Vicky Mclain’s Blog Post 9: Routman Chp. 6-7 Plan for and Monitor Independent Reading and Make Assessment Instruction’s Working Partner

Plan for and Monitor Independent Reading

I put off reading/blogging about independent reading because I felt like it was one of the strengths in my class.  In August, I spent time laying the foundation for a strong independent reading component.  We went over expectations and procedures as we walked through our classroom library.  We discussed choosing “just right” books.  According to Routman’s t-chart on pg. 85 my independent reading program was good to go!  My students knew that independent reading would take place every day and it has. Through my numerous conferences I found areas of concern and followed suit with mini-lessons. Students have read alone, with partners, and in groups. Students have kept records of their reading on the H drive and I’ve documented many conferences.

According to Routman, “Independent reading provides the indispensable practice that literacy learners require to become successful, self-regulating, self-monitoring readers.   This independent practice includes response.”  Using this quote as an introspective looked into my independent reading practice.  The weak area seems to be self-monitoring.  My students have been more focused on reading a certain number of pages (since that is their goal).  They monitor how many pages they are reading.  I’m not very thrilled that this is mainly the extent of their self-monitoring.

Another area of improvement: In regards to responses, the responses from the students has been mediocre at times.  There are short slips of paper where student can write their responses to books.  The reading log that my students to weekly to document reading at home rarely has meaningful responses.  The turn and talk dialogue between students is often short and shallow. My responses to them have sometimes been a dialogue about their book and at other times it was just a simple pat on the back “good job” feedback.

Another area of improvement:  “Just right books” My students were consumed with finding “just right books” that they rarely challenged themselves.  I had discussions with individual students about finding more challenging books because like Routman said on pg. 93 “once students are competent readers, reading only easy books is not enough for continued growth.”

Overall, I feel like the independent reading portion of our reading instruction is on target.  I don’t want to over analyze independent reading.  I just want to make sure that my students enjoy reading and they are growing in comprehension.

Make Assessment Instruction’s Working Partner

Hmm…timely blog to have as we are staring eye ball to eye ball with standardized testing. However, this chapter is about meaningful assessment that informs instruction and benefits our students.

“Whenever I am with students, I am evaluating them and noticing what they need to move ahead.” – Routman pg. 100

This is true of me.  This type of assessment and evaluation is often undocumented though it might be found on a sticky note or slip of paper on my desk.  I’m working on it!

“We can’t just follow the directions of a manual and hope for the best.” Routman pg. 100

Amen!  Students are not household appliances.  They unique.  We know them.  We monitor and adjust based on what we observe.

STAR data, DRAs, informal reading inventories and conferences were the driving forces for most of my instruction.  I feel like I had a good balance of formal and informal assessments. However, it is challenging to get grades for the gradebook.  Routman addresses this same issue on page 112.  Our grade level has a rubric that is very similar to the one on pg. 113.  However, that is just two or three grades per nine weeks.  We don’t do that weekly.  The need for more informal reading assessment that computes to a grade for gradebook is still very real.