Carly Painter Blog #2- Why Not? What Works?

In Section 2, Why Independent Reading Matters and the Best Practice to Support It, Miller shares many examples of reports and research that show that Independent Reading truly does work (when practiced appropriately).  Miller reiterates that students need time and choice during Independent Reading time and the teacher is no longer just a reader to model.

I feel like my IR time made huge improvements after I implemented parts of The Daily Five, specifically, the silent reading time.  I begin with a lesson on choosing just right books the same way that you would pick just right shoes (for soccer, for church, etc).  I've found that younger children can really relate to choosing shoes and associating that with choosing their books to go in their individual bag.  I have had a leveled library for my students to "shop" for books from but am trying to also encourage (maybe I should say allow) them to also pick from some genre specific baskets where the books may or may not be on their specific level.  In the past I've found it hard to let go and let them choose books that are way too easy or way too challenging but I see how much more they enjoy reading time by having that ownership of choosing their own books.

I have also learned so much about my students by having short 4-5 minutes conferences with them during IR time.  I can see what genre each gravitates toward, I see if the specific level is working for the child, and many conferences turn into great conversation.

While I have found some things that are working for IR, there are still many areas to grow.  .  I see that there are a number of mini lessons that can be taught during the beginning of IR time.  I also need to allow time for students to share after their reading time, whether with a partner or the whole class.

IR time is a great tool for improving reading.  It is going to take time and effort from me but the rewards will be worth it for my students in the end!

Blair Wright Blog #2 Share Your Reading Life

The first major point of Chapter 3 in Routman's book is that you should share what you are reading and what you want to read in the future with your students. As teachers, we are a huge influence on our students and it is important to model and show them how to be good readers. In order to do this, you need to examine yourself as a reader. Personally, I do not feel like I am the strongest of readers and I do not read much at home. However, I do think of myself as a "spurt reader".  When I do read I want to read the whole book or series as quickly as possible. Usually this happens in the summer when I have more time on my hands or when I hear of a great book from a friend. One thing I like to "spurt read" are the books my students are interested in such as Diary of a Wimpy Kid, Wonder, Weirder School, etc. When I hear them talking about it, it inspires me to check them out, then I get to talk to the students about the book.

The next major point I took from the chapter is to take ownership in what you are reading and what you want to read in the future. She talks about keeping track of the books as you read them and a list of ones you want to read. When keeping track of your reading, she suggests that you write down the books you are reading, and also write ones that you want to read. This really made me think of how long my list would be if I had documented the books I read in my life. I'm pretty sure it wouldn't be as long as most, but still would probably fill up at least a single subject notebook writing on the front and backs of pages. Again, the focus of the list wouldn't be on quantity, but the desire to always be reading. Modeling this practice would be a sure fire way to encourage reading and help build enthusiasm of reading in students.

Jennifer Novak September Blog 2

In Chapter 4 of Reading Essentials, the author explained the importance of teaching with a sense of urgency.  In stating this, the author expresses that the teacher needs to make every moment count.  I know that I try to teach at every moment that I can due to the amount of children in resource, speech, esol, and ot.  In having these pull-outs, it is vital to know each and every child’s academic needs to maximize the instruction time.

                The text also expressed the important of exposing the children to various genres.  Our Journey’s Textbook does a great job of exposing the children to fiction and non-fiction texts.  I take this opportunity to show my students other books from my classroom library to align with our genre that we are learning about each week. 

                It is also so very important to show the children the importance of reading because we read in every subject in school.  Often we complete addition and subtraction word problems in math, read instructions to science experiments, and read maps in social studies.  I explain that if we can’t read and know out letter sounds, we will not be able to complete the fun activities in our other subjects!  Readers are leaders!

Kelli Wolfe Blog #2: It Really DOES Work!

Section II of Miller’s No More Independent Reading Without Support really challenges teacher to examine common, ineffective classroom practices and replace them with practices that are supported by research and professional wisdom.  She points out what practices grow an independent reader and how that affects academic performance overall.  I can honestly say that I have taught both ways . . . and in my experience, the research held true.  

When I was a classroom teacher, I used a “modified for 4^th grade” version of Gail Boushey and Joan Moser’s Daily 5 Model.  I used it for 3 years before leaving the regular classroom, and I have to say that I saw a huge difference in my students as readers when I switched over to it from using the basal stories and traditional assessments.  Teachers often complain that they don’t have enough time; however, when I used this model in the classroom, I really had MORE time.  For the first time, students were EXCITED about ELA!  They would ask me every day when we were going to start the Daily 5 rotations.  They LOVED having choice and time to read.  They even loved to conference with me, and it didn’t just keep them accountable . . . it kept me accountable.  For the first time, I really understood each of my students as readers and was able to form small groups based on individual needs, etc.  Before I began to conference with students regularly, I knew who the good readers were and the bad readers were, but I didn’t know why.  I couldn’t identify specific weaknesses, and therefore didn’t really know how to help. By using a Balanced Literacy model, I grew as a teacher and my students grew as readers . . . their scores were evidence.

One area that I did not devote a lot of time to was giving students opportunities to share what they were reading.  They would share with me while we were conferencing, or would sometimes share informally with friends.  However, I wish I had formally created a way for students to have some book talk!  I know I enjoy talking to other people about what I am reading and always get ideas about what to read next by asking friends, etc. 

Jennifer Novak August Blog 1

In chapter 3 of Routman’s Reading Essentials the author has numerous helpful tips to make me a better reading teacher.  The author expressed that it is so important to tell your students why you read.  I often tell my students how we need to learn to read because we have to follow directions, read newspapers, read text messages, read magazine, and read books. 

It is always disheartening when I ask my students, “Why do we have to learn to read?” and they respond with, “Because we have to.”  I feel it is important to establish a responsibility for reading and give my students real life reasons to show the importance of reading.  The text emphasized the importance of modeling reading whether it is whole group, small group, or independent reading.

I tell my students that even though it may sound silly, they can practice reading to their favorite stuffed animal, action figure, or doll.  This helps them practice fluency, practice reading aloud, and establishing a purpose to read.  I tell my students that I like to read to Ivy to practice before I come to school and read to them.  They think this is so funny that I will read to my dog, but it gets them interested in reading. 

Melissa Parris - Blog 1: Enough time?

My initial responses to this chapter were somewhat negative.  I did not like the author's attack on calendar time, transitions, lining up, and packing up. How in the world can I give up calendar or speed up transitions with 6 year olds?!   Upon further study, I realized that she is right about not needing to repeat the same activities year after year during calendar.  I also decided that I can steal a few minutes from calendar time to add more time to SSR.  I am not sure it's realistic to speed up my transitions, lining up, and packing up, but it's good to be aware that these can steal valuable educational time.

I still struggle with finding time to have conferences with every child every week. I have a plan for doing it, but have not managed to get it done yet this year.  I do believe it's important to listen to students read on a regular basis to monitor growth and to provide guidance about strategies they can use in reading.  Miller states, "Unguided choice and lack of monitoring can mean that students see struggle while reading as their own permanent deficiency." This statement hit me hard and made me see the vital nature of conferring with students on a regular basis.

Heather McCraw: Blog 1: Is There Enough Time?

My goodness!! Time...I never have enough!!! I currently feel like I'm running myself ragged trying to keep up with all there is to do! I feel like I'm not getting done with what I need to every day, and then I spend too much time after hours trying to figure out how to make the following day even just a smidgen better...the endless cycle!!!!!!

I thought this article made great points about how moments of our time are "wasted" during the day. While we always claim, "There's no time!", what if we prioritize everything that we do? Could we possibly find more time than we think?!? Perhaps.

Good points made here about what a teacher does during independent reading. When I was still teaching reading, I NEVER conferenced with students during independent reading time. Though we infrequently had independent reading time, I considered it a chance to catch my breath and not an opportunity for conferencing.

August Blog-Is There Enough Time?...

Are 180 days enough time to fit in all that I need to teach to my students?  Of course not!  There is always that feeling of not enough time but reading is the foundation for everything else that my first graders will need to do from now on.  Therefore, I have to find a way!  

Debbie Miller points out that "in order to become thoughtful, strategic, proficient readers, children need to read.  A lot."  What better time to read a lot, than independent reading time?  It is such an important time and although easy to "skip" here and there, I have to remind myself that it is not something to skip.  Overall, I have found that most children really enjoy this (somewhat) quiet reading time, especially when they have a choice of what to read.  Just last week, I had several different students ask, "Are we going to read from those bags again?"  I was met with quiet cheers when I answered "yes."  In the past, I have practiced spending a short 4-5 minutes with a student finding out what he/she is reading, and having him/her read a short passage to me.  Even in that short amount of time, I can take note of a lot about that child as a reader.  I enjoy learning more about my readers and try to make independent reading time enjoyable for them as well.  

Can I Get an AMEN?

Routman- Chapter 1- AMEN!!

Well, she indeed said it all in one paragraph- “If we want our students to be excited about literacy, they need teachers who love coming to work, who are literacy learners themselves, who find ways to make the curriculum relevant…None of this is possible if we’re constantly exhausted from an overstuffed curriculum and have no time to collaborate, reflect, and renew ourselves." AMEN! 

If we took a poll, I believe many teachers feel this way.  We just want to teach and enjoy our moments with the children, but there is a constant list of to-dos that really do not benefit the students or teachers.  So how do we focus on what really matters with so many deadlines staring us in the face?

Yes to Independent Reading!

Miller- Chapter 1- Yes to Independent Reading!

I have always supported independent reading.  The more children read, the better readers and writers they become.  Many do not get to experience the world outside their own community and reading does provide the opportunity to “travel” and learn.

 It is difficult to find the time because there is so much pressure to become proficient in so many standards.  However, if the younger students do not become well- versed, independent readers, they will struggle with all areas of the curriculum as they advance.  I loved the reference to the benches/practices one might be guarding.  I am guilty of several of them!

I am confused as to what the district guidelines for the independent reading will be.  There have been (what I consider) negative references to taking quizzes on computers in several articles.  If book selection is guided and the reading time is closely monitored, I see no harm in letting the children take a quick basic comprehension quiz.  Again, the key here is monitoring and adjusting as the children read.  Without the guidance, the time does become DEAR or SSR time and is wasted time. 

Assisting in the search for the right books for each child, helping them feel successful as they read, and facilitating adjustments to the reading levels and genres when necessary all aid in creating a love for reading for students of all ages.

Dawn Mitchell's Blog Post 2 - Regie Routman's Chapter 5 - Organize an Outstanding Classroom Library

Dawn Mitchell's Blog Post 2 - Regie Routman's Chapter 5 - Organize an Outstanding Classroom Library

During the month of September our literacy professional development focuses on creating a print rich classroom environment, organizing your classroom library to promote student interests in a wide variety of genres and topics and authors, and most of all to provide students with choices that tap in to their interests and abilities. 

In September’s blendspace you will find a variety of resources including read alouds from Miller’s “No More Independent Reading Without Support” as well as Atwell’s “Pleasure Principle” and one of my favorites highlighted within that article, “The Reader’s Bill of Rights.”  In addition to those texts, you will find resources created by many of our district literacy coaches and teachers including videos of classroom libraries, checklists for a print rich literacy environment and a well-stocked classroom library.

In talking about the importance of choice with respect to our students, we also want each of you to know that teachers need choices too.  We do not want anyone to feel pressure to have the same classroom library and we are not advocating a “cookie-cutter” approach to classroom libraries.  In order for our classroom libraries to be effective and to equip students and teachers with the materials and the motivation needed to grow as independent readers they need to be in a constant state of growth. 

In chapter 5, Routman validates the importance of effective classroom libraries and on page 64 she states, “The most effective reading programs are generally supported by large classroom libraries.  The better the libraries, the better the reading achievement as measured by standardized tests.  Books contribute more strongly to reading achievement than any computer software does.  Schools with lots of low-income families have far fewer books available for students, and classroom libraries can help level that playing field.  Simply put, children read a great deal more when they have access to books, and well-designed, organized, ample classroom libraries provide the easiest access for students.”

A few take aways that I had from this chapter are:

*The importance of well-timed, high interest book talks.  Penny Kittle in her professional dev. text, “Book Love” that I am also reading promotes book talks as well as an integral part of independent reading where the teacher and then students take a few minutes at the beginning of independent reading each week to share about a book from the classroom library that they are reading.

*The importance of high – interest books.  Routman explains how important high-interest books are to struggling readers.  I would argue they are important to all of us.  How many of us, as proficient adult readers value some light reading?  Um, this girl right here has her hand held up high!  I love my Southern Living and my South Carolina Wild Life magazine as much as anyone.  I also love a little In Style when I am in the chair once in a while to get my hair cut or every morning when I am reading my devotional and the news on my smart phone.  Light reading does not account to poor reading.  It is part of a balanced reader’s diet.  It has a place in the library and in our students’ hands too.

Routman says, “It really doesn’t matter much what kids read as long as they read and enjoy what they’re reading.  By gently nudging them and introducing them to better literature – through reading aloud, co-reading, and putting books into their hands – their reading tastes will eventually grow into more sophisticated materials.”

*The importance of a variety of books – Routman says, “An adequate classroom library will have at least two hundred books, but an excellent library will have more than a thousand.” She explains the importance to include multiple copies of favorite books, to include books in a series to motivate author studies, and to promote clear procedures with students in charge and involved of the care of the library including the daily book sign out in order to keep managing the classroom.

*The importance of organizing the classroom library around what students’ interests are.  On page 68 Routman suggests creating baskets/bins/tubs of books organized by topics that students choose.  Using an interest inventory, a survey, a poll, or even a conference to find out what they like to read and then organizing your classroom library to include these popular text sets can go a long way in motivating students to read and to find what they like to read.  Routman says, “The top three choices for more than seventeen hundred sixth graders in twenty-three diverse schools were magazines, adventure books, and mysteries.”  Don’t go by this survey though, let your students tell you what they like to read. 

*Avoid organizing by leveled bins – Routman says, “While levels can be a helpful guide for teaching students, we need to be careful to factor in the quality of the text and students’ interests.  When we show students how to select “just-right” books, even older struggling readers can appropriately choose books.”

*The importance of nonfiction books – Routman says, “More nonfiction reading leads to more informational writing, which is related to higher reading achievement.”  Routman goes on to cite a study from second grade teachers in Tenafly, New Jersey that taught all of their reading through nonfiction books connected to science and social studies.  She said students not only learned a tremendous amount about the world but they also tested above grade level in reading on standardized tests.

*The importance of talking about books – Many of you have heard me share my book review genre of study in writing workshop and how I’ve used the book review unit to integrate reading and writing and to promote students analyzing what they read in order to argue for or against reading it.  Many times we even publish our book reviews on web 2.0 sites like Amazon or Barnes and Noble in order to inform other readers about our opinions.  Routman does this too through her “top-ten” lists. 

*The importance of creating a cozy climate – You know when a book nook beckons to you. It’s the cozy café seating at Barnes and Noble with the smell of coffee and new books all around you and the low level lighting beckoning you to come in.  It’s the children’s section of the local public library that has books artfully arranged by staff, colorful carpets with big books and eye level baskets full of board books.  It is important to think about our classroom library aesthetic environment as well, doing the best we can with what we have to make that spot as inviting as possible.  I loved Routman’s idea on page 78 of using rain gutters to display books.  I have seen this on pinterest and have admired them as well. 

As we enter in to our first full month of school with September, there is a promise in the air of a new year, with new students, and a new found support for best practices in literacy.  Let’s start with our classroom environments.  It’s where our students will spend most of their day time hours.  Let’s make room for reading, room for choice, and a room that is inviting and motivating for this year’s readers.  Let me know how I can help.

Sincerely,

Dawn

"I Got No Time"--Anne Maddox Blog #1

Back in the early 70’s there was a popular song, “I Got No Time” by the Guess Who.  The lyrics depicted all the wonderful, important things we were missing out on.  I will be the first to say that there isn’t enough time in the day, for exercise, bible study, good healthy food choices, spending time with loved ones, and other things.  However, I do find the time for the most important things I deem necessary.  After reading this article I do see that I must make adjustments in my priorities to help progress my students who lack reading confidence, skills, and lowered test scores.

               Most appealing to me was Miller’s statement about just reading to read, with no checkpoints for teachers to know what’s going on inside their head.  I also connected with the part where she mentions  that teachers are helping to create habits where students just think being a poor reader  is part of who they are…..a struggling reader, and that some people just aren’t cut out to be readers, and they are one of “them”.

As a Reading teacher every year during Registration I have to ask students what their favorite subject is, and most times it is NOT reading.  I now see the value of independent reading with monitoring and feedback as a necessary part of my reading instruction, especially for the struggling reader.  We have to help by monitoring progress and giving feedback for them to get beyond their innermost fears of being that failed reader.

              

Maggie Delaney August Blog 1

“Children learn to read by reading…but not without instructional support.”  Reading is so important.  We as teachers know how true that really is.  Reading is a requirement for all courses in school…science, social studies, math, music, etc. If you can’t read, it’s going to be hard to work a math problem or conduct a science experiment.   At the start of my career, independent reading was a hot topic and there was a big push to have it in place in all classrooms.  In my second grade classroom, I took on a balanced literacy approach with 30-60 minutes a day spent on independently reading.  I strongly believe in it and truly believe that teachers CAN find the time to incorporate it into their daily schedule.

However, I do feel like I struggle with how to use the independent reading time to maximize the students’ growth in reading.  “First, let’s find the minutes.  And then let’s figure out how to use them well.”  In my current role, it is very easy to find the minutes seeing as how I pull students for a reading intervention program.  But, like I mentioned earlier, even as a second grade teacher that taught all the subjects, I definitely found the time for independent reading.  Using those minutes well is where I feel like I need more guidance (and hopefully, this class will provide that!). 

I know that some teachers out there have a dislike for independent reading time.  As mentioned in the article, some teachers are not fond of it because they see it as a time for students to read with no teaching/instruction going on.  I fully understand that there is a huge amount of instruction that can occur when a teacher is able to conference with a student independently.  One of my hopes for this class is to acquire some new strategies to help students individually with their reading.  I really want to “make the most” of our independent reading time!

Ain't Nobody Got Time For That.... Blog#1/Crump

     Not enough time?  That's the story of my life.  Time is a factor in everything we do--especially this job.  Each year, we are given a set of standards, a new group of kids, and a pat on the back and then---WE ARE OFF to the races.  I agree with everything that Debbie Miller said.  Reading IS important.  Reading SHOULD be our top priority.  I do not think you would find one person to argue with that point.  I think the problem today comes from several directions.  One, we feel the need to push through curriculum for test scores.  Yes--if they can't read, they aren't going to do well on the test.  But also, if they don't know the role George Washington played in the Revolutionary War...they aren't going to do well either.  My coworkers use every minute of every day to cover those standards tested by the state each year.  Another element added to that task are the things that subtract time from our classroom instruction---band/strings, field trips, program practices, performances, and other outside interruptions.  All of these are added stresses to doing our job.  Now, before you think I'm Debbie Downer--I'm not.  These programs benefit our students in lots of ways.  I know that.  I'm just saying that in the real day to day things of teaching, the time we have is PRECIOUS.
     I loved Miller's quote, "We don't really know our children as readers."  That is me.  Even when I was the reading teacher, I felt that I only scraped the surface.  I felt ineffective when it came to helping someone become a better reader.  I know how to go through all the motions.....I've read several professional books...yet, I still doubt my effectiveness in understanding why  readers are struggling and how to help them.  I am hoping this class will help me in that area.
     We all know that reading is the most important skill for a successful student.  It translates into all subject areas.  Our math standardized test could easily look like a reading test.  Reading is the key to success.  I feel that as a collective whole, WE have to figure out a way to make our daily schedule, the demand for test scores, and the need to teach our students to be readers a UNITED goal for education.

Is There Enough Time? And Is Time Enough to Support Independent Reading?

Time for reading!  I am challenged each day as to how to allocate time to independent reading.  I have time for everything else, but when do I set aside time for reading?  I realize reading is important and essential for my students.  I often ask myself when I do allow time for independent reading-are my little kindergarten students REALLY reading?  How do I know? So, what do I do?  I don’t give time like I should to independent reading.  I need to advocate a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and setting goals for my students.

Miller states that for students to do more than race through lots of books, they need a teacher to show them what behaviors they need to practice as they read.  This is the area I need to work on.  This is where I have a difficult time demonstrating behaviors they need to practice as they read.  By the time I do this- when do I have time for my students to practice? We often race through books!  Time has always been an issue and I need to let go of some of the everyday practices/routines of the day to provide more time.

I really like this statement mentioned by Miller. "When children read extensively, they learn about themselves, other people, and the world; they learn that reading is something they can do that empower them to control their lives, connect with each other, and make the world a better place." This speaks volume to me! Reading to LIVE… I have never looked at reading in that way! I will not only make TIME for reading, I will TAKE time for reading in the classroom. 

Alexis Howlett's August Blog Post 1: Instructional Support...Even for GT Students?

At first, I was immediately put off by Debbie Miller's chapter "Not This" within the first paragraph when she stated that "Children learn to read by reading...but not without instructional support."  As a teacher of gifted and talented students, I don't agree with this statement entirely because many of these students have become incredible high level readers without great instructional support.  They also have an innate love of reading.  The more I questioned this statement, I realized that maybe I wasn't looking at why they are such high readers or have such a love of reading.

I began to think about the students who are exceptional readers that I teach and their love of books started at a very early age due to early exposure from parent(s), great teachers, early childhood education, and various other outlets.  As I continued to read Miller's article, I realized that all of these exposures fall under instructional support whether I label it this way or not.  Yes, do we assume that we are doing the best job through programs like DEAR or SSR, AR, ReadWell, etc.?  Of course we do because as Miller states "we're modeling what a good reader looks like."

In terms of my gifted and talented students I need to make sure as we research various units and explore various extensions of their everyday learning that they are also understanding/comprehending what they are reading no matter their high level of reading.  This means providing instructional support that shows how to research and read informational texts accordingly.  As for finding the time, that will still be a challenge for even me since like every other teacher I too have "benches I'm guarding."

Kelly Anderson's August Blog Post 1: Bench Guarding at its best

Honesty is the best policy...right? So I was sitting in bed the other night reading Section 1 of Miller's book and about the time I got to the analogy of the "wet paint guard" I was starting to doze. I knew I had to get this reading done so I continued reading through lazy eye lids. I got to "Calendar Activities" and I perked right up. Are you kidding me? My calendar time is precious, I love the morning announcements, transitions...who doesn't love a good poem/song to get students' attention, and lining up takes lots of practice! 

I started building imaginary walls around my classroom practices and started highlighting things I disagreed with in the chapter. I even interrupted Jacob's reading to share my distaste with him. The next day I talked to a few people about my precious calendar and began justifying how I use that chunk of time justly. It wasn't until after I re-read the chapter (after our meeting Tuesday) that I realized they weren't saying the practices I enjoy and love doing are wrong but that using them as an excuse to not give my students time to read was the issue. I began thinking about how I could pull away some of the time that I use for my precious calendar (which is very different from that in the book by the way), transitions, and "Extreme Line Up: School Edition". I found several times that I could use in a better way to make sure I am using every minute in a way that will benefit my students. 

We all have goals, mine after this chapter is, through all of the hubbub is that I will set my sights on using my time more wisely. The feeling that set the foundation for the invisible walls I put around some of my daily routines began when Miller started probing in a "dentist" like way at a sensitive spot in my instruction. I realize that in a defensive way I wanted to protect and justify the amount of time set aside for the things mentioned, that in a way are beneficial and do have purpose, but I am conscious enough of the  long career ahead of me and it is best to correct some of those areas now in order to best serve my students.