Carly Painter Blog #5 Utilizing Inquiry Based Learning

As I have begun to use the inquiry based standards this year, I have realized that I already use some of the standards in class but know that I can implement them more in my classroom.  I have especially made an effort to pull them into my science lessons.  So many inquiries happen with children here already.  Starting a lesson with a KWL chart instantly brings many “wonderings” for the unit to come.  I try to help steer these "wonderings" into questions that first day of the unit and then we work together to find the answers as we go through the unit.  We will answer these questions through experiments, observations, and research. 

 I also have some new easy reader informational texts that I received through a Donorschoose grant that relate to our first grade science standards.  My students really enjoy having these in their individual bag of books.  Some have read them before we start a particular unit (plants, sun and moon, earth materials, etc.) and bring their wonderings from reading while some become interested in reading a particular subject after we have discussed it in class.

I am seeing that students are so much more engaged when they take part in discovering the answers to their own questions whether on their own or as a group in class.  They are more excited to find the answer than to have me tell them the answer.  I look forward to see my students grown through more inquiry based instruction.

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

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

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

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

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

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

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

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

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

Other take aways for me from this chapter include:

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

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

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

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

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

Sincerely,

Dawn

Sharon Doyle Blogpost #5 December - Inquiry Standards

     As a music teacher, I have an obligation to provide my students with expertise that allows them to embrace the content of music through standards based lessons that provide them with the fundamental elements of music.  I do, however, believe that all of us as teachers have an equal obligation to assist students in improving their reading and mathematics skills as these are skills that will assist students in acquiring content knowledge from all disciplines.  The question that comes to mind is how to do both in lieu of this course of study to show reading improvement yet do my job of music teacher?

     To attempt this task, I wrote a unit plan that incorporates the Visions requirement of the development of a research project by each of the students.  Upon writing the unit, it was virtually impossible not to include the inquiry standards as part of the purpose within the unit.  The overarching standards to be used are as follows (Note:  there will be many more standards addressed during the course of the study.):

Grade 3-4: Inquiry-Based Literacy Standards

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views.

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

3.1 Develop a plan of action for collecting relevant information from primary and secondary sources.

3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.

Standard 4: Synthesize information to share learning and/or take action.

4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.

4.3 Determine appropriate tools and develop plan to communicate findings and/or take informed action.

     It is important that one understands that I am a firm believer that writing and reading are very closely connected and while reading can help students improve their writing, I firmly believe that student writing and project making can also improve their reading.  In putting together a project with teacher support, students improve their ability to read to find information, ask questions of themselves while reading, determining importance as they gather factual information, and preparing their material for the purpose of sharing it with others. As I study the inquiry standards more deeply, I find that the basis of inquiry standards can be used as strategies for assisting students in the improvement of their reading ability.  Good readers question themselves as they read, make predictions, formulate opinions, and organize and synthesize relevant information to gain comprehension and understanding about what they are reading.  This is a summary of the inquiry standards.

     For students who seem less interested in simply sitting and reading with little or no purpose, knowing that they will be presenting the information in a manner of their choice and actually 'teaching' others what they have learned in the confines of the classroom under supervision of a teacher as guide appeals to these students. Research projects can be a creative way for students to improve both their skills and reading ability. Students are selecting their own topic and format for this project while the work for the research will follow a template accompanied with a rubric for grading that the students will have during the duration of the project as a reference selected by the district as part of the curriculum.  As we have already begun some preliminary research for topics, I find the students are willing to read at a higher level and enjoy the freedom of choice as part of the project design.

Angelica Guevara December Blog #5 – Implementing Inquiry Standards In Our Content

As I look into the inquiry standards I am using with my students I realize I already do some of this. I really like the purpose of the inquiry standards because it involves the students in a bigger role during the learning process. The students don’t just listen and learn a new concept, the inquiry standards allow the students to analyze their interest by questioning it and helps them to come up with a theory taking the learning process into their own hands. I used the following inquiry standards during reading time (especially shared reading time).  

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

1.1     Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, and the environment.

During shared reading time, I always ask my students to predict what is going to happen. They begin to “wonder” and I tell them to answer me with a question so they can investigate the answer as we read. The students then take the opportunity to conference among each other what their theory is and they compare their questions and why they have that question. They get really excited when they are finally able to answer their inquiries whether their prediction was correct or not. They then have the opportunity to communicate to each other on how their hypothesis was correct or incorrect and if they can relate it to their own life experience. My students have limited communication skills so using inquiry based lessons allows me to teach them how to put together their ideas in a thoughtful manner by gathering information based on their interest and process their theories involving new facts that may also have a link to their personal life lessons.

Jennifer Novak's December Blog

Inquiry Based Classroom

By: Jennifer Novak

        As I begin to implement inquiry based standards in to my lessons this year, I have realized I do a lot of this already, but I guess I didn’t realize it was inquiry based.  Allowing the students to ask questions and “wonder” is something they love to do.  This is very easy when we do science because science is all about wondering “why” things do this or that.  Using these standards allows for more critical thinking on the students end and allows them to share their knowledge with the class.  I have found using these standards, especially in science, has allowed me to use less paper-and-pencil and more hands-on, creative, and student-centered learning.  We use technology such as Google and You-Tube to observe videos of the Sun and the Moon, or different types of Earth materials.  The students enjoy seeing this because they can visualize actually being there-a real experience. 

        In my lessons, I want to ensure that the children are learning content, but also learning to communicate and collaborate with their classmates.  My goal is for them to be engaging in the lesson and developing questions (hypothesis) to help direct my instruction. 

        In an article I read about inquiry based instruction, a teacher from North Carolina (name unknown) stated, “Inquiry based instruction is helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.”  I feel this quote is a great summary of how we need to be teaching our students.

Kelly Anderson Blog Post #5 (December)

Teach With a Sense of Urgency

Routman Ch. 4

"Run, run Rudolph 'cause I'm 'reeling like a merry-go-round!"

If there is a Christmas Carol for the school year that goes a long with the chapter titled "Teach with a sense of urgency", Run Run Rudolph would be the perfect one.

The Christmas season has us all feeling a little stretched for time and with all the fun things that there are to do during the Christmas season we can't forget that there are still standards to be taught and lessons to be learned. We have to continue with our LRP's and preserver through the "Ba-humbugs" and do it all with a smile on our faces. I thought this chapter was absolutely fitting to save till December to read, and I enjoyed reading it this month. It gave me hope for the next two weeks that in room 111 while we might be doing our best because Santa is watching we are also doing our best because we have to "raise our expectations" and know that our students can do the work if we teach it in a manner that will keep them interested. 

My favorite section of this chapter was "Integrate Basic Skills into Challenging, Relevant Curriculum". During this time of year it is hard to make more things more relevant than Christmas, snow, gingerbread, and looking forward to the new year, and some times we have to integrate our content into those areas! I always enjoy the challenge of integrating a whole unit: how can I spin this lesson to make it more than a subject lesson but a unit we can dive into for a whole week?! Those are the units I love planning! As a kindergarten teacher it is always so much fun planning integrations because we are not tied down with a whole group reading book and our math curriculum is flexible enough that we can make the lesson relevant and keep students interest on the subject. 

Teaching with a sense of urgency to me (since I've skipped around a bit in Routman's book) was a good place to land for the month of December because it touched on keeping students interest, making things relevant, being sure not to lower your expectations for students but to raise your expectations and students will rise to the occasion. This chapter gave me hope for the next two weeks and gave me the boost that I needed in order to triumph through the next two weeks till Christmas break!

Karen James Blog 5 Organize an Outstanding Classroom Library

Wow!  Great ideas in this chapter.  I though I had a really good library before reading this chapter and now I think it is an "OK" library.  I have always had a classroom library and want students to be able to use and checkout from my library.  Over the years my library get smaller and smaller due to students not returning books, but I think at least they have a book at home.


My favorite quote from this chapter was "The better the libraries the better reading achievement." I really never thought of libraries like that.  I love how Julie Brown put in her blog that it would be great if we treated our classrooms like libraries.  I believe I will try that next year.  I started my libraries with primarily books that were clearance and that I deemed worthy literature.  I always have the classics hoping someone will read them.  I organize my library by genre to expose students to more then "realistic fiction".  I probably have over 200 books which was consider a good library but not 1000 which the chapter refers to as an "excellent" library.  I agree with not leveling my library.  I want my library to be a place where students read what they want to read.  Nonfiction has always been a weaker part of my library, but last year I made myself buy more nonfiction than fiction, so that part is growing.  I am so thankful for the books our district gave us to help build classroom libraries.  I have never had any help with purchasing books.  It was like Christmas when they arrived.


I love the part of students creating a top 10.  I thought it would be cool to also have student book reviews posted as well.  I had never thought to let students help organize the library until reading about letting them be a part of the process.  I do have a sofa in my room and students are assigned a day of the week where then can read on the sofa.  Rain Gutters, who knew??  I would like to try that also.  This chapter is full of great ways to improve and really use your classroom library.

Karen James # 4 Teach With A Sense of Urgency

I really enjoyed reading this chapter.  My teaching philosophy is much like this chapter.  I totally agree that we as teachers must take advantage of every moment we have in the classroom for authentic instruction. We can't expect students to know what we want them to do if we don't first model.  Modeling what a good readers does is an effective way to help students become better readers.  For some of our students they didn't grow up listening to good readers.  In fact many of their parents are not proficient readers.  Therefore the only example some have is their teacher. 


For upper elementary students, especially 5th graders need more shared and independent reading.  I liked that the book addressed that in a way by referring to focusing on what students need to improve instead of focusing on creating guided reading. I'm not suggesting the book refers to no guided reading, it shouldn't be the "end all be all".  Shared reading and allowing students choice it their reading and allowing time for that independent practice can really improve students' reading level.


The format the book discusses focuses on modeling your thinking as a reader and then allowing students to share their thinking.  I have used this model and was able to determine that my students struggle with inference and the authors use of figurative language from listening to their thinking about a novel we were reading as a class.  I did like that the chapter acknowledges that when using a shared reading, it is important not to stop but to read through so that students don't miss crucial information about the plot.


Reading and Writing definitely go hand in hand.  Sometimes it is difficult to get students to make that connection especially if they are not strong readers.  Looking at text like a writers has to be taught during reading and students need to be encouraged to write like an author they enjoy reading.  I  have students write in a Reading Response Journal as well as in a Writer's Notebook to accommodate high stakes essay test.

Blog Post #5

Julie Brown

Organize an Outstanding Classroom Library

My favorite quote from this chapter came at the very end.  “My goal is to transform my room from a classroom with a library in it to a library with a classroom in it”.  How amazing would that be if we thought of our rooms as libraries first?  There were several things mentioned here that made me think.  First of all, I am so grateful that we were able to receive all the books recently.  It shows that this classroom library aspect is a top priority in our district.  Secondly, I am grateful for Kelli Wolfe and our other reading coaches who can help organize these classroom libraries.  They are an awesome resource if you aren’t using them yet! Finally, as a side note, I know as a language arts teacher the biggest problem I had with a classroom library was its organization.  I must admit, only a few of my titles were on prominent display.  I did not create a list of books with my students that they would like to see in the library.  The best I could manage at the time was trying to buy a new book (that interested me……) when I heard kids talking about it.  We are all at different stages of development where the classroom library is concerned.  However, after reading this chapter, there is no arguing the importance of the classroom library.   

November - JoAnn James - Routman Chapter 1 - Simplify Your Teaching Life

First of all simplify your teaching, right there we are on the right track.  Always use best practices and do it in a simple straight forward way.  I love the section that talks about being as knowledgeable as you can be.  If you have a good understanding of what practices are best for your students then you will be able to make the right choice for each student.   One of my favorite sections in this chapter gives a list of what to focus on in your classroom.  This is some of the best advice I have seen, especially, to help students acquire the skills and tools to learn and go on learning.  In the section Teach to the Child,  Not to the Label we are reminded that no matter what a student is  identified as, it is possible to give a purpose to learning and if we find what they enjoy and they can have success, then all students will believe they can succeed.  The last section of this chapter is so spot on....View
Teaching as an Art Supported by Science.  My favorite quote being, "Without devoted teachers to individualize instruction for the students in their classroom, any program- even a scientifically proven one- will be minimally effective.

Crump/ Chapter 4 Teach With a Sense of Urgency

     I enjoyed this article and the outline of the reading learning model.  I really liked the fact that at the heart of everything is the relationship that the teacher has with the students.  We are encouraged to demonstrate the topic/lesson--sharing our hearts and thought processes as we do.  This means we aren't only TEACHING students a skill, but we are relating to them as learners ourselves.  Modeling our thinking and how we solve problems we come upon in our own learning is powerful.  Students can relate to this.
     Once students are successful and have experienced the learning model, they can be put to task in small groups.  Small groups allow students to be teachers and learners as they share information and strategies with each other.  I really like these strategies and try to implement them in my math classroom.  I try to rationalize my thinking through math problems with my students.  I try to share how I would solve things if I encountered them.  After I feel that we have had experience together, we break up into learning partners.  My hope is that I have paired my learning partners so that teaching and learning can take place within the small groups.  I hope that my students can learn and gain confidence from each other.
     I also like that the reading/writing connection is a strong one.  I have always thought good readers are better writers.  They have been exposed to the great language used by so many authors.  Our lower readers may not have had this experience.  Reading and writing are so powerful and important to the success of ALL of our students.

Angela Jackson Blog Post #4 Routman Chapter 4: Teach Comprehension

In this chapter Routman discusses the different reading strategies and cautions how we should use them to teach comprehension. Further, it warns us that teachers have wrongly made strategies synonymous with comprehension when students do not get the big picture of how it all fits into reading to understand.

The piece explains that many students are held back by too much explicit instruction and too little guided practice. I believe we are all guilty of this and can scaffold our instruction to be more student-led as it relates to reading. The chapter states that we need to be careful about the amount of time we devote to strategy  instruction and that actual reading still needs to be the dominate goal. 

I sometimes feel as if I am fighting a losing battle when it comes to teaching my students to read to understand or read for meaning rather than "read for fun." Our parents also had a hard time realizing that students needed to be deeper thinkers in third grade. Furthermore, making connections to what we are reading is the best way to comprehend what we are reading. It has been painful, yet I am looking with great interest over the next week to see student progress on STAR testing. I am hopeful that something I have taught or the way I have taught it has made a difference.

Blog Post 4: Olivia Boykin’s Routman Chapter 5

 As Jeff Foxworthy might say, “You know you’re going to be a teacher when you buy books from yard sales and library rummage sales for your future classroom library – when you are still in high school!”  That is exactly what I did, though, and still find myself doing 20+ years later.  Routman did state the truth when she wrote, “When classrooms do have adequate libraries, most often, teachers have spent large sums of their own money.”  I honestly don’t want to think about how much money I’ve given Scholastic, Trumpet, Lucky, etc. over the past 15 years and I do wish teachers were given a certain amount at the beginning of the year simply to purchase books for their classrooms.  This would allow students to have a say in what is chosen for the library and would help to keep the classroom libraries more current.  

Sadly, I feel like my classroom library is no longer current.  This is, I believe, partly because I started spending money on my own children instead of books for my classroom.  I can no longer justify purchasing $30 worth of books for my students every other month or so when my own children love to read and need books that interest them and quench their need for literature.  Another reason my classroom library is no longer “current” is the fact that the students’ abilities and interests have changed so drastically even in the past 8-10 years.  I have series books like The Boxcar Children & A Series of Unfortunate Events and books by famous authors like Beverly Clearly that don’t get read anymore.  The students now tend to lean toward reading Arthur books along with other picture-type books.  Seeing one of my students read and/or finish a chapter book is no longer the “norm” as it once was. 

I do like that Routman says, “It really doesn’t matter much what kids read as long as they read and enjoy what they’re reading.”  She even lists “books” like comic books, magazines, and picture books that are more appealing to some students because they seem more “manageable.”  As I was reading this chapter I also thought about my own children and their reading habits.  I have one child who embraced reading in 4K and has yet to stop while my other child loves books but not necessarily the reading part.  What I think is interesting is the correlation between the television and the books….  There have been some words that he has “read” that I know he wouldn’t know had he not watched Teenage Mutant Ninja Turtles or Ninjago – Masters of Spinjitzu.  He’s proud of himself for reading the hard words and I’m happy that he is feeling some success.  As long as I continue to find books relating to his favorite toys and television shows I think he’ll embrace reading.  Hopefully one day he’ll realize that it goes so far beyond a few television shows and he will loves it just because. 

Our library definitely jumps out at visitors because it does take up a large portion of one wall.  It looks nice but isn’t what I see in my head as the “finished product.”  There are numerous genres in our classroom library and I do stock books by well-known children’s authors.  Are some of the books “dated?”  Absolutely.  L  Have the students been involved in the selection and organization of the classroom library?  Absolutely not.  L  Can the students find/put away easily?  Yes, they can.  J  I normally do rotate book baskets after the winter break so the students have something new to peruse if they happen to have a few “extra” minutes to read.  Again, though, I don’t know how ready some of them are for the more advanced books but we’ll soon see.   Trying to get some of them to read for more than 5 minutes uninterrupted is a major hurdle.  Some students are also down on themselves because of their “level.”  To that I say, “Who cares?”  Level, schmevel.  J  Routman states, “It is disheartening to see classroom libraries in which most of the books are leveled.”  I agree wholeheartedly.  When a child says he/she can’t get a book because it isn’t on his/her level or isn’t an Accelerated Reader book I have some major concerns.  L              

I do think starting a top ten list of books is a great idea.  I am going to try to start that by working on units and finding books that go along with that unit of study.  I especially love it when a student brings me a book to read and I see it’s about something we’ve been studying.  J  I want all my students to be excited about reading and I think a top ten list will definitely help us reach that goal.  I do wonder, though, if Routman thinks the classroom library should be reorganized from head to toe each year so the new students have some ownership.  When I think of how long it takes to organize the library each year and then I think about redoing it I feel a little woozy.  Whew!  J  

Anne Maddox #4 "Teach with a Sense of Urgency"

The title of Chapter 4 "Teach with a Sense of Urgency" suggests to us to teach like we are going to a fire, which I often find myself doing!  Instead of teaching with a fury, Routman hopes to guide teachers to help our students find joy and passion in reading, and further their autonomy in their own learning and problem solving.

The Optimal Learning Model contains four tiers for teachers to aspire to achieve.  I am in agreement with the author that teachers must have a mutual like and trust of their students, along with success with meaningful tasks which will create a love and pride of their work.  Like Routman, I also do most of my teaching as Shared Demonstration and was most pleased to have this method validated as a powerful teaching method by Don Holdaway. It was also a nice validation to have Holdaway state that we should be choosing challenging above level texts for shared reading.  This statement varies widely from school to school. Some schools require that one read texts on level, yet others require that books be chosen  to challenge students above their level.  
 Considering our students' economic level and background, evidence shows that the students who are the farthest behind need their reading, spelling, grammar, and writing all integrated so they understand how they fit together.  This way their knowledge can be applied and used over and over in relevant ways.  Most of our children do not have parents who read each day.  If our students aren't seeing reading at home, then they probably aren't doing much reading at home either.  Teachers are their role models and we have to give them the practice.  I know I need to continue to progress from the Shared Demonstration and use more of the student initiated learning because that is how our students will achieve higher levels of understanding.

Alexis Howlett Blog Post #4: Organize an Outstanding Classroom Library

I chose to read and discuss Routman's Chapter 5:  Organize an Outstanding Classroom Library because I agree that all classroom's should have a classroom library, but as a teacher new to the Gifted & Talented program I am struggling how to best set this up in my room.  I completely agree with Routman's statement that "Books contribute more strongly to reading achievement than any computer software does."  I despise AR and STAR for this reason.  There is so much emphasis placed on how much or well a student does on their STAR test that I find a lot of my students are focused on how many points they are getting rather than expanding their reading skills.  Hence, the need for a strong classroom library.  As Routman, points out that access to a classroom helps struggling readers so that they can see how to "light read" or as I like to say for fun.  I also believe this statement can help even GT students gain exposure to titles they might never have considered.

Her suggestions for how to equip your library from using programs like Scholastic points, approaching PTO for funds, and used book stores is essential for us to expand our libraries.  I also agree with her approach to involving students to help design and organize the classroom library.  How cool would it be to have access to a library that actually interested our students and what pride they must have because they helped create it.  I believe a strong, diverse classroom library can open the eyes of a person to a world they only dreamed of seeing.  How awesome is this insight for all levels of readers.

Caroline Josey Blog post #4 - Routman Chpt 2

Bond With your Students

"Through drill and memorization, we can get students to complete assignments and pass tests. But there is a price to pay for such short-term accomplishment."

One of my biggest fears as a teacher is that I am not letting my students think out of the box, or for themselves. I forget that for students to thank for themselves they must become confident in themselves as learners. In order for them to become confident we must "reach into our students' hearts." (Routman 12) Routman says "No one talks about bonding, and we need to." I think we constantly talk about bonding and making relationships with our students. Teachers know they need to have a bond to to reach their students. The question is are we really listening and connecting with our students, are we making them want to become life long learners?
I have a student who reads on a kindergarten level and she constantly says "I can't read." I never know how to reply to her but we have worked together on not saying those words. I do know that she will shut down and not want to learn to read unless I find books that are her "just right books." I loved how Routman promised the students she was working with would be able to read their "We Can" book by the end of the week. I think this would be a great idea to use with students who are struggling to grasp onto strategies they may not be ready for.

Margaret Tiller: Blog # 4: Chapter 4: Routman “Teach With A Sense of Urgency” Reading Essentials

 

For my fourth blog post, I decided to analyze chapter 4 in Routman’s Reading Essentials: “Teach With a Sense of Urgency.” To be honest, I was a bit skeptical about how Routman would support the need to teach with “urgency, “however, I discovered that the author equates urgency with PURPOSE rather that equating urgency with pressure. I agree with the author’s sentiments about making every minute count. So often in this profession, we feel the need to cram each minute, even each second, with as much academic fact as possible. However, I think it’s important to recognize that teaching with urgency does not necessarily mean teaching as much academic information as possible; teaching positive social skills could also fall under the umbrella of teaching “urgently.” I came to this realization after Routman stated that “I teach each day with a sense of urgency [specifically], […] I am aware of the students in front of me” (Routman 41). Sometimes teaching urgently can mean simply taking the time to make sure that the student and I are “on the same page” in terms of goals, strengths, and needs. My personal teaching philosophy is that given the right tools and support, all students, regardless of academic level, can become self-motivated and driven learners. For this reason I was thrilled that Routman mentioned: “The learners are proud of their ability, aware of their progress, and involved in setting new learning goals for themselves. Their reward for their successful learning is intrinsic, personal pride and pleasure in their accomplishments” (Routman 47). It is easy to get caught up in the day-to-day hustle and bustle of testing, etc.; however, it is so important that we, as teachers, remind ourselves of the ultimate goal for our students: is it to cram as much information into their heads as possible, or is it to inspire them to become free thinkers? In my opinion, it is of utmost importance to keep our ultimate goal in mind so that we may continually “teach with a sense of urgency.”

Elizabeth Graham Post 4: Routman's Chapter 8: Teach Comprehension

As I read Routman's chapter entitled, "Teach Comprehension", I connected with ways to employ effective comprehension strategies during library lessons and read alouds. As I am reading to classes I can model and demonstrate by "thinking aloud in front of the class". Some key strategies that I can focus on:

• Predicting
• Questioning
• Creating images - visual pictures 
• Seeking clarification
• Constructing summaries

An important point that may be obvious to most, but was an "aha moment" for me, is that "proficient readers use many strategies". There is not one single step to good comprehension, but many strategies that need to be used together and to be practiced in an authentic way. Media specialists are taught to embed information seeking skills and search strategies within the curriculum, not to teach skills in isolation. Reading comprehension works the same way: students should use comprehension strategies and skills at the point of need, while they are actually reading. 

Link to article by C.S. Adler on Reading Rockets webpage: Seven Strategies to Teach Students Text Comprehension. Useful resource for teachers and parents.

Heather McCraw: Blog #4: Routman Chapter 3: Share Your Reading Life

I really enjoyed reading this chapter...unusual since I have no reading life of my own! As I was reading the chapter, I had a lot of "aha" moments about what good readers do. Because I've never considered myself a good reader, I have never known or used these strategies on my own. The thing that struck me the most is how the author always knew what she would read next. Our students should know what they want to read next! Too often, students wander aimlessly in the library looking for a book on their level with an interesting cover, or picking up a book because of the number of AR points it offers, or perhaps even just making a completely random selection. If students had a list for what they want to read next, library selections would be a breeze! Students wouldn't have to be made to read; they might actually WANT to!

It was also interesting to see what Routman thinks of reading logs. At our last PLC meeting, reading logs came up. Each teacher was sharing their own opinions about reading logs. Some stated they saw no value in reading logs. These folks felt like reading logs were merely a paper parents signed to verify that some amount of home reading was done - whether it actually was or not. Another piped up and said, "Reading logs have lots of purpose." As she proceeded to tell how you can see if students are reading too many pages in a short amount of time. You can visibly see a record of types of books students are reading and encourage students to try different things. You can see if students need to develop stamina while reading, etc. I sat without any input just thinking about my own opinions of reading logs. When I taught everything, I did have my students keep reading logs only as a way of showing reading homework. It was pretty pointless. Routman suggests that reading logs are appropriate and necessary but do not need parent signatures as then they simply become something else to check off. She values reading logs as they are her history as a reader, and she prides herself on that.

I do believe that if teachers shared their reading lives with students, more students would learn to love reading. As the math and science teacher, I believe I possess the ability to teach students to enjoy these subjects - at least to some degree. I never felt that I possessed the ability to teach students to learn to love reading. After reading this chapter, I do believe it is possible. Students can learn to love reading as well as they can learn to love any subject. If we share our reading lives with kids, that's all it would take.

Melissa Parris Post #5: Conferences With My Focus Group

I have always enjoyed reading with individual students during "Reading Party," but keeping notes on these conferences and using those notes to drive my instruction has been helpful.  I chose  group of students all of whom read below grade level...some well below grade level.  I have learned that this particular group of students responds well to the Reading Recovery strategies for figuring out unknown words.  Read Well and our basal reader are both highly phonetic programs, so using the Reading Recovery strategies gives them a different kind of strategy to figure out unknowns. These particular students respond particularly well to "check the picture" and "say blank and keep reading."  I have found, in the past, that as students become more fluent readers the "go back and re-read" strategy works well, but his group of students does not yet have the fluency necessary to use this strategy. The reading conferences with these students has allowed me to emphasize these strategies with my focus group.  Because these strategies were so helpful for these below-level readers, I have been reminding the whole class about them and encouraging them to try these strategies.

On a different note, I was impressed with some reading that a couple of my students' growth in reading and wanted to celebrate them so I let those students read aloud to the class.  The rest of the class thought that was great so the following day, almost every student in my room wanted to read a few pages aloud to their classmates. It was great to see the children cheer each other on celebrate each others' successes.

Kelli Wolfe Blog #5 - Inviting Literacy Environments

Studies have shown (and teachers have known) for years that the more contact children have with books, the better readers they become.  Being in a title one school with so many students from low-income homes has helped me realize the importance of surrounding children with good literature.  So many of our students don’t have parents who read independently or who encourage their children to read.  As a result, taking time to visit the public library or purchase books with hard earned money is not something that is even considered in the homes of our students.  That is why it is imperative that we provide print rich classrooms.   And, I have to say . . . the teachers here at WHES take classroom libraries seriously and have very inviting reading centers.  In addition, I am thankful for a district that sees the importance of literacy and is willing to invest financially in providing books for their teachers.  

Much of what Routman says in Chapter 5 of Reading Essentials rings true with my spirit.  There are so many ways to increase the number of books we have on our shelves, and we must be proactive in using the resources that are available.   As a classroom teacher, I was so thankful for Donors Choose!  I was able to stock up my shelves with books that generous donors provided through financial contributions.  One year I noticed that many of my students LOVED a good mystery.  I had very little books in this genre to provide for them.  As a result, I applied for a Donor’s Choose grant and was awarded two boxes full of good mysteries.  My students were so excited.  When I read what Routman said on p. 65 about high school readers being asked to suggest what books should be added to the classroom library, it reminded me of my experience that year.  

In addition, I always love Routman’s “Try It” and “Apply It” ideas.  I wish that I had provided more time for “Book Talk” in my classroom.  I very often choose a book for myself based on someone else’s recommendation, and even today wrote down the name of an author a friend told me she enjoys. I should have given my students the same opportunity.  I believe it would have encouraged students to read genres or authors they may not have read before.  I will definitely encourage teachers to try out book talks in our classrooms here at WHES.  

Finally, I especially like the idea of creating a Top 10 Favorite Book list . . . and even creating a bulletin board that showcases the favorite books of a specific classroom.  What a great idea!  I can see how a bulletin board in the hallway would be great advertisement for some fabulous literature!  With the help of some WHES readers, I think I will give it a try!