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.