn't just about teaching "reading."  That sounds so simple and I'm embarrased to act like it just occurred to me but there was just something about this chapter and chapter 7 that "woke me up."
I also realized from this chapter that you can't just use any leveled text for guided reading.  The author states that these texts should be manageable but high-interest and lists several suggestions for the intermediate classroom, one of which I've recently finished reading aloud - Bud, Not Buddy.  I need to examine my book collection for quality.  Sounds like a great idea for an upcoming grant!
The workable schedule section was GREAT and will be so helpful as I try to establish this more specific layout of my reading block.  Again, this sounds crazy I suppose, but I just have my reading block labeled as "reading" and I've just been winging it every day as to what I do when.  I really like the 5th grade schedule on p. 215 and the purposes for guided reading discussed on p. 168.  I have re-typed this page as another guideline for me to use next year as I meet with groups.  I'm really excited to try these new things in my reading class.  I really don't know why I waited so late in the year to finish my last two blogs.  The chapters I've read have been so informative.

Routman chapter 7 B. Lovett post #3

I'm always anxious around midterm and report card time regarding my reading grades.  I never feel I have adequately assessed my students independent reading.  That's why I selected this chapter for post #3.  Routman tells us to make assessments and evaluation a daily routine and gives us two methods of doing this:  an informal reading conference framework and a reading rubric.
I really like the informal reading conference guideline.  I've always struggled with what I need to say when meeting with a student.  Usually it's been a general question such as "What is your book about?" or "Have you enjoyed reading this book?  Why or why not?" Therefore, the author's example conference form on p. 109 is a life saver.  In fact, I've already recreated it for use in my classroom next year.  The child-friendly reading goals (p. 106-107) have been added to my form. I plan to show these to and use them with my students so they know what strategies to use to become better readers. They need a list of things to think about as they read a book.  This brings me to another point Routman makes in this chapter - teach intentionally.  The evaluations she shares should be used for needs-based teaching.  "What's most important to teach at this moment for this child to move him/her forward?" I haven't been very good with goal setting in reading other than using a page count for students to meet by a set date.
The other assessment mentioned here is a reading rubric.  I became aware of reading rubrics when Katrina Hankins taught a Social Studies unit in my classroom on the Dust Bowl.  She showed these to me then and used them as assessment points for both the teacher and the student.  At the end of the unit, each student was given a rubric and asked to rate themselves.  The teacher also completed a rubric for each student.  The grade given was a combination of the two rubrics.  I've used a reading rubric one other time since then.  This is definitely a method of assessment I want to continue using.  I didn't send any of these rubrics home this year but I do want to include them next year in weekly graded packets.  I think parents need to see these as much as the students do.
This has been a very helpful chapter to me and I'm so glad I chose it.  These two assessments will be greatly beneficial for me in the coming months and years.

Alison Martin Blog post #4

Chapter 8 Teach Comprehension

In this Chapter Routman emphasizes that a lot of teaching is focused on word calling so students miss that words have meaning.  I agree with Routman when he states that comprehension has to be started early so that students can learn to comprehend deeply.  At the beginning of the chapter Routman states, “If we want readers to be critical thinkers, inquirers, and problem solvers, we need to introduce them to challenging, interesting tests.”  I love this statement. It made me think about my teaching, I feel like I need to challenge my students more with the text that I give them during guided reading groups.  In the chapter Routman emphasizes teaching the comprehension strategies during mini lessons by thinking out loud in front of your students. I feel like I do a good job of teaching the strategies but could work on providing challenging text for my students. I love the strategy that Routman states about self-monitoring.  I definitely talk about this strategy but I need to spend more time on it. Students will benefit from being able to evaluate their reading and comprehension by self-monitoring.

Rebecca Welch- Examine Guided Reading- Routmann

Throughout my time at Clemson, I was trained on teaching reading using Guided Reading, having different groups and centers where the groups have a certain text they are reading based on their reading level. Then I came to Roebuck, where we teach reading using Independent Reading and conferencing. I was lost. I had no idea what I was doing. I still do not feel as though I am good at reading conferencing. So I was very interested in the chapter on Guided Reading. 

What I have first realized while reading this chapter is that "students want and NEED to be in mixed-ability groups." I found this really interesting. In my student teaching experience, I was in second grade and the students were in groups by ability. Routmann does go on to say that ability grouping up to second grade is acceptable, but that after that students need to be grouped differently. I thought about when I did book clubs and how I grouped my students. I let them give me their top 3 choices of the 7 or 8 books I had chosen. I then grouped them partially based on their interest, and partially by their ability. I think this is actually a good way to group students because they can help each other and they have a book they are interested in.

I would like my reading time to look more like this all year. That was only a 2 week unit, but I want to do that more. I know it is not totally independent reading, but I want to be able to meet with groups more and know what they are reading. When looking at the example schedule for grades 3-6, it fits right in to our ELA block schedule. I would really like to do more of guided reading book clubs next year. I think that works better for me as a teacher, which will help the students grow more as readers. 

Lynn Flake -- Blog #7 Routman Chapter 12

You only have so much time – I don’t think I need anyone to tell me this, I say it all the time. And I often feel like the friend on the other end of the phone – exhausted. Thank goodness most of my friends are teachers, because they understand it all. 6 weeks into my first year of teaching, my husband had the nerve to call me a workaholic. Let’s just say, that argument didn’t end well for him. J

I felt like this chapter gave me permission to “live an interesting life.” Routman says we’re also “role models for living,” and she’s right. That is part of the reason why we have Friday dance parties in my class. We end every Friday with a little celebration. I tell my kids that they’ve worked hard all week and they deserve a little break. So, no matter what behavior has been like that week, or what child is mad at me, no matter how frustrated I might be, we crank up the tunes in 4-7 and have a blast (sorry if you hear us in the hall way…)

I absolutely agree with her idea of spending most of your time thinking. I feel like 80% of my planning in really just thinking. Unfortunately, sometimes this thinking takes place at 2 am when I can’t sleep. But every process is so much easier when I’ve had time to sit down and think about it. I really like her little list of questions to keep in mind. I think these are there to help you focus your energy on what is most important. For example, with all the new changes we made this year, I had to throw out some things that I’d done (and loved) from last year. They became extra and as much as I didn’t want to let them go, it was just easier to. The word pruning comes to mind. The truth is, there really is only so much time, and if we don’t give ourselves a break…we really will go crazy, get burnt out, or end up on the news.... We love our kids, and we love our jobs, but we’ve got to learn how to take the old with the new, and how to trim the fat. Her tips on keeping work meaningful and making every minute count come in handy here. I always HATED when I had a sub in high school and our teacher left busy work. I found it insulting, boring, and a complete waste of time. I don’t ever want my students to feel that way, so I think I do a good job of keeping tasks effective and efficient. Even in their morning work, my students are often working on writing, reading, or some other skill that is directly related to other classwork tasks. It is also a good “finish up” time. Last year we had a lot of review work sheets and review quizzes – this stressed me and my kids out. I couldn’t keep up with grading it all!

This was such a great chapter to do my last blog on. Truly, I could probably write my own book just after reading it – but, you know... I’m a teacher and there’s only so much time ;-) 

Teelah Harris-Routman Chapter 12- Blog #7

“You only have so much time” Time is something that all teachers wished we had more of.  In our profession we have the never ending battling of fighting time.  There are always papers to grade, lessons to plan, or projects to develop.  I like that at the beginning of this chapter Routman tells educators to live their lives.  We struggle with this because we allow our jobs to become our lives.  I honestly have figured out if I try to maximize my time here at school then devote my true free time to my life, I seem to be happier.  There are some days I have to force myself walk out of the building without papers to grade or my laptop to make lesson plans, but it makes me feel much better when I get home and can live my life.  As a teacher, I need to make sure I am always asking and evaluating myself with the question, “What do I want them to know and understand.”  I think if I focus on what the students need to know and understand then time could be used more wisely.  Have students only completing activities that are meaningful to their learning and not just time fillers.  My fifth grade team has worked hard at making sure we are creating meaningful activities especially in science for our students.  We have found that it makes us more effective teachers and our students seem to retain the information more.  We have found that we have had to rework our classroom structures to help our students.  Routman suggests creating a structure that will maximize participation and learning is best.  We have made more time for student collaboration and research to help with their learning.   Students who have met or exceeded the concept can work together while the teacher has more time for students who seem to struggle.  We as teachers have to learn to maximize the time we have with students instead of spending time wishing for more time.   As teachers, we expect our students to read, collaborate, then reflect on their learning, but we sometimes fail to do the same thing.  For us to be successful professionals, we also need to read professional materials, talk with our peers, and then take time to reflect.  Reflection is the key component because it gives us a time to correct and improve ourselves.  This was my favorite chapter.  It really hit home to some things for my teaching career.  

Teelah Harris-Routman Chapter 10- Blog Post #6

What is guided reading?  How in the world am I going to implement this in my classroom?  What should I do?   What should my students be doing?  All of these questions went through my head when I heard the term guided reading.  Only seven weeks from the end of the school year, I still feel a bit confused, but this chapter helped to clear up some questions that I had. When I originally found out that I would be meeting with small groups during guided reading, I immediately began to think reading centers.  All summer long, I kept trying to look up suggestions for Daily 5 in the upper elementary grades.   I tried finding literacy games to help create literacy centers.  Chapter 10 of Routman made some thing a whole lot clearer.  Routman made it clear that students main task during this reading time is reading.  Students who are in the guided reading group should be reading with the teacher, while the other students should be reading in connection to the guided reading or shared reading.  The other students can also read appropriate books for their reading level.  So often, we spend so much time trying to find activities for students to complete during guided reading that we make it more complicated than necessary.  Too many activities can sometimes cause behavior management problems.  I think personally this has been my issue in class.  I would have student rotating through a schedule and all of the commotion would cause students to get unfocused and off task.  From this point on, I am going to make sure the students not in my small group are working on activities with a true reading focus.  One very interesting thing I found while reading this chapter is the information on groupings.  Routman suggests that groups in the intermediate elementary grades are not ability grouped, but interest grouped.  Routman says, “once a student is a competent reader, you don’t have to worry so much about exact levels,” which I’ve seen in my own classroom.   I have students that are reading on a late middle school to early high school levels.  I worried so much about these students finding books that would be interesting to them and on their level.  I had to learn that these students were going to read what they like and still do extremely well.  Even though this is the end of the school year, I immediately figured out some changes I could make to help my current students and future students. 

Teelah Harris- Routman Chapter 8- Blog Post #5

Comprehension…something that we always discuss as a weakness for our students, but do we really know how to teach comprehension?  Comprehension is more than just strategies; it also includes the application of the strategies unconsciously.  Readers need to use the strategies consistently without thinking about it.  Routman makes the statement that, “we are turning out lots of superficial readers.”  I believe that statement is somewhat true.  Being a fifth grade teacher, we encounter many superficial readers.  Readers who can call all the words on the page, but have no idea what they have read.  These students usually get passed off as great readers because they have the word recognition and fluency.  As a fifth grade teacher, we struggle with trying to figure out how to “figure out” these students.  As an education system, we have to do better by providing students with the opportunity to use comprehension skills even in preschool.  These will allow students to create the foundation for reading that they need to succeed.  Routman suggests we introduce students to challenging and interesting text in order to become critical thinkers and problem solvers.  This generation of students are a “microwave generation.”  They want everything quick and fast.  Sometime comprehension takes time.  Rereading, annotating, or even survey a passage before reading all takes time to do.   These strategies work really well with helping to comprehend the text, but take time.  So while teaching comprehension, we have to teach patience.  Students need to practice and apply all strategies frequently and consistently to develop innate use.  According to Routman, “fluency without comprehension is not reading; it is calling words.”  As educators, we have to begin to train students to become readers.  We need to begin with the strategies early, so when students reach the upper elementary grades they are consistently using the strategies to become efficient readers. 

Kristin Roddy- Blog #7 Routman Chapter 12 You Only Have So Much Time

I find it funny that this was the last chapter I read this year. This whole year I have been panicking about time. Always wondering how I was going to fit "it" all in. I mean you all know that feeling. People don't seem to understand the amount of content a teacher is responsible for squeezing into the short school year. So after a long day of rushing, pushing, and sprinting to the finish line I sat down to read chapter 12. To my surprise the first thing I read was, "I have been reevaluating everything I do to see if the activity has a true purpose or if it's just busy work and a time filler"-wow. I have found myself constantly pushing through the day and always having to push something back to the next day. Then after reading this it was like a light bulb went off. There are so many things I have been able to eliminate from my day. Things that were more so used as fillers. They were used to buy me time to put my bags down, do attendance, take lunch count, and things of that nature. However, the students weren't gaining anything from it. I realized that the worksheets in the morning had to go. This has improved my morning routine in the classroom. I have more meaningful work for the students to complete first thing, and it helps push in more content and ready their minds for the day.

Kristin Roddy Blog #6 Ch. 10 Examine Guided Reading

Chapter 10 in Routman's book was a very beneficial read. Guided reading groups have been a concern of mine from the beginning of the year, and I still feel like I have some learning to do with guided reading. Guided reading sounds easy...split up kids and guide them while reading appropriately leveled books and...GO. So much more goes into guided reading than you would think. I have made mistakes I'm sure and I have several concerns still, but one thing that I have learned this year and that Routman suggests all teachers do is have flexible groups. It's easy to say that groups should be created based on their abilities. Of course that would make sense. However, Routman suggests that this should not be the case after a certain point. I agree. At a certain point the students do know they are grouped a certain way and why that is. They know they are the "low" readers or the "high" readers. Children are quick to catch on to these things. The students benefit a lot from having flexible groups. I may group my students one day by reading level, then another day group them according to their interests. I have grouped students according to skills they need to work on, and I have purposely groups high readers with lower readers. I have found that the students learn a lot by reading along peers that can help and guide them in their reading as well. Also I have learned that their confidence and their voices seem to appear.

Kristin Roddy- Blog #5 Routman Chapter 9 Emphaszie Shared Reading

I really enjoyed reading this chapter. It was nice to know that others share my same feeling about shared reading time in the classroom. This chapter had me thinking about a day my sophomore year in college that my professor chose to begin the day with a picture book story. It was Roald Dhal's interpretation of Little Red Riding Hood. I remember thinking...Wow! I love Roald Dhal! I love Little Red Riding Hood. Then I remember thinking...Man I have had a teacher read to me like this since elementary school, well at least not a picture book. The particular course was a creative writing course, but that just goes to show that a lot of teachers avoid reading the "cutesy" picture books to students past a certain age-usually early elementary. They are trying to avoid the puzzling looks or the "we are too cool for this" attitudes. I love the read aloud to my students and I am constantly choosing books to help introduce that days topics. I think that is an important aspect of shared reading. Shared reading should follow instruction and should be beneficial for students. I have found that shared reading in the classroom is beneficial in more than one way. Yes, it's a fun way to introduce content, it's an easy way to get kids excited about reading, it helps students who lack confidence in reading to see that even the teacher can mess up when reading, and it helps model the idea of thinking about what we are reading. Sure we tell the students to think about the story, but unless we are showing them can we expect them to know how that type of "thinking" works? I liked the checklist Routman included on page 134. It is a tool I will be using in the future. The checklist confirms that some of the practices in my classroom are being done correctly, and it also allows me to learn how I can make that shared reading time even more beneficial.

Lynette Richau Blog Post 7: Routman Ch. 3 Share Your Reading Life

Share Your Reading Life...
This seems extremely simple yet after reading Routman's chapter on the importance of doing this and why, I can understand the positive impact this would have.  I will admit I get VERY excited about books...passionate I would say, and I do love to share that with my students.  I get excited when I go to Barnes and Noble and pick out a new book for us to read.  I enjoy telling the students why I chose a particular book.  It usually has to do with phenomenal illustrations.  I can't help it, I am absolutely drawn to them.  But I LOVE books...everything about them.  If you came into my classroom that is one thing you would be able to tell right away.  If I invest in anything it's books.  I share the same passion as Routman and I loved when she said, "But I love owning the book, holding it in my hand, arranging it on a shelf, referring to it, taking it out ans flipping through the pages, admiring the cover, just looking as it and knowing it's there" (pg. 27).  I totally understand!!  One of the most memorable times for me this year was taking the kids to the library and them getting so excited about various books they found.  They couldn't wait to get back to the classroom to read them and then they were talking and sharing...it was magical, truly.  I hoped in that moment that my love was contagious and had rubbed off even if only in some small way.  After reading this chapter though next year I will take Sharing My Reading Life to a whole new level! Routman's book is so user friendly and the try it and apply it sections are great.  The step by step guides and the examples are so extremely helpful.

One thing I never thought to do is keep a reading record of my own.  This is something I am going to start so that next school year I can share that with my students as well.  I will carefully model this at the beginning of the year so we can create this important record together throughout the year.

Loved this chapter.

Wilkins - Blog #7 Chapter 8: Teach Comprehension

Chapter 8:  Teach Comprehension

In this chapter Routman  indicates that we need to start teaching comprehension when the child first enters Kindergarten.  This makes sense to me if we want the students to learn to read well and actually understand what they are reading. Routman states that some times when we place so much emphasis on comprehension strategies that it can actually make reading harder.

Effective strategy instruction is about developing readers who actively and independently monitor and regulate their own comprehension.  The process include, predicting, questioning, creating images, seeking clarification and constructing strategies.  In the article, it states that we need to demonstrate how to use a particular strategy by thinking out loud in the front of the class.  Students are more likely to improve their reading comprehension when we model a variety of strategies such as questioning, predicting, summarizing and clarifying.  When we teach many if the reading strategies they students learn them but don't really apply them when they read.  One of the most useful strategies of comprehension is "re-reading" and is very helpful for struggling readers. Re-reading is a strategy that I use often in Kindergarten.  It is very important to proved tests that are easy enough to read but at the same time it supports comprehension.

Wilkins - Blog #6 Chapter 4 Reading Conferences: Creating A Context For Assessment

Chapter 4 - Reading Conferences:  Creating A Context For Assessment

As i finished Chapter 4 about conferences, I find this is one of the areas I need to develop to make it beneficial for both the student and myself.

I've implemented the reading and writing workshops and work with the class on choosing the "just right book" (as much as I have available).  The students have truly gotten into the routine of independent reading, building up their reading stamina but where it is lacking, is  when they have to read independently.

I would like to see myself holding more conferences as described in the article and devise a way for students to understand what they actually need to practice. I like the idea of the conferencing notebook and I usually do real good with this at the beginning of the school year but after a while I tend to not keep good conferencing notes.  This is the area that I could really use some coaching.  I think this would work for Kindergarten but a lot of the students are not in-tune to ask for help and things like that.  I do get requests from students to read their select book to me.  So, I believe with a little help and more practices myself this is a task that I can accomplish.

Wilkins - Blog #5 What I've Learned About Effective Reading Instruction

What I've Learned about Effective Reading Instruction by Richard L. Allington.

In this article, Mr. Allington addressed the 6 T's (Time, Texts, Teaching, Talk,Tasks and Testing).  When he addressed "time", he stated that extensive reading is critical to the development of reading proficiency.  I believe this to be true.  I believed that students should be exposed to various genres of written materials.  Through guided reading and independent reading on a regular basis this could be attainable. He states that if children are to read a lot throughout the day, they need a rich supply of books that they can actually read.  This is an area that seems to be lacking as it is sometime difficult to find books related to the unit of study for kindergarten.  Building the classroom library with various genres that kindergarten students can read can also be expensive and slow in coming.  Once the students have started improving reading strategies, they books they are able to read are more available.  It is up to me as an educator to provide direction and assistance through modeling to help students become better readers. It is important to encourage purposeful talk.  Talk that is problem posing, problem solving that is related to the curriculum topic.  Teachers need to pose open end question that would require multiple responses.  In the task phase, students engage in a "managed choice" have been show to lead to greater students ownership and engagement in their work.  He also suggested that the use of a rubric based evaluation would be a very useful tool.

Lynette Richau Blog Post 6: Miller Section 2: Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It

If We Know Independent Reading Is Effective, Why Don't We do It?
Over the course of the past two years I have asked myself this question repeatedly.  For me self doubt played a huge factor. "What if I screw it up? How do I implement it effectively with purpose and meaning?"  The Daily 5 was a huge turning point for me and having the safety and security to be able to learn and apply the knowledge and then learn some more and then adjust my teaching enabled me to grow as an educator far more than I can even convey.  I feel this class has been a continuation of that experience.  I knew Independent Reading was important and that it was effective, I just needed to figure out how to make it effective in MY classroom.  This is a process I am still working on but I know without a doubt it IS effective, even with students that are significantly language delayed.  Why Don't We Do It?   Fear of change? Insecurities? I think it is time to really step back and take an objective critical look at what we teach, why, and how effective it is.  With the new Read to Succeed initiative there is no time to waste.  Literacy needs to be the priority and teachers may have to leave their comfort zone in order to do what is needed to make this happen.  I realized, it's NOT about me, and all about my students.  Every choice I make has to be in THEIR best interest.

This chapter did a great job in helping me to understand how critical the scaffolding portion is to Independent Reading.  It helped to make my role more clear.  The table on page 14 was very helpful as well as the two ah-ha moments: ..."different reading abilities have different achievement patterns...and... different time allocations should be provided for students at different stages of development."  Simple enough but still made me stop and think how this would look in my room.  The guidelines for the classroom library was also very helpful.  One thing I really liked and will use next year was the genre wheel.  This is a great way to make sure students are getting the variety they need.  One thing I need to work on is letting the students share more.  That is one area that we don't do enough of.  Another area I struggle with is appropriate accountability, so that is another area I am working on!

One important factor is continued professional development and support.  I think this is a critical component in fostering effective teachers which will greatly impact students and their achievement.

Lynette Richau Blog Post 5: Is There Enough Time? And Is Time Enough to Support Independent Reading?

Time.  The number one issue for most teachers.  There never seems to be enough time in the day to fit everything in that needs to be addressed.  So many times I wish I could close my door and just teach with my heart and time not be a factor...no interruptions, no distractions...just all the time I wanted!  After reading Debbie Miller's chapter I realized that there needs to be a priority shift.  I am guilty of being a bench guarder.  I think mostly because there are certain routines I was taught as a pre-service teacher that I have continued with just because.  Yes, I think they do serve a purpose but am realizing that there needs to be a list of priorities, especially when you teach students with significant language delays.  I feel my time is even more precious and every minute counts with these students that are already at a significant disadvantage.  I love when I read something and have a huge Ah-Ha moment, but it is really something I already knew all along!! I guess the validation is the part most teachers are looking for.  I am always asking myself, am I doing this right and how can I do it better.
That's how I feel with Independent Reading.  I feel that I have improved in this area this year but feel I still have a long way to go to truly feel accomplished.  Meeting my students individual needs has always been a priority and I have found that with Independent Reading I can more easily do that.  It was very difficult at first to give up the control and allow more choice but I have seen what a huge impact that has made on my students.  I never realized what a huge factor choice was.  My students are excited about reading and ask to read!  I have seen the change in my own classroom.  I covet my conferencing time with them!  What a personal closeness I have fostered with each student and I wouldn't trade that for ANYTHING! This is the first year I feel I truly know my students as readers and writers.  I am finding out what really works for them and I know how to start my year next year...with Independent Reading!! I will ALWAYS find the time for this.  Calendar may just have to wait!

Robin Wright - Blog Post #7 - Teach with a Sense of Urgency Ch. #4

     Routman states right off in this chapter that teaching with a sense of urgency is "about making every moment in the classroom count."  I could really relate to the importance and urgency of this phrase.  With each passing year, it seems there is more and more that is placed on a teacher's plate. Therefore, it is crucial that we do make every moment count for our students, and they are actively engaged.  Routman expresses that our expectations must be high for all students.  The activities that they are engaged in need to be high-level thinking, problem solving and questioning.  This year in my classroom, I have worked toward my goal of integrating more curriculum through the use of centers. The planning of centers that steer my kids in the direction of becoming more thoughtful and independent readers and writers takes a lot of time and thought to implement.  The four phases of instruction that Routman focuses on is demonstration, shared demonstration, guided practice and independent practice.  I noticed that, even though they all have the same outline, the way you implement them is flexible.  I also liked that we should be teaching based on our students' needs and interests.  This has been mentioned time and time again and makes complete sense.  Of course children are going to be more focused and engaged when they are working towards a goal they are interested in.  Routman mentions the importance of integration in this chapter stating that, "breaking learning into bits and pieces can actually make things more difficult for students."  Integration is the key!  Another key factor in implementing the teaching with urgency effectively is students must have a relationship with their teacher.  I completely believe this with my whole heart.  Those kids who feel loved and validated will work harder than they ever have before for you, and in turn will make great gains in their learning.  Evaluation and assessment is barely mentioned when Routman requested teachers list the top things that make students successful readers.  I understand that test data can be beneficial for some things, but the growth of a reader shouldn't be measured with that type of data. I am excited to see how the implementation of the teaching with urgency in my classroom will benefit my students.

Audrey Neumann - Blog #7 - Routman Ch. 9

This chapter helped to remind me of why shared reading can be so beneficial. I especially appreciated how Routman emphasized how the intermediate and middle grades should still include poetry and picture books. I love using picture books in instruction. Too often, I feel as though picture books are overlooked in the higher grades because they are considered to be "too easy". As I continue to expand my chapter book collection in my library, so do I also continue to expand my picture books. There are great lessons and strategies that can be taught through the use of picture books. Using picture books during shared reading also allows all students to feel comfortable and confident with the text.

I enjoyed seeing how Routman set up a framework for shared reading aloud for all grades. This is something I am definitely bookmarking to use the next time I do shared reading in the classroom. With the easy to follow checklist, it will allow me to ensure that I am doing everything as a teacher to effectively teach my students, and that my students are doing everything as a learner to continue to be successful. It will also ensure that my purpose for choosing a shared reading text follows what I am teaching and reinforcing in the lesson. I also appreciated the examples of shared reading Routman provided in the chapter. Even though I have done shared reading before in my classroom, it is always nice to see an example of a correct model of shared reading so that I can self-reflect on my own practice. I am excited to see my students continue to grow as learners, as I continue to grow as a teacher independently as well as alongside them.

Audrey Neumann - Blog #6 - Routman Ch. 4

I enjoyed reading this chapter, and especially appreciated reading how Routman broke down the four phases of learning - demonstration, shared demonstration, guided practice and independent practice. Knowing about the model is one thing, but understanding it is something completely different. Much of my focus throughout the year has been trying to get my fifth grade friends to be more independent. I want them to get to a point of independence where they can be an advocate for themselves not only in school, but in life. Routman discusses how independence is an integrated goal of the leaning model - yay! I am glad to know that while the learning model is best for my students to develop as learners, it also helps them to develop as independent learners and thinkers.

This quote from the chapter stuck out to me: "Students do best when the skills they need are explicitly taught in meaningful contexts." Routman emphasizes how it does not benefit students to break learning into bits and pieces and expect them to put it all together. Students benefit from seeing the whole picture, and how the skill that they're learning will apply to other things. This part of the chapter truly had me reflecting our our STEAM initiative at roebuck and our PBL focus in science. Through PBL, our students create a driving question that is routinely brought up and helps to guide their learning. I did not realize until reading this chapter how much of a benefit this is for our students. The driving question allows them to see how the bits and pieces we learn in the classroom will be applied later to something greater. Knowing this, I plan to include more driving questions in units, even those that are not classified as a PBL to better help my students understand content.

Audrey Neumann - Blog #5 - Routman Ch. 8

I must admit that I more often than not fall privy to the one-stop-shop fix all solutions; especially when it comes to reading comprehension. I so badly wish for my students to engage with texts as I do, and to share in my love for reading that I will do seemingly anything to get them to that point.

I found this chapter insightful, as it opened my mind to changes that I could be making in the classroom to better my student's comprehension. The chapter called for more time devoted to strategy instruction. After self-reflecting, I concluded that I gave adequate time for strategy instruction and time spent reading, but not nearly enough time wrapping up the lesson at the conclusion of reading and reinforcing the strategy. A quick look back in my lesson plans tells me too, that I've probably been going too fast in my instruction of strategies. One week it's summarization, while the next it's asking questions. While each strategy has been reinforced with a colorful sticky note and a quick time to share, my own reinforcement as a teacher has been lacking.

One particular line stood out to me as I was reading this chapter. Routman states that you need to "continue to ask yourself, 'How is this procedure helping my students become more proficient and independent as readers?'" This truly struck a cord with me, as I was once again realizing how I have been focusing more on what the latest and greatest comprehension craze is, and less on whether or not it is truly helping my students. Sure, my students succeed in the moment of asking questions and making predictions, but is what I'm doing as a teacher going to be beneficial to them long term, or just in the moment? I definitely enjoyed reading this chapter, as it gave me some great ideas on how to adjust my reading instruction, including teaching rereading as a useful strategy. I agree with Routman, in that rereading is not taught enough as a useful strategy. I look forward to the changes that will be made in my classroom not only for this year, but as I start my next.

Shayna Miller Post #7: Routman Ch. 12 (You Only Have So Much Time)

This chapter spoke to me on so many different levels and especially after a year like this one! Routman gave many wonderful pieces of advice! The message I thought Routman was trying to convey is that it is okay if each lesson you teach does not look like it should be on Pinterest because you deserve an interesting life! You are a great teacher and need to rely on your experiences and knowledge; if you relax and put forth your best effort in meaningful instruction, your students will benefit! The whole chapter makes you feel like you can take a sigh of relief!

I identified with keeping a lively pace. I only see each group of students for 50 minutes at a time which seems like 10 once we get going. I struggle all of the time with just wanting 20 more minutes! I need to make sure I make every minute count and keep a lively pace. I notice that some days I can quickly lose the attention of my students. Last year, I gave my students 'brain breaks' between activities where they could have the 'cognitive rest' Routman refers to. I have thought about using these again this year, but after reading the chapter, I will definitely be making use of 'brain breaks' again! I will certainly be looking back to this chapter for more advice as I try to make the most of my time with my students.

Shayna Miller Post #6: Routman Ch. 10 (Examine Guided Reading)

I found this particular chapter to be very interesting and most helpful since I deal with guided reading for a large part of my day! I noticed that the book actually addressed many of my concerns and mistakes while also comforting me in knowing I am doing some things right! :) What jumped out at me the most throughout the whole chapter is the idea of flexible grouping. Teachers have had it drilled into their heads that we must meet the children where they are functioning. In order to do this, grouping by ability seems to make sense so we can meet the students where they are currently functioning. Many of us still group by ability, but Routman recommends not doing this past grade 2. Students are very observant and can pick up on which group they are in when we group by ability. This can easily affect self-esteem and motivation in many students. I can see this happening as I spend time in classrooms and see that students are grouped by ability. From what I have seen, students, especially from third grade on, recognize why they have been placed in particular groups. This grouping also seems to have a noticeable affect on some students' confidence. I could not agree more that it is beneficial to have flexible grouping. In a sense, I ability group from the very beginning of the year when I try to schedule students in reading and math groups according to their current level of functioning. However, from there on, I have noticed such benefit in flexible grouping. Since my students struggle with confidence and independence, I often group lower functioning or less confident students with students that are more confident or higher functioning. I have found these groups to work so well because the lower functioning students can learn to work more independently or the students lacking confidence gain some by keeping up with the higher functioning students in the group.

Katrina Hankins Blog post #7--Routman Ch 12 "You Only Have So Much Time"

Sometimes when I read, and reread, Routman’s book I feel like I’m having a conversation over coffee with a colleague about what is going on in my classroom.  This chapter brought together so many thoughts that I experience most of those that happen during the summer.  Although I don’t feel like I have a very interesting life, I am interested.  It is during the summer when I immerse myself in author studies and children’s books as well as professional books. Of course I continue this during the year but it is that block of time during summer break that gives me the opportunity to go deeper myself so that I can share more with my students and colleagues in the new school year.  I love that time!  It makes me feel like I have more substance, more to offer in this profession. 

I also loved planning during the course of the summer.  Routman had four questions to help teachers plan and direct instruction.  This reminds me of the unit plans that I created every summer and now as a coach hope to help create for our PBL units.  This kind of thinking helped me to establish a framework for my year and reference points in order to monitor our progress.  It made organization of resources and tools possible yet was loose enough to allow my students to be the most important factor in how it all played out.  By having structures in place I was able to make every minute with my students count and make time for their needs instead of having to figure things out as I go.

One of the most important concepts Routman reminds us of is that we need to keep things simple.  That can be a challenge if we are trying to “fit it all in” and segment our days with a standards-based checklist for each of the subjects we teach in elementary school.  To me, the components of balanced literacy and integration through PBLs come together to create a natural learning environment that has purpose and progress.  I love having students come in to start their day with choice instead of a cold, meaningless packet of worksheets.  I love having their day continue with independence and support of their peers and my guidance helping them achieve a better understanding of themselves and the world.  I love the schedules that we’ve created here at RES that value the uninterrupted time to really read, write, and process information and I love the fact that we have assistants push into classrooms to help struggling readers instead of disrupting their day by pulling them out.

Finally, I love that we have started the conversations and collaboration among teachers about literacy instruction.  I truly hope that these opportunities become richer and more meaningful as we continue to work toward endorsements but more importantly toward becoming better teachers and helping our students become better readers.  If we do things out of our hearts because we truly care and desire to grow, then all of this will be an amazing experience for everyone.  I truly hope this is the beginning of the force of change that will gain in the strength and momentum we need to transform our schools and our nation.  As Routman on page 219 says, “Amen.”

Katrina Hankins Blog post # 6--Chapter 4 Teach with a Sense of Urgency

I look at February/March as the climax of our year.  It is a time when our efforts come together—our environment reflects the community of learners and our beliefs, students and teachers are in sync, and our instruction is in full swing.  We have tweaked our management techniques and formed bonds with our students so that at this point there are few surprises.  Our vision is clarified as to where we need to go and how we are going to get there so Routman’s “sense of urgency” is completely relevant as we make the best use of our time with purpose and intention to provide well for each and every one of our students. 

Maybe we haven’t thought about our beliefs in a while but our classrooms reflect each and every one of them.  My top five are reinforced from the experiences I’ve had throughout the year:

1.      Every student can read.

2.      Every student can enjoy reading.

3.      Every subject incorporates literacy.

4.      Every environment needs to support and encourage the meaningful opportunities and joy in literacy and learning.

5.      Every teacher needs to be personally, actively involved in the literacy lives of their students.

The belief that every student can read ensures the high expectations that all learners need in order to succeed.  Maybe they read on different levels but through our demonstrations, guidance, and gradual release, all students will grow in ability and confidence so that they too believe that they are readers.  As Routman encourages teachers to scaffold learning experiences through demonstrations and shared thinking, students are provided the “training wheels” that they need in order to try out new things.  Then the teacher is right there with them as I was when we took off the training wheels for my daughters when first riding their bikes without the training wheels.  I was right there to guide and provide feedback as they work through their wobbly starts until they picked up momentum and confidence.  The same is true for our readers as we share demonstrations and thinking and provide guided practice where the teacher checks in and monitors their progress.  This is when it is so important to talk with the student and help them self-assess gradually releasing the process to them as part of who they are and what they can do to improve. 

It is this process that encourages the joy in learning and literacy.  The integration that we incorporate also helps promote this joy.  Chopping up reading, writing, and content often belabors each subject to the point of boredom and drudgery.  Connectivity and student curiosity can drive instruction in literacy and content in a way that makes learning active, engaging, and meaningful at all stages of the process which includes the foundational skills for beginning readers. The teacher’s passion, purpose, and knowledge come together with her connection to the students and standards in a way that transforms everything.  This is when I truly miss the classroom.  I miss the excitement, the conversations, and the learning experiences that result in an environment where we are all working together to be the best that we can be.

Brandi Nolan Blog 7: Routmann Ch 12 You Only Have So Much Time

This chapter really hit home with me.  I often spend many hours after school, on the weekends, and during vacation planning lessons.  My three boys at home often ask me when I will be done with my school work.  I have learned that I do not need to spend countless hours planning elaborate lessons.  Sometimes it is okay to just focus on the necessary skills that the children need instead of trying to make a "fluffy" lesson.  I also agree with Routmann when he says "I cannot work with students effectively until I have met them and their teacher."  As a special education teacher I often have to write educational goals for students whom I have never met.  This can prove very difficult at times.  I enjoy getting to know the student and their learning style before trying to create educational goals.
     Another aspect I agree with is keeping a lively pace.  With any student especially those with exceptional needs they tend to have short attention spans.  I must keep the pace and focus on what is important and interesting.  If I make the work meaningful and connect it to real life they tend to stay engaged and focused.  I also use transitional times to continue teaching.  When we are lining up I will call on students to spell one of their spelling words or ask them a meaningful question.  During indoor recess we will play spelling games on the promethean board to help them become even stronger spellers.  I try to maximize instructional time as best as I can because I know that every second counts.

Lori Henke- Routman- Ch. 9

Ch. 9 - Emphasize Shared Reading--
 I am looking forward to trying this shared reading technique in my classroom.  Although I have done most of the questioning, reading aloud, and discussing that was introduced in this chapter, I have not done the "shared reading" part, where the kids read aloud with the teacher. 
I can see the benefits of having the students read aloud with the teacher.  I always have the students follow along while listening, but I really like the idea of them being able to read along, aloud if they choose to.  I can see where this would keep the students even more fully engaged. 
I think that if shared reading were introduced at the beginning of the school year, and used consistently, that the benefits would be remarkable.  I plan on trying this the week after Spring Break when we are studying poetry.

Sheryl Hilton Blog Post 7- Routman's Chapter 8

Routman’s Chapter 8: Teach Comprehension

The chapter started with some very powerful statements about teaching words without teaching how text works. We do place a great deal of emphasis on learning basic sight words but we also balance it out with book talks in kindergarten. This time allows us to think out loud as we read and reread a text. Each time we read the text we pull out something different. Students often tell me we have already read the story, but as this chapter emphasizes rereading is a useful strategy for comprehension. I tried a lesson on taking notes and writing important things to remember. This was difficult for my students but I feel modeling this process will help my students with pulling out the important details in the reading. I have found while pulling leveled text from our literacy closet that some of the levels are deceiving and make comprehension difficult for students. They are spending too much time on unknown words which makes me question how these texts are leveled. Some seem on target while others are way off. Many of our books are good but so many are dated. I would say this is the most challenging for me. Finding text on my student’s level that lend itself both to interest and comprehension is difficult especially with limited resources for young readers in the literacy closet. We are adding to classroom libraries which is huge but we also need sets of leveled text that will help us as we teach these important comprehension skills to our young readers.

Carol Talanges - Post 7 - Routman ch. 12

                 Chapter 12: You Only Have So Much Time was easy to relate to at this point in the year. We are all working too hard and to be honest are almost burnt out. I have accepted now that I will never and I mean never have enough time to get everything done in the classroom. I loved Routmans statement that “more keeps getting added”. I feel that once I create a good schedule and grove in the classroom that something else must be added on and that is when I honestly feel most stressed as an educator. I have learned that I must always assess if the work that my students are doing is truly meaningful to them and applicable to direct learning. If my students find value in what they are doing and see that it is connected to their learning then they do work hard for me and do their very best.

                Routman discusses the time spent “thinking” about the needs of our students. I do not know if I have ever realized how often I do actively plan and strategies outside of the school day about what is best for my students. I also loved the section focusing on keeping work simple. Sometimes I think I get caught up in creative extensive projects, when really the same amount of student engagement could happen in a much simpler version of the activity.

                After reading this chapter I have looked at my schedule and last week’s plans and reflected on how I can use my time more constructively. I thought about what I could integrate and what I found to be the most important. I know for me the most important thing to keep improving on is my ongoing evaluation and keeping it documented better.

Sheryl Hilton Blog Post 6:Routman's Chapter 6&7

Plan for and Monitor Independent Reading Chapter 6 and Make Assessment Instruction’s Working Partner Chapter 7

The classroom teacher at the beginning sounded familiar. I too had to carve out time for independent reading in my schedule. I have to admit reading independently was my least favorite time of the day simply because I had not been shown the proper way to implement independent reading. I have a huge selection of books but they were not labeled and made available to students to “check out”. They were in boxes in my closet that I changed out seasonally and put in tubs for students to look through. There was no ownership or choice involved with my system. I have since learned how to manage “read to self” time. My reading center allows students choice in the books they have in their bags. Time was spent setting up procedures and building stamina at the beginning of the year. Mini lessons allow me to target skills that will help them become independent readers. I am able to monitor student growth by pulling students to listen to them read. I take notes that help me individualize instruction as well as group students with similar abilities. I am much more aware of my student’s strengths and weaknesses than before.  I have grown to love this time with my students.

I was reminded in chapter 6 that it is good to assign something specific for students to be looking for in their reading. I have done this before with great success. I will have to revisit it. It is a good way of keeping them interested and on task especially with young readers.

The beginning of chapter 7 made me want to stand and give an “amen”. We have given our fair share of tests this year to our kindergarten students. Testing takes away from instructional time and the results do not always yield the necessary information for us to use to guide our instruction. With independent reading and guided reading groups, I am constantly evaluating my students and their needs. Our DRA 2 testing has been the most beneficial test we have given our students. We need to look at the test that gives us the most accurate data that also shows growth. I feel that we could do away with a few of the tests that are administered throughout the year. I see the importance of testing but there needs to be a way of cutting back.

Jaime Steading's Blog Post 7--Routman Chapt. 12: You Only Have So Much Time

This has been a very busy year and this was a good time to read this chapter.  There haven been so many articles, lately, about teacher burn-out, people leaving the profession, and student teachers quitting before they even get started.  It's alarming and, to be honest, this year has been a struggle for me.  It is easy to let the stress overtake you at times and let the job consume you, but this chapter has reminded me of the importance of taking care of myself personally, so that I can be my best professionally. "Staying until six or seven each evening doesn't necessarily make us more effective teachers."  This statement stung a little.  I am learning that it is okay to let some things wait and take the time for myself and for my family.

Routman says that we should not overly rely on teacher's editions, but instead trust our own experiences to help us plan well.  This has been a difficult thing for me to learn this year, but I have gained much more confidence in my ability to stray from the script and really focus on what my students are saying and doing and guide them in their efforts to self-correct their own errors.  She also suggests keeping work simple and keeping it meaningful.  I have worked on simplifying independent work so my students feel successful and are still able to work on reading skills.

Another idea that Routman mentions is to make ongoing evaluation a priority.  It should be integrated into everything all day.  One way this can also be accomplished is by making transitional times teaching times.  While students are waiting, you can do a fun game using phonemic awareness, rhyming words, vocabulary, or spelling.  This allows you to not only review important skills, but to quickly assess where students are on a particular task.  This is something that I have done a lot of in the past, but have let slide this year.  I would like to incorporate more of this back into my day.

A final idea that Routman shares is starting the day in a relaxed way.  She suggests allowing students to make choices between reading and writing anywhere in the room, talking with friends, and moving around the room, rather than doing busy work, to help start the day in a less stressful way.  Our mornings always feel very stressful as there is much to be done with attendance, receipting money, lunch counts, etc.  I would love to incorporate some of these ideas into my morning routine to see if it relieves some of the stress and anxiety that the teachers and students often start the day with.  

This article reminded me of the importance of a teacher having a life outside the classroom.  The more interesting I am as a person, the more interesting I am as a teacher.  If I am stressed out, exhausted, and not enjoying life, it makes it much more difficult to enjoy my job and my students pick up on this.  This can lead to stressful mornings, which in turn lead to stressful days.  Finding a balance is the key.  I think this can be accomplished by incorporating some of Routman's strategies into my personal and professional life.

Karen Parker/Blog Post 7: Emphasize Shared Reading (Routman Ch 9)

I began the chapter thinking of shared reading as partner reading.  As I read, I realized the book was referring to sharing a book or passage together.  We do this often in my classroom with nonfiction and with practice of close reading strategies.  We discuss features of the text, read together and independently, and share our thinking about the reading.  I will also give the students a task for reading a section independently, such as "Read the next paragraph to find out..."  The students will share their thinking with the whole class or with an elbow partner. 
The chapter gives detail of how to conduct shared reading with an informational book or to introduce a genre study.  Each situation followed the same format of introducing the book and giving purpose to the reading.  I will use these suggestions in the shared reading in my class.

Karen Parker/Blog Post 6: Teach Comprehension (Routman Ch.8)

"The current emphasis on word calling, automaticity, and fluency in the early grades is often at the expense of understanding."
This sentence grabbed in the first paragraph of the chapter.  Reading is about comprehending, not about saying written words.  I've often called it "spitting words off the page."  By the time students are in fourth grade, the gap between good readers and poor readers really widens.  Some students appear to read well and can give details about their reading, but cannot go deeper into the text to derive meaning. 
The chapter lists the strategies that successful readers need:  making connections, monitor your reading, determine what's most important, visualize, ask questions, make inferences, and synthesize.  We discuss these strategies continuously in my classroom, through discussions about their own reading, my read alouds, and passages that we read together.  Comprehension can be lost in too much emphasis on the strategy, so I also make sure that we discuss how the strategy helps our understanding. 
Time for applying strategy is critical.  The book suggests that only about 20% of the time devoted to reading instruction should be spent teaching strategy, and the rest of the time should be for application.  When I conference with my students, we discuss strategies that they used and how it helped their comprehension.  I've also implemented a self evaluation tool do they can monitor themselves and how they are using strategies. 
It is also important to model use of the strategies.  Students often do not know that they are not comprehending so teaching them to monitor themselves and reread if necessary.  I have found this to be a big part of my instruction this year.  My students can often recall details from what they have read, but can not determine what is important and how to summarize.  I remind them to stop frequently, even as much as each page, to think about what they have read and what is important to remember.  I am pleased to see progress!  The chapter also gives a helpful checklist for students for "I Know I Understand When I Can."  I can't wait to add this to reading conferences!

Kristen Duncan Blog Post #7 Routman Ch. 4-Teaching with a sense of Urgency

Teaching with a sense of urgency is a chapter that stood out to me.  I feel like we as teachers hold all kids to the same standards, and expect them all to achieve the same things; when in reality that is not true.  We as teachers get frustrated with students in our class that we feel are not being “successful”.  The reality of the situation is that just as in Routman’s “list” of a perfect classroom, we as teachers should have a list of things to accomplish.  This does not mean we rush through stacks of information and do work overload, but it means we have a list that we are mindful of that we make sure every time our students are in our classroom we accomplish. Teaching with a sense of urgency is about using every second of instruction wisely, not craming and hoping students understand at least some of it.

 My List would be

1.       Use reading time effectively: conferences, silent reading, not just staring blankly at pages

2.       Keep students engaged by letting them choose books that they enjoy

3.       Have fun

4.       Even if we must move slower, make sure the students understand and comprehend the information-that may mean finding a different way or model to teach some students.

5.       Provide our students with the best education that we can

Like Routman also said, It’s easy to make a list of what we want our students and ourselves to do daily, but if we don’t put it into practice it means nothing.  Whatever your “list” may be make sure you demonstrate it daily and put it into practice.  If students don’t see it demonstrated…they don’t believe it.  Teach with a sense of urgency.  It doesn’t mean drill drill drill, it means teach so your kids comprehend and understand thoroughly.  Teach to be effective, not just teach to "teach"!

Carol Talanges - Blog 6 - Routman ch. 4

       All teachers can relate to the statement “Teach with a Sense of Urgency”. We all know the value in every second in the classroom and what to do all that we can to use that time wisely. I greatly related to Routman when she states “I am relaxed and happy when I am working with students, but I am also mindful of where I need to get them and how little time I have in which to do it”.  I so often lose track of time during our independent reading and conferencing time. I so love hearing what all my students are reading and how they are meeting their goals, but have to also stay aware of giving proper time for instruction and making wise teaching decisions.

            My YES moment came from Routmans Top Five Things…

1.      Demonstrate that I am a reader

2.      Provide an excellent classroom library

3.      Let students choose books they want to read and give them time to read them

4.      Teach strategies students need to know to process and understand text

5.      Evaluate students regularly, giving them feedback and helping them set goals

        As I was reading this I latterly thought that this is what I needed to read today. As testing is approaching it is easy to be harsh on myself and to become panicked with “did I prepare my students”. If I were to create my top 5 it would perfectly reflect this list. I most want my students to love reading and I want to give them every opportunity to choose great books for them and to grow as readers. At the end of the year I know that if I do these things that my students will leave me with a stronger reading foundation and I hope that I will plant the seed for a life-longer reader and learner!

Carol Talanges - Blog 5 - Routman Ch. 3

I truly related to chapter 3 Share your Reading Life. I have found that the best way to engage students and to encourage them to develop a love of reading is to simply share what I love about reading and what books that I have enjoyed the most. I do not think that it is an accident that when I state that Ronald Dahl is my favorite author that within a week my entire collection is checked out and that I have students who cannot wait to now conference with me and talk about the books that I have shared were my favorite at their age. Just last month I wanted to read Wonder as an option for our new read aloud. I simply had the book on my desk and the next day I noticed that three of my students had checked it out for themselves. We often do not think about how we are the best model in our classroom for an avid reader.

This chapter has reminded me that I should not only develop reading as fun and exciting at the beginning of the year when I am hooking students on reading workshop, but it is something I must do all year to keep my students engaged. Routman states “ I deliberately use my influence as a teacher and role model to foster a love of reading along with excellent reading habits”. She perfectly states what we all know to be true but often forget to do in our daily classroom lives. We get caught up in goals, logs, comprehension skills and creating awesome mini lessons and often forget that our number one goal is to develop a love of reading. I want my students to see reading as an adventure through different time periods and worlds and I must use my own reading habits to develop that love in their hearts as well.

One section that impacted me and made me look at my own practice is the section on demonstrating your pleasure in reading. Routman states “too many of our students are reading because they have to, not because they want to” and this is a though that I cannot stand as a teacher. I want all of my students to enjoy what they are reading and I love when my students are angry with me when we have to move on from our ELA time. Routmans solution is simple; think about what gives us pleasure as readers and bring that joy into the classroom and share it with our students! How simple… I think that I am going to start a Talanges Picks section in my classroom and make it a point to weekly discuss what I love about what I am currently reading to help keep students excited about what they are reading. 

Cindy Black Blog Post #7- Bond with Your Students/Chapter 2 -Routman

   After reading "Bond with Your Students," I totally agree with Routman! By teaching kindergarten this is essential to their development as readers and learners. Routman says, "look at the students in the eye with interest, acceptance and curiosity." We as educators need to bond with our students if we want them to learn anything at all. Even though we have students who are difficult we must bond with them and show them love to be successful. Routman states, "this is not a choice but a duty and responsibility we owe each child."
 
   Bonding is not talked about only curriculum and standards. The first step is to connect with the lives and spirits of our children. "Unless we reach our students hearts, we have no entry into their minds." We teach through certain techniques and get children to perform but will it make a lasting impression and desire to continue on their path of learning? "We cannot teach our students well until we show them we know them, care about them, and connect with them."

     I love the way Routman states kindergarten teachers have always done a great job in making their students really believe they can read, whether they actually can or not. Kindergarten is a critical age to develop bonding. By starting at an early age this will give them the ability to continue to learn and be successful as they grow. We encourage and convince them to become better readers every day. Kindergarten students love to talk and tell stories. It is easy to bond with them on a personal heartfelt level. Occasionally, I have one or two who like to stay to themselves and not interact with the class but by having one-on-one time with these students they really start to open up and will continue to come to me for anything they need help with. This makes me as a teacher feel good to know they trust me. By bonding with these quiet students they become more independent and their confidence levels grow tremendously.

    I always enjoy relating everyday life experiences with our class. They love to hear my stories and love to relate mine to something of theirs. I learn from them and enjoy and take in all that they tell me. Bonding with kindergarten students is easy and one I can proudly say I do a good job at. Making my students fill that enjoyment and pride of accomplishment is definitely a priority I strive for.

Shayna Miller Post #5: Routman Ch.4 (Teach with a Sense of Urgency)

The students in my room are already lacking certain skills that cause them to function below grade level in ELA or math. The urgency is certainly there in special education, but Routman describes how to appropriately respond to this urgency. Teachers should not simply rush through stacks of material to cover more content and hope something sticks. Teaching with a sense of urgency is ultimately about using every second of instruction wisely. As teachers, it is our responsibility to make educated and informed decisions about our instruction. Consciously making this effort in hopes of providing our students with the best education is teaching with a sense of urgency. A great exercise Routman used is examining your beliefs about teaching by listing what you actually practice. It is easy to make a perfect list of all of these wonderful strategies and practices you believe you should be using in your classroom, but it does not mean one bit unless you actually put it to practice. Listing practices you actually use in your classroom provides a more true picture of your beliefs about teaching than any paper could ever demonstrate.

Blog 5: Terri Thrailkill, Make Assessment Instruction's Working Partner by Regie Routman

Blog 5 /Terri Thrailkill: Make Assessment Instruction’s Working Partner by Regie Routman

Until reading this chapter, I mistakenly thought assessment was synonymous with evaluation.  Now I understand that assessing is gathering data and evaluating is analyzing that data. I have often been guilty of assessing without evaluating.  Without analyzing data and using it to inform my instruction, I have wasted precious teaching time.  Regie Routman reminds me that “this is a lost opportunity to support students’ growing competence as readers.”

I agree with Routman’s idea that teachers should do ongoing assessments using materials that their students are already reading or are likely to read. These, not someone else’s materials and notes, can really be used to drive instruction and improve learning.  Assessments should be worth the time it takes and easy to administer.

Routman encourages teachers to make assessment and evaluation a daily routine.  As we are teaching, we should be assessing and evaluating so that we adjust lessons as needed in order to meet the needs of our students.  “We can’t just follow the directions of a manual and hope for the best.”

Routman further explains that “sitting right next to a student, observing him read, probing her thinking, is the best way to evaluate all aspects of a child’s reading and move the student forward.” As a former Reading Recovery teacher, I know that the most accurate information is gained by carefully observing a child in the act of reading. Taking a running record for a younger and developing reader is appropriate in order to go back and do some teaching after the conference.

Individual reading conferences as a regular part of the day is an easy and manageable way to combine assessment with instruction. Routman suggests meeting with struggling readers once a week (and sometimes for a few days in a row) and once a month with other students. Information should also be gathered from observing their responses in shared, guided, and interactive reading, evaluating their written responses and monitoring reading records.  The teacher’s disposition is crucial to the success of conferencing.  It should be and easy and pleasurable process for teacher and student. The student should always bring his book with him to the conference so that the teacher may scan or refer to it as needed. Routman offers a list of helpful questions that may be used to probe for student understanding.  If the student’s understanding is weak, we must figure out the problem by listening to him read a short passage.

Teaching students to choose “just-right” books is important.  Routman contends that “it is our job as knowledgeable professionals to ensure that our students are reading when they are supposed to be reading: that means they are effectively using phonics, word analysis, comprehension strategies, and whatever else they bring to the text to understand it.  Otherwise we are squandering precious time.” Routman offers an easy, step by step framework for an informal reading conference as well as a list of “child-friendly” reading goals that would ensure successful conferences

We must use our informal reading evaluations to do needs-based teaching based on the question “what’s most important to teach at this moment to move him forward”. But, after teaching, we must not automatically assume that students will automatically apply what we demonstrate.  Routman emphasizes our “need to coax them to move to application, both by directly telling them to do so and by making our own application process visible”. Then we must allow them to practice, and check to make sure that application is occurring.

Ongoing accountability should be central to teaching reading.  Documenting student progress at the classroom and school level is necessary in providing data and analysis to back up our instructional decisions.  There must be a balance between formal assessments and informal assessments.  Informal assessments may include reading conferences, running records, and rubrics.  Using assessment to drive instruction is not easy, but should be the goal of every teacher. In this chapter, Routman clearly explains the invaluable partnership between assessment and instruction and offers very practical ideas to make that partnership a reality.  

Blog 6: Terri Thrailkill, Teaching Comprehension by Regie Routman

Blog 6/Terri Thrailkill: Teaching Comprehension by Regie Routman

There is no doubt that the ultimate goal of reading instruction is comprehension. But the goal for our students  should not just be superficial comprehension-a recall of the facts and a few details-but rather a deeper one, in which readers can analyze what they have read by summarizing, discussing the theme, author’s purpose, and why characters behave as they do. To reach this goal, comprehension strategies must begin being taught in preschool or kindergarten.

Routman warns against overly emphasizing word calling, automaticity and fluency in the early grades at the expense of understanding.  Students should always understand that reading is about meaning and not just figuring out words.

As teachers, we must think about the texts students are reading and the texts we want them to read.  Routman points out, “If we want readers to be critical thinkers, inquirers, and problem solvers, we need to introduce them to challenging, interesting texts. Then we need to show them not only how to process these texts but also how to reason strategically as they interpret, analyze, and appreciate what they read. However, teachers must also be very cautious to use independent texts that are easy enough and meaningful enough to support comprehension.  If students are reading for understanding they should know ninety-five percent or more of the words they encounter so that they may focus on meaning.

Routman offers a group of key strategies for achieving full understanding of a text.  These include: making connections, monitoring for meaning, determining  what’s most important, visualizing, asking questions, making inferences, and synthesizing.  Routman warns, however, that strategies are not synonymous with comprehension, but rather a “tool for facilitating and extending comprehension.”  She further cautions against teaching the strategies in isolation.  Although it may be useful to practice an isolated strategy while students are learning it, we need to make sure that most of our comprehension instruction uses strategies interactively, just as proficient readers do. Routman explains, “We teachers need to give explicit demonstrations not just on how to use a strategy in isolation but also on how to make the strategy a part of our unconscious reading process, so that students are  able to combine any number of strategies to problem solve before, during and after they read.”

We must also be careful not to hold students back with too much explicit instruction and too little guided reading.  Routman recommends a twenty per cent to eighty per cent rule. Students must also be given enough time for independent reading to enable them to use and practice these strategies.  Teachers must also make very clear why we are teaching a particular strategy and demonstrate how to use it by thinking aloud in front of the class.  She further encourages teachers to “think deeply about our own reading process, and trust what we do as a reader to guide our teaching.”  Modeling our own strategies such as rereading, questioning, predicting, summarizing, and classifying will help students increase their own reading comprehension as well as demonstrating that comprehending changes according to the demands of the text.

Routman also brought into focus some of the more important comprehension strategies with suggested ideas on trying and applying them.  Rereading is the single most useful strategy to readers of all ages.  Writing is also a helpful strategy to teach, especially with nonfiction texts.  Underlining, writing comments in the margin, noting key pages to return to, are important aids in comprehension.  I have been negligent in demonstrating these to my students.  Previewing, or surveying, a text “sets the scene for reading by giving a framework for what is about to unfold.”  Taking a picture walk is common in younger classrooms. Students need to be aware of text-to-text, text-to-self, and text-to-world connections in order to enhance their understanding, but Routman cautions that “most of the connections should be routinely demonstrated and practiced as part of the total reading experience.”  Making connections was a new emphasis in comprehension when I reentered teaching.

One strategy that is very familiar to me is self-monitoring.  I certainly agree when Routman writes, “students cannot read for meaning until they can monitor the things they do to make sense of text and maintain comprehension-before, during, and after reading, yes, but especially as they read.”  Remembering my Reading Recovery training, self-monitoring should be emphasized from the very early stages of learning to read.  Modeling for students how to read difficult parts out loud or talk to themselves in their heads may aid with comprehension. Talking with peers about what they read also increases understanding. “Collaborative talk is a powerful way to make meaning.”  We must also ask and demonstrate how to ask questions that encourage in-depth reading.

In conclusion, I found this chapter to be very practical and informative.  It gave me some new information, but mainly helped me recall and cement some fundamental comprehension strategies that have been taught for years.  It also reminded me that we must not just teach reading strategies but rather strategic reading.